Postgraduate Training in Prosthodontics: Residents' and Supervisors' Perspectives on Current Training: A Cross-Sectional Study.

OBJECTIVE: To identify postgraduate (PG) prosthodontic trainees' and supervisors' introspective views regarding prosthodontic education and clinical training. STUDY DESIGN: Cross-sectional survey. Place and Duration of the Study: The Aga Khan University Hospital, Karachi, from May to October 2021. METHODOLOGY: Data regarding the trainee induction process, teaching and learning practices, research interests, frequency of assessment, and trainees' satisfaction levels with the adequacy of didactic and clinical training in their centres were collected from Prosthodontic PG trainees and supervisors in Pakistan using REDCap software and analysed using SPSS 23.0. Frequencies of the observed responses from both populations were reported, and associations among private and public training centres were studied with Chi-square (or Fisher's exact). Differences in satisfaction levels across theoretical and clinical training domains were assessed with Mann- Whitney U test. RESULTS: Out of 17 supervisors and 104 PG trainees, 30% reported having a supervisory board in their institute. Most participants had entry tests conducted in their centres. The interference of influential sources during trainee induction was reported by 88.2% of the supervisors, while 66.7% trainees expressed the need for such influence to acquire training. Simulation-based teaching was available to 43.2% of trainees, 83% expressed interest in publishing research and 85% in publishing cases. Trainees were overall satisfied with their didactic and clinical training, whereas their satisfaction level was found neutral with theory and clinical training in maxillofacial-prosthodontics and clinical training of occlusion and temporomandibular disorders. CONCLUSION: The results emphasise the need for regulation and monitoring of the trainee induction process, quality of training, and frequent assessments in the prosthodontics postgraduate training programmes across Pakistan. KEY WORDS: Prosthodontics, Programme evaluation, Graduate dental education, Postgraduate dental education, Postgraduate medical education.

Digital technology implementation in prosthodontics postgraduate programs in Saudi Arabia: a multi-institutional survey of program directors.

OBJECTIVE: To assess the current status of digital technology (DT) implementation in prosthodontics post-graduate (PG) programs in Saudi Arabian dental institutions. METHODOLOGY: A 19-item survey was created using Google forms and the link was emailed to the 29 prosthodontics PG program directors (advanced clinical training and joint program) in Saudi Arabia. The questionnaire contained five Sect. 1) didactic training and DT usage in PG preclinical, clinical and laboratory training, 2) incorporation of DT in PG program, 3) utilization of DT and the types of cases treated by PG students during their course, 4) information on the faculties involved in prosthodontics PG education, and 5) potential challenges encountered and program directors' satisfaction of the PG program. Descriptive statistics was used to present the frequencies and proportions, and Chi square inferential test was used to compare the participants' response based on the type of PG programs (α = 0.05). RESULTS: Only 28 program directors responded to the survey, yielding a 95.5% response rate. Among the program directors, 24 (85.7%) and 4 (14.3%) directors supervised the advanced clinical training and joint programs, respectively. Among the DT, CAD/CAM was the most used technology (50-80%), followed by intra-oral scanning (28-96%). Digital technology implementation was largely limited by lack of resources or equipment (67%), cost (53%) and scarcity of PG teaching staff (46%). A significant difference was observed between the programs regarding the mandatory use of DT for their cases (p = 0.03). CONCLUSIONS: This multi-institutional survey of program directors revealed that DT is continuously implemented in the last few years. Saudi dental institutions must prioritize implementing and utilizing DT in PG training to graduate competent prosthodontists in this fast-paced digital era. While DT is pivotal in dental education, its implementation is limited in many institutions due to resources or equipment, cost, and lack of trained faculty.

Understanding Residents' and Supervisors' Views on Developing Support-Autonomy Balance Through Supervision Methods in Postgraduate Dental Training: A Qualitative Study.

BACKGROUND: Supervisors continuously need to decide when to provide clinical opportunities for unsupervised patient care to facilitate residents' development in the complex clinical learning context. The aim of this study is to explore residents' and supervisors' views and understanding of the influence of clinical supervision on affording a balanced support-autonomy from the cognitive apprenticeship (CA) theoretical lens. METHODS: Residents and supervisors, representing all disciplines, participated in five focus groups and four semi-structured individual interviews. Purposive and convenience sampling methods were used for recruiting participants. The reflexive thematic analysis approach was used for inductive data analysis. RESULTS: A total of 15 residents and 8 supervisors participated in this study. All agreed that CA teaching methods can be applied across all levels. Participants experienced changes in their supervision methods and supervisor-resident interactions at different levels of training. They related the selection of supervision to task-, resident- and supervisor-related factors. Learning facilitating factors in clinical learning environment were identified and suggestions to enrich residents' learning experiences were also reported. CONCLUSION: The current study found that a one-size-fits-all paradigm may not be effective for clinical supervision. It contributes to our understanding of how the CA model may be used to guide supervisor behaviour and how such practices can be modified to residents' level of development and competencies.

I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students.

INTRODUCTION: Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. AIM: To explore how PG dental students perceive the use of optional online journals. MATERIALS AND METHODS: Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections. RESULTS: Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. CONCLUSION: The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.

Evaluation of user experience and satisfaction with workplace-based assessments (WPBAs) in dental postgraduate programmes.

Objectives: To explore the experience of and satisfaction with workplace-based assessment tools among dental postgraduate trainees. METHODS: The cross-sectional study was conducted from March to October 2022 at the Aga Khan University Hospital, Karachi, and comprised all Operative Dentistry, Prosthodontics and Orthodontics postgraduate trainees. A questionnaire with both open-ended and closed-ended questions was used to record the experiences and satisfaction level of the dental residents who had earlier been subjected to workplace-based assessment. Data was analysed using SPSS 20, while thematic analysis was used for open-ended questions. RESULTS: Of the 20 Subjects, 15(75%) were females. Also, 11(55%) participants had received prior training for workplacebased assessment. There were 16(80%) residents who were satisfied with workplace-based assessment tools in the dental residency programme, 15(75%) agreed that the tools improved their clinical skills and helped them identify their weak areas, all the 20(100%) participants said the feedback given to them was constructive, 18(90%) reported that they were allowed to put in their views. However, 7(35%) participants reported that being observed adversely affected their performance. CONCLUSIONS: Dental residents generally gave positive feedback related to workplace-based assessment tools in a clinical setting.

Perceptions of undertaking a higher degree alongside dental specialty training: A cross-sectional survey of UK dental specialty trainees.

INTRODUCTION: The curricula for UK dental specialty training have recently been under review and until 2024, completion of a research component during training in Dental Public Health, Oral Microbiology and Orthodontics has been mandatory (with an alternative route for Orthodontics involving the submission of two scientific papers for those trainees not wishing to undertake a higher degree). Anecdotally, some trainees in other dental specialties choose to undertake higher degrees alongside specialty training. AIMS: The aims were to investigate how many dental specialty registrars study for higher degrees alongside specialty training, and whether undertaking a higher degree alongside specialty training has an impact on completion of training, research skills, research experience, patient care and career opportunities. MATERIALS AND METHODS: This was a cross-sectional study design, involving the distribution of an online, anonymous questionnaire-based survey to UK dental specialty registrars in November and December 2022. RESULTS: In total, 38 questionnaires were completed, representing a 7.7% response rate of the entire dental specialty registrar cohort in the UK and 42% of those who received it. Most respondents (76.3%) were either studying or had completed a clinically relevant higher degree prior to specialty training. Most respondents (76.3%) reported that the higher degree increased career opportunities and gave them additional skills. CONCLUSIONS: Dental specialty trainees who responded to this survey perceived the higher degree to be beneficial in terms of preparing for exams, gaining skills in critical appraisal and for increasing future career opportunities.

Factors associated with predoctoral and graduate dental students' intention to care for elderly patients: A cross-sectional study.

OBJECTIVES: Ageism among pre-doctoral and graduate dental students may reduce their propensity to provide dental treatment to elderly patients leading to substandard healthcare for this population. This study evaluated the impact of perceived ageism constructs and geriatric dentistry education on the intention of pre-doctoral and graduate students to provide dental care for elderly patients. METHODS: A questionnaire was applied to collect the data for this cross-sectional study from pre-doctoral students in their clinical years and graduate students in their internship year (N = 201). A total of 183 completed responses were received, and the response rate was 91%. Hierarchical regression analysis was performed to determine the incremental effects of perceived ageism constructs and geriatric dentistry education on the intention to provide dental care for elderly patients. RESULTS: Geriatric dental education (B = 0.328, t = 3.826, p < 0.001) and patients' low compliance (B = 0.503, t = 4.658, p < 0.001) were significantly positive predictors of pre-doctoral and graduate students' intentions to care for elderly patients. Also, negative attitudes toward the lives of elderly people have a substantial adverse effect on the intention of care for this population (B = -0.225, t = -2.206, p = 0.029). Cronbach's alpha for the scale constructs ranged from 0.738 to 0.886. CONCLUSIONS: Advanced geriatric training may cultivate pre-doctoral and graduate students' deeper understanding and recognition of the intellectual and practical benefits that might arise from offering dental care to elderly people.

To what extent do oral and maxillofacial surgery residents suffer from imposter syndrome?

OBJECTIVE: This study aims to evaluate the frequency and severity of imposter syndrome (IS) in oral and maxillofacial surgery (OMS) residents and identify factors associated with higher Clance Imposter Phenomenon Survey (CIPS) scores. STUDY DESIGN: A cross-sectional study was performed with a survey including CIPS, demographic, and training program structure questions distributed to all OMS training programs and residents in the United States. The primary predictor variable was gender, and the main outcome variable was the CIPS score. Statistical analyses were performed using linear regression in R v4.3.1; statistical significance was set to P value < .05. RESULTS: A total of 175 OMS residents responded. The average CIPS score was 59.8 (IQR 52, 70). Statistically significant differences were found between average male and female resident scores (56.5 vs 66.9; P < .001) and male and female single-degree residents (54.3 vs 73.1; P < .001), but not for dual-degree residents (58.8 vs 63.9; P = .35). CONCLUSIONS: The average male resident experiences moderate IS, whereas the average female resident experiences frequent IS. Loss of significance between male and female dual-degree resident scores may be due to the completion of a doctoral degree, an internship, and/or dental board exams upon entering medical school, leading to more favorable accomplishment comparisons among medical school peers.

Entrustable Professional Activities in Oral and Maxillofacial Surgery Education: A Faculty Development Construct.

The formative and summative evaluations of oral and maxillofacial surgery residents have commonly involved the six core competencies of the Accreditation Council for Graduate Medical Education. Unfortunately, the assessment of a resident's competencies in these six core areas is often subjective such that the written feedback might not be supportive of the resident's learning and continuous professional development. Compounding this problem is that faculty are infrequently trained in providing feedback in these core competencies, thereby adding to the inadequacy of this exercise. Entrustable professional activities (EPAs) represent a unit of professional practice, defined as tasks or responsibilities to be entrusted to the unsupervised execution by a trainee once he or she has attained sufficient specific competence. It is the purpose of this article to review the concept of EPAs that represent a hopeful solution to the theoretical and abstract nature of exclusive competency-based training assessments in resident education. EPAs are specifically proposed for oral and maxillofacial surgery resident education while discussing their serving as a faculty development construct.

[Need for dentists with post-graduate training in endodontology according to members of the Swiss Dental Association].

This questionary-based study was financed by the Swiss Society for Endodontology (SSE). At the time of this survey (2022) there were merely 20 board-certified endodontists in Switzerland, and 239 other members of the SSE, i.e. general practitioners with some form of post-graduate endodontic training or a keen interest in the field. The aim of this investigation was to evaluate the need for a higher number of trained endodontists as viewed by the general population of dentists in Switzerland. An electronic questionary in either German, French, or Italian was sent to all 4072 active members of the Swiss Dental Association (SSO). The questionnaire focused on the background of the surveyed dentists, their willingness to refer endodontic cases to a specialist or colleague with a focus on endodontics, their propensity to do so, and their perceived need for endodontists in their region. The response rate was 21%, and was similar between the different regions and cantons. Seventy-nine (9%) of the dentists participating in the survey were members of the SSE, while 16 (2%) were board-certified. Merely 7% of the participants received endodontic referrals themselves, while 81% referred cases in some instances. However, only 13% of participants referred endodontic cases always or regularly. The main reason for not referring was the belief by the surveyed dentists that they could perform the endodontic treatments themselves. Long distance to the next endodontic specialist or expert was the second most frequently given reason not to refer cases. A total of 58% of the participants believed that there were enough endodontists in Switzerland to cover the encountered clinical problems.

Does dynamic navigation assisted student training improve the accuracy of dental implant placement by postgraduate dental students: an in vitro study.

OBJECTIVES: To assess the accuracy of implant placement in models and satisfaction in dynamic navigation assisted postgraduate dental students training. METHODS: Postgraduate dental students who had at least one year of dental clinical practice with no experience in dental implant surgeries were included. Students were instructed to make treatment plans in the dynamic navigation system. Each student placed two maxillary right incisors, using freehand approach at first and then under dynamic navigation. The implant position was compared with treatment plan. Factors influencing the accuracy of implants placed under dynamic navigation were analyzed. Student acceptance towards the training and use of dynamic navigation was recorded using a questionnaire. RESULTS: A total of 21 students placed 42 implants. For freehand implant placement, the median entry point deviation, apex point deviation, and implant axis deviation was 3.79 mm, 4.32 mm, and 10.08°. For dynamic guided implant placement, the median entry point deviation, apex point deviation, and implant axis deviation was 1.29 mm, 1.25 mm, and 4.89° (p < 0.001). The accuracy of dynamic guided implant was not influenced by student gender or familiarity with computer games. All students were satisfied with the training. CONCLUSIONS: Dynamic navigation system assisted students in improving the accuracy of implant placement and was well accepted by students.

The dental microscope in endodontic education: A feasibility study of a distance learning course.

This study aimed to evaluate the feasibility of preclinical training, specifically in root canal preparation, using a virtual educational system equipped with an operating microscope. Ten postgraduate general dentistry trainees and practitioners undergoing postgraduate training in endodontics participated. The telesimulation course included three steps: theory, demonstration of practical work by the teacher and lastly practical training by the participants. The digital environment including the dental microscope was presented, and the feedback was collected with a questionnaire. The majority of participants considered that the online video conference format allowed them to acquire theoretical content but also practical knowledge and skills, owing to the contribution of the operating microscope. The technical feasibility of endodontic telesimulation was demonstrated. The operating microscope has a potential role in distance education, enabling teaching to occur synchronously and collaboratively. This allows learners to interact with each other and demonstrators in real time.

Treatment Trends in Paediatric Dentistry with Evolving Training and Education of Postgraduate Students in India: A Retrospective Study

ABSTRACT Objective: To assess and analyse the pattern of dental treatment services and their characteristics provided to children by evaluating the clinical use of materials and prevalence in material research in a major postgraduate paediatric tertiary care hospital in India over three years. Material and Methods: Institutionally approved retrospective analysis was conducted by auditing the clinical records of 2644 patients who visited and had treatment in the Outpatient and Inpatient Department of Paedodontics and Preventive Dentistry from January 2017 to December 2019. Clinical logbooks of postgraduate students were analysed by crosschecking with the department's data warehouse. Results: Out of the 2644 children who had treatment, more than two-thirds of them were in the age group of 4-7 years old. Around 5.6% of the patients were specially-abled children. Extraction (33.5%) was the most common treatment, followed by restorative treatment (29.1%). Endodontic treatment had a prevalence of 19.8%, with a reduced prevalence of preventive treatment care (0.5%). Patients who had traumatic tooth management included 2.8% of the study population. The prevalence of preventive care was found to be 2.1%. The teaching curriculum with theoretical and clinical skill practices was under the country's assigned authority. Conclusion: Despite advancements in paediatric dentistry, more children had extraction treatment with less observed utilization of preventive care. The widening of the training prospectus includes comprehensive care and an amplified focus on preventive care in the academic curriculum of paediatric postgraduates, which is the need of the hour.

Expectativas relacionadas con la elección de un postgrado para los egresados de Odontología en México / The prospective graduates expectations in relation to choosing an advanced education dental specialty in Mexico

En la presente publicación se consideró la compilación de información disponible en sitios de la red informática al respecto de las diferentes instituciones públicas y privadas oferentes de postgrados en áreas de la odontología, en la intención de presentar un contexto a considerar antes de decidirse por un postgrado en alguna de las diferentes disciplinas estomatológicas disponibles en la República Mexicana. Considerando además las expectativas profesionales, académicas y económicas, vinculadas a la pertinencia, factibilidad y calidad de los postgrados. Material y métodos: se analizó la información disponible de 17 de las principales universidades ofertantes de los postgrados que han obtenido reconocimiento por su calidad académica, considerando sus ubicaciones, costos relativos y posicionamiento en el Ranking Nacional de Universidades en México. Por otro lado, se identificaron las expectativas expresadas por un grupo de estudiantes de licenciatura en Cirujano Dentista de la Universidad Autónoma de Chihuahua, al momento de elegir un postgrado, información obtenida de un estudio previo realizado en el año 2018 (AU)

In the following publication, a compilation of information available from various network sites were considered in regards to the different public and private institutions that offer a postgraduate program in the dental field. Also, the information collected was used to format all of the contextual considerations a prospective graduate must acknowledge like feasibility and quality of the program; as well as, professional, academic benefits and expenses, when deciding to enroll and pursue a dental specialty in Mexico. Material and methods: a total of 17 universities in the country were analysed and aspects like their location, general expenses (academic and living) academic quality awards received, as well as, their national ranking were taken into consideration. In addition, the results obtained from a previous study carried out in 2018 concerning a series of expectations expressed by a group of students from the Autonomous University of Chihuahua Dental School with respect to choosing a postgraduate Advance dental program were also included to enrich the following conclusions (AU)

Flexibility and access to dental postgraduate speciality training.

Increasingly, there is a clear emphasis on the need for improved access to flexible training. This reflects changing societal attitudes and expectations towards work-life balance and increasing demand for flexible working. The recently published Advancing dental care review: final report (2021) reflects these same demands within dental postgraduate training. Increasing flexible training options has the potential for far-reaching beneficial effects for dental speciality training. There are barriers to accessing speciality training for specific applicant groups and this risks potentially excluding excellent-quality candidates from pursuing speciality training. There is opportunity in utilising and developing flexible training options to support widening access to dental speciality training. Recruitment and working pattern arrangements should reflect these aspirations, ensuring that the best trainees are successful irrespective of their personal circumstances.

Differential attitudes and outcomes of endodontics education between mainland and non-mainland chinese students during COVID-19 pandemic.

BACKGROUND: The COVID-19 pandemic has changed the learning style and campus life of dental students. This study aimed to evaluate the learning attitudes and outcomes of endodontics among mainland Chinese students and non-mainland Chinese students (students from Hong Kong, Macao, and Taiwan) during the pandemic. METHODS: A cross-sectional survey was conducted in November 2022 at the School of Stomatology, Jinan University, utilizing a self-report online questionnaire, including demographic characteristics and attitudes toward the endodontic course and the COVID-19 pandemic. The endodontics scores were collected from recruited students for further analysis. The collected data were analyzed using SPSS 22.0 software, with independent two-sample t-tests to compare continuous variables and chi-square tests for categorical variables. RESULTS: A total of 215 dental students completed the survey, with 126 (58.6%) of them being non-mainland Chinese students. Compared to mainland Chinese students, non-mainland Chinese students had lower scores in both theoretical (63.6 ± 13.5 vs. 83.2 ± 8.00) and skill (88.4 ± 5.38 vs. 90.0 ± 4.91) endodontic assessments. Non-mainland Chinese students reported significantly greater impacts of the COVID-19 pandemic on their learning emotions, personal hygiene, and future career choices compared to mainland Chinese students. CONCLUSIONS: Non-mainland Chinese students had poorer academic performance in endodontics and experienced a greater impact from the COVID-19 pandemic in terms of their studies and lives. Dental educators should consider the diversity of students and take necessary measures to support their mental health and enhance learning outcomes in the post-COVID-19 era.