Effectiveness of E-learning on clinical application of dental injection anatomy via simulation manikins.

PURPOSE: E-learning is frequently integrated into dental education, yet little is known on the effectiveness of e-learning in both instilling foundational knowledge and facilitating translation of newly acquired knowledge and skill into clinical application. The objective of this study was to investigate the impact of learning modality on acquisition of knowledge and translation to clinical skill using objective feedback from oral anesthesia manikins and subjects' self-reported confidence scores. METHODS: This mixed-method study involved first year dental students (n = 52) who volunteered to participate in a learning intervention, simulation exercise, and survey in 2022. Students were randomly assigned to lecture (n = 26) or e-learning (n = 26) cohorts and then participated in the intervention, postintervention assessment, and a simulation to evaluate correct approaches for each dental block and attempts to success. RESULTS: All subjects scored significantly higher on post-intervention assessment compared to pre-intervention assessment (8.2 vs. 5.9; p < 0.0001) with no significant differences between intervention groups when comparing preintervention and postintervention scores. Furthermore, there were no significant differences between the two cohorts when comparing abilities to correctly approach each dental block or attempts to success. Finally, all students reported a significant increase in confidence in most categories following intervention and simulation, with no significant differences between lecture and e-learning cohorts. CONCLUSION: Our findings suggest students learning via e-learning are equally capable as those learning via lecture at demonstrating newly acquired knowledge and skill in both assessments and clinical simulations. Results support incorporating supplemental e-learning and oral anesthesia manikin exercises for students learning the anatomy of dental injections.

Effectiveness of an E-module at teaching novice learners critical thinking skills related to dentistry.

BACKGROUND: Technological advances and pedagogical shifts toward active learning have led dental academics to explore alternatives to traditional didactic lectures, yet questions remain regarding the effectiveness of new modalities at both relaying foundational knowledge and inspiring critical thinking. Here, we developed an integrative e-learning module on the subject of bone growth and recruited novice learners from undergraduate institutions to participate. The aim of the study was to investigate the impact of learning modality on novice learners' ability to apply newly acquired knowledge to critical thinking exercises related to dentistry. METHODS: In the fall of 2019, 42 undergraduate students from University of Nebraska and Nebraska Wesleyan University campuses voluntarily participated in the study involving a pretest, intervention, posttest, and retention test with survey and results were analyzed. RESULTS: Our data reveal a significant difference in mean pre- and posttest scores within delivery group of both traditional lecture and e-module cohorts (p < 0.0001) and no statistically significant difference between cohorts in posttest scores. Similarly, there was no significant difference in student performance on higher-level cognitive skill questions between cohorts, indicating that students learning via e-module were able to apply foundational knowledge to clinical scenarios similarly to students learning via content-expert lecture discussions. CONCLUSION: The authors shed light on an opportunity to integrate e-learning into dental education, relieving time constraints for faculty and meeting the needs of our tech-savvy students, without compromising the fostering of critical thinking skills in future dentists.

Using Instagram as a tool to enhance anatomy learning at two US dental schools.

Although growing evidence supports the inclusion of social media in education, no studies to date have investigated the potential role of Instagram in anatomy education for dental students. Anatomists at University of Texas School of Dentistry (UTSD) and University of Nebraska Medical Center (UNMC) College of Dentistry created unique Instagram pages supplemental to traditional pedagogy, aiming to provide easily-accessible, interactive content for our tech-savvy students. The aim of this study was to evaluate students' perspectives of the use of social media in education and their respective professor's Instagram page. In the fall of 2020, 170 students (86 from UTSD and 84 from UNMC) voluntarily participated in a survey via Qualtrics. The majority of respondents (85.1%) had seven or more years of experience with social media, and 96.9% of students reported using social media as a source of information with 92.5% using for educational purposes. All students agreed that their respective professor's page has been helpful for anatomy study and review, added to their understanding of anatomy, is convenient, engaging, and professional. While consistent themes emerged between cohorts, UNMC students had a higher level of agreement regarding their page's added relevance to learning in the class/clinic (p = 0.0016), while UTSD students reported feeling more comfortable asking their professor questions through Instagram (p = 0.015). Among all variables, female students and Generation Z students responded more favorably than male or Generation Y counterparts. Here, the authors describe benefits and considerations for others interested in using Instagram as an educational tool.

Estrogen Receptor Alpha Signaling Is Responsible for the Female Sex Bias in the Loss of Tolerance and Immune Cell Activation Induced by the Lupus Susceptibility Locus Sle1b.

The dramatic female sex bias observed in human lupus is thought to be due, at least in part, to estrogens. Using mouse models, we have shown that estrogens, acting through estrogen receptor alpha (ERα) promote lupus development and contribute significantly to the female sex bias observed in this disease. C57Bl/6 (B6) mice carrying the lupus susceptibility locus Sle1 locus exhibit immune cell hyperactivation and loss of tolerance, and the action of Sle1 displays a strong female sex bias. Previously, we showed that disruption of ERα completely eliminates the female sex bias in the effects of Sle1. Here we report that ERα signaling selectively modulates the action of Sle1b, one of the three subloci that together constitute Sle1. We observed that disruption of ERα signaling attenuated T cell hyperactivation, formation of spontaneous germinal centers, loss of tolerance, and the development of anti-chromatin autoantibodies in B6.Sle1b female mice, but had no impact on these phenotypes in B6.Sle1b male mice. In fact, disruption of ERα completely abolished the female sex bias that is seen in each of these phenotypes in B6.Sle1b mice. Strikingly, Sle1b-induced B cell hyperactivation, a female sex-specific manifestation of Sle1b, was completely abrogated by disruption of ERα in B6.Sle1b females. Altogether, these results demonstrate that ERα signaling is responsible for the female sex bias in the actions of Sle1b, and is absolutely required for the female-specific B cell hyperactivation phenotype associated with this lupus susceptibility locus. By contrast, we found that ERα signaling had no impact on Sle1a, the other Sle1 sublocus that exerts effects that show a female sex bias.

Estrogen receptor alpha signaling promotes Sle1-induced loss of tolerance and immune cell activation and is responsible for sex bias in B6.Sle1 congenic mice.

Sex bias in lupus incidence is thought to be due, in part, to the ability of estrogens to promote loss of tolerance. Previously, we showed that estrogens promote lupus via estrogen receptor α (ERα). C57BL/6 (B6) mice carrying the Sle1 lupus susceptibility locus (B6.Sle1) display loss of tolerance and develop anti-nuclear antibodies and immune cell hyperactivation. The incidence of loss of tolerance in B6.Sle1 females is greater than in males. Here, we show that a deficiency of either estrogens or ERα attenuates loss of tolerance and autoantibody development in B6.Sle1 females. Furthermore, we demonstrate that immune cell activation in B6.Sle1 mice shows sex bias and that ERα deficiency diminishes this phenotype in B6.Sle1 females. Thus, estrogens, acting via ERα, control sex bias in the Sle1 phenotype. Furthermore, we show that ERα may impact the Sle1 phenotype by modulating the expression of Pbx1, one of genes that underlies the Sle1 locus.