What can dental education gain by understanding student experience of the curriculum?

Stress, psychosocial resources and possible interventions: a qualitative study among dental students

BACKGROUND

Prior studies found that dental students are affected by various stressors during their studies. Those stressors can exert adverse effects on their (mental) health. Our study addresses the lack of qualitative data on students' perspectives by exploring perceived stressors and resources among dental students and interventions suggested by them. The results of our study can contribute to the development of better preventive measures and interventions.

METHODS

In total, 57 dental students enrolled at a dental school in Germany participated in seven focus groups in the summer semester 2019 (May to July). Discussions were facilitated using a topic guide, and data collection was conducted until thematic saturation. All discussions were audio-recorded, transcribed and content-analyzed using MAXQDA.

RESULTS

Key emerging stressors were related to the organization of the study program, a lack of digitalization, practical tasks, the examination system, the work/study environment and social interactions. Resources encompassed, e.g., good organization, practical courses, patient work and valued feedback. Interventions suggested by students included regular meetings to enhance collaboration, improved communication between staff and students, a central coordination unit, fixed evaluation criteria and the integration of physical exercises and physiotherapy in the study program to prevent neck and back pain.

CONCLUSIONS

Known stressors for dental students and new aspects (e.g., concurring exams or obligatory brands) emerged from our data. Interventions suggested by the students included the use of digital learning platforms, communication training or the improvement of evaluation processes. Additional research, e.g., to explore perspectives of teaching staff and other stakeholders is necessary to gain more insights into study conditions and ways to reduce stress among dental students.

Subject matter changes in the dental curriculum: A scoping review of the last two decades

PURPOSE

In recent years, dental education has witnessed significant advancements and curriculum shifts in response to evolving healthcare needs, technological advances, and changing societal demands. As a result, dental universities worldwide have undergone substantial curriculum changes to ensure the adequate education and training of future dental professionals. The purpose of this study was to delineate the curriculum innovations over the past 20 years, with a focus on content within the current dental curriculum at universities worldwide.

METHOD

The articles reviewed for this manuscript were published from 2000 to June 2023. Search queries were conducted in four databases: Embase, PubMed, Web of Science, and ERIC, yielding 367 unique studies. Of these, 31 were included in the final synthesis.

RESULTS

The nine principal subject matter themes identified in the thematic analysis of these articles were critical scientific thinking, computational thinking, global mindset, geriatric dental care, interprofessional teamwork, transition to practice, local community, integration, and lifelong learning. The themes were modeled and mapped in a three-axis figure, elucidating the interconnections between the themes.

CONCLUSION

The identified themes signify the trajectory that dental education has taken and provide insights into the future course of the dental profession.

Artificial Intelligence Readiness, Perceptions, and Educational Needs Among Dental Students: A Cross-Sectional Study

OBJECTIVES

With Artificial Intelligence (AI) profoundly affecting education, ensuring that students in health disciplines are ready to embrace AI is essential for their future workforce integration. This study aims to explore dental students' readiness to use AI, perceptions about AI in health education and healthcare, and their AI-related educational needs.

MATERIAL AND METHODS

A cross-sectional survey was conducted among dental students at the College of Dental Medicine, Qatar University. The survey assessed readiness for AI using the Medical Artificial Intelligence Readiness Scale (MAIRS). Students' perceptions of AI in healthcare and health education and their educational needs were also explored.

RESULTS

A total of 94 students responded to the survey. AI readiness scores were average (3.3 ± 0.64 out of 5); while participants appeared more ready for the vision and ethics domains of MAIRS, they showed less readiness regarding cognition and ability. Participants scored average on AI perceptions (3.35 ± 0.45 out of 5), with concerns regarding AI risks and disadvantages. They expressed a high need for knowledge and skills related to AI use in healthcare (84%), AI for health-related research (81.9%), and AI in radiology and imaging procedures (79.8%). Student readiness had a significant correlation with AI perceptions and perceived level of AI knowledge.

CONCLUSIONS

This is the first study in Qatar exploring dental students' AI readiness, perceptions, and educational needs regarding AI applications in education and healthcare. The perceived AI knowledge gaps could inform future curricular AI integration. Advancing AI skills and deepening AI comprehension can empower future dental professionals through anticipated advances in the AI-driven healthcare landscape.

Students at Saarland University dental school-A survey on their background and curriculum perception

INTRODUCTION

With the aim of optimising dental education without overburdening students, new legislation restructuring the undergraduate dental curriculum in German is under way. The goal of this study was to survey the current situation of dental students at one specific university with respect to their socio-economic background, admission to dental school, curriculum perception and work-life balance.

MATERIALS AND METHODS

An online questionnaire was presented to all undergraduate students enrolled at Saarland University who had at least completed the first preclinical practical course in dentistry.

RESULTS

A response rate of 85% was reached with two-thirds of the student body being females. The profession of 40% of students' parents either was physicians or dentist. Students reported a slight reduction in time spent for leisure activities during their studies, however, with sports activities hardly being affected. With respect to a proper work-life balance, almost 50% of respondents considered their clinical workload as being too high. Students did not express a clear opinion regarding curriculum structure, whilst the content mostly satisfied their expectations (59%). The majority (71%) of students considered their preclinical training as being demanding whilst less than 3% fully agreed that preclinical training provided an optimal background for patient treatment. The learning modules in the first clinical semester were considered as being adequate by 56% of students. Examinations during courses were seen as properly reflecting the students' knowledge by 79% of students.

DISCUSSION

The status quo of German dental students is characterised by a high workload affecting the students' work-life balance and by a transition between preclinical and clinical education which only about half the student body perceives as being adequate. Patient-based examinations obviously are not considered as being problematic.