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2.
BMC Med Educ ; 19(1): 315, 2019 Aug 22.
Artigo em Inglês | MEDLINE | ID: mdl-31438946

RESUMO

BACKGROUND: The authors' medical school has adopted an inverted classroom model (ICM) for physiology classes. This study aimed to determine students' learning styles and investigate the relationship between learning style and satisfaction with different instruction approaches and components of the ICM. METHODS: One hundred and twenty-one second-year dental students participated in this study, which had a 77.6% participation rate. The Kolb Learning Style Inventory, a sociodemographic questionnaire, and a satisfaction survey were administered after course completion. RESULTS: In both the traditional and ICM classes, most of the participants were convergers (56.9 and 54%) and assimilators (20.7 and 25.4%), and the rest of the participants were accommodators (15.5 and 12.7%) and divergers (6.9 and 8%). Learning style did not influence participants' satisfaction and did not predict their satisfaction with the traditional and ICM approaches. The satisfaction scores for the four components of the ICM were not significantly different by learning style. The mean satisfaction scores of the ICM approach were higher than those of the traditional approach in all learning style groups. All of the participants in the ICM class were more satisfied with the online and teacher-student interaction components than the student group discussion and presentation components. CONCLUSIONS: Learning style may not be a potential contributing factor for optimizing the implementation of the ICM. Instead of focusing on learning styles, further research must investigate how to design more efficient online courses, determine appropriate levels of learning materials, provide more online instructional interaction, and help students overcome their feelings of fear.


Assuntos
Educação em Odontologia/métodos , Aprendizagem , Estudantes de Odontologia , Ensino/normas , Educação em Odontologia/normas , Avaliação Educacional , Humanos , Satisfação Pessoal , Aprendizagem Baseada em Problemas , Inquéritos e Questionários
4.
J Dent Educ ; 83(10): 1151-1157, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31235502

RESUMO

The aim of this study was to determine the educational methods and tools used to teach tooth prognosis and treatment complexity determination in U.S. predoctoral dental programs. In 2018, an online survey was emailed to the academic deans of all 66 accredited U.S. dental schools. Of these, 42 schools responded (63.6%), and 36 schools completed the entire survey (54.5%). The methods reported for teaching tooth prognosis and case complexity determination varied widely among the participating schools. Among the respondents, 25% reported using the American Association of Endodontists' Endodontic Case Difficulty Assessment, while 10% reported having no specific method for teaching prognosis. The most common method for teaching overall treatment complexity was the Prosthodontic Diagnostic Index, which was used by 24% of the respondents. However, another 24% reported that their school did not have a specific method for teaching treatment complexity. Large percentages of the respondents reported that students sometimes or often made wrong tooth prognosis and case complexity determination (90% and 92%, respectively). The most prominent feedback provided by the respondents based on their experience was the importance of faculty standardization, the understanding of students' inexperience, and the need for an interdisciplinary approach. The majority of these respondents reported that their schools had specific methods of teaching prognosis and case complexity determination. However, there was a wide range of teaching practices related to the contents and levels of evidence.


Assuntos
Competência Clínica , Educação em Odontologia/métodos , Educação em Odontologia/normas , Ensino/normas , Doenças Dentárias/diagnóstico , Doenças Dentárias/terapia , Currículo , Humanos , Prognóstico , Faculdades de Odontologia/normas , Inquéritos e Questionários , Estados Unidos
5.
J Dent Educ ; 83(9): 1030-1038, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31085688

RESUMO

Dental care in the U.S. is based on a general practice model of care delivery that can be enhanced by the integration of the dentists and allied dental professionals. There are 25 U.S. dental schools with associated dental hygiene programs, presenting distinctive opportunities for educating the dental health care team. Integrated educational clinical experiences are believed to positively influence teamwork and quality of care that parallels the authentic general practice environment. Lean management, developed by Toyota and used in a variety of types of organizations including health care, provides a distinctive blend of engineering principles and operations management to enhance business and operations processes. A fundamental principle of Lean management is the elimination of waste and preservation of only those value-added components of a process. The faculty and staff of The Ohio State University College of Dentistry, trained in Lean process improvement, applied techniques to enhance and integrate an inefficient patient intake (admissions) process. The aim of this initiative was to improve patient throughput in the patient intake process and to provide dental and dental hygiene students with enhanced educational experiences from improved clinical integration. These goals were achieved through streamlining patient flow and relocating major phases of the process. Although new patient retention and cancellation/no-show rates remained mostly unchanged, this enhancement project resulted in improved access to care, improved continuity of care, expanded scope of dental services offered, improved patient satisfaction, and enhanced dental and dental hygiene student collaboration and teamwork. These outcomes suggest that process improvement initiatives can serve as valuable opportunities for integration of the dental health care team.


Assuntos
Clínicas Odontológicas/normas , Educação em Odontologia/normas , Administração dos Cuidados ao Paciente , Assistência Centrada no Paciente , Faculdades de Odontologia , Competência Clínica , Continuidade da Assistência ao Paciente , Higienistas Dentários/educação , Eficiência Organizacional , Acesso aos Serviços de Saúde , Humanos , Ohio , Equipe de Assistência ao Paciente/normas , Satisfação do Paciente , Melhoria de Qualidade , Qualidade da Assistência à Saúde , Estudantes de Odontologia , Gestão da Qualidade Total
6.
J Coll Physicians Surg Pak ; 29(5): 463-468, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31036120

RESUMO

OBJECTIVE: To develop assessment-of-clinical-exodontia-skills (ACES) rating scale for formative and summative assessment of undergraduate dental students performing exodontia. PLACE AND DURATION OF STUDY: Faisalabad Medical University, Faisalabad, from May 2017 to February 2018. METHODOLOGY: A preliminary scale was developed using literature search and informal discussion with experts. In the first round of Delphi, this scale was emailed to oral surgery faculty across Pakistan. Their opinions were sought and the form was modified accordingly. In the second round, the modified form was emailed again to the respondents of first round and thus the form was finalized by obtaining their comments on the modified form. RESULTS: A preliminary 27-point round-1 questionnaire was sent to 42 experts. Out of these, 30 responded (overall response rate 71.4%) and the form was modified according to their response. Frequency, percentage, and mean of Likertbased responses was calculated along with thematic analysis of individual responses. In round 2, the modified form was sent to the 30 respondents of round 1. Out of these, 21 replied (response rate 70%) and form was further modified accordingly. In round 2, primary focus was on marking/scoring strategy. CONCLUSION: ACES form was developed, which can be important tool in assessing exodontia skills of undergraduate dental students. This needs practical application and testing for validity.


Assuntos
Competência Clínica/normas , Educação em Odontologia/normas , Estudantes de Odontologia , Cirurgia Bucal/educação , Cirurgia Bucal/normas , Extração Dentária/normas , Consenso , Avaliação Educacional/métodos , Humanos , Paquistão , Faculdades de Odontologia , Inquéritos e Questionários , Extração Dentária/métodos
7.
J Dent Educ ; 83(8): 959-965, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-30962316

RESUMO

The aim of this study was to evaluate the impact of a contemporary preclinical technique skills course on early dental student performance in a preclinical operative course. Ivorine teeth prepared for Class I resin restorations by the Classes of 2020 and 2021 in one U.S. dental school were evaluated in this study (N=184). Ivorine teeth were prepared during the first practical exam of the operative dentistry course. Students in the Class of 2021 had been enrolled in a contemporary technique skills course a semester prior to the operative dentistry course, while students in the Class of 2020 were not. The preparations were randomly evaluated by three calibrated and blinded faculty members using magnification loupes, an explorer, and a periodontal probe to evaluate external outline form, internal form, depth, and margin following an established rubric. The results showed that students in the Class of 2021 (who had taken the technique skills course) performed significantly better than students in the Class of 2020 for all criteria evaluated (p<0.05). In this study, incorporation of the preclinical technique skills course improved student performance in the subsequent operative dentistry course.


Assuntos
Restauração Dentária Permanente , Dentística Operatória/métodos , Educação em Odontologia/métodos , Avaliação Educacional/métodos , Estudantes de Odontologia , Competência Clínica/normas , Educação em Odontologia/normas , Docentes de Odontologia , Humanos , Estudos Retrospectivos , Faculdades de Odontologia , Análise e Desempenho de Tarefas , Preparo do Dente , Estados Unidos
8.
J Dent Educ ; 83(4): 464-473, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30936212

RESUMO

The Association of Canadian Faculties of Dentistry (ACFD) recently developed a proposal that reflects its evolving understanding of competency-based dental education. The ACFD proposal was developed into an Educational Framework for the Development of Competency in Dental Programs and has been adopted by all ten Canadian dental schools as the basis for their ongoing curriculum development and assessment. This framework identifies five global competencies that provide a big picture of the complex skills, knowledge, and behaviors that dental graduates must demonstrate. Detail for clarification and illustration is provided by more comprehensive "components" of each area that elaborate on the global statement and by a new dimension that assists with assessment: "indicators" of the specific knowledge, skills, and behaviors that can be measured as steps towards developing competence. In the information supporting understanding and assessment of the five key areas are both the existing national competency statements to facilitate the use of the framework by other stakeholders and a parallel set of knowledge, skills, and abilities statements developed by the National Dental Examining Board of Canada (NDEB) as the starting point for updating its examination blueprints. This article outlines the development, structure, and contents of the ACFD Educational Framework in the hope that it can serve as the foundation for a new Canadian national competencies document serving all national stakeholders.


Assuntos
Competência Clínica/normas , Educação em Odontologia/normas , Docentes de Odontologia , Sociedades Odontológicas/normas , Comitês Consultivos , Canadá , Educação Baseada em Competências/normas , Humanos
9.
J Dent Educ ; 83(8): 924-934, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31010888

RESUMO

An educational institution's decision to test or not test its students for drug use is controversial and complex. Although negative consequences of substance use disorder are well known, the consumption of prohibited substances continues to increase in young adults. Given the awareness of increasing drug use on college campuses and the potential impact on future health care professionals, issues associated with mandatory drug testing of dental students warrant investigation. The purpose of this Point/Counterpoint article is to present opposing viewpoints on whether mandatory student drug testing (MSDT) should be implemented for dental students. Viewpoint 1 affirms that MSDT is legal, ensures public safety, is recognized as a need in health care education, promotes professional and ethical responsibility, and is cost-effective. Viewpoint 2 asserts that MSDT has not been proven to be an effective deterrent for student drug use and it poses risks and costs for both institutions and students, ranging from potential violation of students' civil liberties to the consequences of false positive tests. This article's presentation of the recent literature on both sides of this issue provides dental educators with pertinent information for considering implementation of MSDT in their institutions.


Assuntos
Testes Obrigatórios , Estudantes de Odontologia , Detecção do Abuso de Substâncias , Análise Custo-Benefício , Assistência à Saúde , Usuários de Drogas , Educação em Odontologia/normas , Análise Ética , Liberdade , Humanos , Faculdades de Odontologia/normas , Transtornos Relacionados ao Uso de Substâncias , Estados Unidos
10.
J Dent Educ ; 83(5): 553-559, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30858277

RESUMO

The aim of this retrospective study was to assess agreement between faculty and virtual assessment software in depth evaluation of rounded rectangular preparations in non-anatomical teeth prepared by second-year dental students. A total of 184 non-anatomical ivorine mandibular first molars prepared by second-year students were retrospectively evaluated in 2018. Each tooth was prepared to a depth of 1.5 mm within a laser-marked outline using a 330 bur, as detailed in the technique skills course syllabus. Preparations were recorded using an intraoral scanner. Then, virtual assessment software was used to superimpose a three-dimensional (3D) image of each preparation on a 3D image of a standard preparation produced by a faculty member. The software was used to calculate percentage comparison (%Comparison) values at 200 µm tolerance. Values of %Comparison ≥72% were considered satisfactory. In addition, each preparation depth was evaluated by two calibrated faculty members using a periodontal probe and a 330 bur. The preparation depth was considered satisfactory when more than 50% of the tooth preparation had a depth of 1.5 mm. The results showed almost perfect agreement (0.81 < kappa < 0.99) between faculty assessment and %Comparison value. The findings suggest that %Comparison values may be used to assess the tooth preparation depth of rounded rectangular preparations in non-anatomical teeth when prepared in a laser-marked outline.


Assuntos
Educação em Odontologia/normas , Avaliação Educacional/métodos , Docentes de Odontologia , Competência Clínica/normas , Currículo , Educação em Odontologia/métodos , Tecnologia Educacional , Feedback Formativo , Humanos , Imageamento Tridimensional , Variações Dependentes do Observador , Estudos Retrospectivos , Interface Usuário-Computador
11.
J Dent Educ ; 83(5): 546-552, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30858279

RESUMO

Dental students and orthodontic residents must demonstrate competence in various areas prior to graduation. However, the Commission on Dental Accreditation (CODA) definition of competence is broad. The aims of this study were to obtain expert consensus on Growth and Development topics and subtopics in predoctoral and advanced education programs in orthodontics and to determine the level of cognition on the subtopics necessary to demonstrate learner competence. A modified Delphi method with a consensus threshold of 70% was used. In Round One, academic orthodontists who met the expert panel inclusion criteria were surveyed to determine whether a topic was necessary to the curricula. Round Two identified the subtopics under each topic and the level of cognition necessary to demonstrate learner competence using Bloom's taxonomy, which defines the ascending levels of remember, understand, apply, analyze, evaluate, and create. Round Three involved analyses and interpretation of Round Two results. The academic orthodontists determined that six topics (n=24) and 29 subtopics (n=15) were necessary for Growth and Development curricula. For all subtopics, they determined the mean level of cognition for predoctoral education was understand; for advanced education, it was analyze. This consensus on Growth and Development curricular content suggests that these levels are necessary for a beginning dentist and a beginning orthodontist to be deemed competent. Findings from this study can serve to guide curricular development and instruction by using the identified learning objectives to build instructional and assessment measures.


Assuntos
Currículo/normas , Educação de Pós-Graduação em Odontologia/métodos , Ortodontia/educação , Acreditação/normas , Técnica Delfos , Educação em Odontologia/métodos , Educação em Odontologia/normas , Educação de Pós-Graduação em Odontologia/normas , Humanos
12.
J Dent Educ ; 83(4): 451-456, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30745344

RESUMO

Some dental students preferentially schedule graded assessments with adjunct faculty members in expectation of obtaining a higher grade. The aim of this pilot study was to compare the grades given by full-time and adjunct faculty members in clinical periodontics to determine if a difference in grading existed. Grades for students given by seven full-time and 11 adjunct faculty members for various technical and competency assessments in D3 and D4 clinical periodontics courses in academic year 2015-16 were compared. Associations between grades and faculty type were sought using mixed model regression to account for correlations among a student's scores. A total of 845 technical assessment and competency scores from 208 students in the two classes were included in the analysis. Scores were for four procedures: periodontal examination and treatment planning, scaling and root planing, evaluation of initial therapy, and periodontal maintenance. Full-time faculty members graded 58% of the assessments, and 42% were scored by adjunct faculty members. Grades for the adjunct faculty were on average 0.14 (out of 5) higher than those for the full-time faculty (p<0.0001). The number of graded assessments was also significantly associated with a higher average score, suggesting potential student bias toward selecting faculty members who grade more favorably (p<0.0001). These students generally received higher grades from adjunct faculty members, whereas the grades given by full-time faculty members were closer in average and more consist with each other. The results point to the need for more calibration training for adjunct faculty members.


Assuntos
Educação em Odontologia/normas , Avaliação Educacional , Docentes de Odontologia , Avaliação Educacional/normas , Docentes de Odontologia/estatística & dados numéricos , Feminino , Humanos , Masculino , Projetos Piloto , Estudantes de Odontologia
13.
J Dent Educ ; 83(5): 536-545, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30804169

RESUMO

Although reviewing dental students' clinical competency assessments is an important aspect of instruction, finding time to give individual feedback to each student poses a challenge for faculty members, and some students may prefer to receive feedback from a peer. The aim of this study was to explore dental students' perceived value of feedback on their performance in a simulated patient care activity from either a faculty member or a peer. Participants were third- and fourth-year dental students who had completed two years of interprofessional instruction and a videotaped objective structured clinical examination (OSCE) with standardized patients. Participants in two cohorts were randomly assigned to a faculty or peer feedback group. Cohort one (2015-16) consisted of 66 students: 21 in faculty-led groups, and 45 in peer-led groups. Cohort two (2017) consisted of 60 students: 17 in faculty-led groups, and 43 in peer-led groups. In both types of pairings, the protocol consisted of jointly observing a video recording of student performance in the simulated patient encounter and discussing questions about the student's performance in non-technical competencies such as communication, patient safety, scope of practice, and conflict resolution. For cohort two, prior to the feedback sessions, students in the peer feedback groups received a 60-minute training on providing constructive feedback. All 126 students in the two cohorts completed an evaluation questionnaire after the experience. The results showed that students in both types of feedback sessions perceived value in the feedback and believed it enhanced their skills. However, students rated faculty feedback significantly higher (p<0.05) than peer feedback on nearly all dimensions. Perceived value did not differ by age, gender, class year, or OSCE performance. These results provide support for the value of peer feedback on nontechnical clinical competency assessments, though not as a substitute for faculty feedback.


Assuntos
Avaliação Educacional/métodos , Docentes de Odontologia , Feedback Formativo , Grupo Associado , Estudantes de Odontologia/psicologia , Adulto , Competência Clínica , Educação em Odontologia/métodos , Educação em Odontologia/normas , Feminino , Humanos , Masculino , Estudantes de Odontologia/estatística & dados numéricos
14.
J Dent Educ ; 83(1): 79-87, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30600253

RESUMO

The aim of this study was to seek the views of a national sample of dental educators regarding the importance of learning domains in dental education, their defined outcomes of those domains, and their perceived effectiveness of their schools in guiding learning in those domains. The study defined the educational domains important for training future dentists as knowledge, technical skills, critical thinking, ethics, social responsibility, and interprofessional education/practice (IPE/IPP). A survey of members of the American Dental Education Association (ADEA) Special Interest Group on the Scholarship of Teaching and Learning was conducted in 2017. In addition to reporting their demographics, participants were asked to rate and rank the importance of each learning domain as well as answer open-ended questions. Of the 89 respondents (response rate 12.5%), 31% were course directors, and 48% had been dental faculty members for more than ten years. Knowledge was ranked as the most important domain, followed by critical thinking, technical skills, clinical decision making, ethics, problem-solving, social responsibility, and finally IPE/IPP. When rating the absolute importance of these domains in the training of dental students, the respondents gave all but IPE/IPP and social responsibility the highest rating. Knowledge and technical skills were rated highest for respondents' confidence in defining student outcomes with similar high ratings for their confidence in guiding this learning. There was little consensus concerning a definition of critical thinking, and a third of the respondents were uncertain of specific learning outcomes for it. Participants expressed even less confidence in defining outcomes for ethics, IPE/IPP, and social responsibility. This baseline information will be used for a future in-depth study to aid in the development of strategies for articulating outcomes, guiding learning, and assessing performance in U.S. dental schools.


Assuntos
Educação em Odontologia , Docentes de Odontologia , Atitude do Pessoal de Saúde , Competência Clínica , Educação em Odontologia/normas , Humanos , Responsabilidade Social , Estudantes de Odontologia/psicologia , Pensamento
15.
J Dent Educ ; 83(1): 88-93, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30600254

RESUMO

The use of collaboration while in dental school can help prepare dental students for the team-oriented nature of the workforce. One way to do this is via collaborative group testing (CGT), a method of assessment allowing students to learn from one another. The aim of this study was to examine the CGT method in a predoctoral dental education setting to determine if student examination performance improved with the addition of collaboration and if collaborative testing was beneficial to students' learning process. In 2016, all first-year dental students (n=76) at one U.S. dental school were assessed in an introductory comprehensive care course using a two-stage CGT in which students were assessed individually, prior to taking the same test in collaboration with an assigned partner. Three quizzes and a final examination were given in which student participants served as both control (individual assessments) and treatment (collaborative assessment). At the conclusion of the course, a questionnaire was administered to ascertain student perspectives. All assessments yielded favorable results with an overall score improvement from a mean of 81.1% on individual assessments to 91% on collaborative assessments (p=0.001), indicating that collaboration improved assessment outcomes. Additionally, retention of material was suggested with individual scores on the cumulative final surpassing average individual scores of the preceding quizzes (p<0.001). Students' responses on the questionnaire indicated that they perceived implementation of CGT was beneficial to their learning process. With these results, this testing methodology shows promise to enhance dental student learning, material retention, and teamwork.


Assuntos
Sucesso Acadêmico , Avaliação Educacional/métodos , Estudantes de Odontologia/psicologia , Educação em Odontologia/métodos , Educação em Odontologia/normas , Processos Grupais , Humanos , Práticas Interdisciplinares/métodos , Aprendizagem , Estudantes de Odontologia/estatística & dados numéricos
16.
J Pak Med Assoc ; 69(1): 72-76, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30623916

RESUMO

OBJECTIVE: To identify potential shortcoming(s) in relevance to patient safety culture at dental clinics. METHODS: The cross-sectional study was conducted from March to June 2016 at two clinics of a dental teaching college in Riyadh, Saudi Arabia, and comprised subjects who had either direct or indirect contact with patients in the dental clinics. The subjects were handed over a questionnaire based on the Patient Safety Culture Hospital Questionnaire. SPSS 21 was used for data analysis. RESULTS: Of the 149 subjects, 96(64.4%) were male, and 130(87%) were in direct contact with patients, while 19(13%) were in indirect contact. Overall, 52(35%) subjects stated that their unit did not have enough staff to handle the workload, and 71(47.7%) said that not encountering serious errors in their unit was pure luck. An encouraging finding was that 104(69.8%) subjects said their managers appreciated them when they followed the established patient safety protocol. Conclusion: There was a variation in the perception of patient safety culture among professionals.


Assuntos
Clínicas Odontológicas , Educação em Odontologia , Segurança do Paciente/normas , Qualidade da Assistência à Saúde , Gestão da Segurança , Universidades , Adulto , Atitude do Pessoal de Saúde , Estudos Transversais , Clínicas Odontológicas/métodos , Clínicas Odontológicas/normas , Educação em Odontologia/métodos , Educação em Odontologia/normas , Feminino , Humanos , Masculino , Cultura Organizacional , Paquistão , Melhoria de Qualidade , Gestão da Segurança/métodos , Gestão da Segurança/organização & administração , Percepção Social , Inquéritos e Questionários
17.
Eur J Dent Educ ; 23(2): 127-134, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30582782

RESUMO

OBJECTIVES: Patient safety is an important issue in health care. In the United Kingdom, wrong site tooth extraction contributes to a significant proportion of adverse or harmful events, coined "never events." Therefore, patient safety within the field of dentistry is of paramount importance. This novel study aims to explore the teaching of patient safety to undergraduate dental students and their current attitudes to the subject. METHODS: Focus groups were held at Barts' and The London School of Medicine and Dentistry, QMUL in 2018 to ascertain the views and opinions of thirteen third-year dental undergraduate students. RESULTS: Thematic analysis was performed on verbatim transcripts. Key themes were highlighted. All students could provide a complete definition of patient safety and of "never events," with examples. There was a strong emphasis upon awareness of one's own competence and the need for effective communication to maintain patient safety. Small group teaching and the requirement for standardization of teaching were encouraged. The challenge of incorporation of the patient safety concept into the clinical routine without causing repetition during teaching was highlighted. CONCLUSION: The results show a positive attitude towards the concept and the teaching of patient safety. All students understood patient safety concepts and techniques used to prevent adverse or harmful events. This study proves that teaching on the subject was thought to be of value. It is crucial that the teaching of patient safety is introduced and built upon within the early years of dental undergraduate training so that its practice becomes second nature.


Assuntos
Atitude do Pessoal de Saúde , Odontologia , Educação em Odontologia , Segurança do Paciente , Estudantes de Odontologia/psicologia , Educação em Odontologia/métodos , Educação em Odontologia/normas , Feminino , Humanos , Masculino , Faculdades de Odontologia , Reino Unido
18.
J Dent Educ ; 82(12): 1258-1264, 2018 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-30504462

RESUMO

Discussions about which grading system (letter grade or pass/fail) is more effective in dental education have been occurring for several decades. As more institutions continue to consider the change from the traditional five-tier letter grading system (A/B/C/D/F) to a two-tier grading system (pass/fail), this debate will likely continue. This point/counterpoint article examines arguments for and against each type of grading system, taking into consideration academic performance, learning outcomes, psychological well-being, learning environment, acceptance/performance in postgraduate educational programs, and student motivation. Viewpoint 1 supports the position that a pass/fail system improves learning experiences for dental students, whereas Viewpoint 2 argues that the traditional letter grading system provides for more objectivity and reliability in student evaluation.


Assuntos
Educação em Odontologia/normas , Avaliação Educacional/métodos , Escolaridade , Ajustamento Emocional , Humanos , Internato e Residência/métodos , Internato e Residência/normas , Motivação , Reprodutibilidade dos Testes , Estudantes de Odontologia/psicologia
19.
BMC Med Educ ; 18(1): 301, 2018 Dec 10.
Artigo em Inglês | MEDLINE | ID: mdl-30526570

RESUMO

BACKGROUND: Patient safety is an integral part of all health care specialties, including dentistry. Dental students are exposed to patient safety culture during their clinical training. The aim of this study was to evaluate the perception of female students enrolled in dental degrees and dental hygiene programs towards patient safety culture and to determine its associated factors at a Middle Eastern setting. METHODS: This is a cross sectional study, based on a self-administered, English language questionnaire distributed by convenience among female dental students enrolled in two major Colleges of dentistry in Riyadh, Saudi Arabia. Participants had fulfilled at least one year of clinical training. Sample characteristics included the specialty and years of clinical training. Student's perception was measured using the validated Safety Attitude Questionnaire (SAQ) that consists of 36 statements, distributed over six domains. Responses were rated on a five point Likert scale and the average positive response rate (APRR) was calculated. Binary logistic regression models were constructed to determine factors significantly associated with positive perceptions. RESULTS: The response rate of both student programs was 221/312(70.8%). Students of dental sciences and dental hygiene programs were 133(60.2%) and 88(39.8%) respectively. Almost 42% of students were in their 1st and 2nd years of clinical training. The APRR of: Team Work Climate domain was 54.4 ± 28.0, Safety Climate domain was 51.4 ± 29.7, Job Satisfaction domain was 64.5 ± 33.8, Stress Recognition domain was 56.2 ± 37.8, Perceived Management Support domain was 50.7 ± 37.7, and Working conditions was 55.3 ± 32.1. Female students in their 3rd and 4th year of clinical were adj.OR = 2.3[1.3-4.0] times more likely to have positive perception regarding the team work climate domain when compared to 1st and 2nd year clinical students, P = 0.005. At each of the six individual domains, the odds of having a positive perception were also significantly higher among dentistry students in comparison to dental hygiene students with a range of adj.OR 2.6-4.6. CONCLUSIONS: Apparently patient safety is a concern among female dental students enrolled in dental degree and dental hygiene programs. This requires more attention from the staff, dental college's leadership/management, and faculty/students. Perception of dental students towards patient safety culture is expected to improve with the increase of clinical training.


Assuntos
Educação em Odontologia/normas , Higiene Bucal/normas , Segurança do Paciente/normas , Padrões de Prática Odontológica/estatística & dados numéricos , Gestão da Segurança , Estudantes de Odontologia , Atitude do Pessoal de Saúde , Estudos Transversais , Educação em Odontologia/organização & administração , Feminino , Humanos , Percepção , Arábia Saudita , Faculdades de Odontologia , Estudantes de Odontologia/psicologia , Adulto Jovem
20.
BMC Med Educ ; 18(1): 253, 2018 Nov 09.
Artigo em Inglês | MEDLINE | ID: mdl-30413204

RESUMO

AIMS: To investigate the impact of progress testing on the learning experiences of undergraduate students in three programs namely, medicine, dentistry and dental therapy. METHODS: Participants were invited to respond to an online questionnaire to share their perceptions and experiences of progress testing. Responses were recorded anonymously, but data on their program, year of study, age, gender, and ethnicity were also captured on a voluntary basis. RESULTS: A total of 167 participants completed the questionnaire yielding a response rate of 27.2% (n = 167). These included 96 BMBS students (27.4%), 56 BDS students (24.7%), and 15 BScDTH students (39.5%). A 3 -Program (BMBS, BDS, BScDTH) by 8-Topic (A-H) mixed analysis of variance (ANOVA) was conducted on the questionnaire responses. This revealed statistically significant main effects of Program and Topic, as well as a statistically significant interaction between the two (i.e. the pattern of topic differences was different across programs). CONCLUSIONS: Undergraduate students in medicine, dentistry, and dental therapy and hygiene regarded PT as a useful assessment to support their learning needs. However, in comparison to students in dentistry and dental therapy and hygiene, the perceptions of medical students were less positive in several aspects of PT.


Assuntos
Educação de Graduação em Medicina/normas , Avaliação Educacional/normas , Aprendizagem Baseada em Problemas , Estudantes de Odontologia , Estudantes de Medicina , Educação em Odontologia/normas , Humanos , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários
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