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Canarsky NT, Ingram KE, Schissel ME, Yoachim SD. Effectiveness of E-learning on clinical application of dental injection anatomy via simulation manikins. J Dent Educ 2023; 87:1725-1734. [PMID: 37735898 DOI: 10.1002/jdd.13377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 07/31/2023] [Accepted: 09/05/2023] [Indexed: 09/23/2023]
Abstract
PURPOSE E-learning is frequently integrated into dental education, yet little is known on the effectiveness of e-learning in both instilling foundational knowledge and facilitating translation of newly acquired knowledge and skill into clinical application. The objective of this study was to investigate the impact of learning modality on acquisition of knowledge and translation to clinical skill using objective feedback from oral anesthesia manikins and subjects' self-reported confidence scores. METHODS This mixed-method study involved first year dental students (n = 52) who volunteered to participate in a learning intervention, simulation exercise, and survey in 2022. Students were randomly assigned to lecture (n = 26) or e-learning (n = 26) cohorts and then participated in the intervention, postintervention assessment, and a simulation to evaluate correct approaches for each dental block and attempts to success. RESULTS All subjects scored significantly higher on post-intervention assessment compared to pre-intervention assessment (8.2 vs. 5.9; p < 0.0001) with no significant differences between intervention groups when comparing preintervention and postintervention scores. Furthermore, there were no significant differences between the two cohorts when comparing abilities to correctly approach each dental block or attempts to success. Finally, all students reported a significant increase in confidence in most categories following intervention and simulation, with no significant differences between lecture and e-learning cohorts. CONCLUSION Our findings suggest students learning via e-learning are equally capable as those learning via lecture at demonstrating newly acquired knowledge and skill in both assessments and clinical simulations. Results support incorporating supplemental e-learning and oral anesthesia manikin exercises for students learning the anatomy of dental injections.
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Affiliation(s)
- Nathan T Canarsky
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
| | - Katie E Ingram
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
| | - Makayla E Schissel
- Department of Biostatistics at University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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Tadin A, Aleric K, Jerkovic D, Gavic L. Knowledge, Practice and Self-Reported Confidence Level of Croatian Dentists in the Use of Local Anesthesia: A Cross-Sectional Study. Healthcare (Basel) 2023; 11:2006. [PMID: 37510447 PMCID: PMC10379403 DOI: 10.3390/healthcare11142006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Revised: 06/29/2023] [Accepted: 07/10/2023] [Indexed: 07/30/2023] Open
Abstract
Objectives: To provide safe and effective local anesthesia, dentists must have knowledge of neuroanatomy, anesthesia agents, techniques, equipment, and proper use of local anesthetics. This study aims to explore the knowledge, practices, and confidence regarding local anesthetics and anesthetic techniques in dentistry. Material and Methods: The online cross-sectional questionnaire was conducted via social media, and yielded 441 responses from across the country (69.8% women and 30.2% men; 70.7% general dentists; and 29.3 specialists). The data collected included sociodemographic characteristics, knowledge, and practices pertaining to the usage of local anesthesia. The questionnaire also documents their self-assessed confidence level in applying different local anesthetic techniques and experiences with adverse reactions. The obtained data were processed by description and using a generalized linear model for regression. Results: The respondents had a median knowledge score of 6 out of a possible 14 points regarding local anesthetics in dental medicine, and their median self-confidence level in the successful application of various techniques of local anesthesia was 54 out of a maximum of 85 points. The results showed that a higher knowledge level was associated with the female gender (OR 1.83, CI 1.13-2.98, p = 0.014) and specialization in oral surgery (OR 7.04, CI 1.71-29.07, p = 0.007). In contrast, a lack of confidence in using various local anesthetic techniques was also associated with the female gender (OR 0.63, CI 0.41-0.99, p = 0.047) and specialization in orthodontics (OR 0.16, CI 0.03-0.88, p = 0.035). Of the respondents, 81.4% (n = 371) experienced a local complication, and 42.2% (n = 186) experienced a systemic complication during local anesthesia. The complications experienced cannot be associated with a lack of knowledge or self-confidence (p > 0.05). The majority of respondents (364 of the 441 total-82.5%) expressed interest in receiving further education on the topic of local anesthesia. Conclusions: The research results show that the dentists involved in the study have poor knowledge of local anesthetics and moderate self-reported confidence levels in using various local anesthetic techniques. Moreover, dentists' self-confidence in applying different techniques of local anesthesia is not related to their knowledge. Therefore, it would be necessary for dentists to undergo a continuing dental education program that enables them to enhance their skills and knowledge in local anesthesia.
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Affiliation(s)
- Antonija Tadin
- Department of Restorative Dental Medicine and Endodontics, Study of Dental Medicine, University of Split School of Medicine, 21000 Split, Croatia
- Department of Oral and Maxillofacial Surgery, Clinical Hospital Centre Split, 21000 Split, Croatia
| | - Klaudia Aleric
- Department of Restorative Dental Medicine and Endodontics, Study of Dental Medicine, University of Split School of Medicine, 21000 Split, Croatia
| | - Daniel Jerkovic
- Department of Oral and Maxillofacial Surgery, Clinical Hospital Centre Split, 21000 Split, Croatia
| | - Lidia Gavic
- Department of Restorative Dental Medicine and Endodontics, Study of Dental Medicine, University of Split School of Medicine, 21000 Split, Croatia
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Thelen RM, Hormann JC, Uppgaard R, Evans MD, Flynn PM. A comparison of simulation and traditional local anesthesia teaching methods among dental hygiene students. J Dent Educ 2023. [PMID: 36928583 DOI: 10.1002/jdd.13198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 12/20/2022] [Accepted: 02/17/2023] [Indexed: 03/18/2023]
Abstract
BACKGROUND The COVID-19 pandemic forced dental educators to quickly modify the teaching-learning platform without testing outcomes of alternative teaching methods prior to implementation. One critical course affected was the teaching of local anesthesia (LA) that moved from practicing injections using the traditional student-to-student method to the simulation model using manikins. PURPOSE This study compared two LA teaching methods (student-to-student versus simulation) in two consecutive cohorts before and during the pandemic to assess differences in students' skill level and self-confidence. METHODS This quasi-experimental study recruited a convenience sample of dental hygiene students at the University of Minnesota during 2020 and 2021. Consent was collected prior to student-to-student injection practice and survey distribution. Data collected were clinical and summative clinical assessments to determine LA skill level, and student surveys to assess self-confidence. Analyses included descriptive statistics, linear models within and between cohorts, and inductive analysis for qualitative survey responses. RESULTS Fifty of 57 students (88%) completed the survey, and 54 (95%) consented access to their clinical assessments. Skill level was significantly higher for the simulation cohort compared to the student-to-student cohort on the LA summative clinical assessment (59.0 vs. 55.6, p = 0.004). No differences were found in self-confidence between cohorts. A positive association was found between students' self-confidence and skill levels for both cohorts, but only student-to-student cohort results were statistically significant (student-to-student: r = 0.44, p = 0.02; simulation: r = 0.24, p = 0.26). CONCLUSION Results support incorporating simulation manikin teaching methods for LA with a student-to-student partner component.
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Affiliation(s)
- Rachel M Thelen
- Division of Dental Hygiene, University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Jill C Hormann
- Division of Dental Hygiene, University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Rachel Uppgaard
- Division of Oral and Maxillofacial Surgery, University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Michael D Evans
- Clinical and Translational Science Institute, University of Minnesota, Minneapolis, Minnesota, USA
| | - Priscilla M Flynn
- Division of Dental Hygiene, University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
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Lamira JM, Wilson CS, Leppek NC, Orr CM, De la Rosa LM, Greany TJ. A pilot study of local anesthesia training using a mixed‐reality haptic fidelity model. J Dent Educ 2022; 87:583-591. [PMID: 36479700 DOI: 10.1002/jdd.13151] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2022] [Revised: 11/09/2022] [Accepted: 11/19/2022] [Indexed: 12/14/2022]
Abstract
PURPOSE/OBJECTIVES One of the most difficult local anesthetic blocks to master in dentistry is the inferior alveolar nerve block (IANB). Historically, dental students have practiced local anesthesia on one another. At the University of Colorado, these practice sessions have been limited to one required laboratory session. The predictability and confidence of student IANB success have not been high in the past. Therefore, the objective of this study was to investigate the impact of a novel IANB simulator, built on a three dimensional (3D)-printed mixed-reality haptic model, for second-year dental students to practice on prior to their laboratory session. METHODS Thirty-nine student participants volunteered to practice with the IANB simulator. Participants were divided into two groups, Group A and Group B. Self-reported confidence and injection-specific accuracy were measured during IANB simulator practice and the laboratory session. During lab, partner numbness was assessed as a measure of IANB success. Groups A (n = 20) and B (n = 19) practiced with the simulator before and after laboratory, respectively. Injection domains were not assessed during Group B's practice with the IANB simulator. RESULTS Self-reported confidence increased for both groups (p < 0.001). However, for anesthetic success, Group A exhibited significantly greater success (52.6%) than Group B (17.6%) (p = 0.029). CONCLUSION Self-reported confidence in performing an IANB improved and higher anesthetic success was achieved for Group A. Further investigation is necessary to determine the long-term impact of using the IANB simulator in dental education.
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Affiliation(s)
- Jensine M. Lamira
- Department of Cellular and Developmental BiologySchool of Medicine at University of Colorado Anschutz Medical Campus Aurora Colorado USA
| | - Charlotte S. Wilson
- Department of Biomedical Engineering at Tulane University New Orleans Louisiana USA
| | - Noah C. Leppek
- Department of Cellular and Developmental BiologySchool of Medicine at University of Colorado Anschutz Medical Campus Aurora Colorado USA
| | - Caley M. Orr
- Department of Cellular and Developmental BiologySchool of Medicine at University of Colorado Anschutz Medical Campus Aurora Colorado USA
- Department of Anthropology University of Colorado Denver Aurora Colorado USA
| | - Laurice M. De la Rosa
- Department of Surgical Dentistry, Division of Periodontics School of Dental Medicine at University of Colorado Anschutz Medical Campus Aurora Colorado USA
| | - Thomas J. Greany
- Department of Restorative Dentistry, School of Dental Medicine; Department of Cellular and Developmental Biology School of Medicine at University of Colorado Anschutz Medical Campus Aurora Colorado USA
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Xuan D, Zhu D, Xu W. The Teaching Pattern of Law Majors Using Artificial Intelligence and Deep Neural Network Under Educational Psychology. Front Psychol 2021; 12:711520. [PMID: 34777091 PMCID: PMC8586087 DOI: 10.3389/fpsyg.2021.711520] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Accepted: 10/04/2021] [Indexed: 11/21/2022] Open
Abstract
With the increasing attention to the cultivation of legal talents, a new teaching model has been explored through artificial intelligence (AI) technology under educational psychology, which focuses on improving learning initiative, teaching methods, and teaching quality of students. First, the application of AI and deep neural network (DNN) algorithms are reviewed in education, and the advantages and disadvantages of traditional learning material recommendation algorithms are summarized. Then, a personalized learning material recommendation algorithm is put forward based on DNN, together with an adaptive learning system based on DNN. Finally, the traditional user-based collaborative filtering (UserCF) model and lifelong topic modeling (LTM) algorithm are introduced as the control group to verify the performance of the proposed recommendation system. The results show that the best learning rate of model training is 0.0001, the best dropout value is 0.5, and the best batch size is 32. The proposed personalized learning resource recommendation method based on deep learning (DL) still has good stability under various training data scales. The personalized test questions of recommended students are moderately difficult. It is easier to recommend materials according to the acquisition of knowledge points and the practicability of the recommended test questions of students. Personalized learning material recommendation algorithm based on AI can timely feedback needs of students, thereby improving the effect of classroom teaching. Using the combination of AI and DL algorithms in teaching design, students can complete targeted personalized learning assignments, which is of great significance to cultivate high-level legal professionals.
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Affiliation(s)
- Di Xuan
- Shi Liang School of Law, Changzhou University, Changzhou, China.,KoGuan School of Law, Shanghai Jiao Tong University, Shanghai, China
| | - Delong Zhu
- School of Management Engineering, Anhui Institute of Information Technology, Wuhu, China
| | - Wenhai Xu
- School of Law, Tongji University, Shanghai, China
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Mehrotra D, Markus A. Emerging simulation technologies in global craniofacial surgical training. J Oral Biol Craniofac Res 2021; 11:486-499. [PMID: 34345584 PMCID: PMC8319526 DOI: 10.1016/j.jobcr.2021.06.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 06/22/2021] [Indexed: 12/14/2022] Open
Abstract
The last few decades have seen an exponential growth in the development and adoption of novel technologies in medical and surgical training of residents globally. Simulation is an active and innovative teaching method, and can be achieved via physical or digital models. Simulation allows the learners to repeatedly practice without the risk of causing any error in an actual patient and enhance their surgical skills and efficiency. Simulation may also allow the clinical instructor to objectively test the ability of the trainee to carry out the clinical procedure competently and independently prior to trainee's completion of the program. This review aims to explore the role of emerging simulation technologies globally in craniofacial training of students and residents in improving their surgical knowledge and skills. These technologies include 3D printed biomodels, virtual and augmented reality, use of google glass, hololens and haptic feedback, surgical boot camps, serious games and escape games and how they can be implemented in low and middle income countries. Craniofacial surgical training methods will probably go through a sea change in the coming years, with the integration of these new technologies in the surgical curriculum, allowing learning in a safe environment with a virtual patient, through repeated exercise. In future, it may also be used as an assessment tool to perform any specific procedure, without putting the actual patient on risk. Although these new technologies are being enthusiastically welcomed by the young surgeons, they should only be used as an addition to the actual curriculum and not as a replacement to the conventional tools, as the mentor-mentee relationship can never be replaced by any technology.
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Affiliation(s)
- Divya Mehrotra
- Department of Oral and Maxillofacial Surgery KGMU, Lucknow, India
| | - A.F. Markus
- Emeritus Consultant Maxillofacial Surgeon, Poole Hospital University of Bournemouth, University of Duisburg-Essen, Trinity College, Dublin, Ireland
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