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1.
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
2.
Acta Odontol Latinoam ; 32(2): 65-70, 2019 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-31664295

RESUMO

The aim of this study was to screen for painful TMD conditions by implementing the validated Axis I screening instrument from the Diagnostic Criteria for Temporomandibular Disorders. Using the screener as a surrogate, the prevalence of the conditions was estimated among a convenience sample of dental students in Peru. A total 2,562 dental students, 63.7% women, aged 18 to 62 completed the instrument. Prevalence was estimated using both the short and long versions. The prevalence of painful TMD conditions was 19.4% with the short and 16.1% with the long version. The distribution of the conditions according to gender differed significantly between groups (p<.001). Prevalence estimates of painful TMD conditions using the screening instrument seems to be logistically adequate in a field assessment involving multiple geographic and cultural regions in Peru. These estimates seem to be consistent with internationally reported values.


Assuntos
Dor Facial/diagnóstico , Estudantes de Odontologia/psicologia , Transtornos da Articulação Temporomandibular/diagnóstico , Adolescente , Adulto , Dor Facial/etiologia , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Peru/epidemiologia , Prevalência , Estudantes de Odontologia/estatística & dados numéricos , Inquéritos e Questionários , Transtornos da Articulação Temporomandibular/complicações , Transtornos da Articulação Temporomandibular/epidemiologia , Adulto Jovem
3.
Acta Odontol Latinoam ; 32(2): 111-110, 2019 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-31664302

RESUMO

Learning strategies are a set of organized, conscious, intentional tasks performed by a student to achieve a learning objective effectively in a given social context. The aim of the present study was to determine the type and frequency of use of different learning strategies among students taking the subject "Comprehensive Clinic II ", which corresponds to the 3rd year of the 6-year general syllabus of the undergraduate course at the School of Dentistry, Buenos Aires University, and to analyze the use of these learning strategies according to the number of years elapsed between each students admission to dental school and the time he/she took that subject. Dental students (n=189) filled in the Learning and Study Strategies Inventory (LASSI). Seventy-five percent were female. The tool includes 10 dimensions, organized in 77 items. Responses to each question were recorded using a Likert type scale (5 choices). Total scores were obtained by assigning values to the responses. The students were grouped according to time elapsed from year of admission to dental school to the year in which they took the subject (Institutional Persistence, TI). Statistical analysis included mean and confidence intervals for scores (total and for each domain) and comparisons among TI groups using one-way ANOVA and Tukeys post hoc test. Total score for the sample was 275.3 (71.5% of maximum possible score). There were differences in the use of learning strategies reported by dental students in the tool. Students with shorter institutional persistence times scored higher in the following dimensions: attitude and interest, motivation, selfdiscipline, willingness, self-testing and reviewing.


Assuntos
Educação em Odontologia , Avaliação Educacional , Estudantes de Odontologia/psicologia , Adulto , Odontologia , Feminino , Humanos , Masculino , Faculdades de Odontologia , Inquéritos e Questionários
4.
J Ayub Med Coll Abbottabad ; 31(3): 402-406, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31535515

RESUMO

BACKGROUND: Empathy is of significant importance in the dentist-patient relationship. The objective of the current study was to assess the empathy level of students at the culmination of their respective academic year, studying in first to fourth year across the undergraduate dental school of Pakistan. METHODS: The cross-sectional study of undergraduate dental students was carried out at the dental school of Riphah International University in Islamabad, Pakistan in 2017. The survey was conducted with each class as they approached near the completion of their academic year. The Jefferson Scale of Physician Empathy- Health Professions Student Version (JSE-HPS version), was used in the study for measuring empathy. JSE-HPS is a valid and reliable self-reporting instrument comprising of 20 items. The total score on this instrument ranges between 20 and 140. ANOVA test and Independent sample t-test were used to analyze the data on SPSS 24. RESULTS: Two hundred and twenty-two students participated in this study. The mean empathy score of students was 101.15±13.73. The mean empathy score of the first-year dental students was the highest (104.70±15.53) followed by the scores of second year students (102.70±13.48); the third-year class had the lowest mean empathy score (98.63±11.53) that corresponded to the first year of clinical training and final year students had a score of 99.48±13.96. Dichotomization of data showed statistically significant difference between the mean empathy scores of students studying in the preclinical and clinical years. The difference in the mean empathy scores of male and female students was found to be statistically significant. The JSE-HPS was found to be reliable with Cronbach's alpha=0.77. CONCLUSIONS: The present study revealed a statistically significant decline in empathy levels of undergraduate dental students when the empathy levels of the students studying in the preclinical years and clinical years were compared. The JSE-HPS was found to be a reliable instrument for assessing the empathy levels of dental students.


Assuntos
Atitude do Pessoal de Saúde , Empatia , Estudantes de Odontologia/psicologia , Estudantes de Odontologia/estatística & dados numéricos , Estudos Transversais , Feminino , Humanos , Masculino , Paquistão/epidemiologia
5.
Niger J Clin Pract ; 22(9): 1259-1265, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31489863

RESUMO

Background: The aim of this study was to evaluate the level of knowledge about HIV, and intraoral signs that can be seen in HIV positive patients and the interpretation of attitudes toward HIV positive patients of fourth- and fifth-grade students at Marmara University Faculty of Dentistry, Istanbul, Turkey. Material and Methods: In our study, a questionnaire consisting of 23 questions was applied to 100 fourth- and 100 fifth-grade students totalling 200 dental students who are educated in Marmara University Faculty of Dentistry. Besides the knowledge level of the students, their attitudes were evaluated using the survey conducted. Chi-square (or Fisher's exact test at appropriate locations) was used to examine the relationship between categorical variables. Statistical significance level was determined as P < 0.05. Results: Of the 200 participants, 46 (23.0%) were males and 154 (77.0%) were females. One hundred people (50%) are fourth grade, 100 people (50%) are fifth grade. The rate of fifth grade agreements for the question "Treatment of HIV positive patient increases the risk of transmission of HIV infection to dentist" was statistically higher than that of fourth-grade students (Fisher's exact P < 0,05). Fifth-grade knowledge of oral symptoms of HIV/AIDS was statistically higher than fourth grades (Fisher's exact P < 0.05). Conclusion: As the grade level increases, the knowledge about HIV/AIDS raises portraying a relevant approach to patients with AIDS. Comprehensive training and motivation for improving dentistry students' awareness against HIV-positive patients will also improve knowledge and attitudes of the students that enable them to take better care of HIV-positive patients.


Assuntos
Síndrome de Imunodeficiência Adquirida/psicologia , Infecções por HIV/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Estudantes de Odontologia/psicologia , Síndrome de Imunodeficiência Adquirida/transmissão , Adulto , Educação em Odontologia , Feminino , Infecções por HIV/transmissão , Humanos , Masculino , Inquéritos e Questionários , Turquia
6.
Niger J Clin Pract ; 22(8): 1109-1114, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31417054

RESUMO

Background: The dental graduation program is stressful and challenging as it is essential to master various skills. The emotional intelligence (EI) is reported to help in perceiving, moderating emotions and also play a significant role in academic excellence. Aim: The aim of this study was to assess the sociodemographic factors influencing EI and to determine the association of EI in academic performance of clinical and preclinical courses. Materials and Methods: This cross-sectional study included the 113 dental clinical internship students from five different dental schools at Pakistan. The self-administered questionnaire data included sociodemographic factors, academic performance in preclinical, clinical courses, and San Diego City College MESA Program-based EI responses. The results were analyzed with multiple linear regression and ordinal regression to identify the independent predictor for EI and academic performance. Results: The female participants had marginally higher mean EI score (109.67) in comparison to male counterparts (108.10). The independent predictors among sociodemographic factors for EI were having siblings (P = 0.016), loss of parents (P = 0.002), parents' education (P = 0.022), and relation with parents (P = 0.03). The students enjoy studying dentistry were also associated with higher EI scores (P = 0.002). The mean EI score was an independent predictor of academic performance predominantly in clinical courses [ß = -0.041 (95% confidence interval - 0.063 to - 0.020); P = 0.000]. Conclusion: The finding of the study indicates the influence of family and social factors in the development of EI. The dental students' EI is vital for higher academic performance in clinical courses.


Assuntos
Desempenho Acadêmico , Educação em Odontologia , Inteligência Emocional , Emoções , Fatores Socioeconômicos , Estudantes de Odontologia/psicologia , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , Paquistão , Faculdades de Odontologia , Inquéritos e Questionários , Universidades
7.
J Prev Med Hyg ; 60(2): E109-E118, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31312740

RESUMO

Introduction: There is a lack of information about knowledge, attitude and behavior regarding oral hygiene and dietary habits of adult patients attending dental clinical settings. Hypertension, diabetes, obesity and caries are increasing among different populations, resulting in the deterioration of the quality of life related to oral and general health. Objectives: To involve second year dental students in assessing oral health knowledge, attitude, behavior, dietary habits and general health of dental patients, and screening for blood pressure, blood glucose level and obesity. Participants and methods: A convenient sample of 652 adult subjects participated in the study. They were screened, and involved in an interviewer - led questionnaire, led by the students over the period of two successive academic years (2013-2014 and 2014-2015). Results: Subjects with high blood pressure and /or blood glucose levels were more likely to disagree regarding the presence of a relation between general health and dental health [(correlation coefficient (r) = - 0.159, probability value P < 0.001) (correlation coefficient (r) = - 0.257, probability value P < 0.001) respectively]. Subjects with high BMI were less aware of the importance of using the tooth brush in prevention of gingival inflammation. The overall students' satisfaction score was 71.5%. The practical part of the research had the highest satisfaction score (83.7%). Conclusions: There is scarcity of data regarding dental healthcare knowledge and attitudes in dental clinical settings. Additional clinical training for dental students would increase their willingness to play a preventive and educational role in the oral care of patients.


Assuntos
Doença Crônica/epidemiologia , Higiene Bucal/estatística & dados numéricos , Estudantes de Odontologia/estatística & dados numéricos , Adolescente , Adulto , Idoso , Glicemia/análise , Pressão Sanguínea , Estudos Transversais , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Programas de Rastreamento/métodos , Pessoa de Meia-Idade , Obesidade/epidemiologia , Obesidade/psicologia , Higiene Bucal/psicologia , Estudantes de Odontologia/psicologia , Inquéritos e Questionários , Adulto Jovem
8.
Folia Med (Plovdiv) ; 61(1): 134-142, 2019 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-31237850

RESUMO

AIM: To compare the levels, causes and the impact of stress from cohort of fifthyear dental students in the Faculties of Dental Medicine in Plovdiv, Bulgaria and Montpellier, France. MATERIALS AND METHODS: The questionnaire we used comprised the modified version of the 56-item Dental Environment Stress (DES) questionnaire. It was completed by fifth-year undergraduate dental students in both faculties in 2011 and 2016, totaling 335 dental students. A five-point Likert scale was used to record the responses from the subjects. Statistical analysis was performed with STATA version 14.1 (StataCorp, College Station, USA) specialized software. RESULTS: The mean age of studied population was not significantly different between 2011 and 2016 (p=0.08). The common stress value per student was 1.74 (CI: 1.64; 1.84, range: 0.12; 4.50). It was higher in Plovdiv (1.79±0.81) than in Montpellier (1.63±0.66); it was statistically higher for girls (1.94±0.70) than for boys (1.49±0.77), and decreased between 2011 and 2016. A significant overall effect of the common mean stress was influenced by the town (p=0.008), year of study (p=0.003), gender (p=0.0001) and accommodation (p=0.01) of the student. CONCLUSION: Academicals and clinical factors of stress are prevailing stressors during education. The challenge is now to decrease the influence of both, without altering the quality of dental education. Regular discussions and debriefs about the clinical cases before and after clinical activity. Alternative methods of education and examination, such as interactive methods, could be considered in order to reduce the stress of theoretical exams.


Assuntos
Estresse Psicológico/epidemiologia , Estudantes de Odontologia/psicologia , Adulto , Bulgária , Educação em Odontologia , Feminino , França , Humanos , Masculino , Caracteres Sexuais , Inquéritos e Questionários
9.
J Dent Educ ; 83(10): 1134-1141, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31235504

RESUMO

A successful health care provider may be described as a clinician capable of establishing a comprehensive diagnosis including identifying related risk factors. However, an equally important quality a clinician should possess is the ability to understand the experiences and feelings of others to allow better communication for better outcomes. It is likely that faculty empathy levels influence students' ability to demonstrate this attribute. The aim of this study was to assess the levels of empathy of dental faculty members relative to dental students at the Universidad San Sebastian in Chile. Using a cross-sectional design of survey-collected data collected with the Jefferson Scale of Empathy, the authors compared the perceptions of the dental faculty involved in teaching fourth- and fifth-year dental students (n=116) to the perceptions of basic and preclinical students (n=346) and clinical students (n=189). The data were collected in 2016-17. The results showed that the mean faculty scores were higher than that of the students in compassionate care (90.1%) and perspective adoption (89.7%); however, for putting oneself in the other's shoes, the faculty had a lower score (57.8%) than the clinical students (58.2%). Future investigations are needed to understand the impact of faculty empathy scores on students and whether pedagogical interventions can increase empathy scores.


Assuntos
Relações Dentista-Paciente , Empatia , Docentes de Odontologia/psicologia , Estudantes de Odontologia/psicologia , Atitude do Pessoal de Saúde , Chile , Comunicação , Estudos Transversais , Humanos , Faculdades de Odontologia , Inquéritos e Questionários
10.
J Dent Educ ; 83(10): 1142-1150, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31235505

RESUMO

Simulation may help translate didactic learning to patient care in areas such as communication skills and medical emergency management. The aims of this study were to investigate how multiple cohorts of dental students evaluated simulations utilizing standardized patients and manikins and to explore evaluations of a simulation that combined social determinants of health with oral health education. All approximately 600 second- and fourth-year dental students at one U.S. dental school participated in simulation activities for five years (2014-18). The activities involved clinical communication skills with an urgent care patient, medical emergency management, and communication skills with a parent with low income. After the simulations, students were invited to complete an evaluation of the experience. Questionnaire items addressed perceived applicability to patient care, value of the experience, and fulfillment of objectives; and open-ended questions asked for comments specific to the parent with low income simulation. A total of 497 responses from D2 and D4 students were collected over the five-year period, as well as from all 12 periodontics residents in 2017, for an overall 91.7% response rate. The vast majority (>90.6%) positively evaluated all items for each simulation. The positive ratings ranged from a mean of 99.3% for the urgent care simulation to 93.8% for the parent with low income simulation. Positive student comments often related to learning from/with others and effective practice of teach back and patient education tactics. Students' most frequent suggestions for improvement called for better preparation. In this study, simulations with both standardized patients and manikins led to positive evaluations as well as anticipated improvement of clinical performance. These results suggest that incorporating simulation into an already-crowded curriculum is worth it from the student perspective, especially for reinforcement of clinical skills not easily amenable to classroom instruction.


Assuntos
Atitude do Pessoal de Saúde , Competência Clínica , Comunicação , Relações Dentista-Paciente , Educação em Odontologia/métodos , Simulação de Paciente , Estudantes de Odontologia/psicologia , Assistência Ambulatorial , Estudos de Coortes , Currículo , Serviços Médicos de Emergência , Humanos , Manequins , Pobreza , Faculdades de Odontologia , Inquéritos e Questionários , Estados Unidos
11.
J Dent Educ ; 83(10): 1233-1239, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31182621

RESUMO

Teaching radiographic interpretation skills to predoctoral dental students is challenging. The results of an objective structured clinical examination (OSCE) at one U.S. dental school failed to yield expected outcomes for students' radiographic interpretation skills. The purpose of this article is to describe the development of the radiology OSCE and subsequent curricular revisions based on the outcomes. Examples of curricular changes are a series of self-assessed radiographic interpretation cases using the university learning management system. Each case contains a set of four intraoral radiographs and a series of questions. In year 4, an OSCE and final radiographic interpretation competency exam are administered; students are required to pass both exams. OSCE outcomes over a period of six years were used to evaluate the effectiveness of the curricular revisions. A questionnaire developed to capture student perceptions of the curricular changes was administered. The pilot OSCE of 2.9% first attempt pass rates initiated curricular revision. The strongest results to date occurred in 2018 with a 73.3% first attempt pass rate. Results from the questionnaire showed that students reported greater confidence in their interpretation skills when it came to recognizing radiographic errors, dental caries, and periodontal disease/pathologies (65%, 64%, and 57%, respectively). The use of the OSCE for programmatic assessment revealed the need for curricular revision in radiology. Students' participation in the newly revised radiology curriculum resulted in improved student performance and outcomes. This article emphasizes the importance of global and programmatic assessment for assessing student competence along with analysis of how assessment and accompanying data can inform curricular decisions.


Assuntos
Competência Clínica , Currículo , Educação em Odontologia/métodos , Avaliação Educacional/métodos , Radiografia Dentária , Atitude do Pessoal de Saúde , Humanos , Percepção , Estudantes de Odontologia/psicologia , Inquéritos e Questionários
13.
J Dent Educ ; 83(8): 966-972, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31085686

RESUMO

The aim of this study was to compare the effect of different types of instructional styles-traditional lecture with and without video examples and contemporary format that simulated a flipped classroom-on dental students' learning of behavior guidance techniques (BGTs) in pediatric dentistry. The study also sought to determine if students had an improved comfort level with BGTs with these instructional methods, if videos improved learning and comfort with BGTs, and if there were differences in outcomes by gender. All 96 second-year dental students at one U.S. dental school were recruited to participate in the study in 2017. Students were randomly divided into three groups: contemporary instruction (CI), traditional instruction with video (TIV), and traditional instruction with no video (TI). CI students watched a 20-minute mini-lecture and were divided into discussion groups led by calibrated faculty members. TIV students received 50 minutes of traditional lecture with video examples. TI students received a traditional lecture with no video examples. All groups completed a questionnaire prior to and on completion of the course. The questionnaire assessed students' learning and perceptions of the learning experience. All students participated in the course and the assessments, for a 100% response rate. The students' post-course scores improved for all teaching methods (TI>CI>TIV) with no significant differences among them. CI students rated comfort with BGTs and usefulness of videos higher than the other groups, but the difference was not statistically significant. Students rated their satisfaction with and usefulness of the course high for all groups (>3 on a four-point scale). Learning style and comfort treating children were not statistically significant by gender. Overall, the students reported high satisfaction with all the teaching methods. Although the differences were not statistically significant, discussion groups were ranked highest in satisfaction and usefulness.


Assuntos
Educação em Odontologia/métodos , Odontopediatria/educação , Satisfação Pessoal , Estudantes de Odontologia/psicologia , Ensino , Adulto , Avaliação Educacional , Tecnologia Educacional/métodos , Docentes de Odontologia , Feminino , Humanos , Aprendizagem , Masculino , Aprendizagem Baseada em Problemas , Faculdades de Odontologia , Fatores Sexuais , Inquéritos e Questionários , Tennessee , Adulto Jovem
14.
J Dent Educ ; 83(8): 946-952, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31085687

RESUMO

Few dental graduates are choosing to practice in rural areas, thereby aggravating the shortage of dentists in rural communities. The aim of this study was to identify factors that may motivate dental and dental therapy students to commit to rural practice. This qualitative study used a triangulation of data sources: students' reflection papers on their rural community experience, transcripts of focus groups with students, and personal statements submitted by three cohorts of student participants in a rural dentistry program in a U.S. dental school in 2016, 2017, and 2018. Common themes emerged in each data source, and a congruence of themes from the three data sources was identified: corrected misconceptions of rural dental practice, the gravity of lack of access to care, quality of relationships between practitioners and patients and within the dental team, and the role of dentists in alleviating health disparities. Students cited the critical role dentists play in stimulating interest to consider dentistry as a career and in inspiring rural practice after graduation. Immersion in a rural community under the mentorship of a rural dentist may correct misconceptions and attract students to rural practice. This study's results suggest that dental schools need to provide students with more opportunities to witness the practice of rural dentists and experience rural living in order to draw them towards rural practice after graduation.


Assuntos
Atitude do Pessoal de Saúde , Odontologia , Odontólogos/psicologia , Área de Atuação Profissional , Estudantes de Odontologia/psicologia , Escolha da Profissão , Estudos de Coortes , Assistência Odontológica , Educação em Odontologia , Feminino , Acesso aos Serviços de Saúde , Humanos , Masculino , Mentores , Pesquisa Qualitativa , Saúde da População Rural , Serviços de Saúde Rural , População Rural , Faculdades de Odontologia , Inquéritos e Questionários , Estados Unidos
15.
J Dent Educ ; 83(8): 953-958, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31085689

RESUMO

The aim of this study was to assess nationwide trends in the exposure of dental students to periodontal and implant surgical procedures and to evaluate the potential factors that influence these clinical experiences. A 19-item questionnaire was sent to all 64 directors of predoctoral periodontics in U.S. dental schools. In addition to gathering information on the percentage of students who perform surgical periodontics or implant placement procedures in each program, data on student research groups, periodontics residency programs, and periodontics faculty practices were collected. A total of 33 responses were received, for a response rate of 51.5%. Among the responding institutions, 97% and 45.5% allowed dental students to perform periodontal and dental implant placement surgeries, respectively, although only 26.4% and 15.2% of the dental class ended up performing periodontal and dental implant placement surgeries, respectively. Crown lengthening was the most commonly reported (84.8%) periodontal surgical procedure performed by dental students. A negative correlation was found between the presence of a periodontics residency program and dental students' placing dental implants, while the size of the residency program positively correlated with dental students' placing dental implants. Overall, a wide variation in the exposure of dental students to periodontal and dental implant placement surgical experiences was found. Future surveys should assess clinical procedures performed in other special-ties to gain a broader picture of the experience students are gaining in these areas.


Assuntos
Implantação Dentária/educação , Educação em Odontologia , Cirurgia Geral/educação , Periodontia/educação , Faculdades de Odontologia , Estudantes de Odontologia/psicologia , Aumento da Coroa Clínica , Currículo , Implantação Dentária/estatística & dados numéricos , Implantes Dentários , Educação de Pós-Graduação em Odontologia , Cirurgia Geral/estatística & dados numéricos , Humanos , Internato e Residência , Iowa , Periodontia/estatística & dados numéricos , Prostodontia/educação , Prostodontia/estatística & dados numéricos , Inquéritos e Questionários , Estados Unidos
16.
Simul Healthc ; 14(3): 169-174, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31116175

RESUMO

INTRODUCTION: The aim of this study was to investigate the transfer of skills between various levels of force feedback (FFB) using the Simodont dental trainer (Moog, Nieuw-Vennep, the Netherlands). Students practiced a manual dexterity exercise in a virtual reality environment at a standard level of FFB and then were tested at the standard and an altered level of FFB. In addition, the students' satisfaction with the training exercise was evaluated. METHODS: One hundred twenty-six first-year dental students were randomly distributed into four groups and underwent a manual dexterity test in the virtual reality environment with automatic assessment after a 3-month period of practicing with standard FFB. The test consisted of drilling with the standard FFB and an altered level of FFB to evaluate the effect on performance. After the test, the participants completed a questionnaire. RESULTS: The results showed that 74% of the students who passed completed between one of three and three of three successful attempts at FFB levels at which they had not previously practiced. CONCLUSIONS: The results of this study imply that if students practice a sufficient amount of time at one level of FFB, a skill is transferable from one level of FFB to another.


Assuntos
Competência Clínica , Educação em Odontologia/métodos , Feedback Formativo , Destreza Motora , Treinamento por Simulação/métodos , Humanos , Países Baixos , Estudantes de Odontologia/psicologia , Fatores de Tempo , Interface Usuário-Computador , Realidade Virtual
17.
J Dent Educ ; 83(9): 1019-1029, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31133616

RESUMO

The aims of this study were to understand dental hygiene clinical instructors' teaching and learning perspectives regarding their described pedagogical beliefs, perceived roles in facilitating learning, and factors that influenced those perspectives and to assess how their espoused beliefs matched their instructional practice in relation to student-centered competency-based education. The Theory of Planned Behavior was used as a theoretical framework to guide the qualitative study design and analysis. Data were collected through semi-structured interviews with 15 dental hygiene clinical instructors at a Canadian university in 2014. Transcript data derived from the interviews were coded for thematic analysis. In the results, these dental hygiene clinical instructors reported a spectrum of pedagogical beliefs, with one end defined as student-centered and the other end teacher-centered. While the instructors tended to describe their teaching as student-centered, their responses in the simulated teaching scenarios of the interview were closer to teacher-centered practices. Interview-analysis results showed that the process by which the instructors developed their approaches to teaching was multifactorial. Factors included instructors' perceptions of their own learning experiences, experiences of inter-instructor collaboration, and methods of supporting students' self-efficacy in learning. Given the emergence of support for student-centered education ideology and the program's adoption of this ideology, this exploratory study suggests that uncovering the teaching and learning beliefs of instructors is crucial prior to designing faculty development programs.


Assuntos
Educação Baseada em Competências , Higienistas Dentários/educação , Educação em Odontologia , Higiene Bucal , Estudantes de Odontologia/psicologia , Atitude do Pessoal de Saúde , Canadá , Currículo , Tecnologia Educacional , Docentes de Odontologia , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas , Pesquisa Qualitativa , Inquéritos e Questionários , Ensino
18.
J Dent Educ ; 83(9): 1000-1011, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31133618

RESUMO

Maldistribution of the dental workforce contributes to poor access to oral health care. Community-based dental education (CBDE) may help to address this problem by using experiential learning to encourage new dentists to practice in underserved areas. The East Carolina University School of Dental Medicine (East Carolina University SoDM) employs a multifaceted strategy, including CBDE, to increase the number of dentists practicing in underserved areas of North Carolina. The aim of this study was to assess the influence of CBDE and other factors on practice choice among East Carolina University SoDM graduates. This cross-sectional study assessed practice intentions before and after a senior-year CBDE experience. Data were obtained for students in three graduating years from written student reflections and self-reported practice plans solicited at graduation. Of the total 156 students between 2015 and 2017 (52 each year), all students participated in at least one component of this evaluation: all students (100%) completed required student reflections, and 148 (95%) provided pre-graduation practice plans. Data were also obtained on alumni practice characteristics via a survey of recent graduates; 72 alumni (46% response rate) participated in the alumni survey. The assessments found positive attitudes towards the CBDE program before and after participation, although areas for improvement relating to business management and financial viability were reported. The majority of alumni respondents (67%) remained in the state to practice after graduation, with half reporting practicing in rural areas. For most alumni respondents (>75%), debt, salary, benefits, type of patient population, and desire to own/run a business were important factors other than the CBDE program influencing their practice choice. Nearly half of them (45.8%) rated desire to work in a public health setting as an important factor. This study provides preliminary evidence of the effectiveness of this educational model in retaining new dentists within the state to address the critical shortage of dentists in North Carolina.


Assuntos
Atitude do Pessoal de Saúde , Odontologia Comunitária/educação , Educação em Odontologia/métodos , Dados Preliminares , Universidades , Escolha da Profissão , Estudos Transversais , Currículo , Assistência Odontológica , Serviços de Saúde Bucal , Odontólogos/estatística & dados numéricos , Mão de Obra em Saúde , Humanos , North Carolina , Administração da Prática Odontológica , Saúde Pública , Faculdades de Odontologia , Autorrelato , Estudantes de Odontologia/psicologia , Estudantes de Odontologia/estatística & dados numéricos , Inquéritos e Questionários
19.
J Dent Educ ; 83(9): 1100-1106, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31133619

RESUMO

A need for more realistic tooth models for education has often been expressed by dental students. The aim of this study was to design and create 3D printed teeth with anatomical details for use in preclinical dental education. A tooth with realistic carious lesions and pulp cavity was designed, and this tooth was used in 2018 with 47 dental students for preclinical education in caries excavation, direct capping of the pulp, core build-up, and crown preparation. The students had the ability to identify the carious lesions by a simulated radiograph and by tactile sense of the consistency. The benefits of the 3D printed tooth were evaluated by a questionnaire. The printed tooth was evaluated by grades (1=excellent, 2=good, 3=satisfactory, 4=adequate, 5=poor). The students gave the tooth an overall mean grade of 1.9, with a grade of 2.0 for the haptic impression, 1.5 for the exercise, 1.9 for the examination, and 1.5 for high practical relevance in contrast to a standard model tooth. The new features of the printed tooth were given a mean grade of 2.0 for the radiograph, 2.3 for consistency of the caries, 2.0 for the tooth filling, and 1.7 for the pulp capping as realistic. The students had the possibility to generate a complete concept for prosthodontic tooth treatment on an artificial 3D printed tooth.


Assuntos
Modelos Dentários , Educação em Odontologia , Impressão Tridimensional , Estudantes de Odontologia/psicologia , Simulação por Computador , Projeto Auxiliado por Computador , Coroas , Cárie Dentária , Planejamento de Prótese Dentária , Cavidade Pulpar , Humanos , Prostodontia/educação , Tratamento do Canal Radicular , Inquéritos e Questionários , Dente/anatomia & histologia , Preparo Prostodôntico do Dente/métodos
20.
J Dent Educ ; 83(9): 1076-1080, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31133620

RESUMO

With the extensive amount of learning required in dental schools, educators are constantly seeking more efficient learning models. The aim of this retrospective study was to evaluate a fixed prosthodontics course after its curriculum transitioned from a traditional lecture format to an active learning structure over the course of five years. In this retrospective, mono-centered study completed in 2018 at a U.S. dental school, data from the school's fixed prosthodontics course exams, National Board Dental Examination Part II (NBDE II), and the operative portion of the Western Regional Examining Board (WREB) licensure exam were collected for 381 students from the inaugural Class of 2015 to the Class of 2019. Data were evaluated for two groups based on method of instruction: the Classes of 2015 and 2016 were taught in a traditional model, and the Classes of 2017-19 were taught in the modified learning model. The data showed a 30% reduction in time students spent in the classroom and simulation clinic as compared to the previous model. The modified learning model reduced time spent in lecture, length of the course, and number of projects needed, while student performance remained consistent. Students in the active learning classes were able to pass all assessments including practical examinations at the same rate as previous classes using traditional learning methods. Students' performance on standardized national exams (NBDE II and WREB licensure exams) remained consistent among the graduating classes, and scores were comparable to the national average. Although limited in scope, this study suggests that it is possible to reduce contact time in fixed prosthodontics and maintain performance by increasing student engagement through active learning techniques.


Assuntos
Educação em Odontologia/métodos , Aprendizagem Baseada em Problemas/métodos , Prostodontia/educação , Estudantes de Odontologia/psicologia , Ensino , Educação Baseada em Competências , Currículo , Avaliação Educacional , Humanos , Estudos Retrospectivos , Faculdades de Odontologia , Estados Unidos
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