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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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Puranik CP, Pickett K, de Peralta T. Evaluation of problem-based learning in dental trauma education: An observational cohort study. Dent Traumatol 2023; 39:625-636. [PMID: 37482907 DOI: 10.1111/edt.12870] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Revised: 06/14/2023] [Accepted: 06/15/2023] [Indexed: 07/25/2023]
Abstract
BACKGROUND/AIM Problem-based learning (PBL) allows higher thinking among dental students and has improved first-time pass-rates in predoctoral pediatric dentistry education. The aim of this retrospective observational cohort study was to evaluate the impact of PBL-based, traumatic dental injuries case discussions on predoctoral dental trauma education. MATERIALS AND METHODS Student performance and perceptions after receiving dental trauma curriculum with or without PBL-based dental trauma case discussions were evaluated. All the students challenged their simulated patient-based assessments. Three recall-based, objective structured clinical examinations, and critical thinking competencies assessed student knowledge about management of traumatic injuries affecting primary or permanent dentition including avulsion. The scores and number of attempts for each competency were compared between the study cohorts using t-tests. Student's self-perceived learning outcomes were measured through a voluntary, five-question survey. Mantel-Haenszel ordinal Chi-square tests were used to assess for differences in rates of agreement on survey responses from the students. Linear regression was used to assess effect of training on scores adjusting for student type (predoctoral or advanced standing). Pearson's correlations were used to assess association between scores. Significance was set at 0.05. RESULTS For the PBL cohort, there was a significant (p > 0.05) improvement in the first-time pass-rates and scores in three out of four competencies. A higher proportion of students in the PBL cohort perceived that their dental trauma education improved their radiographic and diagnostic skills compared to the cohort that did not receive PBL (p > 0.05). There was no correlation between recall-memory versus critical thinking competencies (r < 0.5). CONCLUSION The PBL-based dental trauma case discussion had a positive impact on predoctoral student learning and perceived benefits while managing simulated traumatic dental injuries. Due to a lack of correlation between recall-memory and critical thinking assessments, evaluation of predoctoral student's dental trauma competencies should involve multi-model assessment.
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Affiliation(s)
- Chaitanya P Puranik
- Director of Predoctoral Education in the Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Kaci Pickett
- Research instructor at Center for Research Outcomes in Children's Surgery (ROCS), Children's Hospital Colorado, Aurora, Colorado, USA
| | - Tracy de Peralta
- Senior Associate Dean of Academic Affairs and Innovation at the School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
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Sng TJH, Yong CW, Wong RCW. Cross sectional study on the competence and confidence of dental students and graduates in the management of medically compromised patients and acute medical emergencies. PLoS One 2023; 18:e0281801. [PMID: 36791139 DOI: 10.1371/journal.pone.0281801] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 02/01/2023] [Indexed: 02/16/2023] Open
Abstract
A rapidly aging population means many people have multiple health issues leading to an increased risk of acute medical emergencies. The objective of this study was to evaluate how essential experiential learning is in developing dental graduates' ability to manage medically compromised patients. Three hundred and twenty-seven students and graduates were invited to participate in an online survey to rate their confidence in managing medically compromised patients and acute medical emergencies using a 5-point Likert scale. Competence of knowledge was evaluated using 30 multiple choice questions (MCQs) across six domains. The respondents were also asked whether a theory-only training adequately prepared them to manage medically compromised patients, or whether it must be supplemented with clinical training. Two-hundred and sixty-four responses were collected from 75 undergraduates (UG), 96 junior dental officers (JDO) and 93 senior dental officers (SDO). The UG reported that they infrequently managed medically compromised patients, whereas both the JDO and SDO reported having frequent encounters with these patients. The mean confidence scale in the management of medically compromised patients were 2.62, 3.50 and 3.69 (out of 5), respectively. In contrast, their confidence scale in the management of acute medical emergencies was 2.05, 2.33 and 2.50 (out of 5), respectively. The MCQ scores were 25.51, 26.44 and 26.86 out of 30, respectively. The outcomes of the JDO and SDO were significantly better than the UG (t-tests, p<0.05). All three groups responded that a theory-only training in dental school did not adequately prepare them to manage medically compromised patients. Both the JDO and SDO felt that their clinical work experience better prepared them to manage these patients. Experiential learning from "real-life" clinical experience is an essential component in developing graduates' confidence and competence in the management of medically compromised patients. A dental curriculum with theory-only training in this aspect is inadequate.
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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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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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Choi JS, Bae SM, Shin SJ, Shin BM, Lee HJ. Effects of Problem-Based Learning on the Problem-Solving Ability and Self-Efficacy of Students Majoring in Dental Hygiene. Int J Environ Res Public Health 2022; 19. [PMID: 35742736 DOI: 10.3390/ijerph19127491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 06/15/2022] [Accepted: 06/16/2022] [Indexed: 12/04/2022]
Abstract
This study developed a problem-based learning (PBL) module to improve integrated thinking and problem-solving ability in students of dental hygiene. After applying PBL, the study tested the improvement in the problem-solving ability and self-efficacy of students. The subjects were 31 fourth-year students of the Department of Dental Hygiene at G University. The PBL process was applied to three topics for 15 weeks, and the tools for evaluating problem-solving ability and self-efficacy were reconstructed and used before and after the application to examine the effects of the module. The result indicates that the mean of problem-solving ability (32 detailed items) increased from 3.37 to 3.65 (an increase of 0.28) after classes (p < 0.001). Alternatively, the average for self-efficacy (22 detailed questions) increased from 0.21 to 2.89 (p < 0.05; an increase of 2.67). The study also confirmed the correlation between problem-solving ability and the total posttest score for self-efficacy (p < 0.001). Thus, the problem-solving ability and self-efficacy of learners were improved in the class to which PBL was applied. These improvements exerted a significant effect on the improvement of problem-solving ability. This finding confirmed the effect of the PBL method on dental hygiene education.
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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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Puranik CP, Pickett K, Randhawa J, de Peralta T. Perception and outcomes after implementation of problem-based learning in predoctoral pediatric dentistry clinical education. J Dent Educ 2021; 86:169-177. [PMID: 34599504 DOI: 10.1002/jdd.12796] [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: 07/04/2021] [Revised: 08/15/2021] [Accepted: 09/03/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE Problem-based learning (PBL) has been a useful addition to health-based curricula by supporting learning with contributory discussion, research, and critical analysis of evidence in a peer-supported learning format. The aim of this study was to determine the impact of PBL on pediatric dentistry clinical education. METHODS First-time pass-rates in clinical and objective structured clinical examinations were measured in student cohorts receiving pediatric curricular formats with (PBL+) or without a PBL (PBL-) experience. Student perceived learning outcomes were measured through a voluntary survey. The numbers of each competency attempt were compared between the study groups (PBL+ or PBL-) using Wilcoxon Rank-Sum tests or Fisher's exact tests. Mantel-Hanzel ordinal chi-square tested for differences in rates of agreement on survey responses from students in the PBL+ or PBL- groups. Significance was set at 0.05. RESULTS There was a significant improvement in the first-time pass-rates in five of seven competencies in the PBL+ group. A significantly higher proportion of students in the PBL+ group perceived that their predoctoral pediatric dentistry rotation improved their diagnostic skills compared to the students in the PBL- group (p < 0.001). However, there was no significant difference (p > 0.05) between the perceptions on satisfaction of clinical or non-clinical staff support, perceived self-improvement in radiographic or clinical skills or overall benefits of the predoctoral pediatric dentistry rotation. CONCLUSION The addition of a PBL component to a traditional curricular format in a pediatric dentistry clinical rotation had a positive impact on learning in a predoctoral dental program.
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Affiliation(s)
- Chaitanya P Puranik
- Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Kaci Pickett
- Center for Research Outcomes in Children's Surgery (ROCS), Children's Hospital Colorado, Aurora, Colorado, USA
| | - Japneet Randhawa
- International Scholar Program, School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Tracy de Peralta
- Department of Restorative Dentistry, School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
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Hattar S, AlHadidi A, Altarawneh S, Hamdan AAS, Shaini FJ, Wahab FK. Dental students' experience and perceived confidence level in different restorative procedures. Eur J Dent Educ 2021; 25:207-214. [PMID: 33245624 DOI: 10.1111/eje.12592] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [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: 02/03/2020] [Revised: 07/04/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
PURPOSE Graduating confident students who are able to flourish and develop in their future careers is an importance outcome of the dental education. This study aims to evaluate self-perceived level of confidence of fifth-year dental students in different restorative-related tasks and the relationship between their clinical training and its corresponding confidence. METHODS Fifth-year graduate dental students (n = 202) were asked to fill a questionnaire that rated their level of confidence in different clinical restorative dentistry tasks. Additionally, they were asked about the number of times they performed tasks prior to attempting the equivalent competency and in which sub-specialty they felt the most confident. RESULTS Completed responses were received from 120 students giving a response rate of 59%. Students felt the most prepared and confident in direct restorations and simple endodontic treatment, and they seemed less confident in indirect restorations and complex endodontic treatment. Regarding the steps of indirect restorations, students expressed least confidence in crown preparation compared to impression making and try-in procedures (P < .05). Students rated their confidence highest in operative dentistry, followed by endodontics and lastly fixed prosthodontics. CONCLUSION The results highlight the areas in which students exhibit the least confidence. Enhancement of student clinical skills and directed exposure is necessary to raise the level of perceived confidence which will reflect positively on their current and future professional performance.
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Affiliation(s)
- Susan Hattar
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Abeer AlHadidi
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Sandra Altarawneh
- Department of Prosthodontics, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Ahmad A S Hamdan
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Firas J Shaini
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Fouad Kadim Wahab
- Department of Conservative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
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Savoldi F, Yeung AWK, Tanaka R, Mohammad Zadeh LS, Montalvao C, Bornstein MM, Tsoi JKH. Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students. Anat Sci Educ 2021; 14:62-70. [PMID: 32223076 DOI: 10.1002/ase.1961] [Citation(s) in RCA: 3] [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: 05/21/2019] [Revised: 03/19/2020] [Accepted: 03/22/2020] [Indexed: 06/10/2023]
Abstract
Learning bone anatomy of the skull is a complex topic involving three-dimensional information. The impact of the use of human dry skulls and cone beam computed tomography (CBCT) imaging was investigated in the teaching of undergraduate dental students. Sixty-four first-year students in the University of Hong Kong were randomly divided into eight groups. Four teaching methods were tested: (1) CBCT followed by standard lecture, (2) CBCT followed by lecture with skulls, (3) standard lecture followed by CBCT, and (4) lecture with skulls followed by CBCT. After each, students were given a multiple-choice questionnaire to assess their objective learning outcome (20 questions) and a questionnaire for their subjective satisfaction (10 statements). Surveys were assessed with Cronbach's alpha, Kendall's tau-b, and principal components analysis. Data were analyzed with Student's t-test and a one-way ANOVA (significance α = 0.05). Standard lecture followed by CBCT showed the highest learning outcome score (81.6% ± 14.1%), but no significant difference was present among four teaching methods. Cone beam computed tomography followed by lecture with skulls scored the highest overall subjective satisfaction (4.9 ± 0.8 out of 6), but no significant difference was present among teaching methods. Nevertheless, students' perception of learning was positively influenced by the use of skulls (P = 0.018). The timing of administration of the CBCT did not affect students' subjective satisfaction or objective learning outcome. Students perceived to learn more by using skulls, but their objective learning outcomes were not significantly affected. A discrepancy seems to exist between students' perception of learning and their effective performance.
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Affiliation(s)
- Fabio Savoldi
- Discipline of Orthodontics, Dental School, Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, University of Brescia, Brescia, Italy
- Orthodontics, Division of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Andy W K Yeung
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Ray Tanaka
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | | | - Carla Montalvao
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Michael M Bornstein
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
- Department of Oral Health and Medicine, University Center for Dental Medicine Basel (UZB), University of Basel, Basel, Switzerland
| | - James K H Tsoi
- Dental Materials Science, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
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Hattar S, AlHadidi A, Altarawneh S, Abu-Ghazaleh S, Hammad M. Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report. Int J Dent 2020; 2020:8842008. [PMID: 32908511 DOI: 10.1155/2020/8842008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 08/17/2020] [Accepted: 08/19/2020] [Indexed: 11/22/2022] Open
Abstract
Background/Objectives. The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students' confidence and perspectives regarding the benefits of a comprehensive model of teaching. Materials and Methods. A questionnaire was distributed at the end of the academic year 2018-2019 and designed to investigate students' opinions on the benefits of the new model of teaching, as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for the purpose of comparing confidence during supervised tasks versus confidence during comprehensive patient care. Results. Complete responses were gathered from 127 students out of 202, giving a response rate of 63%. The majority of students believed that the comprehensive model of teaching allowed them to better address patients' needs, gave higher satisfaction, positively influenced self-confidence, permitted greater exposure to clinical techniques, and enhanced reasoning and analytical skills. However, their confidence was still lower in comprehensive patient management when compared to supervised tasks. Conclusion. Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would, therefore, be beneficial to adapt this methodology to earlier years and other disciplines to enhance the effectiveness of education and achievement of learning outcomes.
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Vundavalli S. Self-Perceived Preparedness to Work Independently Among Graduating Dental Students in Saudi Arabia: Traditional Versus Integrated Curriculum. Pesqui Bras Odontopediatria Clín Integr 2020. [DOI: 10.1590/pboci.2020.066] [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: 11/21/2022] Open
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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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Gilmour AS, Welply A, Cowpe JG, Bullock AD, Jones RJ. The undergraduate preparation of dentists: Confidence levels of final year dental students at the School of Dentistry in Cardiff. Br Dent J 2016; 221:349-54. [PMID: 27659639 DOI: 10.1038/sj.bdj.2016.686] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/25/2016] [Indexed: 11/08/2022]
Abstract
Objective To investigate the self-reported confidence and preparedness of final year undergraduate students in undertaking a range of clinical procedures.Methods A questionnaire was distributed to final year dental students at Cardiff University, six months prior to graduation. Respondents rated their confidence in undertaking 39 clinical procedures using a 5-point scale (1 = can undertake on own with confidence, 5 = unable to undertake). Students also responded yes/no to experiencing four difficulties and to three statements about general preparedness.Results 71% (N = 51) responded of which 55% (N = 28) were female. Over half reported being 'anxious that the supervisor was not helping enough' (57%) and 'relying heavily on supervisor for help' (53%). Eighty percent 'felt unprepared for the clinical work presented' and gender differences were most notable here (male: 65% N = 33; females: 93% N = 47). Mean confidence scores were calculated for each clinical procedure (1 = lowest; 5 = highest). Confidence was highest in performing 'simple scale' and 'fissure sealant' (mean-score = 5). Lowest scores were reported for 'surgical extractions involving a flap (mean-score = 2.28)', 'simple surgical procedures' (mean-score = 2.58) and the 'design/fit/adjustment of orthodontic appliances' (mean-score = 2.88).Conclusions As expected complex procedures that were least practised scored the lowest in overall mean confidence. Gender differences were noted in self-reported confidence for carrying out treatment unsupervised and feeling unprepared for clinical work.
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Ali K, Slade A, Kay EJ, Zahra D, Chatterjee A, Tredwin C. Application of Rasch analysis in the development and psychometric evaluation of dental undergraduates preparedness assessment scale. Eur J Dent Educ 2017; 21:e135-e141. [PMID: 27647619 DOI: 10.1111/eje.12236] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [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: 08/16/2016] [Indexed: 05/17/2023]
Abstract
AIMS The aim of this study was to develop a valid and reliable scale to measure preparedness of new dental graduates. METHODS The scale development and validation was carried out using the Rasch measurement model. Following a pilot and pre-testing of the scale, a national study was undertaken with undergraduate students from all dental schools as well as foundation dentists in UK. RESULTS To examine the internal validity of the scale, we conducted a Rasch analysis. External validity of the scale was checked through validation with a range of stakeholders. An excellent fit to the Rasch model provided evidence of internal construct validity. The scale demonstrated invariance, ordered thresholds and lack of differential item functioning. Unidimensionality of the scale was confirmed by independent t-tests. The PSI value was 0.877, indicating a good degree of person separation and internal consistency. Test-retest reliability of the scale was also established. CONCLUSIONS The preparedness scale developed in this project reflects innovative research using a systematic approach and employment of modern psychometric methods. The scale can be used for assessment of the preparedness of undergraduate students by dental educators and potential employers as well as by the student for self-assessment.
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Affiliation(s)
- K Ali
- Peninsula Dental School, Plymouth University, Plymouth, UK
| | - A Slade
- Primary Care Clinical Sciences, Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - E J Kay
- Peninsula Dental School, Plymouth University, Plymouth, UK
| | - D Zahra
- Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, UK
| | - A Chatterjee
- Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, UK
| | - C Tredwin
- Peninsula Dental School, Plymouth University, Plymouth, UK
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Abstract
Dental education is the foundation of a country's development of dental science. Economic conditions and cultural backgrounds vary across countries; hence, there are some differences in dental education between Chinese and Western models, including the education programmes, licensures, curricula, teaching methods, facilities. These differences may become obstacles for mutual communication and the development of dental education. In the last 5 years, China has introduced several policies and published some standards, such as the residency programmes and Accreditation Standards for Undergraduate Dental Education Programs. These actions aim to improve the current situation of dental education and reduce the gap between Chinese and Western education models. Indeed, some changes have been made. This article provides a brief introduction of the existing differences and changes and can, thus, serve as a reference for educators.
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Affiliation(s)
- Y H Wang
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Q Zhao
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Z Tan
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
- Oral Implant Centre, West China School of Stomatology, Sichuan University, Chengdu, China
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17
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Perry S, Burrow MF, Leung WK, Bridges SM. Simulation and curriculum design: a global survey in dental education. Aust Dent J 2017; 62:453-463. [DOI: 10.1111/adj.12522] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2017] [Indexed: 11/28/2022]
Affiliation(s)
- S Perry
- Faculty of Education; The University of Hong Kong; Hong Kong China
| | - MF Burrow
- Melbourne Dental School; The University of Melbourne; Melbourne Victoria Australia
| | - WK Leung
- Faculty of Dentistry; University of Hong Kong; Hong Kong China
| | - SM Bridges
- Faculty of Education/ Centre for the Enhancement of Teaching and Learning; The University of Hong Kong; Hong Kong China
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18
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Amin M, Zulla R, Gaudet-Amigo G, Patterson S, Murphy N, Ross S. Dental Students’ Perceptions of Learning Value in PBL Groups with Medical and Dental Students Together versus Dental Students Alone. J Dent Educ 2017. [DOI: 10.1002/j.0022-0337.2017.81.1.tb06248.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Maryam Amin
- Division of Pediatric Dentistry; School of Dentistry; University of Alberta; Canada
| | | | | | | | | | - Shelley Ross
- Department of Family Medicine; University of Alberta; Canada
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19
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Bridges SM, Wyatt-smith CM, Botelho MG. Clinical Assessment Judgements and ‘Connoisseurship’: Surfacing Curriculum-Wide Standards Through Transdisciplinary Dialogue. In: Carless D, Bridges SM, Chan CKY, Glofcheski R, editors. Scaling up Assessment for Learning in Higher Education. Singapore: Springer; 2017. pp. 81-98. [DOI: 10.1007/978-981-10-3045-1_6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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20
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Macluskey M, Shepherd S, Carter E, Bulsara Y, Durham JA, Bell A, Dargue A, Emanuel C, Freeman C, Jones J, Khawaja N, Leeson R, Marley J, Andiappan M, Millsopp L, Nayyer N, Renton T, Taylor K, Thomson P, Toedtling V. A national follow-up survey of UK graduates opinion of undergraduate oral surgery teaching. Eur J Dent Educ 2016; 20:174-179. [PMID: 26121937 DOI: 10.1111/eje.12158] [Citation(s) in RCA: 2] [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] [Subscribe] [Scholar Register] [Accepted: 05/22/2015] [Indexed: 06/04/2023]
Abstract
INTRODUCTION A national follow-up survey was undertaken to determine whether dental graduates from 2009 perceived that their undergraduate oral surgery education had equipped them for general dental practice 4 years after graduating. MATERIALS AND METHODS Graduates from the same 13 United Kingdom dental schools who had taken part in the original survey were invited to take part in this follow-up online survey. Their contact details were identified via the general dental council register, social media and alumni groups. RESULTS In total, 161 responded (2009b) which represents 16% of the graduates of the original survey in 2009a. A similar percentage of these respondents perceived that the teaching in oral surgery had given them sufficient knowledge to undertake independent practice (83% and 79% in 2009a and 2009b, respectively). Most respondents (99% in both years) reported confidence in undertaking simple forceps exodontia. Confidence in surgical exodontia was poor in both surveys, but one area that appeared improved in the follow-up related to the sectioning of teeth (84% in 2009b compared with 49% in 2009a). Areas of weakness identified in 2009 were reported to be improved in the follow-up. CONCLUSION This follow-up survey supports the findings of the original survey. Future longitudinal studies would allow institutions to identify possible weaknesses in their curriculum and to track the career development of their graduates and facilitate robust data collection.
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MESH Headings
- Clinical Competence
- Competency-Based Education
- Curriculum
- Education, Dental/organization & administration
- Education, Dental/statistics & numerical data
- Education, Dental, Graduate/standards
- Education, Medical, Undergraduate/standards
- Female
- Follow-Up Studies
- General Practice, Dental
- Humans
- Male
- Schools, Dental
- Students, Dental/psychology
- Students, Dental/statistics & numerical data
- Surgery, Oral/education
- Teaching
- United Kingdom
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Affiliation(s)
- M Macluskey
- Unit of Oral Surgery and Medicine, Univeristy of Dundee, Dundee, UK
| | - S Shepherd
- Unit of Oral Surgery and Medicine, Univeristy of Dundee, Dundee, UK
| | - E Carter
- Oral Surgery, Barts and The London School of Medicine and Dentistry, London, UK
| | - Y Bulsara
- Oral Surgery, The School of Dentistry, Birmingham, UK
| | - J A Durham
- Oral and Maxillofacial Sciences, Newcastle University, Newcastle, UK
| | - A Bell
- Glasgow University, Glasgow, UK
| | - A Dargue
- Oral Surgery, School of Oral and Dental Sciences, Bristol, UK
| | - C Emanuel
- Oral Surgery, Cardiff University School of Dentistry, Cardiff, UK
| | - C Freeman
- Oral Surgery, University of Sheffield School of Dentistry, Sheffield, UK
| | - J Jones
- Department of Oral and Maxillofacial Surgery, Institute of Dentistry Barts and The London School of Medicine and Dentistry, London, UK
| | - N Khawaja
- Oral Surgery, Guys Kings and St Thomas' Dental Institute, London, UK
| | - R Leeson
- Oral Surgery, Eastman Dental Institute, London, UK
| | - J Marley
- Oral Surgery, Queens University of Belfast, Belfast, UK
| | - M Andiappan
- Dental Institute, King's College London, London, UK
| | - L Millsopp
- Oral Surgery, School of Dentistry, University of Liverpool, Liverpool, UK
| | - N Nayyer
- Unit of Oral Surgery and Medicine, Univeristy of Dundee, Dundee, UK
| | - T Renton
- Oral surgery, Kings College London Dental Institute, London, UK
| | - K Taylor
- Oral Surgery, School of Dentistry, University of Liverpool, Liverpool, UK
| | - P Thomson
- Oral and Maxillofacial Sciences, Newcastle University, Newcastle, UK
| | - V Toedtling
- Oral surgery, The School of Dentistry, The University of Manchester, Manchester, UK
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Brand HS, van der Cammen CCJ, Roorda SME, Baart JA. Tooth extraction education at dental schools across Europe. BDJ Open 2015; 1:15002. [PMID: 29607056 PMCID: PMC5842824 DOI: 10.1038/bdjopen.2015.2] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2015] [Accepted: 08/28/2015] [Indexed: 11/09/2022] Open
Abstract
Objectives/Aims: To explore students’ opinion about theoretical and clinical training in tooth extraction at different European dental schools. Materials and Methods: An online questionnaire, containing 36 dichotomous, multiple choice and Likert scale rating questions, was distributed among students of 56 different dental schools. After excluding schools where <20 students responded, 656 questionnaires from 23 dental schools remained for statistical analysis. Results: Dental schools showed a wide variation in the initial practical teaching of tooth extraction, from years 2 to 6. Several schools used a preclinical training model, and most students considered this useful. Some students considered their knowledge about forceps and elevators insufficient (6–60%), as well as their preparation for complications (5–60%). Students usually had received education in forceps and elevator techniques. Inclusion of (non)surgical removal of retained roots and surgical removal of third molars showed a wide variety between dental schools. Less than half of the students reported education in surgical removal of impacted teeth. Students from four of the 23 dental schools felt insufficiently prepared in tooth extraction (Likert scale ⩽3). Conclusion: There is a wide variation among European dental schools in teaching programs of tooth extraction and the rating of these programs by students.
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Affiliation(s)
- Henk S Brand
- Department of Oral Biochemistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands.,Department of Medical-Dental Interaction, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
| | - Carlijn C J van der Cammen
- Department of Oral Biochemistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands.,Department of Medical-Dental Interaction, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
| | - Sophie M E Roorda
- Department of Oral Biochemistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands.,Department of Medical-Dental Interaction, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
| | - Jacques A Baart
- Department of Oral and Maxillofacial Surgery, VU University Medical Centre/Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
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Gao X, Wong LM, Chow DYS, Law XJ, Ching LYL. Learning clinical procedures through Internet visual resources: a qualitative study amongst undergraduate students. Eur J Dent Educ 2015; 19:38-43. [PMID: 24774123 DOI: 10.1111/eje.12099] [Citation(s) in RCA: 16] [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: 02/19/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVE Acquiring competency in performing clinical procedures is central to professional education of healthcare providers. Internet visual resources (IVR), defined as visual materials openly accessible on public websites, provides a new channel to learn clinical procedures. This qualitative study aimed to profile the experience and opinions of undergraduate students (in dentistry, medicine and nursing) in learning clinical procedures through IVR. METHODS From clinical degree programmes (Bachelor of Dental Surgery, Bachelor of Medicine, Bachelor of Surgery, and Bachelor of Nursing) of University of Hong Kong, 31 students were recruited to join six focus group discussions, which were transcribed and subjected to thematic analysis using inductive method, in which themes emerge from data. FINDINGS Students actively looked for IVRs through various means and used them for pre-clinical preparation, post-clinical revision, learning simple and advanced procedures, exploring alternative and updated techniques, and benchmarking against international peers. IVRs were valued for their visual stimulation, inclusion of a wide variety of real-life cases, convenience in access, user-friendliness and time-saving features. Students tended to share and discuss IVRs with their peers rather than with tutors, even when contents deviated from school teaching or faculty's e-learning materials. When doubts persisted, they chose to follow faculty guidelines for examination purpose. Students were frustrated sometimes by difficulties in judging the scientific quality, lack of immediate interactive discussions and loosely structured presentations in some IVRs. Teachers' attitudes towards IVR appeared to vary greatly. CONCLUSION Despite the wide spectrum of experience and opinions, IVR was generally viewed by undergraduates from across clinical faculties as enhancing their clinical confidence and self-perceived competency, enriching their learning experience and serving as an important supplement to formal learning in the planned curriculum.
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Affiliation(s)
- X Gao
- Faculty of Dentistry, The University of Hong Kong, Hong Kong
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23
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Suen RPC, Lai SML, Bridges S, Chu CH. Students' satisfaction with a dental summer programme and importance of influencing factors for choosing dentistry as their career. Eur J Dent Educ 2014; 18:104-109. [PMID: 24118664 DOI: 10.1111/eje.12063] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [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: 08/01/2013] [Indexed: 06/02/2023]
Abstract
AIM To study the students' satisfaction with the week-long summer programme and the importance of common influencing factors (IFs) for choosing dentistry as their career. METHODS Anonymous questionnaire was given to all 214 participants in July of 2011 and 2012. Demographic information including gender, age and education level was collected. The students were asked about their satisfaction with the programme with separate ratings for learning experiences, including hands-on workshops (HOW); clinic observations (CO); problem-based learning tutorials (PBL); and lectures (L). They also rated the relative importance of the ten common IFs. The Friedman test was used to study the order of their preferences of the programme's activities. The Chi-square test was used to study the influence of their demographic factors on the importance of the IFs. RESULTS A total of 208 students returned their questionnaires. The majority were below the age of 18 (81%), and 44% were studying in an international school. Most of the students (96%) were satisfied with the programme overall. They liked the HOWs and COs more than the PBL tutorials and Ls. 'Altruism' and 'medical/health care career' were the two most important IFs overall. 'Altruism' and 'past experience with dentist' were considered more important by those aged 18 or above. 'Past experience with dentist' and 'working with hands' were considered more important by the international school students. CONCLUSIONS Most participants were satisfied with the summer programme. They preferred practical, skill-based activities to knowledge-based activities. The importance of some IFs was associated with age and education system.
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Affiliation(s)
- R P C Suen
- Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, China
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Abstract
OBJECTIVES The primary goal of dental education is to prepare students to work independently in a dental practice setting following graduation. Whilst academicians assess students' work preparedness through examinations and evaluations, it is equally important to understand the work preparedness as perceived by students. METHODS All students in their final year of the graduate programme in dentistry were selected for this study. The questionnaire assessed the self-perceived confidence in skills and awareness needed to integrate into a general dental practice. Personal data such as gender, age and income status were optionally recorded. The questionnaire included open-ended questions relevant to the educational experiences and suggestions for improvement from student perspective. RESULTS Sixty-three students (81.9%) responded to the questionnaire. The majority of the respondents (85.7%) perceived that their education had prepared them well for a career in dentistry, and 52.4% of the students considered that the combination of community placement and in-house training helped them to enhance clinical skills. Students' suggestion for improvements indicated that a large number would wish for more clinical sessions (71.4%), whilst only 28.6% preferred an equal distribution between general clinical placements, speciality clinical placement and didactic teaching as the essential factors in attaining competency. CONCLUSIONS Analysing and understanding the student's self-perspective on their dental education and work preparedness contribute towards the quality management of the dental curriculum philosophies: in holistic patient health care, lifelong learning, integration knowledge and skills, leading to the ultimate goal of clinical proficiency.
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Affiliation(s)
- J Manakil
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Qld, Australia
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