A cross-sectional study of dentists about the need for a practice management course in undergraduate dental program

Developing time management with preclinical dental students via a preclinical exercise in an organization

PURPOSE/OBJECTIVES

Developing time management is an important aspect of a dental student's passage to clinical care and in their growth as a professional. Suitable time management and preparedness can potentially impact the prognosis of a successful dental appointment. The objective of this study was to determine if a time management exercise could be effective to increase students' preparedness, organization, time management, and reflection during simulated clinical care prior to transitioning to the dental clinic.

METHODS

Students completed five-time management exercises during the term preceding their entrance into the predoctoral restorative clinic which included appointment planning and organization, and reflection once finished. Pre- and post-term surveys were used to determine the impact of the experience. Quantitative data was analyzed using a paired t-test and the qualitative data was thematically coded by the researchers.

RESULTS

Students reported a statistically significant increase in their self-confidence of clinical readiness after completion of the time management series, and all students completed the surveys. The themes indicated by students through their comments in the post-survey question regarding the experience were as follows: planning and preparation, time management, the practice of procedures, concern about workload, faculty encouragement, and unclear. Most students also reported the exercise to be beneficial for their predoctoral clinical appointments.

CONCLUSIONS

It was determined that the time management exercises were effective for the students as they transitioned to treating patients in the predoctoral clinic and can be used for future classes to increase their success.

Practice management in undergraduate dental program: The need among dental students

The objective of this study is to assess the opinion of dental students regarding the necessity for a practice management (PM) course in their curriculum. To determine the necessity of a PM course in dental programs, a series of questions was developed and given to 100 dental students. Dental students were asked a series of questions about the necessity of this course, and responses were gathered. The questionnaire included time management, patient management, teamwork, leadership quality, and other requirements of the course. According to the results, dentistry students desired that the PM curriculum cover subjects such as teamwork, confidence, the value of the PM course, time management, patient management abilities, leadership qualities, and others. Most of the responses obtained from the students agreed that the PM curriculum must be taught with the course for better management. The development of any course should be based on the need and opinion of the students who pursue the course of dentistry. Thus, this study evaluates the need for a PM course in an undergraduate (UG) dental program.

Continuing professional development programs for general dentists in Isfahan province, Iran: Interests, priorities, and obstacles

Background

Continuing professional development (CPD) is a life-long learning process for all health-care members including dentists to improve their knowledge and skills in their profession and provide the best quality services. This study aimed to assess the needs, priorities, and obstacles of attending dentists in these programs in Isfahan province, in 2020.

Materials and Methods

This descriptive-analytical cross-sectional study was performed on general dentists in Isfahan province. Data were collected through a three-part questionnaire, online and on paper; it included demographic information, prioritization of seven disciplines, and scoring of 33 dental subfields, as well as obstacles limiting participation in the CPD programs. This questionnaire was developed and validated by researchers. Statistical analysis was carried out through Mann-Whitney, Kruskal-Wallis, and Chi-square tests, and a significance level of 0.05 was considered.

Results

Of 326 dentists (90.5% response rate) participating in this study, 157 were (48.2%) female, and most of them were in the high work experience group (45.1%). The highest mean scores standard deviation related to the dentist's interest and needs, among the seven dental disciplines, belonged to practice management (6.68 [2.9]), oral and dental reconstruction (6.29 [2.55]), and pediatric dentistry (6.291 [2.87]). On the other hand, lack of time (70.6%), inefficient teaching methods and organization (65%), and irrelevant topics (58.6%) were the most common obstacles limiting dentists in the CPD programs.

Conclusion

Based on the results of this study, dentists in Isfahan province reported more interest and need to participate in some fields of CPD courses including practice management, pediatric dentistry, and oral and dental reconstruction. Thus, a system for continuing education based on dentists' needs and preferences is highly suggested.

Impact of public health and higher education policies on the profile of final-year Brazilian dental students: Challenges and future developments

INTRODUCTION

Brazil has experienced transformations in higher education and health services, including launching more inclusive public policies focused on these two areas.

OBJECTIVE

To evaluate the profile of final-year dental students from a Brazilian public university from 2010 to 2019, accompanied by changes in public health and higher education policies.

METHODS

A prospective observacional study was carried out with final-year dental students. A self-applicable semi-structured questionnaire was applied.

RESULT

Six-hundred and seventy-seven students participated, of which 71.5% were women, 72.9% aged between 21 and 25 years, 96.2% single, and 96.4% were without children. Over ten years, it was possible to identify trends in the profile explained by implementing public policies toward more inclusive access to Brazilian higher education by socioeconomically disadvantaged individuals. Students who completed the course between 2018 and 2019 did not have the state capital city (the wealthiest area) as their origin city and had lower parental education and income levels than dental students graduating between 2010 and 2011. Moreover, working as a primary care dentist in the Brazilian National Health System was considered a professional possibility by 61.4% of the students, and has gained prominence significantly over time, ranging from 21.1% in 2010 to 72.9% in 2019 (p < .05).

CONCLUSION

Over the study period, concomitantly to advances in public health and higher education policies in Brazil, more diverse access to public dental education was observed, allowing students from low socioeconomic positions to take the education. Changes have also impacted the students' perspectives regarding the need for postgraduate training and a career in public health dentistry. However, these trends need to be consolidated, and public policies continued and strengthened.

Exploring Professionalism among Final Year Dental Students and New Graduates: Translating Knowledge to Practice

OBJECTIVES

 The aim of this study was to evaluate senior students' and dental graduates' perception of professionalism as defined by international regulatory bodies and to assess students' ability to apply such knowledge in clinical-based scenarios.

MATERIALS AND METHODS

 Knowledge of professional competencies was conducted using a survey based on domains of professionalism for a newly qualified general dental practitioner as defined by international regulatory bodies. This survey consists of 32 items addressing participants' perception of three domains of professionalism. Application of the perceived professional competencies was tested by asking participants to answer questions following the observation of a clinical-based scenario video where participants needed to identify issues related to professional, ethical, and communication skills, which were embedded in the scenarios.

STATISTICAL ANALYSIS

 Differences were analyzed using ANOVA and t-tests (p<0.05).

RESULTS

 Data from 146 participants showed no significant differences in the survey scores between the participants' professional levels, place of practice, age groups, and genders. Analyses of correlation between the different domains of professionalism showed significant relationships between pair-wise comparisons of the total domain scores. Paired t-tests revealed that the mean score percentage for each of the three domains of professionalism was significantly higher than the responses reported in the relevant clinical-based scenario questions.

CONCLUSIONS

 This indicates that all domains of professionalism contributed in a similar way to their overall assessment. Furthermore, our findings show that dental practitioners may not be able to apply their knowledge of professionalism in real-life scenarios. This suggests that teaching professionalism at the early stages of the dental curriculum should incorporate innovative approaches to mimic real-life scenarios.

Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years

Leadership courses are being increasingly integrated into dental curricula. The study aimed to assess the validity and reliability of student evaluation of teaching (SET) instrument among dental students and to evaluate the effectiveness of teaching in a new leadership course over a period of three years. This cross-sectional study was conducted on fourth-year undergraduate dental students (N = 260) who took a practice management course over three consecutive years from 2014 to 2016. A 29-item SET questionnaire was administered among students who were willing to participate in the study. Out of 260 students, 185 returned completed surveys and the response rate was 71.15%. Factor analysis (principal component analysis) showed the validity of four dimensions of the SET instrument. Total variance explained by four dimensions was 62.80%. Cronbach's alpha for the instrument was 0.95 and each dimension had fairly high internal consistency (>0.80). Treating students with respect (94%), accepting different viewpoints of students (94.1%), being flexible/open-minded (92.5%), and preparedness in the course (91.9%) were the most common effective teaching traits. Over the period of three years, 16 items showed improvement in teaching and there was a significant improvement in four items (P < 0.05). In conclusion, it was found that SET is a valid instrument to evaluate the effectiveness of teaching in nonclinical courses in dentistry. This instrument should be used longitudinally to compare the effectiveness of teaching.

Technical Quality of Root Canal Filling in Preclinical Training at Strasbourg University Using Two Teaching Protocols

Objectives  The aim of this study was to compare two teaching protocols according to the technical quality of root canal therapy (RCT) and the procedural errors occurred in preclinical training.

Materials and Methods  Two different groups of students were concerned. The first one (G1) performed a crown-down technique to shape the root canal systems and cold lateral condensation technique to fill them. The second one (G2) performed a step-down technique without initial manual scouting to shape the root canal systems, and cold hydraulic condensation technique, to fill them. G2 used clinical operative microscope to check the access cavity preparation.

Statistical Analysis  The quality of RCTs and procedural errors were recorded and analyzed using chi-squared test and t -test.

Results  Four hundred sixty-eight root canals from 152 maxillary molars were treated by the G1 students: 46.6% canals were judged as acceptable. Four hundred sixty-nine root canals from 152 mandibular molars were treated by G1: 58.8% canals were judged as acceptable. Five hundred fifteen root canals from 156 maxillary molars were treated by G2 students: 84.1% canals were judged as acceptable. Four hundred ninety-three root canals from 156 mandibular molars were treated by G2: 90.9% canals were judged as acceptable. Among the errors, the incidence of “ledges” and “fractured instruments” was statistically significant in G1 compared with G2, both on maxillary and on mandibular molars.

Conclusions  The molar RCTs performed by G2, who got benefit from the new teaching protocol, resulted in a better quality of root filling and in fewer procedural errors compared with the molar RCTs performed by G1.