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Goetz K, Gutermuth AC, Wenz HJ, Groß D, Hertrampf K. Ethical issues in dental education-A cross-sectional study with pre-clinical and clinical dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:833-839. [PMID: 38693668 DOI: 10.1111/eje.13014] [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: 10/31/2022] [Revised: 03/29/2024] [Accepted: 04/11/2024] [Indexed: 05/03/2024]
Abstract
INTRODUCTION Although ethics is an indispensable part of dental education, it has not yet played a relevant role in the dental curriculum in Germany. The study aimed at assessing their prior knowledge of ethical aspects, and their expectations of and wishes for ethics course of dental students, preclinical vs. clinical, at the dental school Kiel, Germany by means of a validated questionnaire. METHODS A descriptive cross-sectional study design was used. The study population consisted of dental students, from pre-clinical (n = 105) and clinical semesters (n = 110). In January 2019, each student completed a validated questionnaire to identify semester-specific ethical teaching content. Besides descriptive analyses, Mann-Whitney U test was used to compare pre-clinical and clinical students. RESULTS A total of 215 dental students, with a mean age of 25.3 (SD 4.1), participated in the study, of which 150 were female (69.8%) and 65 were male students (30.2%). The results in the areas of 'previous knowledge of ethical issues' and 'expectations and desires in terms of teaching medical ethics' showed similarities and differences between pre-clinical and clinical students. Both groups stated that they need training in ethics. Moreover, especially clinical students recognize that more ethical competence is needed if the first patient contact will start. CONCLUSION The study indicates that there is a clear need for ethics education. Student awareness of the relevance of ethical competences and the perception of ethical problems increased progressively during the course of their studies. Overall, the study provides good support for the development of specific ethics courses.
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Affiliation(s)
- Katja Goetz
- Institute of Family Medicine, University Hospital Schleswig-Holstein, Campus Lübeck, Lübeck, Germany
| | - Ann-Christine Gutermuth
- Department of Oral and Maxillofacial Surgery, University Hospital Schleswig-Holstein, Campus Kiel, Kiel, Germany
| | - Hans-Jürgen Wenz
- Department of Prosthodontics, Propaedeutics and Dental Materials, University Hospital Schleswig-Holstein, Campus Kiel, Kiel, Germany
| | - Dominik Groß
- Institute for History, Theory and Ethics of Medicine, University Hospital Aachen, RWTH Aachen University, Aachen, Germany
| | - Katrin Hertrampf
- Department of Oral and Maxillofacial Surgery, University Hospital Schleswig-Holstein, Campus Kiel, Kiel, Germany
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Yu CH. Integrating medical humanity into dental education: An innovative approach using paleodontology and dental history. J Dent Sci 2024; 19:1261-1262. [PMID: 38618101 PMCID: PMC11010699 DOI: 10.1016/j.jds.2023.11.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Revised: 11/17/2023] [Accepted: 11/17/2023] [Indexed: 04/16/2024] Open
Affiliation(s)
- Chuan-Hang Yu
- School of Dentistry, Chung Shan Medical University, No. 110, Sec. 1, Chien-Kuo N. Rd, Taichung, 40201, Taiwan.
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Manica LR, do Amaral Júnior OL, Fagundes MLB, Menegazzo GR, do Amaral Giordani JM. Psychosocial aspects associated with self-reported oral health in Brazilians older adults. Int J Dent Hyg 2024; 22:268-273. [PMID: 37602553 DOI: 10.1111/idh.12718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Revised: 04/13/2023] [Accepted: 08/06/2023] [Indexed: 08/22/2023]
Abstract
OBJECTIVES Oral health conditions can be determined by a series of factors that include psychosocial aspects. Therefore, this study aimed to investigate the association between psychosocial aspects and self-reported oral health in Brazilian older adults. METHODS The Brazilian Longitudinal Study of Ageing (ELSI-Brazil) baseline data was analysed to develop this cross-sectional study. The outcome was self-reported oral health, and the psychosocial aspects included neighbourhood trust, life satisfaction and depressive symptoms. The associations were determined through Poisson regression models, controlling for socioeconomic, demographic and behavioural characteristics. RESULTS A total of 9365 individuals with aged 50 years or over were included in this study. Individuals with good life satisfaction had 16% (PR: 0.84; 95% CI: 0.78-0.90) lower prevalence of having poor self-reported oral health. Individuals who have depressive symptoms and do not trust in the neighbourhood presented 17% (PR: 1.17; 95% CI: 1.09-1.25) and 12% (PR: 1.12; 95% CI: 1.04-1.21) higher prevalence of poor self-report oral health compared to those who did not show depressive symptoms and trust the neighbourhood. CONCLUSION Our findings suggest that positive psychosocial aspects are moderately associated with better self-reported oral health. Therefore, we suggest that psychological health and social interaction should be present in public health policy actions.
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Affiliation(s)
- Laura Ramos Manica
- Dentistry Course, Federal University of Santa Maria, Santa Maria, Brazil
| | | | | | | | - Jessye Melgarejo do Amaral Giordani
- Dentistry Course, Federal University of Santa Maria, Santa Maria, Brazil
- Program in Dental Sciences, Federal University of Santa Maria, Santa Maria, Brazil
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Yu CH, Chiang CP. Integration of arts into dental education: Beauty in the histological photomicrographs. J Dent Sci 2024; 19:461-465. [PMID: 38303888 PMCID: PMC10829623 DOI: 10.1016/j.jds.2023.09.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 09/01/2023] [Indexed: 02/03/2024] Open
Abstract
Background/purpose Integration of arts and humanities into dental education is important for developing holistically oriented dental professionals. This study aimed to survey dental students' perception of integrating arts and sciences into dental education with an innovative pedagogical approach through a photomicrograph competition. Materials and methods Students used digital imaging tools and creative approaches to capture photomicrographs that revealed hidden beauty in oral tissue sections. The photomicrograph works were posted online for scoring. The scoring activity, questionnaire survey, and complimentary comments of the participants were conducted online using a Google form. Results The photomicrograph competition garnered a 24% participation rate from the 490 undergraduate dental students. Of the 116 participants, 65% agreed that the photomicrograph competition increased their interest in learning microscopic lessons, 87% very strongly or strongly supported to hold the photomicrograph competition every year, and 72% believed that the photomicrograph competition could be adopted to the dental students in all dental schools in Taiwan. The overall satisfaction rate of the photomicrograph competition was 91%. The free comments from all participants were generally positive towards this photomicrograph competition. Conclusion The photomicrograph competition shows the transformative potential of integrating arts and humanities into dental education. Through the lens of photomicrography, the hidden wonders in oral tissue sections have been unveiled. This photomicrograph competition, a pioneering endeavor with no precedent in English literature, has proven to be a resounding success that unites the realms of scientific inquiry and artistic expression, and may be a transformative agent in nurturing holistic dental professionals.
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Affiliation(s)
- Chuan-Hang Yu
- 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 Clinical Dentistry, School of Dentistry, National Taiwan University, Taipei, 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
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Johnsen JAK, Borit M, Stangvaltaite-Mouhat L. Using storytelling in undergraduate dental education: Students' experiences of emotional competence training. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:793-801. [PMID: 36326064 DOI: 10.1111/eje.12868] [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: 04/07/2022] [Revised: 07/20/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
AIM The aim of the study was to explore the use of storytelling as a teaching method for emotional competence interventions within undergraduate dental curriculum (dental and dental hygiene students). MATERIALS AND METHODS Students participated in five sessions related to emotional competence: one theoretical and four practical. During the latter, divided in small groups, students told individually two stories: a story about a clinical situation in which they had an emotional experience and a story concerning a patient's experience of the same emotion. Each session focused on a single emotion: happiness, fear, anger and shame. A questionnaire was used to collect perceptions about enjoyment, how stories were chosen, what was learned and if the sessions were stimulating in any way. A focus group was organised to collect reflections about the learning environment, process of learning and specific skill set developed during these sessions. RESULTS The majority of the students enjoyed listening, telling and preparing the stories. They reported to experience social support and feeling a sense of community during the sessions. The students believed that stories helped them to reflect on their clinical work and to regulate their emotional experiences more efficiently in clinical situations. Regarding the learning environment, the dental students pointed out the distinctiveness and dissimilarities between the dental and dental hygiene students, but also expressed that they had a desire to learn more about the other student group. CONCLUSION Storytelling used as part of an emotional competence course appears to have benefits for students' reflection about their role as dental health professionals. This teaching method was well-perceived by the students included in this study.
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Affiliation(s)
- Jan-Are K Johnsen
- Department of Clinical Dentistry, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
| | - Melania Borit
- Norwegian College of Fisheries Science, UiT The Arctic University of Norway, Tromsø, Norway
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Holden ACL, Leadbeatter D. Conceptualisations of the social determinants of health among first-year dental students. BMC MEDICAL EDUCATION 2021; 21:164. [PMID: 33731100 PMCID: PMC7968320 DOI: 10.1186/s12909-021-02602-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 03/08/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Social conditions have a significant impact on the health of individuals and populations. While the dental curriculum is focused on teaching students about the diseases that affect the dentition and oral structures from a biomedical perspective, education about the social determinants of health is frequently regarded as less important. Thus, it occupies a smaller and disconnected part of the dental curriculum. The aim of this study was to explore the ways dental students conceptualised the social determinants of health after one year in dental school. METHODS Reflective statements written by first year dental students at the end of the first year of study were collected. This qualitative study has an interpretivist basis and a thematic analysis of the reflections was conducted by two researchers. Metzl's structural competencies were used as a further analytic device. RESULTS Four inter-related themes were identified: First, professional attitudes taken up by students influence their conceptions. Second, structural barriers to students understanding social determinants of health generate partial understandings. Thirdly, the social gulf that exists between the student body and people of different circumstances provides context to understanding the student's perspectives. Finally, we described how students were learning about the social determinants of health over the academic year. CONCLUSIONS Dental students face several challenges when learning about the social determinants of health, and translating these learnings into actions is perhaps even more challenging. Metzl's structural competencies provide a framework for advancing students' understandings. One of the most important findings of this research study is that coming to an understanding of the social determinants of health requires sustained attention to social theories, practical experiences as well as institutionalised attitudes that could be achieved through an intentional curriculum design.
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Affiliation(s)
- Alexander C L Holden
- The University of Sydney School of Dentistry, Faculty of Medicine and Health, 2-18 Chalmers Street, NSW, 2010, Surry Hills, Australia.
- The University of Sydney School of Public Health, Faculty of Medicine and Health, Camperdown, Australia.
| | - Delyse Leadbeatter
- The University of Sydney School of Dentistry, Faculty of Medicine and Health, 2-18 Chalmers Street, NSW, 2010, Surry Hills, Australia
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Goetz K, Gutermuth AC, Wenz HJ, Groß D, Hertrampf K. Identification of semester-specific teaching contents for dental ethics: development, testing and validation of a questionnaire. BMC MEDICAL EDUCATION 2021; 21:109. [PMID: 33596879 PMCID: PMC7890951 DOI: 10.1186/s12909-021-02541-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Accepted: 02/03/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Although medical ethics is an indispensable part of dental education, it has not played a relevant role in the dental curriculum thus far. This study is aimed at developing and validating a questionnaire that identifies semester-specific ethical issues, in order to develop longitudinal ethic modules. METHODS March 2018 a workshop on item generation was coordinated, using Delphi method; followed by a cognitive testing with students (2nd, 4th, 10th semesters, n = 12). A pilot test was carried out with students from different semesters (n = 60). The distribution of response frequencies and missing values were determined. The questionnaire used for validation consisted of three dimensions: ethical knowledge, dealing with ethical issues, expectations in terms of teaching. The psychometric examination was carried out by preclinical students (n = 105) and clinical semesters (n = 110) January 2019. RESULTS After cognitive testing and piloting, some items were reformulated, so that a questionnaire with 127 items was used for validation. The individual dimensions were assigned to various factors with excellent to acceptable internal consistency (Cronbach's α 0.72-0.96). CONCLUSION The questionnaire has an acceptable to excellent consistency and suggests that the different dimensions are conclusive. With this questionnaire, ethical issues in dentistry can be mapped and teaching contents identified.
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Affiliation(s)
- Katja Goetz
- Institute of Family Medicine, University Hospital Schleswig-Holstein, Campus Lübeck, Lübeck, Germany
| | - Ann-Christine Gutermuth
- Clinic of Oral and Maxillofacial Surgery, University Hospital Schleswig-Holstein, Campus Kiel, Kiel, Germany.
| | - Hans-Jürgen Wenz
- Clinic of Prosthodontics, Propaedeutics and Dental Materials, University Hospital Schleswig-Holstein, Campus Kiel, Kiel, Germany
| | - Dominik Groß
- Institute for History, Theory and Ethics of Medicine, University Hospital Aachen, RWTH Aachen University, Aachen, Germany
| | - Katrin Hertrampf
- Clinic of Oral and Maxillofacial Surgery, University Hospital Schleswig-Holstein, Campus Kiel, Kiel, Germany
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Leadbeatter D, Holden ACL. How are the social determinants of health being taught in dental education? J Dent Educ 2020; 85:539-554. [PMID: 33197045 DOI: 10.1002/jdd.12487] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Revised: 10/23/2020] [Accepted: 10/29/2020] [Indexed: 11/08/2022]
Abstract
INTRODUCTION The social determinants of health that influence how wellness and illness are experienced within society must be a core component of dental curricula where aspiring dental professionals are taught about the aetiology and social history of dental diseases. Through this scoping review, we examine the current approaches that have been employed to incorporate the social determinants of health within dental curricula. METHODS Using a scoping review methodology, we searched the databases Scopus, PubMed, and Embase using keywords relevant to the social determinants of health and dental education. RESULTS Following screening and sorting, 36 articles were included within this review. The majority of the articles described research that evaluated outcomes of educational interventions with relevance to the social determinants of health. The remainder of the included studies discussed attitudes and readiness relative to the social determinants of health and how this core competency could be taught effectively. CONCLUSION The included literature revealed that the social determinants of health frequently are not the focus of educational activities in dental curricula, with students frequently having little active guidance on how they might make sense of their educational experiences in this domain. The socioeconomic, cultural, political, geographic, and structural barriers that contribute to patients being impacted by the social determinants of health should be explicitly addressed and discussed with students as a foundation element of the dental curriculum.
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Affiliation(s)
- Delyse Leadbeatter
- Academic Education, Sydney School of Dentistry, The University of Sydney, Sydney, Australia
| | - Alexander C L Holden
- Discipline of Population Oral Health, Sydney School of Dentistry, The University of Sydney, Sydney, Australia
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Zijlstra-Shaw S, Jowett AK. Using storytelling to improve student experience of outreach placements. Br Dent J 2020; 228:123-127. [DOI: 10.1038/s41415-019-1159-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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