Student and instructor perspectives following a virtual objective structured clinical examination.

Background: In March 2020, COVID-19 public health restrictions impeded in-person clinical assessment. In response, a dental hygiene program administered a virtual objective structured clinical exam (vOSCE) using Zoom to assess student competency in performing a health history. This study aimed to explore the vOSCE experience from both student and clinical instructor perspectives. Methods: This 2-part cross-sectional study gathered student and clinical instructor perceptions of the vOSCE. Forty-two students were invited to complete an online questionnaire. Basic descriptive statistics reporting percentages were tabulated. Twelve clinical instructors were invited to participate in focus groups, which were audiorecorded and transcribed verbatim. Qualitative data were analysed using inductive thematic analysis. Results: Questionnaires were received from 23 (55%) students. Students supported (91%) the vOSCE experience and believed it assessed their knowledge (87%), their ability to complete a health history (91%), and ability to communicate effectively (87%). Students reported high agreement (87%) with how the Zoom platform facilitated the examination. Some students (35%) felt the vOSCE was more stressful than an in-person OSCE. However, 43% indicated it wasn't more stressful. Focus groups with clinical instructors revealed perspectives on using vOSCEs, which were captured under 4 themes: preparation, assessment suitability, authenticity, and future considerations. Conclusion: Based on student and instructor perspectives, vOSCEs could be a viable alternative to in-person OSCEs for health history evaluations. As technology applications continue to emerge for conducting virtual examinations, there may be increased use of and ease of use with a virtual platform to conduct other types of clinical evaluations.

Introduction: En mars 2020, les restrictions de santé publique liées à la COVID-19 ont entravé l'évaluation clinique en personne. Pour remédier à la situation, un programme d'hygiène dentaire a fait passer un examen clinique objectif structuré virtuel (ECOSV) à ses étudiants à l'aide de Zoom pour évaluer leur compétence à effectuer des anamnèses. Cette étude visait à explorer l'expérience de l'ECOSV du point de vue des étudiants et des enseignants. Méthodes: Cette étude transversale en 2 parties a permis de recueillir les perceptions des étudiants et des enseignants à l'égard de l'ECOSV. Quarante-deux élèves ont été invités à remplir un questionnaire en ligne. Les statistiques descriptives de base faisant état des pourcentages ont été compilées. Douze enseignants ont été invités à participer à des groupes de discussion qui ont été enregistrés et transcrits textuellement. Les données qualitatives ont été analysées au moyen d'une analyse thématique inductive. Résultats: Vingt-trois étudiants (55 %) ont remis le questionnaire. Les étudiants ont appuyé (91 %) l'expérience de l'ECOSV et ont estimé qu'elle évaluait leurs connaissances (87 %), leur capacité à remplir des anamnèses (91 %) et leur capacité à communiquer efficacement (87 %). Les étudiants ont déclaré être très d'accord (87 %) sur le fait que la plateforme Zoom a facilité l'examen. Certains étudiants (35 %) ont estimé que l'ECOSV était plus stressant qu'un ECOS en personne. Toutefois, 43 % ont indiqué que ce n'était pas plus stressant. Les groupes de discussion avec des instructeurs cliniques ont révélé des points de vue sur l'utilisation des ECOSV et ceux-ci ont été regroupés sous 4 thèmes : préparation, pertinence de l'évaluation, authenticité et considérations futures. Conclusion: Selon le point de vue des étudiants et des enseignants, les ECOSV pourraient constituer une solution de rechange viable aux ECOS en personne pour l'évaluation des antécédents médicaux. À mesure que les applications technologiques pour la tenue d'examens virtuels se multiplient, l'utilisation et la convivialité d'une plateforme virtuelle pour effectuer d'autres types d'évaluations cliniques pourraient augmenter.

Multiple cases in case-based learning: A qualitative description study.

INTRODUCTION: Case-based learning is widely used in health professions education to improve clinical learning, but little is known about how best to approach multiple cases in this active learning strategy. Our study explored dental student views of multiple case-based learning in oral pathology. MATERIALS AND METHODS: Qualitative description informed the study design. Data were collected through semi-structured, individual interviews with twenty-one third- and fourth-year dental students who participated in multiple case-based learning seminars. Data were analysed using inductive, manifest thematic analysis. RESULTS: Themes were identified at approach and case levels. Approach-level themes included preparing students for clinical practice and board exams and maximising exposure (e.g., to lesions/conditions), knowledge application, and engagement within the time allotted for the learning session. Case-level themes included using challenging but manageable cases, linking cases to lecture content, providing the necessary clinical information to solve the cases, and ensuring that cases were authentic and common with non-typical presentations. Aspects of themes encompassed definitions of case characteristics, benefits, conditions of implementation, and recommendations for improvement. CONCLUSION: Cases should be considered individually, collectively, purposefully, and contextually in multiple case-based learning. Evaluations of learning and behavioural outcome are needed to further establish the effectiveness of approaches and case characteristics in multiple case-based learning.

Dental students' perceptions of the wildcard as a novel teaching technique in case-based learning.

OBJECTIVE: Cases used in case-based learning should be realistic, relatively difficult, engaging, and educational to maximize clinical knowledge and skills. Data are needed to support the effectiveness of existing and new techniques to ensure these case attributes. The purpose of this study was to explore dental students' perceptions of the wildcard technique in case-based learning. This novel technique aims to ensure key case attributes by adding new information to the analysis of a case that challenges the initial diagnosis and/or treatment plan. METHODS: Constructivism (paradigm) and interpretative description (approach) informed the study design. Participants were 21 third- and fourth-year dental students who took part in an oral pathology seminar in which the wildcard was employed. Data were collected through individual, semi-structured interviews that were digitally recorded and transcribed verbatim. Inductive, manifest thematic analysis was used to analyze the data. Several verification strategies were implemented to ensure rigor throughout data analysis. RESULTS: Identified themes suggest that students perceived the wildcard as a new scenario that simulated clinical practice regarding settings, situations, conditions, and required skills. They also enjoyed the wildcard and found it effective in terms of knowledge acquisition, skills development, and engagement. Students valued and recommended wildcards that were challenging, authentic, and educational. CONCLUSIONS: Students positively valued the wildcard, which seems to ensure several case attributes. Learning and behavioral outcome evaluations are needed to further establish the effectiveness of the wildcard in case-based learning.

Insights in interprofessional education: Dental hygiene students' suggestions for collaboration.

Background: Interprofessional education (IPE) promotes team-based approaches to professional practice and lifelong collaboration. However, there is little consensus on its "best practice" in dentistry and dental hygiene curricula. This study aimed to explore dental hygiene students' perceptions and experiences of collaboration with dentistry students in an IPE program that authentically represents private practice settings and work processes. The intent was to identify what students thought would best help prepare them to work collaboratively in an oral health team once they graduated after participating in this experience. Methods: Data were collected from 40 dental hygiene student written reflections and 6 dental hygiene students through a focus group session that was audiorecorded and transcribed. Data were examined using thematic analysis. Results: Five interrelated themes emerged: 1) understanding of roles and responsibilities; 2) hierarchical perceptions and level of experience; 3) team dynamics; 4) instructor and staff involvement and support; and 5) timing and structure of IPE activities. The findings suggest that dental hygiene students need consistent and sustained access to realistic environments in which to practise team roles and work directly with dentistry students. Opportunities to build relationships with dentistry students before working together in professional roles appear to alleviate hierarchical concerns that impede teamwork. Conclusion: IPE should occur throughout students' education as hierarchical perceptions appear to influence collaboration. Informal and/or non-clinical IPE opportunities should be introduced early in students' education to develop a foundation for team dynamics in later formal and/or clinical IPE activities. Students should collaborate in ways that will be reflected in professional expectations after graduation; the environment in which they learn their team role should provide the opportunity to authentically practise it.

Contexte: La formation interprofessionnelle (FIP) favorise les approches basées sur le travail d'équipe en matière d'exercice professionnel et de collaboration tout au long de la vie. Cependant, il y a peu de consensus quant à ses « meilleures pratiques ¼ lorsqu'il s'agit de programmes de dentisterie et d'hygiène dentaire. La présente étude visait à explorer la perception et les expériences des étudiants en hygiène dentaire en matière de collaboration avec les étudiants en dentisterie dans le cadre d'un programme de FIP qui représente de manière authentique les contextes et les processus de travail en cabinet privé. L'intention était de définir ce qui, selon les étudiants, les préparerait le mieux à travailler en collaboration au sein d'une équipe de soins buccodentaires après avoir obtenu leur diplôme. Méthodologie: Des données ont été recueillies à partir de réflexions écrites par 40 étudiants en hygiène dentaire et de 6 étudiants en hygiène dentaire dans le cadre d'une séance de groupe de discussion audio enregistrée et transcrite. Les données ont été examinées par analyse thématique. Résultats: Cinq thèmes interdépendants ont été dégagés : 1) la compréhension des rôles et des responsabilités; 2) les perceptions hiérarchiques et le niveau d'expérience; 3) la dynamique du travail d'équipe; 4) la participation et le soutien des enseignants et du personnel; et 5) le moment choisi et la structure des activités de FIP. Les résultats suggèrent que les étudiants en hygiène dentaire ont besoin d'un accès constant et soutenu aux environnements réalistes dans lesquels ils peuvent assumer les rôles de l'équipe et travailler directement avec des étudiants en dentisterie. Les possibilités de tisser des liens avec les étudiants en dentisterie avant de travailler ensemble dans des rôles professionnels semblent réduire les préoccupations hiérarchiques qui font obstacle au travail d'équipe. Conclusion: La FIP doit avoir lieu tout au long de la formation des étudiants, puisque les perceptions hiérarchiques semblent influencer la collaboration. Les occasions de FIP informelles ou non cliniques doivent être introduites tôt dans la formation des étudiants afin de créer une fondation de dynamique pour l'équipe lors des activités de FIP formelles ou cliniques ultérieures. Les étudiants doivent collaborer de façons qui seront reflétées dans les attentes professionnelles après l'obtention de leur diplôme. L'environnement dans lequel ils apprennent leur rôle au sein de l'équipe devrait leur fournir l'occasion de l'exercer de manière authentique.