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Elmanaseer WR, Al-Omoush SA, Alamoush RA, Abu Zaghlan R, Alsoleihat F. Dental Students' Perception and Self-Perceived Confidence Level in Key Dental Procedures for General Practice and the Impact of Competency Implementation on Their Confidence Level, Part I (Prosthodontics and Conservative Dentistry). Int J Dent 2023; 2023:2015331. [PMID: 37868108 PMCID: PMC10586436 DOI: 10.1155/2023/2015331] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 08/01/2023] [Accepted: 09/11/2023] [Indexed: 10/24/2023] Open
Abstract
Background Evaluating the level of dental students' competence is crucial for validating their preparedness for graduation. Confidence has a significant role in achieving competence. There are limited studies that assess the level of self-perceived confidence among final-year dental students regarding their ability to conduct key dental procedures. This study aims to assess the self-perceived confidence level of final-year dental students in performing essential dental procedures across various dental disciplines and to assess the effect of implementing competencies in the curriculum on the self-perceived confidence level of students by comparing two cohorts of final-year students in two different years 2016 (Traditional Cohort) and 2019 (Competencies Cohort). Materials and Methods An questionnaire was answered by two cohorts of final-year dental students: one group in 2016 before the implementation of the competency-based assessment system (group 1, n = 153), and the other in 2019 after the implementation of this system (group 2, n = 199), the same questionnaire was used for both cohorts. The results from the two groups were compared regarding the degree of self-perceived confidence in conducting key dental procedures. The data were analysed using SPSS statistics and Levene's Test for Equality of Variances and t-test for Equality of Means calculated. Results Group 1 showed a significantly higher means of self-perceived confidence levels than group 2 in the ability to conduct seven out of the 20 prosthodontics procedures studied: providing patients with Cobalt-Chromium (Co-Cr) removable partial dentures (RPD) (3.77 vs. 3.56), providing the patient with Acrylic RPD (3.70 vs. 3.23), treatment planning for partially edentulous patients (3.83 vs. 3.34), giving OHIs for denture patients (4.17 vs. 3.95), dealing with CD postinsertion complaints (3.97 vs. 3.76), giving postinsertion instructions for removable prostheses cases (4.12 vs. 3.82), and providing patients with immediate dentures (2.67 vs. 2.32). The same applies to 6 out of 16 conservative dentistry procedures: placing anterior composite (4.41 vs. 4.12), placing posterior composite (4.43 vs. 3.88), placing posterior amalgam (4.29 vs. 4.02), placing matrix band for Class II restorations (4.24 vs. 3.71), placing a prefabricated post (3.34 vs. 2.88), and placing fiber post (3.45 vs. 3.34). On the other hand, group 2 shows higher means of self-perceived confidence than group 1 in only two conservative dentistry procedures: onlay restorations (2.18 vs. 2.76) and inlay restorations (2.22 vs. 2.75). No significant differences in means of self-perceived confidence were found between the two groups in the remaining 21 procedures studied. Conclusions This study has shown that final-year dental students have high self-perceived confidence levels in doing simple dental procedures yet less confidence in more complex ones. Although, students' self-perceived confidence decreases after the introduction of a competency-based assessment system. Competency implementation and execution criteria may differ between schools which may have an impact on final outcomes. Hence, there is a need for regular evaluation of competencies being assessed to maintain a curriculum that is up to date.
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Affiliation(s)
- Wijdan R. Elmanaseer
- Department of Prosthodontics, School of Dentistry, The University of Jordan, Amman 11942, Jordan
| | - Salah A. Al-Omoush
- Department of Prosthodontics, School of Dentistry, The University of Jordan, Amman 11942, Jordan
| | - Rasha A. Alamoush
- Department of Prosthodontics, School of Dentistry, The University of Jordan, Amman 11942, Jordan
| | - Rawan Abu Zaghlan
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman 11942, Jordan
| | - Firas Alsoleihat
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman 11942, Jordan
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Ahmedani MS, AlJameel AH, Hamithy M, Al.Zahrani F, Dahmash AB, Al.Thuniyan M, Habib SR. The Level of Program Learning Outcomes (PLOs) achievements among the Interns and Fresh graduates of the BDS program. Saudi Dent J 2020; 32:330-336. [PMID: 33132660 PMCID: PMC7588500 DOI: 10.1016/j.sdentj.2020.05.007] [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] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Revised: 05/30/2020] [Accepted: 05/31/2020] [Indexed: 12/03/2022] Open
Abstract
Objectives Success of Dental Program depends on the students’ performance measured in terms of Program Learning Outcomes (PLOs) achievement. The present study was carried out to evaluate the level of achievement of the PLOs among dental interns and fresh graduates as a direct measure for the success of the BDS program of the College of Dentistry, King Saud University. Methods An online survey instrument was used to seek the opinion of male and female dental interns and fresh graduates about the attainment of the PLOs distributed over 6 domains: patients’ care, communication & interpersonal skills, professionalism, practice management, information management & critical thinking, and health promotion domains on a five-point Likert scale. The data were analyzed using Minitab Statistical Software version 15.1.31.0. Descriptive as well as Chi-Square statistics were calculated to determine the significance of the responses to the levels of PLOs achievement at 0.05 level of significance. Results Levels of achievement of PLOs under the 6 domains indicated a good standard of planning, delivery, and evaluation of the BDS program. On an overall average score basis, the achievement of PLOs under the Communication-Interpersonal Skills domain ranked as highest with a score of 4.22 ± 0.88 followed by Professionalism (4.18 ± 0.85), Practice Management (4.03 ± 0.93), Patient care (3.94 ± 0.84) and Information Management-Critical Thinking domain with a score of 3.68 ± 0.96. The lowest score was achieved under Health promotion domain with a score of 3.60 ± 0.93. Statistically, no significant differences were found based on the graduation years and gender of the respondents. Conclusion The study revealed significant achievement of PLOs under all learning domains of the BDS curriculum taught at the College of Dentistry, King Saud University. However, achievement scores for Information Management, Critical Thinking, and Health Promotion domains require further improvement through reinforcement of the curriculum, updating of content, and teaching strategies.
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Affiliation(s)
- Muhammad Shoaib Ahmedani
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - AlBandary Hassan AlJameel
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Corresponding author at: Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, P. O. Box 60169, King Abdullah Road, Riyadh 11545, Saudi Arabia.
| | - Mamdouh Hamithy
- Dental Interns College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Feras Al.Zahrani
- Dental Interns College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Anas Bin Dahmash
- Dental Interns College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | | | - Syed Rashid Habib
- Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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John N, Rai RP, Amidi A, Poddar S. Perceived benefits and attitude of undergraduate nursing students towards the mentoring programme. Enfermería Clínica 2020. [DOI: 10.1016/j.enfcli.2020.02.005] [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: 10/23/2022]
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López-Frías FJ, Gil-Flores J, Bonilla-Represa V, Ábalos-Labruzzi C, Herrera-Martinez M. Knowledge and management of temporomandibular joint disorders by general dentists in Spain. J Clin Exp Dent 2019; 11:e680-e685. [PMID: 31598195 PMCID: PMC6776402 DOI: 10.4317/jced.55634] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [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: 02/08/2019] [Accepted: 07/11/2019] [Indexed: 11/05/2022] Open
Abstract
Background Given the importance of temporomandibular disorders (TMD), we tried to assess general dentists' knowledge regarding etiology, diagnosis, and treatment in order to understand their attitude. Material and Methods A sample of 130 general dentists answered a 16-item questionnaire on three areas - etiology, diagnosis, and management of common temporomandibular disorders - as well as a question on the need for continuous education regarding TMD management in common clinical practice in Spain. Given that the descriptive statistics achieved reflect significantly different values among means in each area, a variance analysis for repeated measurements was applied in order to contrast differences among etiology, diagnosis, and management knowledge levels. Results The contrast test was based on Wilks' Lambda, which assumed a value of 0.120 (F = 467.28; p<.001), demonstrating statistically significant differences among knowledge levels in the three dimensions. The effect size for these differences, measured by partial eta squared, was very high (η2p = 0.88). Such parameters were also analyzed to search for potential differences according to professional experience, with differences being exposed as non-significant at the 0.05 level: etiology (T = 1.60; p = 0.113), diagnosis (T = - 0.17; p = 0.868), and treatment (T = 1.10; p = 0.273). Conclusions Our study found that, even though clinicians are generally skilled regarding the knowledge of the etiologic that explain the diagnosis of TMD, they have room for improvement in terms of TMD management compared to the other two areas studied. General dentists could benefit from specific educational programs enhancing TMD management skills. Key words:Temporomandibular disorders (TMD), knowledge and management. Clinical competence, postgraduate, continuing professional development. Surveys, education,orofacial pain.
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Affiliation(s)
- Francisco-Javier López-Frías
- Associate Professor, Department of Stomatology, School of Dentistry, University of Seville, C / Avicena s / n, 41009-Seville, Spain
| | - Javier Gil-Flores
- Professor, Department of Education Science Research Methods, University of Seville, C / Pirotecnia s / n, 41013-Seville, Spain
| | - Victoria Bonilla-Represa
- Associate Professor, Department of Stomatology, School of Dentistry, University of Seville, C / Avicena s / n, 41009-Seville, Spain
| | - Camilo Ábalos-Labruzzi
- PhD Contractual Professor, Department of Stomatology, School of Dentistry, University of Seville, C / Avicena s / n, 41009-Seville, Spain
| | - Manuela Herrera-Martinez
- PhD Assistant Professor, Department of Stomatology, School of Dentistry, University of Seville, C / Avicena s / n, 41009-Seville, Spain
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Liu L, Li J, Yuan S, Wang T, Chu F, Lu X, Hu J, Wang C, Yan B, Wang L. Evaluating the effectiveness of a preclinical practice of tooth preparation using digital training system: A randomised controlled trial. Eur J Dent Educ 2018; 22:e679-e686. [PMID: 29952122 DOI: 10.1111/eje.12378] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [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: 06/06/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE This study aimed to evaluate the effectiveness of preclinical training on ceramic crown preparation using digital training system compared with traditional training method. MATERIALS AND METHODS A sample of 66 participating fourth-year undergraduate dental students were randomly assigned to one of two groups for ceramic crown preparation: experimental group as trained using digital method with Online Peer-Review System (OPRS) and Real-time Dental Training and Evaluation System (RDTES); control group as trained using traditional method with instructor demonstration and evaluation. At the completion of training periods, both groups performed the preparation of ceramic crown of upper left central incisor, which were blindly scored by the experienced instructors under the pre-defined assessment criteria. The results of both were compared using Student's t-test or Wilcoxon signed rank test. The level of significance was P < .05. The questionnaires regarding the benefits or drawbacks of digital training system were answered by the students of experimental group. RESULTS Five of 15 items in the assessment outcome of the digital group were significantly better than the traditional group. The questionnaire results from the students of the experimental group indicated 96.97% of the students agreed or strongly agreed that using digital training system could better improve the practical ability than traditional method. The total scores of practical results were significantly positively correlated with the points of the questionnaires. CONCLUSION The digital training system with OPRS and RDTES might be a good alternative to the traditional training method in the preclinical course of dental practice.
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Affiliation(s)
- L Liu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Orthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - J Li
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Endodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - S Yuan
- Dental Health Services Research Unit, University of Dundee, Dundee, UK
| | - T Wang
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Polyclinics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - F Chu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Education, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - X Lu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Education, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - J Hu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Prosthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - C Wang
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Polyclinics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - B Yan
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Orthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - L Wang
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Orthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
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Koole S, Van Den Brulle S, Christiaens V, Jacquet W, Cosyn J, De Bruyn H. Competence profiles in undergraduate dental education: a comparison between theory and reality. BMC Oral Health 2017; 17:109. [PMID: 28693545 PMCID: PMC5504562 DOI: 10.1186/s12903-017-0403-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [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: 03/13/2017] [Accepted: 07/04/2017] [Indexed: 11/10/2022] Open
Abstract
Background Competence profiles are purposed to provide a blueprint in support to develop and/or benchmark the learning outcomes of undergraduate dental curricula. This study aims to investigate whether a competence profile as proposed by academic- and clinical experts is able to represent the real clinical reality. Methods A questionnaire was developed including questions about gender and age, perception about required competences, and educational organisation and was distributed among Flemish dentists via email and on paper during a symposium. The data was analysed using descriptive statistics, Chi-square and non-parametric Mann-Whitney U-tests. Results A total of 312 questionnaires were completed (=6.5% of dentist population, with similar gender and age characteristics). All competences in the European competence profile were rated between 7.2 and 9.4 on a 10-point scale. In dentists under 50 years, females rated the importance of identifying/managing anxiety and abnormal patient behaviour; and promoting/improving oral health as significantly higher than males. In dentists of 50 years and above, females rated 8 competences significantly higher than males, including obtaining/recording a complete history; identifying/managing anxiety and abnormal patient behaviour; obtaining/interpreting radiography; identifying temporomandibular and associated disorders; identifying orthodontic needs; awareness of own limitations/when to refer; managing dental urgencies; and basic-life-support/defibrillation. Clinical practice management was most frequently reported as additional competence to address in dental education. Furthermore, the respondents suggested an undergraduate dental curriculum based on 34% theoretical education, 26% preclinical skills training, and 40% clinical education and 86% agreed with a duration of 5 years. Finally, the respondents also illustrated the dynamic nature of dentistry including a reduction of amalgam fillings, a shift from individual practice to group practices, an increased administrative load, and more assertive patients. Conclusion Findings in the present study suggest the validation of the proposed competences for graduating European dentists within the clinical reality of dental professionals in daily practice. Nevertheless, the results have also demonstrated heterogeneity regarding gender and age within the dentist population and emphasised a continuously evolving dental profession and required competences. Hence, to maintain high quality of dental care, a strategy should be developed in which dental curricula are continuously benchmarked against an evolving clinical reality. Electronic supplementary material The online version of this article (doi:10.1186/s12903-017-0403-4) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Sebastiaan Koole
- Department of Periodontology and Oral Implantology, Dental School, Ghent University, Ghent, Belgium.
| | - Shani Van Den Brulle
- Department of Periodontology and Oral Implantology, Dental School, Ghent University, Ghent, Belgium
| | - Véronique Christiaens
- Department of Periodontology and Oral Implantology, Dental School, Ghent University, Ghent, Belgium
| | - Wolfgang Jacquet
- Department of Periodontology and Oral Implantology, Dental School, Ghent University, Ghent, Belgium.,Department of Periodontology and Oral Implantology, Vrije Universiteit Brussel, Brussels, Belgium
| | - Jan Cosyn
- Department of Periodontology and Oral Implantology, Dental School, Ghent University, Ghent, Belgium.,Department of Periodontology and Oral Implantology, Vrije Universiteit Brussel, Brussels, Belgium
| | - Hugo De Bruyn
- Department of Periodontology and Oral Implantology, Dental School, Ghent University, Ghent, Belgium.,Department of Prosthodontics, School of Dentistry, Malmö University, Malmö, Sweden
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Abstract
INTRODUCTION Providers of education programmes are required to demonstrate to students, staff and external regulators the content of the programme and how this aligns to key outcomes. Whilst many programme themes are straightforward to illustrate, other integral themes prove challenging to demonstrate independently. INNOVATION A virtual course takes elements within the current programme relating to a specific theme, repackages and maps them to provide clear signposting by highlighting each occasion the theme is taught, experienced and assessed. The individual elements remain within their current course, so there is no disruption to the established curriculum, but there is an enhancement in terms of transparently displaying linkages within a theme. DISCUSSION Using the concept of virtual courses we have found we can respond to new initiatives and requirements of external regulators, as well as providing improved signposting for staff and students. This can be undertaken without the need to redesign a whole curriculum. CONCLUSION In well-designed and currently effective curricula, we would like to recommend that virtual course development can enhance programme transparency, demonstrate external regulatory requirements and promote quality assurance without disruption to current content.
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Affiliation(s)
- H L Bateman
- School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - J S Ellis
- School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - J M Thomason
- School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
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Abstract
AIM The aim of this study was to use a Delphi process for curriculum revision facilitating staff collaboration and curriculum 'alignment' in the orthodontic specialist training programme in Cardiff. METHOD A 2-round modified Delphi process was employed to achieve consensus amongst a heterogeneous panel with regard to the learning outcomes and assessment methods, which initially were defined according to formal directives and local initiatives. The panel comprised of nine staff members (five consultants, a professor, a reader, a lecturer and a student) who were working in the orthodontic department in Cardiff and involved in the process of curriculum revision. RESULTS The response rate to the questionnaires was 77.8%. The staff members' consensus achieved in the Delphi process was 98.4% for the learning outcomes and assessment. The results of the Delphi process provided a list of outcomes and their appropriate assessment methods for the specialist orthodontist in Cardiff. DISCUSSION AND CONCLUSION The results show that the Delphi process was an efficient and cost-effective technique to achieve consensus of opinion on the learning outcomes and the assessment methods for the specialist orthodontist as part of the process of curriculum revision in Cardiff.
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Affiliation(s)
- I Tonni
- University of Brescia, Brescia, Italy.
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Affiliation(s)
| | | | | | - W. Frank Caughman
- Department of Oral Rehabilitation; College of Dental Medicine, Georgia Health Sciences University
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Affiliation(s)
- Leila Jahangiri
- Department of Prosthodontics; New York University College of Dentistry
| | - Mijin Choi
- Department of Prosthodontics; New York University College of Dentistry
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Crawford JM, Adami G, Johnson BR, Knight GW, Knoernschild K, Obrez A, Patston PA, Punwani I, Zaki AM, Licari FW. Curriculum Restructuring at a North American Dental School: Rationale for Change. J Dent Educ 2007. [DOI: 10.1002/j.0022-0337.2007.71.4.tb04305.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- John M. Crawford
- Department of Periodontics; University of Illinois; College of Dentistry; Chicago
| | - Guy Adami
- Department of Oral Medicine and Diagnostic Sciences; University of Illinois; College of Dentistry; Chicago
| | - Bradford R. Johnson
- Department of Endodontics; University of Illinois; College of Dentistry; Chicago
| | - G. William Knight
- Clinical Affairs; University of Illinois; College of Dentistry; Chicago
| | - Kent Knoernschild
- Department of Restorative Dentistry; University of Illinois; College of Dentistry; Chicago
| | - Ales Obrez
- Department of Restorative Dentistry; University of Illinois; College of Dentistry; Chicago
| | - Philip A. Patston
- Department of Oral Medicine and Diagnostic Sciences; University of Illinois; College of Dentistry; Chicago
| | - Indru Punwani
- Department of Pediatric Dentistry; University of Illinois; College of Dentistry; Chicago
| | - A. Moneim Zaki
- Department of Oral Biology; University of Illinois; College of Dentistry; Chicago
| | - Frank W. Licari
- Academic Affairs; University of Illinois; College of Dentistry; Chicago
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