European Journal of Dental Education最新文献_第3页

The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review 技术强化学习在口腔修复教育中的效果：系统性综述。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-09-02 DOI: 10.1111/eje.13035

Sarah Abu Arqub, Nada Ahmed Al-Shehri, Sarah Meyer, Sohrab Asefi, Dalya Al-Moghrabi

Objective

To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education.

Methods

The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model.

Results

Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour.

Conclusion

There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.

目的比较技术强化学习（TEL）与传统学习在口腔修复教育中的效果：研究方案在开始前已注册[CRD42023390277]。该检索旨在确定截至 2024 年 6 月 6 日的随机对照试验 (RCT)，其重点是对口腔修复教育中的技术强化学习和传统学习进行比较评估。该研究制定了一个涵盖多个电子数据库的综合检索策略。使用科克伦工具（RoB 2）进行了筛选、数据提取和偏倚风险评估。教育成果采用柯克帕特里克的四级评估模型进行评估：在确定的 2830 条记录中，共纳入了 14 项 RCT。所有试验均被判定为偏倚风险较高或存在一些问题。所纳入的研究评估了各种电信技术方法的短期效益，包括电子学习、混合学习、视频演示专业自我评估软件和虚拟现实模拟在本科生口腔修复教育中的应用。个别研究发现了令人鼓舞的结果，特别是在基于问题的学习（PBL）的感知学习条件方面，以及在使用视频演示时自我报告的理解和信心方面。大多数研究报告称，在实践技能评估方面，结果与传统学习方法相当，而在通过结合信息和通信技术方法获取理论知识方面，结果则相互矛盾。有一项研究报告称，PBL 方法在感知学习条件方面取得了可喜的成果，而使用视频演示则提高了自我报告的理解能力和自信心。此外，评估电子学习方法对学生行为影响的研究数量有限：缺乏高质量的证据支持在口腔修复学中采用影音教学法。然而，虚拟现实模拟的应用已经取得了可喜的成果，尤其是在提高临床实践技能方面。

{"title":"The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review","authors":"Sarah Abu Arqub, Nada Ahmed Al-Shehri, Sarah Meyer, Sohrab Asefi, Dalya Al-Moghrabi","doi":"10.1111/eje.13035","DOIUrl":"10.1111/eje.13035","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"995-1015"},"PeriodicalIF":1.7,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121036","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

Resilience in Oral Health Professional Education: A Scoping Review 口腔健康专业教育中的复原力：范围审查。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-08-21 DOI: 10.1111/eje.13034

Ruby Long, Liz Forty, James Field

Introduction

Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well-being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence-based strategies for promoting resilience in OHP education.

Methods

The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question ‘What concepts contribute to resilience in OHP Education?’. The search strategy included published literature searches and internet searches.

Results

In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students.

Conclusion

Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations.

导言：复原力被定义为个人在面对挑战时能够有效适应，而不会对其健康和福祉造成不利影响的能力。本范围界定综述确定并理顺了已公布的口腔卫生专业人员（OHP）教育中抗逆力的基本概念。它为在口腔保健专业教育中促进复原力的循证策略的发展提供了建议：方法：采用PRISMA以及Arksey和O'Malley方法框架进行范围界定审查，以确定方法并回答 "哪些概念有助于提高口腔保健专业教育中的复原力？检索策略包括已发表文献检索和互联网检索：结果：总共发现了 744 篇关于抗逆力和应对能力的文章，在剔除无关记录后，有 59 篇被收录。大多数研究采用调查作为研究设计，并以北美和亚洲的牙科本科生为研究对象。研究发现了三大主题：提高抗逆力的因素、测量工具和量表以及增强抗逆力。本综述强调了提高抗逆力与改善牙科学生的学习成果之间的正相关性：结论：人们对抗逆力及其相关因素并不十分了解。由于测量方法不一致，对口腔保健教育中抗逆力量表的验证研究有限，因此没有足够的证据支持对培养抗逆力的干预措施。研究人员应准确理解术语，使其清晰一致。应使用经过验证的结果测量和学生反馈来确定干预措施的有效性。向学生传授管理压力的应对策略非常重要，应开发培养抗压能力的数字应用程序，并在OHP学生群体中进行测试。

{"title":"Resilience in Oral Health Professional Education: A Scoping Review","authors":"Ruby Long, Liz Forty, James Field","doi":"10.1111/eje.13034","DOIUrl":"10.1111/eje.13034","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well-being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence-based strategies for promoting resilience in OHP education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question ‘What concepts contribute to resilience in OHP Education?’. The search strategy included published literature searches and internet searches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"978-994"},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009871","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

Environmental Sustainability in Oral Health Professional Education: Approaches, Challenges, and Drivers—ADEE Special-Interest Group Report 口腔健康专业教育中的环境可持续性：方法、挑战和驱动力--ADEE 特别兴趣小组报告。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-08-13 DOI: 10.1111/eje.13033

Jonathan Dixon, James Field, Maria van Harten, Brett Duane, Nicolas Martin

Introduction

This paper reports on the scholarship activity of the ‘Sustainability in Dentistry’ Special-interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions.

Methodology

A mixed-methods approach was used to fulfil the aims of this study. A pre-workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in-person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum.

Results

The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non-clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special-interest group participants proposed strategies to overcome these challenges that centred around 14 themes.

Conclusion

This paper reports recent scholarship activity by ADEE's ‘Sustainability in Dentistry’ SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed.

导言：欧洲牙科教育协会（ADEE）年会于2023年8月25日在利物浦召开，本文报告了 "牙科可持续性 "专题小组（SiG）的学术活动。本研究的目的是：(i) 确定目前在欧洲牙科教育协会参会学校中将环境可持续性（ES）纳入课程的教学实践和方法；(ii) 探讨将环境可持续性纳入牙科教育的现有障碍/挑战，并考虑潜在的解决方案：为实现本研究的目标，我们采用了混合方法。研讨会前的问卷调查用于探究目前的教学实践、将 ES 纳入课程的挑战和驱动因素。在利物浦举行的面对面会议上，利用互动研讨会提出了关键策略，以克服在课程中嵌入 ES 所面临的最常见挑战：大多数受访者（56%）表示，他们所在的机构目前没有开展 ES 教学。在非临床环境中教授 ES 时，大多采用传统的说教式教学，而在临床教学中，最受欢迎的回答是向更环保的可持续材料和仪器过渡。与会者指出了将 ES 纳入课程的主要障碍，包括时间限制和超负荷的课程、缺乏教学的专业知识/知识以及缺乏支持教育者的实用指导、为员工和学生提供的学习资源有限以及同事对 ES 与牙科相关性的抵制。特别兴趣小组的参与者围绕 14 个主题提出了克服这些挑战的策略：本文报告了 ADEE "牙科中的可持续性 "兴趣小组最近开展的学术活动。本文还讨论了克服将可持续发展教育纳入课程所面临的最常见挑战的主要策略。

{"title":"Environmental Sustainability in Oral Health Professional Education: Approaches, Challenges, and Drivers—ADEE Special-Interest Group Report","authors":"Jonathan Dixon, James Field, Maria van Harten, Brett Duane, Nicolas Martin","doi":"10.1111/eje.13033","DOIUrl":"10.1111/eje.13033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This paper reports on the scholarship activity of the ‘Sustainability in Dentistry’ Special-interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>A mixed-methods approach was used to fulfil the aims of this study. A pre-workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in-person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non-clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special-interest group participants proposed strategies to overcome these challenges that centred around 14 themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This paper reports recent scholarship activity by ADEE's ‘Sustainability in Dentistry’ SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"969-977"},"PeriodicalIF":1.7,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141972259","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

I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students 我反思，故我在！--探索将自愿在线反思日志作为口腔医学研究生的学习工具。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-08-02 DOI: 10.1111/eje.13029

Hoda S. Wassif

Introduction

Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development.

Aim

To explore how PG dental students perceive the use of optional online journals.

Materials and Methods

Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections.

Results

Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting ‘connecting with tutors’ and 41% selecting ‘keeping track’ of their own learning and progress. The word ‘reflection’ was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as ‘added pressure’, and 41% felt it was ‘extra work’ as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal.

Conclusion

The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.

导言：反思被广泛应用于口腔医学教育教学的各个方面，是口腔医学学生所有学习活动的基本组成部分。然而，反思任务的使用往往有明确的目的，例如，在完成电子档案或处理关键事件时。本研究探讨了口腔医学研究生（PG）被鼓励使用可选在线日志作为自身发展的一部分的情况。目的：探讨口腔医学研究生如何看待可选在线日志的使用：通过匿名问卷收集数据，问卷包括词库、李克量表陈述和自由文本评论部分：总体而言，31 名学生（93%）对问卷做出了答复，他们对日志的实用性给予了高度关注，其中 58% 的学生选择了 "与导师联系"，41% 的学生选择了 "跟踪 "自己的学习和进步情况。87% 的参与者在描述日志的用途时选择了 "反思 "一词。29%的学员认为日记 "增加了压力"，41%的学员认为这是 "额外的工作"，因为日记虽然是自愿的，但却增加了完成任务的难度。所有学生都至少在网上写了一篇日志：结论：使用可选的在线日志可以成为在牙科学生和导师之间建立联系的有用工具。一些口腔医学研究生重视反思日志的益处，而不将其与评估挂钩。也有一些学生对时间限制以及参加此类活动所增加的工作量表示担忧。

{"title":"I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students","authors":"Hoda S. Wassif","doi":"10.1111/eje.13029","DOIUrl":"10.1111/eje.13029","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To explore how PG dental students perceive the use of optional online journals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting ‘connecting with tutors’ and 41% selecting ‘keeping track’ of their own learning and progress. The word ‘reflection’ was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as ‘added pressure’, and 41% felt it was ‘extra work’ as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"938-942"},"PeriodicalIF":1.7,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141879793","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

Radiographical diagnostic competences of dental students using various feedback methods and integrating an artificial intelligence application—A randomized clinical trial 使用各种反馈方法并结合人工智能应用提高牙科学生的放射诊断能力--随机临床试验。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-07-31 DOI: 10.1111/eje.13028

Sarah Rampf, Holger Gehrig, Andreas Möltner, Martin R. Fischer, Falk Schwendicke, Karin C. Huth

Introduction

Radiographic diagnostic competences are a primary focus of dental education. This study assessed two feedback methods to enhance learning outcomes and explored the feasibility of artificial intelligence (AI) to support education.

Materials and Methods

Fourth-year dental students had access to 16 virtual radiological example cases for 8 weeks. They were randomly assigned to either elaborated feedback (eF) or knowledge of results feedback (KOR) based on expert consensus. Students´ diagnostic competences were tested on bitewing/periapical radiographs for detection of caries, apical periodontitis, accuracy for all radiological findings and image quality. We additionally assessed the accuracy of an AI system (dentalXrai Pro 3.0), where applicable. Data were analysed descriptively and using ROC analysis (accuracy, sensitivity, specificity, AUC). Groups were compared with Welch's t-test.

Results

Among 55 students, the eF group by large performed significantly better than the KOR group in detecting enamel caries (accuracy 0.840 ± 0.041, p = .196; sensitivity 0.638 ± 0.204, p = .037; specificity 0.859 ± 0.050, p = .410; ROC AUC 0.748 ± 0.094, p = .020), apical periodontitis (accuracy 0.813 ± 0.095, p = .011; sensitivity 0.476 ± 0.230, p = .003; specificity 0.914 ± 0.108, p = .292; ROC AUC 0.695 ± 0.123, p = .001) and in assessing the image quality of periapical images (p = .031). No significant differences were observed for the other outcomes. The AI showed almost perfect diagnostic performance (enamel caries: accuracy 0.964, sensitivity 0.857, specificity 0.074; dentin caries: accuracy 0.988, sensitivity 0.941, specificity 1.0; overall: accuracy 0.976, sensitivity 0.958, specificity 0.983).

Conclusion

Elaborated feedback can improve student's radiographic diagnostic competences, particularly in detecting enamel caries and apical periodontitis. Using an AI may constitute an alternative to expert labelling of radiographs.

简介放射诊断能力是口腔医学教育的主要重点。本研究评估了两种提高学习效果的反馈方法，并探讨了人工智能（AI）支持教育的可行性：四年级的牙科学生可以在 8 周内使用 16 个虚拟放射示例病例。他们被随机分配到详细反馈（eF）或基于专家共识的结果知识反馈（KOR）。学生的诊断能力通过咬合/根尖周X光片进行测试，以检测龋齿、根尖牙周炎、所有放射结果的准确性和图像质量。我们还酌情评估了人工智能系统（dentalXrai Pro 3.0）的准确性。我们对数据进行了描述性分析，并使用 ROC 分析（准确性、灵敏度、特异性、AUC）。组间比较采用韦尔奇 t 检验：在 55 名学生中，eF 组在检测釉质龋方面的表现明显优于 KOR 组（准确性 0.840 ± 0.041，p = .196；灵敏度 0.638 ± 0.204，p = .037；特异性 0.859 ± 0.050，p = .410；ROC AUC 0.748 ± 0.094，p = .020）、根尖牙周炎（准确性 0.813 ± 0.095，p = .011；灵敏度 0.476 ± 0.230，p = .003；特异性 0.914 ± 0.108，p = .292；ROC AUC 0.695 ± 0.123，p = .001）以及在评估根尖周图像质量方面（p = .031）。其他结果无明显差异。人工智能显示出几乎完美的诊断性能（釉质龋：准确性 0.964，敏感性 0.857，特异性 0.074；牙本质龋：准确性 0.988，敏感性 0.941，特异性 1.0；总体：准确性 0.976，敏感性 0.958，特异性 0.983）：精心设计的反馈可以提高学生的放射诊断能力，尤其是在检测釉质龋和根尖牙周炎方面。使用人工智能可以替代专家对射线照片进行标注。

{"title":"Radiographical diagnostic competences of dental students using various feedback methods and integrating an artificial intelligence application—A randomized clinical trial","authors":"Sarah Rampf, Holger Gehrig, Andreas Möltner, Martin R. Fischer, Falk Schwendicke, Karin C. Huth","doi":"10.1111/eje.13028","DOIUrl":"10.1111/eje.13028","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Radiographic diagnostic competences are a primary focus of dental education. This study assessed two feedback methods to enhance learning outcomes and explored the feasibility of artificial intelligence (AI) to support education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Fourth-year dental students had access to 16 virtual radiological example cases for 8 weeks. They were randomly assigned to either elaborated feedback (eF) or knowledge of results feedback (KOR) based on expert consensus. Students´ diagnostic competences were tested on bitewing/periapical radiographs for detection of caries, apical periodontitis, accuracy for all radiological findings and image quality. We additionally assessed the accuracy of an AI system (dentalXrai Pro 3.0), where applicable. Data were analysed descriptively and using ROC analysis (accuracy, sensitivity, specificity, AUC). Groups were compared with Welch's <i>t</i>-test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among 55 students, the eF group by large performed significantly better than the KOR group in detecting enamel caries (accuracy 0.840 ± 0.041, <i>p</i> = .196; sensitivity 0.638 ± 0.204, <i>p</i> = .037; specificity 0.859 ± 0.050, <i>p</i> = .410; ROC AUC 0.748 ± 0.094, <i>p</i> = .020), apical periodontitis (accuracy 0.813 ± 0.095, <i>p</i> = .011; sensitivity 0.476 ± 0.230, <i>p</i> = .003; specificity 0.914 ± 0.108, <i>p</i> = .292; ROC AUC 0.695 ± 0.123, <i>p</i> = .001) and in assessing the image quality of periapical images (<i>p</i> = .031). No significant differences were observed for the other outcomes. The AI showed almost perfect diagnostic performance (enamel caries: accuracy 0.964, sensitivity 0.857, specificity 0.074; dentin caries: accuracy 0.988, sensitivity 0.941, specificity 1.0; overall: accuracy 0.976, sensitivity 0.958, specificity 0.983).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Elaborated feedback can improve student's radiographic diagnostic competences, particularly in detecting enamel caries and apical periodontitis. Using an AI may constitute an alternative to expert labelling of radiographs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"925-937"},"PeriodicalIF":1.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857033","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

Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial 混合式学习与传统学习对牙科学生获得口腔外科能力的比较：随机对照试验。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-07-31 DOI: 10.1111/eje.13030

Nicolas Blond, Anne-Gaëlle Chaux, Emilie Hascoët, Philippe Lesclous, Alexandra Cloitre

Objective

To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students.

Materials and Methods

Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4).

Results

For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044).

Conclusion

Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.

目的确定在口腔医学本科四年级学生学习口腔外科技术技能的过程中，混合式学习与传统学习相比是否能带来更好的教学效果：73名学生参加了这项双臂平行随机对照试验。只有混合学习组的学生可以访问猪下颌口腔外科实践工作（PW）的在线准备平台和汇报。柯克帕特里克的四级模型被用来评估学生临床活动开始后（一级和二级）和6个月后（三级和四级）的直接教育成果：在第 1 层次中，混合式学习组学生的总体满意度得分高于传统学习组（p = .002）。对于第 2 级，混合式学习提高了知识得分（p=.002）：口腔外科 PW 的混合式学习对 Kirkpatrick 四个级别中的三个级别（级别 1、3 和 4）产生了积极影响。应将工作重点放在被认为最困难的手术上。

{"title":"Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial","authors":"Nicolas Blond, Anne-Gaëlle Chaux, Emilie Hascoët, Philippe Lesclous, Alexandra Cloitre","doi":"10.1111/eje.13030","DOIUrl":"10.1111/eje.13030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (<i>p</i> = .002). For level 2, blended learning resulted in an increase in knowledge score (<i>p</i> < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (<i>p</i> = .040) and surgical tooth extraction (<i>p</i> = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (<i>p</i> = .044).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"943-954"},"PeriodicalIF":1.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141861528","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

The teaching and assessment of local anaesthesia in UK dental schools 英国牙科学院的局部麻醉教学与评估。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-07-30 DOI: 10.1111/eje.13031

Charlotte Richards, Anna Dargue, Petros Mylonas, Dominic Morris, Charlotte Emanuel

Introduction

Local anaesthesia (LA) is fundamental to successful dental treatment. Graduating hygienists, therapist and dentists should be confident and proficient in delivering LA. There is one previously published article reviewing LA teaching in United Kingdom (UK) dental schools in 2016, and at this time 10 out of 14 schools allowed peer-to-peer administration. The method of teaching LA administration has become an area of debate in terms of legality and morality given the potential complications and issues with valid consent. The aim of the study was to explore current teaching practices and assessment of LA in UK dental schools.

Materials and Methods

Two national surveys (2020 and 2023) were sent out via the ABAOMS Education Committee to all 16 dental schools in the United Kingdom with dental and/or hygiene and therapy programmes.

Results

There was a 100% response rate from all schools. There has been a significant shift from peer-to-peer administration of local anaesthesia, with only 4 schools now allowing peer-to-peer administration. The majority of schools use simulation methods to deliver the teaching, including LA models, cadavers and ‘cap-on’ simulation with a peer. When comparing the timing of teaching between 2020 and 2023, BDS students now administer their first LA injection to a patient later in the programme, and there has been a reduction in intra-professional teaching.

Conclusion

Due to the large shift away from practicing LA on peers, there is a need for further development of simulation methods given the drawbacks with current models and the limited development of haptic technology in relation to LA.

简介局部麻醉（LA）是成功进行牙科治疗的基础。即将毕业的卫生师、治疗师和牙医应该有信心并熟练掌握局部麻醉的实施。此前发表的一篇文章回顾了2016年英国（UK）牙科学校的LA教学情况，当时14所学校中有10所允许点对点实施LA。鉴于潜在的并发症和有效同意的问题，LA管理的教学方法已成为合法性和道德性方面的一个争论领域。本研究旨在探讨英国牙科学院目前的LA教学实践和评估方法：通过ABAOMS教育委员会向英国所有16所开设有牙科和/或卫生与治疗课程的牙科学院发出了两份全国性调查问卷（2020年和2023年）：所有学校的回复率均为100%。目前只有 4 所学校允许同伴间实施局部麻醉，而同伴间实施局部麻醉的情况已大为改观。大多数学校都采用模拟方法进行教学，包括 LA 模型、尸体和与同伴一起 "戴帽 "模拟。比较 2020 年和 2023 年的教学时间，现在的 BDS 学生在课程后期为患者进行第一次 LA 注射，专业内教学有所减少：鉴于目前的模型存在弊端，而且与 LA 相关的触觉技术发展有限，因此有必要进一步开发模拟方法。

{"title":"The teaching and assessment of local anaesthesia in UK dental schools","authors":"Charlotte Richards, Anna Dargue, Petros Mylonas, Dominic Morris, Charlotte Emanuel","doi":"10.1111/eje.13031","DOIUrl":"10.1111/eje.13031","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Local anaesthesia (LA) is fundamental to successful dental treatment. Graduating hygienists, therapist and dentists should be confident and proficient in delivering LA. There is one previously published article reviewing LA teaching in United Kingdom (UK) dental schools in 2016, and at this time 10 out of 14 schools allowed peer-to-peer administration. The method of teaching LA administration has become an area of debate in terms of legality and morality given the potential complications and issues with valid consent. The aim of the study was to explore current teaching practices and assessment of LA in UK dental schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Two national surveys (2020 and 2023) were sent out via the ABAOMS Education Committee to all 16 dental schools in the United Kingdom with dental and/or hygiene and therapy programmes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was a 100% response rate from all schools. There has been a significant shift from peer-to-peer administration of local anaesthesia, with only 4 schools now allowing peer-to-peer administration. The majority of schools use simulation methods to deliver the teaching, including LA models, cadavers and ‘cap-on’ simulation with a peer. When comparing the timing of teaching between 2020 and 2023, BDS students now administer their first LA injection to a patient later in the programme, and there has been a reduction in intra-professional teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Due to the large shift away from practicing LA on peers, there is a need for further development of simulation methods given the drawbacks with current models and the limited development of haptic technology in relation to LA.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"955-963"},"PeriodicalIF":1.7,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857034","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

The pivotal role of clinical tutorial teaching in knowledge construction 临床指导教学在知识建构中的关键作用。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-07-29 DOI: 10.1111/eje.13032

Humberto Gonzalez Oneto

Students' new knowledge is gradually built up in the context of the task for which it is required and consolidated by applying it to clinical cases. As students see more and more clinical cases the knowledge emerges from an associative mesh of different levels of understanding. During tutorial clinical teaching, residents should be gradually exposed to an increasing range of real-world learning tasks and increasing levels of complexity. This exposure allows them to gradually develop shortcuts in the retrieval of their knowledge. This commentary provides a rationale for the construction of knowledge and the pivotal role that clinical tutorial teaching plays in this task.

学生的新知识是在任务要求的背景下逐步建立起来的，并通过应用于临床病例而得到巩固。随着学生看到的临床病例越来越多，知识就会从不同理解水平的联想网中产生。在临床教学指导过程中，住院医师应逐渐接触到范围越来越大、复杂程度越来越高的实际学习任务。这种接触可以让他们在检索知识时逐渐形成捷径。这篇评论为知识的建构以及临床指导教学在这一任务中发挥的关键作用提供了理论依据。

引用次数: 0

Perceptions of undertaking a higher degree alongside dental specialty training: A cross-sectional survey of UK dental specialty trainees 对在接受牙科专业培训的同时攻读更高学位的看法：对英国牙科专业培训学员的横断面调查。

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-07-20 DOI: 10.1111/eje.13024

Jennifer A. Haworth, Jenifer L. Jopson, Jayne E. Harrison, Martyn T. Cobourne, Susan J. Cunningham, Grant T. McIntyre, Anthony J. Ireland

Introduction

The curricula for UK dental specialty training have recently been under review and until 2024, completion of a research component during training in Dental Public Health, Oral Microbiology and Orthodontics has been mandatory (with an alternative route for Orthodontics involving the submission of two scientific papers for those trainees not wishing to undertake a higher degree). Anecdotally, some trainees in other dental specialties choose to undertake higher degrees alongside specialty training.

Aims

The aims were to investigate how many dental specialty registrars study for higher degrees alongside specialty training, and whether undertaking a higher degree alongside specialty training has an impact on completion of training, research skills, research experience, patient care and career opportunities.

Materials and Methods

This was a cross-sectional study design, involving the distribution of an online, anonymous questionnaire-based survey to UK dental specialty registrars in November and December 2022.

Results

In total, 38 questionnaires were completed, representing a 7.7% response rate of the entire dental specialty registrar cohort in the UK and 42% of those who received it. Most respondents (76.3%) were either studying or had completed a clinically relevant higher degree prior to specialty training. Most respondents (76.3%) reported that the higher degree increased career opportunities and gave them additional skills.

Conclusions

Dental specialty trainees who responded to this survey perceived the higher degree to be beneficial in terms of preparing for exams, gaining skills in critical appraisal and for increasing future career opportunities.

介绍：最近，英国牙科专业培训课程正在接受审查，在 2024 年之前，在牙科公共卫生、口腔微生物学和正畸学的培训期间，必须完成一项研究内容（正畸学有另一条途径，即不希望攻读更高学位的学员可以提交两篇科学论文）。目的：本研究旨在调查有多少牙科专业注册医师在接受专业培训的同时还在攻读更高的学位，以及在接受专业培训的同时攻读更高的学位是否会对完成培训、研究技能、研究经验、患者护理和职业机会产生影响：这是一项横断面研究设计，包括在2022年11月和12月向英国牙科专业注册医师发放在线匿名问卷调查：共完成了38份问卷，占英国所有牙科专业注册医师总数的7.7%，占收到问卷者的42%。大多数受访者（76.3%）在接受专科培训前正在攻读或已经完成了临床相关的高等学位。大多数受访者（76.3%）表示，高等学位增加了他们的就业机会，并赋予了他们更多的技能：对本次调查做出回复的牙科专业受训者认为，高等学位在准备考试、获得批判性评价技能和增加未来职业机会方面是有益的。

{"title":"Perceptions of undertaking a higher degree alongside dental specialty training: A cross-sectional survey of UK dental specialty trainees","authors":"Jennifer A. Haworth, Jenifer L. Jopson, Jayne E. Harrison, Martyn T. Cobourne, Susan J. Cunningham, Grant T. McIntyre, Anthony J. Ireland","doi":"10.1111/eje.13024","DOIUrl":"10.1111/eje.13024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The curricula for UK dental specialty training have recently been under review and until 2024, completion of a research component during training in Dental Public Health, Oral Microbiology and Orthodontics has been mandatory (with an alternative route for Orthodontics involving the submission of two scientific papers for those trainees not wishing to undertake a higher degree). Anecdotally, some trainees in other dental specialties choose to undertake higher degrees alongside specialty training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aims were to investigate how many dental specialty registrars study for higher degrees alongside specialty training, and whether undertaking a higher degree alongside specialty training has an impact on completion of training, research skills, research experience, patient care and career opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>This was a cross-sectional study design, involving the distribution of an online, anonymous questionnaire-based survey to UK dental specialty registrars in November and December 2022.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In total, 38 questionnaires were completed, representing a 7.7% response rate of the entire dental specialty registrar cohort in the UK and 42% of those who received it. Most respondents (76.3%) were either studying or had completed a clinically relevant higher degree prior to specialty training. Most respondents (76.3%) reported that the higher degree increased career opportunities and gave them additional skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Dental specialty trainees who responded to this survey perceived the higher degree to be beneficial in terms of preparing for exams, gaining skills in critical appraisal and for increasing future career opportunities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"897-904"},"PeriodicalIF":1.7,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731538","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

Changes in spinal curve during dentistry studies measured with a Spinal Mouse device: A five-year prospective study 使用脊柱鼠标装置测量牙科研究期间脊柱曲线的变化：为期五年的前瞻性研究

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education

Pub Date : 2024-07-19 DOI: 10.1111/eje.13026

Martin Kapitán, Nela Jouklová, Stanislav Machač, Lenka Hodačová, Eva Čermáková, Jan Schmidt

Introduction

Musculoskeletal disorders (MSDs) often arise and develop during dentistry studies. The most affected regions are related to the spine. Possible associations between spinal curve parameters and MSDs have not yet been investigated amongst dentistry students. This longitudinal observational study aimed to determine whether spinal curve changes during dentistry studies, analyse the relationship between objective findings and subjectively declared MSDs and compare spinal curve parameters with those published in the literature.

Materials and Methods

Seventy-three dentistry students answered a questionnaire on MSDs, and were examined using the Spinal Mouse® device at the beginning, in the middle, and at the end of their 5-year study.

Results

The spinal curve exhibited a gender diversity in the lumbar lordosis angle, sacrum inclination, and thoracolumbar ratio. From the first to fifth study year, we observed an increase in the range of motions in the sagittal and frontal planes, an increase in the maximal extent of right lateral inclination, and a decrease in maximal left lateral inclination. Whole-spine backward inclination increased only in women, and forward sacral inclination decreased. No statistically significant relationships were found between the objective findings and subjectively declared MSDs.

Conclusions

The spinal curve shape differed between men and women and changed during dentistry studies. No objective markers or predictors of MSDs were found amongst the dentistry students. These findings can serve as a benchmark for further studies on the association between MSDs and objective findings.

导言：肌肉骨骼疾病（MSDs）经常在牙科学习期间出现和发展。受影响最大的部位与脊柱有关。目前尚未对牙科学生的脊柱曲线参数与 MSD 之间可能存在的关联进行调查。这项纵向观察研究旨在确定牙科学专业学习期间脊柱曲线是否发生变化，分析客观发现与主观申报的 MSDs 之间的关系，并将脊柱曲线参数与文献中公布的参数进行比较：73名牙科学生回答了关于MSDs的调查问卷，并在5年学习的开始、中期和结束时使用脊柱鼠标®设备进行了检查：结果：脊柱曲线在腰椎前凸角、骶骨倾斜度和胸腰椎比例方面表现出性别差异。从研究的第一年到第五年，我们观察到矢状面和额状面的活动范围增大，右侧倾斜的最大范围增大，而左侧倾斜的最大范围减小。全脊柱后倾仅在女性中有所增加，而骶骨前倾则有所减少。客观结果与主观申报的 MSD 之间没有统计学意义上的关系：结论：男性和女性的脊柱曲线形状不同，并且在牙科研究中发生了变化。在牙科学生中没有发现 MSDs 的客观标记或预测因素。这些发现可作为进一步研究 MSD 与客观结果之间关系的基准。

{"title":"Changes in spinal curve during dentistry studies measured with a Spinal Mouse device: A five-year prospective study","authors":"Martin Kapitán, Nela Jouklová, Stanislav Machač, Lenka Hodačová, Eva Čermáková, Jan Schmidt","doi":"10.1111/eje.13026","DOIUrl":"10.1111/eje.13026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Musculoskeletal disorders (MSDs) often arise and develop during dentistry studies. The most affected regions are related to the spine. Possible associations between spinal curve parameters and MSDs have not yet been investigated amongst dentistry students. This longitudinal observational study aimed to determine whether spinal curve changes during dentistry studies, analyse the relationship between objective findings and subjectively declared MSDs and compare spinal curve parameters with those published in the literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Seventy-three dentistry students answered a questionnaire on MSDs, and were examined using the Spinal Mouse® device at the beginning, in the middle, and at the end of their 5-year study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The spinal curve exhibited a gender diversity in the lumbar lordosis angle, sacrum inclination, and thoracolumbar ratio. From the first to fifth study year, we observed an increase in the range of motions in the sagittal and frontal planes, an increase in the maximal extent of right lateral inclination, and a decrease in maximal left lateral inclination. Whole-spine backward inclination increased only in women, and forward sacral inclination decreased. No statistically significant relationships were found between the objective findings and subjectively declared MSDs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The spinal curve shape differed between men and women and changed during dentistry studies. No objective markers or predictors of MSDs were found amongst the dentistry students. These findings can serve as a benchmark for further studies on the association between MSDs and objective findings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"913-922"},"PeriodicalIF":1.7,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731615","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