Journal of Dental Education最新文献

Objectives: This study aimed to evaluate dental students' competencies and self-confidence in performing common oral surgical procedures. It further aimed to assess potential correlations among levels of competence and confidence with student gender.

Methods: Final-year undergraduate students from Mosul Dental School in Iraq were enrolled in a summative Objective Structured Clinical Examination (OSCE) to assess their competence in core skills and knowledge in oral surgery (OS). The students were also invited to participate in the ABAOMS self-assessment questionnaire to assess self-perceived confidence in performing OS procedures. Gender correlation with competence and confidence was computed via the Pearson Chi-square test (p ≤ 0.05).

Results: A total of 272 students were evaluated for OS competence. Students' highest competence was in dental anatomy (91.1%), while history-taking and tooth extraction scored the highest failure levels (56.1%) and (39.1%), respectively. For self-confidence, students felt adequately prepared to carry out several clinical procedures although they indicated low confidence in performing minimally practiced procedures. No significant correlation was detected in the total confidence versus competence except for the management of post-extraction complications. Results also showed no significant correlation between students' competence-confidence-gender; except for the administration of local anesthesia among females (p-value 0.007 ≤0.01).

Conclusion: The findings of this study show that the competence and self-perceived confidence of final-year students were generally satisfactory for a range of clinical and affective skills. However, several areas of weakness were identified which underscore the need for modification of the current curriculum to improve the preparedness of undergraduate dental students as safe beginners in OS.

Background: This cross-sectional study investigated gender differences in barriers to career development among dental researchers and between academic and non-academic women.

Methods: An anonymous 34-item survey assessing barriers to career development and workplace obstacles (14 items), along with demographic/occupation characteristics (22 items), was distributed among dental researchers at the Women In Science Network meetings at 2024 AADOCR/IADR General Session (QR code) and through AADOCR/IADR discussion board (online platform). Differences in barriers and workplace obstacles were analyzed between women and men with chi-square tests; comparisons were repeated among women working within versus outside academia.

Results: A total of 233 participants completed the survey (68.7% women, 45.3% White, two-thirds working in the United States, 62% in academia). Compared to men, women more frequently reported feeling less supported by leadership (p = 0.039), taking career breaks (p = 0.004), and experiencing bullying/harassment (41.3% vs. 22.6%; p = 0.003), microaggression (55.6% vs. 33.9%; p = 0.001), and gender bias (46.9% vs. 14.5%; p < 0.001) in their workplace, particularly between ages 36 and 65. While work-life balance issues (62.8%) and stress (59.6%) were reported by both, women reported a lack of financial (p = 0.004), administrative (p = 0.045), and mentoring (p = 0.014) support more often than men. Limited to women, those in academia reported more episodes of bullying/harassment (47.9% vs. 23.3%; p = 0.016), microaggression (67.5% vs. 23.3%; p < 0.001), and gender bias (56.4% vs. 20.9%; p < 0.001) than those outside academia, especially between ages 51 and 65. Compared to non-academic women, those in academia faced more unsatisfactory leadership decisions (p = 0.003), financial (p = 0.006), administrative (p = 0.046), and mentoring (p = 0.007) support.

Conclusions: Women in dental research encounter significantly more barriers to development and workplace obstacles than men and non-academic women.

January 28, 2025: This article published in Early View in error. This article is under embargo and will republish in April.

Aims: The study aimed to assess the impact of e-learning tools using teaching videos on dental extraction for dental students.

Material and methods: Teaching videos on dental extraction were sent to each participating dental students. The theoretical domain framework (TDF) was used to assess dental students' self-reported behavior on dental extraction.

Results: The response rate was 77%. Male students found teaching videos support their practice significantly in dental extraction by their skills, beliefs about capabilities, optimism, environment context and resources, social influences, and emotion (p-value <0.001 and <0.05). T-Test showed that male students reported significant improvement in the overall TDF compared to female students (male = 130.26 ± 21.4 vs. female = 115.09 ± 26.8, p-value = 0.007). Results showed that there are positive correlations between skills (r = 0.419), beliefs about capabilities (r = 0.511), optimism (r = 0.414), emotion (r = 0.411), beliefs about consequences (r = 0.314), reinforcement (r = 0.396), intentions (r = 0.322), goals (r = 0.329), memory, attention and decision process (r = 0.356), environment context and resources (r = 0.318), and social influences (r = 0.367) with students' satisfaction rate when practicing dental extraction after watching the teaching videos (p-value <0.001 and <0.05). The one-way analysis of variance (ANOVA) test showed that students at higher levels have higher scores on the theoretical framework's domains as measured by the means on 10 domains out of 13 (p-value < 0.001).

Conclusions: Incorporating video-based teaching materials into the dental curriculum can be valuable in improving students' skills and proficiency in performing dental extractions.

Purpose: A properly designed rubric for oral presentations should be useful both to assess students' performance and to help them prepare for the task. However, its use and perceptions might be influenced by scholars' previous familiarization with rubrics during pre-university courses. The aim of this study was to evaluate how the previous experience of students in the use of rubrics can influence their assessment of oral presentations and to compare their ratings with those assigned by educators.

Methods: Eighty-six first-year undergraduate dentistry students were randomly distributed in teams to prepare oral presentations. A newly designed assessment rubric was presented to the students prior to the assignment. Six weeks later the students performed the presentations and were anonymously assessed with the rubric by their peers and seven educators (EDU). Students' perceptions towards the rubric as a learning and assessment tool were registered with an anonymous survey, which also recorded if they were familiar with the use of rubrics (experienced students, ES) or not (not-experienced students, NES). Assigned scores by NES, ES, and EDU were compared.

Results: Sixty-seven students completed the survey. No differences were found in the scores assigned among experienced (41) and non-experienced students (26). Educators assigned significantly lower scores than students. ES and NES considered the rubric a complete easy to use and useful tool that helped them feel confident during assessment and performance.

Conclusions: Previous experience does not influence students' use and perceptions of the newly developed rubric, however, ratings assigned by students are not comparable to those of EDU.

The 2024 ADEA Annual Session Chair of the Board Symposium titled, Global Collaborations to Change the Paradigm in Oral Health Education and Care, aimed to highlight innovative global education models in oral health. The symposium sought to identify and explore opportunities for collaboration with international partners to ensure sustainable healthcare education to improve the oral health workforce. Additionally, it focused on discovering and adapting innovative solutions and best practices to enhance access to oral health services worldwide.