Remote simulation-based learning for periodontal instrumentation in preclinical education

Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment

OBJECTIVES

This study aimed to evaluate the impact of formative assessment with case-based constructed-response question (CRQ) formats on student performance on the final summative assessment in the second-year periodontics course.

METHODS

Classroom quizzes with case-based CRQs were implemented as the formative assessment during the course. Each student received feedback on their responses from the course director. After all students (N = 128) took the second-year final examination, the Friedman test was conducted to compare student performances in each assessment over time. The multiple linear regression (MLR) model was used to evaluate the association between the second-year final examination score and plausible predictors-student gender, the second-year formative and midterm examination scores, and time spent on the final examination.

RESULTS

The mean % scores in the formative assessment (51) and midterm (84) examination were significantly lower than that of the final (87) examination (P < .01). The number of students who failed the final (6) examination was significantly lower than the midterm (16) examination (P = .03). The midterm (P < .0001) and the formative assessment (P = .0009) scores significantly affected the second-year final examination score while student gender (P = .59) and time spending (P = .83) showed no correlations.

CONCLUSION

Within the limitations of the study, student performance on case-based CRQs was correlated with student performance on the summative assessment.

Effectiveness of distance learning for preclinical periodontal education

INTRODUCTION

This study aimed to investigate the effectiveness of distance learning (DL) for the second-year periodontics course compared to classroom learning (CL). MATERIALS AND METHODS: DL for Class A (n1 = 126) and CL for Class B (n2 = 133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second-year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first-year final % scores as a covariate to test if the second-year final % scores and the distributions of letter grades were significantly different between Class A and B.

RESULTS

The mean second-year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t-test, p = .019). However, in GLM, the first-year final % scores significantly affected the second-year scores (p = .016); the second-year final % scores between the two groups were not significantly different (p = .268) after considering the individual first-year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second-year course between the two groups (odds ratio = 1.6; 95% confidence interval = [0.95, 2.72], p = .078) after considering the first-year final % scores.

CONCLUSION

Within the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.

Virtual Healthcare Simulation: Implementation, Distractions, and Preferences

INTRODUCTION

Social distancing guidelines related to COVID-19 resulted in many simulation centers temporarily closing or adopting virtual simulation-based education (SBE). This mixed methods study aimed to evaluate our center's readiness to implement virtual SBE, the preferred method of delivery (virtual vs. nonvirtual), and any reported distractions.

METHODS

Educators and simulation operations specialists (SOSs) used by our simulation center completed a survey focused on our center's implementation readiness for virtual SBE at 3 time points over a 3-week period. Three virtual simulation-based styles were developed: observer, vignette, and hybrid. All styles combined the use of Zoom and LearningSpace. Upon the completion of each session, learners, facilitators, and SOSs completed a survey focused on the preferred method of simulation delivery (virtual vs. nonvirtual) as well as any reported distractions during sessions.

RESULTS

While some important lessons were learned, simulation team survey scores suggested an overall agreement in the center's preparedness during the 3-week implementation period. Most learners, facilitators, and SOSs preferred a nonvirtual delivery due to the "hands-on" component. Learners participating in the vignette style, however, significantly preferred virtual SBE due to "learning environment comfort" such as reduced anxiety, "better discussion," and "convenience." Reported distractions focused on "challenges with technology," "interruptions at home," "program logistics," and the "remote atmosphere."

CONCLUSIONS

Most learners, facilitators, and SOSs preferred nonvirtual SBE; however, virtual SBE may prove beneficial for learners participating in the vignette style or particularly those experiencing anxiety. Future distractions may be mitigated for the simulation team and learners with proper preparedness.

Using data about accepted and rejected articles in the Journal of Dental Education to increase authors' chances of article acceptance

PURPOSE/OBJECTIVES

The purpose of our study was to identify trends and compare keywords from titles and methods among articles accepted and rejected for publication in the Journal of Dental Education (JDE).

METHODS

The titles and abstracts of JDE articles submitted between 2010 and 2020 were extracted. We studied the frequencies of keywords in the title and abstracts and used simple descriptive data to present the information. Additionally, keywords from the methods section from JDE articles reviewed between 2015 and 2020 were analyzed by acceptance versus rejection. University of Michigan Medical School's committee on human subject studies provided an exemption (HUM00196884).

RESULTS

Articles with the terms "knowledge," "skills," and "attitudes" appear, separately or together, in the titles of submissions to JDE 510 times during the study period-190 in accepted articles and 320 in rejected articles (an acceptance rate of 37.3%). The term "clinical" is in the title of 337 articles submitted to JDE-195 accepted and 142 rejected (an acceptance rate of 57.9%). However, the term "pre-clinical" is associated with only 56 articles in the last 10 years-36 accepts and 20 rejects (64.3%). Studies with cross-sectional study design were accepted at a rate of 72.0% and manuscripts with cohort study designs were accepted at 53.3%. Systematic reviews were accepted at 44.4%, surveys were accepted at 36.7%, meta analyses were accepted at 28%. Questionnaires were accepted at 14%.

CONCLUSIONS

Higher quality study designs were more likely to be accepted for publication. Studies including a randomizing process and studies that were longitudinal in nature were more likely to be accepted for publication.

Dental students' perception of a blended learning approach to clinic orientation

PURPOSE/OBJECTIVES

The pandemic presented a big challenge to dental education: rapid conversion of a hands-on, experiential learning program to a virtual environment. The objectives of this study are to examine the conventional approaches of facilitating the transition from pre-clinic to clinic, to analyze how a blended learning approach including virtual learning modules facilitated this transition, and to assess the benefits of virtual learning in the future of dental school curriculum.

METHODS

Rising third-year dental students in 2020 (n = 134) were engaged in a three-month (from the end of May to the end of August 2020) clinic orientation consisting of virtual didactic and clinic simulated activities. Part I consisted of didactic courses presented virtually. Part II consisted of simulated clinical activities for operative and radiology along with 3-week virtual treatment planning (TP) sessions with quizzes for each week. Part III consisted of clinical assisting and shadowing activities in the clinic on restorative procedures and TP sessions with senior students. Surveys were administered before and after each part of the orientation program.

RESULTS

Data confirmed that 1) virtually-delivered didactic materials increased students' knowledge in learning relevant key topics of clinic transition and 2) virtual TP sessions increased students' perceived confidence and knowledge in assessment and TP.

CONCLUSION

Despite challenges faced during school closure, most dental students positively valued the virtual orientation methods of learning. Integrating a virtual mode of didactic can serve as a new methodology of the dental school curriculum in preparation for the clinic.

Effectiveness of remote simulation-based learning for periodontal instrumentation: A non-inferiority study

OBJECTIVES

While numerous virtual/remote simulation-based learning (SBL) modules were implemented due to the COVID-19 pandemic, limited data on their effectiveness are available. This study aimed to investigate the effectiveness of a remote SBL module for periodontal instrumentation compared to traditional onsite SBL modules.

METHODS

Calibrated faculty members have instructed in all modules. Synchronous remote SBL activities using a secure videoconferencing application, which replaced onsite practices, were conducted in a small group setting in the remote SBL module for the class of 2023. After the class took the onsite second-year practical examination, a set of multiple and logistic regression analyses (N = 389) were conducted to test if the second-year practical examination scores and the passing rates were significantly different between the remote SBL (class of 2023) and onsite SBL I and II (class of 2019 and 2022) groups.

RESULTS

Both mean practical examination score and passing rate from the remote SBL group (class of 2023) were significantly higher than those from the onsite SBL II group (class of 2022) when their first-year practical examination scores were not considered (p < 0.05). Once the first-year practical examination scores were considered, the remote SBL group was not significantly different from the onsite SBL I and II groups with respect to the mean second-year practical examination score and the passing rate.

CONCLUSION

The proposed remote SBL module achieved the comparable student learning outcomes compared to the onsite SBL modules while it utilized less staff, time, and material expenditure.