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2.
Med Educ Online ; 25(1): 1826861, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33000704

RESUMO

BACKGROUND: Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student learning environment and improve tutor assessment experience. OBJECTIVE: The aim of this study was to introduce the application of a comprehensive high-stakes online exam to final-year dental students during the COVID-19 pandemic and evaluate its effectiveness. DESIGN: A high-stakes exam was introduced and implemented online to the final-year dental students prior to their graduation. The exam consisted of four components: MEQs, MCQs, OSCE and an oral exam. The exam and invigilation were conducted using Blackboard and MS Teams programs. Stakeholders' views of the exam were obtained using two tailored surveys, one for students and another for faculty; both included closed- and open-ended questions. RESULTS: The exam was run successfully without untoward events. Both students and staff were satisfied with the online exam with the latter being more satisfied than the former. Students with previous experience in online learning system were more satisfied with the online exam compared with those with less experience (p < 0.05). The main issues raised by students' satisfaction with the exam were: inadequacy of time for the MEQ part, prevention of back tracking in the MCQ part and minor technological issues, whereas those raised by faculty members were increased time required to complete the exam setup and grading compared to the paper-based exam and minor technological issues. CONCLUSIONS: A newly introduced, multi-format, online high-stakes exam was implemented successfully to final-year dental students with minor technological issues and good satisfaction by students and staff alike.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Odontologia/métodos , Educação a Distância/métodos , Avaliação Educacional/métodos , Pneumonia Viral/epidemiologia , Betacoronavirus , Educação em Odontologia/normas , Educação a Distância/normas , Avaliação Educacional/normas , Humanos , Pandemias
3.
J Coll Physicians Surg Pak ; 30(10): 115-117, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-33115583

RESUMO

The spread of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has infected more than 6 million people globally; and changed the dynamics of the entire world. In March 2020, novel coronavirus disease 2019 (COVID-19) was declared as a pandemic by the World Health Organization (WHO). In Pakistan, the first case of COVID-19 was reported on 26th February, 2020. The virus is highly contagious and spreads mainly by aerosols. Its major symptoms include sore throat, cough, high-grade fever, anosmia, etc. Like other countries, it has also affected all fields of life in Pakistan, but its impact on dental education and dentistry has been particularly devastating. Dental institutes are at particularly high risk for infection transmission through their aerosol-generating dental procedures. In the scenario of a lockdown, dental students are suffering a lot and the dental colleges and faculties must try their best to overcome this situation. This article aims to review the challenges faced by dental community to carryout teaching and training in dental education during the COVID-19 pandemic. Key Words: COVID-19, Dentistry, Education, Pakistan, Pandemic.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Odontologia , Pneumonia Viral/epidemiologia , Betacoronavirus , Humanos , Paquistão/epidemiologia , Pandemias
4.
J Coll Physicians Surg Pak ; 30(10): 129-131, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-33115587

RESUMO

Coronavirus infecious disease 2019 (COVID-19) pandemic has brought a myriad of challenges to the dental education. Amidst the quarantine and lockdown measures, face-to-face education is disrupted around the globe. Dental educators have come up with innovative solutions to resume dental education remotely. Different online platforms are being utilised for didactic teaching and learning as well as for students 2019; assessment and examination. Clinical learning has also shifted to virtual learning. Manikins and virtual reality/augmented reality (VR/AR)-based simulation devices along with haptic technology can be very helpful for skills training. However, some sorts of blended learning and virtual curriculum may be incorporated in dental education in the future. For this narrative review, a thorough in-depth review of the available literature, relevant to our field, was carried out. In this article, impact of COVID-19 on dental education has been discussed along with some solutions to these challenges. Key Words: COVID-19, Dental education, E-learning, Virtual/augmented reality.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Odontologia/tendências , Pneumonia Viral/epidemiologia , Betacoronavirus , Currículo , Educação a Distância , Humanos , Pandemias
5.
Ned Tijdschr Tandheelkd ; 127(9): 473-480, 2020 Sep.
Artigo em Holandês | MEDLINE | ID: mdl-33011752

RESUMO

The practical training in dental schools in the Netherlands is largely organised within the walls of the educational institution, while many other medical educational programmes provide practical training to a large extent in the professional environment. The external practical internship is a form of practical learning with which positive experience has been gained in foreign dental schools, both by students and dentist-supervisors. The Dutch dental schools have a joint plan to set up practical internships in dental practices for master's students in the final year of their education. The aim of such an internship is that students in the last phase of their programme learn to apply the acquired knowledge and skills in an actual professional environment. This includes both clinical and dental treatment and the ability to organise oral health care for patients and everything that comes with it. This article describes the outline of this programme.


Assuntos
Internato e Residência , Currículo , Educação em Odontologia , Educação Continuada em Odontologia , Humanos , Países Baixos , Paladar
6.
BMC Med Educ ; 20(1): 354, 2020 Oct 09.
Artigo em Inglês | MEDLINE | ID: mdl-33036592

RESUMO

BACKGROUND: On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established "face-to-face" learning to online learning in the spring term 2020. The aim of this study was to assess the students' and lecturers' perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. METHODS: After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). RESULTS: 36.8% of students preferred "face-to-face" learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students' and lecturers' perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). CONCLUSIONS: Within the limitation of this study, students' and lecturers' showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Odontologia/métodos , Educação a Distância , Pandemias , Pneumonia Viral/epidemiologia , Betacoronavirus , Estudos Transversais , Currículo , Feminino , Alemanha , Humanos , Masculino , Inquéritos e Questionários
7.
BMC Med Educ ; 20(1): 392, 2020 Oct 29.
Artigo em Inglês | MEDLINE | ID: mdl-33121488

RESUMO

BACKGROUND: The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. METHODS: An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. RESULTS: Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (p < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. CONCLUSION: Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.


Assuntos
Instrução por Computador/métodos , Infecções por Coronavirus/epidemiologia , Educação em Odontologia/métodos , Educação a Distância/estatística & dados numéricos , Pneumonia Viral/epidemiologia , Estudantes de Odontologia/estatística & dados numéricos , Adulto , Currículo , Avaliação Educacional , Feminino , Humanos , Indonésia , Masculino , Pandemias , Grupo Associado , Estudantes de Odontologia/psicologia
8.
J Appl Oral Sci ; 28: e20200358, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32997092

RESUMO

The rapid and abrupt transmission pattern of the SARS-CoV-2 unleashed the current COVID-19 pandemic, as recognized by the World Health Organization in March 2020. Considering the high risk of transmission of the virus in dental environments and the specificities in clinical practice, COVID-19 posed immediate challenges for dental care and education. Due to the need to establish infection prevention and control guidance in dental health settings to enable a safe clinical practice, this review aims to list the challenges and perspectives in managing dental care in services and schools. This review employed materials collected from PubMed and the main guidelines and studies on the novel coronavirus to provide an overview of the clinical procedures and decisions made by health care personnel in dental offices and dental schools. We expect the COVID-19 scenario to promote significant changes in clinical practice and dental education; dentists should seek specific and particular regulations for dental practice established by their state or country. Biosafety checklists are strongly recommended for appointments at dental services and face-to-face activities in dental schools.


Assuntos
Infecções por Coronavirus/epidemiologia , Assistência Odontológica/organização & administração , Odontologia/organização & administração , Educação em Odontologia , Pneumonia Viral/epidemiologia , Betacoronavirus , Infecções por Coronavirus/prevenção & controle , Humanos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle
9.
Rev. cuba. estomatol ; 57(3): e1827, jul.-set. 2020.
Artigo em Espanhol | LILACS, CUMED | ID: biblio-1126521

RESUMO

RESUMEN Introducción: El análisis de la situación de salud es un tema indispensable en la formación de profesionales que tienen a cargo la salud de una comunidad y que requieren de una útil herramienta para la identificación de problemas de salud en el primer nivel de atención. Objetivo: Describir una metodología para facilitar la ejecución de la fase analítica de la situación de salud bucal en una comunidad. Métodos: Se realizó una revisión bibliográfica, a través del buscador Google Académico y en las bases de datos bibliográficas PubMed, Lilacs, Cumed y SciELO Cuba. Se revisaron trabajos presentados en el Congreso Internacional de Estomatología 2015. Los descriptores empleados para la búsqueda fueron: estado de salud, salud bucal, salud poblacional, atención primaria de salud, educación en odontología, y sus homólogos en inglés. Luego de ser filtrados, de los resultados obtenidos, se seleccionaron, por su vinculación al tema y actualización, 49 publicaciones científicas. Discusión: El análisis de situación de salud sirve como instrumento científico metodológico para identificar, priorizar y solucionar problemas comunitarios. La fase analítica es la más compleja del estudio, y en la que surgen dificultades para procesarla ordenadamente, debe comenzar por la clasificación epidemiológica de la población estudiada y seguir un orden lógico en su realización. Conclusiones: S e presenta una metodología que facilita la identificación y priorización de los riesgos substanciales, durante la fase analítica de un análisis de salud bucal(AU)


ABSTRACT Introduction: Health status analysis is an indispensable topic in the training of professionals who will be in charge of health in a community and as such require a useful tool to identify health problems in primary care. Objective: Describe a methodology to facilitate oral health status analysis in a community. Methods: A bibliographic review was conducted in the search engine Google Scholar and the databases PubMed, Lilacs, Cumed and SciELO Cuba. The review also covered the papers presented at the International Dental Congress 2015. The search terms used were 'health status', 'oral health', 'population health', 'primary health care', 'dental education' and their counterparts in Spanish. After filtering the results obtained, 49 scientific publications were selected due to their relationship to the subject and their topicality. Discussion: Health status analysis serves as a scientific methodological tool to identify, prioritize and solve community problems. The analytical stage is the most complex in the study and the one in which difficulties arise related to its orderly processing. The starting point should be the epidemiological classification of the study population, and a logical order should be followed in its conduct. Conclusions: A methodology is presented which facilitates identification and prioritization of substantial risks during the analytical stage of an oral health status analysis(AU)


Assuntos
Humanos , Atenção Primária à Saúde/métodos , Avaliação em Saúde/métodos , Saúde Bucal/tendências , Educação em Odontologia/métodos , Literatura de Revisão como Assunto , Bases de Dados Bibliográficas
11.
Oral Dis ; 26 Suppl 1: 123-126, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32862521

RESUMO

HIV TEACHING: A dental curriculum which fosters knowledge and attitude. OBJECTIVES: A pilot study to explore dental students views of current HIV related teaching and to assess the impact of this teaching on the students' self-perceived confidence in delivering dental care to HIV patients. METHODS: A short cross-sectional survey was conducted to gather the views of students on both objectives. Data was collected using an online self-administered questionnaire. Descriptive data analysis was conducted and used to present the data. Additionally, a one to one interview was performed with a past dental student for a thematic analysis. RESULTS: The HIV teaching at this dental school uses different learning approaches involving didactic, reflective, and participatory methods to address the knowledge, attitudinal and skills objectives. A didactic and experiential problem-based approach using role-play with simulated patients with feedback, and discussion is utilised. Preliminary results show dental students perceive the course to be valuable and there is a general improvement in confidence in their knowledge and ability to communicate with HIV-positive patients. CONCLUSIONS: This evaluation suggests the course format and content are appropriate in providing education and training for dental students and supports the value of teaching HIV to undergraduate students.


Assuntos
Currículo , Educação em Odontologia , Infecções por HIV , Atitude , Estudos Transversais , Humanos , Projetos Piloto , Estudantes de Odontologia
12.
Oral Dis ; 26 Suppl 1: 47-53, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32862532

RESUMO

INTRODUCTION: Dentists have an important role in reducing new HIV infections by early diagnosis and need to know how to treat patients with HIV and understand universal cross-infection control. In many parts of the world, healthcare professionals struggle to provide care because of barriers including stigma and cultural attitudes. AIM: To investigate the effectiveness of a brief educational intervention in understanding/changing the views of dental school deans regarding the quality of the oral health and HIV/AIDS teaching and their willingness to undertake a curriculum review if appropriate. METHODS: Questionnaires before and after interactive presentation to the deans of 30 Indonesian dental schools and discussion. RESULTS: Only six of 30 dental school deans believed that their HIV undergraduate dental student teaching was inadequate before the intervention, but 29 of 30 deans recognised the need to review their curriculum after the intervention. Whilst the majority (24/30) felt that their HIV teaching was adequate, good or excellent, the majority also thought that their students would find it difficult to treat patients with HIV. CONCLUSION: The brief educational intervention was effective in improving the understanding/changing the views of dental school deans regarding the quality of HIV/AIDS teaching and learning at their own institution and engaging a willingness to undertake curriculum review.


Assuntos
Síndrome de Imunodeficiência Adquirida , Educação em Odontologia , Infecções por HIV , Saúde Bucal , Currículo , Humanos , Estudantes de Odontologia , Inquéritos e Questionários
15.
PLoS One ; 15(8): e0237327, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32797074

RESUMO

INTRODUCTION: In order to foster dental and dental hygiene practices that are inclusive, sensitive to diversity, equitable, and without prejudice, a call to broadly teach cultural diversity within dental and dental hygiene education has been made. The research question of this study was "to what extent can an interactive and open dialogue about substance use, queer health, and social responsibility foster transformative learning?" METHODS: A collaborative and interdisciplinary project engaged the community as a teacher over the Summer and Fall of 2019 to address issues of substance use, queer health, and social responsibility and was delivered to 55 first-year undergraduate dental and 23 third-year dental hygiene students over three educational sessions. Dental and dental hygiene students were asked to reflect, in writing, on each session using between 200 and 400 words. Textual information from students' self-reflections and from the community's feedback were analyzed thematically for content (e.g., codes and themes). RESULTS: In total, 128 written reflections-for an average of 42 reflections per session-were gathered and analyzed interactively by the authors. Three major themes emerged: feeling privileged, breaking stereotypes, and coalescing learning. Feedback from the participating community members highlighted changes to be implemented in these sessions in the future, including more opportunities for small group activities in class. CONCLUSIONS: The three major themes that emerged from the thematic analysis of the self-reflections and community member feedback (feeling privileged, breaking stereotypes, and coalescing leaning) further highlighted the impact of community-driven curricula on students' learning in regard to substance use, queer health, and social responsibility. Further work is critical to understand the impact of such a pedagogy on students' practices once they leave their undergraduate programs.


Assuntos
Participação da Comunidade , Educação em Odontologia/métodos , Práticas Interdisciplinares , Higiene Bucal/psicologia , Canadá , Currículo , Humanos , Aprendizagem , Educação de Pacientes como Assunto , Minorias Sexuais e de Gênero/psicologia , Responsabilidade Social , Estudantes de Odontologia , Transtornos Relacionados ao Uso de Substâncias/prevenção & controle
16.
Virchows Arch ; 477(4): 475-486, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-32833038

RESUMO

Since digital microscopy (DM) has become a useful alternative to conventional light microscopy (CLM), several approaches have been used to evaluate students' performance and perception. This systematic review aimed to integrate data regarding the use of DM for education in human pathology, determining whether this technology can be an adequate learning tool, and an appropriate method to evaluate students' performance. Following a specific search strategy and eligibility criteria, three electronic databases were searched and several articles were screened. Eight studies involving medical and dental students were included. The test of performance comprised diagnostic and microscopic description, clinical features, differential, and final diagnoses of the specimens. The students' achievements were equivalent, similar or higher using DM in comparison with CLM in four studies. All publications employed question surveys to assess the students' perceptions, especially regarding the easiness of equipment use, quality of images, and preference for one method. Seven studies (87.5%) indicated the students' support of DM as an appropriate method for learning. The quality assessment categorized most studies as having a low bias risk (75%). This study presents the efficacy of DM for human pathology education, although the high heterogeneity of the included articles did not permit outlining a specific method of performance evaluation.


Assuntos
Instrução por Computador , Educação em Odontologia/métodos , Educação Médica/métodos , Interpretação de Imagem Assistida por Computador , Microscopia , Patologia/educação , Competência Clínica , Currículo , Escolaridade , Humanos , Internato e Residência , Aprendizagem , Estudantes de Odontologia , Estudantes de Medicina
18.
J Dent Educ ; 84(9): 955-963, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32822089

RESUMO

PURPOSE: The entrustable professional activity (EPA) framework is an assessment approach used to define the educational outcomes of a program by outlining discrete work tasks learners are expected to perform independently upon graduation. This study outlines the development and evaluation of an EPA framework for predoctoral dental education at the University of North Carolina Adams School of Dentistry. METHODS: The draft EPA framework was created in collaboration with a group of faculty members and included 15 statements that were mapped to relevant Commission on Dental Accreditation standards. The draft EPA framework was distributed to faculty via an electronic survey, requesting participants to evaluate whether the EPAs were well-defined; observable; measurable; expected of a general dentist; transferable to other practice settings; and required application of relevant knowledge, skills, and attitudes. In addition, participants were asked to identify the percentage of graduates who could perform these tasks independently and whether learners must be able to perform the list of EPAs upon graduation. RESULTS: Sixty-eight faculty members completed the survey (72% response rate); participants represented all divisions across the school and had extensive dental practice experiences. Overall, participants agreed the EPAs met the defined criteria and were considered important for graduates to be able to demonstrate. Feedback from faculty voiced support for the EPA framework and identified concerns regarding the implementation due to potential faculty calibration and time constraints. CONCLUSION: Evidence from this study supports additional research to explore how the EPA framework can be further developed in predoctoral and postgraduate dental education programs.


Assuntos
Educação Baseada em Competências , Internato e Residência , Competência Clínica , Educação em Odontologia , Docentes , Humanos
20.
Artigo em Inglês | MEDLINE | ID: mdl-32610664

RESUMO

The purpose of this study was to examine the presence of geriatric dentistry (GD) in the curricula of worldwide dental schools, and to identify and compare their curriculum content. Eighty-three dental schools (16.4% response rate), from 24 countries, in six continents, completed a 25-item online questionnaire, to assess their GD curriculum, and were included in the study. GD was a mandatory course in 56 dental schools (67.5%), an independent subject in 14 schools (16.9%), and was taught as a series of lectures in 31 schools (37.4%). Clinically, 56 dental schools (67.5%) had some form of mandatory education in GD. The type of school, location and method of presentation were not associated with greater interest in expanding their curriculum in GD (p = 0.256, p = 0.276, and p = 0.919, respectively, using the Chi-square test). We found GD is a curriculum requirement in most of the surveyed dental schools and is becoming more common among dental school curricula. This survey is the first study to present data from dental schools from all continents, using a web-based survey which is a resourceful, less-expensive tool to gather data.


Assuntos
Odontologia Geriátrica , Faculdades de Odontologia , Idoso , Currículo , Educação em Odontologia , Humanos , Inquéritos e Questionários
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