Dental students' perceptions of instructor storytelling for clinical learning: A qualitative description study.

OBJECTIVE: Storytelling has been infrequently used in dental education to link clinical knowledge and practice. Our study aimed to explore dental students' views of instructor storytelling with an emphasis on clinical reasoning within a case-based oral pathology seminar. METHODS: Qualitative description guided the study design. Participants were third- and fourth-year undergraduate dental students who participated in the seminar. Data were collected through semi-structured, one-on-one interviews. Data analysis was approached using inductive, manifest thematic analysis. Verification strategies were employed to ensure methodological rigor throughout the analysis. RESULTS: In total, 21 students participated in the study ranging in age from 22 to 29 years. Three interrelated themes were identified, which were related to storytelling authenticity, benefits, and recommendations for improvement. Specifically, students reported that instructor stories effectively conveyed genuine cases and clinical reasoning; were beneficial in terms of engagement, awareness, knowledge acquisition, and skill development; and needed to be educationally and clinically relevant to bridge the knowledge-practice gap. CONCLUSIONS: Instructor storytelling was regarded by dental students as both positive and beneficial. Research is needed to further demonstrate the effectiveness of instructor storytelling in fostering clinical learning and reasoning using indirect and direct outcome measures.

Live quiz games to teach nutrition in a dental hygiene program: a pilot study.

Introduction: Higher educational institutions increasingly focus on incorporating games to enhance student engagement. Gimkit is a recent addition to gamified learning that allows instructors to create quiz games with randomly repeated questions. Case description: The study of nutrition requires memorization of facts. Gimkit was incorporated into a dental hygiene class to teach nutrition and support rote learning. Anonymous data on student performance and satisfaction were collected. Descriptive statistics were applied to summarize the survey results; the difficulty and discrimination indices were analyzed to evaluate students' academic performance. Results: Ten percent of the class participated in the voluntary survey; academic performance was analyzed for the whole class. The study identified Gimkit as a potential learning tool, especially for content areas that require memorization and learning of facts. Conclusion: Data show a positive impact of in-class gaming on knowledge acquisition and retention.

Introduction: Les établissements d'enseignement supérieur se concentrent de plus en plus sur l'intégration de jeux pour renforcer l'engagement des étudiants. Gimkit est un ajout récent à l'éventail d'outils d'apprentissage ludique qui permet aux instructeurs de créer des jeux-questionnaires avec des questions répétées au hasard. Description de cas: L'étude de la nutrition nécessite de mémoriser des faits. Gimkit a été intégré à un cours d'hygiène dentaire pour enseigner la nutrition et favoriser l'apprentissage par mémorisation. On a recueilli des données anonymes sur les résultats et la satisfaction des élèves. On a eu recours à des méthodes de statistique descriptive pour résumer les résultats du sondage; les indices de difficulté et de discrimination ont été analysés pour évaluer le rendement universitaire des étudiants. Résultats: Dix pour cent des étudiants qui suivaient le cours ont répondu à ce sondage facultatif; on a analysé le rendement universitaire de l'ensemble de la classe. L'étude a établi que Gimkit était un outil d'apprentissage potentiel, en particulier dans les domaines qui nécessitent l'apprentissage et la mémorisation de faits. Conclusion: Les données montrent une incidence positive de l'utilisation des jeux dans le cadre du cours sur l'acquisition et la rétention des connaissances.

Active learning in undergraduate classroom dental education- a scoping review.

INTRODUCTION: Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. METHODS: The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. RESULTS: In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. CONCLUSION: Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.

Effect of teaching tools in spatial understanding in health science education: a systematic review.

Background: The concept of spatial orientation is integral to health education. Students studying to be healthcare professionals use their visual intelligence to develop 3D mental models from 2D images, like X-rays, MRI, and CT scans, which exerts a heavy cognitive load on them. Innovative teaching tools and technologies are being developed to improve students' learning experiences. However, the impact of these teaching modalities on spatial understanding is not often evaluated. This systematic review aims to investigate current literature to identify which teaching tools and techniques are intended to improve the 3D sense of students and how these tools impact learners' spatial understanding. Methods: The preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines were followed for the systematic review. Four databases were searched with multiple search terms. The articles were screened based on inclusion and exclusion criteria and assessed for quality. Results: Nineteen articles were eligible for our systematic review. Teaching tools focused on improving spatial concepts can be grouped into five categories. The review findings reveal that the experimental groups have performed equally well or significantly better in tests and tasks with access to the teaching tool than the control groups. Conclusion: Our review investigated the current literature to identify and categorize teaching tools shown to improve spatial understanding in healthcare professionals. The teaching tools identified in our review showed improvement in measured, and perceived spatial intelligence. However, a wide variation exists among the teaching tools and assessment techniques. We also identified knowledge gaps and future research opportunities.

Contexte: Le concept d'orientation spatiale fait partie intégrante de l'enseignement des professions de la santé. Les étudiants utilisent leur intelligence visuelle pour se représenter mentalement en 3D des images en 2D comme des radiographies, de l'IRM et des coupes tomodensitométriques, ce qui constitue une lourde charge cognitive. On développe actuellement des technologies et des outils pédagogiques innovants pour améliorer l'expérience d'apprentissage des étudiants. Cependant, l'impact de ces ressources pédagogiques sur la perception spatiale est rarement évalué. L'objectif de cette revue systématique de la littérature était de recenser les outils et techniques pédagogiques destinés à améliorer la perception 3D des apprenants et d'évaluer les effets de ces outils sur leur perception spatiale. Méthodes: Suivant les lignes directrices PRISMA, nous avons consulté quatre bases de données avec des termes de recherche multiples, analysé les articles recensés en fonction de critères d'inclusion et d'exclusion, et évalué leur qualité. Résultats: Dix-neuf articles correspondaient aux critères d'inclusion. Les outils pédagogiques axés sur l'amélioration de la perception spatiale peuvent être regroupés en cinq catégories. L'examen a révélé que les résultats obtenus par les groupes expérimentaux ayant utilisé l'outil pédagogique pour effectuer les tests et les tâches demandés sont aussi bons ou significativement meilleurs que les résultats obtenus par les groupes témoins. Conclusion: Notre revue de la littérature visant à recenser et catégoriser les outils pédagogiques disponibles a montré que ces derniers améliorent la perception spatiale, notamment l'intelligence spatiale mesurée et perçue, des professionnels de la santé. Toutefois, il existe une grande variation entre les divers outils pédagogiques et techniques d'évaluation. Nous avons également relevé des lacunes dans nos connaissances et des pistes de recherche future.

Development of a Secondary Dental-Specific Database for Active Learning of Genetics in Dentistry Programs.

OBJECTIVES: Dental students study the genetics of tooth and facial development through didactic lectures only. Meanwhile, scientists' knowledge of genetics is rapidly expanding, over and above what is commonly found in textbooks. Therefore, students studying dentistry are often unfamiliar with the burgeoning field of genetic data and biological databases. There is also a growing interest in applying active learning strategies to teach genetics in higher education. We developed a secondary database called "Genetics for Dentistry" to use as an active learning tool for teaching genetics in dentistry programs. The database archives genomic and proteomic data related to enamel and dentin formation. METHODS: We took a systematic approach to identify, collect, and organize genomic and proteomic tooth development data from primary databases and literature searches. The data were checked for accuracy and exported to Ragic to create an interactive secondary database. RESULTS: "Genetics for Dentistry," which is in its initial phase, contains information on all the human genes involved in enamel and dentin formation. Users can search the database by gene name, protein sequence, chromosomal location, and other keywords related to protein and gene function. CONCLUSIONS: "Genetics for Dentistry" will be introduced as an active learning tool for teaching genetics at the School of Dentistry of the University of Alberta. Activities using the database will supplement lectures on genetics in the dentistry program. We hope that incorporating this database as an active learning tool will reduce students' cognitive load in learning genetics and stimulate interest in new branches of science, including bioinformatics and precision dentistry.

The perceptions of dental hygiene students about an asynchronous oral biology course.

Background: Medical and dental schools have long-established pedagogical approaches to teacher-centred face-to-face learning. The 3-year baccalaureate dental hygiene (DH) program at the University of Alberta, which enrolls 42 students of diverse ages and experiences each year, is no exception. Oral Biology II (OBIOL 302) is an intermediate-level course in the DH program; it was moved to an asynchronous online format to manage the disruptions of the COVID-19 pandemic. This mixed-method study explores the factors affecting the dental hygiene student experience in this online, asynchronous learning environment. Methods: This study used a quantitative anonymous survey with a 5-point Likert scale to evaluate the workload and flexibility of the course as well as student acceptance of the assessments. The mean score and standard deviation were calculated for each question in the online survey. A research facilitator conducted interviews using a semi-structured interview guide to further explore student experiences. The qualitative data were then analyzed using a 6-step method of thematic analysis. Results: The study participants found the format and workload of the online course appropriate and well-suited to the spring term. Thematic analysis of the qualitative data revealed 3 intersecting elements-course structure, communication, and non-curricular aspects-as the key factors shaping student experiences in an online environment. Conclusion: ,This study identified the major factors affecting the online learning experience of students from the students' point of view, which will be a useful guide to design more effective online courses for health science education.

Contexte: Les écoles de médecine et de dentisterie ont depuis longtemps établi des approches pédagogiques en personne centrées sur l'enseignant. Le programme de baccalauréat de 3 ans en hygiène dentaire (HD) de l'Université de l'Alberta, qui accueille chaque année 42 étudiants de divers âges et expériences, ne fait pas exception. En vue de gérer les perturbations de la pandémie de la COVID-19 , Oral BiologyII (OBIOL 302), un cours de niveau intermédiaire au programme d'hygiène dentaire, a été déplacé vers un format asynchrone et en ligne. La présente étude à méthode mixte explore les facteurs qui influencent l'expérience des étudiants en hygiène dentaire dans un environnement d'apprentissage asynchrone et en ligne. Méthodologie: Cette étude a utilisé une enquête quantitative anonyme et une échelle de Likert en 5 points pour évaluer la charge de travail et la flexibilité du cours, ainsi que la manière dont les étudiants ont accueilli les évaluations. La cote moyenne et l'écart type ont été calculés pour chaque question de l'enquête menée en ligne. Un facilitateur de recherche a mené des entretiens à l'aide d'un guide d'entretien semi-structuré en vue d'explorer davantage les expériences des étudiants. Une analyse des données qualitatives a ensuite été réalisée à l'aide d'une méthode d'analyse thématique en 6 étapes. Résultats: Les participants à l'étude ont trouvé le format et la charge de travail du cours en ligne appropriés et bien adaptés au semestre du printemps. L'analyse thématique des données qualitatives a révélé 3 éléments interdépendants comme étant les facteurs clés qui façonnent les expériences des étudiants dans un environnement en ligne : la structure du cours, la communication et les aspects non scolaires. Conclusion: Cette étude a défini les principaux facteurs ayant une incidence sur l'expérience d'apprentissage en ligne des étudiants, selon le point de vue de ces derniers, ce qui constituera un guide utile pour élaborer des cours en ligne plus efficaces pour l'enseignement des sciences de la santé.

Implementing Augmented Reality to Facilitate the Learning of Oral Histology.

OBJECTIVES: The study of biological materials under a microscope is known as histology, which is one of the most challenging subjects for students. Our objective was to develop a learning tool that can reduce the extrinsic load of studying histology and make learning enjoyable and flexible. We used augmented reality (AR) to create a cellphone application called Dental AR. With Dental AR, students can use their cellphones as dynamic flashcards to hide or reveal the annotations of a histology slide. Our application enables students to study, practice, and self-test oral histology knowledge at their own pace. METHODS: We used Unity3D with Vuforia to develop Dental AR. To generate a set of target images, oral histology glass slides were scanned and converted to digital images. Annotated versions of the slides were used as output for the corresponding target images. To understand user experiences and satisfaction with Dental AR, first-year dentistry students were invited to complete an online survey. RESULTS: Dental AR was successfully developed and released on both the Apple and Google Play online app stores. The survey of dentistry students indicated overall satisfaction with Dental AR and willingness to use similar applications in other subjects. CONCLUSIONS: Dental AR can be used for in-class activities, gamification, and providing students with practice questions to study and self-test outside the classroom. This application can be expanded in the future to incorporate more target images, videos, and interactive components to make learning histology less challenging and more enjoyable.

Developing an Interactive Computer Program for Integrated Dental Education.

OBJECTIVES: The knowledge of anatomy is an integral part of dental and medical education that builds the foundations of pathology, physiology, and other related disciplines. Traditional three-dimensional (3D) models used to teach anatomy cannot represent dynamic physiological processes and lack structural detail in the oral regions relevant for dental education. We developed an interactive computer program to teach oral anatomy, pathology, and microbiology in an integrated manner to improve students' learning experiences. METHODS: The computer program, Jawnatomy, was developed as a 3D human head. Cognitive load theory guided the design of the tool, with the goal of reducing the heavy cognitive load of learning anatomy and integrating this knowledge with pathology and microbiology. Keller's attention, relevance, confidence, and satisfaction (ARCS) model of motivational design was used while creating the tool to improve learners' motivation and engagement. Blender was used to create the graphics, and Unity 3D was used to incorporate interactivity in the program. The 3D renderings of oral anatomy and progression of tooth decay were created with the input of content experts. RESULTS: Jawnatomy will be launched in our institution's dentistry and dental hygiene program to support project- and team-based learning. This program will also be introduced to students as a self-directed learning tool to help them practice and strengthen their anatomical knowledge at their own pace. CONCLUSIONS: Surveys and focus groups will be conducted to evaluate and further improve the computer program. We believe that Jawnatomy will become an invaluable teaching tool for dental education.

Histoscope: A Web-Based Microscopy Tool for Oral Histology Education.

OBJECTIVES: Histology, the study of tissue structure under a microscope, is one of the most essential yet least engaging topics for health professional students. Understanding tissue microanatomy is crucial for students to be able to recognize cellular structures and follow disease pathogenesis. Traditional histology teaching labs rely on light microscopes and a limited array of slides, which inhibits simultaneous observation by multiple learners, and prevents in-class discussions. We have developed an interactive web-based microscopy tool called "Histoscope" for oral histology in this context. METHODS: Good quality microscope slides were selected for digital scanning. The slides were scanned with multiple layers of z-stacking, a method of taking multiple images at different focal distances. The digital images were checked for quality and were archived on Histoscope. The slides were annotated, and self-assessment questions were prepared for the website. Interactive components were programmed on the website to mimic the experience of using a real light microscope. RESULTS: This web-based tool allows users to interact with histology slides, replicating the experience of observing and manipulating a slide under a real microscope. Through this website, learners can access a broad array of digital oral histology slides and self-assessment questions. CONCLUSIONS: Incorporation of Histoscope in a course can shift traditional teacher-centered histology learning to a collaborative and student-centered learning environment. This platform can also provide students the flexibility to study histology at their own pace.

Control of Slc7a5 sensitivity by the voltage-sensing domain of Kv1 channels.

Many voltage-dependent ion channels are regulated by accessory proteins. We recently reported powerful regulation of Kv1.2 potassium channels by the amino acid transporter Slc7a5. In this study, we report that Kv1.1 channels are also regulated by Slc7a5, albeit with different functional outcomes. In heterologous expression systems, Kv1.1 exhibits prominent current enhancement ('disinhibition') with holding potentials more negative than -120 mV. Knockdown of endogenous Slc7a5 leads to larger Kv1.1 currents and strongly attenuates the disinhibition effect, suggesting that Slc7a5 regulation of Kv1.1 involves channel inhibition that can be reversed by supraphysiological hyperpolarizing voltages. We investigated chimeric combinations of Kv1.1 and Kv1.2, demonstrating that exchange of the voltage-sensing domain controls the sensitivity and response to Slc7a5, and localize a specific position in S1 with prominent effects on Slc7a5 sensitivity. Overall, our study highlights multiple Slc7a5-sensitive Kv1 subunits, and identifies the voltage-sensing domain as a determinant of Slc7a5 modulation of Kv1 channels.

Augmented Reality Application to Develop a Learning Tool for Students: Transforming Cellphones into Flashcards.

OBJECTIVE: Flashcards are one of the most popular and optimized ways to learn factual knowledge and improve memory performance. Students of modern age, who use smart technology and mobile devices in their daily lives, often lack the time and motivation to create and use flashcards effectively. We aim to use the inseparable relationship between university students and their smartphones to create new options for higher education, converting their cellphones into flashcards. We have used this new technology to develop a simple application (app) to convert the smart mobile devices of students into flashcards. METHODS: We have developed an augmented reality (AR) flashcard application using Unity3D, which requires the user to identify a target image. Once the target image is identified, it can be replaced by any other digital output, i.e., 2D image, 3D models, or videos. We used images of histological sections of oral mucosa, which dentistry students study as a part of an oral biology course. RESULTS: The AR flashcard application worked on both iOS and Android systems. It was able to detect the target image and replace it with the output image on the device screen. CONCLUSION: Using this application, students will be able to independently learn and self-test their learning at their own convenience. Instructors can use the application to provide additional study aids for the students. Our application, which is being developed as a pilot project, will be expanded and applied as a learning tool for students studying dentistry at the University of Alberta.

Four drug-sensitive subunits are required for maximal effect of a voltage sensor-targeted KCNQ opener.

KCNQ2-5 (Kv7.2-Kv7.5) channels are strongly influenced by an emerging class of small-molecule channel activators. Retigabine is the prototypical KCNQ activator that is thought to bind within the pore. It requires the presence of a Trp side chain that is conserved among retigabine-sensitive channels but absent in the retigabine-insensitive KCNQ1 subtype. Recent work has demonstrated that certain KCNQ openers are insensitive to mutations of this conserved Trp, and that their effects are instead abolished or attenuated by mutations in the voltage-sensing domain (VSD). In this study, we investigate the stoichiometry of a VSD-targeted KCNQ2 channel activator, ICA-069673, by forming concatenated channel constructs with varying numbers of drug-insensitive subunits. In homomeric WT KCNQ2 channels, ICA-069673 strongly stabilizes an activated channel conformation, which is reflected in the pronounced deceleration of deactivation and leftward shift of the conductance-voltage relationship. A full complement of four drug-sensitive subunits is required for maximal sensitivity to ICA-069673-even a single drug-insensitive subunit leads to significantly weakened effects. In a companion article (see Yau et al. in this issue), we demonstrate very different stoichiometry for the action of retigabine on KCNQ3, for which a single retigabine-sensitive subunit enables near-maximal effect. Together, these studies highlight fundamental differences in the site and mechanism of activation between retigabine and voltage sensor-targeted KCNQ openers.

Intramolecular interactions that control voltage sensitivity in the jShak1 potassium channel from Polyorchis penicillatus.

Voltage-gated potassium ion (Kv) channel proteins respond to changes in membrane potential by changing the probability of K+ flux through an ion-selective pore. Kv channels from different paralogous and orthologous families have widely varying V50 values. The voltage-sensing transmembrane helices (S4) of different channels contain four to seven basic residues that are responsible for transducing changes in transmembrane potential into the energy required to shift the equilibrium between the open- and closed-channel conformations. These residues also form electrostatic interaction networks with acidic residues in the S2 and S3 helices that stabilize the open and the closed states to different extents. The length and composition of the extracellular loop connecting the S3 and S4 helices (S3-S4 loop) also shape the voltage response. We describe mutagenesis experiments on the jellyfish (Polyorchis penicillatus) Kv1 family jShak1 channel to evaluate how variants of the S3-S4 loop affect the voltage sensitivity of this channel. In combination with changes in the length and composition of the S3-S4 linker, we mutated a residue on the S2 helix (N227) that in most Kv1 family channels is glutamate (E226 in mouse Kv1.2, E283 in D. melanogaster Shaker). Some individual loop replacement mutants cause major changes in voltage sensitivity, depending on a combination of length and composition. Pairwise combinations of the loop mutations and the S2 mutations interact to yield quantitatively distinct, non-additive changes in voltage sensitivity. We conclude that the S3-S4 loop interacts energetically with the residue at position N227 during the transitions between open and closed states of the channel.

Synthesis of the non-peptidic snail toxin 6-bromo-2-mercaptotryptamine dimer (BrMT)(2), its lower and higher thio homologs and their ability to modulate potassium ion channels.

The first synthesis of the non-peptidic snail toxin 6-bromo-2-mercaptotryptamine dimer (BrMT)2 is described, along with the preparation of its lower and higher thio homologs. The synthetic (BrMT)2 and its derivatives reported herein are all capable of slowing the activation of the Kv1.1 potassium ion channel. Only the monosulfide variant shows significant slowing of the deactivation process. This synthetic strategy can now be applied to creating a more extensive set of compounds that vary in the length of the linker connecting the two monomers, the substituents on the indole ring core, and terminal amine.