Journal of Dental Education最新文献

Purpose: A model describing the factors that influence the use of feedback by dental students from three UK dental schools has been proposed. Seven factors that influence feedback utilization were identified. This project aims to test the validity of this model in a larger student population from two UK dental schools in Newcastle upon Tyne and Cardiff.

Methods: An electronic questionnaire was created and circulated to two dental schools. Data from schools were combined and analyzed using SPSS software. A total of 304 responses were analyzed using principal component analysis resulting in the extraction of nine components which were identified as "most important." The Kruskal-Wallis test was used to analyze the correlations of these components with the demographic characteristics of participants.

Results: The nine components were feedback utility, feedback value, credibility, learning approach, the learner's understanding of the feedback's purpose, and its processes, accessibility, future applicability, and institutional processes. According to the Kruskal-Wallis analysis, seven of the components (but not credibility or institutional processes) were found to be influenced by differences in the gender, nationality, and ethnicity of students as well as their previous educational experience. However, no evidence was found that variables such as age, student year group, or religious beliefs affected any of these components.

Conclusion: Some demographic characteristics are more engaged with one or more components than others. Understanding that will help optimizing this model and ultimately benefits students and institutions. The main project's goal was met by the research in validating the previously developed model.

Introduction: Recent efforts by advocates and policy makers have articulated the importance of gaining a deeper understanding of determinants of health to improve health outcomes and reduce health disparities. Social determinants of health (SDOH) are routinely taught in oral health professions curriculum; however, there are limited studies assessing clinical implications. The purpose of this study was to assess the prevalence of SDOH in dental school clinics and associations with socioeconomic and demographic data and health literacy (HL).

Methods: Predoctoral clinical patients were surveyed using a 28-item, using Likert scale, multiple choice, open text, and binary yes/no items. Associations between unmet social needs (USNs) and gender, age, race/ethnicity, annual household income, zip code, and HL were evaluated. The data were descriptively and statistically analyzed (p-values < 0.05).

Results: There were 204 respondents, males (48%) and females (50%), with 2% non-binary reporting 331 USN cumulatively and 76% reporting one or more USN. The greatest domains were employment (27.5%), finance (23.0%), food (27.5%), and transportation (18.6%), with significant associations for employment (p < 0.0001), finance (p < 0.0001), food (p < 0.0001), and transportation (p < 0.0001). A total of 80.79% of the respondents had adequate HL, and individuals with zero and one USN had higher mean HL score versus three USNs (p = 0.0014 and 0.041, respectively).

Conclusion: Screening for USNs in dental clinics is an excellent method to gather non-medical information that can be used to improve health outcomes. Within the limits of this study dental clinic patients have unmet need across the SDOH domains, with the highest in finance, employment, transportation, and food insecurities.

Purpose: To assess dental students' understanding of oral and maxillofacial surgery (OMFS) practice areas and examine changes in referral preferences across their educational progression in Israel.

Methods: A cross-sectional survey was conducted among 349 dental students from two Israeli universities (46.5% response rate). The primary independent variable was the year of study (pre-clinical vs. clinical years). The main outcome variables included perceptions of OMFS scope and referral preferences for various procedures. Covariates included demographics and prior OMFS exposure. Chi-square tests, linear trend analysis, and mediation analysis were performed.

Results: Students in clinical years exhibited a broader understanding of OMFS scope compared to pre-clinical years. Referral preferences to OMFS increased significantly for complex procedures like facial skeletal deformities (46.2% to 61.3%, p = 0.004) and oral cancer (66.2% to 78.9%, p = 0.008). The perception of extractions as the primary OMFS procedure increased from 63.6% in the first year to 77.6% in the sixth year (p = 0.033). Personal and family experiences with OMFS significantly mediated the relationship between year of study and referral tendencies (16.2% of total effect mediated, p < 0.001).

Conclusion: Clinical exposure improves understanding of OMFS capabilities, leading to increased referrals for complex procedures. However, several practice areas remain underrecognized, highlighting the need for improved educational interventions.

Background: A dental anesthesia simulation model (DASM) is a tool for the teaching and learning of local dental anesthesia techniques. We investigated how dental anesthesia teachers (DATs) perceive the value of those tools.

Objective: The objective of this study was to investigate the following: the characteristics of the dental anesthesia curriculum used by DATs in Mexico; the DATs' opinion of ethical issues in the teaching of local dental anesthesia; the DATs' perception of the value of using a DASM to teach local dental anesthesia; and the characteristics of the implementation of a DASM by DATs.

Methods: Dental anesthesia teachers in Mexico answered an online questionnaire with 34 items. The questionnaire had five sections that explored the objective of the study. The results were analyzed with a chi-square test (p < 0.05) or with the Tau-c test (p < 0.05).

Results: One hundred twenty dental anesthesia teachers participated in the study. A total of 37.5% perceived a very high value of using a DASM to teach local dental anesthesia. No significant statistical differences were found when the level of perception was analyzed using the variable of whether the participants used a simulation model for teaching. Half of the participants had access to a simulation model, but only 29.2% used a simulation model for teaching. Most of the participants did not know how to use a DASM for teaching.

Conclusion: Dental anesthesia teachers had a positive perception of simulation models. However, they did not use them, nor were they prepared to use them.

Objectives: Preclinical dental education can challenge students' wellbeing. These challenges are multifaceted and are experienced differently across student populations. However, an in-depth understanding of these challenges and the changes in the students' response to them remains limited. Therefore, this study aims to explore the wellbeing experiences of preclinical dental students and the strategies they developed to maintain their wellbeing over two time points: the academic years 2021/2022 and 2012/2013.

Methods: A case study was conducted using qualitative data from semi-structured interviews with preclinical dental students in 2021/2022. Data were thematically analyzed, and data from the Dental Student Study Habits Survey in 2012/2013 were later used for triangulation.

Results: Fifteen students participated in the interviews. Twenty-four students participated in the 2012/2013 survey in the beginning of the academic year. Three themes emerged-uncertain transitions, challenging interactions, and multifaceted impact and balancing strategies-along with various subthemes. Students in 2012/3013 reported high levels of stress, anxiety, overwhelm, and fatigue during dental school in comparison with other time points, and most students in both periods reported developing physical, phycological, and social strategies to maintain their wellbeing. The lack of time was found to be a barrier for practicing stress management strategies across the two time points.

Conclusion: Students experience several challenges in preclinical dental education that negatively impacts their wellbeing and seem to persist over the past decade. It is important that dental education programs consider inclusive and nurturing teaching approaches in the learning environment to support students' wellbeing and performance.