European Journal of Dental Education最新文献_第7页

A novel model for curriculum design: Preparation, planning, prototyping, and piloting 课程设计的新模式：准备、规划、原型设计和试点。

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

European Journal of Dental Education

Pub Date : 2024-03-22 DOI: 10.1111/eje.13004

Anthea Senior, Colleen Starchuk, Gisele Gaudet-Amigo, Jacqueline Green, Steven Patterson, Arnaldo Perez

Dental education continuously strives to provide students with positive and meaningful learning experiences. Developing or improving a curriculum usually encompasses three main phases: design, implementation, and evaluation. Most research on curriculum development in dental education has focused on the last two phases. Our commentary addresses this gap by describing a new model for curriculum design that effectively guided the design phase of the complete overhaul of the four-year Doctor of Dental Surgery curriculum at the School of Dentistry, University of Alberta. Built on the strengths of pre-existing curriculum design models, the new model provided enough structure and rigour to support the complexity required during a complete curriculum redesign whilst still allowing sufficient consultation and flexibility to encourage stakeholder engagement. The steps of the new 4P's model (preparation, planning, prototyping, and piloting) and main actions within each step are described. Challenges observed in each step and strategies to address them are reported. Other institutions embarking on renewing or redesigning a curriculum at a program level may benefit from using a curriculum design process similar to the 4P's model. Recommendations are discussed including the inclusion of educational consultants in the curriculum renewal committee, the importance of a leadership that effectively supports curriculum reform, purposeful engagement of stakeholders during each step of the design phase and ensuring that project and change management occur concurrently.

口腔医学教育一直致力于为学生提供积极而有意义的学习经历。开发或改进课程通常包括三个主要阶段：设计、实施和评估。大多数关于口腔医学教育课程开发的研究都集中在后两个阶段。我们的评论通过描述一种新的课程设计模式，有效地指导了阿尔伯塔大学牙科学院四年制牙科博士课程的全面改革设计阶段，从而弥补了这一空白。新模式借鉴了已有课程设计模式的优点，提供了足够的结构和严谨性，以支持完整课程重新设计所需的复杂性，同时还允许充分的咨询和灵活性，以鼓励利益相关者的参与。本文介绍了新的 4P 模式的各个步骤（准备、规划、原型设计和试点）以及每个步骤中的主要行动。报告了在每个步骤中观察到的挑战和应对策略。其他开始更新或重新设计课程的院校可能会受益于类似于 4P 模式的课程设计过程。报告还讨论了一些建议，包括在课程更新委员会中加入教育顾问、有效支持课程改革的领导层的重要性、在设计阶段的每个步骤中让利益相关者有目的地参与，以及确保项目和变革管理同时进行。

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引用次数: 0

Oral health students' perceptions of the learning environment in Australia and New Zealand: A DREEM study 口腔健康专业学生对澳大利亚和新西兰学习环境的看法：DREEM 研究。

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

European Journal of Dental Education

Pub Date : 2024-03-13 DOI: 10.1111/eje.13005

L. Pritchard, S. Keshoor, D. Eley, D. Beckett, A. Bromage, R. Knevel, J. Satur, N. Stormon

Introduction

Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three-year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program.

Materials and Methods

Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self-perception, atmosphere and social self-perception. Total DREEM scores were compared to previously published literature for other health professions students.

Results

A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p = .012).

Conclusions

The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements.

简介：口腔保健治疗师（OHTs）是全球一支不断壮大的队伍，他们拥有口腔保健预防、治疗计划和疾病管理方面的技能。在澳大利亚和新西兰，这些专业人员通过三年的本科课程接受培训，最终获得口腔健康学士学位。本研究旨在描述澳大利亚和新西兰口腔健康专业学生的学习环境。要求口腔健康专业的学生填写邓迪预备教育环境量表（DREEM），以表明他们对其教育课程环境的看法：来自澳大利亚和新西兰 10 所大学的口腔健康专业本科生应邀参加了调查。对学生经历的分析主要集中在教育环境的五个方面：学习、教学、学术自我感觉、氛围和社会自我感觉。DREEM总分与之前发表的其他卫生专业学生的文献进行了比较：共有 336 名职业高中学生完成了这项研究，占 10 所参与大学所有职业高中学生的 30%。使用 DREEM，参与者对环境的感知正面多于负面，在最高分 200 分中，DREEM 总分平均为 141 分（70.5%）。模型显示，大学所在地区是预测 DREEM 总分的主要因素，地区性大学的得分高于城市大学（p = .012）：结论：DREEM 被用于描述澳大利亚和新西兰海外高层次教育学生对学习环境的看法。本研究发现，大学所在区域是预测职业高中学生积极体验的一个重要因素。通过确定当代口腔健康课程的优缺点，本研究为未来的改进提供了启示。

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引用次数: 0

Multiple choice as formative assessment in dental education 在口腔医学教育中将多项选择作为形成性评价。

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

European Journal of Dental Education

Pub Date : 2024-03-08 DOI: 10.1111/eje.13002

Håvard J. Haugen, Thomas de Lange

Introduction

The effectiveness of multiple-choice questions (MCQs) in dental education is pivotal to student performance and knowledge advancement. However, their optimal implementation requires exploration to enhance the benefits.

Materials and Methods

An educational tool incorporating MCQs was administered from the 5th to the 10th semester in a dental curriculum. The students filled out a questionnaire after the MCQ, which was linked to the learning management system. Four cohorts of four semesters generated 2300 data points analysed by Spearmen correlation and mixed model regression analysis.

Results

Demonstrated a significant correlation between early exam preparation and improved student performance. Independent study hours and lecture attendance emerged as significant predictors, accounting for approximately 10.27% of the variance in student performance on MCQs. While the number of MCQs taken showed an inverse relationship with study hours, the perceived clarity of these questions positively correlated with academic achievement.

Conclusion

MCQs have proven effective in enhancing student learning and knowledge within the discipline. Our analysis underscores the important role of independent study and consistent lecture attendance in positively influencing MCQ scores. The study provides valuable insights into using MCQs as a practical tool for dental student learning. Moreover, the clarity of assessment tools, such as MCQs, remains pivotal in influencing student outcomes. This study underscores the multifaceted nature of learning experiences in dental education and the importance of bridging the gap between student expectations and actual performance.

导言：多选题（MCQs）在口腔医学教育中的有效性对学生的成绩和知识进步至关重要。然而，为了提高其效益，需要对其最佳实施进行探索：在口腔医学课程的第 5 至第 10 学期，使用了一种包含 MCQs 的教育工具。学生们在 MCQ 之后填写了一份问卷，该问卷与学习管理系统相连。通过斯皮尔曼相关分析和混合模型回归分析，四个学期的四批学生产生了 2300 个数据点：结果：早期备考与学生成绩提高之间存在明显的相关性。自主学习时数和听课次数是重要的预测因素，约占学生 MCQ 考试成绩差异的 10.27%。虽然 MCQ 的数量与学习时间呈反比关系，但这些问题的清晰度与学习成绩呈正比关系：事实证明，MCQs 可以有效地提高学生的学习成绩和学科知识水平。我们的分析强调了自主学习和坚持听课在积极影响 MCQ 分数方面的重要作用。这项研究为将 MCQs 作为牙科学生学习的实用工具提供了宝贵的见解。此外，MCQ 等评估工具的清晰度仍然是影响学生成绩的关键。这项研究强调了口腔医学教育中学习经验的多面性，以及缩小学生期望与实际表现之间差距的重要性。

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引用次数: 0

Effectiveness of virtual reality interactive simulation practice in prosthodontic education: A systematic review and meta-analysis. 虚拟现实互动模拟实践在口腔修复教育中的效果：系统回顾和荟萃分析。

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

European Journal of Dental Education

Pub Date : 2024-03-04 DOI: 10.1111/eje.12997

Hang-Nga Mai, Hien Chi Ngo, Seok-Hwan Cho, Chau Pham Duong, Hai Yen Mai, Du-Hyeong Lee

Introduction: Virtual reality-based interactive simulation (VRIS) provides a safe and controlled environment for dental students and professionals to develop skills and knowledge. This study aimed to investigate the effectiveness of using the VRIS for prosthodontic practice and to explore the trends, application areas, and users' attitudes towards VRIS.

Materials and methods: This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for searching studies published until 21 March 2023 that reported quantitative or qualitative learning outcomes related to the use of VRIS for dental prosthodontic practice and clinical training. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI) and Newcastle-Ottawa Scale-Education (NOS-E) tools. A random-effects meta-analysis was conducted to compare the intervention group (utilizing VRIS) and the control group (employing conventional prosthodontic training methods) based on performance skill scores and task completion time, with a significance level set at <.05.

Results: The meta-analysis revealed that the utilization of VRIS generally improves students' performance scores (SMD = 1.04; 95% CI, -0.35 to 2.44; I² > 50%; p = .13) and reduces task completion time (SMD = -0.03; 95% CI, 1.39-7.72; I² > 50%; p = .93). Notably, using VRIS significantly enhanced the performance scores in implant surgery practice (SMD = 0.26; 95% CI, 0.09-0.42; p < .05). Additionally, the VRIS method significantly reduced task completion time in the cavity restorative preparation task (SMD = -1.19; 95% CI, -1.85 to -0.53; p < .05).

Conclusion: Engaging in practice with VRIS has the potential to enhance learning proficiency in prosthodontic education. The advantages associated with VRIS encompass the provision of immediate feedback, decreased task completion time, heightened confidence and motivation, accelerated skill acquisition, improved performance scores, and increased learning engagement.

简介基于虚拟现实的交互式模拟（VRIS）为牙科学生和专业人员提供了一个安全可控的环境来发展技能和知识。本研究旨在调查在口腔修复实践中使用VRIS的有效性，并探讨VRIS的发展趋势、应用领域以及用户对VRIS的态度：本综述遵循系统综述和荟萃分析首选报告项目（PRISMA）指南，检索2023年3月21日之前发表的、报告了与在口腔修复实践和临床培训中使用VRIS相关的定量或定性学习成果的研究。纳入研究的质量采用医学教育研究质量工具（MERSQI）和纽卡斯尔-渥太华教育量表（NOS-E）工具进行评估。根据表现技能得分和任务完成时间对干预组（使用 VRIS）和对照组（使用传统修复培训方法）进行了随机效应荟萃分析比较，显著性水平设定为结果：荟萃分析表明，使用 VRIS 可普遍提高学生的成绩分数（SMD = 1.04；95% CI，-0.35 至 2.44；I2 > 50%；p = .13）并缩短任务完成时间（SMD = -0.03；95% CI，1.39 至 7.72；I2 > 50%；p = .93）。值得注意的是，使用 VRIS 能显著提高植入手术练习的成绩分数（SMD = 0.26；95% CI，0.09-0.42；p 结论：VRIS 能显著提高植入手术练习的成绩分数：使用 VRIS 进行实践有可能提高修复教育中的学习能力。与 VRIS 相关的优势包括提供即时反馈、减少任务完成时间、增强信心和动力、加快技能掌握、提高成绩分数和增加学习参与度。

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引用次数: 0

The quality of first-year dental students' cognitive structures and the factors that influence it 口腔医学一年级学生的认知结构质量及其影响因素。

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

European Journal of Dental Education

Pub Date : 2024-03-03 DOI: 10.1111/eje.13001

Asmaâ Sadki, Séverine Mateu-Ramis, Gaëtane Leloup, Mariane Frenay

Introduction

In health professions education, it is widely recognised that concept mapping helps students organise their knowledge. This study aimed to investigate the quality of first-year dental students' cognitive structures and the factors that influence it. Two approaches (qualitative and descriptive) to analysing student concept maps are described in this article. The qualitative approach emphasises the distinct morphologies (structures) that are considered to indicate the level of understanding. The descriptive approach provides information on the content's richness in terms of concepts and key concepts.

Materials and Methods

A total of 31 first-year dental students participated in this study. In an introductory session, students drew their first concept map (CM) using Cmaptools software. Then, students created and submitted individualised CMs for four course topics. Qualitative and descriptive approaches to analysing concept maps are valuable because they highlight what students have learned and how they organise and structure knowledge through CMs. To determine students' cognitive structures and explore the evolution of their representations over the four course topics, two examiners analysed the CMs' morphology and content.

Results

Students presented various cognitive structures for the same topic. The quality of concept maps seemed to be influenced by the topic, as well as by familiarisation with making CM.

Conclusion

Concept mapping revealed the organisation of students' knowledge. This study explored the structural (morphology) and content analyses of CMs. The quality of the CMs seems to be affected by the nature of the topic.

简介在健康专业教育中，人们普遍认为概念图可以帮助学生组织知识。本研究旨在调查口腔医学一年级学生认知结构的质量及其影响因素。本文介绍了分析学生概念图的两种方法（定性和描述性）。定性方法强调的是不同的形态（结构），这些形态（结构）被认为是理解水平的标志。描述性方法提供了概念和关键概念方面内容丰富程度的信息：共有 31 名口腔医学一年级学生参加了此次研究。在入门课程中，学生们使用Cmaptools软件绘制了他们的第一张概念图（CM）。然后，学生们针对四个课程主题创建并提交了个性化的概念图。对概念图进行定性和描述性分析的方法非常有价值，因为它们能突出学生学到了什么，以及他们如何通过概念图组织和构建知识。为了确定学生的认知结构并探索他们的表征在四个课程主题中的演变，两位考官对CM的形态和内容进行了分析：结果：学生对同一主题呈现出不同的认知结构。概念图的质量似乎受到主题以及对制作CM的熟悉程度的影响：概念图揭示了学生的知识结构。本研究探讨了概念图的结构（形态）和内容分析。概念图的质量似乎受到主题性质的影响。

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引用次数: 0

Creation and evaluation of an educational escape room for preclinical training on 3D printing in dentistry 创建和评估用于牙科 3D 打印临床前培训的教育逃生室。

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

European Journal of Dental Education

Pub Date : 2024-02-28 DOI: 10.1111/eje.12999

Élisa Caussin, Ahmad Qatramiz, Caroline Guillemot, Yohann Brukarz, Vinciane Loré, Sébastien Jungo, Hélène Gouze, Stéphane Le-goff, Elisabeth Dursun, Jean-Pierre Attal, Philippe François

Introduction

The benefit of pedagogical escape rooms for dental students' stimulation, interest and knowledge strengthening has been suggested by several studies. However, in previous studies, only a few students were evaluated. This study aims to confirm the purpose of this innovative pedagogical tool in terms of learning consolidation and team building from students' perceptions. We directly incorporated an educational escape game into the fundamental academic formation as a practical-work course for fifth-year dental students.

Materials and Methods

The present escape game focused on 3D printing, whose implementation fit the different steps of an escape game well. This study was conducted in March 2022. All fifth-year dental students (n = 212) were divided into 5–6 student groups to match the conditions of an escape game. Before entering the room, each student had to complete a cross-sectional knowledge true/false test of 8 questions to assess their general level. Additionally, an 18-question appreciation survey was completed when leaving the room.

Results

The students perceived the 3D-printing escape game to be relevant and especially expressed the benefit of being part of a team to exchange and build knowledge. These results suggest knowledge strengthening. The instructional benefit of this process seemed to exceed its mere fun and appealing aspect.

Conclusion

Our results with a large number of students showed that, from the students' perception, the educational escape game significantly improved knowledge and team-building. It created a supportive learning environment and increased students' motivation. It can provide a fun and effective way to diversify instruction.

介绍：多项研究表明，教学逃生室有利于激发牙科学生的学习兴趣，增强他们的知识。然而，在以往的研究中，只有少数学生接受了评估。本研究旨在从学生的角度证实这一创新教学工具在巩固学习和团队建设方面的作用。我们直接将教育性逃生游戏作为牙科专业五年级学生的一门实践课程，融入到基本的学术培养中：本逃生游戏的重点是 3D 打印，其实施非常符合逃生游戏的不同步骤。本研究于 2022 年 3 月进行。所有五年级牙科学生（n = 212）被分成 5-6 个学生小组，以符合逃脱游戏的条件。在进入房间之前，每个学生都必须完成一个包含 8 个问题的横向知识真/假测试，以评估他们的综合水平。此外，在离开房间时还需完成一份包含 18 个问题的鉴赏调查：结果：学生们认为 3D 打印逃生游戏很有意义，尤其是表达了作为团队一员交流和积累知识的益处。这些结果表明知识得到了加强。这一过程的教学效益似乎超过了其单纯的趣味性和吸引力：我们对大量学生的研究结果表明，从学生的角度来看，教育性逃生游戏大大提高了学生的知识水平和团队建设。它创造了一个有利的学习环境，提高了学生的学习积极性。它为多样化教学提供了一种有趣而有效的方法。

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引用次数: 0

3D-printed model for gingival flap surgery simulation: Development and pilot test 用于牙龈瓣手术模拟的 3D 打印模型：开发与试点测试

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

European Journal of Dental Education

Pub Date : 2024-02-22 DOI: 10.1111/eje.12998

David Antunes, Olivier Mayeur, Cédric Mauprivez, Romain Nicot

Introduction

To assess the feasibility of a realistic model for learning oral flaps using 3D printing technology.

Materials and Methods

A mould was designed to reproduce the mandibular gingival mucosa, and a mandibular model was created using a three-dimensional printer for training undergraduate students to perform gingival flaps. After a short interview about its use, the participants were asked to use the simulator and provide feedback using a 5-point Likert questionnaire.

Results

The 3D-printed oral surgery flap training model was practical and inexpensive. The model was very realistic, educational and useful for hands-on training.

Conclusions

3D printing technology offers new possibilities for training in dental treatments that are currently difficult to replicate. The use of this simulator for oral flap surgery was well-received and considered promising by the participants.

评估利用 3D 打印技术制作学习口腔瓣的逼真模型的可行性。

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引用次数: 0

Oral cancer awareness among dental students in a private university setting 私立大学牙科学生对口腔癌的认识

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

European Journal of Dental Education

Pub Date : 2024-02-22 DOI: 10.1111/eje.13000

Ana Antoranz, Natalia Navarrete, Elisabeth Casañas, Marta Muñoz-Corcuera

Introduction

There is a great deal of research on the awareness of students and professionals regarding oral cancer. The aim of this study was to find out students' opinions in their final years of dental school training who have clinic time about the importance of correct mucosal examination of the oral cavity.

Materials and Methods

A cross-sectional study was carried out and a questionnaire was designed and distributed to fourth- and fifth-year dental students. The questionnaire included demographic aspects of the participants and five closed questions related to the importance given to the exploration of the soft tissues during patient visits, the importance of the university training received, their interest in continuing education on this subject, their role as dentists in early diagnosis and whether they consider themselves prepared to diagnose oral cancer.

Results

A total of 214 undergraduate dental students participated in the study, 24.3% fourth year and 75.7% fifth year. Moreover, 97.7% of the students considered soft tissue examination to be important or very important, 90.2% of the students surveyed considered the university training received to be important or very important and 66.4% of the students considered that the most qualified professional to diagnose an oral lesion is the dentist.

Conclusion

In this study, most of the students felt that graduate training in oral cancer is important, as well as soft tissue examination. In addition, the majority considered that the professional most indicated to diagnose oral lesions is the dentist. However, a very small percentage felt prepared to diagnose oral cancer themselves.

关于学生和专业人员对口腔癌的认识，已有大量研究。本研究的目的是了解牙科学校最后几年有门诊时间的学生对正确检查口腔黏膜重要性的看法。

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引用次数: 0

Simulation training for medical emergencies: Evaluation of dentists’ long-term learning skills and confidence 医疗急救模拟训练：评估牙医的长期学习技能和信心。

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

European Journal of Dental Education

Pub Date : 2024-02-20 DOI: 10.1111/eje.12996

Naotaka Kishimoto, Tomoaki Ujita, Simon D. Tran, Takuro Sanuki, Kenji Seo

Introduction

As the population ages and more patients experience medical emergencies during dental treatments, dentists must competently and confidently manage these situations. We developed a simulation training course for medical emergencies in the dental setting using an inexpensive vital sign simulation app for smartphones/tablets without the need for an expensive simulator. However, the duration for which this effect is maintained is unclear. This study was performed to evaluate the long-term educational effect at 3, 6, and 12 months after taking the course.

Materials and Methods

Thirty-nine dental residents participated in this course. Scenarios included vasovagal syncope, anaphylaxis, hyperventilation syndrome, and acute coronary syndrome, each of which the participants had to diagnose and treat. The participants were evaluated using a checklist for anaphylaxis diagnosis and treatment skills immediately after and 3, 6, and 12 months after the course. The participants were also surveyed about their confidence in diagnosing and treating these conditions by questionnaire before, immediately after, and 3, 6, and 12 months after the course.

Results

The checklist scores for anaphylaxis were significantly lower at 3, 6, and 12 months after the course than immediately after the course. The percentage of participants who provided a correct diagnosis and appropriate treatment for vasovagal syncope, hyperventilation syndrome, and acute coronary syndrome was lower at all reassessments than immediately after the course.

Conclusion

Because medical emergency management skills and confidence declined within 3 months, it would be useful to introduce a refresher course approximately 3 months after the initial course to maintain skills and confidence.

简介：随着人口老龄化，越来越多的患者在牙科治疗过程中遇到医疗紧急情况，牙科医生必须有能力、有信心地处理这些情况。我们针对牙科环境中的医疗紧急情况开发了一个模拟培训课程，使用的是一款价格低廉的智能手机/平板电脑生命体征模拟应用程序，无需昂贵的模拟器。然而，这种效果能维持多久尚不清楚。本研究旨在评估课程结束后 3、6 和 12 个月的长期教育效果：39 名牙科住院医师参加了该课程。情景包括血管迷走性晕厥、过敏性休克、过度换气综合征和急性冠状动脉综合征，每个情景都需要学员进行诊断和治疗。课程结束后立即使用过敏性休克诊断和治疗技能检查表对学员进行评估，课程结束后 3 个月、6 个月和 12 个月对学员进行评估。此外，还在课程前、课程刚结束时、课程结束后 3、6 和 12 个月，通过问卷调查学员对诊断和治疗这些疾病的信心：结果：课程结束后 3、6 和 12 个月，过敏性休克的核对表得分明显低于课程刚结束时的得分。对血管迷走性晕厥、过度换气综合征和急性冠状动脉综合征提供正确诊断和适当治疗的学员比例在所有复评中均低于课程刚结束时的水平：结论：由于医疗急救处理技能和信心在 3 个月内有所下降，因此在首次课程结束约 3 个月后开设复习课程对保持技能和信心很有帮助。

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引用次数: 0

Assessment of dental students' knowledge of infection control and prevention during the COVID-19 pandemic 评估牙科学生在 COVID-19 大流行期间的感染控制和预防知识。

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

European Journal of Dental Education

Pub Date : 2024-02-20 DOI: 10.1111/eje.12995

Lea Budak, Dubravka Negovetić Vranić, Lara Vranić

Introduction

Since the start of the COVID-19 pandemic, new guidelines for dental practice were published. This research aims to examine the knowledge of dental students and their attitudes towards current guidelines.

Materials and methods

The study involved 76 fourth-year dental medicine students from three public universities in Croatia. A survey questionnaire was developed based on in-depth interviews and a pilot pretesting. The online questionnaire consisting of 36 questions was published using Google Forms. The survey data were analysed using Microsoft Excel and presented with descriptive statistics.

Results

Survey data showed the dental students' knowledge of the guidelines for dental practices is at an insufficient level (average score of 67% correct answers). Students who have come across the guidelines outside the faculty environment through assistantships have demonstrated lesser knowledge (65%) of the guidelines than the ones who do not (68%). A similar trend is observed with dental students who grew up in a family of doctors of dental medicine (61%) and ones who did not (68%). Students also independently assessed their knowledge of the guidelines as moderate (3.15 out of 5), while evaluating the application of current guidelines as very important (4.38 out of 5).

Conclusion

Awareness of dental students should be improved by adapting the curriculum of dental studies and increasing the availability of information on current guidelines. Dental students need to be motivated to independently inform themselves about the current guidelines for dental practices, thus improving their clinical work.

导言：自 COVID-19 大流行开始以来，发布了新的牙科实践指南。本研究旨在考察牙科学生对现行指南的了解和态度：研究涉及克罗地亚三所公立大学的 76 名四年级牙科医学专业学生。在深入访谈和试点预试的基础上编制了调查问卷。在线问卷包括 36 个问题，使用谷歌表格发布。调查数据使用 Microsoft Excel 进行分析，并通过描述性统计进行展示：调查数据显示，牙科学生对牙科实践指南的了解程度不够（平均正确率为 67%）。通过助教工作在院系外接触过指南的学生对指南的了解程度（65%）低于没有接触过的学生（68%）。在牙医家庭长大的学生（61%）和不在牙医家庭长大的学生（68%）也有类似的趋势。学生们还将自己对指南的了解程度独立评定为中等（3.15 分，满分为 5 分），而将现行指南的应用评定为非常重要（4.38 分，满分为 5 分）：结论：应通过调整口腔医学专业课程设置和增加有关现行指南的信息来提高口腔医学专业学生的认识。需要激励牙科学生独立了解当前的牙科实践指南，从而改进他们的临床工作。

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