Situational simulation teaching effectively improves dental students' non-operational clinical competency and objective structured clinical examination performance

BACKGROUND

Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict during clerkship training. Therefore, this study explored the relationship among student participation in a situational simulation course (SSC), academic performance, clerkship performance, and objective structured clinical examination (OSCE) performance.

METHODS

This study was conducted with a sample of fifth-year dental students undergoing clerkship training. After implementing a situational simulation course to investigate the relationship among participation in SSC, academic performance, clerkship performance, and OSCE performance, a path analysis model was developed and tested.

RESULTS

Eighty-seven fifth-year dental students were eligible for the SSC, and most (n = 70, 80.46%) volunteered to participate. The path analysis model revealed that academic performance had a direct effect on OSCE performance (β = 0.281, P = 0.003) and clerkship performance (β = 0.441, P < 0.001). In addition, SSC teaching had a direct effect on OSCE performance (β = 0.356, P < 0.001).

CONCLUSIONS

SSCs can enhance dental students' non-operational clinical competency and OSCE performance effectively. Simulated patient encounters with feedback, incorporated into the dental curricula, have led to improved communication. Based on our findings, we suggest implementing SSC teaching before the OSCE to improve communication and cognitive skills.

Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning

Introduction

The use of information and communication technology (ICT) in education and clinical purposes is growing immensely. The usage skill, attitude of dental students, and difficulties faced by students are important concerns to be addressed.

Objective

The study was designed to investigate the knowledge, attitude, and skills of ICT of undergraduate dental students via assessing the ease of computer and internet use among students, the level of computer skills and training of the students, and usage pattern of computer activities.

Materials and methods

A cross-sectional survey was conducted among students of three dental colleges in Haryana using a self-designed questionnaire having sections related to demographics, devices, softwares and search engine usage, ICT skills, ICT attitude, and educational and social use.

Results

The response rate was 81.96%. A total of 99.1% of the individuals responded affirmatively to the usage of mobile phones, 48.4 and 13.1% for laptops and tablets, respectively. The average duration of use of smartphones per day was 4.2121 ± 2.834 hours. Google was opted as the most popular search engine used and PubMed the least popular. Only 12.9% of participants showed a negative attitude toward the use of ICT in studies. More social use than academic use was observed. Attitude scores showed a significant correlation with the educational use of ICT (r = 0.89, p = 0.003).

Conclusion

Most of the participants were well acquainted with the usage and had a positive attitude toward ICT for educational purposes. Sensitization and training in scientific literature search and basics of ICT and their practical utilization in dental education, research, and practice should be included in the curriculum.

How to cite this article

Sikka N, Arya L, Bala S, et al. Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning. Int J Clin Pediatr Dent 2023;16(5):711-715.

Assessment of sleep knowledge among medical and dental students in a Nigerian tertiary institution: a cross-sectional study

PURPOSE

Sleep medicine is a rapidly growing field of Medicine globally. However, studies are lacking on the knowledge of Nigerian medical and dental students on sleep and the different types of sleep disorders. Thus, we assessed the knowledge, interest and awareness of Nigerian medical and dental students about sleep medicine. We also determined the factors associated with sleep knowledge among the medical and dental students.

METHODS

We conducted this cross-sectional study from June to September 2021, among medical students at the Obafemi Awolowo University, Ile-Ife, Nigeria. The students' knowledge of sleep was assessed with the Assessment of Sleep Knowledge in Medical Education (ASKME) survey. The participants were classified as having low or high scores based on the proportion who gave a correct answer to 60% of the questions.

RESULTS

Among the 488 students who completed the questionnaire, there was a male preponderance (55%). About three-quarters of the respondents (376, 77%) had a low sleep knowledge score. Age, year of study, and awareness about sleep medicine were the predictors of sleep knowledge.

CONCLUSION

A significant proportion of the medical students had poor sleep knowledge scores. There is a need to incorporate teaching sleep medicine in the curriculum of medical students early in their training.

Accuracy of full-guided vs. pilot-guided implant insertion - A prospective laboratory study in fifth-year dental students

BACKGROUND

Education of undergraduates in implant dentistry has been extended. In order to assess the correct implant position, the accuracy of implant insertion using templates for pilot-drill guided and full-guided implant insertion was examined in a laboratory set-up in a cohort of undergraduates.

METHODS

After three-dimensional planning of the implant position in partially edentulous mandibular models, individual templates for the pilot-drill guided or full-guided implant insertion in the region of the first premolar were produced. A total of 108 dental implants were inserted. The results of the radiographic evaluation of the three-dimensional accuracy were statistically analyzed. Furthermore, the participants completed a questionnaire.

RESULTS

The deviation of the three-dimensional angle of the implants inserted fully guided was 2.74 ± 1.49 degrees compared to 4.59 ± 2.70 degrees for pilot-drill guided. The difference was statistically significant (p < 0.01). The returned questionnaires revealed a high interest in oral implantology and a positive evaluation of the hands-on course.

CONCLUSIONS

In this study, the undergraduates benefited from applying full-guided implant insertion considering the accuracy in this laboratory examination. However, the clinical effects are not clear as the differences are within a small range. Based on the returned questionnaires, the implementation of practical courses in the undergraduate curriculum should be encouraged.

Self-doubt masked in success: Identifying the prevalence of impostor phenomenon among undergraduate dental students at Qassim University

Objective

To investigate the prevalence of impostor phenomenon (IP) among undergraduate dental students and explore its relationship with gender and academic year.

Methods

This study involved observational cross-sectional research involving undergraduate dental students (first to fifth year) at Qassim University Dental School, between February and April 2021. An electronically administered, 20-item pre-validated Clance Impostor Phenomenon Scale (CIPS) was used for data collection. Data analysis was performed using SPSS version 23. Mean IP scores of both genders were compared using t-tests, one-way ANOVA and Post-Hoc tests to establish the relationship between year-wise IP scores.

Results

The response rate was 80.59% (162 respondents). The results indicated that 8.8% of the participants had mild IP experiences, 84.1% had moderate to severe IP experiences, and 7.05% exhibited intense IP experiences. The mean IP score was highest and lowest in the third and fourth-year dental students, respectively. A statistically significant relationship was identified between year wise IP scores, while no significant difference was observed based on gender.

Conclusions

Impostor phenomenon is prevalent in substantial frequencies amongst dental students. This may have damaging physical and mental effects with negative consequences and could subsequently affect their intellectual and professional developments. The implementation of a modified curriculum and self-development plans are some of the recommended solutions.

Knowledge of undergraduate dental students toward orthodontic skeletal temporary anchorage devices at Kuwait University

BACKGROUND

The introduction of skeletal Temporary Anchorage Devices (TADs) into orthodontics has provided orthodontists with reliable techniques of correcting anchorage problems. The objective of this study was to evaluate the knowledge of undergraduate dental students during their clinical years (fifth, sixth and seventh-year) at Kuwait University Faculty of Dentistry regarding the use of TADs.

METHODS

A printed structured questionnaire consisting of 21 questions was given to the undergraduate dental students of Kuwait University in the fifth (n = 22), sixth (n = 28) and seventh (n = 22)-years. It evaluated the level and source of information regarding orthodontic TADs.

RESULTS

The seventh-year dental students displayed the best degree of knowledge regarding the use of TADs and the clinical case management, compared with the sixth and fifth-year dental students. The significance of introducing the orthodontic TADs topic earlier in the orthodontic curriculum has been agreed upon by 42% of respondents. The total knowledge score showed a significant difference (χ2 = 40.3, p = 0.000), where the seventh year dental students had the best level of knowledge regarding the topic of TADs. Two-thirds (63.6%) preferred to introduce that topic during the sixth year.

CONCLUSIONS

The senior (7th year) dental students had the best knowledge about the topic of TADs. Introducing the topic of TADs earlier in the undergraduate dental program will enhance the students' case-based learning setup. Hence, the early exposure to use of TADs will improve the students' clinical problem-solving and decision making skills during their undergraduate clinical years.

Informal Peer-Assisted Learning Groups Did Not Lead to Better Performance of Saudi Dental Students

OBJECTIVES

To describe peer-assisted learning (PAL) groups formed by dental undergraduate students in a biomedical course and to investigate the association of individual and group characteristics with academic performance.

SUBJECTS AND METHODS

In 2015, 92 fourth-year students (43 males and 49 females) in the College of Dentistry, University of Dammam, Saudi Arabia, were invited to form PAL groups to study a unit of a biomedical course. An examination was used to assess their knowledge after 2 weeks. In addition, a questionnaire and social network analysis were used to investigate (1) individual student attributes: gender, role, subject matter knowledge, grade in previous year, teaming with friends, previous communication with teammates, and content discussion, and (2) group attributes: group teacher's previous grade, number of colleagues with whom a student connected, teaming with friends, similarity of teammates' previous grades, and teacher having higher previous grades than other teammates. Regression analysis was used to assess the association of examination scores with individual and group attributes.

RESULTS

The response rate was 80.4% (74 students: 36 males and 38 females). Students who previously scored grades A and B had higher examination scores than students with grades C/less (regression coefficient = 18.50 and 13.39) within the groups. Higher scores were not associated with working in groups including friends only (regression coefficient = 1.17) or when all students had similar previous grades (regression coefficient = 0.85).

CONCLUSIONS

Students with previous high grades benefited to a greater extent from working in PAL groups. Similarity of teammates in PAL groups was not associated with better scores.

Characteristics of undergraduate dental students in Japan: English competency and willingness to study abroad

OBJECTIVE

This study was conducted to acquire a deeper understanding of Japanese students' motivation to study abroad and to provide baseline information for nurturing globally-minding dental students.

MATERIALS AND METHODS

Students from the first to the sixth year (n = 332), at the Faculty of Dentistry, Tokyo Medical and Dental University, were invited to participate in the study and were asked to complete a self-administered questionnaire, written in Japanese. Self-reported English competency was assessed in four areas: reading; writing; speaking; and listening. Students were asked to score their competencies in these areas using a 10-point visual analogue scale (VAS). Of the total eligible students, 312 (94%) participated.

RESULTS

The results of the study suggest that competency and confidence in the English language could be one of the biggest obstacles for students to study abroad. Students with an interest in studying abroad were highly motivated and studied English independently.

DISCUSSION AND CONCLUSIONS

Japanese educational authorities and dental schools may need to consider a range of incentives and motivational strategies to nurture clinicians, educators and researchers who can function confidently in an increasingly borderless world. These could include increasing exposure to English language skills through mandatory lectures and seminars in English, increasing the range of inbound international students through student exchange programmes and encouraging students to develop and communicate with international colleagues. The Faculty of Dentistry at Tokyo Medical and Dental University has begun to increase exposure of students to English through the regular curriculum. Outcomes will be followed and evaluated.

Academic advising and student support: Help-seeking behaviors among Saudi dental undergraduate students

Objective

The purpose of this study was to assess the use of and satisfaction with the academic-advising and student-support systems available to undergraduate students in the College of Dentistry at the University of Dammam. In addition, the study aimed to also identify factors that explained the help-seeking behavior of students which they used to solve academic issues.

Materials and methods

Students enrolled in the five-year Bachelor of Dental Surgery (BDS) program in 2012–13 and 2013–14 first-year students were invited to respond to a self-administered questionnaire.

Results

The results showed that 66.2% of students had discussed academic issues with their advisor at least once, with a frequency ranging from zero to six times. Most students reported that their advisors were readily available, listened intently to their needs and questions, and helped them solve their problems. However, only 7.6% of students relied primarily on advisors for help with academic issues, whereas 51% depended first on colleagues and 13.8% did not seek help and relied on themselves. In total, 17.2% of students were very or somewhat satisfied with the academic advising system. Males had lower odds of discussing issues with their advisors, and the odds were higher with advisors who were more available (OR = 0.25 and 3.74, respectively). Alerting students to important dates in the academic calendar significantly increased the odds that a student would depend primarily on academic advisors for advice related to academic issues (OR = 6.53).

Conclusions

Few students were satisfied with the academic support system. We need to train advisors to help them develop their skills and knowledge and to enable them to provide the support needed by the students.

Quality of root canal fillings performed by undergraduate dental students

OBJECTIVES

The purpose of this study was to evaluate the radiographic quality of root canal fillings performed by first and second clinical year dental students at the Faculty of Dentistry in Süleyman Demirel University, Turkey.

METHODS

The technical quality of 833 root canal fillings was evaluated by three examiners according to the density of the filling and the distance between the end of the filling and the radiographic apex. A root canal with acceptable filling length and homogeneous root filling was defined as being good quality endodontic work (GQEW). A treated tooth was defined as having good quality endodontic work tooth (GQEW-T) when all its canals had a GQEW rating.

RESULTS

A Chi-square (χ(2)) test at the 0.05 significance level was used for the statistical analysis of the data. Of a total of 833 root canals, 662 (79.47%) root fillings were classed as GQEW. Two hundred fifty canals (73.4%) (135 teeth) treated by first clinical year dental students were defined as GQEW-T while 412 canals (204 teeth) (73.9%) treated by second clinical year dental students were defined as GQEW-T (P>.05). Most of the GQEW-T were defined in anterior teeth (90.1%), whereas the fewest were in molar teeth (46.6%) for both first and second clinical year dental students (P<.001).

CONCLUSIONS

The quality of root canal fillings in anterior teeth performed by undergraduate dental students in Isparta, Turkey was satisfactory. However, to improve the success with molar teeth, education about newer techniques and instruments must be incorporated into the preclinical and clinical curriculum.