Peer evaluation as an alternative assessment method for case presentations: A cross-sectional study of dental students' perception.

INTRODUCTION: Peer assessment in dental and medical education is a key tool for evaluating attitudes and communication skills, serving as an effective formative learning method. It not only boosts academic performance and encourages lifelong learning and reflective practice but also fosters collaboration, effective communication, and constructive feedback among peers. OBJECTIVE: This study aimed to assess dental students' satisfaction and perceptions regarding implementing peer assessment in case presentations, including contribution to their learning. METHODS: This cross-sectional study involved third (n = 26), fourth (n = 54), and sixth (n = 71) dental students divided into five groups. Each student received peer assessments (n = 8) from the students of the other groups regarding their clinical presentation. At the end of the process, students were invited to complete an anonymous 9-item questionnaire to assess student perceptions of the peer-assessment process. Data were analyzed to evaluate students' perception and satisfaction with the peer assessment task. The bivariate analysis explored associations among questionnaire items. RESULTS: A total of 151 students participated in the current study. Results showed a high level of agreement for most of the students regarding their preparedness for peer and self-assessment. More than 75% of the students at all academic levels found it challenging to evaluate their peers. Student satisfaction scores increased with the level of education, (4.076, 4.214, and 4.246 out of five, respectively) with moderate correlations between peer evaluation characteristics. CONCLUSION: Peer assessment appears to enhance learning and professional development in dental students. Students' satisfaction with peer assessment grows with education level, reflecting its role in fostering critical evaluation skills and feedback.

COVID-19 Myth Busters: Comparing knowledge and perceptions amongst the dental workforce at an institution in the Eastern Province, Saudi Arabia.

BACKGROUND: Currently, world is suffering from a respiratory disease names as COVID-19. This is a novel coronavirus (n-CoV), a new strain which has not been previously identified in humans and it has spread in more than 100 locations internationally due to which it is termed as "public health emergency of international concern" (PHEIC) by the World Health Organization So far, no study done as yet to assess whether the dental workforce is aware about the facts and myths related to Covid-19 awareness. OBJECTIVE: This study aims to analyze and compare the level of awareness about the facts and myths related to COVID-19 amongst faculty, dental students and prep year students of the College of Dentistry (COD) as part of an awareness campaign. METHODS: An awareness test about COVID-19 was designed using information from the World Health Organization's (WHO) Myth Busters Awareness webpage. The questionnaire was administrated online to faculty and students, of the College of Dentistry and preparatory year students who had applied for the admission to the dental college using a secure enterprise online assessment platform (Blackboard). The tests were administered over a period of three months from March to June 2020. A written informed consent was obtained. RESULTS: The online COVID-19 awareness test was administered to 810 participants, out of which 325 (40%) were prep year students, 429(53%%) were dental students, and 56 (7%) were faculty members. Analysis of the results showed that 86% of the Faculty were able to correctly identify the facts and the myths related to COVID-19 followed by 81% of the prep year students and 74% of the dental students. Preparatory year student's knowledge related to COVID-19 was found to be high when compared to dental students (26.47±4.27, 23.67±6.2). Student to faculty knowledge score did not differ significantly (p = 0.808). CONCLUSION: This study reports about a successful pilot test conducted to assess the perceived knowledge about facts and myths related to corona virus amongst the dental workforce.

Pattern of dental needs and advice on Twitter during the COVID-19 pandemic in Saudi Arabia.

AIM: To compare and evaluate the influence of the COVID-19 outbreak on tweets related to dental treatment needs and advice of Saudi Twitter users in 2020 by comparing them to the same time-period in 2019. METHODS: Eight independent searches based on dentistry related keywords: "teeth, mouth and gingiva" were carried out within the timeframe between the 23rd of March and the 21st of June for the years 2020 and 2019. Extracted tweets were analyzed by two calibrated examiners as tweets containing expressed dental needs and tweets for dental advice, while spam tweets were excluded. Descriptive analysis was performed to present the overview of the findings using SPSS. Bivariate analysis was performed with Pearson's Chi Square, Fisher's Exact test and Mann-Whitney U test. Statistical significance was set at p ≤ 0.05. RESULTS: A total of 595 tweets from the year 2019 and 714 tweets from the year 2020 were obtained. Overall, combined dental needs and advice tweets, retweets, likes, and replies were higher in 2020 compared to 2019. Dental needs tweets were higher in 2020 compared to 2019, while dental advice tweets were lower in 2020 compared to 2019. Statistically significant differences were found between 2020 and 2019 with regards to dental needs well as with dental advice (p < 0.05). In addition, statistically significant differences were found between 2019 and 2020 with presence of pain, urgency of the dental need and type of advisor (p < 0.05). CONCLUSION: An obvious impact of the pandemic can be seen in the form of increased self-reported dental needs, pain and urgency among the public in Saudi Arabia. This study highlights the importance of social media, specifically Twitter, in expressing the public needs and utilizing it as a platform for education and advice.

Dental Care in the Arab Countries During the COVID-19 Pandemic: An Infodemiological Study.

BACKGROUND: Twitter is a powerful platform which could be used to reflect on the demand and supply of dental services during a pandemic. The aim of this study was to examine the nature and dissemination of COVID-19 information related to dentistry on Twitter platform Arabic database during the COVID-19 pandemic. METHODOLOGY: One hundred and fifty independent searches with a combination of keywords for both COVID-19 and dentistry from a preselected Arabic keyword were carried out for the period from the 2nd of March (first confirmed cases of COVID-19) to the 6th of July 2020. Tweets were filtered to remove duplicate and unrelated tweets. The suitable tweets were 1,150. After calibration, two examiners coded the tweets following two main themes: COVID-19 and oral health-related information. Tweets were then compared with COVID-19 daily events in the Arab countries as reported by the World Health Organization (WHO). Descriptive analysis was performed to present the overview of the findings using Microsoft Excel. RESULTS: The most retweeted information was the help with urgent consultation or emergency dental treatment during COVID-19 tweeted by a dentist. There were 673 retweets and 1,116 likes of this tweet. The most common tweets related to oral health were needs of dental treatment (n=462, 39.5%) of which, toothaches or wisdom tooth problems constituted 48% of the related tweets. CONCLUSION: Based on the results of this study, it is obvious that social media users reacted to the COVID-19 threat to dental practices. Twitter as one of the social media platforms served as a connection between dental health professionals and patients.

Regional caries data availability in Saudi Arabia: Impact of socioeconomic factors and research potential.

BACKGROUND AND AIMS: Monitoring oral diseases is needed to allocate resources, plan health services and train dental workforce. Caries is one of the oral diseases most commonly included in oral health surveillance systems. The present study assessed (1) caries data availability in the administrative regions of Saudi Arabia and (2) factors associated with this availability. METHODS: We collected caries data in the period 2008-2018 in Saudi Arabia (outcome variable). The explanatory variables included region-level factors: (a) socio-economic indicators (percentage of individuals with university education, percentage of category A governorates, percentage of owned houses, households with computers, internet and smart phones) and, (b) oral health research potential indicators (number of Dental Public Health (DPH) specialists, Ministry of Health (MoH) dentist to population ratio and number of dental schools). ArcGIS was used for data visualization and logistic regression was used for analysis. RESULTS: Twenty-two studies provided caries data for 46.2% of the regions which were inhabited by 84.7% of the population. Region-level data availability was associated with the number of dental schools (OR = 1.63) with 61.5% of the regions correctly classified. More regions were correctly classified when population to MoH dentist ratio (76.9%) and the number of DPH specialists (92.3%) were included. CONCLUSIONS: Caries data were available for half of the administrative regions in Saudi Arabia and data availability was associated with higher number of dental schools. The presence of DPH specialist provided the critical mass to collect caries data.

Using gamification to develop academic writing skills in dental undergraduate students.

OBJECTIVES: To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. METHODS: Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. RESULTS: Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. CONCLUSION: Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal.

Complexity of comprehensive care treatments in undergraduate dental programs: The benefits of observing and assisting experienced faculty members.

OBJECTIVE: To improve the confidence of the final year dental students in completing occlusal and oral rehabilitation of patients, with complexities beyond their scope, based on full analysis of the biomechanical and esthetic considerations of each case. MATERIAL & METHODS: Two comprehensive patient situations presenting with special difficulties including extensive, reduced vertical dimension of occlusion, limited interocclusal space and maxillary alveolar bone for implant insertion necessitating bone augmentation and a sinus lift surgery was managed by two students at our institute. Procedures like surgical crown lengthening, sinus lifting, and bone augmentation were performed by senior faculty with the respective two students' assisting as well as following up at the healing phase and reporting progress of healing and any possible complications to the supervisor. Students' reported significant improvement in decision making skills; time management; interpersonal skills, management of cases in an evidence -based interdisciplinary approach as well as increase in their confidence in managing complex cases independently. Follow up with both cases showed optimum outcome and patients' satisfaction. RESULTS: Students' reported significant improvement in decision making skills; time management; interpersonal skills, management of cases in an evidence -based interdisciplinary approach as well as increase in their confidence in managing complex cases independently. Follow up with both cases showed optimum outcome and patients' satisfaction. CONCLUSIONS: Exposing students to manage complex oral rehabilitation including procedures like sinus lifting and bone augmentation, through an evidence-based interdisciplinary approach during the undergraduate comprehensive clinical dentistry course enhances their confidence and clinical acumen as an independent practitioner.

Lessons learnt: pilot of mid rotation feedback.

The Aga Khan University went through an external review of its undergraduate medical education in December 2006 based on the accreditation guidelines by the Liaison Committee for Medical Education (LCME). The external review panel comprised of international and local experts which developed a comprehensive report on its findings with regards to LCME standards of accreditation. In the final report of the external review one of the areas highlighted as not meeting the standards of LCME was documentation of formal mid-rotation feedback of the students by the faculty in AKU clerkships through years 3 to 5. A four hour faculty development workshop was organized by the Department of Medicine in collaboration with the Department for Educational Development to emphasize the role of feedback in improving student's performance, improve faculty's skill in giving effective feedback, and to come up with recommendations for documenting the formative feedback process. A mid-rotation feedback form was designed to facilitate the documentation process. Faculty members who participated in the workshop took a lead in piloting this form and reported the areas that could be further improved upon to facilitate the process of timely and effective feedback.

Tips for developing a valid and reliable bank of multiple choice questions (MCQs).

INTRODUCTION: Multiple choice questions (MCQs) are one of the most frequently used written assessments particularly when there is a large body of material to be tested and a large number of students to be assessed. MCQ examinations have manageable logistics, are easy to administer, can be scored rapidly and difficulty indices and the discriminatory value of each item can be easily calculated, facilitating standard application. Methods of ensuring quality assurance are essential when assessment is used for the purposes of certification. METHODS: Developing MCQs requires a concerted effort from curriculum planners, content experts, course coordinators and medical educators. This article aims at outlining a stepwise approach towards ensuring quality assurance in written assessments in an integrated curriculum from aligning assessment with the learning to ensuring banking of good quality MCQs. DISCUSSION: Coordinated efforts and a stepwise approach towards item development, coupled with focused faculty development exercises, is a cost-effective means of developing a huge 'Question Data Bank' of valid and reliable test items which can serve as a National Resource for the Professional Regulatory Councils in the country for their Licensure Examination.

Educational models and strategies in health education. Introduction.

INTRODUCTION: Effective facilitation of PBL tutorials requires tutors to develop observation skills, cognitive strategies and motor skills. The initial tutor training workshops at Aga Khan University were geared towards providing an understanding of the theory of the PBL process but not hands-on experience in facilitation. OBJECTIVES: To use structured, small group experiential learning (SSGEL) to enhance skills in PBL tutorial facilitation, with opportunities to practice and provide individual feedback. METHODS: The workshop was structured using Gagne's principles of instruction as a framework, making the learning more experiential and systematic. Cue cards were used with trigger statements related to disruptive behaviors and inappropriate feedback statements from students that commonly occur during PBL sessions, to give tutors an opportunity to handle these simulated situations. OUTCOMES: Analysis of the post workshop evaluation forms provided generally positive feedback from participants on the structure and content of the revised workshop. Participants highlighted the session on PBL experience as highly interactive and rated it as a good learning experience, with an average rating of 4.54 out of 5. CONCLUSION: The structured small group experiential learning exercise provided faculty with an opportunity to practice facilitation skills focusing on developing a standard approach in dealing with common, difficult situations in maintaining group dynamics during a PBL session. The structure of the program was designed to enable participants to better understand the rationale and philosophy of PBL and the curricular change in our school, and to prepare them to serve more effectively as PBL tutors.

Attributes of an effective clinical teacher: a survey on students' and teachers' perceptions.

OBJECTIVE: To identify the attributes of effective clinical teacher, using a self-filled survey questionnaire, that students and faculty value most, and to compare the opinion of student and faculty regarding the same. STUDY DESIGN: Cross-sectional study. PLACE AND DURATION OF STUDY: The Aga Khan University Hospital (AKUH), Karachi from October 2006 to January 2007. SUBJECT AND METHODS: Clinical faculty at AKUH and students in clinical years were included in this survey after taking their written informed consent. Data were collected through a structured questionnaire administered to all participants. Responses were compared. RESULTS: A total of 119 students in clinical years (3, 4 and 5) and 89 faculties involved in clinical teaching responded to the questionnaire. The most important attributes in faculty's and students' perspective were knowledge, interest in teaching and clinical competency. In students and faculty perspective, the fourth and fifth attributes were good communication skills and being non-judgmental. CONCLUSION: Students in clinical years and clinical teachers valued knowledge, interest in teaching and clinical competency as the most important attributes for an effective clinical teacher. There were various areas of agreement and disagreement between faculty and students about attributes of effective clinical teacher.