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Hill EB, Mastny-Jensen C, Loch C. Before and after: COVID-19 impacts on dental students' well-being, clinical competency and employment opportunities. Eur J Dent Educ 2024; 28:522-529. [PMID: 38009831 DOI: 10.1111/eje.12977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 08/27/2023] [Accepted: 10/18/2023] [Indexed: 11/29/2023]
Abstract
INTRODUCTION The onset of COVID-19 challenged dental schools worldwide, impacting clinical training. In Australasia, New Zealand adopted a COVID-19 'elimination strategy', involving nationwide lockdowns that halted face-to-face education. The 'elimination strategy' adopted at the pandemic onset, which permitted return to 'normal life' in 2021, allowed the pandemic impacts and those related workforce transition to be teased out. This study aimed to evaluate perceived impacts of the COVID-19 pandemic on health and well-being, clinical competency and employment opportunities of dental students. MATERIALS AND METHODS Two surveys were distributed to final year dental students (n = 94; age range 20-35): one during their final semester and the second six months following graduation. Surveys included open and closed ended questions on participants' self-perceived impacts of COVID-19 on health and well-being, clinical competency and employment opportunities. Average percentages were calculated and descriptive statistics performed. RESULTS Pre-graduation, participants reported COVID-19 negatively impacted their mental and social health. Slightly lower scores on all dimensions of health post-graduation were likely due to transitioning to the workforce. Pre-graduation, less than half of participants felt prepared to provide the full scope of dental treatment; post-graduation most felt confident to do so. Most participants expected COVID-19 would negatively impact employment opportunities for their cohort, despite all participants being employed when the second survey was conducted. CONCLUSION Participants self-rated health and clinical competency scores were lower post-graduation when NZ returned to 'normal life', meaning lower scores were related to workforce transition. Dental schools need to be prepared to provide alternative forms of dental education and help mitigate mental health impacts of future major course disruptions.
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Affiliation(s)
- Eva Barron Hill
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - Chevvy Mastny-Jensen
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - Carolina Loch
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
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Alamoush RA, Sartawi S, Salim NA, Sawair F, Haider J, Jamani K. Exam evaluation in prosthodontics across preclinical and clinical years from students' perspective: A cross-sectional study. Eur J Dent Educ 2024; 28:663-672. [PMID: 38287150 DOI: 10.1111/eje.12993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 12/12/2023] [Accepted: 01/15/2024] [Indexed: 01/31/2024]
Abstract
INTRODUCTION The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam. METHODS A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05. RESULTS Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03). CONCLUSIONS Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.
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Affiliation(s)
- Rasha A Alamoush
- Department of Prosthodontics, School of Dentistry, The University of Jordan Hospital, The University of Jordan, Amman, Jordan
| | - Samiha Sartawi
- Department of Prosthodontics, School of Dentistry, The University of Jordan Hospital, The University of Jordan, Amman, Jordan
| | - Nesreen A Salim
- Department of Prosthodontics, School of Dentistry, The University of Jordan Hospital, The University of Jordan, Amman, Jordan
| | - Faleh Sawair
- Department of Oral and Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan Hospital, The University of Jordan, Amman, Jordan
| | - Julfikar Haider
- Department of Engineering, Manchester Metropolitan University, Manchester, UK
| | - Kifah Jamani
- Department of Prosthodontics, School of Dentistry, The University of Jordan Hospital, The University of Jordan, Amman, Jordan
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Alsoghier A, Ali K. Self-perceived preparedness of new dental graduates from a Middle Eastern university. Eur J Dent Educ 2024; 28:559-566. [PMID: 38098132 DOI: 10.1111/eje.12981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 09/20/2023] [Accepted: 11/12/2023] [Indexed: 04/19/2024]
Abstract
INTRODUCTION Preparedness for independent clinical practice is a core goal of undergraduate dental education. The aim of this study was to evaluate the self-reported preparedness for the dental practice among new dental graduates from a University in the Middle East. METHODS Following ethics approval, a purposive sampling techniques were used to invite newly qualified dental graduates at a Middle Eastern University. A validated research instrument, namely the Dental Undergraduate Preparedness Assessment Scale (DU-PAS), was used to evaluate the self-perceived preparedness of the participants. Data collection was undertaken online using Google Forms and data were analysed to compute the descriptive statistics, reliability and demographic differences among the participants. RESULTS A total of 82 participants provided their response yielding a response rate of 68%. The participants included 49 males and 33 females. The overall reliability of DU-PAS was excellent. (α = 0.93). The participants included less than 40% of participants were able independently to prescribe medications, assess orthodontics needs and perform endodontic treatment on multirooted teeth. In addition, more than 65% indicated low confidence in evaluating new dental materials and products, interpreting new research findings and behavioural management of children. CONCLUSION The present findings identified strengths and weaknesses of new dental graduates from a Middle Eastern university. The participants were confident in basic clinical skills but lower confidence was reported for complex dental procedures. The findings highlight the learning needs of new dental graduates and can serve to inform the undergraduate curriculum to enhance the preparedness of future cohorts of dental graduates.
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Affiliation(s)
| | - Kamran Ali
- College of Dental Medicine QU Health, Qatar University, Doha, Qatar
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Javed MQ, Abulhamael AM, Ahmad Z, Muhammad M, Faridi MA, Khan KI, Habib SR, Ali K. Self-reported preparedness of final year undergraduate dental students and interns in Saudi Arabia: a multi-institutional study. BMC Med Educ 2024; 24:282. [PMID: 38481299 PMCID: PMC10938702 DOI: 10.1186/s12909-024-05246-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Accepted: 03/01/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND Contemporary undergraduate dental education aims to equip the dental students with clinical competence, empathy, and professionalism to enable them to deliver safe and effective dental care to the communities. The purpose of this study was to assess the self-reported preparedness of final year dental students and interns at three Saudi dental institutions, using the pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS). METHODS A cross-sectional study design was employed to assess the self-reported preparedness of the participants using the DU-PAS. Following ethics approval, a probability sampling technique was used to recruit undergraduate dental students and interns from three dental institutions in Saudi Arabia. The data was collected online on Google Forms and all participants provided their consent to participate in the study prior to providing their responses to DU-PAS. RESULTS Responses were received from 397 participants including 171 males and 226 females yielding a response rate of 60.3%. The total mean score of the participants was 81.85 ± 13.11. Although higher scores were reported in males, the interaction between gender and DU-PAS scores were not significant. Interaction between DU-PAS scores and stage of education showed significant effect of the stage of education with interns reporting higher overall scores. The participants reported that they were able to perform most clinical procedures independently. However, low confidence was reported in performing multi-rooted endodontics, fabrication of removable dentures and orthodontic assessment. The participants also expressed their confidence in a wide range of behavioural attributes related to communication, teamworking and professionalism. However, lack of experience was noted in referral for oral cancer, interpreting research, and evaluation of new dental products using an evidence-based approach. CONCLUSION The study provides useful insights into the self-reported preparedness of undergraduate dental students and interns in three dental institutions. While the overall preparedness of the participants was comparable to their international peers, the findings underscore the need for further enhancements to the teaching and training of undergraduate students particularly in multirooted endodontics, removable prosthodontics and orthodontics.
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Affiliation(s)
- Muhammad Qasim Javed
- Department of Conservative Dental Sciences, College of Dentistry, Qassim University, 51452, Buraidah, Qassim, PO Box 1162, Saudi Arabia.
| | - Ayman Moaz Abulhamael
- Department of Endodontics, Faculty of Dentistry, King Abdulaziz University, 21589, Jeddah, P.O. Box 80209, Saudi Arabia
| | - Zaina Ahmad
- Department of Operative Dentistry, Islamic International Dental College and Hospital, Riphah International University, Islamabad, Pakistan
| | - Muhammad Muhammad
- Department of Operative Dentistry, Islamic International Dental College and Hospital, Riphah International University, Islamabad, Pakistan
| | - Muhammad Ali Faridi
- Restorative Dental Sciences Department, College of Dentistry, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
| | - Kiran Imtiaz Khan
- Department of Operative Dentistry, Frontier Medical and Dental College, Abbottabad, KPK, Pakistan
| | - Syed Rashid Habib
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, King Abdullah Road, 11545, Riyadh, P. O. Box 60169, Saudi Arabia
| | - Kamran Ali
- College of Dental Medicine, Qatar University, 2713, Doha, Qatar.
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Gil YM, Ihm J. Navigating the Path to Independent Dentist: A Qualitative Phenomenological Exploration. Int Dent J 2024:S0020-6539(24)00042-X. [PMID: 38350800 DOI: 10.1016/j.identj.2024.01.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Accepted: 01/23/2024] [Indexed: 02/15/2024] Open
Abstract
OBJECTIVE The objective of this study was to explore the process of becoming an independent dentist, extending beyond the entry-level period. MATERIALS AND METHODS Fifteen general dental practitioners were interviewed. The recorded interviews were transcribed verbatim, and utilizing Colaizzi's descriptive phenomenological method, we sought to exclude subjectivity and derive meanings and themes from participants' experiences concerning the process of becoming independent dentists. RESULTS The study identified 3 phases in the process of developing as an independent dentist: (1) the foundation phase, involving dental training as a student under faculty supervision; (2) the extension phase, expanding experience as an entry-level dentist; (3) the equilibrium phase, characterized by providing stable dental care based on diverse experience and professionalism. CONCLUSION Becoming an independent dentist entails more than unsupervised treatment provision; it involves developing the professionalism necessary for delivering quality dental care through deliberate practice and reflection. CLINICAL RELEVANCE The study outlines the stages of transitioning to an independent dentist, spanning foundational training, entry-level experience, and achieving stable care provision. Emphasizing the importance of professionalism and reflection, it provides a valuable framework for enhancing dental education and on-going professional development, fostering both technical proficiency and a commitment to quality patient care.
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Affiliation(s)
- Yoon Min Gil
- Department of Dentistry, Seoul National University School of Dentistry, Seoul, South Korea; Department of Dentistry, Seoul National University Health Service Center, Seoul, South Korea
| | - Jungjoon Ihm
- Dental Research Institute, School of Dentistry, Seoul National University, Seoul, South Korea.
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Gaballah K, Ali K, Zahra D, Abou Neel E, Ibrahim E. Perceived confidence of dental students and new graduates in performing tooth extractions-An exploratory study. Eur J Dent Educ 2024; 28:191-205. [PMID: 37698270 DOI: 10.1111/eje.12936] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 07/08/2023] [Accepted: 07/24/2023] [Indexed: 09/13/2023]
Abstract
INTRODUCTION The ability to perform uncomplicated tooth extractions is a core clinical skill in undergraduate dental education. The aim of this study was to evaluate pre-extraction assessment skills of dental students and interns and explore their self-perceived confidence in performing these tooth extractions. MATERIALS AND METHODS A cross-sectional survey investigated the self-perceived confidence to perform the extraction for a set of eight expert-rated cases. The participants were dental students at three different stages, that is, in Years 4 and 5 of the Bachelor of Dental Surgery (BDS) programme and interns. The participants were asked to rate the difficulty level of each of the eight tooth extraction cases. The self-perceived confidence of the participants to perform extraction of each was also explored. Finally, the participants were asked to identify the main reason for the perceived lack of confidence. RESULTS A total of 199 responded to the survey, yielding a response rate of 94.7%. The effect of grade of extraction (the expert rating of cases) and stage of education on difficulty ratings was assessed using a mixed three stage of education × 4-grade ANOVA, with response (Difficult = 1, Easy = 0) as the dependent variable. The results showed that there was a correlation between the stage of education and grade of extraction and affected the self-perceived confidence of the participants. Gender showed a significant impact with females categorizing significantly more cases as difficult. A three-way contingency table (counts of each confidence-level response by stage of education by expert rating of cases) suggests a statistically significant association between the three factors. Most participants identified limited clinical exposure as the main reason for their perceived lack of confidence. CONCLUSION The findings of this study show that a majority of the participants were able to recognize tooth extraction cases which were beyond the scope of their training stage with females reporting a lower confidence. Increased clinical exposure to a wider range of tooth extraction cases with varying levels of difficulty may contribute to improving the self-confidence of undergraduate dental students and interns.
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Affiliation(s)
- Kamis Gaballah
- Department of Oral and Craniofacial Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Kamran Ali
- QU Health College of Dental Medicine, Qatar University, Doha, Qatar
| | - Daniel Zahra
- School of Psychology, Plymouth University, Plymouth, UK
| | - Ensanya Abou Neel
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Eteman Ibrahim
- Quality Assurance Officer, University Dental Hospital Sharjah, Sharjah, United Arab Emirates
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See ZW, Lee MS, Parolia A, Kanagasingam S, Gunjal S, Patel S. Effect of Dental Practicality Index training using an online video on decision-making and confidence level in treatment planning by dental undergraduates. Restor Dent Endod 2024; 49:e8. [PMID: 38449491 PMCID: PMC10912547 DOI: 10.5395/rde.2024.49.e8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Revised: 11/14/2023] [Accepted: 11/14/2023] [Indexed: 03/08/2024] Open
Abstract
Objectives The purpose of this study was to evaluate the effect of Dental Practicality Index (DPI) training using an online video on the treatment planning decisions and confidence level of dental undergraduates (DUs). Materials and Methods Ninety-four DUs were shown 15 clinical case scenarios and asked to decide on treatment plans based on 4 treatment options. The most appropriate treatment plan had been decided by a consensus panel of experienced dentists. DUs then underwent DPI training using an online video. In a post-DPI-training test, DUs were shown the same clinical case scenarios and asked to assign the best treatment option. After 6 weeks, DUs were retested to assess their knowledge retention. In all 3 tests, DUs completed the confidence level scale questionnaire. Data were analyzed using the related-samples Wilcoxon signed rank test and the independent-samples Mann-Whitney U test with the level of significance set at p < 0.05. Results DPI training significantly improved the mean scores of the DUs from 7.53 in the pre-DPI-training test to 9.01 in the post-DPI-training test (p < 0.001). After 6 weeks, the mean scores decreased marginally to 8.87 in the retention test (p = 0.563). DPI training increased their confidence level from 5.68 pre-DPI training to 7.09 post-DPI training. Conclusions Training DUs using DPI with an online video improved their decision-making and confidence level in treatment planning.
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Affiliation(s)
- Zhai Wei See
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | - Ming Sern Lee
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | - Abhishek Parolia
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
- Department of Endodontics, University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA, USA
| | - Shalini Kanagasingam
- School of Dentistry, Faculty of Clinical and Biomedical Sciences, University of Central Lancashire, Preston, United Kingdom
| | - Shilpa Gunjal
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | - Shanon Patel
- Department of Endodontology, King’s College London Dental Institute, London, United Kingdom
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Ramos JR, Bronzato JD, Bicego-Pereira EC, DE-Jesus-Soares A, Marciano MA, Almeida JFA, Ferraz CCR, Gomes BPFDA. Prevalence and reasons for referrals to the Endodontics Specialty Clinic at the Piracicaba Dental School. Braz Oral Res 2024; 38:e008. [PMID: 38198307 DOI: 10.1590/1807-3107bor-2024.vol38.0008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 05/30/2023] [Indexed: 01/12/2024] Open
Abstract
Dental referrals to the Endodontics Specialty Clinic (ESC) are routine owing to the complexity of endodontic treatments. To obtain a better prognosis for treatment, students/dentists must perceive their technical limits. This study sought to investigate the referrals of patients to the ESC from different clinics of the Piracicaba Dental School, State University of Campinas - SP, Brazil, and check: a) the demographic profile of patients and the most commonly affected tooth; b) the clinic with the largest number of referrals; c) the reasons for referrals; d) the complexity of the cases; e) and the difficulty in assessing the referred cases based on the classification provided by the American Association of Endodontists (AAE) and Souza-Filho. The study sample consisted of patients' electronic dental referral records from February 2015 to June 2019. A total of 1,707 patients were referred to the ESC during the study period, and 62.4% were female. Lower molars were the most frequently involved teeth (34.8%), and 60.7% of the cases were referred due to the presence of root curvature. The AAE classification showed prevalence of highly difficult cases (71.3%), whereas Souza-Filho classification demonstrated a high rate of class III cases (85.8%). This study highlights the difficulties encountered by undergraduate students before or during endodontic treatments, reinforcing the need for clear criteria for selecting cases appropriate for each education level, thus improving endodontic treatment prognosis.
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Affiliation(s)
- Jéssica Rodrigues Ramos
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
| | - Juliana Delatorre Bronzato
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
| | - Eloa Cristina Bicego-Pereira
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
| | - Adriana DE-Jesus-Soares
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
| | - Marina Angelica Marciano
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
| | - José Flávio Affonso Almeida
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
| | - Caio Cezar Randi Ferraz
- Universidade Estadual de Campinas - Unicamp, Piracicaba Dental School, Department of Restorative Dentistry, Piracicaba, SP, Brazil
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Ali K, Alhaija ESA, Raja M, Zahra D, Brookes ZL, McColl E, Zafar S, Kirnbauer B, Al Wahadni AM, Al-Fodeh RS, Bani-Hani TG, Daher SO, Daher HO. Blended learning in undergraduate dental education: a global pilot study. Med Educ Online 2023; 28:2171700. [PMID: 36751853 PMCID: PMC9930845 DOI: 10.1080/10872981.2023.2171700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 01/11/2023] [Accepted: 01/19/2023] [Indexed: 06/18/2023]
Abstract
AIMS To explore the global trends in blended learning in undergraduate dental education during the COVID pandemic and during the recovery phase by engaging with the students and faculty and evaluate the implications for dental education in the post-COVID era. METHODS It was a pilot cross-sectional study which employed a convenience sampling technique to recruit representatives of dental faculty and undergraduate students in 80 dental institutions globally. A previously validated questionnaire consisting of a combination of closed and open-ended items was used for data collection. Responses to these online questionnaires were processed and analysed using the R statistical computing environment. RESULTS A total of 320 dental students and 169 faculty members from 47 different dental institutions participated in the study. Video and Live Online Tutorials were considered to be the most effective method of online learning followed by online question banks by both groups. Significant differences were noted between faculty and students regarding time spent and effectiveness of online teaching and learning, respectively, both before and after the start of COVID. The results highlight the faculty need to engage more closely with the students to address their learning needs. Finally, the participants provided several recommendations regarding the future development of teaching and learning strategies as well as assessments in the post-pandemic era. CONCLUSIONS This is the first study which explores blended learning in dental education with participants from multiple institutions in different regions of the globe. Compared to the faculty, students considered online learning to be less interactive and preferred learning activities and all assessments to be delivered face-to-face. The results underscore the need to adapt teaching practices to suit the learning needs of the students.
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Affiliation(s)
- Kamran Ali
- Qatar University, QU Health College of Dental Medicine, Doha, Qatar
| | - E. S. A. Alhaija
- Qatar University, QU Health College of Dental Medicine, Doha, Qatar
| | - Mahwish Raja
- Qatar University, QU Health College of Dental Medicine, Doha, Qatar
| | - Daniel Zahra
- School of Psychology, University of Plymouth University, Plymouth, UK
| | - Zoe L Brookes
- School of Psychology, University of Plymouth University, Plymouth, UK
| | - Ewen McColl
- School of Psychology, University of Plymouth University, Plymouth, UK
| | - Sobia Zafar
- Paediatric Dentistry, Queensland University, Brisbane, Australia
| | - Barbara Kirnbauer
- Department of Oral and Maxillofacial Surgery, Graz University, Graz, Austria
| | - Ahed M. Al Wahadni
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Rami S. Al-Fodeh
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | | | - Saba O Daher
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Hasan O Daher
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
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Almahdi H, Alnaeem TA, Alshawaf HT, Alsubaya AJ, Bu Hulayqah AA, Al khars MY. Self-Perceived Preparedness of KFU Dental Graduates to Practice Dentistry: A Cross-Sectional Study. Adv Med Educ Pract 2023; 14:595-601. [PMID: 37333622 PMCID: PMC10274844 DOI: 10.2147/amep.s409296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 06/05/2023] [Indexed: 06/20/2023]
Abstract
Introduction Assessing graduates' performance is essential to identify the strengths and weaknesses in dental education. This study examined the self-perceived preparedness of dental graduates at King Faisal University (KFU), Saudi Arabia, using the Dental Undergraduates Preparedness Assessment Scale (DU-PAS). Materials and Methods Using a cross-sectional design, this study assesses dental graduates' preparedness. This assessment measures various skills and attributes expected of dental graduates based on the DU-PAS. From January to April 2021, an electronic form was distributed to 102 eligible dental graduates of KFU. The response rate was 92.15%. The total preparedness score ranged from 0 to 100. The questionnaire consisted of two parts, the first investigating preparedness in clinical procedures (24 items) and the second investigating preparedness regarding cognition, communication, and professionalism skills (26 items). Data are analyzed using SPSS Descriptive analysis using frequencies and percentages. Results The study included 94 participants, all of them male, with a response rate of 92.4%, who graduated from the College of Dentistry KFU in Saudi Arabia. The participants' median age was 25. The mean DU-PAS score for the participants was 79.08 (SD ±12.15; range, 47.84-100). The mean score for Part A of the scale, which comprises the clinical skills, was 84.55 (SD ±13.56; range, 43.75-100). It revealed that participants felt they had no experience with the four procedures. The mean score for Part B of the scale comprising cognitive and behavioural attributes was 73.60 (SD ±16.29; range, 36.54-100). More than one-third of the participants reported limited experience in attributes related to items B30 (suspected oral cancer, 36.2%), and B33 (evaluating new dental materials, 22.3%). Conclusion In this study, dental graduates of KFU reported a high level of self-perceived confidence in their skills. Consequently, they will be able to integrate seamlessly into general dental practice. However, the participants' feedback reflects certain deficiencies in practising specific clinical procedures.
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Affiliation(s)
- Hatim Almahdi
- Department of Oral and Maxillofacial Surgery and Diagnostic Sciences, College of Dentistry, King Faisal University, AlAhsaa, Saudi Arabia
| | - Tariq Abdullatif Alnaeem
- King Faisal University Dental Complex, College of Dentistry, King Faisal University, AlAhsaa, Saudi Arabia
| | - Hussien Tawfiq Alshawaf
- King Faisal University Dental Complex, College of Dentistry, King Faisal University, AlAhsaa, Saudi Arabia
| | - Ahmed Jassim Alsubaya
- King Faisal University Dental Complex, College of Dentistry, King Faisal University, AlAhsaa, Saudi Arabia
| | - Abdullah Amin Bu Hulayqah
- King Faisal University Dental Complex, College of Dentistry, King Faisal University, AlAhsaa, Saudi Arabia
| | - Mohammed Yaseer Al khars
- King Faisal University Dental Complex, College of Dentistry, King Faisal University, AlAhsaa, Saudi Arabia
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Mariño R, Manton D, Reid K, Delany C. Preparedness for dental practice in Australia: a qualitative study on the experiences of final-year students and new graduates. BMC Med Educ 2023; 23:318. [PMID: 37158908 PMCID: PMC10165283 DOI: 10.1186/s12909-023-04306-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 04/28/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Limited data exists regarding the perspectives of newly graduated dental practitioners (NGDPs) and final-year students (FYS) about their preparedness for dental practice. This information is crucial to inform developments in ongoing professional development for newly qualified dental practitioners and future reviews and development of accreditation standards, policies, and the professional competencies of newly qualified dental practitioners. Thus, the primary goal of this paper was to describe the perceptions of preparedness for dental practice of NGDPs and FYSs. METHODS Individual semi-structured interviews were conducted between March and July 2020. All interviews were audiotaped, transcribed, and analysed using a thematic analysis. RESULTS Eighteen NGDPs and four FYS from across Australia participated in the qualitative interviews. A strong theme from the data was that respondents believed they were well prepared for common challenges in dental practice and patient care. A second prominent theme was participants' awareness of specific areas of limitation in their knowledge and specific skills including (list them). This data highlights a high level of self-awareness and potential for self-directed learning of NGDPs. It also provides specific content areas for future curriculum developers. CONCLUSIONS Newly graduated dental practitioner and final-year student participants were satisfied with the theoretical and evidence-based information in their formal learning and teaching activities to begin practicing as dental practitioners. In some areas, NGDPs felt underprepared, mostly attributed to limited clinical treatment exposure, and other contextual elements of clinical practice, and thought transitional support may be required. The research reinforces the value of seeking and learning from students' and NGDPs' perspectives.
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Affiliation(s)
- Rodrigo Mariño
- Melbourne Dental School, University of Melbourne, Melbourne, Australia.
- Center for Research in Epidemiology, Economics and Oral Public Health (CIEESPO, Faculty of Dentistry, Universidad de La Frontera, Temuco, Chile.
| | - David Manton
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
- University of Groningen, UMCG, Centre for Dentistry and Oral Hygiene, Groningen, The Netherlands
| | - Katharine Reid
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - Clare Delany
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia
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12
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van Dam BAFM, den Boer JCL, van der Sanden WJM, Gorter RC, Bruers JJM. Perception of recently graduated Dutch dentists of their education. Eur J Dent Educ 2023; 27:271-279. [PMID: 35384195 DOI: 10.1111/eje.12800] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 02/07/2022] [Accepted: 03/26/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The curriculum of the three dental schools in the Netherlands consists of a three-year bachelor's and three-year master's course. The education programmes focus inter alia on clinical dental reasoning, thinking and acting scientifically, general oral healthcare activities, and communication and (inter)professional cooperation. This study examined how recently graduated dentists, in the light of their work experience, evaluate their education in retrospect. MATERIALS AND METHODS All 1074 dentists who graduated between 2012 and mid-2017 were invited by e-mail to answer a web survey. Of those, 314 (29%) took part in the study. RESULTS The majority of dentists were positive about their knowledge of general and clinical oral healthcare fields when they graduated (70% and 68%, respectively). Fewer dentists were satisfied with their skills in terms of some specific procedures (50%) and clinical professional areas (33%). By far, the majority (85%) were satisfied with the educational skills of their teachers. The majority (70%) felt that their education fitted in well with their professional practice. Nevertheless, 60% thought a year's trainee work experience would be a good idea. The overall evaluation of dentists who have their own practices was less positive than those who do not. CONCLUSION Knowledge and skills relating to managing a practice were not sufficiently addressed in the programme. The introduction of a practical internship would be desirable, preferably during the education. But when they look back, the majority of recently graduated dentists in the Netherlands are generally positive about the education they received.
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Affiliation(s)
- Brigitte A F M van Dam
- Department of Research & Information, Royal Dutch Dental Association (KNMT), Utrecht, the Netherlands
| | - Joost C L den Boer
- Department of Research & Information, Royal Dutch Dental Association (KNMT), Utrecht, the Netherlands
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | | | - Ronald C Gorter
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | - Josef J M Bruers
- Department of Research & Information, Royal Dutch Dental Association (KNMT), Utrecht, the Netherlands
- Department of Social Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), University of Amsterdam and Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
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13
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Raghavan S, Abu Alhaija E, Ali K. Orthodontic Curricula in Undergraduate Dental Education-A Scoping Review. Int J Environ Res Public Health 2023; 20:4914. [PMID: 36981820 PMCID: PMC10049316 DOI: 10.3390/ijerph20064914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 03/07/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
OBJECTIVE To investigate commonalities and variations in the learning outcomes, curriculum content, assessment methods, and competencies in undergraduate orthodontic curricula globally. METHODS This scoping review followed the updated methodological guidance proposed by the Joanna Briggs Institute and reported in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). A search on electronic databases PubMed, Scopus, and Embase was conducted for the last 25 years. Google Scholar was used to identify eligible unpublished and grey literature. RESULTS The total number of reports identified was 231. After removal of 62 duplicates, 169 reports were included in the title and abstract screening. Finally, 17 studies were included in the review, which included 13 cross-sectional surveys, three expert panel proceedings, and one discussion paper. Marked variations were reported in undergraduate orthodontic curricula and competency assessments at the level of individual countries, regionally as well as globally. The challenges of imparting competency in orthodontic treatment during undergraduate dental education are also acknowledged. CONCLUSION Lack of consistency in undergraduate orthodontic education was evidenced by several Delphi studies aiming to develop a consensus on orthodontic teaching in undergraduate programs. A common message emanating from the available studies on undergraduate orthodontic education seems to emphasize a focus on assessment and diagnosis of the orthodontic treatment needs of patients and a basic understanding of contemporary treatment options to facilitate patient referral.
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14
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Philip N, Ali K, Duggal M, Daas H, Nazzal H. Effectiveness and Student Perceptions of Haptic Virtual Reality Simulation Training as an Instructional Tool in Pre-Clinical Paediatric Dentistry: A Pilot Pedagogical Study. Int J Environ Res Public Health 2023; 20:4226. [PMID: 36901241 PMCID: PMC10001601 DOI: 10.3390/ijerph20054226] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 02/21/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
Simulation training for invasive dental procedures is a core component of the pre-clinical dental curriculum. Besides conventional mannequin-based simulators, dental schools are now incorporating haptic virtual reality simulation (HVRS) devices to facilitate the transition of students from the simulated dental learning environment to the clinical settings. This study aimed to assess student performance and perceptions of HVRS training as a pedagogical tool in pre-clinical paediatric dentistry. After practicing the primary molar pulpotomy procedure on plastic teeth, participants were randomized into test and control groups. Test group students performed the same procedure on a HVRS device, namely the SIMtoCARE Dente®. Subsequently, both the test and control group students attended another conventional pulpotomy simulation session where the quality of their access outline and pulp chamber deroofing steps were evaluated on plastic teeth. After the control group students also experienced the HVRS, all study participants completed a perception questionnaire on their experience. No significant differences were found between the study and control group students for the quantitative parameters assessed. Although the students regarded HVRS to be a useful adjunct to support their pre-clinical training, an overwhelming majority of the students did not consider HVRS to be a replacement for conventional pre-clinical simulation training.
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Affiliation(s)
- Nebu Philip
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Kamran Ali
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Monty Duggal
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Hanin Daas
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Hani Nazzal
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
- Hamad Dental Center, Hamad Medical Corporation, Doha P.O. Box 3050, Qatar
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15
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Dasor MM, Jafridin AA, Azhar AA, Asma AAA, Manivannan PC, Bilal S, Yusof N, Sabri BAM. Emotional Intelligence, Depression, Stress and Anxiety Amongst Undergraduate Dental Students During the COVID-19 Pandemic. Int J Public Health 2023; 68:1604383. [PMID: 36846156 PMCID: PMC9947836 DOI: 10.3389/ijph.2023.1604383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 01/19/2023] [Indexed: 02/11/2023] Open
Abstract
Objectives: This study aimed to measure depression, anxiety and stress (DAS) among undergraduate dental students during the COVID-19 pandemic, identify key contributing factors of stress and explore the association of emotional intelligence to DAS. Methods: A multi-centre, cross-sectional study was conducted across four universities in Malaysia. The study administered a questionnaire consisting of the validated Depression Anxiety Stress Scale (DASS), Dental Environment Stress (DES), Emotional Intelligence Scale (EI) and 10 statements assessing COVID-19 specific potential stressor factors. Results: Participants included 791 students across four universities. Abnormal levels of DAS were identified in 60.6%, 66.8% and 42.6% of the study participants, respectively. "Pressure of performance," "Faculty administration" and "Self-efficacy belief" were the highest rated stressors. On-time graduation was the main COVID-19 specific stressor factor. EI was negatively correlated with DAS scores (p < 0.001). Conclusion: The levels of DAS during COVID-19 pandemic in this population is high. However, participants with higher EI presented with lower DAS suggesting that EI may be a form of coping resource and should be enhanced in this population.
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Affiliation(s)
- Maryati Md. Dasor
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | | | | | | | | | - Sobia Bilal
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | - Norashikin Yusof
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Budi Aslinie Md. Sabri
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia,*Correspondence: Budi Aslinie Md. Sabri,
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16
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Pandarathodiyil AK, Mani SA, Ghani WMN, Ramanathan A, Talib R, Zamzuri AT. Preparedness of recent dental graduates and final-year undergraduate dental students for practice amidst the COVID-19 pandemic. Eur J Dent Educ 2023; 27:78-86. [PMID: 35100466 DOI: 10.1111/eje.12779] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 12/04/2021] [Accepted: 01/15/2022] [Indexed: 05/17/2023]
Abstract
INTRODUCTION Dental education involves performing clinical procedures on patients under expert supervision. The COVID-19 pandemic has disrupted routine face-to-face teaching-learning-assessment dynamics world over. This study assessed the self-perceived preparedness of dental undergraduate students for practice, whose clinical training was interrupted by the COVID-19 pandemic from dental schools across Malaysia. MATERIALS AND METHODS This cross-sectional web-based questionnaire survey was done among new dental graduates of the academic year 2019-2020 and the final year undergraduate students (academic year 2020-2021) from dental schools in Malaysia, using the Dental Undergraduates Preparedness Assessment Scale (DU-PAS), from 6th to 26th April 2021. The questionnaire addressed clinical skill competence, and cognitive and behavioral attributes. The number of respondents needed to achieve a confidence level of 95% with margin of error of 5% was 306. RESULTS A total of 453 (243 final year students and 210 new graduates) responded from dental schools nationwide, with a response rate of 30.6%. The overall mean score for preparedness for dental practice was 76.3±14.7, for clinical skills 39.7±7.3, and behavioral and cognitive attributes 36.5±9.1. New graduates had significantly higher mean preparedness score (78.6±14.4) as compared to students in their final year (74.2±14.7). Performing endodontic treatment on multi-rooted teeth had the lowest perceived competency (29.8%), followed by assessing treatment needs of patients requiring orthodontics (37.1%), prescribing drugs (46.6%) and providing crowns using principles of tooth preservation (48.1%). CONCLUSIONS Satisfactory scores were obtained for most attributes. The final-year cohort was significantly less prepared for dental practice compared to the newly graduated cohort.
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Affiliation(s)
| | - Shani Ann Mani
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Wan Maria Nabillah Ghani
- Oral Cancer Research & Coordinating Centre (OCRCC), Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Anand Ramanathan
- Department of Oral & Maxillofacial Clinical Sciences, Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Rozaidah Talib
- Faculty of Dentistry, SEGi University, Petaling Jaya, Malaysia
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Javed MQ, Nawabi S, Bhatti UA, Atique S, AlAttas MH, Abulhamael AM, Zahra D, Ali K. How Well Prepared Are Dental Students and New Graduates in Pakistan-A Cross-Sectional National Study. Int J Environ Res Public Health 2023; 20:1506. [PMID: 36674261 PMCID: PMC9859325 DOI: 10.3390/ijerph20021506] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Revised: 01/11/2023] [Accepted: 01/12/2023] [Indexed: 06/13/2023]
Abstract
The transition of an undergraduate dental student to an actual practicing dentist is a crucial phase and ensuring the preparedness of graduates for the complexity and demands of contemporary dental practice is a challenging task. This study aimed to evaluate the self-perceived preparedness of undergraduate dental students and house officers in the dental colleges of Pakistan. A cross-sectional national study was planned to collect information from dental students and new graduates in Pakistan. The pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS) was used. A purposive sampling technique was utilized to recruit house officers and undergraduate dental students from 27 dental schools in Pakistan. The data analysis was carried out using the R statistical environment for Windows (R Core Team, 2015). A total of 862 responses with 642 females and 219 males were analyzed in the study. Overall, the clinical skills score was 30.56 ± 9.08 and the score for soft skills was 30.54 ± 10.6. The mean age of the participants was 23.42 ± 1.28. Deficiencies were reported in various soft skills and clinical skills attributes. The results highlighted the strengths and weaknesses of dental students and new graduates in Pakistani dental institutions. The findings may be used to further develop and strengthen the teaching and training of dental students in Pakistan.
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Affiliation(s)
- Muhammad Qasim Javed
- Department of Conservative Dental Sciences and Endodontics, College of Dentistry, Qassim University, Buraidah 52571, Saudi Arabia
| | - Shazia Nawabi
- Department of Medical Education, Rawal Institute of Health Sciences, Islamabad 45550, Pakistan
| | - Usman Anwer Bhatti
- Department of Operative Dentistry, College of Dentistry, Riphah International University, Islamabad 45320, Pakistan
| | - Sundus Atique
- College of Dental Medicine, Qatar University, QU Health, Doha 2713, Qatar
| | - Mustafa Hussein AlAttas
- Department of Conservative Dental Sciences and Endodontics, College of Dentistry, Qassim University, Buraidah 52571, Saudi Arabia
| | - Ayman M. Abulhamael
- Department of Endodontics, Faculty of Dentistry, King Abdulaziz University, P.O. Box 80209, Jeddah 21589, Saudi Arabia
| | - Daniel Zahra
- Peninsula Medical School, Faculty of Health (Medicine, Dentistry and Human Sciences), Plymouth University, Plymouth PL48AA, UK
| | - Kamran Ali
- College of Dental Medicine, Qatar University, QU Health, Doha 2713, Qatar
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Aldowah O. The Ability of Dental Interns and Freshly Graduated Dentists to Assess Tooth Restorability. A Multicenter, Cross-Sectional Study. Clin Cosmet Investig Dent 2022; 14:337-352. [DOI: 10.2147/ccide.s386676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 11/16/2022] [Indexed: 11/23/2022] Open
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Mariño R, Delany C, Manton DJ, Reid K, Satur J, Crombie F, Wong R, McNally C, Adams GG, Lopez D, Celentano A, Lim M, Morgan M. Preparedness for practice of newly qualified dental practitioners in the Australian context: an exploratory study. BMC Med Educ 2022; 22:625. [PMID: 35978326 PMCID: PMC9385413 DOI: 10.1186/s12909-022-03684-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 08/08/2022] [Indexed: 05/25/2023]
Abstract
BACKGROUND The current study explored the perspectives of preparedness for dental practice from a range of relevant stakeholders (i.e., educators, employers, final-year students, graduates, practitioners, and professional associations) using an anonymous online survey in which participants described either their preparedness for practice, or the preparedness of graduates they have encountered, across six domains. RESULTS A total of 120 participants completed the survey. Participants were from several Australian states and territories; regional, rural, and urban locations; and working in the public and private sector. Students and new graduates generally felt prepared for activities in all the identified domains. Stakeholders reported consistently that the knowledge of dental profession graduates was at the required level to enter practice in Australia in a safe way. Activities involving the knowledge of clinical entrepreneurship and financial solvency were the dimensions where students and graduates felt least prepared (e.g., explaining fees, negotiating finances). In the domains involving clinical and technical competencies, students and new graduates self-assessed as less prepared around managing dental trauma and medical emergencies. On the other hand, activities around social and community orientation, and to a lesser extent professional attitudes and ethical judgements, were the dimensions where students and graduates felt the most prepared. CONCLUSIONS Present findings indicate that there appear to be good standards of preparedness for practice for graduate dental professionals. This exploratory study provides insights into the nature of preparedness for Australian dental professionals and provides a basis for targeting education and professional development to address areas of need.
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Affiliation(s)
- Rodrigo Mariño
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Clare Delany
- Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - David J. Manton
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
- Centre for Dentistry and Oral Hygiene, University Medical Centre Groningen, University of Groningen, Groningen, The Netherlands
| | - Katharine Reid
- Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - Julie Satur
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Felicity Crombie
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Rebecca Wong
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Clare McNally
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Geoffrey G. Adams
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Diego Lopez
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Antonio Celentano
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Mathew Lim
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Mike Morgan
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
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Bouskandar SY, Al Muraikhi L, Hodge TM, Barber SK. UK dental students' ability and confidence in applying the Index of Orthodontic Treatment Need and determining appropriate orthodontic referral. Eur J Dent Educ 2022. [PMID: 35767394 DOI: 10.1111/eje.12832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 05/03/2022] [Accepted: 05/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The aim was to assess the ability and confidence of UK undergraduate dental students in applying the Index of Orthodontic Treatment Need (IOTN) and determining appropriate orthodontic referral. MATERIALS AND METHODS This was a cross-sectional survey using a case-based online questionnaire. Fourth and fifth year undergraduate dental students were recruited from UK dental schools through their university and social media. Six cases were presented and participants were asked to provide an IOTN score and judgement about referral. Participants were asked about their confidence, experience and orthodontic teaching. RESULTS Sixty-nine responses were returned. A quarter of participants reported having used IOTN before in a clinical setting. Clinical experience with IOTN influenced confidence. Familiarity with making orthodontic referrals was low and only one participant reported having made an orthodontic referral. Correct IOTN scores were given by 68% of participants for a large 14 mm overjet (5a) case, 43% of participants for an impacted canine (5i) case and 26% of participants for an impacted premolar (5i) case. Incorrect IOTN was most common in hypodontia cases with only 19% correctly identifying mild hypodontia (4h) and 28% identifying severe hypodontia (5h). For the majority of cases, incorrect answers about referral were due to confusion between specialist practitioner and orthodontic consultant pathways. CONCLUSIONS Dental students' ability and confidence in correctly applying the IOTN Dental Health Component and selecting the appropriate referral pathway was inadequate. Responses suggest a lack of clinical experience in assessing patients, applying the IOTN and making referrals. The low response rate is disappointing and limits the scope for making recommendations.
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Affiliation(s)
| | - Lina Al Muraikhi
- General Dental Practitioners, Ministry of Health, Kuwait City, Kuwait
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Khalaf KA, Moore C, Mckenna G, Da Mata C, Lynch C. Undergraduate Teaching and Assessment Methods in Prosthodontics Curriculum: An International Delphi Survey. J Dent 2022; 123:104207. [PMID: 35760208 DOI: 10.1016/j.jdent.2022.104207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 06/16/2022] [Accepted: 06/23/2022] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES To achieve consensus amongst an expert panel of prosthodontics/restorative dentistry academics on the best undergraduate teaching and assessments, and to develop recommendations regarding teaching and assessment of undergraduate prosthodontics. METHODS Semi-structured electronic questionnaires were used to collect data from senior clinical academics involved in the teaching of prosthodontics on three consecutive occasions (Delphi method). The questionnaires asked the experts' opinion on best teaching and assessment methods in the undergraduate prosthodontics curriculum. Invitation emails, with a hyperlink to the Round 1 questionnaire, were sent to 36 international dental academic experts. In later rounds, panellists were invited to consider their previous responses in light of the overall group response in attempt to bring the panel to a consensus. The group response was summarized using simple descriptive statistics, and the target level of consensus for each question was set at ≥ 70%. A response rate of at least 70% between rounds was deemed appropriate to maintain rigour. RESULTS Twenty-three senior academic experts from eleven countries agreed to participate. Eighteen (representing nine different countries) completed the questionnaires in its entirety (response rate 78.3%). The number of statements that attained consensus agreement was much higher than the number of non-consensus statements-92.6%, 175 statements out of 189 over three iterative rounds. Only 14 statements did not obtain a consensus during this Delphi study. CONCLUSIONS A total of 175 consensus statements represent the agreement expert views of participated senior academics in prosthodontics from nine different countries and across four continents. These consensus statements could be considered detailed guidelines and recommendations to improve future undergraduates' curriculum in prosthodontics. CLINICAL SIGNIFICANCE This Delphi study achieved a high consensus among a panel of senior academics in the teaching and assessment of undergraduate prosthodontics. This consensus could help minimise the current international and national divergence in dental schools' prosthodontics curricula, which could benefit future dentists and, subsequently, the patients.
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Affiliation(s)
- Khaleel Al Khalaf
- Restorative Dentistry Department, University Dental School & Hospital, University College Cork, Wilton, Cork, Ireland; Prosthodontics Department, Dammam Specialist Dental Centre, Dammam Medical Complex, Dammam, Saudi Arabia.
| | - Ciaran Moore
- Centre for Public Health, Queen's University Belfast, Northern Ireland, United Kingdom
| | - Gerry Mckenna
- Centre for Public Health, Queen's University Belfast, Northern Ireland, United Kingdom
| | - Cristiane Da Mata
- Restorative Dentistry Department, University Dental School & Hospital, University College Cork, Wilton, Cork, Ireland
| | - Christopher Lynch
- Restorative Dentistry Department, University Dental School & Hospital, University College Cork, Wilton, Cork, Ireland
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Mariño R, Delany C, Manton D, Reid K, Satur J, Crombie F, Wong R, McNally C, Lopez D, Celentano A, Lim M, Morgan M. Preparedness for practice of newly qualified dental professionals in Australia - educator, employer, and consumer perspectives. BMC Med Educ 2022; 22:396. [PMID: 35606758 PMCID: PMC9125536 DOI: 10.1186/s12909-022-03476-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 05/19/2022] [Indexed: 05/25/2023]
Abstract
BACKGROUND Limited data regarding the perspectives of other observers (i.e. those who educate, employ or receive care from) of new graduates' preparedness to practice is available. The present study aimed to explore perceptions of different observers regarding the preparedness to practice and work readiness of newly qualified dental professionals. This broader range of perspectives is crucial to inform the development of educational programs, including continuing professional development, for newly qualified dental professionals, by clarifying the skills, knowledge and behaviours expected by the dental profession and wider public. RESULTS Nineteen individual qualitative interviews were undertaken. Interview participants included clinical demonstrators (n = 9; 2 Oral Health Therapists; 5 Dentists; and 2 Prosthetists), dental course convenors (n = 4), representatives of large employers (n = 2), and consumers (n = 4). According to this diverse group of respondents, dental students receive adequate theoretical and evidence-based information in their formal learning and teaching activities, which prepares them for practice as dental professionals. There were no specific clinical areas or procedures where preparedness was highlighted as a major concern. Notwithstanding this, specific graduate skills which would benefit from further training and consolidation were identified, including areas where higher levels of experience would be beneficial. Nonetheless, respondents indicated that new graduates were aware of their limitations and had developed self-discipline and ethics that would allow them to identify conditions/situations where they would not have the experience or expertise to provide care safely. CONCLUSIONS From an observer perspective, dental students appeared to have gained adequate theoretical and evidence-based information in their formal learning and teaching activities to prepared them to commence practicing safely as dental professionals. Areas were identified in which new graduates were underprepared and when transitional support may be required.
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Affiliation(s)
- Rodrigo Mariño
- Melbourne Dental School, University of Melbourne, Melbourne, Australia.
| | - Clare Delany
- Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - David Manton
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
- Centre for Dentistry and Oral Hygiene, UMCG, Groningen, the Netherlands
| | - Kate Reid
- Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - Julie Satur
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Felicity Crombie
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Rebecca Wong
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Clare McNally
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Diego Lopez
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Antonio Celentano
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Mathew Lim
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Michael Morgan
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
- Faculty of Dentistry, University of Otago, Te Whare Wānanga o Otāgo, Aotearoa, Dunedin, Ōtepoti, New Zealand
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Mohd Yani AA, Ahmad MS, Ngah NA, Md Sabri BA. The relationship of educational environment and preparedness to practice - perceptions of Malaysian dental graduates. Eur J Dent Educ 2022. [PMID: 35579452 DOI: 10.1111/eje.12826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 02/22/2022] [Accepted: 04/24/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Gauging dental graduates' perceptions of their university training and of how it prepares them for professional practice is useful in measuring the quality and adequacy of the curriculum to which they were exposed. OBJECTIVES This study aimed to evaluate the perceptions of dental graduates' educational environment as well as preparedness to practice, and how these two components are correlated. METHODS A self-administered, validated questionnaire, developed from previous studies, was distributed to dental graduates of a public Malaysian university (n = 178, response rate = 60%) via online and postal surveys. Bivariate analyses were carried out using Spearman's rank-order correlation (Spearman's Rho, significance level p < .01) to determine the correlation between (1) Global Preparedness Score and Global DREEM Score, (2) domains of DREEM Inventory and perceived preparedness, and (3) domains of perceived preparedness and DREEM Score. RESULTS The Global Preparedness Score was 191.52, with more than 90% of respondents feeling well prepared in the "General Patient Management," "Drug and Emergency Management" and "Practice Management" domains. The Global DREEM Score was 148.99/200, interpreted as "more positive than negative." The DREEM Inventory domains with the highest and lowest scores were "Students' Academic Self-Perception" (78.03%) and "Students' Social Self-Perception" (71.86%), respectively. A moderate positive correlation was found between Global Preparedness Score and Global DREEM Score (p < .01). In addition, moderate to large positive correlations were noted between perceived preparedness and "Student Perception of Learning," "Student Perception of Atmosphere" and "Student Academic Self-Perception" (p < .01). Moderate positive correlations were also found between the DREEM Score and most domains of perceived preparedness (p < .01). CONCLUSIONS The majority of graduates were well prepared to perform in most areas of clinical practice and perceived their overall educational environment as positive. In particular, those who viewed the educational environment in a positive light were also found to possess a good level of preparedness.
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Affiliation(s)
- Azri A Mohd Yani
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Mas S Ahmad
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Nurul A Ngah
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Budi A Md Sabri
- Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
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Towers A, Dixon J, Field J, Martin R, Martin N. Combining virtual reality and 3D-printed models to simulate patient-specific dental operative procedures-A study exploring student perceptions. Eur J Dent Educ 2022; 26:393-403. [PMID: 34498360 DOI: 10.1111/eje.12715] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Students face a number of challenges in translating the skills acquired in pre-clinical simulation environments to the delivery of real patient care. These are particularly emphasised for complex operative procedures such as tooth preparations for indirect restorations. This paper reports student perceptions of a novel approach designed to improving student confidence when undertaking operative procedures on patients for the first time, by providing patient-specific simulation using virtual reality (VR) and 3D-printed models of the student's real clinical case. MATERIALS AND METHODS Students practised on patient-specific models, in the presence of a clinical tutor, firstly using VR simulation then with 3D-printed models in a clinical skills laboratory. The students then carried out the operative procedure on their patients, on the third occasion of practice. After providing the treatment for their patients, students attended a semi-structured interview to discuss their experiences. The qualitative data were analysed using two forms of inductive analysis. RESULTS Students most frequently cited: the value of the educator, increased confidence and efficiency during the clinical procedure, improved patient confidence and the complementary benefits of the two simulation modalities. Thematic analysis of participants' responses uncovered five key themes: The value of virtual reality dental simulators The value of clinical skills laboratory simulation with 3D-printed models The value of educator engagement The impact on the clinical procedure and the patient The VR and clinical skills laboratory balance CONCLUSION: This paper reports the early findings of an intervention that improves dental student confidence through the use of patient-specific VR exercises and 3D-printed models. These provided an incremental learning experience for an operative clinical procedure, prior to treatment of the live patient. Early results suggest this is a positive experience for the students, providing a valuable contribution to their confidence and preparedness.
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Affiliation(s)
- Ashley Towers
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
| | - Jonathan Dixon
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
| | - James Field
- Cardiff University, School of Dentistry, Cardiff, UK
| | - Rachel Martin
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
| | - Nicolas Martin
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
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Janesarvatan F, Hassanabadi H, Mokhtari S, Van Rosmalen P. Critical aspects of educating clinical management and clinical reasoning in primary teeth pulpotomy: A qualitative study based on the perspectives of experts and novices. Eur J Dent Educ 2022; 26:354-360. [PMID: 34402144 PMCID: PMC9291460 DOI: 10.1111/eje.12710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Revised: 06/24/2021] [Accepted: 08/12/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION In dental education, students must learn to integrate and coordinate complex knowledge, skills and attitudes and to transfer this learning to clinical practice. One major issue of concern in education in general and dental education, in particular, is to fill the gap between knowledge and practice. METHODS The purpose of this study was to explore the problems that dental students have in transferring knowledge from the classroom to the real clinical setting. More specifically, we investigated the factors that complicate clinical management and clinical reasoning for these novices, including their common errors, in order to design an educational simulation programme in primary teeth pulpotomy. To this end, we conducted 16 semi-structured interviews with experts and novices, performing a thematic analysis of the data obtained. All interviews were audio recorded and transcribed verbatim. RESULTS For each major skill-clinical management and clinical reasoning-we identified complicating factors and common errors that related to the child (the patient), parents and dental student (the three main themes). For each theme, we identified further sub-themes. CONCLUSION The data obtained provided valuable insights into the factors that affect dental students' performance on clinical management and clinical reasoning in primary teeth pulpotomy.
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Affiliation(s)
- Fatemeh Janesarvatan
- Department of Educational Development and ResearchSHEMaastricht UniversityMaastrichtThe Netherlands
- Department of Educational PsychologyFaculty of Psychology and Educational ScienceKharazmi UniversityTehranIran
| | - Hamidreza Hassanabadi
- Department of Educational PsychologyFaculty of Psychology and Educational ScienceKharazmi UniversityTehranIran
| | - Saeedeh Mokhtari
- Department of Pediatric DentistrySchool of DentistryTehran University of Medical SciencesTehranIran
| | - Peter Van Rosmalen
- Department of Educational Development and ResearchSHEMaastricht UniversityMaastrichtThe Netherlands
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Donnell CC, Thomas LR, Foley JI. Mind the 'GAPP': a pre-graduation assessment of preparedness for practice amid a pandemic. Br Dent J 2022; 232:556-567. [PMID: 35459832 PMCID: PMC9028899 DOI: 10.1038/s41415-022-4154-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 08/24/2021] [Indexed: 11/25/2022]
Abstract
Introduction 'Preparedness for practice' refers to a multifaceted concept, encompassing not only clinical skills, but also broader, non-clinical skills, such as communication and professionalism. Previous graduates have reported feeling less prepared for complex procedures, such as molar endodontics and surgical extractions. Dental students typically utilise their final year to refine their clinical skills, however, the COVID-19 pandemic has meant that newly qualified dentists will have had around six months where they have not performed clinical dentistry before beginning dental foundation training (DFT). Aims This study aimed to explore final year students' self-reported preparedness for practice, identify areas of relative weakness that may influence future training needs and to highlight any perceived impact of the pandemic on final year experience and potential impact on DFT. Materials and methods The current Graduate Assessment of Preparedness for Practice (GAPP) questionnaire was adapted for our specific research aims and piloted and the PreGAPP questionnaire distributed via the social media channels of dental school student societies. Analysis was carried out using IBM Statistical Package for the Social Sciences software using descriptive statistics and the Mann-Whitney U test for two unrelated variables. Results Responses were received from final year students across all 16 UK dental schools. Students reported increased preparedness across domains in which they had the most experience; for example, providing preventative advice and administering local anaesthesia. Male students reported feeling significantly more prepared than female students, mature students significantly more than younger students, and students on four-year courses significantly more than traditional five-year courses. The COVID-19 pandemic was expected to have a major-to-severe impact on undergraduate experience and future DFT prospects. Conclusion Dental graduates in the COVID-19 era may have significantly different training needs to those before them. Complex clinical procedures remain the areas where students feel they are least prepared for practice. The importance of a clinical passport to highlight current experience level to trainers, alongside the creation of a personal development plan at the beginning of DFT, will ensure that targeted and personalised training can be implemented where required. Illustrates the perceived effect of the COVID-19 pandemic on final year students' preparedness for practice and the impact it may have on dental foundation training through quantitative and qualitative methods. Highlights and explores the differences in the perceptions of preparedness for practice of final year students across sex, age and course length. Explores various aspects of clinical supervision and assessment and reinforces the importance of appropriate student-staff ratios to ensure clinical learning is effective.
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Affiliation(s)
- Christopher C Donnell
- Speciality Registrar in Paediatric Dentistry, Charles Clifford Dental Hospital, Sheffield Teaching Hospitals NHS Foundation Trust, Sheffield, UK.
| | - Luke R Thomas
- Dental Core Trainee, Oral and Maxillofacial Surgery, St George´s University Hospitals NHS Foundation Trust, London, UK
| | - Jennifer I Foley
- Deputy Director and Honorary Consultant in Paediatric Dentistry, Edinburgh Dental Institute, Edinburgh, UK; Senior Clinical Lecturer, Paediatric Dentistry, University of Edinburgh, Edinburgh, UK
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Mather H, Bateman H, Taylor J, Vernazza C, Rothwell C, McCracken G, Ellis J. From inputs to outputs: an analysis of the changes to learning outcomes for dental undergraduate education in the UK. Br Dent J 2022; 232:101-107. [PMID: 35091613 PMCID: PMC8796198 DOI: 10.1038/s41415-022-3873-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Accepted: 05/11/2021] [Indexed: 11/30/2022]
Abstract
Introduction/aims Preparing for practice (PfP) was thought to represent a significant shift in the expectations of dental undergraduates compared to its predecessor, The first five years (TFFY). This project aimed to explore requirement changes by comparing learning outcomes for undergraduate dentists in these two documents. Changes in curriculum requirements defining clinical, professional, or a blend of these skills were also investigated. Methods Curriculum mapping was used to compare learning outcomes in PfP to requirements in TFFY. Results The total number of learning outcomes increased from 101 to 149 in PfP compared to TFFY. There was a proportional reduction in outcomes describing clinical skills and an increase in the proportion of outcomes describing professional and blended skills. Three TFFY requirements did not appear in PfP and a further 23 learning outcomes in PfP were absent in TFFY. Conclusions In the transition from TFFY to PfP, there has been an overall increase in the number of outcomes graduates must attain before they can register with the General Dental Council. There are more outcomes defining professionalism which subsequently has resulted in proportional but not actual decrease in outcomes related to clinical skills. While there is uncertainty over how schools have managed curricula to incorporate these changes and thus whether the perception of graduate preparedness can be directly attributable to these changes, it is timely to consider any changes within dental learning outcomes in the context of preparedness concerns. Highlights developments in content and structure of learning outcomes for dentists in the revision from The first five years to Preparing for practice. Considers how professional and clinical skills have been incorporated into curricula. Acknowledges the importance of stakeholder involvement when revising learning outcomes so that there is a clear understanding of the skillset of the dental graduate.
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Díaz-Narváez VP, Silva-Vetri MG, Calzadilla-Núñez A, García ALL, Lopez ADLP, Reyes-Reyes A. Empathy in Professors and Students of a School of Dentistry in the Caribbean. Pesqui Bras Odontopediatria Clín Integr 2022. [DOI: 10.1590/pboci.2022.043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
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Bateman H, Stewart J, McCracken G, Ellis J. Undergraduate dental education: an education or training? Br Dent J 2021; 231:619-21. [PMID: 34824426 DOI: 10.1038/s41415-021-3653-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Accepted: 07/19/2021] [Indexed: 11/23/2022]
Abstract
The impact of the COVID-19 pandemic on undergraduate dental education has led to new ways of working, different modes of delivery for elements of programmes and, in some cases, revised timelines for progression. These expedient changes, like the virus, may be with us for some time. However, as we come out of an intense period of critical reflection and change, it may also offer us an opportunity and impetus to revisit unresolved challenges around the focus and role of undergraduate dental education. We reflect upon the necessity for both clinical development and scholarship for our undergraduates, and the subtle differences of purpose between education and training. We consider whether it is time to look afresh at the relationship between the universities and other stakeholders and perhaps also to start with renewed understanding, giving deeper consideration to the value of each. One of the biggest obstacles to resolving these issues is to consider how best we align institutional requirements with the education and training of healthcare practitioners. With the hindsight of the past 12 months, we would argue that such a review is timely and more meaningful as we can reflect on the pandemic-enforced and expedient changes to our programmes and more clearly understand where our future priorities lie. Education and training have different purposes; both are important considerations when developing a dental graduate. The different purposes of education and training are exemplified by the competing priorities between different stakeholders. Acknowledging different agendas of those involved is the first stage in progressing towards a shared understanding of what the new graduate should 'be'.
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den Boer JCL, van den Bosch LJ, van Dam BAFM, Bruers JJM. Work situation and prospects of recently graduated dentists in the Netherlands. Eur J Dent Educ 2021; 25:837-845. [PMID: 33474782 PMCID: PMC8596787 DOI: 10.1111/eje.12663] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 10/22/2020] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Dentists who have graduated recently from a Dutch dental school work mainly in the Netherlands, where collaboration and differentiation are relevant factors. Furthermore, the Netherlands face regional undersupplies of dentists. The objective of this study was to describe choices and aims of recently graduated dentists for the near future. MATERIALS AND METHODS An invitation for the web questionnaire was sent by e-mail to 945 dentists who had graduated from a Dutch dental school between 2013 and 2017, of whom 230 (24.3%) participated in the survey. RESULTS Approximately three quarters (77%) of the recently graduated dentists worked as a general dentist in a practice of some else, primarily in urban areas. The choice for a practice was affected by location, earnings, and the opportunity to gain experience. Furthermore, the career choices were affected most by the desired length of the working week and financial security. The narrow majority (53%) of the recently graduated dentists believed that in 5 years they will be practice owner; 49% expected to be a differentiated dentist. Furthermore, 41% believed they will work in a smaller municipality. DISCUSSION Although recently graduated dentists seem receptive to work in smaller municipalities, the peripheral regions are conceivably less appealing. Practice ownership conceivably is an option for the near future for a narrow majority of the recently graduated dentists. CONCLUSION Recently graduated dentists have different preferences regarding their work situation in 5 years.
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Affiliation(s)
- Joost C. L. den Boer
- Department of Research & InformationRoyal Dutch Dental Association (KNMT)UtrechtThe Netherlands
- Department of Social DentistryAcademic Centre for Dentistry Amsterdam (ACTA)University of Amsterdam and Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Luuk J. van den Bosch
- Tandheelkundig Centrum Stad van de ZonHeerhugowaardThe Netherlands
- Tandheelkundig Centrum ObdamObdamThe Netherlands
| | | | - Josef J. M. Bruers
- Department of Research & InformationRoyal Dutch Dental Association (KNMT)UtrechtThe Netherlands
- Department of Social DentistryAcademic Centre for Dentistry Amsterdam (ACTA)University of Amsterdam and Vrije Universiteit AmsterdamAmsterdamThe Netherlands
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Bishop M, Dixon J, Mistry B. Complicating factors in complete dentures: assessing case complexity. Br Dent J 2021; 231:451-5. [PMID: 34686807 DOI: 10.1038/s41415-021-3528-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Accepted: 03/05/2021] [Indexed: 01/26/2023]
Abstract
This article aims to describe common complicating factors that impact on the success of complete denture treatment and present an overview of the challenges these pose in practice. The authors present a range of medical, oral and social factors to consider when providing treatment to edentulous patients, allowing the practitioner to identify cases which may require referral. The information is applicable to all dental practitioners, and is a useful aid to highlight complicating factors in individual patients and to make well-informed clinical decisions.
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Donnell CC, Walker BM, Foley JI. Dental foundation training in the COVID-19 era - the national recruitment lottery. Br Dent J 2021; 231:20-5. [PMID: 34244639 DOI: 10.1038/s41415-021-3174-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Accepted: 01/11/2021] [Indexed: 11/08/2022]
Abstract
National recruitment has radically transformed the selection and allocation of dental graduates to dental foundation training (DFT) schemes across England, Wales and Northern Ireland, with recruitment in Scotland via a separate, independent process. It has been reported as a mostly positive change to the previous deanery-led model, in which nepotism allegedly featured too widely. A candidate's ranking is typically based on performance across two face-to-face assessments and a situational judgement test (SJT). The COVID-19 pandemic, however, has created a recruitment 'lottery' of sorts, in which ranking for 2021 is now solely based on the SJT. Subject matter experts assert that neither preparation nor revision for the SJT is required; yet, following the announcement of the adaptation to DFT recruitment for September 2021, a rapid rise of exorbitantly priced SJT question banks, mock papers, workshops and courses has ensued - a shameless monetisation of the collective angst and increased pressure faced by dental students. Preparation courses present a conceivable risk of SJT 'coaching' and 'faking'. Where medicine leads, dentistry usually follows and future selection to DFT needs to strongly consider the introduction of academic performance measures. SJTs remain one of the most well-accepted, reliable and cost-effective means of selection into healthcare roles, however, only when part of a wider selection process.
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Hamer S, Kanagasingam S, Sonde N, Mannocci F, Patel S. The impact of the Dental Practicality Index on treatment planning. Br Dent J 2021:10.1038/s41415-021-2948-5. [PMID: 33986484 DOI: 10.1038/s41415-021-2948-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Accepted: 07/23/2020] [Indexed: 11/09/2022]
Abstract
Aim To compare the treatment planning decisions made by undergraduate and postgraduate dental students before and after training on the use of the Dental Practicality Index (DPI).Methodology One hundred and eight undergraduate and postgraduate dental students were randomly assigned to test (DPI) or control groups. The baseline knowledge was assessed in the first session; both groups were shown 15 clinical scenarios and asked to assign one of four treatment plan options (no treatment, simple treatment, complex treatment or extract). The most appropriate treatment plan had been agreed by a consensus panel of experienced dentists. The test group was then trained on the use of the DPI. In the second session, both groups were shown the same clinical scenarios again in a different order and asked to assign one of the four treatment plan options. Both groups completed the confidence questionnaire.Results Training with the DPI improved the test (DPI) group mean scores from 9.1 in the first session to 10.3 out of 15 in the second session, which was a statistically significant difference (p = 0.005) when compared to the control group mean scores of 8.9 in the first session to 9.2 out of 15 in the second session. The mean confidence score of the students was 6.5 out of 10. There was no correlation between self-reported confidence scores of the students and the treatment planning result scores.Conclusions The DPI aids in the systematic assessment and appropriate treatment planning of dental restorative problems by dental students.
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Affiliation(s)
- Samantha Hamer
- Centre for Oral, Clinical and Translational Sciences, King's College London Dental Institute, London, UK
| | | | - Nargis Sonde
- School of Dentistry, University of Central Lancashire, Preston, UK
| | - Francesco Mannocci
- Centre for Oral, Clinical and Translational Sciences, King's College London Dental Institute, London, UK
| | - Shanon Patel
- Centre for Oral, Clinical and Translational Sciences, King's College London Dental Institute, London, UK.
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Hattar S, AlHadidi A, Sawair FA, Alraheam IA, El-Ma'aita A, Wahab FK. Impact of COVID-19 pandemic on dental education: online experience and practice expectations among dental students at the University of Jordan. BMC Med Educ 2021; 21:151. [PMID: 33685451 PMCID: PMC7938292 DOI: 10.1186/s12909-021-02584-0] [Citation(s) in RCA: 61] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Accepted: 02/26/2021] [Indexed: 05/03/2023]
Abstract
BACKGROUND The quarantine associated with the COVID-19 pandemic forced dental schools to suspend their clinical training and to shift to distant learning methods. The aim of this study is to investigate the impact of quarantine on the self-perceived preparedness of dental graduates and to explore the efficacy of online education from students' perspectives. METHODS The questionnaire distributed to dental students comprised of two main sections. The first part covered the online education experience, and the second part measured the level of self-perceived preparedness for a range of cognitive, communication and professional skills. RESULTS The survey yielded a response rate of 72%. The majority of students (77%) agreed that they missed educational experiences as a result of the lockdown. More than half of them felt less motivated to follow-up with distant e-learning and believed that online assessment is not a good method for evaluation. A high percentage of the students (66%) thought that online group discussions had a positive value while 67% preferred online lectures compared to theatre lectures. Majority of students particularly 5th year (78.7%) (p < 0.001) stated that the quarantine increased their collaboration with their colleagues. According to 87% of students, the experience most negatively affected was their clinical training. In general, students showed satisfactory self-perceived preparedness related to a range of attributes and professional skills. CONCLUSIONS The data showed that students partially appreciated the online system, whereas they did not consider it a substitute for face to face clinical practice. The overall self-perceived preparedness level was promising; however students had reservations regarding independent practice following graduation.
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Affiliation(s)
- Susan Hattar
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, 11942, Jordan.
| | - Abeer AlHadidi
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Faleh A Sawair
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Islam Abd Alraheam
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, 11942, Jordan
| | - Ahmad El-Ma'aita
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, 11942, Jordan
| | - Fouad Kadim Wahab
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, 11942, Jordan
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Aldegheishem A, Azam A, Alfahed B, Aldegheishem G, Aldryhim H, Alshami A, Anwaigi L. Practice with confidence: Analyzing confidence level of final year dental students from four Saudi dental colleges in Riyadh. Saudi J Biol Sci 2021; 28:2175-2179. [PMID: 33911933 PMCID: PMC8071898 DOI: 10.1016/j.sjbs.2021.01.044] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2020] [Revised: 01/20/2021] [Accepted: 01/21/2021] [Indexed: 11/18/2022] Open
Abstract
Objective To investigate the confidence level of final year dental students in Riyadh. Materials Cross-sectional study was conducted at four dental colleges in Riyadh (N = 312, 220 and 70,5% responded). Oneway ANOVA and post hoc Tukey-Kramer was used. Results The greatest self-reported confidence scores were for pit fissure sealent (4.6(0.7)). Whereas, students reported least confidence in conducting surgical extractions (2.7 (1.2)). Females were found more confident in conducting preventive resin restorations, oral hygiene instructions, and rubber dam placement as compared to male who were more confident in surgical extraction, copy dentures, veneer preparation and managing orthodontic emergencies. Conclusion All students were confident in performing essential dental procedures however higher confidence was observed in performing simple procedures compared to more complex ones.
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Affiliation(s)
- Alhanoof Aldegheishem
- Department of Dental Clinical Sciences, College of Dentistry, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
- Corresponding author.at: Department of Prosthodontics, College of Dentistry, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.
| | - Ambreen Azam
- Dental Materials, College of Dentistry, Margalla Institute of Health Sciences, Pakistan
| | - Bashayer Alfahed
- Department of Clinical Dental Sciences, College of Dentistry, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | | | - Hanan Aldryhim
- Department of Clinical Dental Sciences, College of Dentistry, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Abeer Alshami
- Department of Preventive Dental Sciences, College of Dentistry, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Lamyia Anwaigi
- Assistant Professor of Prosthodontics, College of Dental Medicine, Qatat University, Qatar
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AlHamoudi SS, AlRashidi SN, AlHarbi HA, AlNaji NJ, AlMohammed MA, Ansari SH. Confidence in Performing Endodontic Treatment and Perception of the Quality of Endodontic Education. Arch Pharm Pract 2021. [DOI: 10.51847/lwjk1pplzo] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
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Alraheam I, AlAshqar M, Hattar S, AlHadidi A, Alhaddad A, Sawair FA, Alkayed A. Self-perceived preparedness of dental school graduates and the impact of COVID-19 pandemic on their confidence. Saudi J Oral Sci 2021. [DOI: 10.4103/sjos.sjoralsci_5_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Mustakallio S, Näpänkangas R, Narbutaite J, Virtanen JI. Graduating dentists' perceptions about their professional competence in Finland and Lithuania. Eur J Dent Educ 2020; 24:227-232. [PMID: 31845488 DOI: 10.1111/eje.12488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Revised: 12/02/2019] [Accepted: 12/12/2019] [Indexed: 06/10/2023]
Abstract
AIMS Efforts to harmonise dental education in Europe have been put into action by the Association for Dental Education in Europe (ADEE). The aim of the study was to explore graduating dentists' perceptions about their professional readiness for clinical work in Finland and Lithuania. MATERIALS AND METHODS The survey targeted fifth-year dental students at the University of Oulu and the University of Turku in Finland, and at the Lithuanian University of Health Sciences, Kaunas, Lithuania (Lithuanian and international students) in 2016-2017. The competences were evaluated in the questionnaire in 21 dental procedures based on ADEE competences by options: "I'd manage well," "I'd need more training" or "It would not quite succeed." The option "I'd manage well" was chosen in the analyses. RESULTS Students felt that they were most competent in producing and maintaining accurate patient records (91.9%), implementing sterilisation and hygiene in dental practice (91.3%) and working with other members of dental team and health profession (90.0%). The largest differences between Finnish and Lithuanian students were in designing and adjusting occlusal splints (87.0% vs. 14.3%) and in undertaking subgingival scaling (95.7% vs. 57.1%). The biggest differences between Lithuanian and international students were in identifying (and treating) abnormal and anxiety-related patient (73.1% vs. 25.5%) and implementing tobacco cessation (65.3% vs. 31.9%). CONCLUSIONS The graduating dental students in Finland and Lithuania manage well in most of the clinical procedures based on the ADEE competences. The students were most confident when dealing with tasks that are common in dental practice.
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Affiliation(s)
- Sakari Mustakallio
- Kallio Public Health Care, Ylivieska, Finland
- Research Unit of Oral Health Sciences, University of Oulu, Oulu, Finland
| | - Ritva Näpänkangas
- Research Unit of Oral Health Sciences, University of Oulu, Oulu, Finland
- Medical Research Center, Oulu University Hospital and University of Oulu, Oulu, Finland
| | - Julija Narbutaite
- Clinic for Preventive and Pediatric Dentistry, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Jorma I Virtanen
- Medical Research Center, Oulu University Hospital and University of Oulu, Oulu, Finland
- Department of Clinical Dentistry, University of Bergen, Bergen, Norway
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Mat Yudin Z, Ali K, Wan Ahmad WMA, Ahmad A, Khamis MF, Brian Graville Monteiro N'A, Che Ab Aziz ZA, Saub R, Rosli TI, Alias A, Abdul Hamid NF, Harun NA. Self-perceived preparedness of undergraduate dental students in dental public universities in Malaysia: A national study. Eur J Dent Educ 2020; 24:163-168. [PMID: 31698535 DOI: 10.1111/eje.12480] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2019] [Revised: 11/01/2019] [Accepted: 11/04/2019] [Indexed: 05/05/2023]
Abstract
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.
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Affiliation(s)
- Zainab Mat Yudin
- School of Dental Sciences, Universiti Sains Malaysia, Kampus Kesihatan, Kubang Kerian, Kelantan, Malaysia
| | - Kamran Ali
- University of Plymouth Peninsula Schools of Medicine & Dentistry, Plymouth, UK
| | - Wan Muhamad Amir Wan Ahmad
- School of Dental Sciences, Universiti Sains Malaysia, Kampus Kesihatan, Kubang Kerian, Kelantan, Malaysia
| | - Anisa Ahmad
- School of Medical Sciences, Universiti Sains Malaysia, Kampus Kesihatan, Kubang Kerian, Kelantan, Malaysia
| | - Mohd Fadhli Khamis
- School of Dental Sciences, Universiti Sains Malaysia, Kampus Kesihatan, Kubang Kerian, Kelantan, Malaysia
| | | | | | - Roslan Saub
- Faculty of Dentistry, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Tanti Irawati Rosli
- Faculty of Dentistry, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Aspalilah Alias
- Faculty of Dentistry, Universiti Sains Islam Malaysia, Kuala Lumpur, Malaysia
| | - Nor Faharina Abdul Hamid
- Faculty of Dentistry, Mara University Institute of Technology (UiTM), Sungai Buloh, Selangor, Malaysia
| | - Nor Asilah Harun
- Kulliyyah of Dentistry, International Islamic University Malaysia (IIUM), Kuantan, Pahang, Malaysia
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Kalsi AS, Darbar U. Initial periodontal therapy before referring a patient: an audit. Br Dent J 2019; 227:977-983. [DOI: 10.1038/s41415-019-1048-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Ali K, Cockerill J, Zahra D, Qazi HS, Raja U, Ataullah K. Self-perceived preparedness of final year dental students in a developing country-A multi-institution study. Eur J Dent Educ 2018; 22:e745-e750. [PMID: 30098082 DOI: 10.1111/eje.12389] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/20/2018] [Indexed: 05/05/2023]
Abstract
AIMS To evaluate the self-perceived preparedness to practice of final year dental undergraduate students in three dental institutions. METHODS Dental undergraduate students in their final year from three dental institutions in Pakistan were invited to participate in an online study to assess self-perceived preparedness using a validated preparedness assessment scale. RESULTS In total, 134 students responded to the questionnaire yielding a response rate of 72%. Students felt adequately prepared to carry out several clinical procedures including clinical assessment, fillings, tooth extractions and communication skills. However, perceived preparedness was low in the students' ability to undertake intraoral radiographs, treatment planning, crowns, multirooted endodontics, research skills, referral for suspected oral cancer and raising concerns regarding inappropriate behaviour of colleagues. CONCLUSIONS This is the first study which investigates the self-perceived preparedness of final year undergraduate dental students in Pakistan. The results show that the self-perceived preparedness of final year students was satisfactory for a range of clinical and affective skills. However, several areas of weaknesses were identified which underscore the need for additional training and consolidation.
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Affiliation(s)
- Kamran Ali
- Peninsula Dental School, University of Plymouth, Plymouth, UK
| | | | - Daniel Zahra
- Faculty of Medicine and Dentistry, University of Plymouth, Plymouth, UK
| | - Haroon S Qazi
- Islamabad Medical and Dental College, Islamabad, Pakistan
| | - Ulfat Raja
- International Islamic Dental College, Riphah International University, Islamabad, Pakistan
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Majid O. Assessment of clinical ability in the removal of teeth among undergraduate dental students: a longitudinal comparative study. Br J Oral Maxillofac Surg 2018; 56:870-876. [DOI: 10.1016/j.bjoms.2018.09.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Accepted: 09/28/2018] [Indexed: 11/26/2022]
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Mohan M, Ravindran TS. Conceptual Framework Explaining “Preparedness for Practice” of Dental Graduates: A Systematic Review. J Dent Educ 2018; 82:1194-1202. [DOI: 10.21815/jde.018.124] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2018] [Accepted: 04/27/2018] [Indexed: 11/20/2022]
Affiliation(s)
- Malu Mohan
- Achuta Menon Centre for Health Science Studies; Sree Chitra Tirunal Institute of Biomedical Sciences and Technology; Thiruvananthapuram Kerala India
| | - T.K. Sundari Ravindran
- Achuta Menon Centre for Health Science Studies; Sree Chitra Tirunal Institute of Biomedical Sciences and Technology; Thiruvananthapuram Kerala India
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Flatau A. A discussion of qualification frameworks, work-readiness and dental education in Australia. Eur J Dent Educ 2018; 22:e651-e657. [PMID: 29797452 DOI: 10.1111/eje.12363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/26/2018] [Indexed: 06/08/2023]
Affiliation(s)
- A Flatau
- School of Dentistry and Health Sciences, Charles Sturt University, Orange, NSW, Australia
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Field JC, Cowpe JG, Walmsley AD. The Graduating European Dentist: A New Undergraduate Curriculum Framework. Eur J Dent Educ 2017; 21 Suppl 1:2-10. [PMID: 29205782 DOI: 10.1111/eje.12307] [Citation(s) in RCA: 109] [Impact Index Per Article: 15.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/11/2017] [Indexed: 05/05/2023]
Abstract
With "The Graduating European Dentist", ADEE provides a new approach that reflects best academic practice for European undergraduate dental education. The new suite of documents sees increased emphasis on important curriculum components such as patient safety, working as a team and patient-centred care. There is also an increased emphasis on teaching excellence, student satisfaction and student preparedness and support. Guidance relating to methods of teaching and learning, and assessment (educational measurement), is also provided. It is anticipated that this new format will further increase accessibility and utility for educators, institutions, societies and regulators, across the sector.
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Affiliation(s)
- J C Field
- The University of Sheffield, Sheffield, UK
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