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}
Katja Goetz, Ann-Christine Gutermuth, Hans-Jürgen Wenz, Dominik Groß, Katrin Hertrampf
Introduction
Although ethics is an indispensable part of dental education, it has not yet played a relevant role in the dental curriculum in Germany. The study aimed at assessing their prior knowledge of ethical aspects, and their expectations of and wishes for ethics course of dental students, preclinical vs. clinical, at the dental school Kiel, Germany by means of a validated questionnaire.
Methods
A descriptive cross-sectional study design was used. The study population consisted of dental students, from pre-clinical (n = 105) and clinical semesters (n = 110). In January 2019, each student completed a validated questionnaire to identify semester-specific ethical teaching content. Besides descriptive analyses, Mann–Whitney U test was used to compare pre-clinical and clinical students.
Results
A total of 215 dental students, with a mean age of 25.3 (SD 4.1), participated in the study, of which 150 were female (69.8%) and 65 were male students (30.2%). The results in the areas of ‘previous knowledge of ethical issues’ and ‘expectations and desires in terms of teaching medical ethics’ showed similarities and differences between pre-clinical and clinical students. Both groups stated that they need training in ethics. Moreover, especially clinical students recognize that more ethical competence is needed if the first patient contact will start.
Conclusion
The study indicates that there is a clear need for ethics education. Student awareness of the relevance of ethical competences and the perception of ethical problems increased progressively during the course of their studies. Overall, the study provides good support for the development of specific ethics courses.
{"title":"Ethical issues in dental education—A cross-sectional study with pre-clinical and clinical dental students","authors":"Katja Goetz, Ann-Christine Gutermuth, Hans-Jürgen Wenz, Dominik Groß, Katrin Hertrampf","doi":"10.1111/eje.13014","DOIUrl":"10.1111/eje.13014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Although ethics is an indispensable part of dental education, it has not yet played a relevant role in the dental curriculum in Germany. The study aimed at assessing their prior knowledge of ethical aspects, and their expectations of and wishes for ethics course of dental students, preclinical vs. clinical, at the dental school Kiel, Germany by means of a validated questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A descriptive cross-sectional study design was used. The study population consisted of dental students, from pre-clinical (<i>n</i> = 105) and clinical semesters (<i>n</i> = 110). In January 2019, each student completed a validated questionnaire to identify semester-specific ethical teaching content. Besides descriptive analyses, Mann–Whitney <i>U</i> test was used to compare pre-clinical and clinical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 215 dental students, with a mean age of 25.3 (SD 4.1), participated in the study, of which 150 were female (69.8%) and 65 were male students (30.2%). The results in the areas of ‘previous knowledge of ethical issues’ and ‘expectations and desires in terms of teaching medical ethics’ showed similarities and differences between pre-clinical and clinical students. Both groups stated that they need training in ethics. Moreover, especially clinical students recognize that more ethical competence is needed if the first patient contact will start.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study indicates that there is a clear need for ethics education. Student awareness of the relevance of ethical competences and the perception of ethical problems increased progressively during the course of their studies. Overall, the study provides good support for the development of specific ethics courses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 3","pages":"833-839"},"PeriodicalIF":1.7,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831376","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}
Emelie Stenberg, Aleksandar Milosavljevic, Bengt Götrick, Nina Lundegren
Introduction
Continuing professional development is a lifelong learning process. One pedagogical approach that can be used is active learning. Flipped classroom is a method that has been shown to improve deeper conceptual understanding. In an online setting, the method saves travel, time, and costs. To our knowledge, flipped classroom is rarely used in continuing professional education. This study in general dentistry explored experiences of an online flipped classroom course in continuing professional development.
Materials and Methods
Fifteen dental hygienists, clinically active in general dental care, were interviewed. They were recruited from an online course on the latest classification system for periodontal diseases. The course had been conducted using an active learning and flipped classroom model. The interviews were semi-structured. Data were extracted using qualitative content analysis.
Results
The experiences of the dental hygienists could be summarized in three themes: Stimulation of knowledge gain through self-paced studies, The ease of virtual networking among colleagues, and Fostering of direct practical application through collaboration.
Conclusion
New and emerging communication technology seems to open new possibilities for continuing professional development in general dentistry. Study participants felt that, in an online environment, mixing asynchronous and synchronous communication in a flipped classroom model facilitated learning in continuing professional development. Online active learning seems to work well in continuous professional development in general dentistry. After the course, the participating dental hygienists stated that they were able to use their new knowledge clinically and felt confident doing so.
{"title":"Continuing professional development in general dentistry—experiences of an online flipped classroom","authors":"Emelie Stenberg, Aleksandar Milosavljevic, Bengt Götrick, Nina Lundegren","doi":"10.1111/eje.13013","DOIUrl":"10.1111/eje.13013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Continuing professional development is a lifelong learning process. One pedagogical approach that can be used is active learning. Flipped classroom is a method that has been shown to improve deeper conceptual understanding. In an online setting, the method saves travel, time, and costs. To our knowledge, flipped classroom is rarely used in continuing professional education. This study in general dentistry explored experiences of an online flipped classroom course in continuing professional development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Fifteen dental hygienists, clinically active in general dental care, were interviewed. They were recruited from an online course on the latest classification system for periodontal diseases. The course had been conducted using an active learning and flipped classroom model. The interviews were semi-structured. Data were extracted using qualitative content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The experiences of the dental hygienists could be summarized in three themes: Stimulation of knowledge gain through self-paced studies, The ease of virtual networking among colleagues, and Fostering of direct practical application through collaboration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>New and emerging communication technology seems to open new possibilities for continuing professional development in general dentistry. Study participants felt that, in an online environment, mixing asynchronous and synchronous communication in a flipped classroom model facilitated learning in continuing professional development. Online active learning seems to work well in continuous professional development in general dentistry. After the course, the participating dental hygienists stated that they were able to use their new knowledge clinically and felt confident doing so.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 3","pages":"825-832"},"PeriodicalIF":1.7,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664137","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}
Sayaka Kitahara, Shusuke Kusakabe, Tomohiro Takagaki, Hiroshi Ishigure, Shojiro Shimizu, Masaomi Ikeda, Michael F. Burrow, Toru Nikaido
IntroductionA dental humanoid robot, SIMROID®, is able to replicate the actions characteristic of human beings and enable training for communicating with patients and coping with unexpected situations. This study assessed user experiences via a survey questionnaire following hands‐on training on the SIMROID®.Materials and MethodsA total of 112 participants, consisting of 50 high school students who visited AUSD (Asahi University School of Dentistry) to participate in open campus events, 42 fourth‐year students at AUSD and 20 dental students from Mexico State Autonomy University, University of Siena and Peking University took the survey. The participants observed the movements and reactions of a SIMROID® robot placed on a dental unit for approximately 20 min after which they completed a questionnaire survey. Both Japanese and English versions of the questionnaire were prepared for local and visiting foreign dental students. The questionnaire comprised 8 items, with a further two items for those undertaking dental training and an open comment field.ResultsAll participants who observed the SIMROID® completed the questionnaire giving a 100% response rate. Generally, simulation training with SIMROID® was highly appreciated by all participants. The comprehensive evaluation score for SIMROID® was 4.56 ± 0.50 points for high school students, 4.05 ± 0.82 points for students at AUSD and 4.70 ± 0.47 points for foreign dental students, showing all participants had a very positive experience and impression of the SIMROID®.ConclusionsTherefore, simulation training using SIMROID® seems beneficial learning tool.
{"title":"Questionnaire survey on hands‐on simulation training using a dental humanoid robot (SIMROID®)","authors":"Sayaka Kitahara, Shusuke Kusakabe, Tomohiro Takagaki, Hiroshi Ishigure, Shojiro Shimizu, Masaomi Ikeda, Michael F. Burrow, Toru Nikaido","doi":"10.1111/eje.13006","DOIUrl":"https://doi.org/10.1111/eje.13006","url":null,"abstract":"IntroductionA dental humanoid robot, SIMROID<jats:sup>®</jats:sup>, is able to replicate the actions characteristic of human beings and enable training for communicating with patients and coping with unexpected situations. This study assessed user experiences via a survey questionnaire following hands‐on training on the SIMROID<jats:sup>®</jats:sup>.Materials and MethodsA total of 112 participants, consisting of 50 high school students who visited AUSD (Asahi University School of Dentistry) to participate in open campus events, 42 fourth‐year students at AUSD and 20 dental students from Mexico State Autonomy University, University of Siena and Peking University took the survey. The participants observed the movements and reactions of a SIMROID<jats:sup>®</jats:sup> robot placed on a dental unit for approximately 20 min after which they completed a questionnaire survey. Both Japanese and English versions of the questionnaire were prepared for local and visiting foreign dental students. The questionnaire comprised 8 items, with a further two items for those undertaking dental training and an open comment field.ResultsAll participants who observed the SIMROID<jats:sup>®</jats:sup> completed the questionnaire giving a 100% response rate. Generally, simulation training with SIMROID<jats:sup>®</jats:sup> was highly appreciated by all participants. The comprehensive evaluation score for SIMROID<jats:sup>®</jats:sup> was 4.56 ± 0.50 points for high school students, 4.05 ± 0.82 points for students at AUSD and 4.70 ± 0.47 points for foreign dental students, showing all participants had a very positive experience and impression of the SIMROID<jats:sup>®</jats:sup>.ConclusionsTherefore, simulation training using SIMROID<jats:sup>®</jats:sup> seems beneficial learning tool.","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"315 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140631169","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}
The cover image is based on the Original Article Effectiveness of a manual test at the beginning of dental school by Nicola U. Zitzmann et al., https://doi.org/10.1111/eje.12978. Featured: Dr. Irina Hauert Ilgenstein.
封面图片根据Nicola U. Zitzmann等人的原创文章《牙科学校开学时手工测试的有效性》（Effectiveness of a manual test at the beginning of dental school）制作，https://doi.org/10.1111/eje.12978。特写：Irina Hauert Ilgenstein 博士。
{"title":"Cover Image, Volume 28, Issue 2","authors":"","doi":"10.1111/eje.13012","DOIUrl":"https://doi.org/10.1111/eje.13012","url":null,"abstract":"<p>The cover image is based on the Original Article <i>Effectiveness of a manual test at the beginning of dental school</i> by Nicola U. Zitzmann et al., https://doi.org/10.1111/eje.12978. Featured: Dr. Irina Hauert Ilgenstein.\u0000\u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure></p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"i"},"PeriodicalIF":2.4,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140606358","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}
This study aimed to develop a module that incorporates hands-on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module.
Materials and Methods
The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second-year undergraduate dental students. Finally, a validated questionnaire (5-point Likert scale items and open-ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open-ended responses were analysed using content analysis.
Results
In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands-on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10–12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open-ended responses highlighted that hands-on activities and reflective feedback sessions were useful.
Conclusion
Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands-on activities and reflective feedback sessions in teaching dental materials science.
{"title":"Integrating hands-on practical and reflective feedback in teaching dental materials science to undergraduate dental students","authors":"Galvin Sim Siang Lin, Chan Choong Foong","doi":"10.1111/eje.13011","DOIUrl":"10.1111/eje.13011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study aimed to develop a module that incorporates hands-on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second-year undergraduate dental students. Finally, a validated questionnaire (5-point Likert scale items and open-ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open-ended responses were analysed using content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands-on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10–12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open-ended responses highlighted that hands-on activities and reflective feedback sessions were useful.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands-on activities and reflective feedback sessions in teaching dental materials science.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 3","pages":"816-824"},"PeriodicalIF":1.7,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140615122","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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