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Comparison of Undergraduate Students' Understanding, Performance, and Perception of 3D Digital Cast vs. Plaster Model for Orthodontic Space Analysis.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-03 DOI: 10.1002/jdd.13868
Heba H Bakhsh, Dur Alomair, Marwa Halwani, Nozha Sawan, Hala Abdullah Alsalman

Objectives: This study aimed to assess undergraduate dental students' performance, perception, and preference when applying space analysis using digital dental models (DDM) compared to plaster dental models (PDM).

Methods: A prospective cohort observational study at our institution evaluated student performance by measuring the time taken and the frequency of assistance requests for accurate results (n = 34). After completing both methods, students' perceptions of each method were assessed via a questionnaire using a five-point Likert scale (n = 69).

Results: Overall, the students using the DDM had significantly lower durations to achieve accurate space analysis results p = 0.003 when compared to the students using the PDM. On day one, the DDM group showed significantly lower duration and significantly less need for assistance than the PDM group p = 0.025 and p = 0.015, respectively. However, on day two, there was no significant difference between the two groups p = 0.058 and p = 0.622, respectively. The feedback showed that a higher percentage of students thought using DDM for space analysis is easier, especially with measuring space available (43.5% against 31%). Still, most prefer PDM for learning and understanding (89.8% vs. 68%), and most prefer to use DDM for space analysis in the future (59.4% compared to 21.7%).

Conclusions: Undergraduate dental students perform better in orthodontic space analysis using DDM than PDM, achieving accurate results faster and with less assistance. Most students preferred PDM for learning and knowledge retention, but most preferred DDM for future use.

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引用次数: 0
Longitudinal Racial and Ethnic Representation in US Dental Schools Between 2011 and 2023.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-03 DOI: 10.1002/jdd.13861
Linda Sangalli, Effie Ioannidou, Flavia P Kapos

Background: Diversity, inclusion, and representation within the dental care workforce are imperatives for equity in access to and quality of care. We determined longitudinal representation by race and ethnicity among first-year students and graduates in US dental schools from 2011-2012 to 2022-2023 and compared race and ethnicity representation between private and public schools from 2015-2016 to 2022-2023.

Methods: Racial and ethnic representation among first-year students and graduates in public and private US dental schools (obtained from the Survey of Dental Education) was assessed using prevalence ratios (PR) and 95% confidence intervals (CI) relative to estimates of the US adult population (obtained from the American Community Survey) for corresponding years.

Results: Despite slight increases in representation over time for some groups, those identifying as Non-Hispanic (NH)-Black or African American and Hispanic or Latino remained severely underrepresented in 2022-2023 among first-year students (PR = 0.63, 95%CI 0.57-0.69; PR = 0.54, 95%CI 0.50-0.58, respectively) and graduates (PR = 0.48, 95%CI 0.43-0.53; PR = 0.58, 95%CI 0.54-0.62, respectively). There was fluctuation over time of representation of first-year students who identified as NH-American Indian or Alaska Native (PRs between 0.34 and 0.88) and NH-Native Hawaiian and Other Pacific Islander (PRs between 0.49 and 2.78). Private dental schools exhibited a somewhat greater representation of minoritized groups compared to public dental schools among first-year students, with similar patterns of persistent underrepresentation of some groups among both types of dental schools.

Conclusions: Slight improvements in racial/ethnic representation in dental school enrollment over the past decade for some groups have not been enough to close the gap of underrepresentation of racial and ethnically minoritized groups.

{"title":"Longitudinal Racial and Ethnic Representation in US Dental Schools Between 2011 and 2023.","authors":"Linda Sangalli, Effie Ioannidou, Flavia P Kapos","doi":"10.1002/jdd.13861","DOIUrl":"https://doi.org/10.1002/jdd.13861","url":null,"abstract":"<p><strong>Background: </strong>Diversity, inclusion, and representation within the dental care workforce are imperatives for equity in access to and quality of care. We determined longitudinal representation by race and ethnicity among first-year students and graduates in US dental schools from 2011-2012 to 2022-2023 and compared race and ethnicity representation between private and public schools from 2015-2016 to 2022-2023.</p><p><strong>Methods: </strong>Racial and ethnic representation among first-year students and graduates in public and private US dental schools (obtained from the Survey of Dental Education) was assessed using prevalence ratios (PR) and 95% confidence intervals (CI) relative to estimates of the US adult population (obtained from the American Community Survey) for corresponding years.</p><p><strong>Results: </strong>Despite slight increases in representation over time for some groups, those identifying as Non-Hispanic (NH)-Black or African American and Hispanic or Latino remained severely underrepresented in 2022-2023 among first-year students (PR = 0.63, 95%CI 0.57-0.69; PR = 0.54, 95%CI 0.50-0.58, respectively) and graduates (PR = 0.48, 95%CI 0.43-0.53; PR = 0.58, 95%CI 0.54-0.62, respectively). There was fluctuation over time of representation of first-year students who identified as NH-American Indian or Alaska Native (PRs between 0.34 and 0.88) and NH-Native Hawaiian and Other Pacific Islander (PRs between 0.49 and 2.78). Private dental schools exhibited a somewhat greater representation of minoritized groups compared to public dental schools among first-year students, with similar patterns of persistent underrepresentation of some groups among both types of dental schools.</p><p><strong>Conclusions: </strong>Slight improvements in racial/ethnic representation in dental school enrollment over the past decade for some groups have not been enough to close the gap of underrepresentation of racial and ethnically minoritized groups.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13861"},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Survivability of Lithium Disilicate CAD/CAM Restorations Delivered by Predoctoral Students.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-03 DOI: 10.1002/jdd.13875
Cecilia Tran, Sunshine Lee, Feng Gao, Sunil Philip, Allan Pan, Charlotte Bolch, John Mitchell, Marcela R Carrilho, Timothy Toepke

Objectives: With the increasing incorporation of digital workflows into the daily procedures of dental schools, it becomes essential to assess the competence of new generations of dentists to provide the best care when using these technologies. The aim of this retrospective study was to evaluate the survivability of monolithic lithium disilicate (LiDi) restorations prepared and delivered by predoctoral dental students. The primary variable investigated was the service time of the restorations, that is, the time the restorations were in clinical function, encompassing the time from the moment they were placed until failure and/or the last follow-up evaluation. Additionally, as secondary variables, the luting agent used, the cause of failure or replacement, as well as the determinants related to predoctoral student provider and patient were also evaluated.

Methods: After IRB protocol approval, a list of patients who received 4515 CAD/CAM restorations between January 2014 and September 2022 was mined from Axium. A total of 3700 cases were selected based on the criteria of inclusion, monolithic LiDi restorations designed and delivered by predoctoral junior and senior students. Survivability was calculated for included patient charts using Kaplan-Meier survival analysis. The effect of student-provider year, restoration type, tooth restored, cement used, and patient age, sex, and reported bruxism behavior was evaluated using Cox regression models.

Results: At 98 months, out of those 3700 restorations, 26 did not show any record as follow-up and, therefore, were excluded from analysis, and 288 failed (i.e., 7.8% of total included in the study). The survival rate was 92.2%, and the survival probability for LiDi CAD/CAM restorations was greater than 84%. Failure modes were as follows: 31.6% debonding, 20% LiDi fracture, 14.6% recurrent caries, 14% endodontic complication, 10.4% open margin, and 9.4% for other reasons.

Conclusions: Provider and patient-related factors affected survivability of LiDi CAD/CAM restorations. Survivability of LiDi CAD/CAM restorations designed and delivered by predoctoral students resulted in comparable survivability to that of practicing clinicians.

{"title":"Survivability of Lithium Disilicate CAD/CAM Restorations Delivered by Predoctoral Students.","authors":"Cecilia Tran, Sunshine Lee, Feng Gao, Sunil Philip, Allan Pan, Charlotte Bolch, John Mitchell, Marcela R Carrilho, Timothy Toepke","doi":"10.1002/jdd.13875","DOIUrl":"https://doi.org/10.1002/jdd.13875","url":null,"abstract":"<p><strong>Objectives: </strong>With the increasing incorporation of digital workflows into the daily procedures of dental schools, it becomes essential to assess the competence of new generations of dentists to provide the best care when using these technologies. The aim of this retrospective study was to evaluate the survivability of monolithic lithium disilicate (LiDi) restorations prepared and delivered by predoctoral dental students. The primary variable investigated was the service time of the restorations, that is, the time the restorations were in clinical function, encompassing the time from the moment they were placed until failure and/or the last follow-up evaluation. Additionally, as secondary variables, the luting agent used, the cause of failure or replacement, as well as the determinants related to predoctoral student provider and patient were also evaluated.</p><p><strong>Methods: </strong>After IRB protocol approval, a list of patients who received 4515 CAD/CAM restorations between January 2014 and September 2022 was mined from Axium. A total of 3700 cases were selected based on the criteria of inclusion, monolithic LiDi restorations designed and delivered by predoctoral junior and senior students. Survivability was calculated for included patient charts using Kaplan-Meier survival analysis. The effect of student-provider year, restoration type, tooth restored, cement used, and patient age, sex, and reported bruxism behavior was evaluated using Cox regression models.</p><p><strong>Results: </strong>At 98 months, out of those 3700 restorations, 26 did not show any record as follow-up and, therefore, were excluded from analysis, and 288 failed (i.e., 7.8% of total included in the study). The survival rate was 92.2%, and the survival probability for LiDi CAD/CAM restorations was greater than 84%. Failure modes were as follows: 31.6% debonding, 20% LiDi fracture, 14.6% recurrent caries, 14% endodontic complication, 10.4% open margin, and 9.4% for other reasons.</p><p><strong>Conclusions: </strong>Provider and patient-related factors affected survivability of LiDi CAD/CAM restorations. Survivability of LiDi CAD/CAM restorations designed and delivered by predoctoral students resulted in comparable survivability to that of practicing clinicians.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13875"},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of the Integrated National Board Dental Examination on Resident Selection: Assessing Its Utility and Optimal Timing in Advanced Dental Education Programs.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-03 DOI: 10.1002/jdd.13867
Thikriat Al-Jewair, Susan Paurazas

Objectives: This study aims to assess the utility and timing of the Integrated National Board Dental Examination (INBDE) on resident selection in advanced dental education programs.

Methods: A 14-item cross-sectional survey was sent to 757 advanced education programs listed in the American Dental Education Association Postdoctoral Application Support Service. Program directors across all educational affiliations and specialties were requested to participate, providing responses based on the last application cycle. Survey items included program demographics, utility and timing of INBDE and other standardized examinations, and top criteria considered in the selection of candidates.

Results: A total of 224 programs completed the survey. Overall, 73% of the programs mandated the INBDE and over 50% anticipate INBDE results submitted either at the time of matriculation into the program or at the PASS application submission deadline. Less than 50% of the programs necessitate a state license for applicants to enroll in their programs. Among the programs that require a license, the majority anticipate it at the time of matriculation. Program directors consider on-site or virtual interviews as the most important criterion in their applicant selection. While INBDE was one of the parameters utilized, it was not a top criterion.

Conclusion: INBDE is required by most programs irrespective of affiliation or specialty. The timing of INBDE submission varied among programs. Advanced dental programs apply a holistic applicant selection process, wherein the INBDE serves as just one among several parameters. Advanced dental programs may use the American Dental Admission Test as a supplementary measure of achievement.

{"title":"Impact of the Integrated National Board Dental Examination on Resident Selection: Assessing Its Utility and Optimal Timing in Advanced Dental Education Programs.","authors":"Thikriat Al-Jewair, Susan Paurazas","doi":"10.1002/jdd.13867","DOIUrl":"https://doi.org/10.1002/jdd.13867","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to assess the utility and timing of the Integrated National Board Dental Examination (INBDE) on resident selection in advanced dental education programs.</p><p><strong>Methods: </strong>A 14-item cross-sectional survey was sent to 757 advanced education programs listed in the American Dental Education Association Postdoctoral Application Support Service. Program directors across all educational affiliations and specialties were requested to participate, providing responses based on the last application cycle. Survey items included program demographics, utility and timing of INBDE and other standardized examinations, and top criteria considered in the selection of candidates.</p><p><strong>Results: </strong>A total of 224 programs completed the survey. Overall, 73% of the programs mandated the INBDE and over 50% anticipate INBDE results submitted either at the time of matriculation into the program or at the PASS application submission deadline. Less than 50% of the programs necessitate a state license for applicants to enroll in their programs. Among the programs that require a license, the majority anticipate it at the time of matriculation. Program directors consider on-site or virtual interviews as the most important criterion in their applicant selection. While INBDE was one of the parameters utilized, it was not a top criterion.</p><p><strong>Conclusion: </strong>INBDE is required by most programs irrespective of affiliation or specialty. The timing of INBDE submission varied among programs. Advanced dental programs apply a holistic applicant selection process, wherein the INBDE serves as just one among several parameters. Advanced dental programs may use the American Dental Admission Test as a supplementary measure of achievement.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13867"},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does Peer Instruction Enhance Impact of Audience Response Systems for Content Retention?
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-03 DOI: 10.1002/jdd.13862
Francesca Scalise, Ryan L Quock

Purpose: This study examined whether peer instruction enhanced the retention of content for learners who participated in a review session utilizing an Audience Response System (ARS).

Methods: Review sessions for two groups of students taking the same course were conducted. Both groups utilized ARS to answer questions presented in the session, while only one group also utilized an educational method known as peer instruction-otherwise, sessions were identical. Performance on quizzes covering the same subject matter, as well as course exam, was analyzed to determine the potential long- and short-term effects of the combination of peer instruction with ARS on course performance and satisfaction.

Results: There was no significant difference in performance on administered quiz questions between the groups for the pre-quiz (before the review session), the post-quiz (directly after the review session), nor the end-of-semester quiz. The group that utilized peer instruction had a statistically significant increase (p = 0.008767) in performance on the administered course exam. Both groups expressed satisfaction for the course as well as peer instruction, regardless if their particular group utilized peer instruction in their review session or not.

Conclusions: The combination of peer instruction with ARS may be an effective tool to improve short-term performance outcomes as evidenced by the difference in course exam performance between groups. Further research should be conducted to determine techniques that can have a greater impact on long-term performance.

{"title":"Does Peer Instruction Enhance Impact of Audience Response Systems for Content Retention?","authors":"Francesca Scalise, Ryan L Quock","doi":"10.1002/jdd.13862","DOIUrl":"https://doi.org/10.1002/jdd.13862","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined whether peer instruction enhanced the retention of content for learners who participated in a review session utilizing an Audience Response System (ARS).</p><p><strong>Methods: </strong>Review sessions for two groups of students taking the same course were conducted. Both groups utilized ARS to answer questions presented in the session, while only one group also utilized an educational method known as peer instruction-otherwise, sessions were identical. Performance on quizzes covering the same subject matter, as well as course exam, was analyzed to determine the potential long- and short-term effects of the combination of peer instruction with ARS on course performance and satisfaction.</p><p><strong>Results: </strong>There was no significant difference in performance on administered quiz questions between the groups for the pre-quiz (before the review session), the post-quiz (directly after the review session), nor the end-of-semester quiz. The group that utilized peer instruction had a statistically significant increase (p = 0.008767) in performance on the administered course exam. Both groups expressed satisfaction for the course as well as peer instruction, regardless if their particular group utilized peer instruction in their review session or not.</p><p><strong>Conclusions: </strong>The combination of peer instruction with ARS may be an effective tool to improve short-term performance outcomes as evidenced by the difference in course exam performance between groups. Further research should be conducted to determine techniques that can have a greater impact on long-term performance.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13862"},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Web-Based Decision Support System for Managing Periapical Radiolucencies in Root-Filled Teeth: Development and Effectiveness With Undergraduates.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-03 DOI: 10.1002/jdd.13870
Dalia Bottini, Francesc Abella Sans, Jose Antonio Gonzalez Sanchez, Paul V Abbott, Marc Encinas, Sergio Irazusta, Cristina Rico, Fernando Durán-Sindreu, Marc Garcia-Font

Introduction: The aim of this study was to assess the agreement in the management of periapical radiolucencies associated with root-filled teeth among dental students using and without using a new web-based clinical decision support system (CDSS) application (DentalHelp).

Materials and methods: One hundred ten dental students from two universities were chosen to evaluate 10 cases of periapical radiolucencies associated with root-filled teeth. Each case included the clinical signs and symptoms, clinical photographs, periapical radiographs, and a small-volume cone beam computed tomography (CBCT) scan. Participants were asked to select one proposed management option and to assess the degree of difficulty in making this decision. Four weeks later, students entered case information into the DentalHelp web app. The app's algorithm then autonomously generated a suggested management option for each case. Cohen's unweighted Kappa index was calculated to estimate the level of concordance between each suggested management option for each case with and without using the app.

Results: There was a significant change in the management choice by students when using the CDSS compared to when they did not use it (p < 0.05). A global Kappa index of 0.21 (95% CI: 0.17-0.25) indicated a weak general agreement. Cohen's Kappa index of 0.07 (95% CI: 0.02-0.11) demonstrated poor agreement between the level of difficulty of decision-making with and without the app.

Conclusions: The DentalHelp web app was effective in assisting dental students with clinical decision-making for periapical radiolucencies associated with root-filled teeth.

{"title":"Web-Based Decision Support System for Managing Periapical Radiolucencies in Root-Filled Teeth: Development and Effectiveness With Undergraduates.","authors":"Dalia Bottini, Francesc Abella Sans, Jose Antonio Gonzalez Sanchez, Paul V Abbott, Marc Encinas, Sergio Irazusta, Cristina Rico, Fernando Durán-Sindreu, Marc Garcia-Font","doi":"10.1002/jdd.13870","DOIUrl":"https://doi.org/10.1002/jdd.13870","url":null,"abstract":"<p><strong>Introduction: </strong>The aim of this study was to assess the agreement in the management of periapical radiolucencies associated with root-filled teeth among dental students using and without using a new web-based clinical decision support system (CDSS) application (DentalHelp).</p><p><strong>Materials and methods: </strong>One hundred ten dental students from two universities were chosen to evaluate 10 cases of periapical radiolucencies associated with root-filled teeth. Each case included the clinical signs and symptoms, clinical photographs, periapical radiographs, and a small-volume cone beam computed tomography (CBCT) scan. Participants were asked to select one proposed management option and to assess the degree of difficulty in making this decision. Four weeks later, students entered case information into the DentalHelp web app. The app's algorithm then autonomously generated a suggested management option for each case. Cohen's unweighted Kappa index was calculated to estimate the level of concordance between each suggested management option for each case with and without using the app.</p><p><strong>Results: </strong>There was a significant change in the management choice by students when using the CDSS compared to when they did not use it (p < 0.05). A global Kappa index of 0.21 (95% CI: 0.17-0.25) indicated a weak general agreement. Cohen's Kappa index of 0.07 (95% CI: 0.02-0.11) demonstrated poor agreement between the level of difficulty of decision-making with and without the app.</p><p><strong>Conclusions: </strong>The DentalHelp web app was effective in assisting dental students with clinical decision-making for periapical radiolucencies associated with root-filled teeth.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13870"},"PeriodicalIF":1.4,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Delphi Study to Evaluate Competency Comprehensive Assessment System for Professional Degree of Dentistry. 评估牙科专业学位能力综合评估系统的德尔菲研究。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-03-02 DOI: 10.1002/jdd.13864
Jie Yang, Yu Liu, Wenqi Wei, Sijing Xie, Xuna Tang, Li Wu, Weibin Sun

Objective: In accordance with the two-way integration requirements of Chinese professional degree training and resident standardization training, we have gradually established a competency comprehensive assessment system (CAS) for professional postgraduate education since 2015. In this study, we aimed to evaluate the scientific and practicality of CAS through a Delphi study.

Methods: There were two parts in CAS such as dissertation of clinical study and oral clinical proficiency assessment, which including formative assessment and summative assessment. A Delphi questionnaire was scheduled to assess the acceptance about two parts of CAS. Through two rounds of questioning, forty experts were invited to score for each item according to Likert-scale. The scores were analyzed and comments were conducted.

Results: The questionnaire responses rate of two rounds were 85% and 97.1%, respectively. The reliability of the results was high with Cronbach's alpha more than 0.8 and the McDonald's omega coefficients more than 0.7. Moreover, most indicators were obtained agreement with high importance mean scores and full-score rates according to the first round. However, the scores of two indicators such as clinical chairside skill examination and patients' satisfaction were relatively low. After second round, the chairside skill examination was suggested being organized after trainees' application, or conducted by the department. The recommended evaluation methods for patients' satisfaction were telephone follow-up by hospital randomly, patients' scores to student immediately, or evaluation by teachers.

Conclusion: The CAS integrating research assessment with clinical assessment to evaluate the clinical competency of dental students was acceptable. Most content were highly agreed by experts, indicating the possibility of further promotion.

目的:根据我国专业学位培养与住院医师规范化培训双向融合的要求,我院自2015年起逐步建立了专业学位研究生教育能力综合测评体系(CAS)。本研究旨在通过德尔菲研究评估CAS的科学性和实用性:方法:CAS分为临床学习论文和临床能力口语考核两部分,包括形成性考核和终结性考核。为了评估对 CAS 两部分的接受程度,我们安排了德尔菲问卷调查。通过两轮提问,邀请了 40 位专家按照李克特量表对每个项目进行打分。结果:两轮问卷的回收率分别为 85%和 97.1%。结果的信度很高,Cronbach's alpha 大于 0.8,McDonald's omega 系数大于 0.7。此外,根据第一轮的结果,大多数指标都获得了较高的重要性平均分和满分率。但临床椅旁技能检查和患者满意度等两项指标得分相对较低。第二轮后,椅旁技能考核建议由学员申请后组织,或由科室进行。对患者满意度的评价方式建议为医院随机电话随访、患者打分即时反馈给学员、教师评价等:结论:将研究评估与临床评估相结合来评价口腔医学生临床能力的 CAS 是可以接受的。结论:将研究评估与临床评估相结合的口腔医学生临床能力评估CAS是可接受的,大部分内容得到了专家的高度认同,表明有进一步推广的可能性。
{"title":"Delphi Study to Evaluate Competency Comprehensive Assessment System for Professional Degree of Dentistry.","authors":"Jie Yang, Yu Liu, Wenqi Wei, Sijing Xie, Xuna Tang, Li Wu, Weibin Sun","doi":"10.1002/jdd.13864","DOIUrl":"https://doi.org/10.1002/jdd.13864","url":null,"abstract":"<p><strong>Objective: </strong>In accordance with the two-way integration requirements of Chinese professional degree training and resident standardization training, we have gradually established a competency comprehensive assessment system (CAS) for professional postgraduate education since 2015. In this study, we aimed to evaluate the scientific and practicality of CAS through a Delphi study.</p><p><strong>Methods: </strong>There were two parts in CAS such as dissertation of clinical study and oral clinical proficiency assessment, which including formative assessment and summative assessment. A Delphi questionnaire was scheduled to assess the acceptance about two parts of CAS. Through two rounds of questioning, forty experts were invited to score for each item according to Likert-scale. The scores were analyzed and comments were conducted.</p><p><strong>Results: </strong>The questionnaire responses rate of two rounds were 85% and 97.1%, respectively. The reliability of the results was high with Cronbach's alpha more than 0.8 and the McDonald's omega coefficients more than 0.7. Moreover, most indicators were obtained agreement with high importance mean scores and full-score rates according to the first round. However, the scores of two indicators such as clinical chairside skill examination and patients' satisfaction were relatively low. After second round, the chairside skill examination was suggested being organized after trainees' application, or conducted by the department. The recommended evaluation methods for patients' satisfaction were telephone follow-up by hospital randomly, patients' scores to student immediately, or evaluation by teachers.</p><p><strong>Conclusion: </strong>The CAS integrating research assessment with clinical assessment to evaluate the clinical competency of dental students was acceptable. Most content were highly agreed by experts, indicating the possibility of further promotion.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13864"},"PeriodicalIF":1.4,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143537902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementation on the Teaching Reform Project for the Emergency Management of Oral and Maxillofacial Soft Tissue Trauma. 实施口腔颌面软组织创伤应急处理教学改革项目。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-02-28 DOI: 10.1002/jdd.13865
Yongle Shi, Xin Ye, Yifan Shen, Xin Zhang, Xian Liu, Xuefeng Zhang

Objective: To analyze the current status of emergency management of oral and maxillofacial soft tissue trauma, clarify the existing problems and deficiencies in standardized training, establish clear teaching objectives, and propose corresponding reform measures to enhance teaching effectiveness and clinical practice skills.

Methods: A quasi-experimental study was conducted in which standardized training doctors in the Department of Oral Emergency Medicine were divided into two groups from February to May 2024 and from June to September 2024. The control group received conventional teaching, including unified theoretical training related to the diagnosis and treatment of oral and maxillofacial soft tissue trauma, clinical teaching, and final assessment. The intervention group, on the other hand, underwent teaching reform training based on outcome-based education (OBE) theory and bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) learning model. After completing their training, both groups were assessed using theoretical exams, practical exams, and teaching satisfaction surveys to compare their performance.

Results: Through the application of OBE theory and the BOPPPS learning model, standardized, homogeneous, and precise suturing techniques for oral and maxillofacial soft tissue trauma and postoperative wound management were developed, significantly enhancing students' clinical skills and theoretical knowledge. Various measures were taken to expand the effectiveness of the teaching plan for oral and maxillofacial soft tissue injury. The intervention group outperformed the control group in both theoretical and practical assessments at the end of their 2-month training (p < 0.01). Satisfaction with teaching methods and teaching outcomes was also significantly higher in the intervention group compared to the control group (p < 0.001). Statistical analysis demonstrated a difference in postoperative outcomes between patients treated by the two groups of standardized training doctors, with the complication rate in the intervention group being significantly lower than that in the control group (p < 0.05).

Conclusion: The teaching reform measures effectively enhanced medical students' understanding and practical skills in the emergency management of oral and maxillofacial soft tissue trauma.

{"title":"Implementation on the Teaching Reform Project for the Emergency Management of Oral and Maxillofacial Soft Tissue Trauma.","authors":"Yongle Shi, Xin Ye, Yifan Shen, Xin Zhang, Xian Liu, Xuefeng Zhang","doi":"10.1002/jdd.13865","DOIUrl":"https://doi.org/10.1002/jdd.13865","url":null,"abstract":"<p><strong>Objective: </strong>To analyze the current status of emergency management of oral and maxillofacial soft tissue trauma, clarify the existing problems and deficiencies in standardized training, establish clear teaching objectives, and propose corresponding reform measures to enhance teaching effectiveness and clinical practice skills.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted in which standardized training doctors in the Department of Oral Emergency Medicine were divided into two groups from February to May 2024 and from June to September 2024. The control group received conventional teaching, including unified theoretical training related to the diagnosis and treatment of oral and maxillofacial soft tissue trauma, clinical teaching, and final assessment. The intervention group, on the other hand, underwent teaching reform training based on outcome-based education (OBE) theory and bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) learning model. After completing their training, both groups were assessed using theoretical exams, practical exams, and teaching satisfaction surveys to compare their performance.</p><p><strong>Results: </strong>Through the application of OBE theory and the BOPPPS learning model, standardized, homogeneous, and precise suturing techniques for oral and maxillofacial soft tissue trauma and postoperative wound management were developed, significantly enhancing students' clinical skills and theoretical knowledge. Various measures were taken to expand the effectiveness of the teaching plan for oral and maxillofacial soft tissue injury. The intervention group outperformed the control group in both theoretical and practical assessments at the end of their 2-month training (p < 0.01). Satisfaction with teaching methods and teaching outcomes was also significantly higher in the intervention group compared to the control group (p < 0.001). Statistical analysis demonstrated a difference in postoperative outcomes between patients treated by the two groups of standardized training doctors, with the complication rate in the intervention group being significantly lower than that in the control group (p < 0.05).</p><p><strong>Conclusion: </strong>The teaching reform measures effectively enhanced medical students' understanding and practical skills in the emergency management of oral and maxillofacial soft tissue trauma.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13865"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143532063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Efficacy of Video-Supported Student Self-Assessment in Dental Simulation Training - A Prospective Cohort Study. 牙科模拟训练中视频支持学生自我评估的功效--一项前瞻性队列研究。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-02-28 DOI: 10.1002/jdd.13863
Tihana Divnic-Resnik, Filip Vujovic, Andrew Terry

Introduction: Self-assessment is a higher-level ability required of health care practitioners, but rarely specifically taught in simulation environments. Retrospective evaluation of videos from simulated clinical environments could be useful for developing self-assessment proficiencies.

Objectives: The objective of this study was to evaluate the utility and validity of student self-assessment performed using self-recorded videos of simulated clinical activities.

Methods: The study recruited second-year dental students and two educators of simulated periodontal instrumentation. The use of the instruments (curettes) for periodontal instrumentation was taught to students through instructional benchmarking videos. Following the practice on mannequins, students were given a periodontal instrumentation task to perform, video-record their performance, and self-assess following the bespoke assessment rubric. The anonymized students' videos were further assessed by two calibrated educators. To assess validity, independent Sample t-test was used to analyze the differences between student and tutor's assessment of the videos. Student perceptions of the utility of video self-assessment experience were gathered through a questionnaire and analyzed descriptively.

Results: Sixty-six students (N = 66) completed the self-assessment task and the questionnaire. There were no significant differences between student and educator evaluation of video data (p > 0.05). Students perceived that video assisted self-assessment following the rubric was easy and helpful and that educators' feedback on the video enabled them to better identify areas that needed improvement.

Conclusions: The results of this study showed that there were minimal differences between student self-assessment and educator assessment of video recordings. Video was perceived as a valuable method of self-assessment, thus assisting in learning periodontal instrumentation.

介绍:自我评估是医疗从业人员必须具备的更高层次的能力,但在模拟环境中很少有专门的教学内容。对模拟临床环境中的视频进行回顾性评估有助于培养学生的自我评估能力:本研究旨在评估学生使用自我录制的模拟临床活动视频进行自我评估的实用性和有效性:研究招募了二年级牙科学生和两名模拟牙周器械教学者。通过教学基准视频向学生传授牙周器械(刮治器)的使用方法。在人体模型上进行练习后,学生们要完成一项牙周器械操作任务,对他们的表现进行录像,并按照定制的评估标准进行自我评估。两名经过校准的教育工作者对学生的匿名视频进行了进一步评估。为了评估有效性,我们使用了独立样本 t 检验来分析学生和导师对视频评估的差异。通过问卷调查收集了学生对视频自评体验的实用性的看法,并进行了描述性分析:结果:66 名学生(N = 66)完成了自我评估任务和问卷调查。学生和教育者对视频数据的评价无明显差异(P>0.05)。学生们认为,按照评分标准进行视频辅助自评既简单又有帮助,而教育者对视频的反馈意见能让他们更好地找出需要改进的地方:研究结果表明,学生自我评估和教育者对视频记录的评估之间的差异很小。视频被认为是一种有价值的自我评估方法,从而有助于学习牙周器械。
{"title":"The Efficacy of Video-Supported Student Self-Assessment in Dental Simulation Training - A Prospective Cohort Study.","authors":"Tihana Divnic-Resnik, Filip Vujovic, Andrew Terry","doi":"10.1002/jdd.13863","DOIUrl":"https://doi.org/10.1002/jdd.13863","url":null,"abstract":"<p><strong>Introduction: </strong>Self-assessment is a higher-level ability required of health care practitioners, but rarely specifically taught in simulation environments. Retrospective evaluation of videos from simulated clinical environments could be useful for developing self-assessment proficiencies.</p><p><strong>Objectives: </strong>The objective of this study was to evaluate the utility and validity of student self-assessment performed using self-recorded videos of simulated clinical activities.</p><p><strong>Methods: </strong>The study recruited second-year dental students and two educators of simulated periodontal instrumentation. The use of the instruments (curettes) for periodontal instrumentation was taught to students through instructional benchmarking videos. Following the practice on mannequins, students were given a periodontal instrumentation task to perform, video-record their performance, and self-assess following the bespoke assessment rubric. The anonymized students' videos were further assessed by two calibrated educators. To assess validity, independent Sample t-test was used to analyze the differences between student and tutor's assessment of the videos. Student perceptions of the utility of video self-assessment experience were gathered through a questionnaire and analyzed descriptively.</p><p><strong>Results: </strong>Sixty-six students (N = 66) completed the self-assessment task and the questionnaire. There were no significant differences between student and educator evaluation of video data (p > 0.05). Students perceived that video assisted self-assessment following the rubric was easy and helpful and that educators' feedback on the video enabled them to better identify areas that needed improvement.</p><p><strong>Conclusions: </strong>The results of this study showed that there were minimal differences between student self-assessment and educator assessment of video recordings. Video was perceived as a valuable method of self-assessment, thus assisting in learning periodontal instrumentation.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13863"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143532066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Advancing Medical Assessment Skills in Dental Education: Technology-Enhanced Active Learning With Peer Role-Play Versus Real Patient Practice.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-02-28 DOI: 10.1002/jdd.13866
Gözde Nur Erkan

Purpose/objectives: The aim of the study was to assess the improving effect of technology-assisted peer role-play on dental students' theoretical knowledge and practical skills in medical history taking, vital sign monitoring, and patient-specific local anesthetic (LA) dose calculation within the scope of medical assessment.

Methods: The study involved 93 fourth-year dental students who received 22 h of theoretical and practical training on medical assessment. During training, digital monitoring simulations were conducted using ResusMonitor. In the peer role-play group (Group RP, n = 46) students alternated the roles of patient and dentist and in the real patient practice group (Group PP, n = 47) students practiced on real patients. Students' theoretical knowledge and practical skills were evaluated before and after the training using questionnaires and simulated patient assessments.

Results: Prior to training, groups had similar knowledge and skills. After training, both groups showed significant improvement (p < 0.001). Peer role-playing notably enhanced theoretical knowledge and practical skills in medical history taking and monitoring (p < 0.05). After the study, the theoretical knowledge quality of the students about basic and detailed medical history taking improved. Monitoring competence rose from below 30% to 93.5% in Group RP and 89.4% in Group PP post-training. All students became competent in calculating patient-specific LA dose after training, whereas they were previously inadequate.

Conclusion: Peer role-play with ResusMonitor was more effective than real patient practice for improving theoretical knowledge and practical skills in medical assessment. Technology-enhanced peer role-play was recommended as an economical and accessible method for improving medical assessment training in dental education.

{"title":"Advancing Medical Assessment Skills in Dental Education: Technology-Enhanced Active Learning With Peer Role-Play Versus Real Patient Practice.","authors":"Gözde Nur Erkan","doi":"10.1002/jdd.13866","DOIUrl":"https://doi.org/10.1002/jdd.13866","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>The aim of the study was to assess the improving effect of technology-assisted peer role-play on dental students' theoretical knowledge and practical skills in medical history taking, vital sign monitoring, and patient-specific local anesthetic (LA) dose calculation within the scope of medical assessment.</p><p><strong>Methods: </strong>The study involved 93 fourth-year dental students who received 22 h of theoretical and practical training on medical assessment. During training, digital monitoring simulations were conducted using ResusMonitor. In the peer role-play group (Group RP, n = 46) students alternated the roles of patient and dentist and in the real patient practice group (Group PP, n = 47) students practiced on real patients. Students' theoretical knowledge and practical skills were evaluated before and after the training using questionnaires and simulated patient assessments.</p><p><strong>Results: </strong>Prior to training, groups had similar knowledge and skills. After training, both groups showed significant improvement (p < 0.001). Peer role-playing notably enhanced theoretical knowledge and practical skills in medical history taking and monitoring (p < 0.05). After the study, the theoretical knowledge quality of the students about basic and detailed medical history taking improved. Monitoring competence rose from below 30% to 93.5% in Group RP and 89.4% in Group PP post-training. All students became competent in calculating patient-specific LA dose after training, whereas they were previously inadequate.</p><p><strong>Conclusion: </strong>Peer role-play with ResusMonitor was more effective than real patient practice for improving theoretical knowledge and practical skills in medical assessment. Technology-enhanced peer role-play was recommended as an economical and accessible method for improving medical assessment training in dental education.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143532058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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Journal of Dental Education
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