Akhila Muthukrishnan, L. Hollén, Konrad Staines, J. Puryer
As a response to the lockdown brought about by the COVID-19 pandemic, an innovative change was made to a part of the University of Bristol’s Bachelor of Dental Surgery finals examination. Clinical cases, which were previously assessed face-to-face, were rapidly adapted to a remote assessment format and students’ perceptions of the enforced change were explored. The blueprint of intended learning outcomes was carefully considered in making amendments. University level and external examiner approval was obtained for the transition from face-to-face to remote assessment. The connectivity and communication required for the remote format was tested prior to the assessment. A questionnaire was used to obtain feedback from students who undertook this remote assessment. Respondents were asked to rate their agreement with statements using a four-point Likert scale. The intended learning outcomes were satisfactorily assessed remotely. The assessment was delivered successfully with broadly positive perceptions of this new remote assessment format. Remote clinical case assessments can be a suitable alternative to face-to-face conventional methods. Meticulous preparation is critical, including engagement with both staff and students as stakeholders.
{"title":"An innovative change from face-to-face to remote assessment of clinical cases in BDS finals exams","authors":"Akhila Muthukrishnan, L. Hollén, Konrad Staines, J. Puryer","doi":"10.1308/rcsfdj.2022.17","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.17","url":null,"abstract":"As a response to the lockdown brought about by the COVID-19 pandemic, an innovative change was made to a part of the University of Bristol’s Bachelor of Dental Surgery finals examination. Clinical cases, which were previously assessed face-to-face, were rapidly adapted to a remote assessment format and students’ perceptions of the enforced change were explored. The blueprint of intended learning outcomes was carefully considered in making amendments. University level and external examiner approval was obtained for the transition from face-to-face to remote assessment. The connectivity and communication required for the remote format was tested prior to the assessment. A questionnaire was used to obtain feedback from students who undertook this remote assessment. Respondents were asked to rate their agreement with statements using a four-point Likert scale. The intended learning outcomes were satisfactorily assessed remotely. The assessment was delivered successfully with broadly positive perceptions of this new remote assessment format. Remote clinical case assessments can be a suitable alternative to face-to-face conventional methods. Meticulous preparation is critical, including engagement with both staff and students as stakeholders.","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128928819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘The golden way is to be friends with the world and to regard the whole human family as one’","authors":"S. Crean","doi":"10.1308/rcsfdj.2022.12","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.12","url":null,"abstract":"","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125485082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Rajashekhar, Ernest Jennings, J. Abbott, Peter Thomson
{"title":"Making it real: stimulation in the simulation clinic","authors":"M. Rajashekhar, Ernest Jennings, J. Abbott, Peter Thomson","doi":"10.1308/rcsfdj.2022.19","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.19","url":null,"abstract":"","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133107836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Remote consultation: a person centred approach for anxious dental patients","authors":"Zoe Ritson, K. Wilson, N. Girdler","doi":"10.1308/rcsfdj.2022.16","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.16","url":null,"abstract":"","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133148276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Prasad, L. Timms, Sharon Uppal, H. Rodd, Z. Marshman
{"title":"Children’s general anaesthesia – parental preferences and information needs","authors":"S. Prasad, L. Timms, Sharon Uppal, H. Rodd, Z. Marshman","doi":"10.1308/rcsfdj.2022.15","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.15","url":null,"abstract":"","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114864397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Torus palatinus is a common bony outgrowth of the hard palate. We discuss our surgical approach to managing a torus palatinus in a 61-year-old woman. She had a seven-year history of taking oral bisphosphonates, increasing the risk of medication related osteonecrosis. The torus had been slowly increasing in size over the previous three years. It affected her ability to eat and was associated with frequent food packing. The torus was surgically removed with no postoperative complications.
{"title":"Surgical removal of torus palatinus in a patient with a history of bisphosphonates","authors":"R. Dean, B. Ahmed, Hiral Sapa","doi":"10.1308/rcsfdj.2022.14","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.14","url":null,"abstract":"Torus palatinus is a common bony outgrowth of the hard palate. We discuss our surgical approach to managing a torus palatinus in a 61-year-old woman. She had a seven-year history of taking oral bisphosphonates, increasing the risk of medication related osteonecrosis. The torus had been slowly increasing in size over the previous three years. It affected her ability to eat and was associated with frequent food packing. The torus was surgically removed with no postoperative complications.","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124659417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Payne, A. Tahim, A. Goodson, R. O’Connor, N. Ahmed, Martin Evans, Elizabeth Gruber, James Gallagher, Ian Sharp, A. Dickenson
The absence of face-to-face teaching during the COVID-19 pandemic has created particular challenges for clinical postgraduate educators. Induction for dental core trainees (DCTs) entering secondary care posts for the first time is of prime importance, with the aim of delivering a comprehensive course covering core topics, fundamental to patient safety. This paper describes the adaptation and delivery of a remote DCT induction programme for the Midlands and East of England area. Using a 'flipped classroom' approach, prior induction content was adapted to provide online pre-recorded lectures and learning resources to prepare for web-based video conferencing case-based discussions. In order to assess the quality of teaching and success of the course, participants completed three questionnaires: identical assessments before and after the course to evaluate a change in knowledge and confidence, and a course evaluation survey. In total, 126 DCTs attended the induction course, with response rates of 82%, 75% and 61% for the 3 questionnaires respectively. Comparing DCT knowledge and confidence in treating patients before and after the course, there was a statistically significant increase in 13 of 14 domains. Despite being a web-based course, 100% of participants described the case-based small group discussions as ‘interactive and enjoyable’, with overall positive feedback for the delivery of a remote induction course We demonstrate how a remote web-based induction course for DCTs is achievable and has potential advantages with regard to pooling of resources and faculty. Several key learning points are discussed, in addition to the potential for a standardised framework for national DCT induction.
{"title":"Delivering a remote induction programme for dental core trainees: an innovative learner-centric approach during the COVID-19 pandemic","authors":"K. Payne, A. Tahim, A. Goodson, R. O’Connor, N. Ahmed, Martin Evans, Elizabeth Gruber, James Gallagher, Ian Sharp, A. Dickenson","doi":"10.1308/rcsfdj.2022.7","DOIUrl":"https://doi.org/10.1308/rcsfdj.2022.7","url":null,"abstract":"The absence of face-to-face teaching during the COVID-19 pandemic has created particular challenges for clinical postgraduate educators. Induction for dental core trainees (DCTs) entering secondary care posts for the first time is of prime importance, with the aim of delivering a comprehensive course covering core topics, fundamental to patient safety. This paper describes the adaptation and delivery of a remote DCT induction programme for the Midlands and East of England area. Using a 'flipped classroom' approach, prior induction content was adapted to provide online pre-recorded lectures and learning resources to prepare for web-based video conferencing case-based discussions. In order to assess the quality of teaching and success of the course, participants completed three questionnaires: identical assessments before and after the course to evaluate a change in knowledge and confidence, and a course evaluation survey. In total, 126 DCTs attended the induction course, with response rates of 82%, 75% and 61% for the 3 questionnaires respectively. Comparing DCT knowledge and confidence in treating patients before and after the course, there was a statistically significant increase in 13 of 14 domains. Despite being a web-based course, 100% of participants described the case-based small group discussions as ‘interactive and enjoyable’, with overall positive feedback for the delivery of a remote induction course We demonstrate how a remote web-based induction course for DCTs is achievable and has potential advantages with regard to pooling of resources and faculty. Several key learning points are discussed, in addition to the potential for a standardised framework for national DCT induction.","PeriodicalId":342721,"journal":{"name":"Faculty Dental Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123459068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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