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Romalee W, Suksudaj N, Doungkom P, Wang DH, Hsu ML, Panpisut P. Utilization of 3D evaluation for assessing selective caries removal practice in pre-clinical dental students: a pilot study. BMC MEDICAL EDUCATION 2024; 24:289. [PMID: 38491384 PMCID: PMC10941383 DOI: 10.1186/s12909-024-05296-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Accepted: 03/12/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND Practicing and assessment of selective caries removal techniques in dental students remain challenges in many dental schools. The aim of this study was to utilize a 3D assessment technique, within a designated acceptable range of deviation, to evaluate the tendency of dental students in performing selective caries removal (SCR). The correlation between 3D assessment results and the conventional rubric rated by an instructor was also determined. METHODS Fifth-year dental students (n = 61) performed the SCR task on 3D-printed teeth containing simulated deep caries lesions in occlusal and proximal surfaces. One instructor assessed the results using a conventional analytic rubric. The excavated teeth were additionally evaluated using 3D analysis software with the designated acceptable range of deviations (± 0.5 mm) from the standard cavities. The average root mean square (RMS) value, representing the deviation between student-prepared cavities and the predefined standard cavities, was recorded. A tendency towards over-excavation was defined for RMS values > 0.5 mm, and towards under-excavation for RMS values < 0.5 mm. RESULTS The mean (min-max) of RMS was 0.27 (0.18-0.40) for occlusal and 0.29 (0.20-0.57)for proximal cavities. A tendency of dental students toward over-excavation was observed in both occlusal (74%) and proximal cavities (87%). There was a moderate negative correlation between the RMS values and the traditional rubric scores for both occlusal (R2 = 0.148, P = 0.002) and proximal cavities (R2 = 0.107, P = 0.010). CONCLUSIONS The 3D evaluation technique effectively revealed specific tendencies in dental students' caries removal skills. The integration of computerized assessments with traditional methods could potentially assist the instructors in delivering more objective and specific feedback to students. Further research is encouraged to investigate the impact of this assessment technique on improving student performance in selective caries removal skills.
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Affiliation(s)
- Worachate Romalee
- College of Dentistry, National Yang Ming Chiao Tung University, Linong St, Beitou District, Taipei City, 112, Taiwan
- Faculty of Dentistry, Thammasat University, 99 M. 18, T. Klong Nueng, A. Klong Luang, Pathum Thani, 12120, Thailand
| | - Nattira Suksudaj
- Faculty of Dentistry, Thammasat University, 99 M. 18, T. Klong Nueng, A. Klong Luang, Pathum Thani, 12120, Thailand
| | - Patchayaporn Doungkom
- Mechanical Metrology Department, National Institute of Metrology Thailand, T. Klong 5, A. Klong Luang, Pathum Thani, 12120, Thailand
| | - Ding-Han Wang
- College of Dentistry, National Yang Ming Chiao Tung University, Linong St, Beitou District, Taipei City, 112, Taiwan
| | - Ming-Lun Hsu
- College of Dentistry, National Yang Ming Chiao Tung University, Linong St, Beitou District, Taipei City, 112, Taiwan
| | - Piyaphong Panpisut
- Faculty of Dentistry, Thammasat University, 99 M. 18, T. Klong Nueng, A. Klong Luang, Pathum Thani, 12120, Thailand.
- Thammasat University Research Unit in Dental and Bone Substitute Biomaterials, 99 M. 18, T. Klong Nueng, A. Klong Luang, Pathum Thani, 12120, Thailand.
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Porcherot A, Maniani I, Berteretche MV, Citterio H, Fromentin O, Rignon-Bret C, Braud A, Wulfman C. Use of digital tools for preclinical training in complete denture: A pilot study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:292-301. [PMID: 37649263 DOI: 10.1111/eje.12948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 07/26/2023] [Accepted: 08/07/2023] [Indexed: 09/01/2023]
Abstract
INTRODUCTION Advances in CAD-CAM complete dentures open up opportunities in preclinical laboratory education. A cross-over study was conducted to assess the benefit of digital training in custom tray fabrication. Hypotheses were that digital training improved conceptual skill acquisition and that assessment of digital work helps in the discrimination of students' difficulty. MATERIALS AND METHODS Third-year students were allocated either into group A and took the manual practical classes before the digital ones, or into group B (N = 154). Prior to the sessions, a motor skill test was conducted. The influence on the learning process was evaluated by comparing the groups' results to the manual lab work with a Student's t-test. The effectiveness of the assessment in discriminating manual aptitude and conceptual skill was studied through Spearman's rank coefficient between digital and manual scores in conceptual skill and with a subgroup analysis according to the results of the motor skill test. The level of significance was set up at .05. Students' satisfaction was also assessed with a questionnaire. RESULTS Students in group B achieved better scores. Spearman's rank coefficient test showed a weak correlation, R = .16. For manual lab work, the most manually skilled students did significantly better. In contrast, for the digital session, the medium manually skilled students did better. More than half of the students (55%) found the manual and digital sessions complementary, without identifying any difference depending on the learning sequence. CONCLUSION Digital training improved the students' results in the conventional practical exercise. Assessments of the digital and conventional custom trays were complementary in order to distinguish conceptual and motor skills.
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Affiliation(s)
- Audrey Porcherot
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Henri Mondor Hospital, Créteil, France
| | - Imane Maniani
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
| | - Marie-Violaine Berteretche
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Rothschild Hospital, Paris, France
| | - Hélène Citterio
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Pitié-Salpêtrière Hospital, Paris, France
| | - Olivier Fromentin
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Rothschild Hospital, Paris, France
| | - Christophe Rignon-Bret
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Charles Foix Hospital, Ivry sur Seine, France
| | - Adeline Braud
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Rothschild Hospital, Paris, France
| | - Claudine Wulfman
- Faculty of Health, UFR Dentistry, Université Paris Cité, Paris, France
- Department of Odontology, AP-HP, Henri Mondor Hospital, Créteil, France
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Kurian N, Varghese VS, Varghese KG, Abraham G. Computer-aided design software-enabled preclinical prosthodontic training: A digital education technique. J Indian Prosthodont Soc 2023; 23:303-305. [PMID: 37929371 PMCID: PMC10467314 DOI: 10.4103/jips.jips_83_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/04/2023] [Accepted: 05/13/2023] [Indexed: 11/07/2023] Open
Abstract
The prosthodontics preclinical training modules involve textbook-based two-dimensional (2D) ideal images and practicing on manikin models to emulate ideal tooth preparations and teeth arrangements. Relying solely on 2D images as objectives for preclinical exercises limits the trainee's creative skills to instructions of textbooks and clinical instructions received. With advancements in digital dentistry, dental trainees should have early exposure to the three-dimensional (3D) rendering of ideal preclinical objectives. A dental education technique using computer-aided design software and smartphones is described that will allow 3D rendering of ideal prosthodontic training assignments allowing early exposure to digital dentistry for dental training students.
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Affiliation(s)
- Nirmal Kurian
- Department of Prosthodontics, Christian Dental College, Ludhiana, Punjab, India
| | - Vinaya Susan Varghese
- Department of Conservative Dentistry and Endodontics, Christian Dental College, Ludhiana, Punjab, India
| | | | - George Abraham
- Technical Department, DentCare Dental Lab., Muvattupuzha, Kerala, India
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Kim YK, Kim JH, Jeong Y, Yun MJ, Lee H. Comparison of digital and conventional assessment methods for a single tooth preparation and educational satisfaction. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:262-270. [PMID: 35384190 DOI: 10.1111/eje.12799] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 02/14/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Digital feedback for tooth preparation can provide dental practitioners with more objective and accurate evaluations compared to conventional methods. This study aimed to evaluate the educational effect and satisfaction of digital feedback compared with those of the conventional putty index method for tooth preparation. MATERIAL AND METHODS Forty-eight third-grade dental students were selected. All students performed a full-coverage preparation on a right mandibular first molar resin tooth. They were randomly divided into four groups (n = 12)-no guide (control), putty index, digital feedback, and digital and putty index assessment. Three-dimensional analysis was performed using an analysis software (GomInspect 2018, Gom) to evaluate the amount of tooth structure removed. At the end of the practice, the students completed a questionnaire to evaluate the educational satisfaction of the respective methods. RESULTS There was no statistical significance of the amount of preparation amongst groups in most of the measured areas only except for several specific points. Overall occlusal surface showed 0.99 ± 0.27 mm in the N group (no guide) and 1.15 ± 0.31 mm in the D group (digital feedback), and overall axial surface showed no statistical differences (p > .05). The groups that used digital assessment showed a high level of satisfaction compared with conventional assessment. CONCLUSIONS It was difficult to confirm that the digital-based feedback promotes accurate tooth preparation compared to conventional feedback within the limitation of this study. However, it improved educational satisfaction and permitted objective evaluation.
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Affiliation(s)
- Yeong-Kyu Kim
- Department of Prosthodontics, School of Dentistry, Pusan National University, Yangsan, South Korea
| | - Jae-Hoon Kim
- Department of Dental Education, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Yuwon Jeong
- Oral Research Science Center, Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
| | - Mi-Jung Yun
- Department of Prosthodontics, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Hyeonjong Lee
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
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Yamakami SA, Nagai M, Chutinan S, Ohyama H. 3D Digital technology as an alternative educational tool in preclinical dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:733-740. [PMID: 34939264 DOI: 10.1111/eje.12755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2021] [Revised: 11/26/2021] [Accepted: 12/14/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The advancement of 3D digital scanners has allowed educators to uphold the quality of education whilst implementing novel methods of assessment. OBJECTIVE The purpose of this study was to compare two evaluation methods, conventional and digital scanned assessments, on student cavity preparations and students and faculty's perceptions of these assessment methods. METHODS Predoctoral students performed Class II amalgam and Class III resin composite preparations on simulated teeth for their preclinical competency examinations. Two calibrated faculty evaluated the students' preparations using dental instruments for conventional assessments and 3D scanned images for digital assessments. Faculty scores from both assessment methods were compared and statistically analysed (p < .05). Students also self-assessed their performance using the digital scanned images and filled out a perception survey. RESULTS There was no statistically significant difference between the conventional (Class II; 73.3 ± 12.2 and Class III; 82.5 ± 8.9) and the digital assessment with scanned images (Class II; 71.3 ± 11.0 and Class III; 82.2 ± 8.2). Faculty scores from both methods have shown a trend of comparability. Most students agreed that digital ideal preparation models were useful (84.2%) and almost all students agreed that digital technology helped them learn operative dentistry (91.1%). In contrast, most students agreed that conventional assessment should be the main self-evaluation system (82.2%) and disagreed that digital assessment is more effective than conventional self-assessment (68.3%). CONCLUSION Our study demonstrated that 3D digital technology could be an alternative and/or supplementary educational tool to aid in upholding the quality of dental education.
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Affiliation(s)
- Shelyn Akari Yamakami
- Department of Restorative Dentistry & Department of Restorative Dentistry and Biomaterials Sciences, University of São Paulo, Harvard School of Dental Medicine, Boston, Massachusetts, US
| | - Manavi Nagai
- Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, US
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, US
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, US
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Inoue N, Aldosari M, Park SE, Ohyama H. The impact of COVID-19 pandemic on student performance and self-evaluation in preclinical operative dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:377-383. [PMID: 34520609 PMCID: PMC8652620 DOI: 10.1111/eje.12713] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 08/17/2021] [Accepted: 09/01/2021] [Indexed: 06/05/2023]
Abstract
INTRODUCTION During the COVID-19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in-person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self-evaluation capabilities. MATERIALS AND METHODS Thirty-eight students were introduced to this restructured course. Their performance in a final multiple-choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self-assessment of these preclinical competency assessments were then compared with the pre-COVID pandemic (P-CP) classes from years 2014 to 2019 (n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self-assessment scores, student-faculty score gaps (S-F gaps) and absolute S-F gaps seen between the class impacted by the pandemic and the P-CP classes. RESULTS The results demonstrated that students during the COVID-19 pandemic (D-CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S-F gap was smaller in this cohort as compared with the P-CP classes. CONCLUSION Despite the challenges of restructuring the preclinical curricula, D-CP students performed better than their P-CP predecessors in multiple facets of this Operative Dentistry course including self-assessment accuracy.
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Affiliation(s)
- Natalie Inoue
- Harvard School of Dental MedicineBostonMassachusettsUSA
| | - Muath Aldosari
- Department of Periodontics and Community DentistryKing Saud University College of DentistryRiyadhSaudi Arabia
- Department of Oral Health Policy and EpidemiologyHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Sang E. Park
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
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Hattori A, Tonami KI, Tsuruta J, Hideshima M, Kimura Y, Nitta H, Araki K. Effect of the haptic 3D virtual reality dental training simulator on assessment of tooth preparation. J Dent Sci 2022; 17:514-520. [PMID: 35028078 PMCID: PMC8740096 DOI: 10.1016/j.jds.2021.06.022] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 06/18/2021] [Indexed: 11/29/2022] Open
Abstract
Background/purpose The haptic 3D virtual reality dental training simulator has been drawn attention as a educational strategy in Covid-19 pandemic. The purpose of this study is to investigate the feature of the haptics simulator in comparison with a conventional mannequin simulator by analyzing the assessment of products prepared by dental students using these two kinds of simulator. Materials and methods The subjects were 30 students in the sixth-year classes of the faculty of dentistry. Abutments for a full cast crown were prepared by each subject using two kinds of simulator; one is the haptics simulator and the other is a mannequin simulator. For the resulted products, occlusal surface form, margin design, surface smoothness, taper angle, total cut volume and overall impression were rated by 3 evaluators. Score differences between two simulators were statistically analyzed. Results The kinds of simulator affected subject performance for margin design and total cut volume. The differences in cutting feeling between the simulators as well as variation of stereoscopic ability in subjects were considerable reasons. Evaluators' rating was affected by difference in simulators for occlusal surface form, total cut volume, and overall impression. This may have been due to variation of stereoscopic ability in evaluators. Conclusion The unique characteristics of virtual reality, such as the simulated cutting sensation and the simulated three-dimensional images created by stereo viewers, affect operators' performance and evaluators' rating. It was suggested that educational programs need to be constructed taking account of the characteristics of virtual reality to make the best use of the haptics simulator.
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Affiliation(s)
- Akitaka Hattori
- Educational System in Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
| | - Ken-Ichi Tonami
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Jun Tsuruta
- Institution of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Masayuki Hideshima
- Dental Clinic for Sleep Disorders (Apnea and Snoring), Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Yasuyuki Kimura
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Hiroshi Nitta
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kouji Araki
- Educational System in Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
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Kobayashi H, Tasaka A, Higuchi S, Yamashita S. Influence of molding angle on the trueness and defects of removable partial denture frameworks fabricated by selective laser melting. J Prosthodont Res 2021; 66:589-599. [PMID: 34980787 DOI: 10.2186/jpr.jpr_d_21_00175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
PURPOSE To examine the effect of molding angle on the trueness and defects associated with removable partial denture (RPD) frameworks fabricated by selective laser melting (SLM). METHODS A plaster model of a partially edentulous mandibular arch classified as Kennedy class II modification 1 was used. After obtaining the 3D data of the model (design data), a framework was designed using CAD software. Based on the design data, three different molding angle conditions (0°, 45°, and -45°) were set in the CAM software. The frameworks were fabricated by SLM under each condition, and 3D data were captured (fabrication data). The design and fabrication data were superimposed using 3D inspection software to verify the shape errors. The number of support structures was then measured. To examine the internal defects, micro-computed tomography (µCT) was performed for void analysis. Surface roughness was measured using a laser microscope. RESULTS The overall shape errors of the RPD framework were smaller under the 0° condition compared with the others, and the largest number of support structures was observed at 0°. Many internal defects were observed in the large components of the framework at 45° and -45°. The surface roughness was the smallest at -45°. CONCLUSION The trueness and defects associated with the RPD frameworks were affected by the difference in the SLM molding angle.
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Affiliation(s)
- Hiro Kobayashi
- Department of Removable Partial Prosthodontics, Tokyo Dental College, Tokyo, Japan
| | - Akinori Tasaka
- Department of Removable Partial Prosthodontics, Tokyo Dental College, Tokyo, Japan
| | - Shizuo Higuchi
- Department of Oral Health Engineering, Faculty of Health Sciences, Graduate School of Oral Health Sciences, Osaka Dental University, Osaka, Japan
| | - Shuichiro Yamashita
- Department of Removable Partial Prosthodontics, Tokyo Dental College, Tokyo, Japan
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Tabassian LJ, Nagasawa M, Ba AK, Akiba N, Akiba Y, Uoshima K, Ohyama H. Comparing dental student preclinical self-assessment in the United States and Japan. J Dent Educ 2021; 86:21-28. [PMID: 34437721 DOI: 10.1002/jdd.12779] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 08/07/2021] [Accepted: 08/11/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES Self-assessment is an essential skill for dental professionals. Understanding global trends in self-assessment can highlight the learning needs of students across a diversity of cultural backgrounds. The aim of this study is to compare the self-assessment ability of dental students in the United States and Japan, where cultural backgrounds may differ. METHODS Students in the United States (n = 176) completed a typodont premolar and anterior Class II and Class III preparation and restoration. Students in Japan (n = 175) completed a typodont premolar crown preparation. Students and faculty then evaluated the student performance using rubrics for each respective procedure. The difference between the student's self-assessment score and the average faculty score (S-F gap) was calculated and the data were analyzed. RESULTS The mean S-F gap was 2.8% in Japan and 7.6% in the United States. This indicates that Japanese students tended to assess themselves closer to their faculty graders than students in the United States. On average, students in both countries scored themselves higher than their faculty graders. Students in the United States more frequently overestimated their performance and students in Japan more frequently underestimated their performance. For students in the lower quartile, the mean S-F gap was 5.1% in Japan and 14.6% in the United States, indicating a large cultural discrepancy in the lower quartile groups. CONCLUSIONS Although different preclinical procedures were compared, our findings demonstrated that Japanese students may score themselves more closely to their faculty assessors than students in the United States. Further investigation with more students completing the same preclinical activity will be needed.
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Affiliation(s)
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Aisha K Ba
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Yosuke Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry & Graduate School of Medical and Dental sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata, 951-8514, Japan
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Li X, Shan Y, Liu Y, Lin Y, Li L, Lin Z, Huang S, Hong Y. The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China. BMC MEDICAL EDUCATION 2021; 21:403. [PMID: 34315452 PMCID: PMC8317344 DOI: 10.1186/s12909-021-02841-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 07/16/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. METHODS By analyzing the descriptive statistics of the Guanghua Cup, the competitions' organization, the participating students' performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. RESULTS A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students' clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). CONCLUSIONS The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.
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Affiliation(s)
- Xiaolan Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yanbo Shan
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yangjingwen Liu
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yingwen Lin
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Lin Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Zhengmei Lin
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Shuheng Huang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
| | - Yun Hong
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
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Kornmehl DL, Patel E, Agrawal R, Harris JR, Ba AK, Ohyama H. The effect of gender on student self-assessment skills in operative preclinical dentistry. J Dent Educ 2021; 85:1511-1517. [PMID: 33990132 DOI: 10.1002/jdd.12638] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 04/06/2021] [Accepted: 04/13/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVE Self-assessment is a fundamental skill for dentists and other health care providers. It enables these professionals' ability to critically evaluate the quality of their clinical work and improve through self-directed learning. Researchers have investigated how gender affects self-assessment skills and have shown that male students tend to overestimate their performance while female students tend to underestimate theirs as compared to peer or faculty assessment. The goal of this study was to evaluate how the self-assessment skills of dental students differ by gender in operative preclinical dentistry. METHODS Third-year dental students (N = 208, Class of 2016-2021) self-assessed their work using the same rubrics as faculty on four operative dentistry competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Two calibrated full-time faculty graded all procedures independently. The Student self-assessment-Faculty grade (S-F) gap scores were calculated and statistically analyzed. RESULTS Overall, both genders overestimated their self-assessment for all four procedures as compared to actual scores given by faculty. Males overestimated more significantly than females for Class II Amalgam preparation, but not for the other three procedures. However, when the S-F gap for all procedures was combined and analyzed together, male students significantly overestimated their self-assessments compared to female students. When female and male students grading scores were stratified into quartiles, there were significantly larger differences between males and females in the lower quartiles, which suggest that difference in self-assessment abilities was more prominent among the lower performing students. CONCLUSION The results of this study demonstrate that gender may affect the accuracy of self-assessment in operative preclinical dentistry.
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Affiliation(s)
| | - Eshani Patel
- VA Loma Linda Healthcare System, Loma Linda, California, USA
| | - Ruchika Agrawal
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | | | - Aisha K Ba
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Chiang H, Staffen A, A Abdulmajeed A, Janus C, Bencharit S. Effectiveness of CAD/CAM technology: A self-assessment tool for preclinical waxing exercise. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:50-55. [PMID: 33448597 DOI: 10.1111/eje.12576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 06/03/2020] [Accepted: 06/21/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION This study assessed the utility of CAD/CAM technology as a self-assessment tool for preclinical waxing compared to traditional student self-assessment to evaluate preclinical work. MATERIAL AND METHODS Thirty-seven students completed the wax-up of the maxillary left central incisor with the goal of recreating original anatomy and completed a traditional self-assessment. The original, unreduced cast and waxings were scanned with an intraoral scanner (E4D, Planmeca). Using CAD/CAM software (Compare, Planmeca), each waxing was superimposed over the original. Tolerance (250 µm) was set to illustrate under- and over-contoured areas, enabling visualisation of the waxing compared to original in three dimensions. Students then completed another self-assessment and an exit survey. RESULTS Twenty-four per cent of self-assessment responses changed after using Compare Software. 20% changed from satisfactory to unsatisfactory. Four per cent changed from unsatisfactory to satisfactory. Greatest change in response occurred in the Incisal Edge (49%) rubric category. Interproximal Contact Area (3%) demonstrated least change in response. Seventy per cent strongly agreed that Compare Software enabled more effective assessment of Lingual Contour. Eight per cent strongly disagreed that Compare Software enabled more effective assessment of finishing. DISCUSSION CAD/CAM software can improve student's critical self-assessment. Different rubric categories demonstrated differing rates of response change, indicating more critical of certain aspects of the waxing. Majority strongly agreed that the software enabled more effective self-assessment. CONCLUSION CAD/CAM technology enhances student's learning in dental wax-up through improving self-assessment. This technology may improve teacher-student communication, reduce one-on-one teaching time and allow higher student-teacher ratio.
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Affiliation(s)
- Harmeet Chiang
- Department of General Practice, School of Dentistry, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Adam Staffen
- School of Dentistry, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Aous A Abdulmajeed
- Department of General Practice, School of Dentistry, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Charles Janus
- Department of Prosthodontics, School of Dentistry, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Sompop Bencharit
- Department of General Practice, School of Dentistry, Virginia Commonwealth University, Richmond, Virginia, USA
- Department of Biomedical Engineering, College of Engineering, Virginia Commonwealth University, Richmond, Virginia, USA
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Rethinking Assessment Concepts in Dental Education. Int J Dent 2020; 2020:8672303. [PMID: 33123198 PMCID: PMC7584943 DOI: 10.1155/2020/8672303] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 09/22/2020] [Accepted: 10/04/2020] [Indexed: 01/08/2023] Open
Abstract
Introduction Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student's learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen's kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.
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Zitzmann NU, Matthisson L, Ohla H, Joda T. Digital Undergraduate Education in Dentistry: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17093269. [PMID: 32392877 PMCID: PMC7246576 DOI: 10.3390/ijerph17093269] [Citation(s) in RCA: 77] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 04/28/2020] [Accepted: 05/02/2020] [Indexed: 12/04/2022]
Abstract
The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.
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Mustakallio S, Näpänkangas R, Narbutaite J, Virtanen JI. Graduating dentists' perceptions about their professional competence in Finland and Lithuania. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:227-232. [PMID: 31845488 DOI: 10.1111/eje.12488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [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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Davies TA, Miller MB, Moore VA, Kaye EA. Predicting professional school performance with a unique lens: are there other cognitive predictors? BMC MEDICAL EDUCATION 2020; 20:14. [PMID: 31941519 PMCID: PMC6961370 DOI: 10.1186/s12909-020-1930-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2019] [Accepted: 01/08/2020] [Indexed: 05/06/2023]
Abstract
BACKGROUND We investigated the associations between admissions criteria and performance in four cohorts of pre-dental MS in Oral Health Sciences (OHS) program at Boston University Schools of Medicine and Dental Medicine. Previously we have reported that OHS serves as a successful pre-dental pipeline program for students from underrepresented groups. METHODS We evaluated academic variables that further affect overall graduate GPA and grades in the first year dental school courses taken by OHS students at Boston University between 2012 and 2016 as part of the MS curriculum. Demographic data, region of residency, undergraduate grade point average, number of science and math credits, major of study, dental admissions test scores and undergraduate institution were collected. The competitiveness of the undergraduate institution was scored based on Barron's Profiles of American Colleges. OHS-GPA was assessed and individual grades in two first year dental school courses taken as part of the OHS curriculum were collected. Analysis of variance, the Chi-square test and Fisher's Exact test were utilized to assess associations between academic performance parameters, successful program completion and matriculation to dental school. RESULTS Results indicate that undergraduate major, age and number of science course credits taken had no impact on MS performance in the Boston University MS in Oral Health Sciences program; however, students who took an undergraduate course in Physiology performed better than those who did not (p = 0.034). This was not the case with courses in Cell Biology and Biochemistry. Students with DAT scores over 20 academic average (p = 0.001), 18 total science average (p = 0.001) and 22 reading comprehension (p = 0.004) performed better in dental school courses taken in OHS. CONCLUSION We report that strong test scores, attending a mid or highly rigorous undergraduate institution and completion of an undergraduate Physiology course are positive predictors. We hope these findings will guide admission's decisions and improve recruitment to, and future success of, graduate student's pursuit of professional school. Understanding alternative predictors of success may help to reduce the intrinsic bias among applicants from underrepresented groups and continue to look beyond the DATs (or MCATs) to decrease the gap between professionals from underrepresented groups and those they serve.
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Affiliation(s)
- Theresa A Davies
- Department of Medical Sciences & Education, Boston University School of Medicine, Boston, MA, USA.
- Graduate Medical Sciences, Boston University School of Medicine, 72 East Concord Street, L317, Boston, MA, 02118, USA.
| | - Madeline B Miller
- Graduate Medical Sciences, Boston University School of Medicine, 72 East Concord Street, L317, Boston, MA, 02118, USA
| | - Vincent A Moore
- Department of Medical Sciences & Education, Boston University School of Medicine, Boston, MA, USA
| | - Elizabeth A Kaye
- Department of Health Policy and Health Services Research, Henry M. Goldman Boston University School of Dental Medicine, Boston, MA, USA
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