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Open-internet OSCE in Implant Component Selection.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-02-06 DOI: 10.1002/jdd.13838
Patricia H Swanson
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引用次数: 0
Mental Health Considerations for the Well-Being and Success of Dental Students.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-02-06 DOI: 10.1002/jdd.13841
Lorel E Burns, Cheryline Pezzullo, Kyungsup Shin, Paul C Edwards, Sun-Yung Bak, Wandia Ono, Sarandeep Huja
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引用次数: 0
Assessing AI-Enhanced Learning in Bone Loss Detection among Dental Students.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-02-06 DOI: 10.1002/jdd.13844
Tobias K Boehm, Hubert K Chan, Clara S Kim
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引用次数: 0
Journal of Dental Education Volume 89 Number 1/January 2025
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-31 DOI: 10.1002/jdd.13599
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引用次数: 0
Evaluation of Objective Structured Clinical Examination-assessed competence and perceived confidence in oral surgery among final-year undergraduate student.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-28 DOI: 10.1002/jdd.13801
Rasha Albannaa, Thafar Almela

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.

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引用次数: 0
Gender Differences in Barriers in Career Development Among a Cohort of Dental Researchers. A Cross-Sectional Study.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-23 DOI: 10.1002/jdd.13832
Linda Sangalli, Luciana M Shaddox, Grace M De Souza

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.

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引用次数: 0
The 2022 ADEA Climate Study in U.S. and Canadian Dental Schools and Allied Dental Programs: Methodological Considerations.
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-23 DOI: 10.1002/jdd.13835
Marita R Inglehart, Karen P West, Rebecca Stolberg, Steven Krzanowski, Sonya Gyjuan Smith, Angelo Lee, Todd V Ester, Felicia L Tucker-Lively, Carlos S Smith, George W Taylor, Tawana K Ware, Rosa Chaviano Moran, M Nathalia Garcia, Rachel E Hogan, Ana N Lopez-Fuentes, Dennis A Mitchell, Scott B Schwartz

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

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引用次数: 0
Effectiveness of E-Learning Method on Exodontia for Dental Students: A Theoretical Domain Framework Study. 牙科学生外牙学电子学习方法的有效性:一个理论领域框架研究。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-19 DOI: 10.1002/jdd.13834
Hassan Abed, Abrar Demyati

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.

目的:本研究旨在评估电子学习工具对牙科学生拔牙教学的影响。材料与方法:将拔牙教学视频发给每位参加实验的牙科学生。采用理论领域框架(TDF)对牙科学生拔牙行为进行评估。结果:有效率为77%。男学生发现教学视频在技能、能力信念、乐观态度、环境背景和资源、社会影响和情绪等方面对他们的拔牙实践有显著的支持作用(p值)。结论:将视频教学材料纳入牙科课程对提高学生的拔牙技能和熟练程度有价值。
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引用次数: 0
Rubric for peer evaluation of oral presentations: Use and perceptions among experienced and non-experienced students. 口头报告的同伴评价标准:有经验和没有经验的学生的使用和看法。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-17 DOI: 10.1002/jdd.13831
Juan José Pérez-Higueras, Juan José Hidalgo Arroquia, Lucía Gancedo-Caravia

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.

目的:为口头报告设计一个适当的题目,既可以评估学生的表现,又可以帮助他们为任务做准备。然而,它的使用和认知可能受到学者在大学预科课程中对规则的熟悉程度的影响。本研究的目的是评估学生以前使用标题的经验如何影响他们对口头报告的评估,并将他们的评分与教育者分配的评分进行比较。方法:86名牙科本科一年级学生随机分组,准备口头报告。一个新设计的评估标准在作业之前呈现给学生。六周后,学生们进行了演讲,并由他们的同龄人和七名教育工作者(EDU)匿名评估。通过匿名调查记录了学生对作为学习和评估工具的标题的看法,该调查还记录了他们是否熟悉使用标题(有经验的学生,ES)或不熟悉使用标题(没有经验的学生,NES)。比较NES、ES和EDU的分配分数。结果:67名学生完成调查。有经验的学生(41分)和没有经验的学生(26分)的得分没有差异。教育工作者给的分数明显低于学生。ES和NES认为这是一个完全易于使用和有用的工具,帮助他们在评估和表现中感到自信。结论:以往的经验不影响学生对新开发的评分标准的使用和认知,但学生给出的评分与EDU的评分不具有可比性。
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引用次数: 0
Global collaborations to change the paradigm of oral health education and care: 2024 ADEA Annual Session Chair of the Board Symposium, Proceedings 全球合作改变口腔健康教育和护理的范式:2024年ADEA年会董事会研讨会主席,会议录。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2025-01-17 DOI: 10.1002/jdd.13822
Herminio L. Perez DMD, MBA, EdD, Ana N. Lopez Fuentes DMD, MPH, FACD, FICD, Habib Benzian DDS, PhD, MSc, DPH, Greg Chadwick DDS, MS, Maria Cristina Manzanares MD, PhD, Francisco Marichi DDS, MDS, PhD, Barry Quinn NTF, PhD, MSc, BDS, Dharini van der Hoeven MSc, PhD, Linda C. Niessen DMD, MPH, MPP

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.

2024年ADEA年会董事会主席研讨会题为“改变口腔健康教育和护理范式的全球合作”,旨在突出创新的全球口腔健康教育模式。研讨会旨在确定和探索与国际伙伴合作的机会,以确保可持续的保健教育,以改善口腔保健工作人员。此外,它注重发现和采用创新的解决办法和最佳做法,以增进全世界获得口腔保健服务的机会。
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Journal of Dental Education
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