Journal recommended guidelines for systematic review and meta-analyses.

Systematic reviews and meta-analyses aggregate research findings across studies and populations, making them a valuable form of research evidence. Over the past decade, studies in medical education using these methods have increased by 630%. However, many manuscripts are not publication-ready due to inadequate planning and insufficient analyses. These guidelines aim to improve the clarity and comprehensiveness of reporting methodologies and outcomes, ensuring high quality and comparability. They align with existing standards like PRISMA, providing examples and best practices. Adhering to these guidelines is crucial for publication consideration in Anatomical Sciences Education.

Analysis of different factors on dental students' perception of a flipped classroom model: A 6-year follow-up study.

INTRODUCTION: To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years. MATERIALS AND METHODS: In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions. RESULTS: When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture. CONCLUSION: Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.

Learning cardiac embryology on YouTube-What videos are there to view?

In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."

The application of interdisciplinary and cross-grade learning teaching method in stomatology course.

OBJECTIVES: The first purpose of this project was to determine whether an interdisciplinary and cross-grade teaching model impacts students' learning enthusiasm and their views on this teaching method. The second purpose was to determine whether the model positively impacted students' theoretical course exam scores. METHODS: We recruited 203 pre-clinical undergraduate dental students, including 104 third- and 99 fourth-grade students. The study was conducted in experimental classes for the "Dental Materials" course in the third-grade program (focusing on cement material mixing techniques) and the "Endodontics Practice" course in the fourth-grade program (focusing on the preparation and filling of Class II cavities). The interventions were implemented before, during, and after the class. We assessed students' attitudes toward this teaching method and changes in their course scores. RESULTS: The survey questionnaire assessed the students' levels of learning enthusiasm, professional competence, and classroom effectiveness, all of which demonstrated significant improvement. The average scores for lab operations, quizzes, and usual performance exhibited a substantial increase (p < 0.001). The average score of the final examination increased from 75.61 to 78.17 (p = 0.008). CONCLUSIONS: Significant enhancement in students' learning attitudes, course scores, collaborative abilities, and innovation capacities were observed following the interdisciplinary and cross-grade teaching method. Furthermore, the overall classroom efficiency improved. This teaching method can expand the scope of future research.

Anatomy beyond the pandemic: A Q-methodology study exploring student perceptions toward a hybrid curriculum.

As a result of the COVID-19 pandemic, anatomy education was forced to adopt online modes of delivery. Previous research on student views revealed areas of strong preference (asynchronous lectures) and strong dislike (virtual specimens) in online anatomy courses. The current study seeks to compare the views of a single cohort of students experiencing both online and in-person undergraduate introductory anatomy and physiology courses. This comparison can highlight what students consider beneficial to their education and can inform future hybrid course offerings. Q-methodology was used to assess the opinions of students. Students sorted 41 statements on anatomy education in a quasi-normally distributed grid based on their degree of agreement with the statements. The rankings underwent a by-person factor analysis which categorized students with shared perceptions into groups. Data were collected from 246 students in the primarily online fall semester and 191 students in the primarily in-person winter semester. Analysis revealed three distinct factors (groups) in the cohort. Factor one (n = 113 (fall), n = 93 (winter)), was satisfied overall with the course materials and delivery. Factor two (n = 52 (fall), n = 18 (winter)) had a deep dislike of online learning, and factor three (n = 37 (fall), n = 49 (winter)) had a strong preference for online learning. While many students were comfortable in both online and in-person learning environments, this was not the case for all learners. The strengths and weaknesses of each teaching modality suggest the opportunity to explore hybrid learning as an option for future course offerings and specifically highlight valuable aspects to incorporate from each environment.

Can peer feedback substitute for faculty feedback in predoctoral dental education?

PURPOSE/OBJECTIVES: The ability to give and receive feedback is a key skill to develop during predoctoral dental education, and the use of peer feedback specifically offers distinct benefits including a different understanding of material due to peers' proximity of knowledge development and assisting with overburdened instructors. However, it is unclear if peer feedback offers similar quality to instructor feedback. METHODS: Dental students in two different graduation years provided quantitative and qualitative peer feedback on a case-based oral and maxillofacial pathology simulation. The data from these exercises were aggregated and analyzed to compare the quality of qualitative feedback to course examination scores. Student perceptions of peer feedback were also recorded. RESULTS: The mean quality of feedback was not correlated with course examination scores, though the number of times students gave high-quality feedback and received high-quality feedback was correlated with course examination scores. Student feedback overall had a lower quality than instructor feedback, though there was no significant difference between instructor feedback quality and the maximum student feedback quality received. Student perceptions of the utility of feedback were positive. CONCLUSION: While instructor feedback is more reliable and consistent, our findings suggest that in most instances, at least one peer in moderate-sized groups is able to approximate the quality of instructor feedback on case-based assignments.

Instructional strategies and challenges for implementing teledentistry in dental hygiene curricula: A qualitative study.

PURPOSE/OBJECTIVES: Research has documented the implementation of telecommunications and virtual technology use in health care disciplines to expand accessibility. Despite the current trend of digital innovations in healthcare systems, telehealth technology is not readily adopted in the dental hygiene profession yet. Currently, no standardized educational framework exists in dental hygiene curricula to prepare professionals with the technical skill set and professional knowledge necessary for telehealth applications. The aims and objectives of this research were (1) to investigate existing dental hygiene educators' pedagogical frameworks for incorporating telehealth technology into dental hygiene curricula, (2) explore these educators' instructional strategies for teaching telehealth technology, and (3) examine the theoretical implications and practical outcomes of teaching telehealth technology for professional development and transferrable work-force ready skills. METHODS: A nine-item, open-ended, semi-structured interview guide was prepared and approved by the Institutional Review Board (IRB) in January 2023 to qualitatively investigate accredited entry-level dental hygiene programs in the United States. Thematic interpretational analysis was conducted using NVivo software. RESULTS: A total of 54 of the 328 dental hygiene programs volunteered for participation. Thirteen full-time and part-time dental hygiene educators met inclusion criteria. The core salient themes identified included (a) curriculum mapping, (b) technology integration, (c) professional collaboration, and (d) supplemental skill set. CONCLUSIONS: These findings provide guidance to dental hygiene programs for bridging the teledentistry knowledge gap in curriculum development. Incorporating telehealth applications into dental hygiene curricula prepares future dental hygienists with the specialized training needed to function as a member of contemporary health care teams addressing access to care.

A novel approach for designing hands-on training programs using Quick Reference code-linked videos.

Providing training on the proper use of technology in the context of a large number of learners and limited faculty availability is a constant challenge to dental schools. We found the implementation of a QR-code-based autonomous program design to be efficient and effective at providing trainees hands-on training with newly installed perioperative equipment.

A customized table-top aging simulation exercise to augment gerodontology teaching.

While aging simulation suits have been used in healthcare education to promote empathy for older adults, little has been published on learning outcomes specific to geriatric dental patients. We designed a seminar utilising a customised ageing simulation suit to help dental students empathise with several disabilties their older adult patients may face.

Development of undergraduate students' diagnostic accuracy for the classification of molar incisor hypomineralization.

INTRODUCTION: One of the major difficulties with respect to molar incisor hypomineralization (MIH) is its classification and differentiation from other enamel development defects (EDDs). The aim of this study was to evaluate diagnostic accuracy in dental students to classify MIH as well as its differentiation from other EDDs by combining conventional theoretical classes and e-learning-assisted pre-clinical practices. METHODS: In this one-group pre-test and post-test study, 59 second-year students assessed 115 validated photographs using the MIH Index on the Moodle learning platform. This index assesses the clinical features and extent of MIH, differentiating it from other EDDs. Students received automatic feedback after the pre-test. Two weeks later, students re-evaluated the same photographs. Both pairwise accuracy and overall diagnostic accuracy were estimated and compared for pre- and post-testing, with the area under the curve AUC, along with 95% confidence intervals (95% CI). RESULTS: The lowest diagnostic accuracy was for the ability to discriminate between white or cream-coloured demarcated opacities and hypomineralization-type defect that is not MIH. The overall pre-test accuracy was AUC = 0.83 and increased significantly post-test to AUC = 0.99 (p < .001). The overall accuracy to discriminate the extent of the lesion also increased significantly post-test (p < .001). CONCLUSION: Diagnostic skills to classify MIH can be developed by combining conventional theoretical classes and e-learning-assisted pre-clinical practices.

Israeli medical faculties' response to the COVID-19 crisis vis-à-vis anatomical education: The cultivation of future academic leadership-A national mixed-methods study.

The COVID-19 crisis created unprecedented conditions for the medical academic system that enable it to showcase the real value of learning approaches in anatomical education. In parallel, the ongoing reassessment of the role of dissection in medical training, given the huge advances in imaging technology and science education, continued. The present study investigates the response of the six Israeli medical faculties to the pandemic vis-à-vis anatomical education. We reached out to medical students studying anatomy at the time of the crisis (N = 311), advanced medical students working as anatomy instructors (N = 55), and deans and heads of anatomy departments (N = 6). Applying a mixed-method approach, we used Likert scale questionnaires and held in-depth interviews with faculty members. Our results indicate that Israeli medical faculties were committed to a dissection-based anatomy curriculum and made substantial efforts to maintain it in the face of health restrictions. Students appreciated these efforts as this was their preferred learning method. Through a phenomenological analysis of interviews, we demonstrate how the crisis opened up a unique prism through which new insights into the debated role of dissection may be gleaned. Our analysis also reveals that anatomy instructors played a pivotal role in the crisis, not only because they carried out faculty policy, but especially because it gave them the opportunity to determine policy and show leadership. The crisis additionally enabled faculties to cultivate their leadership skills. Our research confirms donor body dissection as a mainstay of anatomical education and emphasizes its immeasurable value to the curriculum and future physicians.

The Use of Simulation Models and Student-Owned Animals for Teaching Clinical Examination Procedures in Veterinary Medicine.

Clinical examination procedures (CEPs) are cornerstone clinical skills for veterinary practitioners, being taught in all veterinary faculties. CEPs include innocuous procedures that are well tolerated by animals as well as more distressful and less tolerated ones. In a classical approach, institutional animals are used to teach and practice CEPs. Two hundred and thirty-one undergraduate students from four consecutive years were assigned to two groups that used institutional animals only (AO) or a combination of students' owned animals and simulation models (model-animal, MA) to teach and practice CEPs. This latter comprised stuffed teddy dogs, eye and ear models made of molding silicone, as well as skin models. The learning outcome of each system was compared through questionnaires (throughout classes and at the end of course), grades, and pass rates in objectively structured clinical examinations. Most veterinary students had their own animals, being easy to have a dog per group of two students in class. All the students' owned animals adapted well to this environment. The interest in the practical activities with the simulation models was comparable to that exhibited in the classical AO system. Students reported to learn more with the MA system than with the AO, while the interest on the subjects and the relevance were appraised similarly in both systems. No differences existed in the final grades and pass rates. The MA system was effective for learning CEPs. Beyond animal welfare advantages, this system increased the out-of-school training and had financial saving benefits, being a valuable option for the teaching and training of CEPs.

Hue dental students' use and perception of an online dental learning platform: A pilot study.

PURPOSE/OBJECTIVES: Online educational materials are growing in use, and dental students worldwide can benefit from higher quality and more accessible online supplemental resources. This study was created to evaluate the learning resources non-English speaking dental students desire and to pilot My Dental Key (MDK), an English, evidence-based, online dental educational platform. METHODS: Third to sixth year dental students at the Hue University of Medicine and Pharmacy were asked to pilot MDK over a 5-week period and were invited to answer three surveys throughout the study. A preliminary survey was given to gauge the participants' (n = 209) preferences regarding the use of English-based dental educational resources. Participants (n = 58) completed a presurvey prior to accessing MDK. After the 5-week period, participants (n = 38) were given a postsurvey to evaluate the platform's effectiveness as a supplemental educational resource. RESULTS: Overall, we found that: (1) students desire credible online supplemental resources in addition to current resources provided by their school, (2) the multimodal content that MDK provides is a strength that bridges language barriers (3) participants perceived that the content on MDK would help them in class and when treating patients. CONCLUSIONS: Improving the quality of online supplemental dental resources will have the capability to progress the current educational landscape, and further resources should be created to best serve the global dental community.

Structured Online Modules and Near-Peer Teaching in Neuroanatomy Stimulate Active Learning and Can Have Beneficial Effects on Medical Students' Scores.

Introduction: As a solution to a decrease in curriculum time and the continuous growth of student-staff ratio, the Ghent University uses near-peer teaching (NPT) in neuroanatomy practical sessions. To improve learning outcomes, students involved in NPT created an online module. This study evaluated the added value of the online module and investigated tutees' learning experience with NPT. Materials and Methods: A cross-sectional study was conducted on second-year medical students who followed a model trajectory. Their completion rate of the online module and results of pre- and posttests on the practical session content, the spotter test, and the theoretical exam were evaluated. Additionally, all second-year medical students were invited to complete a questionnaire on NPT and practical experience. Results: A total of 253 second year students were included. Their completion rates of the online module were moderately correlated with the spotter exam results (r = 0.37, p < 0.001). Students who completed all pretests (96.44%) scored significantly better on the spotter exam (p < 0.001). Learners who completed all posttests (50.99%) scored significantly better on the spotter test (p < 0.001). Spotter tests and theoretical exam results were moderately correlated (r = 0.50, p < 0.001). Three-quarters of 352 second year students completed the questionnaire and fully agreed on all statements that assessed NPT and the practical sessions. Conclusion: An online neuroanatomy learning module stimulates active learning and can be helpful to improve students' spotter test and neuroanatomy exam scores. NPT is a valuable teaching resource and is generally well perceived in delivering high-quality education.

Conceptualizing the next patient interaction: A clinical skillset using an emulation model in critical thinking.

CONCEPTUALIZING: The next patient interaction is logical, essential, and largely done intuitively. MAIN PURPOSE: To design and test a succinct learning guide for student guidance and student-faculty interaction in conceptualizing the next patient interaction. METHODS: In 2021 and 2022, faculty scored questions from 1-5: Recognize deviation from the ideal? Articulate how and how much the situation deviated? Gage consequences of the situation? Assess own capabilities? To what extent does the student have a clear grasp of the procedural outcome? Faculty were also given open-ended questions. RESULTS: Forty-eight reports were completed, 25 D3 and 23 D4. Three hundred thirty-five faculty entries were made in the questions calling for a 1-5 response out of a possible 336 responses. Statistically significant differences were noted. Students were better able to recognize the situation as different from ideal than to articulate how and how much the situation deviated. Students were better able to grasp how and how much this situation differs from the ideal than to assess own capabilities. D4 students were better able to recognize deviation from the ideal and to articulate how and how much the situation deviated than were D3 students. For open-ended questions, more students were scored as "Prepared" than were scored as "Unsure" and "Missed" combined. CONCLUSIONS: The exercise is seen as a succinct and constructive (nonjudgmental) path to guide the student's conceptualization of the next patient encounter before the encounter begins. Next steps will be incremental for wider use in a clinical teaching environment.

Insights in interprofessional education: Dental hygiene students' suggestions for collaboration.

Background: Interprofessional education (IPE) promotes team-based approaches to professional practice and lifelong collaboration. However, there is little consensus on its "best practice" in dentistry and dental hygiene curricula. This study aimed to explore dental hygiene students' perceptions and experiences of collaboration with dentistry students in an IPE program that authentically represents private practice settings and work processes. The intent was to identify what students thought would best help prepare them to work collaboratively in an oral health team once they graduated after participating in this experience. Methods: Data were collected from 40 dental hygiene student written reflections and 6 dental hygiene students through a focus group session that was audiorecorded and transcribed. Data were examined using thematic analysis. Results: Five interrelated themes emerged: 1) understanding of roles and responsibilities; 2) hierarchical perceptions and level of experience; 3) team dynamics; 4) instructor and staff involvement and support; and 5) timing and structure of IPE activities. The findings suggest that dental hygiene students need consistent and sustained access to realistic environments in which to practise team roles and work directly with dentistry students. Opportunities to build relationships with dentistry students before working together in professional roles appear to alleviate hierarchical concerns that impede teamwork. Conclusion: IPE should occur throughout students' education as hierarchical perceptions appear to influence collaboration. Informal and/or non-clinical IPE opportunities should be introduced early in students' education to develop a foundation for team dynamics in later formal and/or clinical IPE activities. Students should collaborate in ways that will be reflected in professional expectations after graduation; the environment in which they learn their team role should provide the opportunity to authentically practise it.

Contexte: La formation interprofessionnelle (FIP) favorise les approches basées sur le travail d'équipe en matière d'exercice professionnel et de collaboration tout au long de la vie. Cependant, il y a peu de consensus quant à ses « meilleures pratiques ¼ lorsqu'il s'agit de programmes de dentisterie et d'hygiène dentaire. La présente étude visait à explorer la perception et les expériences des étudiants en hygiène dentaire en matière de collaboration avec les étudiants en dentisterie dans le cadre d'un programme de FIP qui représente de manière authentique les contextes et les processus de travail en cabinet privé. L'intention était de définir ce qui, selon les étudiants, les préparerait le mieux à travailler en collaboration au sein d'une équipe de soins buccodentaires après avoir obtenu leur diplôme. Méthodologie: Des données ont été recueillies à partir de réflexions écrites par 40 étudiants en hygiène dentaire et de 6 étudiants en hygiène dentaire dans le cadre d'une séance de groupe de discussion audio enregistrée et transcrite. Les données ont été examinées par analyse thématique. Résultats: Cinq thèmes interdépendants ont été dégagés : 1) la compréhension des rôles et des responsabilités; 2) les perceptions hiérarchiques et le niveau d'expérience; 3) la dynamique du travail d'équipe; 4) la participation et le soutien des enseignants et du personnel; et 5) le moment choisi et la structure des activités de FIP. Les résultats suggèrent que les étudiants en hygiène dentaire ont besoin d'un accès constant et soutenu aux environnements réalistes dans lesquels ils peuvent assumer les rôles de l'équipe et travailler directement avec des étudiants en dentisterie. Les possibilités de tisser des liens avec les étudiants en dentisterie avant de travailler ensemble dans des rôles professionnels semblent réduire les préoccupations hiérarchiques qui font obstacle au travail d'équipe. Conclusion: La FIP doit avoir lieu tout au long de la formation des étudiants, puisque les perceptions hiérarchiques semblent influencer la collaboration. Les occasions de FIP informelles ou non cliniques doivent être introduites tôt dans la formation des étudiants afin de créer une fondation de dynamique pour l'équipe lors des activités de FIP formelles ou cliniques ultérieures. Les étudiants doivent collaborer de façons qui seront reflétées dans les attentes professionnelles après l'obtention de leur diplôme. L'environnement dans lequel ils apprennent leur rôle au sein de l'équipe devrait leur fournir l'occasion de l'exercer de manière authentique.

Developing diagnostic skills from preclinical dental education: Caries detection and assessment using e-learning assisted practice.

PURPOSE: To evaluate the feasibility of developing visual diagnostic skills for detecting and assessing dental caries using e-learning assisted practice in preclinical dental education. METHODS: A one-group before and after the study was conducted. After a theoretical lesson on cariology, 53 inexperienced second-year preclinical students assessed 78 clinical photographs using the Nyvad criteria; they received automated feedback upon completion of the test. After a week, all students reassessed the same set of photographs, which were randomly reordered. Differential diagnostic accuracy was analyzed category-pairwise, and overall accuracy measures were based on the receiver operator curve. Diagnostic accuracy in both attempts was evaluated and compared through estimation and pooling of individual student accuracies. RESULTS: Pooled category-pairwise accuracy was lower for discriminating Sound surface from Non-cavitated-active caries, and for discriminating inactive caries (surface discontinuity) from intact surface inactive caries and Cavitated-active caries. Pooled overall accuracy, after the theoretical lesson, was 0.79 (95% confidence interval [CI] 0.77-0.81), and it increased to 0.99 (95% CI 0.98-0.99) after feedback. Between-student variability in accuracy was reduced from I2  = 0.66 to 0.55. CONCLUSION: E-learning assisted practice is a feasible alternative to start developing visual diagnostic skills for detecting and assessing dental caries using the Nyvad criteria from preclinical dental education in cariology. However, further studies are required to evaluate its effectiveness in improving real-world practice knowledge and skills.

The soap carving versus the digital sculpting: Evaluation of students' preferences and performance in dental anatomy course: Pilot study.

PURPOSE/OBJECTIVES: The aim of this study was to evaluate the change in students' preferences between soap carving (SC) and digital sculpting (DS) methods after obtaining tooth with both methods, their opinions about the methods and their performance in the dental anatomy course. MATERIALS AND METHODS: The SC and DS methods were demonstrated. Students were asked to obtain a maxillary central incisor by both methods and to record time. Students' preferences were asked both before and after applying both methods. The level of significance for statistical analysis was set at p ≤ .05. RESULTS: Forty first year preclinical students (24 female, 16 male) participated in this study. Their mean age was 19.38 years ±1.00 year. There was a statistically significant difference between the mean time of the DS method according to gender (p = .004) and the mean time of DS and SC methods for females (p = .015). There was also a statistically significant difference between preferences of students for "In the future while treating the patient in the clinic, I learned with ………… method in the preclinic will be more useful for me." statement, before and after applying both methods (p = .034). CONCLUSIONS: The obtaining the tooth of the students with DS method were longer than with SC method (especially in the females). After applying both methods, the students changed their minds that learning the information about the SC and DS methods would have a similar effect when treating patients in the clinic.