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1.
J Dent Educ ; 84(2): 143-150, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32043586

RESUMO

In the U.S., the Commission on Dental Accreditation (CODA) requires that dental schools use competency-based assessments and standardized levels of proficiency to ensure that students are prepared for patient care after graduation. No such comprehensive standardized preclinical testing is required in the CODA standards. The aim of this study was to determine the use of preclinical competency assessments for students transitioning from preclinical to clinical education in North American dental schools and respondents' perceptions of the need for standardization in preclinical testing. An electronic survey was sent to the academic deans of all 76 U.S. and Canadian dental schools in July 2018 asking if the school used competency exams to assess preclinical students prior to entering patient care and, if so, about the type of tests and disciplines tested, student remediation, and reasons for revisions. The survey also asked for the respondents' perspectives on potential preclinical assessment standardization. Respondents from 28 U.S. and two Canadian schools participated in the survey, for a 39.5% response rate. The majority (92.3%) of respondents said their school considered preclinical competency assessments to be good indicators of students' readiness for transitioning into patient care, yet 40.0% reported their schools had no comprehensive preclinical testing, and 13.8% had no preclinical testing in endodontics, periodontics, prosthetics, or restorative dentistry. Regarding type of comprehensive preclinical assessment used, 71.4% reported using typodont-based exams, 46.4% used written comprehensive exams, and 42.9% used objective structured clinical examinations (OSCEs); respondents could select all that applied on this item. Of the respondents whose schools had preclinical competency assessments, 72.4% had a review mechanism in place to evaluate its effectiveness. Overall, this study found that 60% of the participating schools had some form of preclinical testing, but there were no agreed-upon competencies to determine preclinical dental students' readiness for safe patient care in their clinical education.


Assuntos
Educação em Odontologia , Faculdades de Odontologia , Canadá , Currículo , Humanos , Estudantes de Odontologia , Estados Unidos
2.
J Dent Educ ; 84(2): 135-142, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32043588

RESUMO

The aim of this study was to evaluate the effectiveness of a blended learning model with a flipped classroom approach in a clinical dental education setting based on student performance and perceptions. Comparisons were made between blended learning and traditional methods for all fourth-year dental students in two consecutive cohorts in a conservative dentistry course at a dental school in Jordan. The 2016-17 cohort (control group) consisted of 364 students taught with conventional methods. The 2017-18 cohort (study group) consisted of 253 students taught with blended learning using a flipped classroom method. Performance measures were two exams (online and written), two assignments, inclinic quizzes, and clinical assessment. The study also assessed the number of posts made by students in the study group on an online discussion forum. The results showed that the study group students had significantly better performance on all assessments than the control group students. The students' overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort. Students who participated in the online forum also had better performance in the course: one participation correlated with 0.697 standard deviations higher score. Overall, students' perceptions were positive and supported the adoption of a blended learning model in the course. These results showing improved student performance provide support for blended learning and use of an online discussion forum.


Assuntos
Satisfação Pessoal , Estudantes de Odontologia , Currículo , Educação em Odontologia , Avaliação Educacional , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas , Faculdades de Odontologia
3.
J Dent Educ ; 84(2): 166-175, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32043589

RESUMO

Various preclinical methodologies have been adopted by dental and oral health programs to develop student competence in administering dental local anesthetics (LA). Student-to-student practice is the most common preclinical training method. However, manikin simulation models have been introduced to avoid possible complications and ethical concerns with student-to-student injections. In 2017, the methodology was changed in the Bachelor of Oral Health program at The University of Sydney School of Dentistry in Australia from student-to-student practice to manikin simulation models. The aim of this study was to compare the students' learning experience, perceived confidence, and anxiety in giving their first injections to patients in these two preclinical training methods. A mixed-methods cohort design was used to compare the 2016 (n = 42) and 2017 (n = 32) oral health students' experiences and perceptions and evaluate students' clinical experience after commencing LA practice on patients. Students completed a questionnaire about their perceived level of confidence and anxiety before and after their first LA to a child and an adult for both infiltration and inferior alveolar nerve b lock (IANB) injections. Focus groups were conducted to further investigate the students' experience. The results showed that the perceived confidence and anxiety of the two cohorts did not differ significantly from each other. Although students found it difficult to transition into clinical practice without having experienced LA themselves, the manikin simulation practice provided a safe learning platform that avoided ethical and legal concerns. These findings support the use of manikin simulation models as an alte rnative method for dental local anesthetic preclinical training.


Assuntos
Anestésicos Locais , Estudantes de Odontologia , Adulto , Anestesia Local , Austrália , Criança , Competência Clínica , Humanos , Injeções , Ensino
4.
J Dent Educ ; 84(2): 157-165, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32043590

RESUMO

Reflection involves taking the time to deeply consider a past situation and examine areas of weakness or confusion. It allows identification of learning needs and the development of an action plan to improve future experiences. The aim of this study was to assess second-year dental students' ability to reflect in writing on a clinical rotation when prompted with a guided reflection template. The 76 second-year dental students enrolled in a periodontics clinical rotation course at one U.S. dental school in 2016-17 completed two reflective writing exercises during the semester. A total of 144 journals (after excluding incomplete journals) were analyzed individually by two evaluators following a rubric developed by Kember. This rubric combined Mezirow's seven levels of reflection into four categories: Habitual Action (HA), Understanding (U), Reflection (R), and Critical Reflection (CR). The first two categories are examples of non-reflective thoughts, and the latter two are reflective. The two sets of journals were also compared. On average, the journals contained 0.2% HA, 15.9% U, 73.8% R, and 10.1% CR, averaging 16.1% non-reflective thoughts and 83.9% reflective thoughts. Comparison of the students' first journal submissions to their second showed that the first journals averaged a higher percentage of reflective thought than the second journals: 85.2% vs. 82.7%, respectively. However, the first journals showed a lower average percentage of critical reflection than the second journals: 9.3% vs. 11.3%, respectively. Overall, a high degree of reflection was found in these students' journals after rotation in periodontics clinic, suggesting that reflective journaling can serve as a useful learning exercise to promote continual improvement during clinical training.


Assuntos
Estudantes de Odontologia , Redação , Compreensão , Humanos , Aprendizagem
5.
J Dent Educ ; 84(1): 27-33, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977086

RESUMO

There is limited information about what dental students know about the risks and effects of e-cigarettes, and there is even less information regarding their attitudes about e-cigarettes. The aim of this study was to assess dental students' knowledge, education, and attitudes regarding e-cigarettes and their confidence in discussing e-cigarettes with patients. All fourth- to sixth-year students registered at the King Abdulaziz University Faculty of Dentistry were invited to participate in this cross-sectional study conducted during a three-week period in December 2018. The focus was a comparison of never versus ever e-smokers ("ever" meaning current or former e-smokers). The response rate was 38.7% (193/498). Among the responding students, 43.2% (n=83) had ever used an e-cigarette, and 11 (5.7%) reported being current users. Almost 95% (n=183) of the total participants said they did not feel confident about their e-cigarette education in dental school. Students who had ever used an e-cigarette said they were more confident discussing e-cigarettes with patients than did students who had never used them and also demonstrated greater belief that e-cigarettes lower the risk of cancer for patients who use them as an alternative to smoking traditional cigarettes (p<0.001). This study provides evidence of a gap in dental students' attitudes and knowledge regarding e-cigarettes, making it necessary to integrate e-cigarette education into future curricula.


Assuntos
Sistemas Eletrônicos de Liberação de Nicotina , Estudos Transversais , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Arábia Saudita , Estudantes de Odontologia , Inquéritos e Questionários , Universidades
6.
J Dent Educ ; 84(1): 57-61, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977088

RESUMO

The aims of this study were to describe patient utilization of an urgent care clinic (UCC) in a dental school for one year and to assess dental students' perceptions of the benefits of training in this clinic. Aggregate clinic data from July 3, 2017, through July 6, 2018, were used to determine number of patients, number of new patients, number of new patients who elected to transfer their primary dental care to the university, number who were seen for a follow-up, and service/clinic to which each patient was referred. Student evaluations were used to determine the benefits students perceived in their training in the UCC. Results showed that 1,674 patients were seen in the UCC during the study period. Of these, 67% were new patients, and 53% of these new patients opted to transfer their primary dental care to the university. An average of 7.03 patients were treated per day, and 2.48 new patients per day were generated for the predoctoral student clinic. The most common referrals were to oral surgery (37%), endodontics (30%), and the predoctoral dental clinic (28%). Among these patients, 39% scheduled follow-up appointments, and the attendance rate was 69%. About 80% of eligible students (40/50) completed the questionnaire, and many provided optional comments. Over 80% of the responding students responded favorably regarding the learning experiences and assessments during the UCC rotation. This study found that establishment of the UCC increased the pool of patients and provided students the necessary experiences in triaging and treating dental emergencies.


Assuntos
Faculdades de Odontologia , Estudantes de Odontologia , Instituições de Assistência Ambulatorial , Atitude do Pessoal de Saúde , Educação em Odontologia , Humanos
7.
J Dent Educ ; 84(1): 22-26, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977091

RESUMO

Empathy is the fundamental substructure of moral behavior. Skillful clinicians may not necessarily be successful dentists if they do not have sufficient empathy. The aim of this study was to assess the level of empathy among dental students at King Abdulaziz University with an emphasis on the effect of gender and study level. A cross-sectional study was carried out among third- to sixth-year dental students of King Abdulaziz University in Jeddah, Saudi Arabia. A validated, self-administered Jefferson Scale of Empathy-Health Care Provider Student Version was distributed in academic year 2016-17 to all 380 students in the third to sixth years. A total of 300 students responded, for a response rate of 78.9%. The results showed that the students' mean empathy score was 84.84±11.28 on a range from 20 to 140. The fifth- and sixth-year students had higher scores than the third- and fourth-year students although the differences were not statistically significant. The mean empathy score of women students was significantly higher (p<0.001) than that of men students, and the women demonstrated significantly better perspective-taking (p<0.001) than the men. This study found that the students were empathetic and had a sense of moral obligation although their mean empathy score was not as high as expected. Integrating empathic, ethical, and professional elements into the dental curriculum is needed.


Assuntos
Estudantes de Odontologia , Estudantes de Medicina , Estudos Transversais , Empatia , Feminino , Humanos , Masculino , Arábia Saudita , Universidades
8.
J Dent Educ ; 84(1): 44-50, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977097

RESUMO

The aim of this study was to compare the effectiveness of live-video and video demonstration methods in training dental students in orthodontic emergency applications. A total of 105 fifth-year dental students at a dental school in Turkey participated in the study in 2018. A pretest was given to the students to evaluate their level of knowledge about band cementing and re-bonding of brackets. Subsequently, two clinical applications were demonstrated with either live-video or video demonstration. During the live-video demonstration, the lecturer gave information about the steps of the procedure while performing the clinical application on the patient using a camera attached to the loupes. The students were able to see the process on the screens. During the video demonstration, previously recorded videos of those clinical applications were shown, and information was given to students in a classroom. On the next day, posttests were given to the students. The posttest also asked students to give their opinions about both methods. The results showed that the mean posttest scores on the video demonstration were significantly higher than on the live-video demonstration. However, no significant difference between the demonstration methods was found with regard to increase of scores from pre- to posttest. Most students preferred use of the two demonstrations together for education in the clinical orthodontics lecture. This study found that the two demonstration methods had comparable effects on increasing students' level of knowledge. However, from the students' perspective, the two should be used together to achieve the highest effect.


Assuntos
Ortodontia , Educação em Odontologia , Avaliação Educacional , Humanos , Estudantes de Odontologia , Inquéritos e Questionários , Gravação em Vídeo
9.
J Dent Educ ; 84(1): 34-43, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977101

RESUMO

The aim of this study was to investigate the effects of dental students' faculty group leader in clinic, intended postgraduate training, and clinic schedule on their clinical performance. This retrospective study used de-identified transcript data from the Columbia University College of Dental Medicine Classes of 2013, 2014, and 2015, a total of 238 students. The impact factors analyzed were the assigned faculty member who served as clinical group leader and mentor; area of students' intended postgraduate training; and variations in timing of students' summer clinic assignments and vacations. Clinical performance, consistent with the school's graduation criteria, was measured with summative assessments (completion of competencies); completion of care for patients assigned (case completions); and overall patient encounter rate. The results showed that group leader assignment correlated with significant differences among students in completion of cases (p=0.001), competencies completed (p<0.001), and patient encounter rate (p=0.018). Students who intended to pursue general practice residencies and prosthodontics specialty training completed fewer cases than students pursuing other types of postgraduate training (p<0.001). Students who had full-time clinic in June and vacation later in the summer of their third- to fourth-year transition completed more cases (p<0.001), completed more competencies (p=0.008), and had more patient visits (p=0.012) than those who had full-time clinic later in the summer. There were significant correlations among case completions, completion of competencies, and patient encounter rate. Overall, this study found that the students' intended postgraduate training, clinic schedules, and faculty mentors influenced their progress in clinical training and should be taken into consideration in student evaluation and patient care.


Assuntos
Faculdades de Odontologia , Estudantes de Odontologia , Competência Clínica , Educação em Odontologia , Docentes de Odontologia , Humanos , Estudos Retrospectivos
10.
Gerodontology ; 37(1): 87-92, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31943327

RESUMO

BACKGROUND AND OBJECTIVE: Ageism is a major barrier for age-appropriate care. The aim of this study was to translate and perform a preliminary validation of an ageism scale for dental students (ASDS) in Brazil (ASDS-Braz). METHODS: The 27-item original ageism scale was translated from English into Brazilian Portuguese. A panel of five Brazilian dental educators revised the scale to establish content validity. The translated version was completed by 156 dental students in the Federal University of Pelotas in Brazil. Principal component analysis, internal consistency reliability and discriminant validity were estimated. RESULTS: All items in the Brazilian Portuguese version received a content validity index score ≥0.80 indicating that they were relevant to the topic. The principal component analysis produced a 12-item scale with three components that accounted for 51% of the overall variance. The first component contained six items associated with a negative view of older adults; the second component contained three items dealing with the complexity of providing care for older adults; and the third component contained three items associated with a positive view of older people. Discriminant validity did not show any differences related to demographic factors, the semester of studies and history of living with older people. CONCLUSIONS: The preliminary validation of the ASDS-Braz produced a 12-item scale with three components with acceptable validity and reliability. Future research in a larger, multi-institutional sample is now warranted.


Assuntos
Ageismo , Estudantes de Odontologia , Idoso , Idoso de 80 Anos ou mais , Brasil , Humanos , Psicometria , Reprodutibilidade dos Testes , Inquéritos e Questionários
11.
J Oral Sci ; 62(1): 119-121, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31996514

RESUMO

The aim of the present study was to analyze the parameters recorded by the Simodont dental trainer and methacrylate block grades during preclinical practicums to validate whether manual skills can be assessed by both methodologies, over a period of two years and to obtain a preclinical evaluation methodology for all the parameters that measure Simodont performance in each of the prepared figures. To this end, the methacrylate block practice's criteria and evaluation scale were used as predictors. A total of 82 students who completed the first year of dentistry were followed for 2 years. Their performance on the same task (i.e., cavity preparation of three figures in the Simodont and methacrylate blocks) was then reevaluated in the third year. Manual skill improvement was detected in all the students. The parameters measured by the Simodont were used as predictors of the methacrylate block evaluation's results, performed by a professor. Multiple linear regression models for each of the figures and years evaluated in the study were proposed. The present study demonstrates that both methodologies can detect manual skill improvement in dental students. Additionally, the Simodont practice can be reliably evaluated.


Assuntos
Educação em Odontologia , Estudantes de Odontologia , Competência Clínica , Preparo da Cavidade Dentária , Humanos
12.
Medicine (Baltimore) ; 99(1): e18470, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31895779

RESUMO

The appropriate approach to dental patients, developed during the course of dentists' training, is a prerequisite for the holistic treatment of patients. Empathy is an important component of such an approach. This study aimed to determine the levels of empathy among students of dentistry at different stages in their training.The Jefferson Scale of Empathy - Health Profession Students Version was used to conduct the research, and 100 dental students (66 female and 34 male) ranging from first to fifth year participated in the survey. The scale contained 20 questions, with a possible score interval between 20 and 140. A higher score indicates increased ability to express empathy.The level of empathy among dentistry students increased from the first and second to fourth years, where it reached its maximum. During the fifth year, a decrease in levels of empathy was observed.The increase in empathy during the dental course may be correlated with the growth of clinical practice during the subsequent years of study. A slight decrease in empathy in the fifth-year students may be due to the curricular focus on performing procedures, with students having to meet a set target in order to finish the course.


Assuntos
Atitude do Pessoal de Saúde , Empatia , Estudantes de Odontologia/psicologia , Adulto , Educação em Odontologia , Feminino , Humanos , Masculino , Assistência Centrada no Paciente/métodos , Polônia , Distribuição por Sexo , Inquéritos e Questionários
13.
J Dent Educ ; 84(1): 5-12, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977099

RESUMO

Prolonged and static postures among dental workforce personnel may lead to work-related musculoskeletal disorders (WMSDs). The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental educators' postures and accuracy of ergonomic self-assessment. This study used a randomized control design. The Modified-Dental Operator Posture Assessment Instrument (M-DOPAI) was used for all ergonomic evaluations over a four-week period at one U.S. dental school. At week 1, all 30 participating dental educators were photographed and completed an M-DOPAI without viewing the photographs. In weeks 2 and 3, the educators in the control group (N=15) completed an M-DOPAI without any additional photographs. The educators in the training group (N=15) had additional photographs taken and used the photographs to complete an ergonomic self-assessment with the principal investigator. From week 1 to week 4, the ergonomics training utilizing photography resulted in improvements in the dental educators' ergonomic scores but not the accuracy of their ergonomic self-assessments. All participants strongly agreed it was important for both dental students and dentists to understand proper ergonomics, properly apply proper ergonomics, and have accurate ergonomic self-assessment skills in clinical practice. Although these dental educators valued ergonomic principles, they lacked training in applying these principles with dental students. Without additional training in ergonomics and self-assessment, the development of these skills in dental students will be affected.


Assuntos
Retroalimentação , Doenças Musculoesqueléticas , Doenças Profissionais , Conscientização , Ergonomia , Humanos , Postura , Autoavaliação , Estudantes de Odontologia
14.
Eur J Dent Educ ; 24(1): 169-176, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31765500

RESUMO

BACKGROUND: Effective implementation of healthcare initiatives is of key importance for ensuring high-quality clinical and health outcomes. Using Normalization Process Theory, this study investigates the implementation behaviour of dental students in relation to a novel oral health risk assessment tool. It considers the impact of advancing learning on normalisation of innovative healthcare practice. METHODS: Students completed the NoMAD (normalisation of complex interventions-measure development) questionnaire and an additional scale to assess perceived value of the oral health risk assessment tool, after having used the tool for nearly one academic year. The sample comprised third- (n = 75), fourth- (n = 77) and fifth-year (n = 37) students. Differences between groups in relation to the four generative processes of normalisation were analysed using ANOVA. Cohen's d effect sizes were calculated between groups. Multiple linear regression was undertaken to investigate the impact of normalisation level on value/utility judgements. RESULTS: There were significant group differences for three of the four generative processes of normalisation (coherence, cognitive participation and reflexive monitoring). Third- and fourth-year students were highly similar but these groups showed lower normalisation compared to fifth years. Normalisation assessment predicted perceived value and utility of the oral health risk assessment tool. CONCLUSIONS: The findings suggest that dental students show lower normalisation of novel tools at earlier stages in their course, possibly due to increased cognitive load, and that perceived value and utility of a novel tool is related to increased normalisation.


Assuntos
Assistência à Saúde , Estudantes de Odontologia , Estudos Transversais , Humanos , Medição de Risco , Inquéritos e Questionários
15.
Eur J Dent Educ ; 24(1): 126-133, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31643122

RESUMO

INTRODUCTION: Strong dentist communication skills (CS) are necessary for patient-centred care and oral health promotion. CS are imparted through the dental education experience, which can be optimised in part by incorporating student perceptions and needs into curricular development. The current study assessed student attitudes towards communication skills learning (CSL) in a Canadian university. METHODS: A 20-item questionnaire adapted from the Dental Communication Skills Attitude Scale and qualitative survey questions were completed by students (n = 124). RESULTS: Questionnaire findings indicate that attitudes towards CSL are generally favourable, with significant variation based on year of study, gender and ethnicity. Students understood the importance of CS for dental practice and patient-centred care. Whilst they appreciated the value of CSL, students described that challenges such as demanding programme schedules would preclude the utility of more formalised CSL activities. CONCLUSION: These findings may be useful for institutions seeking to implement or refine a CSL curriculum.


Assuntos
Estudantes de Odontologia , Universidades , Atitude , Atitude do Pessoal de Saúde , Canadá , Comunicação , Currículo , Humanos
16.
Eur J Dent Educ ; 24(1): 163-168, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31698535

RESUMO

AIMS: To evaluate the self-perceived preparedness of final-year dental undergraduate students in dental public universities in Malaysia. METHODS: Final-year dental undergraduate students from six dental public universities in Malaysia were invited to participate in an online study using a validated Dental Undergraduates Preparedness Assessment Scale DU-PAS. RESULTS: In total, about 245 students responded to the online questionnaire yielding a response rate of 83.05%. The age range of the respondents was 23-29 years with a mean age of 24.36 (SD 0.797). The total score obtained by the respondents was ranged from 48 to 100 with a mean score of 79.56 (SD 13.495). Weaknesses were reported in several clinical skills, cognitive and behavioural attributes. CONCLUSIONS: The preparedness of undergraduate students at six dental institutions in Malaysia was comparable to students from developed countries. The dental undergraduate preparedness assessment scale is a useful tool, and dental institutions may be used for self-assessment as well as to obtain feedback from the supervisors.


Assuntos
Estudantes de Odontologia , Universidades , Adulto , Competência Clínica , Educação em Odontologia , Humanos , Malásia , Inquéritos e Questionários , Adulto Jovem
17.
Eur J Dent Educ ; 24(1): 95-102, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31584729

RESUMO

OBJECTIVES: This study investigated the perception of dental students on becoming innovative healthcare professionals. The specific objective was to identify aspects of innovative healthcare development that could spur their interest in becoming more involved in healthcare research and new product development. METHODS: Survey research was conducted via questionnaires using a five-point Likert scale response. Based on the innovation science literature, each questionnaire comprised three sets of questions that might foster dental students' interest in healthcare innovation development. Data were obtained from 265 students from years 2, 4 and 6. RESULTS: Three critical dimensions of dental student's preferences were revealed. First, socially related goals were identified as important for developing healthcare innovation. Second, non-traditional learning activities, especially lectures from experienced innovators or an industrial trip were suggested to foster interest in healthcare innovation. Third, the students thought it was important to learn about the research process that translates scientific findings into healthcare innovation. CONCLUSIONS: This study identifies potential ways to develop dental clinicians' interest in becoming innovative professionals who are involved in healthcare product development. This is especially true for Thailand where commercially based innovation has not yet flourished.


Assuntos
Pessoal de Saúde , Estudantes de Odontologia , Atitude do Pessoal de Saúde , Humanos , Aprendizagem , Inquéritos e Questionários , Tailândia
18.
Eur J Dent Educ ; 24(1): 42-52, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31518471

RESUMO

BACKGROUND: The Australian Dental Council's (ADC) competency framework requires graduating dental practitioners to be competent in a number of transferable skills, which includes: being scientifically versed, technically skilled and capable of safe independent work and teamwork, whilst adhering to high ethical standards (Australian Dental Council. Professional Competencies of the Newly Qualified Dentist. Melbourne, Australia: ADC; 2016). Part of the role of dental educators is to ensure graduating students acquire requisite transferable skills, in line with regulatory requirements (Chuenjitwongsa et al. Eur J Dent Educ. 2018;22:1). In order to achieve this, it is imperative to assess students' own understanding or perception of transferable skill requirement upon graduation. The objective of this study was to develop a valid and reliable scale for this assessment. METHOD: A cohort of students drawn across three different dental programmes: undergraduate dentistry (years 1-3); post-graduate dentistry (years 4-5); and Bachelor of Dental Technology/Prosthesis, participated in this study. A self-assessment questionnaire containing relevant open- and closed-ended questions was administered. The questionnaire assessed students' perception of transferable skills for their future career and attitude towards learning and developing transferable skills. RESULT: In total, we successfully assessed 388 of the 391 students sampled (99.2% response rate), their mean age was 24.3 years (SD ± 5.7), and 53.3% were females, whilst 46.7% were males. Overall, exploratory factor analysis (EFA) extracted five factors for students' perception of current skill level, and four factors for future skill requirements. The factor structures were confirmed using confirmatory factor analysis (CFA), and the structure had a good model fit and high levels of reliability, with respect to individual dimension and content validity. CONCLUSIONS: The structure derived from the transferable skill survey administered to a cohort of dental students suggests that the transferable skill survey can be utilised as a valid and reliable screening tool to test students' perception of transferable skill requirements.


Assuntos
Saúde Bucal , Autoavaliação , Adulto , Austrália , Feminino , Humanos , Masculino , Reprodutibilidade dos Testes , Estudantes de Odontologia , Adulto Jovem
19.
Eur J Dent Educ ; 24(1): 63-70, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31518479

RESUMO

PURPOSE: The purpose of this study was to determine the longitudinal effects of feedback involving photography and self-assessment on the accuracy of ergonomic self-assessments and ergonomic scores amongst dental hygiene students. MATERIALS AND METHODS: The study involved an experimental design. Data collection took place over 4 months, divided into weeks 1-4 and after 3 months. At weeks 1 through 4 and 3 months, all participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument. At week 1, week 4 and 3 months, all participants were photographed, and in weeks 2 and 3, only participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' photographs were evaluated by three faculty raters. RESULTS: A mixed-design ANOVA of Kappa coefficient values between student and rater scores measured the effects of the feedback with photography on the accuracy of student self-assessments. A main effect for group was not found to be significant (F(1,30) = 2.90, P = .101). A mixed-design ANOVA measured the effects of the feedback with photography on the ergonomic scores. No significant main effects were found (F(1,120) = 1.55, P = .216). CONCLUSION: Although self-assessment utilising photographs resulted in initial improvements in the accuracy of ergonomic self-assessments and ergonomic scores after 4 weeks, both ergonomic accuracy and scores significantly decreased after 3 months. Improvement in ergonomic accuracy and scores may be sustained by the continual facilitated use of photographs and self-assessment by dental and dental hygiene educators.


Assuntos
Higiene Bucal , Autoavaliação , Ergonomia , Humanos , Fotografação , Estudantes de Odontologia
20.
Eur J Dent Educ ; 24(1): 121-125, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31631472

RESUMO

INTRODUCTION: WhatsApp is an instant multimedia messaging and social media software which can be used for multiple purposes such as data, text, photographs and document transfer. Due to its versatility and multiple utilities, WhatsApp has been used within the educational setting in medicine and dentistry, proving a positive attitude of students towards its use. AIM: To compare the reception time and the response time of WhatsApp with the traditional electronic email within the dental educational environment. METHOD: A two-group comparative study was designed. Four multiple choice questions were sent via WhatsApp (group WA) and via electronic mail (group eM) to dental students. Data collected focused on the reception time and response time of students. Specifications of WhatsApp were used to collect data whilst an email tracker was used for the eM group. Excel software and Stata/IC version 15.1 software were used for data analysis. RESULTS: Seventy-four dental students from the University x (anonymised for reviewing purposes) dental school agreed to take part in this experience. However, 59 provided their responses (80%). Forty-four were females, and 15 were males. Twenty-seven participants were randomly allocated to the WA group and 32 to the eM group. The statistical analysis revealed a significant difference between groups: Reception time, P: .0286 value and response time, P: .0448 value indicating that the WA group was significantly faster in terms of reception and response time. CONCLUSION: This pilot study suggests that WhatsApp is more efficient in terms of reception and response time than electronic emails.


Assuntos
Educação em Odontologia , Correio Eletrônico , Mensagem de Texto , Feminino , Humanos , Masculino , Projetos Piloto , Estudantes de Odontologia
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