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1.
Edumecentro ; 13(3): 180-195, jul.-sept. 2021. graf
Artigo em Espanhol | LILACS | ID: biblio-1286261

RESUMO

RESUMEN Fundamento: en la educación médica superior cubana, la superación profesional constituye una vía importante para lograr el perfeccionamiento y/o completamiento de la preparación en Didáctica del claustro de profesores. Objetivo: socializar los resultados obtenidos en la implementación del programa de superación en Didáctica. Métodos: se realizó una investigación de desarrollo en la Facultad de Estomatología de Villa Clara durante los años 2016 a 2019. Se emplearon métodos teóricos: analítico-sintético e inductivo-deductivo; empíricos: prueba pedagógica, triangulación y prexperimento pedagógico; y estadísticos y/o de procesamiento matemático: cálculo de frecuencias y prueba de Wilcoxon. Resultados: la evaluación de la variable dependiente por niveles en el prexperimento pedagógico mostró que la totalidad de los docentes transitó de nivel en ambas dimensiones. La prueba estadística seleccionada permitió comparar los valores de frecuencias y como p = 0,000 < 0,05 se puede afirmar con un alto nivel de confiabilidad que el programa de superación causó diferencias entre los resultados al inicio y al final en su preparación Didáctica. Conclusiones: se manifestó la viabilidad de este programa y sus posibilidades de provocar cambios positivos en la preparación en Didáctica en los docentes, en correspondencia con las particularidades del proceso enseñanza aprendizaje de la Estomatología.


ABSTRACT Background: in Cuban higher medical education, professional development constitutes an important way to achieve the improvement and / or completion of the teaching staff's preparation in Didactics. Objective: to socialize the results obtained in the implementation of the program of improvement in Didactics. Methods: a development investigation was carried out at the Dentistry Faculty of Villa Clara during from 2016 to 2019. Theoretical methods were used: analytical-synthetic and inductive-deductive; empirical ones: pedagogical test, contrast of information and pedagogical pre-experiment; and statistical and / or mathematical processing: frequency calculation and Wilcoxon test. Results: the evaluation of the dependent variable by levels in the pedagogical pre- experiment showed that all the teachers went through the level in both dimensions. The selected statistical test allowed comparing the frequency values ​​and as p = 0.000 <0.05 it can be stated with a high level of reliability that the improvement program caused differences between the results at the beginning and at the end in its Didactic preparation. Conclusions: the viability of this program and its possibilities of causing positive changes in the preparation of Didactics in teachers were expressed, in correspondence with the particularities of the teaching-learning process of Dentistry.


Assuntos
Ensino , Cursos de Capacitação , Capacitação Profissional , Docentes de Odontologia
2.
J Dent Educ ; 85(10): 1606-1615, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34224152

RESUMO

OBJECTIVES: The study aimed to assess job satisfaction and stress among dental faculty members. It was also planned to explore their experiences and probable solutions through a mixed-method approach. METHODS: Sequential explanatory mixed-method approach was employed. In the quantitative phase, a cross-sectional web-based questionnaire survey was conducted among dental faculty members in Tamil Nadu, India using the "Google Forms application" link. Based on Dentist Satisfaction Survey, a questionnaire was framed, validated, and used. It included 25 items under four domains (PICS): personal, institutional, cofaculty, and students. Mann-Whitney test was used to compare the differences between two independent groups. Kruskal-Wallis test and Friedman test were used for multiple group comparisons. In the qualitative phase one-on-one, semistructured telephone interviews were conducted among 27 dental faculties from various sectors. RESULT: A total of 408 participants took part in the quantitative survey. The students-related domain was found to be the most dissatisfied or stressful domain (2.05±0.3) among dental faculties followed by the institutional domain (1.92±0.4) and cofaculty-related domain (1.81±0.6). Based on qualitative interviews, four themes were derived namely (1) academia as a profession, (2) potential stressors, (3) sequelae of stress, and (4) stress-free job. CONCLUSION: The present study provided deep insight into the stress among dental faculty members and emphasized the need for student-faculty mentor programs. It also stressed the importance of organized monetary structures or pay scales in private dental institutions in India.


Assuntos
Docentes de Odontologia , Satisfação no Emprego , Estudos Transversais , Humanos , Índia , Mentores
5.
J Dent Educ ; 85(10): 1616-1626, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34173234

RESUMO

OBJECTIVES: Institutions with a positive cultural climate make community members from all backgrounds valued and included, and treated equitably. Such an environment is optimally suited to prepare future dentists well for leading a diverse team of staff members and addressing the oral health care needs of increasingly more diverse patient populations. The objectives were to assess how many United States and Canadian dental schools had participated in a climate study at their parent institution and/or had conducted their own climate study, which topics these studies had addressed, how they collected their data, from whom they collected data, and how the findings affected these academic units. METHODS: In January 2020, 54 of the 78 dental school deans in the United States and Canada responded to a web-based survey (response rate: 69%). RESULTS: Forty-six parent institutions (85%) and 27 dental schools (50%) had conducted climate studies. Eighty-seven percent of parent institutions assessed the climate overall and the climate for specific groups (70%), such as for persons from underrepresented minority backgrounds (67%) or different religious backgrounds (59%). Most parent institution and dental school studies utilized surveys to collect data from faculty (parent institutions: 76%/dental schools: 96%), staff (74%/93%), administrators (72%/93%), and students (72%/89%). Overall, climate study results positively affected parent institutions' and dental schools' humanistic environment (61%/63%) and the recruitment of faculty (46%/50%), students (46%/46%), and staff (41%/43%). CONCLUSIONS: Climate studies are a widely accepted practice at dental schools and their parent institutions. Their results can play a vital role in shaping the climate of these academic units by fostering efforts to increase diversity, equity, and inclusion.


Assuntos
Docentes de Odontologia , Faculdades de Odontologia , Pessoal Administrativo , Canadá , Educação em Odontologia , Humanos , Estados Unidos
6.
J Dent Educ ; 85(10): 1596-1605, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34184247

RESUMO

Although self-assessment is a lifelong skill practiced in predoctoral training, the utility of this mechanism is seldom linked to competencies that encompass the broad range of skill sets and roles of an academic dentist. Literature defining faculty competencies and/or roles in medical and dental education is limited in scope focusing primarily on teaching and research. Identifying the broad spectrum of dental faculty skill sets and connecting them to self-assessment and professional development needs to be explored. Furthermore, a mechanism that can serve as a professional roadmap with identified areas to develop and catapult faculty into a self-reflection growth process is lacking in dental academia. The purpose of this study was to define the broad spectrum of competencies, or skill sets of an academic dentist and develop a faculty self-assessment tool grounded in self-regulation theory to help faculty track and plan professional growth. A mixed-methods approach including a faculty focus group was used to refine and verify the relevance of pre-defined faculty roles and skill sets. A self-assessment instrument was then developed with 31 broad skills and two scales that ascertained faculty interest in developing and development stage for each skill set. The intended utility of the self-assessment tool is to provide an introspective mechanism to obtain specific information about a wide range of faculty professional growth areas beyond teaching and research. The instrument can also be used to facilitate mentoring and may have implications for determining faculty development programming.


Assuntos
Docentes de Odontologia , Tutoria , Docentes de Medicina , Humanos , Mentores , Autoavaliação (Psicologia)
7.
J Dent Educ ; 85(9): 1511-1517, 2021 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-33990132

RESUMO

PURPOSE/OBJECTIVE: Self-assessment is a fundamental skill for dentists and other health care providers. It enables these professionals' ability to critically evaluate the quality of their clinical work and improve through self-directed learning. Researchers have investigated how gender affects self-assessment skills and have shown that male students tend to overestimate their performance while female students tend to underestimate theirs as compared to peer or faculty assessment. The goal of this study was to evaluate how the self-assessment skills of dental students differ by gender in operative preclinical dentistry. METHODS: Third-year dental students (N = 208, Class of 2016-2021) self-assessed their work using the same rubrics as faculty on four operative dentistry competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Two calibrated full-time faculty graded all procedures independently. The Student self-assessment-Faculty grade (S-F) gap scores were calculated and statistically analyzed. RESULTS: Overall, both genders overestimated their self-assessment for all four procedures as compared to actual scores given by faculty. Males overestimated more significantly than females for Class II Amalgam preparation, but not for the other three procedures. However, when the S-F gap for all procedures was combined and analyzed together, male students significantly overestimated their self-assessments compared to female students. When female and male students grading scores were stratified into quartiles, there were significantly larger differences between males and females in the lower quartiles, which suggest that difference in self-assessment abilities was more prominent among the lower performing students. CONCLUSION: The results of this study demonstrate that gender may affect the accuracy of self-assessment in operative preclinical dentistry.


Assuntos
Dentística Operatória , Autoavaliação (Psicologia) , Competência Clínica , Educação em Odontologia , Avaliação Educacional , Docentes de Odontologia , Feminino , Humanos , Masculino , Estudantes de Odontologia
8.
Medicine (Baltimore) ; 100(21): e26176, 2021 May 28.
Artigo em Inglês | MEDLINE | ID: mdl-34032779

RESUMO

ABSTRACT: We aimed to establish the local prevalence of musculoskeletal pain among faculty members in Saudi Arabia and describe the patient's risk factors and preventive measures that may reduce its burden.An observational, quantitative, cross-sectional study was carried out to evaluate the prevalence of musculoskeletal pain and its risk factors among male faculty members in the College of Medicine and Dentistry, using a designed questionnaire based on the Standardized Nordic Musculoskeletal Questionnaire. Chi-square testing at a significance level of P < .05, was used for comparative analysis. SPSS version 26 was used for all analyses.Ninety responders participated in the survey analysis. The prevalence of musculoskeletal pain among faculty members was 77.8%, and the most common site of musculoskeletal pain occurred at two different sites of the three (low back, neck, and shoulder), with a prevalence of 38.9%. As for risk factors of musculoskeletal pain, only age group showed a significant correlation with the site of musculoskeletal pain (P = .024), where patients in the younger age group (25-35 years old) were at higher risk of lower back pain, while participants in the older age group (36 to 44 years old and 45 years or older) were at higher risk of musculoskeletal pain in two different sites.Musculoskeletal pain affects more than two-thirds of faculty members. In particular, low back pain is a common problem among faculty members. Age is a significant risk factor for the occurrence of musculoskeletal pain, with more than one site involvement in older age.


Assuntos
Docentes de Odontologia/estatística & dados numéricos , Dor Musculoesquelética/epidemiologia , Doenças Profissionais/epidemiologia , Adulto , Estudos Transversais , Humanos , Dor Lombar/epidemiologia , Dor Lombar/prevenção & controle , Masculino , Pessoa de Meia-Idade , Dor Musculoesquelética/prevenção & controle , Cervicalgia/epidemiologia , Cervicalgia/prevenção & controle , Doenças Profissionais/prevenção & controle , Prevalência , Fatores de Risco , Arábia Saudita/epidemiologia , Dor de Ombro/epidemiologia , Dor de Ombro/prevenção & controle
9.
J Dent Educ ; 85(8): 1373-1378, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-33870514

RESUMO

PURPOSE/OBJECTIVES: Identify barriers and opportunities regarding faculty participation in research. METHODS: Sixty-four faculty members of all ranks and days of employment completed a survey designed to reveal attitudes toward participation in research. RESULTS: Among those responding, three-quarters said they were actively engaged in research, and 45% of these identified no perceived barriers. Those reporting obstacles rank-ordered 10 barriers, but no consistent patterns emerged. A factor analysis revealed three clusters of concerns: (a) school barriers, (b) personal barriers, and (c) team opportunities. A large number of comments were offered, and these tended to group by the three quantitatively identified factors. CONCLUSION: These findings were consistent with the view that lack of time and formal training in standardized research skills were not major impediments to scholarship. Instead, assistance in navigating administrative hurdles and participation on multiskilled teams appeared to offer the best prospect for helping faculty interested in research.


Assuntos
Docentes , Faculdades de Odontologia , Atitude , Emprego , Docentes de Odontologia , Bolsas de Estudo , Humanos
12.
Rev. Asoc. Odontol. Argent ; 109(1): 28-33, ene.-abr. 2021. tab
Artigo em Espanhol | LILACS | ID: biblio-1280923

RESUMO

Objetivo: Describir una experiencia de capacitación de alumnos de grado en la evaluación radiográfica de tratamientos endodónticos realizados ex vivo. Material y métodos: Participaron un docente y 13 alumnos, cada uno de los cuales evaluó radiográficamente 100 tratamientos endodónticos realizados ex vivo para determinar si estos eran correctos o incorrectos. Posteriormente, el mismo docente, en una clase teórica, presentó a los alumnos otras imágenes radiográficas a fin de calibrar qué debería considerarse correcto o incorrecto. Luego fueron proyectadas nuevamente las radiografías de los 100 casos, y los alumnos efectuaron una nueva valoración. Para cada alumno, se determinó la frecuencia de concordancia con el docente en los 100 casos, antes y después de la calibración. Se categorizó cada observación como sin cambio, positiva (precalibración sin concordancia y poscalibración con concordancia) y negativa (precalibración con concordancia y poscalibración sin concordancia). En cada caso se calcularon la frecuencia para cada categoría, la frecuencia de concordancia entre cada alumno y el docente antes y después de la calibración, y la diferencia entre frecuencias. Resultados: La frecuencia absoluta de casos con concordancia alumno/docente sin cambios fue entre 65 y 85; con cambio positivo, entre 14 y 29; y con cambio negativo, entre 1 y 8. La concordancia antes y después de la calibración resultó entre 37% y 79,2%. Conclusión: La calibración mejoró parcialmente la capacitación de los alumnos para la evaluación radiográfica de los tratamientos endodónticos (AU)


Aim: To describe one experience of calibration in the radiographic evaluation of 100 endodontic treatments performed ex vivo in undergraduate students. Material and methods: One professor and 13 undergraduate students participated in this study, who independently radiographically evaluated 100 ex vivo endodontic treatments and determined whether each case was correct or incorrect. Later, the same professor presented a theoretical class to the students with other radiographic images in order to calibrate the difference between correct and incorrect treatments. Then the radiographs of the same 100 cases were projected and the students made a new evaluation. The frequency of agreement with the teacher was determined for each student in the 100 cases before and after the calibration. Each observation was categorized as without change, with positive change (pre-calibration without agreement and post-calibration with agreement) and with negative change (pre-calibration with agreement and post-calibration without agreement). The frequency for each category was calculated for each student. In each of the cases, the frequency of students in which concordances with the teacher were observed before and after calibration, and the difference between both frequencies were calculated. Results: The absolute frequency of cases with agreement of the students/teacher without changes varied between 65 and 85, with a positive change between 14 and 29 and a negative change between 1 and 8. The concordance before and after calibration varied between 37.0% and 79.2%. Conclusion: Calibration partially improved the training of students in radiographic evaluation of endodontic treatments (AU)


Assuntos
Humanos , Masculino , Feminino , Tratamento do Canal Radicular/estatística & dados numéricos , Educação Pré-Odontológica , Avaliação Educacional , Argentina , Faculdades de Odontologia , Estudantes de Odontologia/psicologia , Calibragem , Radiografia Dentária/métodos , Dente não Vital/diagnóstico por imagem , Docentes de Odontologia
13.
Rev. medica electron ; 43(2): 3202-3211, mar.-abr. 2021.
Artigo em Espanhol | LILACS, CUMED | ID: biblio-1251937

RESUMO

RESUMEN La preparación del personal docente en las universidades exige un alto nivel científico y de maestría pedagógica. Todo esto requiere un esmerado trabajo metodológico que garantice una planificación organización, regulación y control del proceso docente educativo. Para esto se diseñó una clase metodológica instructiva sobre mucosa oral, de la asignatura Sistema Masticatorio, en la disciplina Histología, con el objetivo de instruir al profesor en la utilización de la vinculación básico-clínica. Se indicó a los profesores cómo relacionar el contenido de la clase con la clínica, desde el punto de vista de las lesiones precancerosas y sus factores de riesgo. Se logró la instrucción de los docentes en la utilización del contenido de las asignaturas y disciplinas de las Ciencias Básicas con la relación básico-clínica, y así se contribuyó a ampliar el espectro científico metodológico de los docentes en la Universidad de Ciencias Médicas de Matanzas (AU).


ABSTRACT Training the teaching staff in the universities demands a high scientific level and pedagogical expertise. All of these requires a careful methodological work guaranteeing the teaching-learning process planning, organization, regulation and control. For that the authors designed an instructive methodological lesson aimed to train the teaching staff in the use of the basic-clinical link during a lesson of the subject Masticatory System about Oral Mucosa, in the subject Histology. They indicate to professors how to relate the lesson content to clinic from the point of view of pre-cancer lesions and its risk factors. Training the teaching staff in the use of subjects and disciplines of the Basic Sciences with the basic-clinical relation, the authors contribute to widening the scientific methodological spectrum of the teaching staff of the Matanzas University of Medical Sciences (AU).


Assuntos
Humanos , Masculino , Feminino , Sistema Estomatognático/anatomia & histologia , Aula , Universidades , Guias de Prática Clínica como Assunto/normas , Domínios Científicos , Docentes de Odontologia/educação , Docentes de Odontologia/normas , Mucosa Bucal/anatomia & histologia
14.
Rev. cuba. estomatol ; 58(1): e3712, ene.-mar. 2021. graf
Artigo em Espanhol | LILACS, CUMED | ID: biblio-1156421

RESUMO

Objetivo: Determinar la presencia de acercamientos a la mínima intervención en cariología en los temas sobre el proceso caries dental de los programas de asignaturas del plan de estudios D de la carrera de Estomatología. Métodos: Se realizó una investigación cualitativa, documental, analítica, a través de una lectura crítica y valorativa de los 20 programas de las asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología. Se realizó un análisis del contenido de cada uno de los programas de asignatura en busca de indicios de la inclusión en los mismos de temas relacionados con la caries dental y si estos se correspondían con los principios de la mínima intervención en cariología. Los datos extraídos fueron el nombre de la asignatura, año académico, total de horas del programa, inclusión de la temática del proceso caries dental, inclusión de temas relacionados con el proceso caries dental según la mínima intervención en cariología, literatura básica recomendada, especificidad de los temas tratados referentes al proceso caries dental. Resultados: De las 13 referencias básicas de los programas de estudio el 54 % se remontan a publicaciones del pasado siglo y el resto a inicios del presente. Los programas incluyen temas relacionados con la prevención y curación del proceso caries dental, factores de riesgo, etiología, conceptos, clasificaciones y características clínicas y en 3.er año la asignatura Epidemiología. Ese mismo año, y posteriores, los temas referentes se hacen redundantes y se repiten en asignaturas consiguientes. Conclusiones: Los programas de asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología carecen de la presencia de preceptos sobre la mínima intervención para el tratamiento de la caries dental excepto la de Odontopediatría(AU)


Objective: To determine the presence of the minimum intervention in cariology in the topics on the dental caries process of the subject programs of the Study Plan of the Stomatology career. Methods: A qualitative analytical documentary research was carried out through a critical and evaluative reading of the 20 programs of the subjects of the integrating discipline of the Study Plan D of the Stomatology career. An analysis of the content of each of the subject programs was carried out in search of indications of the inclusion in them of topics related to dental caries and if these were related to the principles of Minimum Intervention in Cariology. The data extracted were the name of the subject, academic year, total hours of the program, inclusion of the topic of dental caries process, inclusion of topics related to the dental caries process according to the minimal intervention in cariology, recommended basic literature, specificity of the topics covered referring to the dental caries process. Results: Of the 13 basic references of the study programs, 54% go back to publications of the last century and the rest to the beginning of the present. The programs include topics related to the prevention and cure of the dental caries process, risk factors, etiology, concepts, classifications and clinical characteristics and in the 3rd year the subject Epidemiology. That same year and later, the reference topics become redundant and are repeated in subsequent subjects. Conclusions: The subject programs of the integrating discipline of the Stomatology Career Curriculum lack the presence of precepts on the minimum intervention for the treatment of dental caries except that of Pediatric Dentistry(AU)


Assuntos
Humanos , Fatores de Risco , Cárie Dentária/epidemiologia , Educação Médica/normas , Docentes de Odontologia/educação , Programas de Estudo , Pesquisa Qualitativa
15.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 24(1): 21-25, ene.-feb. 2021. tab
Artigo em Espanhol | IBECS | ID: ibc-202417

RESUMO

INTRODUCCIÓN: La tutoría clínica se define hoy como una actividad académica, que constituye un campo de transformación del conocimiento que implica a los estudiantes y docentes. El presente estudio describe las percepciones acerca de las competencias en la conducción del proceso tutorial de los protagonistas respecto a este espacio de verdadera transformación y crecimiento en este proceso educativo. Sujetos y métodos: Estudio descriptivo en el cual la variable percepción de la competencia docente del tutor clínico se evaluó en estudiantes y docentes del ciclo clínico de la Facultad de Odontología de la Universidad Finis Terrae, en Chile. La percepción se operacionalizó en tres factores y se evaluó por medio de dos instrumentos: el Council of European Chief Dental Officers (estudiantes) y el Knowledge and Prior Study Inventory (docentes). Los datos se analizaron a través de medidas de tendencia central y la prueba no paramétrica t de Student. RESULTADOS: La percepción de los docentes y la de los estudiantes respecto a las competencias para conducir la tutoría clínica presentan diferencias significativas en dos de los tres factores, como también en el desglose de ítems por factor, lo que da cuenta de los aspectos en los cuales las autopercepciones de los docentes son mejores que las percepciones de los estudiantes. CONCLUSIÓN: Se reconocen deficiencias del ejercicio del tutor que son percibidas por los estudiantes y que podrían ser mejoradas, como la autonomía, el razonamiento clínico y la efectividad de la retroalimentación, por lo que se sugiere diseñar un programa de capacitación sobre competencias docentes dirigido a tutores clínicos que responda a las debilidades percibidas


INTRODUCTION: Clinical tutoring/mentoring is defined today as an academic activity, which constitutes a transformation of knowledge field that involves students and teachers. The present study describes the perceptions about the competencies in the conduct of the tutorial process of the protagonists regarding this space of true transformation and growth of this educational process. Subjects and methods: Descriptive study in which the variable perception of the clinical tutor's teaching competence was evaluated in students and teachers of the clinical cycle of the Faculty of Dentistry of the Finis Terrae University, Chile. The perception was operationalized in three factors, and was evaluated by means of two instruments: CECD-O (students) and KPSI (teachers). The data were analyzed through measures of central tendency and the non-parametric Student's t test. RESULTS: The perception of teachers and students regarding the skills to conduct clinical tutoring, shows significant differences in two of the three factors, as well as in the breakdown of items by factor, accounting on the aspects in which the teachers'self-perceptions they are better than those perceived by students. CONCLUSION: There are recognized deficiencies in the tutor's exercise that are perceived by the students and that could be improved, such as autonomy, clinical reasoning and feedback effectiveness, which is why it is suggest designing a training program on teaching competencies aimed at clinical tutors in response to perceived weaknesses


Assuntos
Humanos , Educação em Odontologia/tendências , Capacitação de Professores/tendências , Avaliação Educacional/métodos , Mentores/estatística & dados numéricos , Estudantes de Odontologia/estatística & dados numéricos , Docentes de Odontologia/estatística & dados numéricos , Autoavaliação (Psicologia) , Estudos Transversais , Competência Profissional/estatística & dados numéricos
16.
J Dent Educ ; 85(6): 821-827, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-33586142

RESUMO

PURPOSE: Objective of this study was to determine if perceptual abilities test (PAT), quantitative reasoning (QR), and academic average (AA) scores predict performance in a rudimentary dental anatomy laboratory exercise. METHODS: First-year dental students (n = 88) completed two identical wax carving exercises during the first and last weeks of the dental anatomy course. After being given detailed instructions and a wax block, students carved a cube and a semilunar shape using the wax subtraction technique. Using a rubric, students self-assessed their work as unsatisfactory, satisfactory, or ideal in the following areas: finish, sharpness, symmetry, and accuracy. Two calibrated and blinded faculty graded the exercise using the same rubric as the students. Cohen's kappa coefficient assessed faculty interrater reliability and student-faculty reliability. Changes in scores between the two exercises were evaluated using Wilcoxon signed rank and paired t-tests. Spearman's correlation coefficient and repeated measures analysis assessed the association between shape carving scores and DAT, QR, and AA scores. RESULTS: Faculty interrater reliability ranged from 0.2554 to 0.4186 for the assessed criteria over the two exercises. Student-faculty rater reliability ranged from 0.1299 to 0.4461. Only PAT scores correlated significantly to higher scores for the four grading criteria for both exercises. Student self-assessment improved with the second exercise. CONCLUSIONS: This rudimentary exercise was useful to identify students early in their dental education who may require more guidance in other manual dexterity courses. Faculties require additional training and calibration. Self-assessment is a life-long process of critical thinking that students are just beginning to learn.


Assuntos
Laboratórios , Estudantes de Odontologia , Educação em Odontologia , Avaliação Educacional , Docentes de Odontologia , Humanos , Reprodutibilidade dos Testes
17.
Eur J Dent Educ ; 25(1): 100-107, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32777156

RESUMO

BACKGROUND: With the rapid development of technology, traditional dental education has undergone a transition with the active incorporation of digital technology into curricula. DCARER is a recently developed digital real-time evaluation system for the digital assessment of student preclinical simulation practice performance. The system provides supplementary feedback on process analysis in addition to an objective final result. This study evaluated the grading validity of the DCARER system and its effect on dental preclinical practice skills training. METHODS: Seventy-three residents of Grade 2018, all of whom had completed their 3-year term residencies in standardised and systematic training, were recruited into this study to examine the system's grading validity. All performed crown preparations with the adoption of the DCARER system, which generated both process and final scores. Three experts gave their own grade anonymously according to the final work. The differences between the digital system and the expert scores were analysed. In addition, 60 dental students in Grade 4 and 10 dental faculty members were randomly divided into traditional and digital groups. The students in the traditional group prepared the tooth with the guidance of supervisors, whilst the digital group used the DCARER system. After the class, the students' tooth preparations were scored by the same three experts in a blinded manner. The students and faculty members completed two different sets of questionnaires to evaluate the effects of teaching, acceptance, satisfaction, and evaluation accuracy of the digital system and the traditional method. RESULTS: The grading validity assessment showed no significant difference between the tooth preparation scores given by the DCARER system and the experts (P> .05). The unique process scores given by the DCARER system were weakly correlated with the final scores given by both the digital system and the experts. The main characteristics of the 60 students and 10 faculty members were homogeneous at baseline (P> .05). The tooth preparations of the traditional group scored significantly lower than those of the digital group (P < .01). More students in the digital group (93.3%) believed the judgement to be objective than in the traditional group (73.3%). All students guided by the DCARER system (100%) and 80% of students taught in a traditional manner felt that the assessment reinforced the learning process. Faculty members reported that use of the digital system did not significantly increase their workload and reinforced the learning process for the internship. CONCLUSION: The results presented here indicate the validity of grading using the digital real-time evaluation system. Students and faculty could benefit from application of the system in tooth preparation practice, which may provide effective clinical interaction training for dental education.


Assuntos
Treinamento por Simulação , Estudantes de Odontologia , Competência Clínica , Coroas , Educação em Odontologia , Avaliação Educacional , Docentes de Odontologia , Humanos
18.
Eur J Dent Educ ; 25(3): 524-535, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-33188546

RESUMO

INTRODUCTION: Digital technology has the potential to provide a bias-free evaluation instrument for practical examination grading. E4D Compare software was designed for teaching institutions to allow comparison between scanned models prepared by students and master models prepared by instructors. The aim of this study was to determine the tolerance value for the E4D compare software (E4D Technologies LLC, Richardson, TX, USA) that provides scores comparable with faculty grades for wax-ups #23 and #19. Additionally, this study sought to assess the correlation between students' self-assessments, visual and digital grades and the reliability of the software. METHODS: Student wax-ups (n = 112) were uploaded into the software and then compared with faculty-generated master wax-ups. Digital grading was performed at tolerances 200-800 µm in 50 µm increments and was repeated twice. RESULTS: A tolerance of 350 µm was the closest to faculty grades for #23 and 500 µm was the closest for #19. Visual and digital grades showed moderate to high correlation for both wax-ups. Correlations between students' self-assessments and visual and digital grades improved with #19 versus #23. A near-perfect correlation was found between grades at the first and second digital grading sessions. CONCLUSIONS: The tolerance that closely matches faculty grades differs according to the tooth type. The software provided consistent grades and correlated well with faculty grades. Students' self-assessment skills improved as they proceeded throughout the course. Further studies are necessary to ascertain the role of the software in improving students' self-assessment skills.


Assuntos
Docentes de Odontologia , Autoavaliação (Psicologia) , Educação em Odontologia , Avaliação Educacional , Tecnologia Educacional , Humanos , Reprodutibilidade dos Testes , Estudantes
19.
J Dent Educ ; 85(3): 383-391, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33044754

RESUMO

PURPOSE: This study examined knowledge, attitudes, perceptions, and awareness regarding antibiotic use among students and academic faculty in US dental schools. METHODS: Two questionnaires, 1 for third-year/fourth-year dental students and the other for academic deans/department chairs were administered electronically. Questions on demographics, antibiotic knowledge, educational formats, and the role of dentistry in antibiotic stewardship were included. Knowledge about antibiotics and antibiotics stewardship was compared between third-year and fourth-year students and between students and academic faculty using t-test and chi-squared test at 0.05 significance level. RESULTS: A total of 18 responses on the academic dean and department chair survey and 172 responses on the dental student survey were collected. Overall, 71% of students reported that they could benefit from more education regarding antibiotics. Both faculty and students agreed that dentistry should play an important role in reducing antimicrobial resistance, but most dental students were "not at all familiar" with the term antimicrobial stewardship and several (32%) were unsure if clinical guidelines were present at their schools. CONCLUSION: Improvements to the dental educational curriculum regarding the responsible use of antibiotics, along with the implementation of stewardship programs within dentistry are strongly encouraged.


Assuntos
Antibacterianos , Faculdades de Odontologia , Antibacterianos/uso terapêutico , Atitude do Pessoal de Saúde , Currículo , Farmacorresistência Bacteriana , Educação em Odontologia , Docentes de Odontologia , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Percepção , Inquéritos e Questionários
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