A systematic approach to improve oral and maxillofacial surgery education.

To improve teaching quality and student satisfaction, a new curriculum in Oral Surgery was implemented at Karolinska Institutet in 2007. This paper describes the curriculum change as well as the results regarding quality, satisfaction, cost-effectiveness and workload for teachers and staff. To design the new curriculum, all members of the teaching staff participated in a series of group discussions where problems with the previous curriculum were identified and ideas on how to improve the curriculum were discussed. Cost-effectiveness was evaluated by comparing the number of teaching sessions between the new and the old curriculum. A questionnaire was used to investigate the staffs' perceived change in workload and teaching quality. The students' satisfaction and attitudes to learning was screened for by on-line questionnaires. The large amount of passive observational teaching was considered as the main problem with the old curriculum. Half of these sessions were replaced by either clinical seminars or demonstrations performed in an interactive form. Students rated the new curriculum as a clear improvement. Analyses of time and cost-effectiveness showed a decrease in teaching sessions by almost 50%. Generally, the teachers were more positive towards the changes compared to the non-teaching staff. The students rated the new type of learning activities relatively high, whilst the traditional observational teaching was seen as less satisfactory. They preferred to learn in a practical way and few indicated analytic or emotional preferences. The majority of the students reported a good alignment between the new course curriculum and the final exam.

Use of a flipped classroom in ophthalmology courses for nursing, dental and medical students: A quasi-experimental study using a mixed-methods approach.

BACKGROUND: Traditional teaching is associated with dilemmas, such as low motivation to learn and passive learning. In contrast, use of a flipped classroom with the proper learning design has the potential to promote accelerated learning, bolster transmission of competencies (i.e., critical thinking, communication and problem-solving skills) and improve teamwork capacity, all of which are of great significance in professional healthcare practice, including nursing, dentistry and medicine. OBJECTIVE: The aim of the study was to examine the effects of using a flipped classroom in ophthalmology courses for undergraduate nursing students, dental students and higher vocational medical students. DESIGN: A quasi-experimental design was used with an intervention (n = 100) and a comparison group (n = 100), pre-/post-testing measures and a mixed-methods approach. SETTING: A university in China. PARTICIPANTS: A total of 200 students were included. METHODS: Students' self-rated learning ability was measured before and after the courses, and skill exams were performed after the courses. In addition, interviews were conducted with the clinical medical students concerning their experiences of the flipped classroom. RESULTS: Students' self-rated learning ability improved significantly more in the intervention than in the comparison group, for the total scale and the three factors 'learning goals', 'self-efficacy and social learning' and 'problem-solving'. Skill exam scores were statistically significantly better in the intervention than in the comparison group. On the whole, the clinical medicine students felt the flipped classroom had a positive impact and improved their learning ability as well as knowledge in ophthalmology. CONCLUSIONS: Use of a flipped classroom for nursing, dental and clinical medical students in ophthalmology courses shows promising results in the form of students' skill exam scores and self-rated learning ability.

Establishing a training set through the visual analysis of crystallization trials. Part II: crystal examples.

In the automated image analysis of crystallization experiments, representative examples of outcomes can be obtained rapidly. However, while the outcomes appear to be diverse, the number of crystalline outcomes can be small. To complement a training set from the visual observation of 147 456 crystallization outcomes, a set of crystal images was produced from 106 and 163 macromolecules under study for the North East Structural Genomics Consortium (NESG) and Structural Genomics of Pathogenic Protozoa (SGPP) groups, respectively. These crystal images have been combined with the initial training set. A description of the crystal-enriched data set and a preliminary analysis of outcomes from the data are described.

Teaching of posterior composites in dental schools in Japan - 30 years and beyond.

OBJECTIVES: The teaching of posterior composites has been a major part of the curriculum in Japanese dental education for several decades. The aim of this paper was to investigate the current trends in the teaching of posterior composites to undergraduate dental students in Japan by comparing the results of surveys conducted for over 30 years. METHODS: In late 2016-early 2017, a questionnaire seeking information on the teaching of posterior composites was distributed via e-mail to the persons responsible for teaching operative dentistry in 29 dental schools having undergraduate dental degree programs in Japan. The results obtained were compared to those from surveys conducted in 1986, 1997, and 2007. RESULTS: All 29 schools that were sent the questionnaire completed the responses (response rate = 100%). All 29 schools reported teaching the placement of composite in occlusal and two-surface occluso-proximal cavities in both premolars and molars. Four schools reported not teaching the placement of three-surface occluso-proximal composites in premolars and five schools reported not teaching it for molars. Twenty-seven (93%) schools taught composite first as a part of the preclinical curriculum, whereas 15 (65%) schools did so in the survey of 2007. Variations were noted between schools in the teaching of, cavity design. In contrast, greater consistency was observed in the teaching of techniques for protecting exposed dentin and light-curing technologies. CONCLUSIONS: It is hoped that measures intended to increase the clinical experience of restoring teeth with direct composite-resin for dental students in Japan will be effective, providing opportunity to bring dental education in Japan more into line with international norms.

Trends in the placement of posterior composites in dental schools.

The aim of this paper is to review trends in the teaching of posterior composites in the United States, Canada, Ireland, and the United Kingdom over the last fifteen years. The authors compared the results of surveys of the teaching of posterior composites performed in 1989, 1997, and 2004-05. Historical and contemporary international trends were investigated. The amount of clinical and didactic teaching of posterior composites has increased over the past fifteen years. From a time over fifteen years ago, when very few dental students placed posterior composites in dental school, approximately one-third of posterior plastic restorations placed by U.S., Irish, and UK dental students are now composite, with the corresponding finding for Canadian dental schools being approximately 50 percent. Some variations were noted between dental schools in terms of the teaching of contraindications to placement as well as lining and basing techniques. There was some inappropriate teaching of techniques, in particular, in relation to the use of transparent matrix bands and light transmitting wedges. There was also evidence of limited student exposure to newer forms of technology, notably LED curing light units. There have been clear increases in the teaching of posterior composites in the United States, Canada, the United Kingdom, and Ireland in recent years; however, the proportion of posterior composite restorations placed by dental students relative to dental amalgams does not yet match the typical situation in contemporary clinical practice. Dental schools have a responsibility to ensure that their curricula are evidence-based to best prepare their students to meet the needs and expectations of their future patients.

Reconocimiento docente de los valores éticos y morales en la formación curricular de la carrera de odontología de la Universidad de Viña del Mar, Chile / Teaching recognition of ethical and moral values in the curriculum training of the dentistry career of the Universidad de Viña del Mar, Chile

El objetivo de esta investigación es determinar la coherencia entre lo declarado por los programas de estudios de pregrado en la carrera de Odontología de la Universidad de Viña del Mar, en relación a los valores éticos y morales y, cómo son reconocidos efectivamente por los docentes en los estudiantes. El diseño de investigación corresponde a un estudio descriptivo y transversal. Para esto se adaptaron dos instrumentos, el primero: "cuestionario sobre percepción en la categorización de valores" que busca determinar la importancia que le dan los docentes a los valores. Mientras que en el segundo: "Encuesta sobre valores en estudiantes de odontología" solicita que cada docente evalúe la frecuencia con que se manifiestan ciertos valores éticos y morales en sus estudiantes. Se consideraron los 28 académicos que constituyen la totalidad del universo de docentes clínicos de los cursos de 4to y 5to años de la carrera de odontología en el año 2019. Se discuten los resultados comparándolos con experiencias similares en otras instituciones. Los resultados muestran la percepción y el reconocimiento de los valores por parte del cuerpo docente en los estudiantes, donde se identificó que los valores incorporados de mejor manera son la dignidad, el trato humano y el dialogo; mientras que la autocrítica y el conocimiento fueron los menos incorporados, estos son clave para establecer reflexión y mejoras en los planes de estudio. Se marca el punto de inicio para la generación de futuras líneas de investigación que incorporen otros aspectos como la perspectiva de los pacientes, los estudiantes, así como también continuar recabando información para utilizar metodologías que puedan contribuir a la integración de valores y poner en debate la importancia de ellos en la formación de pregrado.

The aim of this article is to determine the coherence between what is declared by the undergraduate study programs in the Dentistry career at the University of Viña del Mar, in relation to ethical and moral values and how they are effectively recognized by teachers in the students. The research design corresponds to a descriptive and cross-sectional study. Two instruments were adapted for this, the first: "questionnaire on perception in the categorization of values" that seeks to determine the importance that teachers give to values. While in the second: "Survey on values in dentistry students" requests that each teacher evaluates the frequency of certain ethical and moral values which are manifested in their students. 28 academics constituting the entire universe of clinical teachers of the 4th and 5th year courses of dentistry career in 2019 were considered. The results were discussed, comparing them with similar experiences in other institutions. Results show the perception and recognition of the values by the teaching staff in the students. These values incorporated in the best way were dignity, humane treatment and dialogue; while self-criticism and knowledge were the least incorporated. These are key values to establish a reflection and subsequent improvements in the study plans. This article marks a starting point for the generation of future lines of research that incorporate other aspects such as the perspective of patients, students, as well as continuing to collect information to use methodologies that can contribute to the integration of values and put them into a debate about the importance of them in undergraduate training.

British Isles symposium on the future of dental clinical skills training.

A symposium on the future of dental clinical skills training is reported. Abstracts of the symposium presentations review the current and future use of simulation in dental education, future skills training in the creation of new dentists, equipment and methods for simulation, the transition from simulation to clinical practice and recent developments in simulation employing new technologies. The report concludes that simulation will continue to have an important, probably increasing role in dental education, and that further developments in clinical skills training should be sensitive to changing patterns of dental disease and opportunities of provide clinical instruction.

Dental education and dental practice.

This paper relates recent modes of dental practice to changes that the public and government are likely to ask the health care professions to make in the future. As usual they are asking for the best of all worlds. First, that we maintain the clinical model to the highest standards of personal dental care based and tested against the best research at our disposal, whilst we ensure there is no reduction in the high technical standards for which british dentists have a reputation. Second, that the profession is required to consider ways of providing care on the medicosocial model for the whole community at an economic level the country will afford. The broad changes in dental education have been reviewed, from the technical apprenticeship to the establishment of strong university departments in teaching hospitals. The importance of a sound biomedical foundation and of research both to education and the credibility of dental practice as a primary health care profession is stressed if the profession is to retain its position as a sister to medicine and not slide down to that of a technical ancillary.

A study of the impact of Project ACORDE on dental education in the United States.

As part of an evaluation of Project ACCORDE a questionnaire survey was conducted of all U.S. dental school deans, heads, and selected faculty of operative dentistry departments, and selected directors and key faculty of dental hygiene and assisting programs. The survey was supplemented by on-site visits to four dental school operative dentistry departments and five dental auxiliary training programs where the Restoration of Cavity Preparations with Amalgam and Tooth-Colored Materials package was used. The visits included observation of instruction and interviews with faculty and students. This paper summarizes the results including: the extent to which the materials have been adopted, user and nonuser reactions, perceived costs and benefits, and implications for the future of Project ACORDE.

[Dental education: a new approach]. / Tandheelkundig onderwijs: een nieuwe aanpak.

A new curriculum will be introduced in the Academic Centre for Dentistry Amsterdam (ACTA) in September 1994. Besides adaption of the contents of the curriculum, a new philosophy in teaching will be adopted. In this article the educational principles and conditions are discussed which have to result in modern student centered teaching. In addition, a concrete illustration is given of the effects this will have on the ACTA curriculum.

[The computer in education. Applications in dentistry]. / De computer in het onderwijs. Toepassingen in de tandheelkunde.

During the last decade an increased interest in Computer Managed Instruction (CMI) and Computer Assisted Learning (CAL) can be observed among teachers and students in dental education. Both CMI and CAL can be used to manage individualized instruction, to assist students in specific scientific tasks and to master or enhance knowledge and skills. In balancing the pros and cons against each other, it was concluded that CAL should preferably be developed by joint efforts of collaborating Dental Colleges. It is expected that new developments in authoring systems and hardware will encourage the development of courseware.

[The optimizing of the teaching of histology, cytology and embryology to the students of a dental department]. / Optimizatsiia prepodavaniia gistologii, tsitologii i émbriologii studentam stomatologicheskogo fakul'teta.

Major trends in improving histology, cytology, and embryology training of students of a dentistry faculty are presented. Approaches to selecting the topics and improving the training and control of acquired skills and knowledge are discussed. A most important feature of training is its integration in further medical education.

The teaching of posterior resin composites: planning for the future based on 25 years of research.

OBJECTIVES: The restoration of posterior teeth affected by caries, trauma or wear remains one of the commonest procedures in the practice of dentistry. Over the past 20 years the first author and latterly the second author have led a series of surveys around the world to capture information on the teaching of posterior resin composites. The aim of this paper is to identify trends, reflect on the findings and make recommendations for the further development of this important aspect of the curriculum for primary dental qualifications. METHODS: Surveys on the teaching of posterior resin composites were completed in 1986, 1997-99, 2004-05 and 2007-2009. The findings from these surveys were reviewed and drawn together to allow historical and contemporary international trends to be identified. Recommendations for further developments in the teaching of posterior resin composites were formulated from the cumulated data and trends identified. RESULTS: Information was available from a total of 679 survey returns. Increased teaching of posterior resin composites has been observed over the period of the surveys: while 90% of dental school curricula did not include any didactic teaching of posterior resin composites in the mid-1980s, this dropped to 4% or less in the late 1990s, and to 0% in the early 2000s. In the late 2000s, however, 21% of dental schools still did not teach the placement of resin composites in three-surface cavities in permanent molar teeth. Areas of confusion were reported in the teaching of certain aspects of cavity design, notably the use of bevels, and in the protection of operatively exposed dentine. CONCLUSIONS: While there has been steady growth in, and trends towards evidence-based teaching of posterior resin composites in dental schools around the world over the last 20-25 years, there is a need for further developments and harmonisation in this important aspect of curricula for primary dental qualifications. This need is now pressing, subsequent to the signing of the Minamata Convention. It is recommended that all new graduates, from no later than 2020, should have the knowledge, skills, competences and confidence to effectively restore damaged and diseased posterior teeth with state-of-the-art resin composite systems.

Virtual microscopy-The future of teaching histology in the medical curriculum?

Conventional continuing education in microscopic anatomy, histopathology, hematology and microbiology has hitherto been carried out using numerous sets of sectioned tissue specimens in a microscopy laboratory. In comparison, after digitalization of the sections it would be possible to access teaching specimens via virtual microscopy and the internet at any time and place. This would make it possible to put innumerable new learning scenarios into practice. The present article elucidates the advantages of virtual microscopy in histology instruction and presents a concept of how virtual microscopy could be introduced into the teaching of microscopic anatomy in several steps. Initially, the presently existing microscopic teaching specimens would be digitalized and made available on-line without restriction. In a second step, instruction would be shifted to an emphasis on virtual microscopy, utilizing all of the advantages offered by the technique. In a third step, the microscopic contents could be networked with other anatomical, radiological and clinical content on-line, thus opening new learning perspectives for students of human and dental medicine as well as those of medically related courses of study. The advantages and disadvantages of such a concept as well as some possibly arising consequences are discussed in the following.