Sydnee E Chavis, Fotini V Anagnostopoulos-King, Sheryl L Syme, Sharon Varlotta, Kate E Noonan, Heather B Congdon
Objectives: The interruption to clinical professions' instruction due to closures from the coronavirus disease 2019 pandemic posed a significant hurdle to clinical education and presented a necessity to shift how instruction was delivered to resume educational activities. This study sought to answer the research question: did the transition from in-person to virtual instruction for interprofessional education (IPE) have an impact on students' perceptions of team attitudes and skills to learn and work in interprofessional groups?
Methods: All participating first-year dental and second-year dental hygiene students enrolled in the campus-wide IPE course were invited to complete the Team Skills Scale (TSS) assessment before and after the course for two academic years 2019-2020 and 2020-2021. Paired t-tests were utilized to assess the change in student attitudes and skills from pre- to post-course assessment, and t-tests were used to assess mean differences between student cohorts 2019-2020 and 2020-2021.
Results: Within the student cohort 2019-2020 students reported significant improvement in all TSS items. Within the student cohort, 2020-2021 students reported significant improvement in all but three TSS items. There were only significant differences in mean values for student reported improvement in attitudes and skills for two TSS items between the 2019-2020 and 2020-2021 cohorts.
Conclusions: Dental and dental hygiene students report significant improvement in team attitudes and skills after participation in a campus-wide IPE course. The mode of administration of the course, in-person or virtual, did not have a significant impact on student-reported improvements.
目的:2019 年冠状病毒疾病大流行导致的停课对临床专业教学造成了严重阻碍,因此有必要转变教学方式以恢复教学活动。本研究试图回答以下研究问题:跨专业教育(IPE)从面对面教学到虚拟教学的转变是否会影响学生对跨专业小组学习和工作的团队态度和技能的看法?在2019-2020和2020-2021两个学年,所有参加全校IPE课程的一年级口腔医学生和二年级口腔卫生学生都被邀请在课程前后完成团队技能量表(TSS)评估。采用配对 t 检验来评估学生从课程评估前到课程评估后在态度和技能方面的变化,并采用 t 检验来评估 2019-2020 和 2020-2021 两批学生之间的平均差异:在 2019-2020 届学生中,学生在所有 TSS 项目上都有显著进步。在学生队列中,2020-2021 年的学生在除三个 TSS 项目之外的所有项目中都有明显进步。2019-2020届和2020-2021届学生报告的态度和技能两个TSS项目的平均值仅有显著差异:牙科和口腔卫生专业的学生在参加全校范围的 IPE 课程后,在团队态度和技能方面均有显著提高。课程的管理模式(面对面或虚拟)对学生报告的改进没有显著影响。
{"title":"In-person to virtual interprofessional education: Teamwork attitudes and skills among dental and dental hygiene students.","authors":"Sydnee E Chavis, Fotini V Anagnostopoulos-King, Sheryl L Syme, Sharon Varlotta, Kate E Noonan, Heather B Congdon","doi":"10.1002/jdd.13636","DOIUrl":"https://doi.org/10.1002/jdd.13636","url":null,"abstract":"<p><strong>Objectives: </strong>The interruption to clinical professions' instruction due to closures from the coronavirus disease 2019 pandemic posed a significant hurdle to clinical education and presented a necessity to shift how instruction was delivered to resume educational activities. This study sought to answer the research question: did the transition from in-person to virtual instruction for interprofessional education (IPE) have an impact on students' perceptions of team attitudes and skills to learn and work in interprofessional groups?</p><p><strong>Methods: </strong>All participating first-year dental and second-year dental hygiene students enrolled in the campus-wide IPE course were invited to complete the Team Skills Scale (TSS) assessment before and after the course for two academic years 2019-2020 and 2020-2021. Paired t-tests were utilized to assess the change in student attitudes and skills from pre- to post-course assessment, and t-tests were used to assess mean differences between student cohorts 2019-2020 and 2020-2021.</p><p><strong>Results: </strong>Within the student cohort 2019-2020 students reported significant improvement in all TSS items. Within the student cohort, 2020-2021 students reported significant improvement in all but three TSS items. There were only significant differences in mean values for student reported improvement in attitudes and skills for two TSS items between the 2019-2020 and 2020-2021 cohorts.</p><p><strong>Conclusions: </strong>Dental and dental hygiene students report significant improvement in team attitudes and skills after participation in a campus-wide IPE course. The mode of administration of the course, in-person or virtual, did not have a significant impact on student-reported improvements.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535828","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}
Objectives: This study aimed to evaluate the impact of curriculum modifications on periodontal instrumentation skills development among classes of 2021, 2022, and 2023 during the COVID-19 pandemic.
Methods: The pandemic began and affected the three classes at different stages of their studies. Onsite simulation-based learning (SBL) was employed for the classes of 2021 and 2022; remote SBL was adopted for the class of 2023. Modified clinical education, due to social distancing guidelines, impacted the class of 2021 significantly and the class of 2022 to a lesser extent. A multiple linear regression model was built to examine the association between the fourth-year patient-based scaling competency examination scores and selected predictors.
Results: The classes of 2021 and 2023 showed consistent performances over time, while the class of 2022 exhibited significant variation exhibiting the lowest performance at the second-year practical examination. While the clinical experience of the class of 2021 was significantly less than that of the classes of 2022 and 2023, the fourth-year competency examination scores did not differ across the three classes. The clinic points (p = 0.014) significantly affected the fourth-year competency examination score while student gender (p = 0.18), the first-year (p = 0.736), and second-year (p = 0.198) practical examination scores showed no correlations.
Conclusion: Based on student performance in the fourth-year scaling competency examination, the curriculum modifications due to the COVID pandemic did not affect student learning outcomes. Clinical experience was the most influential determinant of skill development in periodontal instrumentation.
{"title":"Impact of the modified curricula on periodontal instrumentation skills development during the COVID-19 pandemic from 2020 to 2023.","authors":"Se-Lim Oh, Oksana Mishler, Sheryl Syme, Deborah Jones, Hanae Saito","doi":"10.1002/jdd.13632","DOIUrl":"https://doi.org/10.1002/jdd.13632","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to evaluate the impact of curriculum modifications on periodontal instrumentation skills development among classes of 2021, 2022, and 2023 during the COVID-19 pandemic.</p><p><strong>Methods: </strong>The pandemic began and affected the three classes at different stages of their studies. Onsite simulation-based learning (SBL) was employed for the classes of 2021 and 2022; remote SBL was adopted for the class of 2023. Modified clinical education, due to social distancing guidelines, impacted the class of 2021 significantly and the class of 2022 to a lesser extent. A multiple linear regression model was built to examine the association between the fourth-year patient-based scaling competency examination scores and selected predictors.</p><p><strong>Results: </strong>The classes of 2021 and 2023 showed consistent performances over time, while the class of 2022 exhibited significant variation exhibiting the lowest performance at the second-year practical examination. While the clinical experience of the class of 2021 was significantly less than that of the classes of 2022 and 2023, the fourth-year competency examination scores did not differ across the three classes. The clinic points (p = 0.014) significantly affected the fourth-year competency examination score while student gender (p = 0.18), the first-year (p = 0.736), and second-year (p = 0.198) practical examination scores showed no correlations.</p><p><strong>Conclusion: </strong>Based on student performance in the fourth-year scaling competency examination, the curriculum modifications due to the COVID pandemic did not affect student learning outcomes. Clinical experience was the most influential determinant of skill development in periodontal instrumentation.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141477870","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}
Objective: To test the association between socioeconomic and sociodemographic status of Brazilian dental students with discriminatory experiences suffered by them.
Methods: This multicenter cross-sectional study was conducted with 531 undergraduate dental students from four different Brazilian states. The Explicit Discrimination Scale (EDS) was used to measure the experience of discrimination in several daily situations. A questionnaire about sociodemographic and socioeconomic characteristics, form of admission, and permanence in dental schools was developed and validated by experts and six dental students through cognitive interviews. The EDS and questionnaire were sent to students by an online platform using snowball sampling. Descriptive analysis, bivariate tests, and multiple Poisson regression were performed.
Results: Among the participants, most were female, white, heterosexual, and cisgender. The mean EDS total score was higher among those students who used Brazilian Affirmative Actions for higher education access and permanence (p < 0.005). The multiple analysis indicated that students who were black (prevalence ratio [PR] = 1.484; 95% confidence interval [95%CI]: 1.291-1.705), women (PR = 1.227; 95%CI: 1.030-1.462), had lower monthly income (PR = 1.212; 95%CI: 1.043-1.409) and were lesbian, gay, bisexual, transgender, intersex, queer, pansexual, and plus (LGBTQIAP+) (PR = 1.466; 95%CI: 1.238-1.735) showed a higher probability of discriminatory experiences when compared to white, male and heterosexual students with higher monthly income.
Conclusion: There is a racial and social class pattern among dental students. The exclusionary factors such as black race, female gender, lower monthly income and being LGBTQIAP+ make students more vulnerable to discriminatory experiences.
{"title":"Explicit discrimination among Brazilian dental students: A multicenter study.","authors":"Jhonathan Lopes-Silva, Saul Martins Paiva, Patricia Alves Drummond Oliveira, Cristiane Baccin Bendo","doi":"10.1002/jdd.13634","DOIUrl":"https://doi.org/10.1002/jdd.13634","url":null,"abstract":"<p><strong>Objective: </strong>To test the association between socioeconomic and sociodemographic status of Brazilian dental students with discriminatory experiences suffered by them.</p><p><strong>Methods: </strong>This multicenter cross-sectional study was conducted with 531 undergraduate dental students from four different Brazilian states. The Explicit Discrimination Scale (EDS) was used to measure the experience of discrimination in several daily situations. A questionnaire about sociodemographic and socioeconomic characteristics, form of admission, and permanence in dental schools was developed and validated by experts and six dental students through cognitive interviews. The EDS and questionnaire were sent to students by an online platform using snowball sampling. Descriptive analysis, bivariate tests, and multiple Poisson regression were performed.</p><p><strong>Results: </strong>Among the participants, most were female, white, heterosexual, and cisgender. The mean EDS total score was higher among those students who used Brazilian Affirmative Actions for higher education access and permanence (p < 0.005). The multiple analysis indicated that students who were black (prevalence ratio [PR] = 1.484; 95% confidence interval [95%CI]: 1.291-1.705), women (PR = 1.227; 95%CI: 1.030-1.462), had lower monthly income (PR = 1.212; 95%CI: 1.043-1.409) and were lesbian, gay, bisexual, transgender, intersex, queer, pansexual, and plus (LGBTQIAP+) (PR = 1.466; 95%CI: 1.238-1.735) showed a higher probability of discriminatory experiences when compared to white, male and heterosexual students with higher monthly income.</p><p><strong>Conclusion: </strong>There is a racial and social class pattern among dental students. The exclusionary factors such as black race, female gender, lower monthly income and being LGBTQIAP+ make students more vulnerable to discriminatory experiences.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141477869","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}
Martha McComas, Karen Burnett, Jing Zhang, Elizabeth Hatfield
{"title":"The dental navigator: A necessary role in academic dental health care.","authors":"Martha McComas, Karen Burnett, Jing Zhang, Elizabeth Hatfield","doi":"10.1002/jdd.13633","DOIUrl":"https://doi.org/10.1002/jdd.13633","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472167","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}
Objectives: The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three-dimensional multiplanar (MP) reconstructions.
Methods: Sixty first-year dental students were randomly allocated to two groups, VR and MP, and underwent a one-on-one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple-choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre-survey, post-survey, NASA Task Load Index (NASA-TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).
Results: There was a significant increase in test performance and informational recall between T1-T2 and T1-T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA-TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group.
Conclusion: Results from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.
{"title":"A comparison of virtual reality and three-dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations.","authors":"Duy Bui, Erika Benavides, Fabiana Soki, Vidya Ramaswamy, Brianna Kosecki, Brandon Bonine, Hera Kim-Berman","doi":"10.1002/jdd.13631","DOIUrl":"https://doi.org/10.1002/jdd.13631","url":null,"abstract":"<p><strong>Objectives: </strong>The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three-dimensional multiplanar (MP) reconstructions.</p><p><strong>Methods: </strong>Sixty first-year dental students were randomly allocated to two groups, VR and MP, and underwent a one-on-one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple-choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre-survey, post-survey, NASA Task Load Index (NASA-TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).</p><p><strong>Results: </strong>There was a significant increase in test performance and informational recall between T1-T2 and T1-T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA-TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group.</p><p><strong>Conclusion: </strong>Results from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472166","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}
Huda Al Ali, Sarah Nassief, Ashley Towers, James Field, Nicolas Martin
Purpose/objectives: The aim of this study was to quantitatively investigate the impact of stereoscopic three-dimensional (3D) vision on students' performance when compared with that of two-dimensional (2D) vision in a 3D virtual reality (VR) simulator.
Methods: Twenty-four dental students (second- and fourth-year BDS) were assigned to perform three operative tasks under 3D and 2D viewing conditions on a Virteasy (HRV) simulator. Groups were crossed over and all students performed the same tasks under the alternate viewing conditions. The performance was evaluated by (1) accuracy, (2) outside target area removal, and (3) tooth cutting time, automatically using the generated feedback.
Results: Twenty-one participants completed all sessions. The results revealed a statistically significant effect of 3D vision over 2D vision on students' performance in terms of accuracy (p = 0.035). Stereoscopic 3D vision showed significant effect on outside target area removal in the first task (p = 0.035). Tooth cutting time was the same under both conditions (p = 0.766). The findings revealed improvement in accuracy score and reduction in outside target area removal over the course of the experiment under both conditions. Comparing the difference in 3D effect in the early and advanced learning groups revealed no significant difference among the groups (p > 0.05).
Conclusion: Utilizing stereoscopic 3D vision in the training session improved students' perception of depth which led to more accurate tooth cutting within the target area, and less outside target area removal. However, 3D shows a limited impact on task completion time.
{"title":"The value of stereoscopic three-dimensional vision on dental students' performance in a virtual reality simulator.","authors":"Huda Al Ali, Sarah Nassief, Ashley Towers, James Field, Nicolas Martin","doi":"10.1002/jdd.13630","DOIUrl":"https://doi.org/10.1002/jdd.13630","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>The aim of this study was to quantitatively investigate the impact of stereoscopic three-dimensional (3D) vision on students' performance when compared with that of two-dimensional (2D) vision in a 3D virtual reality (VR) simulator.</p><p><strong>Methods: </strong>Twenty-four dental students (second- and fourth-year BDS) were assigned to perform three operative tasks under 3D and 2D viewing conditions on a Virteasy (HRV) simulator. Groups were crossed over and all students performed the same tasks under the alternate viewing conditions. The performance was evaluated by (1) accuracy, (2) outside target area removal, and (3) tooth cutting time, automatically using the generated feedback.</p><p><strong>Results: </strong>Twenty-one participants completed all sessions. The results revealed a statistically significant effect of 3D vision over 2D vision on students' performance in terms of accuracy (p = 0.035). Stereoscopic 3D vision showed significant effect on outside target area removal in the first task (p = 0.035). Tooth cutting time was the same under both conditions (p = 0.766). The findings revealed improvement in accuracy score and reduction in outside target area removal over the course of the experiment under both conditions. Comparing the difference in 3D effect in the early and advanced learning groups revealed no significant difference among the groups (p > 0.05).</p><p><strong>Conclusion: </strong>Utilizing stereoscopic 3D vision in the training session improved students' perception of depth which led to more accurate tooth cutting within the target area, and less outside target area removal. However, 3D shows a limited impact on task completion time.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460408","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}
Carly Timmons McKenzie, David Alexandre Cruz Walma
Purpose: This study explored themes previously identified as central to holistic professional school success, as related to traditional academic achievement, resilience, and grit measures.
Methods: This cross-sectional study surveyed third- and fourth-year US dental students. Items addressed themes previously identified as central to professional school success, including need for cognition, patient ownership, collective orientation, grit, and resilience. Traditional academic metrics were also included. Statistical analyses comprised one-way analysis of variance (ANOVA), simple linear regression, and stepwise multiple regression procedures.
Results: A total of 126 students participated (81% response rate). Collective orientation, need for cognition, patient ownership, and resilience did not significantly correlate with grade point average (GPA), whereas grit did, r = 0.29. Need for cognition and patient ownership combined significantly predicted grit with approximately 35% of variance explained. Approximately 25% of variance in resilience scores was accounted for by need for cognition, coupled with collective orientation. Grit and resilience significantly correlated, r = 0.59.
Conclusions: Grit significantly predicted both traditional and alternative metrics of success among dental students, particularly need for cognition and patient ownership. A high need for cognition is consistent among students who display both grit and resilience. Neither resilience nor the alternative measures of success predicted traditional academic metrics.
{"title":"A cross-sectional study of academic success measures, grit, and resilience among US dental students.","authors":"Carly Timmons McKenzie, David Alexandre Cruz Walma","doi":"10.1002/jdd.13627","DOIUrl":"https://doi.org/10.1002/jdd.13627","url":null,"abstract":"<p><strong>Purpose: </strong>This study explored themes previously identified as central to holistic professional school success, as related to traditional academic achievement, resilience, and grit measures.</p><p><strong>Methods: </strong>This cross-sectional study surveyed third- and fourth-year US dental students. Items addressed themes previously identified as central to professional school success, including need for cognition, patient ownership, collective orientation, grit, and resilience. Traditional academic metrics were also included. Statistical analyses comprised one-way analysis of variance (ANOVA), simple linear regression, and stepwise multiple regression procedures.</p><p><strong>Results: </strong>A total of 126 students participated (81% response rate). Collective orientation, need for cognition, patient ownership, and resilience did not significantly correlate with grade point average (GPA), whereas grit did, r = 0.29. Need for cognition and patient ownership combined significantly predicted grit with approximately 35% of variance explained. Approximately 25% of variance in resilience scores was accounted for by need for cognition, coupled with collective orientation. Grit and resilience significantly correlated, r = 0.59.</p><p><strong>Conclusions: </strong>Grit significantly predicted both traditional and alternative metrics of success among dental students, particularly need for cognition and patient ownership. A high need for cognition is consistent among students who display both grit and resilience. Neither resilience nor the alternative measures of success predicted traditional academic metrics.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460407","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}
PurposeThe benefits of community‐based dental education (CBDE) are well documented and reach far beyond students' educational growth, encompassing advantages for both dental schools and their community partners. Nonetheless, barriers associated with administering CBDE programs can have a significant impact on program outcomes. This study aims to explore the challenges faced by dental school CBDE coordinators in implementing and managing their programs.MethodsThis Interpretive Phenomenological study employed in‐depth semi‐structured interviews with CBDE program coordinators from Australian dental schools (n = 6). Interviews, conducted between February and May 2023, via Microsoft Teams, were audio and video recorded and lasted an average of one hour each. Interviews were analyzed using NVivo 13. Questions explored administrative challenges, required resources, student management issues, and development goals for CBDE programs.ResultsData analysis included deductive and inductive coding through a seven‐step iterative process, organizing information into codes and sub‐codes, forming emerging themes. Four major themes with subthemes emerged: 1) Program administration, encompassing challenges in scheduling, coordinating, and adapting to changes; 2) Funding, crucial for establishing and maintaining remote educational sites; 3) Student experience management, highlighting student supervision, student behavior, and exposure; and 4) Partner site relationships, particularly in clinical supervisor recruitment and training.ConclusionThe successful implementation requires meticulous planning, effective coordination, and recognition of CBDE as an educational activity that should be grounded in evidence‐based pedagogy. Dental institutions are therefore encouraged to establish collaborative partnerships with local community organizations, allocate resources for outreach initiatives, and facilitate appropriate guidance to coordinators, students, and external clinical supervisors.
目的 基于社区的口腔医学教育(CBDE)的好处是有据可查的,它远远超出了学生的教育成长,对牙科学校及其社区合作伙伴都有好处。然而,与管理CBDE项目相关的障碍会对项目成果产生重大影响。本研究旨在探讨牙科学院CBDE协调员在实施和管理项目时所面临的挑战。方法这项解释性现象学研究采用了深入的半结构式访谈,访谈对象是来自澳大利亚牙科学院的CBDE项目协调员(n = 6)。访谈于 2023 年 2 月至 5 月间通过 Microsoft Teams 进行,并进行了录音和录像,平均每次持续一小时。访谈使用 NVivo 13 进行分析。结果数据分析包括通过七步迭代流程进行演绎和归纳编码,将信息组织成代码和子代码,形成新出现的主题。结果数据分析包括通过七个步骤进行的演绎和归纳编码过程,将信息组织成代码和子代码,形成了新出现的四个主题:1)项目管理,包括安排、协调和适应变化方面的挑战;2)资金,对于建立和维持远程教育点至关重要;3)学生经验管理,强调学生监督、学生行为和接触;4)合作点关系,特别是在临床督导的招聘和培训方面。因此,我们鼓励牙科机构与当地社区组织建立合作关系,为外联活动分配资源,并为协调员、学生和外部临床督导提供适当的指导。
{"title":"Challenges in implementing community‐based dental education programs in Australia: The lived experiences of program coordinators","authors":"Millicent R. Taylor, Sandra E. Carr, Omar Kujan","doi":"10.1002/jdd.13625","DOIUrl":"https://doi.org/10.1002/jdd.13625","url":null,"abstract":"PurposeThe benefits of community‐based dental education (CBDE) are well documented and reach far beyond students' educational growth, encompassing advantages for both dental schools and their community partners. Nonetheless, barriers associated with administering CBDE programs can have a significant impact on program outcomes. This study aims to explore the challenges faced by dental school CBDE coordinators in implementing and managing their programs.MethodsThis Interpretive Phenomenological study employed in‐depth semi‐structured interviews with CBDE program coordinators from Australian dental schools (<jats:italic>n</jats:italic> = 6). Interviews, conducted between February and May 2023, via Microsoft Teams, were audio and video recorded and lasted an average of one hour each. Interviews were analyzed using NVivo 13. Questions explored administrative challenges, required resources, student management issues, and development goals for CBDE programs.ResultsData analysis included deductive and inductive coding through a seven‐step iterative process, organizing information into codes and sub‐codes, forming emerging themes. Four major themes with subthemes emerged: 1) Program administration, encompassing challenges in scheduling, coordinating, and adapting to changes; 2) Funding, crucial for establishing and maintaining remote educational sites; 3) Student experience management, highlighting student supervision, student behavior, and exposure; and 4) Partner site relationships, particularly in clinical supervisor recruitment and training.ConclusionThe successful implementation requires meticulous planning, effective coordination, and recognition of CBDE as an educational activity that should be grounded in evidence‐based pedagogy. Dental institutions are therefore encouraged to establish collaborative partnerships with local community organizations, allocate resources for outreach initiatives, and facilitate appropriate guidance to coordinators, students, and external clinical supervisors.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141526784","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}
{"title":"Integrating root cause analysis in dental education for patient-centered and holistic care.","authors":"Amrinderbir Singh, Hassan W Yassin, Sheryl Mills","doi":"10.1002/jdd.13622","DOIUrl":"https://doi.org/10.1002/jdd.13622","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421610","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}