What are the concerns of second-degree medical students entering specialty OMFS training?

Oral and maxillofacial surgery (OMFS) applicants are faced with numerous challenges. Previous research has demonstrated that financial burden, length of OMFS training, and impact on personal life are cited as major drawbacks to pursuing the specialty, with trainees having concerns about the Membership of the Royal College of Surgeons (MRCS) examinations. The current study aimed to explore second-degree medical students' concerns about obtaining a specialty training post in OMFS. An online survey was distributed via social media to second-degree students across the United Kingdom and 106 responses were received. A lack of publications and lack of involvement in research (54%) as well as attaining accreditation with the Royal College of Surgeons (27%) were cited as the primary and secondary concerns in relation to securing a higher training post. Seventy-five per cent of respondents had no first-author publications, 93% expressed concerns about passing the MRCS examination, and 73% had more than 40 OMFS procedures within their logbook. Second-degree medical students reported having ample clinical and operative experience in OMFS. Their main concerns were about research and MRCS examinations. To alleviate these concerns, BAOMS could provide educational initiatives and dedicated mentorship programmes for second-degree students, and could adopt a collaborative approach with discussion with major postgraduate training stakeholders.

Impact of Undergraduate Research as a Compulsory Course in the Dentistry Study Program Universitas Indonesia

Undergraduate (UG) research is regarded as a fundamental component in dental education. The present study was designed to examine the perception of the clinical students and the graduates of dentistry profession programs in the past 10 years on UG research as a compulsory course at the Faculty of Dentistry Universitas Indonesia. A total of 310 respondents, consisting of clinical students (64.8%) and alumni (35.2%), participated in this study. The majority of respondents (81.3%) agreed to UG research as part of compulsory courses in the curriculum of dentistry study programs. The positive impact of UG research on their professional careers was perceived by 78.3% of participants. Only 11.6% of participants responded that UG research experiments were not important in dental education, and 18.7% preferred UG research as an elective course. UG research as a compulsory course in the dental curriculum was well received by the majority of participants. Recommendations included student autonomy to select research topics of interest, longer duration to complete UG research, and more opportunities to present the research results in scientific conferences and to publish in scientific journals. Dental schools and their faculties play essential roles in improving the research environment for undergraduate dental students.

The picture of undergraduate dental basic research education: a scoping review

BACKGROUND

Undergraduate dental basic research education (UDBRE) is broadly regarded as an important approach for cultivating scientific research talent. This scoping review aims to summarize the current status of UDBRE in terms of educational goals, teaching program and content, assessment system, training outcomes, barriers, and reflections.

METHODS

The authors performed a systematic literature search in PubMed, Web of Science, and Education Resources Information Center (ERIC) to identify peer-reviewed articles written in English from their inception to January 29, 2021. Articles were reviewed and screened according to the inclusion and exclusion criteria. Related data from the included publications were then collected and summarized.

RESULTS

The authors searched 646 publications and selected 16 articles to include in the study. The education goals included cultivating five major dental basic research capabilities (n=10, 62.5%) and developing interest in basic research (n=2, 12.5%). As for the teaching program, the mentor-guided student research project was the most popular (n=11, 68.8%), followed by didactic courses (n=5, 31.3%), experimental skills training (n=1, 6.3%), and the combination of the above forms (n=3, 18.8%). However, the assessment system and training outcome diverged. Existing evidence showed that UDBRE reached satisfying education outcomes. Barriers included excessive curriculum burden (n=2, 12.5%), tutor shortage (n=3, 18.8%), lack of financial support (n=5, 31.3%), and inadequate research skills and knowledge (n=5, 31.3%).

CONCLUSIONS

Although efforts were made, the variation between studies revealed the immature status of UDBRE. A practical UDBRE education system paradigm was put forward. Meanwhile, more research is required to optimize a robust UDBRE system with clear education goals, well-designed teaching forms, and convincing assessment systems.

Relationship between European postgraduate programme accreditation and national research output: The case of the Network of Erasmus-Based European Orthodontic Postgraduate Programmes (NEBEOP) in orthodontics. A bibliometric study

AIMS

To assess in each European country the correlation between the number of Network of Erasmus-Based European Orthodontic Postgraduate Programmes (NEBEOP) members and orthodontic research activity. Secondary objectives were to describe and quantify Europe's orthodontic research.

MATERIALS AND METHODS

Articles published between 2014 and 2018 in 4 major orthodontic journals (American Journal of Orthodontics and Dentofacial Orthopedics, European Journal of Orthodontics, The Angle Orthodontist, Orthodontics and Craniofacial Research) and oral presentation abstracts of five European Orthodontic Society (EOS) congresses were analysed. For each European country, the total number of orthodontic programmes and NEBEOP memberships were collected. Descriptive statistics were performed, and Spearman correlation coefficients and risk ratios were calculated.

RESULTS

2039 articles and 261 oral presentation abstracts were included. Correlation coefficients between national number of publications, oral presentations, sum of these, all adjusted for population, and number of NEBEOP members in each country were 0.64, 0.65 and 0.62, respectively. Risk ratios were all above 1 and statistically significant for number of NEBEOP memberships per country, indicating positive associations with national orthodontic research productivity. Europe accounted for 30.5% of publications and 68.6% of oral presentations at EOS congresses during this period. European orthodontic research was not evenly distributed, since 9 countries were responsible for around 80% of the output.

CONCLUSIONS

A positive association was found between number of NEBEOP programmes and national research activity. These results could be an additional argument to support similar pan-European initiatives and guidelines for postgraduate education, not only in orthodontics but in all other dental specialties.

Cost Comparison of an On-Premise IT Solution with a Cloud-Based Solution for Electronic Health Records in a Dental School Clinic

Electronic health records (EHRs) are increasingly moving towards cloud-based web environments. While cloud-based EHRs claim substantial benefits at reduced cost, little cost-benefit research exists for dental schools. The aim of this study was to examine the cost-benefits of a cloud-based EHR compared to an on-premise client-server EHR in the University of Michigan School of Dentistry (U-M Dent). Data were collected in 2016 from the U-M Dent cost-benefit comparison of tangible and intangible factors associated with implementing a new EHR, using the Total Cost of Ownership (TCO) framework from EDUCAUSE. The TCO framework assessed three factors: foundational (overarching aspects: three items), qualitative (intangibles: 56 items), and quantitative (actual costs). Stakeholders performed factor grading, and relative assessment scores were derived for each item as well as the overall factor. The cloud-based EHR solution received higher foundational and qualitative factor summary scores. The overall cost of an on-premise solution over a two-year period was approximately $2,000,000 higher than a cloud-based solution. Cloud solutions did not carry any hidden costs, while such costs accounted for 8% (~$540,000) of the overall costs of the on-premise solution. Across the two-year period, both one-time and ongoing costs were higher for the on-premise solution than the cloud-based solution (by 40.5% and 20.5%, respectively). This study found that a cloud-based EHR system in the U-M Dent offered significant cost savings and unique benefits that were not available with the on-premise EHR solution. Based on cost, the U-M Dent has made a case for cloud-based EHR systems.

A Long-Term Follow-Up Study of Former Dental School Teaching Assistants: Are They Teaching After Graduation?

There has been growth in teaching opportunities for dental students over the past two decades, but little research on whether these experiences have led to actual positions in academia. The aims of this study were to determine whether former teaching assistants at New York University College of Dentistry continued in dental academia after graduation or intended to teach during their careers and to assess their reasons for or for not teaching. Of the 294 former teaching assistants who taught their peers from 2003 to 2014, 106 responded to a survey, for a response rate of 36%. Of the respondents, 28% reported having teaching appointments, with 7% (n=8) having full-time teaching appointments and 21% (n=22) having part-time teaching appointments in a dental school or hospital-based program at some point after graduation. The most common reasons given for teaching were "intellectual stimulation" and "enjoyment" followed by "interactions with students." The most reported reason for not teaching was "student loan debt," followed by "too busy building private practice," "limited teaching opportunities in area," and "family commitments." Significantly, 95% of these former teaching assistants either taught or intended to teach during their careers, and they were six times less likely to rule out future teaching than dental school seniors in national surveys. These findings suggest that participating in teaching opportunities in dental school plants the seed for future teaching. More follow-up studies should be undertaken to see which types of teaching assistant programs are more successful in creating long-term teaching commitments.

Effects of a Research Requirement for Dental Students: A Retrospective Analysis of Students' Perspectives Across Ten Years

For many years, Harvard School of Dental Medicine (HSDM) has had a research requirement for predoctoral students, but a recent curriculum assessment prompted a re-examination of that requirement and how it is implemented. The aim of this retrospective study was to assess the students' perspectives on research in a predoctoral dental program in which a research experience was mandatory for graduation. Data that had been collected in graduating student surveys from 2008 to 2017 were analyzed to gauge students' perceptions of the research program in the previous curriculum (New Pathways) and to seek insights to improve the next generation of this requirement in the Pathways curriculum. In the results, 74% of the students reported their research experience had a positive impact on their dental education. Half of the students (49%) indicated they would have pursued research even if it had not been a graduation requirement, while 37% were uncertain. A large majority (82%) said they would remain involved in research during their dental career. The majority of these HSDM students had contributed to scholarship with presentations and published results, planning of projects, or preparation of manuscripts. These results show that the research requirement has had a positive effect on students' perspectives on research as a part of their careers.

Teaching Cell Biology to Dental Students with a Project-Based Learning Approach

Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.