Child abuse and neglect (CAN) are social and public health problems. Access to oral health care for abused and neglected children is a challenge. The aim of this study was to assess the attitudes and knowledge of dental students from Bosnia and Herzegovina towards CAN.
Materials and Methods
A cross-sectional survey was conducted among 263 dental students from two public universities in Bosnia and Herzegovina. The students answered 31 questions about the topic of CAN. The study population was categorised by year of study into six groups. Pearson's chi-squared test was used to analyse differences among participants regarding the year of study. The level of significance was set at p < 0.05.
Results
The results show that 10.26% of total participants had experienced some knowledge about the topic of CAN during their studies, 17.87% had read about it in professional dental literature and 8.74% had some form of education and training on the topic. Over 50% of participants answered all of the questions about social indicators of CAN correctly. The knowledge of the study participants was found to be deficient concerning some physical signs of CAN found in the orofacial region. For a significant number of questions ‘I don't know’ was a frequent answer.
Conclusion
The level of knowledge of dental students from Bosnia and Herzegovina regarding the challenge of CAN is insufficient. An important strategy this to improve this is to increase the education and training of child abuse and neglect in dental curriculums.
导言：虐待和忽视儿童（CAN）是社会和公共卫生问题。受虐待和被忽视儿童获得口腔保健是一项挑战。本研究旨在评估波斯尼亚和黑塞哥维那的牙科学生对 CAN 的态度和知识：对来自波斯尼亚和黑塞哥维那两所公立大学的 263 名牙科学生进行了横断面调查。学生们回答了 31 个有关 CAN 的问题。研究对象按就读年级分为六组。采用皮尔逊卡方检验来分析参与者在学习年限方面的差异。显著性水平定为 p：结果显示，10.26% 的参与者在学习期间对 CAN 有一定的了解，17.87% 的参与者曾在专业牙科文献中读到过 CAN 的相关内容，8.74% 的参与者接受过有关 CAN 的某种形式的教育和培训。超过 50%的参与者正确回答了有关 CAN 社会指标的所有问题。研究发现，参与者对在口面部发现的一些 CAN 体征缺乏了解。对于大量问题，"我不知道 "是常见的回答：结论：波斯尼亚和黑塞哥维那的牙科学生对 CAN 挑战的认识水平不足。改善这一状况的一个重要策略是在牙科课程中增加有关虐待和忽视儿童的教育和培训。
{"title":"Attitudes and Knowledge of Dental Students in Bosnia and Herzegovina Towards Child Abuse and Neglect","authors":"Olivera Dolic, Marija Obradovic, Zeljka Kojic, Svjetlana Jankovic, Bojana Davidovic, Natasa Knezevic, Slava Sukara","doi":"10.1111/eje.13038","DOIUrl":"10.1111/eje.13038","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Child abuse and neglect (CAN) are social and public health problems. Access to oral health care for abused and neglected children is a challenge. The aim of this study was to assess the attitudes and knowledge of dental students from Bosnia and Herzegovina towards CAN.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A cross-sectional survey was conducted among 263 dental students from two public universities in Bosnia and Herzegovina. The students answered 31 questions about the topic of CAN. The study population was categorised by year of study into six groups. Pearson's chi-squared test was used to analyse differences among participants regarding the year of study. The level of significance was set at <i>p</i> < 0.05.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show that 10.26% of total participants had experienced some knowledge about the topic of CAN during their studies, 17.87% had read about it in professional dental literature and 8.74% had some form of education and training on the topic. Over 50% of participants answered all of the questions about social indicators of CAN correctly. The knowledge of the study participants was found to be deficient concerning some physical signs of CAN found in the orofacial region. For a significant number of questions ‘I don't know’ was a frequent answer.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The level of knowledge of dental students from Bosnia and Herzegovina regarding the challenge of CAN is insufficient. An important strategy this to improve this is to increase the education and training of child abuse and neglect in dental curriculums.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"1036-1046"},"PeriodicalIF":1.7,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141603","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}
Supervisors continuously need to decide when to provide clinical opportunities for unsupervised patient care to facilitate residents' development in the complex clinical learning context. The aim of this study is to explore residents' and supervisors' views and understanding of the influence of clinical supervision on affording a balanced support–autonomy from the cognitive apprenticeship (CA) theoretical lens.
Methods
Residents and supervisors, representing all disciplines, participated in five focus groups and four semi-structured individual interviews. Purposive and convenience sampling methods were used for recruiting participants. The reflexive thematic analysis approach was used for inductive data analysis.
Results
A total of 15 residents and 8 supervisors participated in this study. All agreed that CA teaching methods can be applied across all levels. Participants experienced changes in their supervision methods and supervisor–resident interactions at different levels of training. They related the selection of supervision to task-, resident- and supervisor-related factors. Learning facilitating factors in clinical learning environment were identified and suggestions to enrich residents' learning experiences were also reported.
Conclusion
The current study found that a one-size-fits-all paradigm may not be effective for clinical supervision. It contributes to our understanding of how the CA model may be used to guide supervisor behaviour and how such practices can be modified to residents' level of development and competencies.
背景：督导人员需要不断决定何时提供无督导的临床患者护理机会，以促进住院医师在复杂的临床学习环境中的发展。本研究旨在从认知学徒制（CA）的理论视角出发，探讨住院医师和督导对临床督导对提供平衡的支持-自主影响的看法和理解：代表所有学科的住院医师和督导参加了五个焦点小组和四次半结构化个人访谈。在招募参与者时采用了有目的抽样和便利抽样方法。采用反思性主题分析法进行归纳数据分析：共有 15 名住院医师和 8 名督导参与了本研究。所有参与者都认为，CA 教学法可适用于所有级别。在不同级别的培训中，参与者的督导方法和督导与住院医师之间的互动都发生了变化。他们将督导的选择与任务、住院医师和督导相关因素联系起来。研究还发现了临床学习环境中促进学习的因素，并提出了丰富住院医师学习经验的建议：本研究发现，"一刀切 "的模式对临床督导未必有效。本研究有助于我们了解如何利用 CA 模式指导督导员的行为，以及如何根据住院医师的发展水平和能力修改这些做法。
{"title":"Understanding Residents' and Supervisors' Views on Developing Support–Autonomy Balance Through Supervision Methods in Postgraduate Dental Training: A Qualitative Study","authors":"Fatemeh Amir-Rad, Lisi Gordon","doi":"10.1111/eje.13036","DOIUrl":"10.1111/eje.13036","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Supervisors continuously need to decide when to provide clinical opportunities for unsupervised patient care to facilitate residents' development in the complex clinical learning context. The aim of this study is to explore residents' and supervisors' views and understanding of the influence of clinical supervision on affording a balanced support–autonomy from the cognitive apprenticeship (CA) theoretical lens.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Residents and supervisors, representing all disciplines, participated in five focus groups and four semi-structured individual interviews. Purposive and convenience sampling methods were used for recruiting participants. The reflexive thematic analysis approach was used for inductive data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 15 residents and 8 supervisors participated in this study. All agreed that CA teaching methods can be applied across all levels. Participants experienced changes in their supervision methods and supervisor–resident interactions at different levels of training. They related the selection of supervision to task-, resident- and supervisor-related factors. Learning facilitating factors in clinical learning environment were identified and suggestions to enrich residents' learning experiences were also reported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The current study found that a one-size-fits-all paradigm may not be effective for clinical supervision. It contributes to our understanding of how the CA model may be used to guide supervisor behaviour and how such practices can be modified to residents' level of development and competencies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 4","pages":"1016-1024"},"PeriodicalIF":1.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121037","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}
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.
{"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}
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.
{"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}
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}
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.
{"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}
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.
{"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}
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.
{"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}
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}
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