Journal of Dental Education最新文献

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.