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}
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.
{"title":"The pivotal role of clinical tutorial teaching in knowledge construction","authors":"Humberto Gonzalez Oneto","doi":"10.1111/eje.13032","DOIUrl":"10.1111/eje.13032","url":null,"abstract":"<p>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.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"964-968"},"PeriodicalIF":1.7,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793975","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}
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.
{"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}
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.
{"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}
Kathleen Fischer, Michael Sekula, David Hannigan, Randall Vaught, Tarin Williams
Introduction
To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years.
Materials and Methods
In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions.
Results
When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture.
Conclusion
Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.
简介：目的评估影响两批不同的口腔医学学生在六年内对口腔医学临床前课程翻转课堂（FC）模式的看法的不同因素：2016年（第一批）和2022年（第二批），口腔医学二年级学生参加了口腔医学临床前课程的翻转课堂模式，包括课前录制的视频和讲座以及课堂互动练习。随后，学生们完成了一份匿名纸笔调查，评估了影响学生对 FC 模式总体学习体验的三个因素。将第一批学生和第二批学生的调查反馈进行比较，以评估代沟、学生人口统计学和 COVID-19 大流行对学生看法的影响：当被要求给 FC 体验打 5 分时，第一组学生和第二组学生的平均分分别为 4.3 分（±0.9）和 4.0 分（±0.8）。2 号学生更喜欢在课前观看幻灯片和视频，并更同意课前课程材料有利于备课。相反，1 号学生更认同课堂讨论和练习有助于他们学习课程内容。在第二组学生中，88.6% 的男生和 71.6% 的女生更喜欢 FC 教学法，而不是传统的讲授法：结论：两组学生都对 FC 教学模式给予了积极评价。结论：两组学生都对 FC 教学模式持肯定态度，2 号学生对课前作业的肯定程度较高，1 号学生对课上作业的肯定程度较高。课程设计应反映学生的观点和学习视角，并认真考虑课堂上的学生群体。
{"title":"Analysis of different factors on dental students' perception of a flipped classroom model: A 6-year follow-up study","authors":"Kathleen Fischer, Michael Sekula, David Hannigan, Randall Vaught, Tarin Williams","doi":"10.1111/eje.13025","DOIUrl":"10.1111/eje.13025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"905-912"},"PeriodicalIF":1.7,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731614","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}
Passent Ellakany, Shaimaa M. Fouda, Yousif A. Al-Dulaijan, Nourhan M. Aly
Introduction
The use of digital dentistry is rapidly increasing in prosthodontics. However, most dental students are not familiar with applying digital technologies in dental clinics. Thus, the aim of the current study was to assess the perception of dental students at different educational years towards digital impressions in comparison to conventional impressions.
Materials and Methods
A cross-sectional questionnaire-based study was conducted on various educational years of dental students in the College of Dentistry, Imam Abdulrahman Bin Faisal University, between February and April 2023. The students had performed at least one intraoral scan (Trios 3shape) and another conventional polyether impression for phantom casts/patients. The questionnaire assessed students' perceptions of digital impressions using a 5-point scale ranging from strongly agree to strongly disagree. Mann–Whitney U and Kruskal–Wallis tests were used to compare students' perceptions of digital impressions according to gender and educational year, respectively.
Results
The study included 122 students. About 55% were females with a mean (SD) age = 22.51 (3.36). Most students thought that digital impressions are faster and more user-friendly compared to conventional impressions. Significantly more female students thought that the handpiece was too big for intraoral use (p = 0.04) and that the process of the software was time-consuming and complicated. In general, higher educational year students were more satisfied with the digital impressions than lower educational year students.
Conclusions
Digital impressions were perceived by most students as being faster and easier than conventional ones. However, male students and those with higher educational years showed better perception of digital impression.
{"title":"Digital impression perception among dental students in Saudi Arabia: A cross-sectional study","authors":"Passent Ellakany, Shaimaa M. Fouda, Yousif A. Al-Dulaijan, Nourhan M. Aly","doi":"10.1111/eje.13023","DOIUrl":"10.1111/eje.13023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The use of digital dentistry is rapidly increasing in prosthodontics. However, most dental students are not familiar with applying digital technologies in dental clinics. Thus, the aim of the current study was to assess the perception of dental students at different educational years towards digital impressions in comparison to conventional impressions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A cross-sectional questionnaire-based study was conducted on various educational years of dental students in the College of Dentistry, Imam Abdulrahman Bin Faisal University, between February and April 2023. The students had performed at least one intraoral scan (Trios 3shape) and another conventional polyether impression for phantom casts/patients. The questionnaire assessed students' perceptions of digital impressions using a 5-point scale ranging from strongly agree to strongly disagree. Mann–Whitney <i>U</i> and Kruskal–Wallis tests were used to compare students' perceptions of digital impressions according to gender and educational year, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study included 122 students. About 55% were females with a mean (SD) age = 22.51 (3.36). Most students thought that digital impressions are faster and more user-friendly compared to conventional impressions. Significantly more female students thought that the handpiece was too big for intraoral use (<i>p</i> = 0.04) and that the process of the software was time-consuming and complicated. In general, higher educational year students were more satisfied with the digital impressions than lower educational year students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Digital impressions were perceived by most students as being faster and easier than conventional ones. However, male students and those with higher educational years showed better perception of digital impression.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"889-896"},"PeriodicalIF":1.7,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141629222","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}
Jesper Dalum, Nikolaos Christidis, Henrike Häbel, Klas Karlgren, Charlotte Leanderson, Gunilla Sandborgh Englund
Introduction
The increase in the migration of dentists educated outside the EU/EEA calls for the sharing of information and evaluation of recognition processes within countries in the EU. In 2017, the Swedish National Board of Health and Welfare implemented the Proficiency test, a recognition process for dentists who have completed an education programme outside the EU/EEA. The Proficiency test consists of a theoretical and an integrated clinical skills examination, followed by a 6-month clinical practice. The clinical skills examination is a two-part examination that includes an OSCE and an operative test on a dental manikin. This paper presents data from proficiency tests between 2018 and 2022, and explores factors related to grade fail, that is, demographics, theoretical exam scores and language comprehension.
Materials and Methods
In a cohort study, demographics and factors associated with grade fail were explored using test results from theoretical and clinical skills examinations (n = 181) from 2018 to 2022. Pearson correlation coefficient and linear regression analysis were used for studying correlations and associations between exam results. Univariable linear and logistic regression models were used for background variable associations with clinical skills exam outcomes.
Results
Higher age was a significant risk factor for failing the clinical skills examination and the OSCE. Higher scores in the theoretical exam reduced the odds of failing the OSCE but were not associated with results in the operative test or the overall results of the clinical skills examination. Regarding the OSCE there was a statistically significant difference within all professional qualifications explored between participants who passed and participants who failed the OSCE.
Conclusions
Four years of data collection reveal that age and previous theoretical exam results influence the odds of failing the clinical examination. The study results also highlight the necessity of multiple assessment formats to assess clinical and communication skills of foreign-trained dentists.
{"title":"Clinical skills examination as part of the Swedish proficiency test of dentists educated outside of the EU/EEA","authors":"Jesper Dalum, Nikolaos Christidis, Henrike Häbel, Klas Karlgren, Charlotte Leanderson, Gunilla Sandborgh Englund","doi":"10.1111/eje.13022","DOIUrl":"10.1111/eje.13022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The increase in the migration of dentists educated outside the EU/EEA calls for the sharing of information and evaluation of recognition processes within countries in the EU. In 2017, the Swedish National Board of Health and Welfare implemented the <i>Proficiency test</i>, a recognition process for dentists who have completed an education programme outside the EU/EEA. The <i>Proficiency test</i> consists of a theoretical and an integrated clinical skills examination, followed by a 6-month clinical practice. The clinical skills examination is a two-part examination that includes an OSCE and an operative test on a dental manikin. This paper presents data from proficiency tests between 2018 and 2022, and explores factors related to grade fail, that is, demographics, theoretical exam scores and language comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>In a cohort study, demographics and factors associated with grade fail were explored using test results from theoretical and clinical skills examinations (<i>n</i> = 181) from 2018 to 2022. Pearson correlation coefficient and linear regression analysis were used for studying correlations and associations between exam results. Univariable linear and logistic regression models were used for background variable associations with clinical skills exam outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Higher age was a significant risk factor for failing the clinical skills examination and the OSCE. Higher scores in the theoretical exam reduced the odds of failing the OSCE but were not associated with results in the operative test or the overall results of the clinical skills examination. Regarding the OSCE there was a statistically significant difference within all professional qualifications explored between participants who passed and participants who failed the OSCE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Four years of data collection reveal that age and previous theoretical exam results influence the odds of failing the clinical examination. The study results also highlight the necessity of multiple assessment formats to assess clinical and communication skills of foreign-trained dentists.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"880-888"},"PeriodicalIF":1.7,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141591949","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}
Fabíola Fontes Galdino, Cristiane Baccin Bendo, Tatiana Kelly da Silva Fidalgo
Introduction
During child dental treatment, different behavior management techniques (BMTs) are applied and it is important to understand the possible discomfort in the operator.
Objective
The present systematic review aimed to evaluate the acceptability of dental students and professionals concerning BMTs applied with paediatric dentistry patients.
Materials and Methods
A systematic search was conducted, following the PEOS strategy: Population (P) – dental students/professionals (S); Exposure (E) – BMTs preconized by the American Academy of Paediatric Dentistry, Outcome (O) – proportion of BMT acceptance; and Study design (S) – observational studies based on data from PubMed, Scopus, Web of Science, BVS (Lilacs/BBO), Cochrane, and Open Grey databases up to September 2021. The eligible studies were submitted to data extraction and to the evaluation of methodological quality, using the Joanna Briggs Institute Critical Appraisal Tool. The certainty of evidence was evaluated by GRADE.
Results
The search retrieved 710 articles; a total of 21 fulfilled the eligibility criteria and were used for qualitative analysis. Among the undergraduate students and dentists, the most accepted techniques were tell-show-do and positive reinforcement, while paediatric dentists preferred the tell-show-do technique and dental professionals with graduate degrees preferred sedation using nitrous oxide and positive reinforcement. The least accepted technique was protective stabilization. Seven students presented a low risk for bias, while 14 presented a high risk. The certainty of evidence was classified as very low.
Conclusion
Although the basis of available certainty of evidence is scarce and with a considerable risk for bias, it is still possible to conclude that the more accepted techniques were based on communication.
{"title":"Acceptability of dental students and professionals concerning child behaviour management techniques: Systematic review","authors":"Fabíola Fontes Galdino, Cristiane Baccin Bendo, Tatiana Kelly da Silva Fidalgo","doi":"10.1111/eje.13016","DOIUrl":"10.1111/eje.13016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>During child dental treatment, different behavior management techniques (BMTs) are applied and it is important to understand the possible discomfort in the operator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The present systematic review aimed to evaluate the acceptability of dental students and professionals concerning BMTs applied with paediatric dentistry patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A systematic search was conducted, following the PEOS strategy: Population (P) – dental students/professionals (S); Exposure (E) – BMTs preconized by the American Academy of Paediatric Dentistry, Outcome (O) – proportion of BMT acceptance; and Study design (S) – observational studies based on data from PubMed, Scopus, Web of Science, <i>BVS (Lilacs/BBO)</i>, Cochrane, and Open Grey databases up to September 2021. The eligible studies were submitted to data extraction and to the evaluation of methodological quality, using the Joanna Briggs Institute Critical Appraisal Tool. The certainty of evidence was evaluated by GRADE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The search retrieved 710 articles; a total of 21 fulfilled the eligibility criteria and were used for qualitative analysis. Among the undergraduate students and dentists, the most accepted techniques were tell-show-do and positive reinforcement, while paediatric dentists preferred the tell-show-do technique and dental professionals with graduate degrees preferred sedation using nitrous oxide and positive reinforcement. The least accepted technique was protective stabilization. Seven students presented a low risk for bias, while 14 presented a high risk. The certainty of evidence was classified as very low.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Although the basis of available certainty of evidence is scarce and with a considerable risk for bias, it is still possible to conclude that the more accepted techniques were based on communication.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 3","pages":"840-856"},"PeriodicalIF":1.7,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909541","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}
<p>Artificial intelligence (AI) is widely seen as a big part of the future of education with many areas already affected, for example, data mining, data retrieval and diagnostics, particularly radiology. Critical thinking is widely seen as an essential skill for a successful dentist. While critical thinking has received much thematic attention, the literature on explicit learning outcomes is sparse and the literature for learning guidance end performance assessment is sparser. Dental education faces similar challenges in articulating learning outcomes, learning guides, performance assessments for different perspectives on critical thinking, including ethics, treatment planning, risk assessment for caries, periodontitis and Geriatrics, Interprofessional Practice, Evidence-based Dentistry, social responsibility, empathy projection, technology decision making.<span><sup>1-11</sup></span></p><p>The purpose of this essay is to begin a discussion on ways AI can facilitate the development of outcomes for critical thinking—followed by learning guides and assessments. The selection of critical thinking can precede similar discussions on AI and outcomes for other domains beyond knowledge and technical. A starter question is, ‘How can AI help professors to articulate learning outcomes beyond knowledge and technical, selecting critical thinking as a starting point?’ The authors have prompted the AI model ChatGPT 3.5 (OpenAI Inc.) with the following prompt ‘What are appropriate learning outcomes for critical thinking?’ The details about the prompt and the AI model responses are in Table 1. A rich assortment of perspectives appears that serve as strong background for the educator developing an understanding of the complexities of critical thinking in general. Several of these have been addressed with more explicit articulation of outcomes related to specific dental education goals as well as learning guidance and performance assessments (References on treatment planning, IPP, EBD, Literature search and critique, risk assessment for caries and geriatrics, technology decision making, etc.) This level of analysis falls short of articulating the explicit learning outcomes—what the student is to <i>do</i>—to lead to learning guidance and performance assessment. A comment from the AI is, ‘Learning outcomes for critical thinking can vary depending on the specific context…’ A question arises as to who determines the context?</p><p>A further question can be, ‘How can the articulation of learning outcomes lead to learning guidance and performance assessment – what the student is to do and how do we know if the student did it?’ The authors have prompted the same AI model using the following prompt: ‘How can the articulation of learning outcomes lead to learning guidance and performance assessment – what the student is to do and how do we know if the student did it?’ The narrative response of GTP is ‘The articulation of learning outcomes is a crucial step in educational d
{"title":"Artificial intelligence to develop outcomes for critical thinking: A helping start and still up to the educator to develop the final outcome","authors":"David C. Johnsen, Leonardo Marchini","doi":"10.1111/eje.13017","DOIUrl":"10.1111/eje.13017","url":null,"abstract":"<p>Artificial intelligence (AI) is widely seen as a big part of the future of education with many areas already affected, for example, data mining, data retrieval and diagnostics, particularly radiology. Critical thinking is widely seen as an essential skill for a successful dentist. While critical thinking has received much thematic attention, the literature on explicit learning outcomes is sparse and the literature for learning guidance end performance assessment is sparser. Dental education faces similar challenges in articulating learning outcomes, learning guides, performance assessments for different perspectives on critical thinking, including ethics, treatment planning, risk assessment for caries, periodontitis and Geriatrics, Interprofessional Practice, Evidence-based Dentistry, social responsibility, empathy projection, technology decision making.<span><sup>1-11</sup></span></p><p>The purpose of this essay is to begin a discussion on ways AI can facilitate the development of outcomes for critical thinking—followed by learning guides and assessments. The selection of critical thinking can precede similar discussions on AI and outcomes for other domains beyond knowledge and technical. A starter question is, ‘How can AI help professors to articulate learning outcomes beyond knowledge and technical, selecting critical thinking as a starting point?’ The authors have prompted the AI model ChatGPT 3.5 (OpenAI Inc.) with the following prompt ‘What are appropriate learning outcomes for critical thinking?’ The details about the prompt and the AI model responses are in Table 1. A rich assortment of perspectives appears that serve as strong background for the educator developing an understanding of the complexities of critical thinking in general. Several of these have been addressed with more explicit articulation of outcomes related to specific dental education goals as well as learning guidance and performance assessments (References on treatment planning, IPP, EBD, Literature search and critique, risk assessment for caries and geriatrics, technology decision making, etc.) This level of analysis falls short of articulating the explicit learning outcomes—what the student is to <i>do</i>—to lead to learning guidance and performance assessment. A comment from the AI is, ‘Learning outcomes for critical thinking can vary depending on the specific context…’ A question arises as to who determines the context?</p><p>A further question can be, ‘How can the articulation of learning outcomes lead to learning guidance and performance assessment – what the student is to do and how do we know if the student did it?’ The authors have prompted the same AI model using the following prompt: ‘How can the articulation of learning outcomes lead to learning guidance and performance assessment – what the student is to do and how do we know if the student did it?’ The narrative response of GTP is ‘The articulation of learning outcomes is a crucial step in educational d","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"877-879"},"PeriodicalIF":1.7,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140899241","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}
Camilla Cristina Lira Di Leone, Gabriela Carvalho Bueno, Ana Paula Boteon, Daiana da Silva Martins, Thiago Cruvinel, Heitor Marques Honório, Linda Wang, Mariana Minatel Braga, Daniela Rios
Introduction
Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical–practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method.
Materials and Methods
This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical–practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching–learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann–Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p < .05).
Results
There was no significant difference between groups in the theoretical evaluation (p = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p = .570).
Conclusion
The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.
{"title":"Practical training using BEWE aimed at improving the diagnosis ability of erosive tooth wear for dental students—A randomized trial","authors":"Camilla Cristina Lira Di Leone, Gabriela Carvalho Bueno, Ana Paula Boteon, Daiana da Silva Martins, Thiago Cruvinel, Heitor Marques Honório, Linda Wang, Mariana Minatel Braga, Daniela Rios","doi":"10.1111/eje.13015","DOIUrl":"10.1111/eje.13015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical–practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>This randomized controlled study involved two parallel groups: control group (<i>n</i> = 22), with learning based only on theoretical content and test group (<i>n</i> = 24), learning by theoretical–practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching–learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann–Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (<i>p</i> < .05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was no significant difference between groups in the theoretical evaluation (<i>p</i> = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (<i>p</i> = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (<i>p</i> = .570).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 3","pages":"857-864"},"PeriodicalIF":1.7,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140858864","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号