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Luo F, Luo L, Zhang Y, Wen W, Ye B, Mo Y, Wan Q. Enhancing dental education: integrating online learning in complete denture rehabilitation. BMC MEDICAL EDUCATION 2024; 24:1079. [PMID: 39354485 PMCID: PMC11445855 DOI: 10.1186/s12909-024-06070-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2024] [Accepted: 09/23/2024] [Indexed: 10/03/2024]
Abstract
This study investigated the integration of online learning into complete denture rehabilitation (CDR) training for dental interns, highlighting its impact on their education and readiness for clinical practice. Given that CDR poses significant challenges due to its technical complexity and profound influence on patient well-being, online learning has emerged as a strategic educational tool to enhance interns' knowledge and skills. This research included the administration of a comprehensive questionnaire to 63 dental interns to assess their backgrounds, experiences with online learning, and attitudes toward its application in CDR education. The results revealed strong engagement with online learning, with a majority valuing its flexibility, accessibility, and capacity to facilitate self-paced, individualized learning. Despite the enthusiasm for online modalities, the results identified notable gaps in interns' confidence in and preparedness for performing CDR, highlighting the need for targeted improvements in online curriculum development. By emphasizing the essential role of innovative teaching methods, including virtual reality (VR), this study underscores the need for a balanced educational approach that combines traditional and digital platforms. This strategy aims to prepare future dental professionals for the complexities of modern clinical environments, ensuring that they are well equipped to meet the diverse needs of the edentulous population.
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Affiliation(s)
- Feng Luo
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China
| | - Ling Luo
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China
| | - Yaowen Zhang
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China
| | - Wen Wen
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China
| | - Baojun Ye
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China
| | - Yafei Mo
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China
| | - Qianbing Wan
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, West China School of Stomatology, Sichuan University, Chengdu, 610041, China.
- Department of Prosthodontics, West China School of Stomatology, Sichuan University, No. 14, Section 3, Renmin Nanlu, Chengdu, 610041, China.
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Dalgalı P, Topsakal KG, Eser Mısır S, Samur Ergüven S, Duran GS, Görgülü S. Evaluating the Impact of Different Education Methods on Cleft Lip and Palate Anatomy Training. Cleft Palate Craniofac J 2024:10556656241286754. [PMID: 39324208 DOI: 10.1177/10556656241286754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/27/2024] Open
Abstract
OBJECTIVE To compare the effects of different educational methods on short and long-term learning outcomes and to investigate the satisfaction and perception of cleft lip and palate (CLP) education among dental students. DESIGN The theoretical exam on CLP to determine their baseline level of knowledge was taken by the participants(T0). After the exam, the students were randomly divided into three groups and all students attended a lecture-based traditional education on CLP. Students in the first group (n = 40) received no additional teaching (Group A). Students in the second group (n = 38) received model teaching with 3D-printed models (Group B). The third group (n = 39) was trained in e-learning-supported education (Group C). The theoretical exam was repeated immediately after the education (T1/short-term learning), one week later (T2/early long-term learning), and one month later (T3/late long-term learning), and the effect of the education methods on information level was assessed. In addition, a post-training satisfaction questionnaire was administered to participants of Group B and Group C. RESULTS Both 3D model-based and e-learning-supported approaches significantly improved immediate knowledge of CLP. However, no significant differences were found in knowledge retention over time between the all methods. A majority of students favored the incorporation of both methods in orthodontic education. CONCLUSIONS While both 3D models and e-learning effectively enhance short-term CLP knowledge among dental students, their long-term educational impacts are comparable. However, student preferences indicated that the use of 3D-printed models and e-learning strategies may be useful augmentations to traditional lecture education.
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Affiliation(s)
- Perihan Dalgalı
- Department of Orthodontics, Gulhane Faculty of Dental Medicine, University of Health Sciences, Ankara, Türkiye
| | - Kübra Gülnur Topsakal
- Department of Orthodontics, Gulhane Faculty of Dental Medicine, University of Health Sciences, Ankara, Türkiye
| | - Selcen Eser Mısır
- Department of Orthodontics, Gulhane Faculty of Dental Medicine, University of Health Sciences, Ankara, Türkiye
| | - Sara Samur Ergüven
- Department of Oral and Maxillofacial Surgery, Gulhane Faculty of Dental Medicine, University of Health Sciences, Ankara, Türkiye
| | - Gökhan Serhat Duran
- Department of Orthodontics Faculty of Dentistry, Çanakkale 18 Mart University, Çanakkale, Türkiye
| | - Serkan Görgülü
- Department of Orthodontics, Gulhane Faculty of Dental Medicine, University of Health Sciences, Ankara, Türkiye
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Silvestri F, Odisho N, Kumar A, Grigoriadis A. Examining gaze behavior in undergraduate students and educators during the evaluation of tooth preparation: an eye-tracking study. BMC MEDICAL EDUCATION 2024; 24:1030. [PMID: 39300488 DOI: 10.1186/s12909-024-06019-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2024] [Accepted: 09/12/2024] [Indexed: 09/22/2024]
Abstract
BACKGROUND Gaze behavior can serve as an objective tool in undergraduate pre-clinical dental education, helping to identify key areas of interest and common pitfalls in the routine evaluation of tooth preparations. Therefore, this study aimed to investigate the gaze behavior of undergraduate dental students and dental educators while evaluating a single crown tooth preparation. METHODS Thirty-five participants volunteered to participate in the study and were divided into a novice group (dental students, n = 18) and an expert group (dental educators, n = 17). Each participant wore a binocular eye-tracking device, and the total duration of fixation was evaluated as a metric to study the gaze behavior. Sixty photographs of twenty different tooth preparations in three different views (buccal, lingual, and occlusal) were prepared and displayed during the experimental session. The participants were asked to rate the tooth preparations on a 100 mm visual analog rating scale and were also asked to determine whether each tooth preparation was ready to make an impression. Each view was divided into different areas of interest. Statistical analysis was performed with a three-way analysis of the variance model with repeated measures. RESULTS Based on the participants' mean rates, the "best" and the "worst" tooth preparations were selected for analysis. The results showed a significantly longer time to decision in the novices compared to the experts (P = 0.003) and a significantly longer time to decision for both the groups in the best tooth preparation compared to the worst tooth preparation (P = 0.002). Statistical analysis also showed a significantly longer total duration of fixations in the margin compared to all other conditions for both the buccal (P < 0.012) and lingual (P < 0.001) views. CONCLUSIONS The current study showed distinct differences in gaze behavior between the novices and the experts during the evaluation of single crown tooth preparation. Understanding differences in gaze behavior between undergraduate dental students and dental educators could help improve tooth preparation skills and provide constructive customized feedback.
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Affiliation(s)
- Frédéric Silvestri
- Department of Prosthodontics, School of Dental Medicine, ADES, CNRS, Aix-Marseille University, EFS, Marseille, France
- Division of Oral Rehabilitation, Department of Dental Medicine, Karolinska Institutet, Huddinge, Sweden
| | - Nabil Odisho
- Division of Oral Rehabilitation, Department of Dental Medicine, Karolinska Institutet, Huddinge, Sweden
| | - Abhishek Kumar
- Division of Oral Rehabilitation, Department of Dental Medicine, Karolinska Institutet, Alfred Nobels Allé 8, Box 4064, 141 04, Huddinge, Sweden.
- Academic Center for Geriatric Dentistry, Stockholm, Sweden.
| | - Anastasios Grigoriadis
- Division of Oral Rehabilitation, Department of Dental Medicine, Karolinska Institutet, Huddinge, Sweden
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Daud A, Matoug-Elwerfelli M, Khalid A, Ali K. The impact of virtual reality haptic simulators in pre-clinical restorative dentistry: a qualitative enquiry into dental students' perceptions. BMC Oral Health 2024; 24:988. [PMID: 39180025 PMCID: PMC11344466 DOI: 10.1186/s12903-024-04704-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Accepted: 08/05/2024] [Indexed: 08/26/2024] Open
Abstract
PURPOSE In the realm of restorative dentistry, the integration of virtual reality haptic simulation (VRHS) for learning operative skills has garnered varied perceptions among dental students. Therefore, the aim of this study was to delve deep into undergraduates dental students' perceptions related to the impact of VRHS in pre-clinical restorative dentistry. METHODS A homogeneous purposive sampling method was utilized to gather data from third-year undergraduate dental students (n = 23) at the College of Dental Medicine, Qatar University, to thoroughly investigate their views on the impact of VRHS on their learning experience in preparing a standard class I cavity. An explorative qualitative method using face-to-face focus group sessions were conducted in English during 2023. Focus group sessions were recorded and transcribed using Microsoft Teams. Two authors independently read the transcripts, coded the text, and manually analyzed text using an inductive thematic approach. RESULTS A total of 21 (91.3%) students participated in this study. Analysis of 3 focus group interviews revealed five primary themes summarized with the term "MASTR" (M = manual dexterity, A = assessment, S = sequence, T = training, and R = realism). Based on frequency of reported themes, students perceived realism/ lifelike nature of VRHS requiring further enhancement to achieve the desired learning objective. CONCLUSION Although, VRHS play a crucial role in modern dental education, offering innovative solutions for training, evaluation, and feedback, the need to enhance their ability to simulate real-life dental procedures and learning environment (realism), coupled with interactive and immersive learning experiences were the most frequently raised theme by students. In terms of curriculum design and learning pedagogies, dental educators should consider the appropriate sequence when integrating VRHS within the undergraduate curricula.
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Affiliation(s)
- Alaa Daud
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar.
| | | | - Amina Khalid
- College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Kamran Ali
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
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Stoilov L, Stephan F, Stark H, Enkling N, Kraus D, Stoilov M. Efficacy of Virtual Preparation Simulators Compared to Traditional Preparations on Phantom Heads. Dent J (Basel) 2024; 12:259. [PMID: 39195103 DOI: 10.3390/dj12080259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2024] [Revised: 08/08/2024] [Accepted: 08/13/2024] [Indexed: 08/29/2024] Open
Abstract
BACKGROUND Virtual simulators are increasingly being introduced in dental education. This study investigates whether virtual simulators offer comparable or superior educational efficacy when compared to traditional phantom simulators. MATERIALS AND METHODS Participants were randomly allocated into groups: Virtual Preparation (SIM; n = 30) and Traditional Preparation (FRA; n = 30). Students were tasked with preparing tooth 36 for a full-cast crown during free practice for four days. Faculty staff provided feedback to both groups. Examinations were administered and graded by three examiners (preclinical and clinical consultants and a dental surgery consultant). Additionally, a survey was conducted to assess each training concept. RESULTS The FRA group achieved significantly better grades in the preparation exam evaluations by all three examiners, compared to the SIM group. Interrater reliability showed only moderate agreement, with the clinical examiner giving better grades than the other two. The questionnaire results indicate that while participants managed with the virtual system, they preferred the analog system for exams and patient preparation. CONCLUSION Virtual simulators do not seem to be as good when it comes to practicing for a preparation exam or clinical preparation, especially for unexperienced students. However, they still appear to be useful as an additional tool for introducing students to the topic of preparation.
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Affiliation(s)
- Lea Stoilov
- Department of Prosthodontics, Preclinical Education and Dental Materials Science, University of Bonn, 53111 Bonn, Germany
| | - Fabian Stephan
- Department of Prosthodontics, Preclinical Education and Dental Materials Science, University of Bonn, 53111 Bonn, Germany
| | - Helmut Stark
- Department of Prosthodontics, Preclinical Education and Dental Materials Science, University of Bonn, 53111 Bonn, Germany
| | - Norbert Enkling
- Department of Reconstructive Dentistry and Gerodontology, School of Dental Medicine, University of Bern, 3012 Bern, Switzerland
| | - Dominik Kraus
- Department of Prosthodontics, Preclinical Education and Dental Materials Science, University of Bonn, 53111 Bonn, Germany
| | - Milan Stoilov
- Department of Prosthodontics, Preclinical Education and Dental Materials Science, University of Bonn, 53111 Bonn, Germany
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Fathima A, R M, R R, Pandurangan KK. Efficiency of a Sensory-Adapted Dental Environment Versus Regular Dental Environment in Neurotypically Healthy Children: A Parallel-Arm Interventional Study. Cureus 2024; 16:e62109. [PMID: 38993438 PMCID: PMC11236961 DOI: 10.7759/cureus.62109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2024] [Accepted: 06/10/2024] [Indexed: 07/13/2024] Open
Abstract
Introduction The basic principle of a sensory adaptive dental environment is that an individual's sensory experiences have a significant impact on their emotional and psychological well-being. Taste, smell, touch, hearing, and sight are the five basic senses that affect our perception and responses to the environment. The study aimed to assess the effectiveness of a Sensory-Adaptive Dental Environment (SADE) compared with a Regular Dental Environment (RDE) in reducing anxiety, improving behavior, and providing a smooth experience for children undergoing dental treatment. Materials and methods This parallel-arm pilot study was conducted at the outpatient Department of Pediatric and Preventive Dentistry, Saveetha Dental College and Hospitals, Chennai, from January 2024 to March 2024. A total of 148 children who met the inclusion criteria were divided into two groups: Group I (intervention group) received SADE or MSE (Multi-Sensory Environment) intervention, while Group 2 (control group) underwent dental treatments in a Regular Dental Environment (RDE). Patient behavior was assessed using Frankl's behavior rating scale, and anxiety levels were measured using Ayesha's Oddbodd anxiety scale. Additionally, heart rate and oxygen saturation (SpO2) were evaluated using a pulse oximeter. Statistical analysis was conducted using IBM SPSS Statistics for Windows, Version 26.0 (IBM Corp., Armonk, NY), with significance set at a p-value less than 0.05. Results Before the procedure, there were no notable differences in behavior or anxiety levels. However, after the procedure, children undergoing treatment under SADE resulted in markedly improved behavior and notably lower anxiety levels. Also, this correlated with reduced anxiety levels, indicated by lower heart rates and higher oxygen saturation levels. Conclusion The study concluded that there were notable differences in patient experiences between SADE and RDE. After their dental procedures, participants in the SADE group were found to behave better and feel less nervous. Still, in the conventional setting, only improved behavior was noted, with no significant difference in anxiety levels. Overall, our study suggests that dental offices can significantly enhance patient experiences by providing a sensory-friendly setting that helps children feel more at ease, improves patient outcomes, and less nervous during their visits.
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Affiliation(s)
- Ayesha Fathima
- Pediatric and Preventive Dentistry, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
| | - Mahesh R
- Pediatric and Preventive Dentistry, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
| | - Ramesh R
- Pediatric and Preventive Dentistry, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
| | - Kiran K Pandurangan
- Prosthodontics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, IND
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Algarni YA, Saini RS, Vaddamanu SK, Quadri SA, Gurumurthy V, Vyas R, Baba SM, Avetisyan A, Mosaddad SA, Heboyan A. The impact of virtual reality simulation on dental education: A systematic review of learning outcomes and student engagement. J Dent Educ 2024. [PMID: 38807268 DOI: 10.1002/jdd.13619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Revised: 05/09/2024] [Accepted: 05/16/2024] [Indexed: 05/30/2024]
Abstract
PURPOSE Virtual reality (VR) simulations have been increasingly employed to train dental students prior to clinical practice. According to the literature, blended learning designs in the form of VR simulations can be utilized by both dental students and instructors to provide quality education. They can also save time and improve motor skills before students enter clinical stages. Therefore, this study was designed to review the importance of available VR simulators and their impact on student learning and outcomes. METHOD The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed to review the literature systematically, and different databases such as PubMed, ScienceDirect, Cochrane Library, Scopus, and Google Scholar were searched (up to December 2023) for relevant articles using keywords: "virtual reality," "virtual reality simulators," "virtual reality simulation," and "dental education." The Mixed Methods Appraisal Tool was used to assess the study quality. RESULTS After a comprehensive literature search, 1477 research articles were identified, of which 16 were included in the present study. In terms of students' learning outcomes, engagement, and optimal approach, a significant improvement was observed compared to conventional training methods, specifically in their knowledge, performance, confidence, and psychomotor skills. CONCLUSION The findings suggest that VR simulators enhance the overall learning abilities of dental students and should be regarded as an integral component of the current curriculum. However, it is important to recognize that VR simulators cannot fully substitute traditional training methods; rather, they can effectively complement them.
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Affiliation(s)
- Youssef Abdullah Algarni
- Department of Restorative Dental Sciences, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Ravinder S Saini
- Department of Dental Technology, COAMS, King Khalid University, Abha, Saudi Arabia
| | | | | | | | - Rajesh Vyas
- Department of Dental Technology, COAMS, King Khalid University, Abha, Saudi Arabia
| | - Suheel Manzoor Baba
- Department of Restorative Dental Sciences, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Anna Avetisyan
- Department of Therapeutic Stomatology, Faculty of Stomatology, Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia
| | - Seyed Ali Mosaddad
- Department of Research Analytics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India
- Student Research Committee, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Artak Heboyan
- Department of Research Analytics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India
- Department of Prosthodontics, Faculty of Stomatology, Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia
- Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
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Mallek F, Mazhar T, Faisal Abbas Shah S, Ghadi YY, Hamam H. A review on cultivating effective learning: synthesizing educational theories and virtual reality for enhanced educational experiences. PeerJ Comput Sci 2024; 10:e2000. [PMID: 38855256 PMCID: PMC11157568 DOI: 10.7717/peerj-cs.2000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 03/28/2024] [Indexed: 06/11/2024]
Abstract
Immersive technology, especially virtual reality (VR), transforms education. It offers immersive and interactive learning experiences. This study presents a systematic review focusing on VR's integration with educational theories in higher education. The review evaluates the literature on VR applications combined with pedagogical frameworks. It aims to identify effective strategies for enhancing educational experiences through VR. The process involved analyzing studies about VR and educational theories, focusing on methodologies, outcomes, and effectiveness. Findings show that VR improves learning outcomes when aligned with theories such as constructivism, experiential learning, and collaborative learning. These integrations offer personalized, immersive, and interactive learning experiences. The study highlights the importance of incorporating educational principles into VR application development. It suggests a promising direction for future research and implementation in education. This approach aims to maximize VR's pedagogical value, enhancing learning outcomes across educational settings.
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Affiliation(s)
- Fatma Mallek
- Faculty of Engineering, University de Moncton, Moncton, Canada
| | - Tehseen Mazhar
- Department of Computer Science & Information Technology, Virtual University of Pakistan, Lahore, Pakistan
| | - Syed Faisal Abbas Shah
- Department of Computer Science & Information Technology, Virtual University of Pakistan, Lahore, Pakistan
| | - Yazeed Yasin Ghadi
- Department of Computer Science and Software Engineering, Al Ain University, Abu Dhabi, United Arab Emirates
| | - Habib Hamam
- Faculty of Engineering, University de Moncton, Moncton, Canada
- Bridges for Academic Excellence, Tunisia, Tunisia
- School of Electrical Engineering, University of Johannesburg, Johannesburg, South Africa
- Hodmas University College, Mogadishu, Somalia
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Rooholamini A, Salajegheh M. Health profession education hackathons: a scoping review of current trends and best practices. BMC MEDICAL EDUCATION 2024; 24:554. [PMID: 38773526 PMCID: PMC11110329 DOI: 10.1186/s12909-024-05519-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 05/06/2024] [Indexed: 05/24/2024]
Abstract
BACKGROUND While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend. METHODS This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. RESULTS Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education. CONCLUSION Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches.
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Affiliation(s)
- Azadeh Rooholamini
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Mahla Salajegheh
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
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Liu CM, Su NY, Chen YT, Chiang CP, Yu CH. Analysis of approved dental teaching projects in the teaching practice research program in 8 dental schools of Taiwan from 2018 to 2023. J Dent Sci 2024; 19:1083-1086. [PMID: 38618124 PMCID: PMC11010709 DOI: 10.1016/j.jds.2024.01.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Indexed: 04/16/2024] Open
Abstract
Background/purpose The teaching practice research program was initiated by Taiwan's Ministry of Education in 2018 to improve medical teaching quality. This study analyzed dental teaching projects conducted under this program from 2018 to 2023. Materials and methods Data of submitted and approved medical (including dental) teaching projects from 2018 to 2023 were obtained from the annual reports released by the program committee. The annual passing rates were calculated by dividing the number of approved dental teaching projects by the total number of approved medical teaching projects in the category of medical and healthcare sciences in a particular year. The 24 approved dental teaching projects were reviewed, classified into different topics in the dental field, and then reported. Results There were 24 approved dental teaching projects out of a total of 822 approved medical teaching projects from 2018 to 2023. The annual passing rates increased gradually from 2018 (1.4 %) to 2022 (3.9 %) and 2023 (3.8 %) with an overall mean passing rate of 2.9 % over a period of 6 years. Of the 24 approved dental teaching projects, digital dentistry was the most common teaching research topic (9 projects), followed by new teaching models (7 projects), 3D technology (3 projects), endodontics (3 projects), dental histology (one project), and evidence-based method (one project). Conclusion Digital dentistry and new teaching models were the two predominant dental teaching research topics, suggesting that both are the modern trends in the dental education. However, the dental teaching research projects are still very limited in 8 Taiwanese dental schools.
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Affiliation(s)
- Chia-Ming Liu
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Ni-Yu Su
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Yi-Tzu Chen
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Chun-Pin Chiang
- Department of Dentistry, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan
- Graduate Institute of Oral Biology, School of Dentistry, National Taiwan University, Taipei, Taiwan
- Department of Dentistry, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Chuan-Hang Yu
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan
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Ma L, Lai H, Zhao W. Evaluating the Effectiveness of a Virtual Simulation Platform for Apexification Learning. Dent J (Basel) 2024; 12:27. [PMID: 38392231 PMCID: PMC10887995 DOI: 10.3390/dj12020027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 01/17/2024] [Accepted: 01/19/2024] [Indexed: 02/24/2024] Open
Abstract
The traditional teaching methods for apexification face difficulties in meeting dental students' practical training needs. Herein, we aimed to find optimal techniques of learning apexification and to evaluate whether a virtual simulation platform for apexification learning was effective. A virtual simulation learning platform for apexification was developed. Ninety-nine 4th-year dentistry students were classified randomly into the control group (Con, receiving conventional teaching) and the experimental group (Exp, receiving virtual simulation teaching). Theoretical tests before (test 1) and after the virtual simulation training (test 2) assessed the effect of learning. In the Exp group, a questionnaire was used to assess student understanding of the virtual simulation platform. In the Exp group, the test-2 scores were significantly better compared those in the Con group (p < 0.001). Furthermore, in the Exp group, the test-2 scores exceeded those of test 1 (p < 0.001). Feedback using the questionnaire covered the evaluation of the Exp group for the virtual reality platform and offered useful suggestions. Applying the virtual simulation learning platform had positive effects on improving learning quality related to apexification.
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Affiliation(s)
- Lan Ma
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| | - Hongbin Lai
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| | - Wei Zhao
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
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