European Journal of Dental Education最新文献_第10页

Assessment of quality improvement of simulation-based learning using an evidence-based framework in dental education 在牙科教育中使用循证框架评估模拟学习的质量改进。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-20 DOI: 10.1111/eje.12957

Erum Zain, Nidhi Talreja, Priyadarshini Hesarghatta Ramamurthy, Danish Muzaffar, Kiran Rehman, Asfand Ali Khan, Ayesha Shaziya Jubapu, Ahmad Termizi

Introduction

Simulation-based education is of paramount importance in a dental pre-clinical setting. Hence, continuous quality improvement is crucial to optimize students' knowledge and clinical skills. This study aimed to evaluate the impact of evidence-based simulation learning (EBSL) compared with traditional-based simulation learning (TBSL) using Plan-Do-Study-Act (PDSA) model.

Materials and Methods

This quality improvement project was undertaken at a private university. Guided by the PDSA model, rubber dam application tasks were conducted in the simulation lab in 2 phases. Phase 1 included TBSL and phase 2 included EBSL comprising of 2 PDSA cycles. ‘Plan’ stage involved obtaining feedback from students and the concerned staff. ‘Do’ stage included implementation of EBSL in eight steps adopted from Higgins's framework. ‘Study’ stage evaluated the outcomes and in ‘Act’ stage amendments were made to the first EBSL cycle. In the second PDSA cycle re-implementation and evaluation of the rubber dam application exercises were carried out. Descriptive data were presented as percentages and mean scores were compared using paired t-test.

Results

Thirty-seven year 2 students participated in this study. A significant improvement in the mean scores was observed between TBSL and EBSL (3.02 + 0.16 and 3.91 + 0.27, respectively, p < .001) using PDSA model with the highest mean score for rubber dam application in the second PDSA cycle for EBSL (4.00 + 0.01). Ninety-five per cent of the students provided positive feedback pertaining to EBSL.

Conclusion

EBSL was effective in achieving high student satisfaction, desired knowledge, and skills required during simulation-based exercises. The PDSA cycle can be considered to optimize pre-clinical skills learning.

引言：基于模拟的教育在牙科临床前环境中至关重要。因此，不断提高质量对于优化学生的知识和临床技能至关重要。本研究旨在使用计划-实践-学习-行为（PDSA）模型评估循证模拟学习（EBSL）与传统模拟学习（TBSL）的影响。材料和方法：这一质量改进项目是在一所私立大学进行的。在PDSA模型的指导下，橡胶坝应用任务在模拟实验室分两个阶段进行。第1阶段包括TBSL，第2阶段包括EBSL，包括2个PDSA循环计划阶段包括从学生和相关工作人员那里获得反馈Do阶段包括采用希金斯框架的八个步骤实施EBSL“研究”阶段评估了结果，在“行动”阶段对第一个EBSL周期进行了修订。在第二个PDSA周期中，对橡胶坝应用演习进行了重新实施和评估。描述性数据以百分比表示，并使用配对t检验对平均得分进行比较。结果：37名二年级学生参与了这项研究。TBSL和EBSL的平均得分有显著改善（3.02 + 0.16和3.91 + 分别为0.27，p 结论：EBSL在模拟练习中能有效地获得学生的高满意度、所需的知识和技能。PDSA周期可被视为优化临床前技能学习。

{"title":"Assessment of quality improvement of simulation-based learning using an evidence-based framework in dental education","authors":"Erum Zain, Nidhi Talreja, Priyadarshini Hesarghatta Ramamurthy, Danish Muzaffar, Kiran Rehman, Asfand Ali Khan, Ayesha Shaziya Jubapu, Ahmad Termizi","doi":"10.1111/eje.12957","DOIUrl":"10.1111/eje.12957","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Simulation-based education is of paramount importance in a dental pre-clinical setting. Hence, continuous quality improvement is crucial to optimize students' knowledge and clinical skills. This study aimed to evaluate the impact of evidence-based simulation learning (EBSL) compared with traditional-based simulation learning (TBSL) using Plan-Do-Study-Act (PDSA) model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>This quality improvement project was undertaken at a private university. Guided by the PDSA model, rubber dam application tasks were conducted in the simulation lab in 2 phases. Phase 1 included TBSL and phase 2 included EBSL comprising of 2 PDSA cycles. ‘Plan’ stage involved obtaining feedback from students and the concerned staff. ‘Do’ stage included implementation of EBSL in eight steps adopted from Higgins's framework. ‘Study’ stage evaluated the outcomes and in ‘Act’ stage amendments were made to the first EBSL cycle. In the second PDSA cycle re-implementation and evaluation of the rubber dam application exercises were carried out. Descriptive data were presented as percentages and mean scores were compared using paired t-test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-seven year 2 students participated in this study. A significant improvement in the mean scores was observed between TBSL and EBSL (3.02 + 0.16 and 3.91 + 0.27, respectively, <i>p</i> < .001) using PDSA model with the highest mean score for rubber dam application in the second PDSA cycle for EBSL (4.00 + 0.01). Ninety-five per cent of the students provided positive feedback pertaining to EBSL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>EBSL was effective in achieving high student satisfaction, desired knowledge, and skills required during simulation-based exercises. The PDSA cycle can be considered to optimize pre-clinical skills learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 1","pages":"358-369"},"PeriodicalIF":2.4,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49684519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Clinical competency development with handmade simulator in highly realistic paediatric dentistry scenarios 在高度逼真的儿科牙科场景中使用手工模拟器进行临床能力开发。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-17 DOI: 10.1111/eje.12960

Begoña Bartolomé Villar, Ana de la Hoz Calvo, Luz Torres Moreta, Gleyvis Coro-Montanet

Introduction

The use of simulation is extremely useful in pregraduate students. However, there is a very small number of simulators adapted to paediatric dentistry. A paediatric simulator was created to use in simulated scenarios for paediatric dentistry using an actress in the role of mother. The objectives of the present study were three. First, to analyse the perception of clinical competencies acquired by the students. Second, to examine the realism perceived by the students. Finally, to analyse the influence on the perception of clinical competencies after the integration of a handmade simulator in the Paediatric Dentistry III course.

Materials and Methods

Eight clinical scenarios were carried out with a modified Erler Zimmer simulator for children, a professional actress in the role of the mother and two students (in the roles of dentist and assistant) on a paediatric dentistry case of pulpal pathology. The educational intervention was evaluated on 114 students by means of questionnaires with Likert-type answers applied pre- and post-simulation.

Results

The perception of clinical competence in the students increased an average of 0.956 points in relation with the initial clinical evaluation, finding a strong correlation between the perception of subsequent competence and all the perceived realism, with significant statistical differences in all cases. The realism of the simulated participant (professional actress) was the best rated by the students, although not significantly. The realism of the mannequin was positively and strongly correlated with the perceived realism of the cabinet.

Conclusion

Simulation using a handmade mannequin with a professional actress in a simulated dental office increased the perception of clinical competence in 4th year dental students and raised the level of overall realism perceived by the student.

引言：模拟的使用对在校学生非常有用。然而，适用于儿科牙科的模拟器数量非常少。创建了一个儿科模拟器，用于儿科牙科的模拟场景，由女演员扮演母亲。本研究的目的有三个。首先，分析学生对临床能力的认知。第二，考察学生所感知的现实主义。最后，分析在儿科牙科III课程中集成手工模拟器后对临床能力感知的影响。材料和方法：使用改良的Erler-Zimmer儿童模拟器、一名专业演员扮演母亲和两名学生（扮演牙医和助理）对一例牙髓病理学儿科牙科病例进行了八种临床场景。采用Likert型问卷对114名学生的教育干预进行了评估。结果：与最初的临床评估相比，学生对临床能力的感知平均提高了0.956分，发现对后续能力的感知与所有感知的现实主义之间存在很强的相关性，在所有情况下都存在显著的统计差异。模拟参与者（专业演员）的真实感在学生中得到了最好的评价，尽管没有显著性。人体模型的真实感与橱柜的真实感呈正相关。结论：在模拟牙科诊所使用手工制作的人体模型和专业演员进行模拟，提高了四年级牙科学生对临床能力的感知，并提高了学生感知的整体真实感水平。

{"title":"Clinical competency development with handmade simulator in highly realistic paediatric dentistry scenarios","authors":"Begoña Bartolomé Villar, Ana de la Hoz Calvo, Luz Torres Moreta, Gleyvis Coro-Montanet","doi":"10.1111/eje.12960","DOIUrl":"10.1111/eje.12960","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The use of simulation is extremely useful in pregraduate students. However, there is a very small number of simulators adapted to paediatric dentistry. A paediatric simulator was created to use in simulated scenarios for paediatric dentistry using an actress in the role of mother. The objectives of the present study were three. First, to analyse the perception of clinical competencies acquired by the students. Second, to examine the realism perceived by the students. Finally, to analyse the influence on the perception of clinical competencies after the integration of a handmade simulator in the Paediatric Dentistry III course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Eight clinical scenarios were carried out with a modified Erler Zimmer simulator for children, a professional actress in the role of the mother and two students (in the roles of dentist and assistant) on a paediatric dentistry case of pulpal pathology. The educational intervention was evaluated on 114 students by means of questionnaires with Likert-type answers applied pre- and post-simulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The perception of clinical competence in the students increased an average of 0.956 points in relation with the initial clinical evaluation, finding a strong correlation between the perception of subsequent competence and all the perceived realism, with significant statistical differences in all cases. The realism of the simulated participant (professional actress) was the best rated by the students, although not significantly. The realism of the mannequin was positively and strongly correlated with the perceived realism of the cabinet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Simulation using a handmade mannequin with a professional actress in a simulated dental office increased the perception of clinical competence in 4th year dental students and raised the level of overall realism perceived by the student.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"388-397"},"PeriodicalIF":2.4,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41240536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dental students' perceptions of simultaneous live and online OSCEs during the COVID-19 pandemic 新冠肺炎大流行期间牙科学生对同时直播和在线OSCE的看法。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-16 DOI: 10.1111/eje.12962

Tiina Tuononen, Terhi Karaharju-Suvanto, Satu Lahti, Hanna Hytönen, Ritva Näpänkangas

Introduction

The Objective Structured Clinical Examination (OSCE) is a valid, reliable and reproducible assessment method traditionally carried out as a live examination but recently also provided online. The aim was to compare any differences in the perceptions of dental students participating in online and live OSCE using mixed methods.

Materials and Methods

All Finnish fourth-year undergraduate dental students (n = 172) attended the exam in April 2021. Due to the COVID-19 pandemic, the official administrative restrictions in teaching in universities still existed in April 2021. By the time of the national OSCE, the pandemic situation varied in different parts of the country. Therefore, two of the universities conducted a live OSCE and two an online version of the OSCE. Data were collected after the OSCE using a voluntary anonymous electronic questionnaire with multiple-choice and open-ended questions (response rate 58%). Differences between the OSCE versions were analysed using the Mann–Whitney U test and open answers with qualitative content analysis.

Results

The students considered both types of OSCE good in general. The main differences were found concerned adequate time allocation and overall technical implementation, in favour of the live OSCE. While a qualitative analysis revealed exam anxiety as the most often mentioned negative issue, overall, comments were positive.

Conclusion

Variation in the assessments between different question entities seemed to be wider than between the implemented OSCE versions. Time management in the OSCE should be further developed by managing the assignment of tasks.

简介：目标结构化临床检查（OSCE）是一种有效、可靠和可重复的评估方法，传统上作为现场检查进行，但最近也在网上提供。目的是比较牙科学生使用混合方法参加在线和现场欧安组织的看法的任何差异。材料和方法：所有芬兰牙科四年级本科生（n = 172）参加了2021年4月的考试。由于新冠肺炎大流行，2021年4月，官方对大学教学的行政限制仍然存在。到国家欧安组织成立时，该国不同地区的疫情情况各不相同。因此，其中两所大学进行了欧安组织的现场直播，两所大学则进行了在线版的欧安组织。在欧安组织之后，使用带有多项选择题和开放式问题的自愿匿名电子问卷收集数据（回答率58%）。使用Mann-Whitney U检验和定性内容分析的开放式回答分析了欧安组织版本之间的差异。结果：学生们认为这两种类型的欧安组织总体上都很好。会议发现，主要分歧涉及充分的时间分配和总体技术执行，有利于欧安组织的实况转播。虽然定性分析显示，考试焦虑是最常被提及的负面问题，但总体而言，评论是积极的。结论：不同问题实体之间的评估差异似乎比欧安组织执行版本之间的差异更大。欧安组织的时间管理应通过管理任务分配得到进一步发展。

{"title":"Dental students' perceptions of simultaneous live and online OSCEs during the COVID-19 pandemic","authors":"Tiina Tuononen, Terhi Karaharju-Suvanto, Satu Lahti, Hanna Hytönen, Ritva Näpänkangas","doi":"10.1111/eje.12962","DOIUrl":"10.1111/eje.12962","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The Objective Structured Clinical Examination (OSCE) is a valid, reliable and reproducible assessment method traditionally carried out as a live examination but recently also provided online. The aim was to compare any differences in the perceptions of dental students participating in online and live OSCE using mixed methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>All Finnish fourth-year undergraduate dental students (<i>n</i> = 172) attended the exam in April 2021. Due to the COVID-19 pandemic, the official administrative restrictions in teaching in universities still existed in April 2021. By the time of the national OSCE, the pandemic situation varied in different parts of the country. Therefore, two of the universities conducted a live OSCE and two an online version of the OSCE. Data were collected after the OSCE using a voluntary anonymous electronic questionnaire with multiple-choice and open-ended questions (response rate 58%). Differences between the OSCE versions were analysed using the Mann–Whitney <i>U</i> test and open answers with qualitative content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The students considered both types of OSCE good in general. The main differences were found concerned adequate time allocation and overall technical implementation, in favour of the live OSCE. While a qualitative analysis revealed exam anxiety as the most often mentioned negative issue, overall, comments were positive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Variation in the assessments between different question entities seemed to be wider than between the implemented OSCE versions. Time management in the OSCE should be further developed by managing the assignment of tasks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"408-415"},"PeriodicalIF":2.4,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12962","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41240537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Influence of the incorporation of small-group practical seminars to a traditional lecture for the understanding of root canal morphology classification systems 将小组实践研讨会纳入传统讲座的影响，以了解根管形态分类系统。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-12 DOI: 10.1111/eje.12958

Juan José Pérez-Higueras, Beatriz Oteo, Lucía Gancedo-Caravia, Ana Arias

Introduction

This study aimed to assess if the incorporation of small-group practical seminars into a traditional lecture format improved the understanding and learning of the root canal classification systems in undergraduate students.

Materials and Methods

A small-group practical seminar was designed for 3rd year undergraduate students. The seminar consisted of the analysis of a guided summary of root canal morphology classifications, a participative discussion of several cases and drawing exercises of several internal anatomies based on the different classifications in templates presenting the external anatomy of different dental groups. Students were inquired about their perspectives on the different classifications and the learning strategies with an anonymous questionnaire. The knowledge acquired was assessed in an exam. The scores obtained were compared using the Mann–Whitney U-test with those obtained in the cohort of the previous year in which only the traditional lecture was delivered.

Results

Students' scores (mean = 7.7; SD = 2.5) were significantly higher (p = .006) than those from the previous cohort (mean = 6.9; SD = 2.3). Most students agreed that Ahmed's classification system was the most complete (98.8%) and intuitive (84%), but also the most difficult to understand (67%). All the students believed that the learning activity helped them understand the new classification system.

Conclusion

The incorporation of small-group practical seminars into traditional lecture improved the understanding and learning of root canal configurations in undergraduate students. Students rated the classification system suggested by Ahmed et al. as the most complete and intuitive out of the three systems, but also the most difficult to learn.

引言：本研究旨在评估将小组实践研讨会纳入传统讲座形式是否能提高本科生对根管分类系统的理解和学习。材料和方法：为三年级本科生设计了一个小组实践研讨会。研讨会包括对根管形态分类的指导性总结进行分析，对几个病例进行参与性讨论，并根据模板中的不同分类绘制几个内部解剖结构，以呈现不同牙齿组的外部解剖结构。通过匿名问卷调查，询问学生对不同分类和学习策略的看法。在一次考试中对所获得的知识进行了评估。使用Mann-Whitney U型检验将所获得的分数与前一年仅进行传统讲座的队列中获得的分数进行比较。结果：学生成绩（平均值 = 7.7；SD = 2.5）显著升高（p = .006）高于前一队列的患者（平均值 = 6.9；SD = 2.3）。大多数学生认为Ahmed的分类系统是最完整的（98.8%）和最直观的（84%），但也是最难理解的（67%）。所有的学生都认为这次学习活动有助于他们理解新的分类系统。结论：将小组实践研讨会与传统讲座相结合，提高了本科生对根管形态的理解和学习。学生们对Ahmed等人提出的分类系统进行了评分。作为三大系统中最完整、最直观的，也是最难学习的。

{"title":"Influence of the incorporation of small-group practical seminars to a traditional lecture for the understanding of root canal morphology classification systems","authors":"Juan José Pérez-Higueras, Beatriz Oteo, Lucía Gancedo-Caravia, Ana Arias","doi":"10.1111/eje.12958","DOIUrl":"10.1111/eje.12958","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study aimed to assess if the incorporation of small-group practical seminars into a traditional lecture format improved the understanding and learning of the root canal classification systems in undergraduate students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A small-group practical seminar was designed for 3rd year undergraduate students. The seminar consisted of the analysis of a guided summary of root canal morphology classifications, a participative discussion of several cases and drawing exercises of several internal anatomies based on the different classifications in templates presenting the external anatomy of different dental groups. Students were inquired about their perspectives on the different classifications and the learning strategies with an anonymous questionnaire. The knowledge acquired was assessed in an exam. The scores obtained were compared using the Mann–Whitney <i>U</i>-test with those obtained in the cohort of the previous year in which only the traditional lecture was delivered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students' scores (mean = 7.7; SD = 2.5) were significantly higher (<i>p</i> = .006) than those from the previous cohort (mean = 6.9; SD = 2.3). Most students agreed that Ahmed's classification system was the most complete (98.8%) and intuitive (84%), but also the most difficult to understand (67%). All the students believed that the learning activity helped them understand the new classification system.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The incorporation of small-group practical seminars into traditional lecture improved the understanding and learning of root canal configurations in undergraduate students. Students rated the classification system suggested by Ahmed et al. as the most complete and intuitive out of the three systems, but also the most difficult to learn.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"371-376"},"PeriodicalIF":2.4,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12958","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41219130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students 教育干预对临床前牙科学生计算机辅助设计和计算机辅助制造技术的影响。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-11 DOI: 10.1111/eje.12953

Kathleen Fischer, Michael Metz, Michael Sekula, Diksha Katwal, David Hannigan, Tarin Williams

Introduction

This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology.

Materials and Methods

This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample t-tests, and significance was defined as p ≤ .05.

Results

There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups.

Conclusion

With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.

引言：本研究评估了在引入计算机辅助设计/计算机辅助制造（CAD/CAM）技术时，与临床前课堂上流行的传统讲座相比，视频演示教学的有效性。材料和方法：本研究作为一项对照教育试验（单盲）在120名一年级牙科学生中进行。学生被分为两组：对照组（n = 60，传统讲座）和干预（n = 60、视频演示）。两组在教学前均完成了自我效能感量表（SES）调查。然后，干预组积极参与一次会议的视频演示，而对照组则进行传统讲座。演讲结束后，学生们通过动手模拟练习对知识进行了评估，得分为60分。最后，学生完成了一项课后学生感知与态度（SPA）调查。推断假设检验采用两个样本t检验，显著性定义为p ≤ .05.结果：对照组和干预组的学生课前SES得分无显著差异。视频学习后，干预组在动手模拟练习中的CAD/CAM知识应用显示出显著更高的结果，干预组的评估得分平均为13.6 ± 比对照组高2.0分（p 结论：通过视频演示技术，我们的一年级牙科学生能够大大提高他们的CAD/CAM应用技能。这项研究的结果可以应用于其他具有潜在类似结果的牙科教育机构。

{"title":"Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students","authors":"Kathleen Fischer, Michael Metz, Michael Sekula, Diksha Katwal, David Hannigan, Tarin Williams","doi":"10.1111/eje.12953","DOIUrl":"10.1111/eje.12953","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (<i>n</i> = 60, traditional lecture) and the intervention (<i>n</i> = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample <i>t</i>-tests, and significance was defined as <i>p</i> ≤ .05.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (<i>p</i> < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 1","pages":"320-327"},"PeriodicalIF":2.4,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41219129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modular training model for education of students in restorative and prosthodontic dentistry 模块化培训模式，用于修复和口腔修复牙科学生的教育。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-07 DOI: 10.1111/eje.12956

Christian Höhne, Michael del Hougne, Laura Gärtner, Anna Winter, Marc Schmitter

Introduction

At the moment, no commercial model solution is available for the individualisation of the dentition depending on the clinical case scenario. Furthermore, the realistic training of most restorative and prosthodontic procedures on a single dental study model is not possible. The aim of this study was the creation of a new training model to fill this gap.

Materials and Methods

Complete upper and lower jaw models were created based on existing scans and radiological data from a patient. All components for 100 complete models and 1128 teeth for the training were produced with a SLA-printer. Overall, 94 voluntary students attending the first and second preclinical course in prosthodontics tested the functionality of the model with three different tooth types against a standard dental study model and real teeth. After the training, the model was rated in a questionnaire.

Results

The production of the models and teeth was feasible. The overall rating of the different teeth was worse for type I (Ø 3.6 ± 1.1), significantly better for type II (Ø 2.5 ± 1.0) and type III (Ø 2.4 ± 1.0) than a standard typodont tooth (Ø 2.7 ± 1.1). The new model was rated significantly better overall (Ø 2.6 ± 1.0) than the standard training model (Ø 3.0 ± 1.1).

Conclusions

The aim of this study was fulfilled. A superior training model was created with equivalent and better tooth types. The new teeth were outstanding in terms of cost-efficiency, appearance and feeling during preparation.

简介：目前，根据临床病例情况，还没有可用于个性化牙列的商业模式解决方案。此外，在单一的牙科研究模型上对大多数修复和修复程序进行现实的训练是不可能的。本研究的目的是建立一种新的培训模式来填补这一空白。材料和方法：根据患者现有的扫描和放射学数据创建完整的上颌和下颌模型。用于训练的100个完整模型和1128颗牙齿的所有组件都是用SLA打印机生产的。总体而言，94名参加口腔修复学第一和第二临床前课程的志愿学生用三种不同的牙齿类型，对照标准牙齿研究模型和真实牙齿，测试了该模型的功能。培训结束后，在问卷中对该模型进行评分。结果：模型和牙齿的制作是可行的。I型不同牙齿的总体评级较差（Ö3.6 ± 1.1），明显优于II型（B.2 2.5 ± 1.0）和III型 ± 1.0），而不是标准的打字齿 ± 1.1）。新型号的总体评级明显更好（B.2 2.6 ± 1.0），而不是标准训练模型 ± 1.1）。结论：本研究达到了目的。创建了一个具有等效和更好牙齿类型的高级训练模型。新牙齿在成本效益、外观和准备过程中的感觉方面都很突出。

{"title":"Modular training model for education of students in restorative and prosthodontic dentistry","authors":"Christian Höhne, Michael del Hougne, Laura Gärtner, Anna Winter, Marc Schmitter","doi":"10.1111/eje.12956","DOIUrl":"10.1111/eje.12956","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>At the moment, no commercial model solution is available for the individualisation of the dentition depending on the clinical case scenario. Furthermore, the realistic training of most restorative and prosthodontic procedures on a single dental study model is not possible. The aim of this study was the creation of a new training model to fill this gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Complete upper and lower jaw models were created based on existing scans and radiological data from a patient. All components for 100 complete models and 1128 teeth for the training were produced with a SLA-printer. Overall, 94 voluntary students attending the first and second preclinical course in prosthodontics tested the functionality of the model with three different tooth types against a standard dental study model and real teeth. After the training, the model was rated in a questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The production of the models and teeth was feasible. The overall rating of the different teeth was worse for type I (Ø 3.6 ± 1.1), significantly better for type II (Ø 2.5 ± 1.0) and type III (Ø 2.4 ± 1.0) than a standard typodont tooth (Ø 2.7 ± 1.1). The new model was rated significantly better overall (Ø 2.6 ± 1.0) than the standard training model (Ø 3.0 ± 1.1).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The aim of this study was fulfilled. A superior training model was created with equivalent and better tooth types. The new teeth were outstanding in terms of cost-efficiency, appearance and feeling during preparation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 1","pages":"347-357"},"PeriodicalIF":2.4,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41156698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Australian dental school academics' perceptions of gerodontology education in the undergraduate curriculum 澳大利亚牙科学校学者对本科课程中动牙病教育的看法。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-10-05 DOI: 10.1111/eje.12955

Angie Nilsson, Louise Young, Rebecca Evans, Ernest Jennings, Andrew Lee

Introduction

Australia's rapidly growing population of dentate, frail, care-dependent older people require graduates skilled in managing the health needs of this patient group. The perceptions of academics teaching gerodontology may inform future dental curricula recommendations. This study explored the perceptions of gerodontology education amongst Australian dental school academics.

Materials and Methods

All nine Australian dental schools providing entry-to-practice dentistry programs were invited to participate in semi-structured interviews. Academics from six dentistry programs took part, and the data were analysed using a thematic approach.

Results

The three main themes identified from interviews included ‘clinical exposure’, ‘organisational levers’, and ‘sociological barriers’. The attitudes of students, as well as society and health professionals, were seen as strongly influential in preparing the workforce for managing the oral health of older people. The themes inter-linked with a knock-on effect where societal attitudes and organisational levers impact on the ability to successfully support students' preparation for gerodontology practice. Limited resources were barriers to achieving ideal learning and teaching and continued upon graduation as oral health care for older people was perceived as undervalued and under-resourced.

Conclusion

There has been a continued cycle of failure in healthcare schemes and advocacy for the improvement of oral health for older people which has contributed to the inadequate preparation of dental graduates for managing frail and care-dependent older people. Organisational, societal, and political change is needed to support the education of dental students in this area to ensure graduate dentists are competent to manage the oral care needs of this growing population.

引言：澳大利亚快速增长的牙齿、虚弱、依赖护理的老年人需要精通管理这一患者群体健康需求的毕业生。教授动牙病学的学者的看法可能会为未来的牙科课程建议提供信息。本研究探讨了澳大利亚牙科学校学者对动牙病教育的看法。材料和方法：所有九所提供牙科实习项目的澳大利亚牙科学校都被邀请参加半结构化访谈。来自六个牙科项目的学者参加了研究，并使用专题方法对数据进行了分析。结果：访谈中确定的三个主要主题包括“临床暴露”、“组织杠杆”和“社会学障碍”。学生以及社会和卫生专业人员的态度被视为对劳动力管理老年人口腔健康有很大影响。这些主题与社会态度和组织杠杆影响成功支持学生为动牙病实践做准备的能力的连锁反应相互关联。有限的资源是实现理想学习和教学的障碍，并且在毕业后继续存在，因为老年人的口腔保健被认为被低估和资源不足管理体弱和依赖护理的老年人的毕业生。需要进行组织、社会和政治变革，以支持该领域牙科学生的教育，确保研究生牙医有能力满足不断增长的人口的口腔护理需求。

{"title":"Australian dental school academics' perceptions of gerodontology education in the undergraduate curriculum","authors":"Angie Nilsson, Louise Young, Rebecca Evans, Ernest Jennings, Andrew Lee","doi":"10.1111/eje.12955","DOIUrl":"10.1111/eje.12955","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Australia's rapidly growing population of dentate, frail, care-dependent older people require graduates skilled in managing the health needs of this patient group. The perceptions of academics teaching gerodontology may inform future dental curricula recommendations. This study explored the perceptions of gerodontology education amongst Australian dental school academics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>All nine Australian dental schools providing entry-to-practice dentistry programs were invited to participate in semi-structured interviews. Academics from six dentistry programs took part, and the data were analysed using a thematic approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The three main themes identified from interviews included ‘clinical exposure’, ‘organisational levers’, and ‘sociological barriers’. The attitudes of students, as well as society and health professionals, were seen as strongly influential in preparing the workforce for managing the oral health of older people. The themes inter-linked with a knock-on effect where societal attitudes and organisational levers impact on the ability to successfully support students' preparation for gerodontology practice. Limited resources were barriers to achieving ideal learning and teaching and continued upon graduation as oral health care for older people was perceived as undervalued and under-resourced.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>There has been a continued cycle of failure in healthcare schemes and advocacy for the improvement of oral health for older people which has contributed to the inadequate preparation of dental graduates for managing frail and care-dependent older people. Organisational, societal, and political change is needed to support the education of dental students in this area to ensure graduate dentists are competent to manage the oral care needs of this growing population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 1","pages":"337-346"},"PeriodicalIF":2.4,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41174723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Construction and application of dental virtual reality simulation teaching system in China: Necessity and strategies. 我国口腔虚拟现实仿真教学系统建设与应用的必要性与策略。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-09-29 DOI: 10.1111/eje.12952

Junzhuo Lu, Linglin Zhang, Ling Ye

Introduction: Following worldwide progress in digital technology, the utilization of advanced technology to update the concept and mode of education has become an important way to improve the quality and scale of talent training. Adoption of virtual reality technology has a positive effect on dental education. Virtual reality technology has been introduced into Chinese dental education nearly 10 years ago, and a holistic teaching system that employs virtual simulation technology to assist instructors in teaching and students in learning has gradually been formed.

Materials and methods: Based on the work of the West China School of Stomatology, Sichuan University, we introduced the necessity and advantages of the application of virtual simulation technology in talent training in dentistry and the status of this teaching system.

Results: A virtual dental simulation teaching system was constructed and applied in China. Virtual reality technology was incorporated into the four elements of the teaching system. This reformed system carried out educational informatization in terms of the construction of a virtual simulation teaching platform, development of virtual simulation teaching resources, improvement of the student training model, and upgrading of teaching management.

Conclusion: The holistic teaching system implemented at the West China School of Stomatology, Sichuan University, highlights the successful incorporation of virtual reality technology into various aspects of dental education. The construction of this system reflects the deep integration of modern information technology and dental education, with the aim of helping dental educators promote teaching methods and management model in the future.

引言：随着全球数字技术的进步，利用先进技术更新教育理念和模式已成为提高人才培养质量和规模的重要途径。虚拟现实技术的采用对牙科教育有着积极的影响。虚拟现实技术已被引入中国口腔教育近10年多年前，采用虚拟仿真技术辅助教师教学、辅助学生学习的整体教学体系逐步形成。材料与方法：结合四川大学华西口腔医学院的工作，介绍了虚拟仿真技术在口腔医学人才培养中应用的必要性和优势，以及该教学系统的现状。结果：构建了一个虚拟口腔仿真教学系统，并在国内得到了应用。虚拟现实技术被纳入教学系统的四个要素中。这一改革体系从虚拟仿真教学平台建设、虚拟仿真教学资源开发、学生培养模式改进、教学管理升级等方面实现了教育信息化。结论：四川大学华西口腔医学院实施的整体教学系统，突出了虚拟现实技术在口腔教育各个方面的成功结合。该系统的构建体现了现代信息技术与牙科教育的深度融合，旨在帮助牙科教育工作者在未来推广教学方法和管理模式。

{"title":"Construction and application of dental virtual reality simulation teaching system in China: Necessity and strategies.","authors":"Junzhuo Lu, Linglin Zhang, Ling Ye","doi":"10.1111/eje.12952","DOIUrl":"https://doi.org/10.1111/eje.12952","url":null,"abstract":"<p><strong>Introduction: </strong>Following worldwide progress in digital technology, the utilization of advanced technology to update the concept and mode of education has become an important way to improve the quality and scale of talent training. Adoption of virtual reality technology has a positive effect on dental education. Virtual reality technology has been introduced into Chinese dental education nearly 10 years ago, and a holistic teaching system that employs virtual simulation technology to assist instructors in teaching and students in learning has gradually been formed.</p><p><strong>Materials and methods: </strong>Based on the work of the West China School of Stomatology, Sichuan University, we introduced the necessity and advantages of the application of virtual simulation technology in talent training in dentistry and the status of this teaching system.</p><p><strong>Results: </strong>A virtual dental simulation teaching system was constructed and applied in China. Virtual reality technology was incorporated into the four elements of the teaching system. This reformed system carried out educational informatization in terms of the construction of a virtual simulation teaching platform, development of virtual simulation teaching resources, improvement of the student training model, and upgrading of teaching management.</p><p><strong>Conclusion: </strong>The holistic teaching system implemented at the West China School of Stomatology, Sichuan University, highlights the successful incorporation of virtual reality technology into various aspects of dental education. The construction of this system reflects the deep integration of modern information technology and dental education, with the aim of helping dental educators promote teaching methods and management model in the future.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41123133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring satisfaction with dental education among dentists and dental students in Croatia: A cross-sectional study 克罗地亚牙医和牙科学生对牙科教育满意度的测量：一项横断面研究。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-09-28 DOI: 10.1111/eje.12954

Mia Vrdoljak, Josip Vrdoljak, Antonija Tadin

Introduction

The study aimed to determine satisfaction level with the quality of education among dental students and dentists in Croatia based on the acquired knowledge and clinical and soft skills.

Materials and Methods

An online cross-sectional survey was conducted among 533 dentists and dental students. The questionnaire consisted of four sections with closed-ended questions. The first section included personal and professional data, whereas the second to fourth sections assessed satisfaction with learned basic dental, professional technical or clinal and interpersonal social or soft skills on a 5-point Likert scale. The data were analysed using the Mann–Whitney U-test and linear regression analysis. The significance level was set at .05.

Results

When comparing satisfaction scores between dentists and dental students in terms of basic dental knowledge and skills learned, students showed higher satisfaction scores for the categories of “Emergency Medical Situations” (p = .005) and “Ergonomic Principles of Work” (p = .004). Dentists, on the other hand, showed higher satisfaction for the categories “Selection and use of local anaesthetics and local antibiotics” (p = .005, p = .026; respectively). For the type of technical skills from the different areas of dentistry, dentists were most satisfied with “Oral Surgery” (4.26 ± 0.85), while students were most satisfied with “Oral Medicine” (4.29 ± 0.89). Finally, when comparing satisfaction scores with social skills, dentists had lower satisfaction scores in all categories studied (p ≤ .05).

Conclusion

Dental students showed higher overall satisfaction than dentists. The most significant satisfaction was expressed in technical skills learned, and the most considerable dissatisfaction was recorded in the unmeasurable skills category focused on “Career management”.

引言：该研究旨在根据所获得的知识、临床和软技能，确定克罗地亚牙科学生和牙医对教育质量的满意度。材料和方法：对533名牙医和牙科学生进行了一项在线横断面调查。问卷由四个部分组成，其中有一些问题是封闭式的。第一部分包括个人和专业数据，而第二至第四部分以5分的Likert量表评估了对所学基本牙科、专业技术或临床以及人际社会或软技能的满意度。使用Mann-Whitney U型检验和线性回归分析对数据进行分析。显著性水平设定为.05。结果：当比较牙医和牙科学生在牙科基本知识和技能方面的满意度得分时，学生在“紧急医疗情况”类别中的满意度得分较高（p = .005）和“工效学工作原理”（p = .004）。另一方面，牙医对“局部麻醉剂和局部抗生素的选择和使用”类别表现出更高的满意度（p = .005，p = .026；分别）。就牙科不同领域的技术技能而言，牙医对“口腔外科”最为满意（4.26 ± 0.85），而学生对“口腔医学”最满意（4.29 ± 0.89）。最后，当将满意度得分与社交技能进行比较时，牙医在所有研究类别中的满意度得分都较低（p ≤ .05）。结论：口腔专业学生的总体满意度高于牙医。最显著的满意度表现在所学的技术技能上，最显著的不满记录在以“职业管理”为重点的无法衡量的技能类别上。

{"title":"Measuring satisfaction with dental education among dentists and dental students in Croatia: A cross-sectional study","authors":"Mia Vrdoljak, Josip Vrdoljak, Antonija Tadin","doi":"10.1111/eje.12954","DOIUrl":"10.1111/eje.12954","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The study aimed to determine satisfaction level with the quality of education among dental students and dentists in Croatia based on the acquired knowledge and clinical and soft skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>An online cross-sectional survey was conducted among 533 dentists and dental students. The questionnaire consisted of four sections with closed-ended questions. The first section included personal and professional data, whereas the second to fourth sections assessed satisfaction with learned basic dental, professional technical or clinal and interpersonal social or soft skills on a 5-point Likert scale. The data were analysed using the Mann–Whitney <i>U</i>-test and linear regression analysis. The significance level was set at .05.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>When comparing satisfaction scores between dentists and dental students in terms of basic dental knowledge and skills learned, students showed higher satisfaction scores for the categories of “Emergency Medical Situations” (<i>p</i> = .005) and “Ergonomic Principles of Work” (<i>p</i> = .004). Dentists, on the other hand, showed higher satisfaction for the categories “Selection and use of local anaesthetics and local antibiotics” (<i>p</i> = .005, <i>p</i> = .026; respectively). For the type of technical skills from the different areas of dentistry, dentists were most satisfied with “Oral Surgery” (4.26 ± 0.85), while students were most satisfied with “Oral Medicine” (4.29 ± 0.89). Finally, when comparing satisfaction scores with social skills, dentists had lower satisfaction scores in all categories studied (<i>p</i> ≤ .05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Dental students showed higher overall satisfaction than dentists. The most significant satisfaction was expressed in technical skills learned, and the most considerable dissatisfaction was recorded in the unmeasurable skills category focused on “Career management”.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 1","pages":"328-336"},"PeriodicalIF":2.4,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41173185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Near-peer teaching in a psychomotor skills course: Benefits, challenges and solutions 心理运动技能课程中的近同伴教学：好处、挑战和解决方案。

IF 2.4 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2023-09-25 DOI: 10.1111/eje.12951

Michael George Botelho, Bochra Boubaker

Introduction

This study evaluates the perceptions and experiences of students in the role of near-peer teachers in a psychomotor skills course.

Materials and Methods

Final year BDS students were invited to participate as near-peer teachers in a 4th-year conventional bridges course. Near-peer teachers attended eight sessions (3 h) of simulation laboratory teaching relating to conventional bridge tooth preparations and provided feedback on near-peer tooth preparations and answered their questions. Interviews were conducted with all near-peer teachers to evaluate their perceptions of this novel teaching and learning experience and a thematic analysis was performed to analyse the data.

Results

Near-peer teachers reported this to be a rewarding, enjoyable and challenging experience. They benefited from learning and revising content-related materials as well as gained insights and teaching skills through the peer teaching process. Students felt supported and learned from peers and teaching staff and some used dyad teaching as a strategy to overcome perceived challenges. Students also reported the benefits of social and cognitive congruence in interacting with junior peers. However, students reported the feeling of inadequacy or lack of confidence and suggested the need for a training to prepare them better for the course.

Conclusion

This paper reports on the benefits as well as challenges perceived by near-peer teachers during simulation laboratory teaching experience. We provide solutions into how to better prepare students for such teaching experience.

引言：本研究评估了学生在心理运动技能课程中扮演近同伴教师的看法和经历。材料和方法：BDS最后一年的学生被邀请作为近同龄教师参加第四年的传统桥梁课程。近同龄教师参加了八次会议（3 h）与传统桥牙预备相关的模拟实验室教学，并提供了关于近同行牙齿预备的反馈，并回答了他们的问题。对所有接近同龄人的教师进行了访谈，以评估他们对这种新颖的教学体验的看法，并进行了主题分析来分析数据。结果：近同龄人的老师报告说，这是一次有收获、愉快和富有挑战性的经历。他们受益于学习和修改与内容相关的材料，并通过同伴教学过程获得见解和教学技能。学生们感到得到了同伴和教职员工的支持和学习，一些学生将二人制教学作为克服感知挑战的策略。学生们还报告了社交和认知一致性在与低年级同龄人互动中的好处。然而，学生们报告说，他们感到不足或缺乏信心，并建议需要进行培训，为课程做好更好的准备。结论：本文报告了近同行教师在模拟实验室教学体验中所感受到的好处和挑战。我们为如何更好地为学生提供这种教学体验的解决方案。

{"title":"Near-peer teaching in a psychomotor skills course: Benefits, challenges and solutions","authors":"Michael George Botelho, Bochra Boubaker","doi":"10.1111/eje.12951","DOIUrl":"10.1111/eje.12951","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study evaluates the perceptions and experiences of students in the role of near-peer teachers in a psychomotor skills course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Final year BDS students were invited to participate as near-peer teachers in a 4th-year conventional bridges course. Near-peer teachers attended eight sessions (3 h) of simulation laboratory teaching relating to conventional bridge tooth preparations and provided feedback on near-peer tooth preparations and answered their questions. Interviews were conducted with all near-peer teachers to evaluate their perceptions of this novel teaching and learning experience and a thematic analysis was performed to analyse the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Near-peer teachers reported this to be a rewarding, enjoyable and challenging experience. They benefited from learning and revising content-related materials as well as gained insights and teaching skills through the peer teaching process. Students felt supported and learned from peers and teaching staff and some used dyad teaching as a strategy to overcome perceived challenges. Students also reported the benefits of social and cognitive congruence in interacting with junior peers. However, students reported the feeling of inadequacy or lack of confidence and suggested the need for a training to prepare them better for the course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This paper reports on the benefits as well as challenges perceived by near-peer teachers during simulation laboratory teaching experience. We provide solutions into how to better prepare students for such teaching experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 1","pages":"313-319"},"PeriodicalIF":2.4,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12951","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41145102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0