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1.
Artículo en Inglés | MEDLINE | ID: mdl-34073929

RESUMEN

The coronavirus disease 2019 (COVID-19) pandemic has had a significant impact on dental education worldwide. Due to the rapid spread of COVID-19 across Kuwait, it was essential for the Faculty of Dentistry (FoD) at Kuwait University to make appropriate modifications to the functioning of the dental school. The FoD's goal was not only to ensure a safe environment for its staff, students, and patients but also to sustain the students' academic progression. The FoD adopted several measures including the establishment of a COVID-19 response team, adoption of a blended-learning model, and phase-wise re-opening of the dental center. This paper discusses on the strategies that the FoD adopted, in response to the challenges posed by the pandemic.


Asunto(s)
COVID-19 , Educación en Odontología , Humanos , Kuwait/epidemiología , Pandemias , SARS-CoV-2
2.
J Contemp Dent Pract ; 22(1): 89-92, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-34002716

RESUMEN

AIM: This study aimed to evaluate the dental students' performance in ICDAS (International Caries Detection and Assessment System) coding with different levels of clinical experience. MATERIALS AND METHODS: Dental students (n = 122) in their clinical years, year 3 (n = 37), year 4 (n = 44), and year 5 (n = 41) received training (two-hour introductory lecture on ICDAS, followed by a 90 min e-learning video, and practice sessions using extracted teeth and photographs) from a calibrated expert. After training, the students examined a prevalidated set of extracted teeth and assigned scores in two sessions. The intra- and inter-examiner agreement between students was analyzed using weighted kappa statistics and a focus group discussion was conducted for qualitative feedback. RESULTS: The range of kappa values for intra-examiner agreement among the year 3, 4, and 5 students for ICDAS caries code (0.611-0.879, 0.633-0.848, and 0.645-1.000) and restoration code (0.615-0.942, 0.612-0.923, 0.653-1.000), respectively. The range of kappa values for inter-examiner agreement for year 3, 4, and 5 students with a trained expert for ICDAS caries code (0.526-0.713, 0.467-0.810, and 0.525-0.842) and restoration code (0.531-0.816, 0.682-0.842, and 0.645-0.928), respectively. CONCLUSION: The ICDAS system is a promising tool for caries detection and its implementation in the curriculum was perceived by dental students as an effective method. In general, there was moderate to substantial agreement for ICDAS caries and restoration code between students of different academic year groups and with a trained ICDAS expert. CLINICAL SIGNIFICANCE: ICDAS is a simple, logical, and evidence-based system for the detection and classification of caries. Introducing ICDAS to dental students enables them to detect caries in a reliable and reproducible manner irrespective of their past clinical experience and also significantly improves their caries detection skills.


Asunto(s)
Caries Dental , Estudiantes de Odontología , Curriculum , Caries Dental/diagnóstico , Educación en Odontología , Humanos , Reproducibilidad de los Resultados
4.
BMC Med Educ ; 21(1): 151, 2021 Mar 08.
Artículo en Inglés | MEDLINE | ID: mdl-33685451

RESUMEN

BACKGROUND: The quarantine associated with the COVID-19 pandemic forced dental schools to suspend their clinical training and to shift to distant learning methods. The aim of this study is to investigate the impact of quarantine on the self-perceived preparedness of dental graduates and to explore the efficacy of online education from students' perspectives. METHODS: The questionnaire distributed to dental students comprised of two main sections. The first part covered the online education experience, and the second part measured the level of self-perceived preparedness for a range of cognitive, communication and professional skills. RESULTS: The survey yielded a response rate of 72%. The majority of students (77%) agreed that they missed educational experiences as a result of the lockdown. More than half of them felt less motivated to follow-up with distant e-learning and believed that online assessment is not a good method for evaluation. A high percentage of the students (66%) thought that online group discussions had a positive value while 67% preferred online lectures compared to theatre lectures. Majority of students particularly 5th year (78.7%) (p < 0.001) stated that the quarantine increased their collaboration with their colleagues. According to 87% of students, the experience most negatively affected was their clinical training. In general, students showed satisfactory self-perceived preparedness related to a range of attributes and professional skills. CONCLUSIONS: The data showed that students partially appreciated the online system, whereas they did not consider it a substitute for face to face clinical practice. The overall self-perceived preparedness level was promising; however students had reservations regarding independent practice following graduation.


Asunto(s)
/epidemiología , Educación en Odontología , Educación a Distancia/métodos , Pandemias , Competencia Profesional , Estudiantes de Odontología/psicología , Femenino , Humanos , Jordania/epidemiología , Masculino , Motivación , Cuarentena , Autoimagen , Autoevaluación (Psicología)
5.
J Med Life ; 14(1): 93-99, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33767792

RESUMEN

Intellectual property rights such as Copyright, Trademark, Patents and Trade secrets etc. help us to gain some protection against certain inventions by acknowledging the founder. In today's industry it is agreed that Intellectual Property Rights has a big role to play. This current study envisages the knowledge, attitude, practice regarding Intellectual Property Rights among dental task force attending private dental colleges.The survey was conducted among students of which were Interns, Post Graduates, faculty members and other dental surgeons attending private dental colleges in Navi Mumbai. The subjects of this study comprised of a total of 1020 students, faculty members and other dental surgeons from five different private dental institutes. The survey includes closed ended questions. Data analysis was performed using SPSS software version 17. Explaining calculations were used to summarize all the answers. A total of 889 students, faculty and other dental surgeons from private dental colleges responded. Results showed that about 83.5% believe the statement "Articles and other publications are protected by copyright." 66.6% of participants would select trademark in order to protect their clinic or organization name. About 38.7% were aware of the term Intellectual Property Rights. It also suggests that only 10.9% have attended any seminar/conference pertaining to IPR. The students and faculty members have an overall sense of eagerness to learn and gain more knowledge based on IPR. Thus conducting more workshops and seminars based on IPR should be encouraged.


Asunto(s)
Comités Consultivos , Educación en Odontología , Conocimientos, Actitudes y Práctica en Salud , Propiedad Intelectual , Universidades , Estudios Transversales , Humanos
8.
GMS J Med Educ ; 38(1): Doc2, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659607

RESUMEN

Objective: Drastic restrictions were imposed due to the COVID-19 pandemic, especially relating to the practical training part of the undergraduate human and dental medical training. During emergency mode teaching in the summer semester of 2020, a pilot project on practical classroom teaching under COVID-19 conditions was undertaken the Skills Lab Dresden, the Interprofessional Medical Training Centre (MITZ). Students were able to continue learning basic communication and manual skills. This project report presents the adaptations needed for this teaching concept and discusses their feasibility as well as selected evaluation results of the trial run. Description of the project: In normal teaching, students rotate to complete training sessions in small groups. Teaching is provided in a peer-teaching format. An Inverted Classroom Model was implemented as a teaching concept during emergency operation with preparation through digital learning and classroom teaching. Organisational and teaching adjustments were carried out for the concept and to comply with containment regulations. The concept was evaluated by the students using a standardised online questionnaire. Results: 1012 students completed their training during emergency operation at the university. The containment regulations meant that there were a higher number of training sessions and a higher workload. Only one of the alternative dates provided had to be used for COVID-19-related reasons. Infection chains could be tracked. The majority of students found the communication of information via Moodle to be sufficient and did not experience any technical problems. An analysis of the students' evaluation revealed a high level of overall satisfaction with the adapted teaching concept. Conclusion: The MITZ will once again use the concept in a modified form should there be renewed or continued emergency operation. The Inverted Classroom Model will also be established as an integral part of regular teaching. The findings may be of interest to other Skills Labs to develop concepts for emergency operation teaching to efficiently utilise site-specific resources.


Asunto(s)
/epidemiología , Educación en Odontología/organización & administración , Educación Médica/organización & administración , Grupo Paritario , Enseñanza/organización & administración , Comunicación , Humanos , Pandemias , Satisfacción Personal , Proyectos Piloto
10.
BMC Med Educ ; 21(1): 155, 2021 Mar 12.
Artículo en Inglés | MEDLINE | ID: mdl-33711993

RESUMEN

BACKGROUND: Australia possesses a highly multicultural demographic, and thus dental practitioners are likely to regularly encounter culturally and linguistically diverse individuals. It is important for dental practitioners to be culturally competent, however, cultural competency education is highly variable in the curricula of dentistry and oral health courses in Australia, and research is largely limited to dentistry students. This study aims to investigate and compare perceived attitudes, beliefs and practices of cultural competence amongst first and final year Doctor of Dental Surgery (DDS) and Bachelor of Oral Health (BOH) students at the University of Melbourne Dental School. METHODS: Following ethics approval, anonymous questionnaires were completed by 213 participants. The questionnaire was adapted from Schwarz's Healthcare Provider Cultural Competence Instrument and consisted of five scales. Data was analysed using SPSS V 24.0 software. RESULTS: A total of 213 students participated in this study (response rate = 88%) The majority of participants were female (n = 114, 53.5%) and the mean age of 23.5 years (range 18-40). The majority of participants were Australian born (n = 110) with 74.6% (n = 159) first generation Australians. Participants who identified as Australian represented 35.7% (n = 76) with 66.1% (n = 141) identified as partly Australian. Multivariate analysis indicated that, after controlling for other independent variables in the model, those who had the highest cultural competence score were female, who self-identify as "Australian", who were in the final year. Furthermore, those who were in the final BOH year scored significatively higher than final year DDS students. CONCLUSION: The findings of this study suggest that there is a significant difference in students self-reported cultural competence at different stages of their education. This may be attributed to differences in cultural competence education, scope of practice and the type of patient encounters and role modelling that students may experience. Future research should involve follow up to create longitudinal data, as well as research at other dental schools in Australia and overseas.


Asunto(s)
Competencia Cultural , Estudiantes de Odontología , Adolescente , Adulto , Australia , Diversidad Cultural , Odontólogos , Educación en Odontología , Femenino , Humanos , Masculino , Rol Profesional , Encuestas y Cuestionarios , Adulto Joven
11.
BMC Med Educ ; 21(1): 164, 2021 Mar 17.
Artículo en Inglés | MEDLINE | ID: mdl-33731100

RESUMEN

BACKGROUND: Social conditions have a significant impact on the health of individuals and populations. While the dental curriculum is focused on teaching students about the diseases that affect the dentition and oral structures from a biomedical perspective, education about the social determinants of health is frequently regarded as less important. Thus, it occupies a smaller and disconnected part of the dental curriculum. The aim of this study was to explore the ways dental students conceptualised the social determinants of health after one year in dental school. METHODS: Reflective statements written by first year dental students at the end of the first year of study were collected. This qualitative study has an interpretivist basis and a thematic analysis of the reflections was conducted by two researchers. Metzl's structural competencies were used as a further analytic device. RESULTS: Four inter-related themes were identified: First, professional attitudes taken up by students influence their conceptions. Second, structural barriers to students understanding social determinants of health generate partial understandings. Thirdly, the social gulf that exists between the student body and people of different circumstances provides context to understanding the student's perspectives. Finally, we described how students were learning about the social determinants of health over the academic year. CONCLUSIONS: Dental students face several challenges when learning about the social determinants of health, and translating these learnings into actions is perhaps even more challenging. Metzl's structural competencies provide a framework for advancing students' understandings. One of the most important findings of this research study is that coming to an understanding of the social determinants of health requires sustained attention to social theories, practical experiences as well as institutionalised attitudes that could be achieved through an intentional curriculum design.


Asunto(s)
Formación de Concepto , Estudiantes de Odontología , Curriculum , Educación en Odontología , Humanos , Determinantes Sociales de la Salud
12.
J Oral Maxillofac Surg ; 79(6): 1236.e1-1236.e7, 2021 06.
Artículo en Inglés | MEDLINE | ID: mdl-33716007

RESUMEN

PURPOSE: We investigated the confidence levels of undergraduate dental students who used dental anesthesia simulators and patient reports of undergraduate dental students' confidence levels in delivering anesthesia injections, in comparison with undergraduate dental students who did not use dental anesthesia simulators. We also investigated application success rates. MATERIALS AND METHODS: The study was carried out in the dental anesthesia simulator laboratory and in the faculty clinics of the Faculty of Dentistry of Ankara University. One-hundred volunteer undergraduate dental students who had completed the third year of the 5-year undergraduate education program and who had not performed local anesthesia on a patient participated in the study. Seventy and 30 undergraduate dental students did and did not receive training on dental anesthesia simulators, respectively, before performing procedures on patients. Using a questionnaire, undergraduate dental students conducted a self-assessment of preparedness and confidence, educators assessed the application success rates, and patients evaluated the undergraduate dental students' confidence levels. RESULTS: Patients reported that the undergraduate dental students trained using the simulators were more confident. The self-reported confidence and success rates in providing anesthesia did not differ significantly as per the use of dental anesthesia simulators. CONCLUSIONS: Although use of simulators did not enhance self-reported confidence, patients reported that undergraduate dental students who used the simulators were more confident and reassuring. Use of simulators did not increase the undergraduate dental students' self-reported confidence or preparedness. However, we recommend using such simulators to overcome the ethical and moral issues associated with other teaching methods.


Asunto(s)
Anestesia Dental , Anestesiología , Competencia Clínica , Educación en Odontología , Docentes , Humanos , Estudiantes de Odontología
13.
Br Dent J ; 230(3): 165-169, 2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33574542

RESUMEN

The aim of this paper is to highlight the impact of racial disparities on the educational experiences of Black and minority ethnic students in healthcare education. Attainment gaps and barriers to career progression for minority ethnic home students in the United Kingdom have been recognised for decades, but little progress has been made to address these issues. Students and staff in higher education have been campaigning for 'decolonisation of the curriculum' to improve inclusivity and representation. These trends are being mirrored in medical education and there is growing recognition to decolonise the medical curricula. This would improve the educational experience and attainment of minority ethnic students and doctors, and would also help to address disparities in healthcare provision for minority ethnic patients. The context for decolonisation of the dental curricula is provided, followed by a discussion on the benefits, challenges and strategies for such decolonisation.


Asunto(s)
Curriculum , Grupos Minoritarios , Educación en Odontología , Grupos Étnicos , Humanos , Reino Unido , Estados Unidos
15.
Spec Care Dentist ; 41(3): 381-390, 2021 May.
Artículo en Inglés | MEDLINE | ID: mdl-33621394

RESUMEN

AIMS: To investigate barriers experienced by clinicians treating individuals with special needs in the Australian public dental system. METHODS AND RESULTS: Oral health professionals working at primary care clinics in the public dental system were invited to participate in semi-structured interviews or focus groups to discuss the challenges they faced in managing patients with special needs. Qualitative methods, employing inductive thematic analysis, revealed two primary barriers: 1. clinicians lacked confidence in their ability to treat patients with special needs because of insufficient training and experience, and difficulties obtaining information about their patients, and 2. barriers within the public dental system, including inadequate funding, equipment and facilities, and productivity pressures prevented clinicians from being able to provide the care patients required. The priority and understanding of the oral health for these individuals within the public dental system and wider disability sector was also raised. CONCLUSION: A perceived lack of training and experience in managing individuals with special needs was a barrier to treating patients with special needs. Other significant barriers were under-resourcing of the public dental system and a lack of priority and understanding regarding oral health among carers of individuals with special needs and other health professionals.


Asunto(s)
Atención Dental para Personas con Discapacidades , Salud Bucal , Actitud del Personal de Salud , Australia , Educación en Odontología , Humanos
16.
J Dent Educ ; 85(3): 427-440, 2021 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-33638174

RESUMEN

PURPOSE/OBJECTIVES: This study examines the journey of U.S. dental schools' predoctoral senior class of 2020, from the influences on and their motivations to pursue careers in dentistry, aspects of their dental school experiences, to plans upon graduation and the investment in their careers. METHODS: The study is an analysis of the results of the ADEA Survey of Dental School Seniors, 2020 Graduating Class. Each year, ADEA surveys senior predoctoral students from the accredited U.S. dental schools. Whenever feasible, the answers of the survey respondents from the 2020 class were compared with their 2015 counterparts. RESULTS: The analysis revealed that 46% of the 2020 respondents decided to become a dentist before going to undergraduate college, more than the proportion of those deciding while in college (42%). When it comes to preparedness to practice dentistry, the responses indicated a high level of readiness to go into the profession. Seventy-seven percent of survey participants reported the COVID-19 pandemic did not affect their plans after graduation. Between 2015 and 2020, the share of survey respondents who planned to go into advanced dental education immediately after graduation increased from 35% to 40%. Almost a third of the 2020 respondents who planned to go into private practice immediately upon graduation intended to join a Dental Service Organization (DSO). Grants and scholarships represented a higher share of the average funding for dental education for the 2020 respondents than five years ago. The share of respondents expecting to graduate without any loans to finance their dental degrees and predental education (educational debt) increased significantly, from 12% in 2015 to 17% in 2020. CONCLUSION(S): This research shows that during these uncertain times, U.S. dental schools continued their mission to train and graduate oral health professionals fully prepared to go into the profession.


Asunto(s)
Facultades de Odontología , Odontólogos , Educación en Odontología , Humanos , Pandemias , Encuestas y Cuestionarios , Estados Unidos
17.
BMC Med Educ ; 21(1): 137, 2021 Feb 27.
Artículo en Inglés | MEDLINE | ID: mdl-33639906

RESUMEN

BACKGROUND: Local anaesthesia plays a key role in many aspects of a dentist's work. The required skills to perform anaesthesia successfully are acquired at university. To take advantage of the possibilities for new teaching formats, a blended learning concept for the local anaesthesia course was developed. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students' knowledge gain, performance of practical skills and satisfaction with the course. METHODS: All participants (n = 37) were randomly allocated into three groups. After acquiring the theoretical background in the blended learning, e-learning or lecture groups, a test to assess knowledge gain was performed. The performance of the practical skills was assessed in a small-group seminar. Student attitudes were evaluated with a questionnaire. RESULTS: The blended group showed significantly better results (mean = 17, SD =1.5) in theoretical knowledge gain than the other two groups (e-learning group: mean = 14.7, SD = 2.2; lecture group: mean = 14.8, SD =2.3). When comparing the results of the clinical skills assessment, there was no significant difference among all three groups (p > 0.017). The participants confirmed a high overall satisfaction with the course, in particular with the blended learning approach. CONCLUSION: This study indicates that blended learning improves the learning outcome for theoretical knowledge in teaching local anaesthesia more than either face-to-face learning or e-learning alone. Furthermore, the blended learning approach is highly appreciated by the students. For acquiring practical skills, this study shows that blended learning is as effective as other teaching methods.


Asunto(s)
Anestesia Local , Competencia Clínica , Instrucción por Computador , Educación en Odontología/métodos , Estudiantes/psicología , Adulto , Femenino , Humanos , Masculino , Distribución Aleatoria , Adulto Joven
18.
J Pak Med Assoc ; 71(Suppl 1)(1): S42-S48, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33582722

RESUMEN

Dentistry is a profession that requires coordinated motor skills in addition to acquired knowledge for ideal execution of any treatment plan for patients. Learning experiences have been modified over a period of time for students as well as for the healthcare providers. Conventional pre-clinical training employed the use of cadavers, but financial, ethical and supervisory constraints have become a major shortcoming. With the adaptation of technology in dentistry, pre-clinical training has now employed simulation. It provides the opportunity for students to develop psychomotor skills for procedures by practising pre-clinical, standardised learning competencies before they engage in patient-management. Simulation involves computer-aided learning, augmented reality and virtual reality, which are largely taking over pre-clinical teaching. Augmented reality is commonly being employed in maxillofacial, restorative, tooth morphology learning and mastering technique for administering local anaesthesia in dentistry. Virtual reality is being employed particularly in pre-treatment implant planning and dental education for students. Use of haptic technology, like robotics, is also gaining popularity, and facilitates a two-way communication between the user and the environment to better simulate the clinical setting for learning purposes.


Asunto(s)
Realidad Aumentada , Realidad Virtual , Competencia Clínica , Simulación por Computador , Educación en Odontología , Humanos , Interfaz Usuario-Computador
19.
J Pak Med Assoc ; 71(Suppl 1)(1): S103-S105, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33582733

RESUMEN

There is a need of a new model of education and training to be implemented in the Bachelors of Dental Surgery curriculum in the relevant Pakistani institutions. The current review article was planned to suggest such a model in the light of literature aimed at building the capacity of dental graduates in a competency-driven approach with the objective of offering safe, efficient and comprehensive care to dental patients. The outcome of the reforms suggested shall prepare dental graduates suitably geared towards providing community-oriented family dental care right from their formative years. Moreover, the suggested internship model can also help to address the issue of inefficiency related to patient-care.


Asunto(s)
Atención Odontológica Integral , Internado y Residencia , Curriculum , Educación en Odontología , Humanos , Facultades de Odontología , Enseñanza
20.
Eur J Dent Educ ; 25(1): 50-55, 2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33448597

RESUMEN

INTRODUCTION: This study assessed the utility of CAD/CAM technology as a self-assessment tool for preclinical waxing compared to traditional student self-assessment to evaluate preclinical work. MATERIAL AND METHODS: Thirty-seven students completed the wax-up of the maxillary left central incisor with the goal of recreating original anatomy and completed a traditional self-assessment. The original, unreduced cast and waxings were scanned with an intraoral scanner (E4D, Planmeca). Using CAD/CAM software (Compare, Planmeca), each waxing was superimposed over the original. Tolerance (250 µm) was set to illustrate under- and over-contoured areas, enabling visualisation of the waxing compared to original in three dimensions. Students then completed another self-assessment and an exit survey. RESULTS: Twenty-four per cent of self-assessment responses changed after using Compare Software. 20% changed from satisfactory to unsatisfactory. Four per cent changed from unsatisfactory to satisfactory. Greatest change in response occurred in the Incisal Edge (49%) rubric category. Interproximal Contact Area (3%) demonstrated least change in response. Seventy per cent strongly agreed that Compare Software enabled more effective assessment of Lingual Contour. Eight per cent strongly disagreed that Compare Software enabled more effective assessment of finishing. DISCUSSION: CAD/CAM software can improve student's critical self-assessment. Different rubric categories demonstrated differing rates of response change, indicating more critical of certain aspects of the waxing. Majority strongly agreed that the software enabled more effective self-assessment. CONCLUSION: CAD/CAM technology enhances student's learning in dental wax-up through improving self-assessment. This technology may improve teacher-student communication, reduce one-on-one teaching time and allow higher student-teacher ratio.


Asunto(s)
Educación en Odontología , Autoevaluación (Psicología) , Evaluación Educacional , Tecnología Educacional , Humanos , Estudiantes de Odontología
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