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Khattak O, Ganji KK, Iqbal A, Altassan M, Khan FH, Anis R. Beyond labs: unveiling dynamics of dental students' transition from pre-clinical to clinical training in a Saudi dental school. PeerJ 2024; 12:e18019. [PMID: 39282120 PMCID: PMC11397122 DOI: 10.7717/peerj.18019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Accepted: 08/09/2024] [Indexed: 09/18/2024] Open
Abstract
Objective To assess the factors affecting the transition of dental students from pre-clinical to clinical courses in an outcome-based curriculum. Methods This cross-sectional study surveyed dental students in the third and fourth academic years of the Bachelor of Dental and Oral Surgery (BDS) program at the College of Dentistry, Jouf University. Ethically approved and powered by the G Power software, the study employed a modified questionnaire validated through a pilot test to assess five domains. Likert scale responses were analyzed using SPSS v.25, revealing insights into clinical workload, patient interaction, and learning experiences. Multiple regression analysis was used to assess the impact of clinical skill application, workload, transition to clinics, and patient interaction on learning experience as well as CGPA. The Mann-Whitney U test compared the ranks of two independent samples, making it less sensitive to outliers and more suitable for data with non-normal distributions. Results In this study, the response rate of the participants was 70%. A total of 44 dental students in their third and fourth years of the program completed the survey. The multiple regression analysis showed that the predictors collectively explained 36.1% of the variance in the learning experience (Adjusted R2 = 0.361). "Transition to Clinics" had a significant positive effect on learning experience (β = 0.292, p = 0.012), "Workload" (β = -0.203, p = 0.393) and "Patient Interaction" (β = 0.443, p = 0.168) were not significant predictors. The Mann-Whitney U test revealed no significant gender differences in transition to clinics, workload, patient interaction, application of clinical skills, and learning experience (U = 33.09 to -40.33, p > 0.05), but a significant difference in transition to clinics between third- and fourth-year students (U = 31.56 to -43.24, p < 0.05). Conclusion The results of this study demonstrate that the transition to clinical training can be intricate, and that multiple elements have an impact on this process. It is crucial to have support systems that facilitate the transition into the clinical learning environment.
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Affiliation(s)
- Osama Khattak
- Department of Restorative Dental Sciences, Jouf University, Sakaka, Aljouf, Saudi Arabia
| | - Kiran Kumar Ganji
- Department of Preventive Dentistry, Jouf University, Sakaka, Aljouf, Saudi Arabia
- Department of Dental Research at Center for Global Health Research, SMC, Saveetha Institute of Medical & Technical Sciences, Chennai, Tamilnadu, India
- Institute of Health Professions Education, Sri Balaji Vidyapeeth, Pondicherry, Tamilnadu, India
| | - Azhar Iqbal
- Department of Restorative Dental Sciences, Jouf University, Sakaka, Aljouf, Saudi Arabia
| | - Mosa Altassan
- Department of Oral and Maxillofacial Prosthodontics, King Abdul Aziz University, Jeddah, Jeddah, Saudi Arabia
| | - Farida Habib Khan
- Department of Family and Community Medicine, University of Hail, Hail, Saudi Arabia
| | - Rabia Anis
- Department of Oral and Maxillofacial Surgery, Isra University, Hyderabad, Pakistan
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Abu Arqub S, Al-Shehri NA, Meyer S, Asefi S, Al-Moghrabi D. The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 39223737 DOI: 10.1111/eje.13035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 08/01/2024] [Accepted: 08/12/2024] [Indexed: 09/04/2024]
Abstract
OBJECTIVE To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education. METHODS The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model. RESULTS Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour. CONCLUSION There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.
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Affiliation(s)
- Sarah Abu Arqub
- Department of Orthodontics, University of Florida, Gainesville, Florida, USA
| | - Nada Ahmed Al-Shehri
- Department of Preventive Dental Sciences, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Sarah Meyer
- UF Health Science Center Libraries, University of Florida, Gainesville, Florida, USA
| | - Sohrab Asefi
- Tehran University of Medical Sciences, Tehran, Iran
| | - Dalya Al-Moghrabi
- Department of Preventive Dental Sciences, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
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Pang X, Li L, Liu X, Wang Y, Yang B. Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis. Int Dent J 2024:S0020-6539(24)00158-8. [PMID: 38981826 DOI: 10.1016/j.identj.2024.05.016] [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: 02/20/2024] [Revised: 05/01/2024] [Accepted: 05/30/2024] [Indexed: 07/11/2024] Open
Abstract
INTRODUCTION AND AIMS As an experimental teaching method, emerging learning methods including problem-based learning (PBL), case-based learning, team-based learning and flipped classroom (FC) have been widely applied in dental education. This study aims to evaluate the effect of these teaching methods on dental education performance compared to traditional lecture-based learning (LBL). METHODS The search was carried out in April 2024 in PubMed, EMBASE, Web of Science, and Cochrane Library. All randomized controlled trials were included and the methodological quality assessment was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, followed by a meta-analysis using Stata 14.0 software. Using standard mean deviation (SMD) and 95% confidence interval (95% CI) to determine the effectiveness of emerging teaching methods and LBL in all dental disciplines. Meta-regression was used to analyse sources of heterogeneity. Sensitivity analysis was performed to determine the stability, and Begg's analysis was used to determine whether there is publication bias. RESULTS A total of 29 randomized controlled trials including 3502 students were included. The results indicate that emerging educational methods have a significantly positive effect on achieving higher scores (SMD = 0.48, 95% CI = 0.34-0.62, P < .001), whether it was theoretical scores (SMD = 0.52, 95% CI = 0.32-0.72, P < .001) or skill scores (SMD = 0.45, 95% CI = 0.15-0.76, P < .001). Compared to LBL, PBL (SMD = 0.33, 95% CI = 0.01-0.65, P = .045) and FC (SMD = 0.50, 95% CI = 0.31-0.69, P < .001) can both significantly improve students' academic performance. CONCLUSION Compared to LBL, emerging educational methods (PBL, case-based learning, and FC) have significantly improved the learning effectiveness of dental students. These emerging educational methods can be advocated and popularized as routine teaching methods. CLINICAL RELEVANCE This study is the first meta-analysis of the effects of emerging teaching methods in dental education which shows great impact of emerging teaching methods on students' development.
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Affiliation(s)
- Xuefei Pang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China
| | - Ling Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China
| | - Xu Liu
- Guangdong Provincial Key Laboratory of Biomedical Imaging and Guangdong Provincial Engineering Research Center of Molecular Imaging, Department of Infectious Disease, The Fifth Affiliated Hospital, Sun Yat-sen University, Zhuhai, China.
| | - Yan Wang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China.
| | - Bo Yang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China.
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Schmalz G, Büchi S, Haak R, Ziebolz D, Strauß M. Illustration of self-perceived knowledge, skills, and interests in undergraduate dental students using a visual metaphor- results of a monocentric cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:271. [PMID: 38475755 DOI: 10.1186/s12909-024-05257-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 03/04/2024] [Indexed: 03/14/2024]
Abstract
BACKGROUND Self-assessment and self-reflection of competencies are crucial skills for undergraduate students. This monocentric cross-sectional study aims to assess the self-perceived knowledge, skills and interests in conservative dentistry and periodontology of third-, fourth-, and fifth-year dental students by the Pictorial Representation of Illness and Self-measure (PRISM). METHODS Seventy-five undergraduate dental students (n = 25 of each year) who studied between 2021 and 2022 at the Department of Cariology, Endodontology and Periodontology at the University of Leipzig, Germany, were included. All of them underwent a PRISM-based interview regarding their perceived knowledge, practical skills, and interests in conservative dentistry as well as its sub-disciplines. The distances in the PRISM task (in millimeters) were measured and compared between the groups. Spearman's Rho was used to reveal correlations between knowledge, skills, and interests in the cohort. RESULTS Perceived theoretical knowledge and practical skills differed significantly between groups for the sub-disciplines periodontology, cariology, restorative dentistry and preventive dentistry (p < 0.05). However, students' interests did not significantly vary between groups (p > 0.05). In the field of conservative dentistry and its sub-disciplines, significant moderate to high positive correlations were found between knowledge and skills (p < 0.01), and weak to moderate positive correlations were found between interests and knowledge (p < 0.05). Regarding the relationship between perceived interests and skills, only restorative dentistry, endodontology and periodontology were significant and only moderate to weak correlations were found (p < 0.05). CONCLUSION PRISM revealed differences in perceived knowledge and skills between third-, fourth-, and fifth-year dental students. Correlations were found between perceived knowledge and skills, as well as between interests and knowledge. PRISM may be a promising tool to support students and teachers in dental education.
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Affiliation(s)
- Gerhard Schmalz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany.
| | - Stefan Büchi
- mediX Gruppenpraxis Rotbuchstrasse, Zürich, Switzerland
| | - Rainer Haak
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| | - Dirk Ziebolz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| | - Maria Strauß
- Department of Psychiatry and Psychotherapy, University of Leipzig, Leipzig, Germany
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Bafail A, Algarni AA, Abuljadayel JA, Hawsawi RA, Alsulaimani M, Sharbib S, Baik A, Hamadallah HH, Mirah MA. Evaluation of Students' Proficiency in Removing Gutta-Percha Prior to Fiber Post Placement: A Retrospective Study. Cureus 2024; 16:e57203. [PMID: 38681449 PMCID: PMC11056200 DOI: 10.7759/cureus.57203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/28/2024] [Indexed: 05/01/2024] Open
Abstract
INTRODUCTION This retrospective study focuses on dental students' proficiency in removing gutta-percha during fiber post space preparation, which is important for maintaining apical seal integrity in endodontically treated teeth. Emphasizing the significance of preventing further reinfection. The primary objective of this study was to assess the proficiency of undergraduate dental students in the manipulation of gutta-percha during fiber post preparation, specifically focusing on the psychomotor skills involved. In addition, the study aims to determine the predictive value of these skills on the ultimate clinical outcomes of the procedure, with particular emphasis on variations attributable to tooth type. MATERIALS AND METHODS The analysis encompassed 290 periapical radiographs obtained from endodontically treated teeth, all of which had undergone fiber post placement by undergraduate students at the College of Dentistry, Taibah University, Saudi Arabia. Postoperatively, the length of the remaining gutta-percha was measured by two experts in the field, and subsequent outcomes were classified into three categories: optimal, suboptimal, and inadequate, based on the extent of gutta-percha remaining. RESULTS Students showed optimal removal rates ranging from 33.3% to 73.1%. Among the studied sample, upper anterior teeth were the highest included teeth (n=117, 40%). Remarkably, lower anterior teeth were more prone to suboptimal and inadequate gutta-percha remaining lengths (n=24, 33%). However, the chi-square test revealed no statistically significant difference in students' psychomotor skills while removing the gutta-percha and preparing the teeth to receive fiber posts across tooth types (p-value > 0.05). CONCLUSION With the limitations of this study, more than half of the included cases show that undergraduate students of the College of Dentistry at Taibah University, Saudi Arabia, possess an optimum level of psychomotor skills in removing gutta-percha while preparing the teeth for receiving fiber posts. This study suggests enhancing the preclinical training of students by considering more training on different tooth types in relation to dental arches.
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Affiliation(s)
- Arwa Bafail
- Restorative Dental Sciences Department, College of Dentistry, Taibah University, Madinah, SAU
| | - Amnah A Algarni
- Restorative Dental Sciences Department, College of Dentistry, Taibah University, Madinah, SAU
| | - Jameel A Abuljadayel
- Preventive Dentistry Department, College of Dental Medicine, Umm Al-Qura University, Makkah, SAU
| | - Rayan A Hawsawi
- Restorative Department, College of Dental Medicine, Umm Al-Qura University, Makkah, SAU
| | - Mahmoud Alsulaimani
- Department of Preventive Dental Sciences, College of Dentistry, Taibah University, Madinah, SAU
| | - Shadan Sharbib
- Dental School, College of Dentistry, Taibah University, Madinah, SAU
| | - Abdulmajeed Baik
- Dental School, College of Dentistry, Taibah University, Madinah, SAU
| | | | - Mahir A Mirah
- Restorative Dental Sciences Department, College of Dentistry, Taibah University, Madinah, SAU
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Friedlander LT, Wallace W, Broadbent JM, Hanlin SM, Lyons KM, Cannon RD, Cooper PR. Preparedness and competency of New Zealand graduates for general dental practice - perceptions from the workforce. Aust Dent J 2024; 69:29-39. [PMID: 37740647 DOI: 10.1111/adj.12981] [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] [Accepted: 09/13/2023] [Indexed: 09/24/2023]
Abstract
BACKGROUND Dental graduates need to demonstrate clinical competency. This mixed-methods study explored the perceptions of clinicians who employ or work with new graduates from the University of Otago, New Zealand, and identified themes reflecting graduates' preparedness for independent practice. METHODS An online survey using a semantic differential scale and open-ended questions collected opinions and experiences from the workforce. Quantitative data were analysed using SPSS software, and qualitative data were analysed thematically. RESULTS A representative sample of the workforce was obtained with a response rate of 35% (N = 83). Most clinicians engage new graduates to support the profession and/or rural communities. They perceived that graduates were well prepared in most areas, could translate theory to clinical practice and demonstrate professionalism. Graduates were reportedly stronger in basic dentistry, communication, ethics, and record keeping however were less strong in complex treatment planning, molar endodontics, fixed prosthodontics and exodontia. Clinical exposure during dental training was perceived as more limited, and mentoring and guidance in the transition to practice were deemed to be important. CONCLUSIONS New Zealand dental graduates appear prepared for independent practice; however, maximising clinical opportunities during training, mentoring and early professional development in advanced areas of practice is essential to enhance competency and confidence.
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Affiliation(s)
- L T Friedlander
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
| | - Wda Wallace
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
| | - J M Broadbent
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
| | - S M Hanlin
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
| | - K M Lyons
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
| | - R D Cannon
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
| | - P R Cooper
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
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Luo ZJ, Lin YH, Yin Y, Zhou T, Li XX. Evaluation on a teaching software for removable partial denture framework design. Technol Health Care 2023; 31:1787-1798. [PMID: 37125579 DOI: 10.3233/thc-220654] [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] [Indexed: 05/02/2023]
Abstract
BACKGROUND Removable partial dentures (RPDs) are widely used as a dental prosthesis and have a wide application scope. OBJECTIVE To explore the effect of using design software in the preclinical teaching of removable partial dentures (RPDs). METHODS Unreal Engine software was used to build the RPD framework design teaching and training software. All 131 undergraduate students majoring in stomatology in the class of 2018, Kunming Medical University, were randomly divided into three groups and received either traditional experiment teaching, flipped classroom teaching, or software teaching for RPD design. The application effect of the software in the preclinical teaching of RPD design was evaluated by analyzing the examination results and through the use of a questionnaire survey. RESULTS The differences in the theoretical examination scores among the traditional teaching group, the flipped classroom group, and the software teaching group were not statistically significant (P> 0.05), while the average design scores of upper Kennedy Class I and lower Kennedy Class II subclass II in the software teaching group were significantly higher than those in the traditional teaching group (P< 0.05). Overall, 75% of the students in the software teaching group reported that this teaching method could improve their learning initiative, a higher percentage than in the traditional teaching group (55.8%, P< 0.05). Meanwhile, 90.9% of the students in the software teaching group reported that the software could make RPD-related theoretical knowledge more visual and intuitive, and 93.2% of these students felt it was helpful for understanding the RPD three-dimensional (3D) spatial structure. These percentages were higher than those in the traditional teaching and flipped classroom groups (P< 0.05). CONCLUSION In the preclinical teaching of RPD design, software training helped the students better understand the 3D structure of RPDs and establish clear design ideas, and it may also be valuable for in-depth research and promotion purposes.
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Affiliation(s)
- Zhi-Juan Luo
- Department of Prosthodontics, School and Hospital of Stomatology, Kunming Medical University, Kunming, Yunnan, China
| | - Yun-Hong Lin
- Department of Prosthodontics, School and Hospital of Stomatology, Kunming Medical University, Kunming, Yunnan, China
| | - Yi Yin
- IT Department, School and Hospital of Stomatology, Kunming Medical University, Kunming, Yunnan, China
| | - Ting Zhou
- Teaching Affairs Office, School and Hospital of Stomatology, Kunming Medical University, Kunming, Yunnan, China
| | - Xing-Xing Li
- Department of Prosthodontics, School and Hospital of Stomatology, Kunming Medical University, Kunming, Yunnan, China
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Lone MA, Iqbal UA, Lone MM, Adnan S, Heboyan A, Ahmed N, Karobari MI, Marya A. Current Trends in Fixed Prosthodontics Education in Undergraduate Dental Colleges. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231193282. [PMID: 37614332 PMCID: PMC10443680 DOI: 10.1177/23821205231193282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 07/21/2023] [Indexed: 08/25/2023]
Abstract
OBJECTIVES The objective of this study was to explore current trends in undergraduate fixed prosthodontics teaching at undergraduate dental level education. METHODS This cross-sectional descriptive study included close-ended questions to inquire about the teaching practices of fixed prosthodontics at Bachelor of Dental Surgery level education. Electronic copies of the survey forms were sent to the heads or directors of department of prosthodontics responsible for undergraduate dental students teaching and learning in various institutes of Sindh by the help of Google forms in December 2020. The form included questions on sociodemographic details and questions inquiring the theoretical and clinical teaching practices in undergraduate fixed prosthodontics course. Data was entered and analyzed using SPSS 25. Frequency distribution and percentages of categorical variables were recorded. RESULTS Out of total 18 dental institutes of Sindh, 15 returned the completely filled form, giving a response rate of 83.3%. Seven (46.7%) schools teach various fixed prosthesis in the preclinical years to their students. All 15 colleges carry out didactic teaching and provide exposure by live clinical demonstrations for various fixed prosthesis. Faculty of 12 (80%) dental colleges where fixed prostheses are being constructed in the dental outpatient department mentioned that their students observe or assist the clinical procedures during their clinical rotation; but none of the students fabricate any type of fixed prosthesis in the clinical setting during their undergraduate years. CONCLUSION Didactic teaching and live clinical demonstrations of fixed prosthodontics is being carried out in all dental colleges of Sindh. Almost half of the dental schools teach crown preparation on phantom teeth during their preclinical course. Contrary to this, none of the students fabricate any type of fixed prosthesis in the clinical setting during their undergraduate years. As these procedures are not included in the current undergraduate curriculum, recommendations should be forwarded to governing educational body of the country to include cases of fixed prosthesis in their skill set prior to their graduation.
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Affiliation(s)
- Muneeb Ahmed Lone
- Department of Prosthodontics, Dr Ishrat-ul-Ebad Khan Institute of Oral Health Sciences, Dow University of Health Sciences, Karachi, Pakistan
| | - Uzma Anam Iqbal
- Department of Prosthodontics, Dr Ishrat-ul-Ebad Khan Institute of Oral Health Sciences, Dow University of Health Sciences, Karachi, Pakistan
| | - Maham Muneeb Lone
- Department of Operative Dentistry Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, Pakistan
| | - Samira Adnan
- Department of Operative Dentistry Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, Pakistan
| | - Artak Heboyan
- Department of Prosthodontics, Faculty of Stomatology, Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia
| | - Naseer Ahmed
- Department of Prosthodontics, Altamash Institute of Dental Medicine, Karachi, Pakistan
- Prosthodontics Unit, School of Dental Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
| | - Mohmed Isaqali Karobari
- Department of Restorative Dentistry & Endodontics, Faculty of Dentistry, University of Puthisastra, Phnom Penh, Cambodia
- Conservative Dentistry Unit, School of Dental Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
| | - Anand Marya
- Department of Orthodontics, Faculty of Dentistry, University of Puthisastra, Phnom Penh, Cambodia
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Yang S, Edwards PC, Zahl D, John V, Bhamidipalli SS, Eckert GJ, Stewart KT. The impact of dental curriculum format on student performance on the national board dental examination. J Dent Educ 2021; 86:661-669. [DOI: 10.1002/jdd.12863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 11/22/2021] [Accepted: 11/27/2021] [Indexed: 11/11/2022]
Affiliation(s)
- Sireen Yang
- Department of Orthodontics and Oral Facial Genetics Indiana University School of Dentistry Indianapolis Indiana USA
| | - Paul C. Edwards
- Department of Oral Pathology Medicine and Radiology Indiana University School of Dentistry Indianapolis Indiana USA
| | - David Zahl
- Office of Education and Academic Affairs Indiana University School of Dentistry Indianapolis Indiana USA
| | - Vanchit John
- Department of Periodontology Indiana University School of Dentistry Indianapolis Indiana USA
| | - Surya S. Bhamidipalli
- Department of Biostatistics and Health Data Science Indiana University School of Medicine Indianapolis Indiana USA
| | - George J. Eckert
- Department of Biostatistics and Health Data Science Indiana University School of Medicine Indianapolis Indiana USA
| | - Kelton T. Stewart
- Department of Orthodontics and Oral Facial Genetics Indiana University School of Dentistry Indianapolis Indiana USA
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Sampaio-Fernandes M, Dutra M, Oliveira SJ, Reis-Campos JC, Azevedo Á, Figueiral MH. Students' self-confidence and perceived quality of prosthodontics education: A study in the Faculty of Dental Medicine of the University of Porto. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:559-571. [PMID: 32362065 DOI: 10.1111/eje.12537] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 04/21/2020] [Accepted: 04/27/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Oral rehabilitation with removable dentures (RDs) is still a viable choice for the edentulous population. Fostering students' confidence in prosthodontic procedures should be a major concern in dental schools. This study has three purposes: (a) to measure the self-reported confidence levels of undergraduate dental students when performing removable prosthodontic treatments; (b) to evaluate the students' perceived quality of removable prosthodontics education; and (c) to assess the students' suggestions to improve removable prosthodontics education. MATERIALS AND METHODS An anonymous questionnaire was delivered to third-, fourth- and fifth-year students of the Faculty of Dental Medicine of the University of Porto (FMDUP) (n = 176). Data from quantitative questions were statistically analysed with IBM SPSS Statistics for Windows (V.24.0), whilst qualitative data were clustered into topics and analysed in Excel. RESULTS With a 100% response rate, most students felt "confident" and "very confident" in RD clinical procedures. Overall, the 5th-year students had higher confidence than 4th-year ones, except when surveying diagnostic casts. Our findings also revealed that students considered the removable prosthodontics education "Good" and "Very good," and their main suggestions were related to increasing the time allocated to clinical practice. CONCLUSIONS Students' confidence in carrying out removable prosthodontic procedures grew as they progressed through the course. Overall, the students' evaluation of the quality of prosthodontics education was positive, and their main suggestion to improve their confidence levels was increasing the clinical experience.
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Affiliation(s)
| | - Maria Dutra
- Faculty of Dental Medicine of the University of Porto, Porto, Portugal
| | | | | | - Álvaro Azevedo
- Faculty of Dental Medicine of the University of Porto, Porto, Portugal
- EPIUnit - Institute of Public Health of the University of Porto, Porto, Portugal
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Berry MCDC, de M Neto JM, de Souza MIDC, Figueredo CMDS, Reher V, Evans JL. Effectiveness of technology-enhanced learning to improve periodontics educational outcomes: A systematic review. J Dent Educ 2020; 84:830-839. [PMID: 32421234 DOI: 10.1002/jdd.12179] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 03/27/2020] [Accepted: 04/21/2020] [Indexed: 11/08/2022]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) has been suggested as a suitable learner-centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. METHODS The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students' performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. CONCLUSION The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.
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Affiliation(s)
- Maria C de C Berry
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Joao M de M Neto
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | | | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
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Yao P, OuYang J, Liu C, Wang S, Wang X, Sun S. Improving burn surgery education for medical students in China. Burns 2019; 46:647-651. [PMID: 31629615 DOI: 10.1016/j.burns.2019.09.012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Revised: 09/15/2019] [Accepted: 09/20/2019] [Indexed: 10/25/2022]
Abstract
INTRODUCTION In China, although burn treatment develops rapidly, and ranks in the forefront of the world, there is a relative shortage of burn specialists, which limits the development of burn education. In traditional curriculum of surgery education, burn surgery education accounts for few proportions, which results in the indifference to the burn surgery among medical students. To date, few research reported the application of Clinical pathway- Problem based Learning (CP-PBL) in burn surgery education. The objective of the study is to explore the teaching effect of this novel teaching method in burn surgery education. METHODS A pilot study was performed. One hundred and six students were randomly divided into a Lecture based Learning (LBL) only group (control group) and a LBL combined Clinical pathway- Problem based Learning group (observation group). A set of test was designed as evaluation criteria based on questions of burn surgery in National Medical Licensing Examination (NMLE) from 2011 to 2018. RESULTS The students with Clinical pathway- Problem based Learning had better academic performances in profession theory. Type A2 and Type A3/A4 scores in the observation group were higher than those in the control group (p < 0.05). The scores of the observation group were higher than those of control group in the domains of understanding and application (p < 0.05). They also have higher favorable impressions of learning experience. CONCLUSIONS More active approaches yield more learning and are viewed more favorable, which provides a vital message for the evolution of curriculum in Chinese medical schools.
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Affiliation(s)
- Pin Yao
- Shengjing Hospital of China Medical University, No.36 Sanhao Street, Heping District, Shenyang, 110004, China.
| | - Jing OuYang
- Humanity and Management College of Shaanxi University of Chinese Medicine, China, Xixian Big Road, Xixian New District, Shanxi Province, 712046, China.
| | - Chunping Liu
- Administration School, Hainan Medical University, China, No. 3 Xueyuan Road, Longhua Area, Haikou, Hainan Province, 571199, China.
| | - Siyu Wang
- College of the Humanities and Social Sciences, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China.
| | - Xin Wang
- College of the Humanities and Social Sciences, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China.
| | - Shu Sun
- Department of Burns, The First Affiliated Hospital of China Medical University, No.155 Nanjing Road, Heping District, Shenyang, Liaoning Province, 110001, China.
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Ma Y, Lu X. The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials. Medicine (Baltimore) 2019; 98:e14052. [PMID: 30633204 PMCID: PMC6336616 DOI: 10.1097/md.0000000000014052] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND The aim of this meta-analysis is to assess the effectiveness of problem-based learning (PBL) in pediatric medical education in China. METHODS We searched Chinese electronic databases, including the China National Knowledge Infrastructure, WanFang Data, the China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched English electronic databases, including PubMed, Embase, and the Cochrane Central Register of Controlled Trials. We searched for published studies that compared the effects of PBL and traditional lecture-based learning (LBL) on students' theoretical knowledge, skill, and case analysis scores during pediatric medical education in China. All randomized controlled trials (RCTs) were included. RESULTS A total of 12 RCTs were included, with a total sample size of 1003 medical students. The PBL teaching model significantly increased theoretical knowledge scores (95% confidence interval [CI], 0.79-1.52; P < .00001), skill scores (95% CI, 0.87-2.25; P < .00001), and case analysis scores (P < .00001, I = 88%) compared with those using the LBL teaching model alone. CONCLUSION The current meta-analysis shows that PBL in pediatric medical education in China appears to be more effective than the traditional teaching method in improving theoretical knowledge, skill, and case analysis scores. However, a more controlled design of RCT is needed to confirm the above conclusions in future work.
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Affiliation(s)
- Yimei Ma
- Department of Pediatrics, West China Second University Hospital
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, China
| | - Xiaoxi Lu
- Department of Pediatrics, West China Second University Hospital
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, China
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Yue JY, Chen J, Dou WG, Liang CH, Wu QW, Ma YY, Zhu ZP, Li MX, Hu YL. Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education. BMC MEDICAL EDUCATION 2018; 18:183. [PMID: 30071844 PMCID: PMC6090865 DOI: 10.1186/s12909-018-1303-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Accepted: 07/27/2018] [Indexed: 05/26/2023]
Abstract
BACKGROUND There are two parts included in traditional imaging diagnosis teaching: theoretical lessons and experimental lessons. Most of the time, the experimental lesson is a review of the theoretical lesson. The teacher is the centre of the course and students are passive learners. Thus, in this study we included the patient problem of the imaging centre in our imaging diagnosis education. The traditional theoretical lessen was used to discuss prior knowledge, the discussion and analysis of patient problems was arranged under class, and the experimental lesson was used to synthesize and test the newly acquired information. The aim of this study is to determine whether or not integration of problem- and lecture-based learning teaching modes in imaging diagnosis education was associated with a good teaching effect. Forty-six of sixty students (76.7%) like integrated problem- and lecture-based learning teaching mode and 53 of 60 students (88.3%) think that integrated problem- and lecture-based learning teaching mode can make their ability of self-study be improved. METHODS Sixty students participated in a prospective study with a two-phase cross-over design. All of the students were divided into 2 groups of 30 each. In the first term, the first group participated in an integration of the problem- and lecture-based learning teaching mode, whereas students in the second group underwent the lecture-based learning teaching mode alone. During the second term, the teaching modes were exchanged between the two groups. A close-exam and survey were used to evaluate the teaching effect, and the data were analysed means of analysis of variance with a two-phase cross-over design and a χ2 test with a 2-tailed α of 0.05. RESULTS There was a statistically significant difference in the test scores between the integration of the problem- and lecture-based learning teaching mode and the lecture-based learning teaching mode alone (P < 0.05). The integration of problem- and lecture-based learning teaching mode was well-appraised. CONCLUSION Integration of the problem- and lecture-based learning teaching modes in teaching imaging diagnosis education resulted in a good teaching effect.
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Affiliation(s)
- Jun-Yan Yue
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Jie Chen
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Wen-Guang Dou
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Chang-Hua Liang
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Qing-Wu Wu
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Yi-Yong Ma
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Zhi-Ping Zhu
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Mei-Xia Li
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Yan-Long Hu
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
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