1
|
Edelstein BL, Rubin MS, Alraqiq H, Chang YK. Preparing trainees for change: "Teaching population oral health management". J Dent Educ 2024. [PMID: 38590215 DOI: 10.1002/jdd.13532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 02/26/2024] [Accepted: 03/14/2024] [Indexed: 04/10/2024]
Affiliation(s)
- Burton L Edelstein
- Section of Growth and Development (Division of Pediatric Dentistry), Columbia University College of Dental Medicine and Department of Health Policy & Management, Columbia University Mailman School of Public Health, New York, USA
| | - Marcie S Rubin
- Section of Oral, Diagnostic and Rehabilitation Sciences (Division of Foundational Sciences), Columbia University College of Dental Medicine, New York, New York, USA
| | - Hosam Alraqiq
- Office of Science Policy and Analysis at the National Institute of Dental and Craniofacial Research, Maryland, USA
| | - Yoo Kyung Chang
- Department of Mathematics, Science and Technology (Program in Communication, Media and Learning Technologies Design), Columbia University Teachers College, New York, New York, USA
| |
Collapse
|
2
|
Rasmussen EL, Musaeus P. Subject matter changes in the dental curriculum: A scoping review of the last two decades. J Dent Educ 2024. [PMID: 38558428 DOI: 10.1002/jdd.13530] [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: 07/17/2023] [Revised: 01/27/2024] [Accepted: 03/03/2024] [Indexed: 04/04/2024]
Abstract
PURPOSE In recent years, dental education has witnessed significant advancements and curriculum shifts in response to evolving healthcare needs, technological advances, and changing societal demands. As a result, dental universities worldwide have undergone substantial curriculum changes to ensure the adequate education and training of future dental professionals. The purpose of this study was to delineate the curriculum innovations over the past 20 years, with a focus on content within the current dental curriculum at universities worldwide. METHOD The articles reviewed for this manuscript were published from 2000 to June 2023. Search queries were conducted in four databases: Embase, PubMed, Web of Science, and ERIC, yielding 367 unique studies. Of these, 31 were included in the final synthesis. RESULTS The nine principal subject matter themes identified in the thematic analysis of these articles were critical scientific thinking, computational thinking, global mindset, geriatric dental care, interprofessional teamwork, transition to practice, local community, integration, and lifelong learning. The themes were modeled and mapped in a three-axis figure, elucidating the interconnections between the themes. CONCLUSION The identified themes signify the trajectory that dental education has taken and provide insights into the future course of the dental profession.
Collapse
Affiliation(s)
| | - Peter Musaeus
- Centre for Educational Development, Aarhus University, Aarhus, Denmark
| |
Collapse
|
3
|
Nassani LM, Azer SS, McDermitt JP, Robinson FG. Dentistry and Engineering: Interdisciplinary 3D Printing Education. J Dent Educ 2024. [PMID: 38532661 DOI: 10.1002/jdd.13521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 01/15/2024] [Accepted: 03/08/2024] [Indexed: 03/28/2024]
Affiliation(s)
- Leonardo M Nassani
- Digital Dentistry and Advanced Technology, Division of Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry, Columbus, Ohio, USA
| | - Shereen S Azer
- Division of Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry, Columbus, Ohio, USA
| | - Jacob P McDermitt
- Center for Design and Manufacturing Excellence, Medical Modeling, Materials, and Manufacturing (M4), The Ohio State University College of Engineering, Columbus, Ohio, USA
| | - Fonda G Robinson
- Clinic Administration and Patient Care, Division of Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry, Columbus, Ohio, USA
| |
Collapse
|
4
|
Tan WW, Lin GSS. Integrating personal and professional development course to undergraduate dental education. J Dent Educ 2024. [PMID: 38223980 DOI: 10.1002/jdd.13438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Revised: 11/13/2023] [Accepted: 11/27/2023] [Indexed: 01/16/2024]
Affiliation(s)
- Wen Wu Tan
- Department of Dental Public Health, Faculty of Dentistry, Asian Institute of Medicine, Science and Technology University, Bedong, Kedah, Malaysia
| | - Galvin Sim Siang Lin
- Department of Dental Materials, Faculty of Dentistry, Asian Institute of Medicine, Science and Technology University, Bedong, Kedah, Malaysia
| |
Collapse
|
5
|
Manton JW, Nix NL, Mashkoor F, Lam DK. A novel approach for designing hands-on training programs using Quick Reference code-linked videos. J Dent Educ 2024. [PMID: 38185899 DOI: 10.1002/jdd.13448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 11/10/2023] [Accepted: 11/22/2023] [Indexed: 01/09/2024]
Abstract
Providing training on the proper use of technology in the context of a large number of learners and limited faculty availability is a constant challenge to dental schools. We found the implementation of a QR-code-based autonomous program design to be efficient and effective at providing trainees hands-on training with newly installed perioperative equipment.
Collapse
Affiliation(s)
- Jesse W Manton
- Department of Oral and Maxillofacial Surgery, University of the Pacific Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| | - Ned L Nix
- Department of Oral and Maxillofacial Surgery, University of the Pacific Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| | - Fatima Mashkoor
- Department of Oral and Maxillofacial Surgery, University of the Pacific Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| | - David K Lam
- Department of Oral and Maxillofacial Surgery, University of the Pacific Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| |
Collapse
|
6
|
West KP. Oral health education reimagined. J Dent Educ 2023; 87:1625-1626. [PMID: 38115170 DOI: 10.1002/jdd.13435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Accepted: 12/06/2023] [Indexed: 12/21/2023]
Affiliation(s)
- Karen P West
- American Dental Education Association, Washington, District of Columbia, USA
| |
Collapse
|
7
|
Enghiad B, Kolbe RJ, Siqueira MF. Dental and allied dental students' perceptions of a shared didactic course: A pilot study. J Dent Educ 2023. [PMID: 37807605 DOI: 10.1002/jdd.13387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 09/19/2023] [Accepted: 09/24/2023] [Indexed: 10/10/2023]
Affiliation(s)
- Bahareh Enghiad
- College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Rob J Kolbe
- College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Michelle F Siqueira
- College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| |
Collapse
|
8
|
Kolbe RJ, Siqueira MF. Innovative solutions for dental unit waterline care: Empowering students to enhance safety. J Dent Educ 2023. [PMID: 37807609 DOI: 10.1002/jdd.13390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 09/24/2023] [Indexed: 10/10/2023]
Affiliation(s)
- Rob J Kolbe
- College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Michelle F Siqueira
- College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| |
Collapse
|
9
|
Weatherspoon DJ, Fleming E. Implementing and aligning health equity across the dental and dental hygiene school curricula. J Dent Educ 2023. [PMID: 37731186 DOI: 10.1002/jdd.13381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 09/04/2023] [Accepted: 09/09/2023] [Indexed: 09/22/2023]
Affiliation(s)
- Darien J Weatherspoon
- Department of Dental Public Health, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Eleanor Fleming
- Department of Dental Public Health, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| |
Collapse
|
10
|
Kornegay EC, Hayon E, Gisler S, Bell G, Wilder R, Stewart S, Quinonez RB. Preparing learners to ACT as change agents: Early implementation of leadership curricula in dental education. J Dent Educ 2023; 87:1257-1270. [PMID: 37248729 DOI: 10.1002/jdd.13245] [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: 11/29/2022] [Accepted: 05/01/2023] [Indexed: 05/31/2023]
Abstract
OBJECTIVE Graduates of dental schools are expected to become leaders in their practices, communities, and profession. Yet, formal leadership training is underutilized in U.S. dental school curricula to help learners develop these skills. The objective of this study was to understand third- and fourth-year dental students' perceptions of their initial semester of Bell Leadership Institute training as part of the novel Advocate, Clinician, Thinker curriculum at the UNC Adams School of Dentistry. METHODS Focus groups of 52 third- and fourth-year dental students were conducted after the completion of the first semester of leadership seminars. Session notes were transcribed, and qualitative analysis was performed to help elucidate student perceptions of the value and pertinence of the leadership seminars. RESULTS Participants valued the opportunities to self-reflect, develop listening skills, and learn strategies to address and mitigate conflict through the leadership seminars. Perceptions of seminar length, frequency, and structure were varied. Participants also noted that explicit connections and applications of leadership topics to the field of dentistry would improve the quality of the programing. Feedback from 52 focus group participants suggests a general appreciation for curriculum-integrated leadership training. CONCLUSION Early implementation of seminar-style leadership training in dental school curricula appears to be a productive avenue for developing critical leadership skills in dental school graduates.
Collapse
Affiliation(s)
- Elizabeth C Kornegay
- Division of Comprehensive Health, The UNC-CH Adams School of Dentistry, Chapel Hill, North Carolina, USA
| | - Ellen Hayon
- Bell Leadership Institute, Chapel Hill, North Carolina, USA
| | - Susan Gisler
- Bell Leadership Institute, Chapel Hill, North Carolina, USA
| | - Gerald Bell
- Bell Leadership Institute, Chapel Hill, North Carolina, USA
| | - Rebecca Wilder
- The UNC-CH Adams School of Dentistry, Chapel Hill, North Carolina, USA
| | - Shadoe Stewart
- Department of Periodontology, The UNC-CH Adams School of Dentistry, Chapel Hill, North Carolina, USA
| | - Rocio B Quinonez
- The UNC-CH Adams School of Dentistry, Chapel Hill, North Carolina, USA
| |
Collapse
|
11
|
Quinonez RB, Zomorodi M, Broome A, Mason M, Duqum I. Using a change management model to develop and implement dental curricula: A case study. J Dent Educ 2023; 87:1279-1283. [PMID: 37401448 DOI: 10.1002/jdd.13289] [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: 02/16/2023] [Revised: 04/17/2023] [Accepted: 05/10/2023] [Indexed: 07/05/2023]
Abstract
Curriculum transformation is a guiding principle and driving force to continued institutional growth and innovation in oral health education. The transformation process starts from the need and desire for change to achieve the strategic goals of curriculum invocation. The design and implementation process must follow a systematic approach to ensure the oral health curricula are meeting the demands of preparing learners for their future careers and are in line with the institutional strategic goals and processes. The process of curriculum transformation needs to be carefully crafted and implemented to include all constituents and have clear and measurable outcomes to define its path and results. The University of North Carolina at Chapel Hill Adams School of Dentistry is undergoing the journey of oral health curriculum innovation and transformation. The goal of this paper is to describe the change management process using Kotter's organizational model that may apply to other schools aiming to innovate dental curricula.
Collapse
Affiliation(s)
- Rocio B Quinonez
- Division of Pediatric Dentistry and Public Health, Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Meg Zomorodi
- School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Angela Broome
- Division of Diagnostic Sciences, Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Matt Mason
- Division of Comprehensive Oral Health, Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Ibrahim Duqum
- Division of Comprehensive Oral Health, Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| |
Collapse
|
12
|
Tadinada A, Gul G, Godwin L, Al Sakka Y, Crain G, Stanford CM, Johnson J. Utilizing an organizational development framework as a road map for creating a technology-driven agile curriculum in predoctoral dental education. J Dent Educ 2023; 87:394-400. [PMID: 36398612 DOI: 10.1002/jdd.13131] [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: 07/18/2022] [Revised: 09/15/2022] [Accepted: 10/16/2022] [Indexed: 11/19/2022]
Abstract
The landscape of dental education is undergoing a paradigm shift from both the learner's and teacher's perspectives. Evolving technologies, including artificial intelligence, virtual reality, augmented reality, and mixed reality, are providing synergistic opportunities to create new and exciting educational platforms. The evolution of these platforms will likely play a significant role in dental education. This is especially true in the wake of calamities like the COVID-19 pandemic during which educational activities had to be shutdown or moved online. This experience demonstrated that it is prudent to develop curricula that are both agile and efficient via creating hybrid courses that provide effective learning experiences regardless of the mode of delivery. Although there is growing interest in incorporating technology into dental education, there are few examples of how to actually manage the implementation of technology into the curriculum. In this paper, we provide a road map for incorporating technology into the dental curriculum to create agility and discuss challenges and possible solutions.
Collapse
Affiliation(s)
- Aditya Tadinada
- Division of Oral and Maxillofacial Radiology, University of Connecticut Health Center, Farmington, Connecticut, USA
| | - Gulsun Gul
- Division of Medically Complex Patient Management, Department of Comprehensive Care, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Lauren Godwin
- Department of Restorative Dentistry, West Virginia University School of Dentistry, Morgantown, West Virginia, USA
| | | | - Geralyn Crain
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | | | - Jeffrey Johnson
- Department of Pediatric Dentistry, Louisiana State University School of Dentistry, New Orleans, Louisiana, USA
| |
Collapse
|
13
|
Walinski CJ, Ontiveros JC, Liu F, Crain G, Vardar-Sengul S. Optimizing teaching effectiveness in dental education for a new generation of learners. J Dent Educ 2023; 87:182-188. [PMID: 36135950 DOI: 10.1002/jdd.13108] [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: 05/30/2022] [Revised: 08/16/2022] [Accepted: 09/03/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE Today's dental students, Generation Z (Gen Z), are said to learn differently than those of previous generations. As generations of dental students vary, our teaching styles must keep up with unique and changing groups of individuals. METHODS This article discusses learner-focused teaching methods including techniques that address the characteristics of Gen Z learners. Blended learning methods that combine online media with traditional face-to-face sessions, team-based learning, and a flipped classroom format have previously been suggested as ways to increase learning effectiveness and student satisfaction. RESULTS In this paper, the characteristics and preferences of Gen Z students are described along with the challenges they create with conventional teaching methods. An implementation strategy using principles from organizational agility and Bolman and Deal's Four Frames Model is proposed for dental schools to transition to a more learner-centered teaching approach. CONCLUSIONS The suggested strategy can be customized and could be useful to schools that wish to enhance their teaching methods to meet the learning needs of Gen Z dental students and beyond.
Collapse
Affiliation(s)
- Christopher J Walinski
- Department of Dental Medicine, Touro College of Dental Medicine, Hawthorne, New York, USA
| | - Joe C Ontiveros
- Department of Restorative Dentistry & Prosthodontics, Oral Biomaterials Division, Houston Center for Biomaterials and Biomimetics, The University of Texas Health Science Center at Houston School of Dentistry, Houston, Texas, USA
| | - Fei Liu
- Department of Biologic & Materials Sciences and Prosthodontics, University of Michigan, School of Dentistry, Ann Arbor, Michigan, USA
| | - Geralyn Crain
- Adjunct Faculty, Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Saynur Vardar-Sengul
- Department of Periodontology, Nova Southeastern University College of Dental Medicine, 3200 South University Drive, Fort Lauderdale, Florida, USA
| |
Collapse
|
14
|
Quinonez RB, Tittemore A, Mason M, Broome A, Wolcott M, Kornegay EC, Duqum I, Fearnow B, Phillips K, King J, Swift EJ. Preparing for implementation of an entrustable professional activity assessment framework. J Dent Educ 2022; 86:1529-1534. [PMID: 35762732 DOI: 10.1002/jdd.13014] [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: 02/15/2022] [Revised: 05/03/2022] [Accepted: 05/20/2022] [Indexed: 11/11/2022]
Abstract
Following the adoption of competency-based education in dentistry in the 1990s, entrustable professional activities (EPAs) were introduced in the field of medicine in the mid-2000s to help educators better determine the competence of trainees. More recently, the field of dental education has begun exploring EPAs as a framework for assessing competence while ensuring compliance with accreditation standards. This paper explores one dental school's process of preparing for implementation of a major curriculum change using an EPA assessment framework, shifting away from the use of singular assessments for competency determination to a global and longitudinal approach using a constellation of data to determine practice readiness. This paper describes how the EPA framework was developed, including the complementary capacities, assessment tool development and programming, and data reporting to follow learner progression and determine practice readiness. We discuss lessons learned leading up to implementation, and we position this perspective as a space to describe opportunities and complexities to consider when using a longitudinal assessment system. We attend to the tension between the current language of Commission of Dental Accreditation Standards as "competencies" and the evolving conversation of operationalizing EPAs while addressing accreditation Standards. To do this, we describe the process of finalizing our EPA framework and preparing for initial implementation in a new curriculum.
Collapse
Affiliation(s)
- Rocio B Quinonez
- Division of Pediatric Dentistry and Public Health/Academic Affairs, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Ashley Tittemore
- UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Matthew Mason
- Division of Comprehensive Oral Health, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Angela Broome
- Division of Diagnostic Science, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Michael Wolcott
- Division of Primary Care, High Point University School of Dental Medicine and Oral Health; Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy; Division of Oral and Craniofacial Health Sciences, UNC Adams School of Dentistry, Chapel Hill, North Carolina, USA
| | - Elizabeth C Kornegay
- Division of Comprehensive Oral Health, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Ibrahim Duqum
- Division of Comprehensive Oral Health, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Bethany Fearnow
- Academic Support Center, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Keith Phillips
- Division of Comprehensive Oral Health, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Jack King
- Division of Comprehensive Oral Health, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Edward J Swift
- Division of Comprehensive Oral Health/Academic Affairs, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| |
Collapse
|
15
|
Augustin RC, Simonson MG, Rothenberger SD, Lalama C, Bonifacino E, DiNardo DJ, Tilstra SA. The use of podcasts as a tool to teach clinical reasoning: a pseudorandomized and controlled study. Diagnosis (Berl) 2022; 9:323-331. [PMID: 35086184 DOI: 10.1515/dx-2021-0136] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 01/06/2022] [Indexed: 12/27/2022]
Abstract
OBJECTIVES Podcasts have emerged as an efficient method for widespread delivery of educational clinical reasoning (CR) content. However, the impact of such podcasts on CR skills has not been established. We set out to determine whether exposure to expert reasoning in a podcast format leads to enhanced CR skills. METHODS This is a pseudo-randomized study of third-year medical students (MS3) to either a control group (n=22) of pre-established online CR modules, or intervention group (n=26) with both the online modules and novel CR podcasts. The podcasts were developed from four "clinical unknown" cases presented to expert clinician educators. After completing these assignments in weeks 1-2, weekly history and physical (H&P) notes were collected and graded according to the validated IDEA rubric between weeks 3-7. A longitudinal regression model was used to compare the H&P IDEA scores over time. Usage and perception of the podcasts was also assessed via survey data. RESULTS Ninety control and 128 intervention H&Ps were scored. There was no statistical difference in the change of average IDEA scores between intervention (0.92, p=0.35) and control groups (-0.33, p=0.83). Intervention participants positively received the podcasts and noted increased discussion of CR principles from both their ward (3.1 vs. 2.4, p=0.08) and teaching (3.2 vs. 2.5, p=0.05) attendings. CONCLUSIONS This is the first objective, pseudo-randomized assessment of CR podcasts in undergraduate medical education. While we did not demonstrate significant improvement in IDEA scores, our data show that podcasts are a well-received tool that can prime learners to recognize CR principles.
Collapse
Affiliation(s)
- Ryan C Augustin
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Michael G Simonson
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Scott D Rothenberger
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
- Center for Research on Health Care (CRHC) Data Center, Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Christina Lalama
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
- Center for Research on Health Care (CRHC) Data Center, Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Eliana Bonifacino
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Deborah J DiNardo
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
- VA Pittsburgh Healthcare System, Pittsburgh, PA, USA
| | - Sarah A Tilstra
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| |
Collapse
|
16
|
Schrimpf Davis S, Regan S, Goodnow K, Gausvik C, Pallerla H, Schlaudecker JD. Tell Me Your Story: Experiential learning using in-home interviews of healthy older adults. J Am Geriatr Soc 2021; 69:3608-3616. [PMID: 34669185 DOI: 10.1111/jgs.17483] [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: 06/22/2021] [Revised: 08/22/2021] [Accepted: 08/28/2021] [Indexed: 11/29/2022]
Abstract
PURPOSE To create a curriculum innovation for early preclinical medical students to explore personal perspectives by listening to and learning from the lived experience of community-living older adults. METHOD Tell Me Your Story (TMYS) paired first-year medical students (MS1s) with community-dwelling older adult partners (OAPs) residing in the independent living portion of a continuing care retirement community (CCRC) for a half-day educational experience. MS1s conducted 1-hour semi-structured interviews with their OAP and then formed small groups with geriatric faculty members to explore experiences and views that were either reinforced or challenged. The authors evaluated the effectiveness of this exercise using post-activity surveys. A mixed-methods analysis of 7 years of data (2013-2019) was conducted. RESULTS TMYS had 1251 MS1 participants from 2013 to 2019. Students completed 1052 surveys for a response rate of 84%. During the semi-structured interview with OAP, the frequency of issues discussed included relationships (94%), professionalism/art of medicine (91%), healthcare accessibility (83%), death/dying/grieving/loss (72%), nutrition (69%), ethics (64%), and cultural competence (61%). Exactly 97% (n = 1023) responded that the overall organization was "good, very good or excellent." The most prominent themes identified by student responses highlighted person-centered care, patient perspective, life experience/personal stories, and doctor-patient relationship. Fifty-three faculty members completed the post-program survey. Exactly 100% (53/53) rated the quality of this exercise as an educational experience high. CONCLUSION TMYS was highly valued by students and provided an important experiential learning activity in preclinical medical education. Themes related to person-centered care emerged from the intervention.
Collapse
Affiliation(s)
- Susan Schrimpf Davis
- Department of Family and Community Medicine, Geriatrics Division, University of Cincinnati, Cincinnati, Ohio, USA
| | - Saundra Regan
- Department of Family and Community Medicine, Research Division, University of Cincinnati, Cincinnati, Ohio, USA
| | - Keesha Goodnow
- Department of Family and Community Medicine, Research Division, University of Cincinnati, Cincinnati, Ohio, USA
| | - Christian Gausvik
- Department of Family and Community Medicine, Research Division, University of Cincinnati, Cincinnati, Ohio, USA
| | - Harini Pallerla
- Department of Family and Community Medicine, Research Division, University of Cincinnati, Cincinnati, Ohio, USA
| | - Jeffrey D Schlaudecker
- Department of Family and Community Medicine, Geriatrics Division, University of Cincinnati, Cincinnati, Ohio, USA
| |
Collapse
|
17
|
Soni M, Eidelman AS. Opportunities for narrative medicine in dental education and practice, a narrative review. J Dent Educ 2021; 86:328-333. [PMID: 34647322 DOI: 10.1002/jdd.12806] [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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Revised: 09/08/2021] [Accepted: 09/25/2021] [Indexed: 11/07/2022]
Abstract
PURPOSE/OBJECTIVES Reflection is one of four components of the experiential learning cycle and is often the one overlooked. This practice can be used in graduate-level health care education, such as medicine and dentistry. This metacognitive practice allows students to conceptualize learning in a clinical setting and apply this knowledge to new scenarios. Reflective practice can be taught using different modalities of narrative medicine, and several studies have studied its effectiveness in areas such as professional development, collaboration, communication among others. Most of these studies, however, have been conducted solely in the medical setting, and narrative medicine may have useful application in the practice and teaching of dentistry. METHODS This literature review examined the outcomes of narrative medicine in medical studies concerning reflection and hypothesized their benefits to dental education. The studies reviewed were chosen by utilizing key term searches of the National Center for Biotechnology Information PubMed library and qualitative factor analysis by study team investigators. Elective-based, prospective enrollment and whole cohort participation programs were analyzed for potential effectiveness in dental education. RESULTS The most feasible programs for potential integration into dental curricula are elective-based, small-group, graduate-level courses with a level of evaluation such as residency competencies, as demonstrated by Arntfield et al. CONCLUSION(S): These programs should be investigated further to evaluate their potential in improving reflective skills of students, and ultimately in improving their experiential learning experience.
Collapse
Affiliation(s)
- Mehar Soni
- Department of Chemistry and Biochemistry, University of Detroit Mercy, Detroit, Michigan, USA
| | - Alec Saul Eidelman
- Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| |
Collapse
|
18
|
Yiu FSY, Yu OY, Wong AWY, Chu CH. Perspective of students in the Global Citizenship in Dentistry as an international peer learning experience. J Dent Educ 2021; 85:1721-1728. [PMID: 34184258 DOI: 10.1002/jdd.12733] [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: 02/16/2021] [Revised: 05/23/2021] [Accepted: 06/18/2021] [Indexed: 11/09/2022]
Abstract
OBJECTIVE To explore the achievement and perception of dental students in an international peer learning setting via the Global Citizenship in Dentistry (GCD) program. METHODS In the GCD program, year-2 dental students from universities in Egypt, Hong Kong, Malaysia, UK, and the United States developed a portfolio of a restorative procedure in simulation laboratory and uploaded to an online platform (https://gcd.hku.hk/). Through the platform, the students left comments on each other's portfolios to share and discuss their knowledge and experiences on restorative dentistry. This study invited students from Hong Kong in 2018-2019 to complete an open-ended questionnaire to explore their experience on the GCD program. The feedback was compiled and analyzed. RESULTS All 71 year-2 students completed the questionnaire. Their most dominant comments were positive feelings about learning different clinical principles and methods from universities abroad. The students also enjoyed the cultural exchange from the comfort of their own devices. Other recurrent comments included the improvement of the skills of communication and comments on the peers' work in a professional manner. The students were enthusiastic about being able to apply their critical thinking in evaluating their work. They shared their learning barriers, including the extra time needed for the program, some unenthusiastic responses from groupmates, and delayed replies from peers. They made suggestions to remove the barriers in the learning process of the GCD program. CONCLUSION Students generally welcomed the GCD program and benefitted from the global academic exchange, development of critical thinking, enhancing professional communication skills, as well as opportunities of cultural exchange.
Collapse
Affiliation(s)
- Francis S Y Yiu
- Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, China
| | - Ollie Y Yu
- Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, China
| | - Amy W Y Wong
- Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, China
| | - Chun-Hung Chu
- Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, China
| |
Collapse
|
19
|
Kennedy EN, Alex White B, Weintraub JA, Moss ME, Jordan SL, Quick KK, Ticku S, Huang B, Douglass C. Collaborating and teaching a synchronous, multi-university, virtual course: Health policy and access to dental care. J Dent Educ 2021; 85:1536-1542. [PMID: 34060648 DOI: 10.1002/jdd.12650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 04/23/2021] [Accepted: 05/06/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE In response to COVID-19, dental educators have been tasked with maintaining the quality of education while reducing cost, increasing efficiency, and leveraging technology. METHODS This collaborative, multisite virtual health policy course used the Staged Self-Directed Learning Model (SSDL) to lead a diverse group of students studying health policy. Twelve Core sessions were offered with three additional sessions in August or December for a total of 15 total synchronous Zoom sessions that covered policy issues on supply, demand, and need for dental care. RESULTS Twenty-eight students, seven lead instructors, and two course directors from six schools reported positive feedback on the course format, use of technology and the SSDL model, and breadth of topics presented. Participation by universities in four states with differing health policies stimulated virtual classroom discussions. CONCLUSION In conclusion, collaborative interinstitutional virtual teaching and learning is cost effective, efficient, and engaging for students. This model has the potential to continue even when institutions are no longer affected by COVID-19.
Collapse
Affiliation(s)
- Erinne N Kennedy
- Kansas City University College of Dental Medicine, Joplin, Missouri, USA
| | - Benjamin Alex White
- University of North Carolina at Chapel Hill Gillings School of Global Public Health, Chapel Hill, North Carolina, USA
| | - Jane A Weintraub
- University of North Carolina at Chapel Hill Adams School of Dentistry, Chapel Hill, North Carolina, USA
| | - Mark E Moss
- East Carolina University School of Dental Medicine, Greenville, North Carolina, USA
| | - Samantha L Jordan
- Alliance Dental Center, Quincy, Massachusetts, USA.,Lowell Community Health Center, Lowell, Massachusetts, USA.,Oral Health Policy and Epidemiology at the Harvard, School of Dental Medicine, Boston, Massachusetts, USA
| | - Karin K Quick
- Division of Dental Public Health, University of Minnesota School of Dentistry, Minneapolis, MA, USA
| | - Shenam Ticku
- Lowell Community Health Center, Lowell, Massachusetts, USA
| | - Boyen Huang
- Division of Dental Public Health, University of Minnesota School of Dentistry, Minneapolis, MA, USA
| | - Chester Douglass
- University of North Carolina at Chapel Hill Gillings School of Global Public Health, Chapel Hill, North Carolina, USA.,Oral Health Policy and Epidemiology at the Harvard, School of Dental Medicine, Boston, Massachusetts, USA
| |
Collapse
|
20
|
Li Y, Zhang X, Dai DY, Hu W. Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application. Front Psychol 2021; 12:601607. [PMID: 33912100 PMCID: PMC8071859 DOI: 10.3389/fpsyg.2021.601607] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [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: 09/01/2020] [Accepted: 03/15/2021] [Indexed: 01/27/2023] Open
Abstract
At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.
Collapse
Affiliation(s)
- Yangping Li
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi'an, China.,Department of Psychology, Pennsylvania State University, University Park, PA, United States
| | - Xinru Zhang
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi'an, China
| | - David Yun Dai
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi'an, China.,Department of Educational and Counseling Psychology, State University of New York at Albany, Albany, NY, United States
| | - Weiping Hu
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi'an, China.,Shaanxi Normal University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, Xi'an, China
| |
Collapse
|
21
|
Alwadei AH, Tekian AS, Brown BP, Alwadei FH, Park YS, Alwadei SH, Harris IB. Effectiveness of an adaptive eLearning intervention on dental students' learning in comparison to traditional instruction. J Dent Educ 2020; 84:1294-1302. [PMID: 32702776 DOI: 10.1002/jdd.12312] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2020] [Accepted: 07/08/2020] [Indexed: 11/08/2022]
Abstract
There is a great deal of excitement in higher education about the value of adaptive learning to personalize learning paths according to students' individual needs. The authors explored the impact of an Adaptive Learning Platform (ALP) on learning, by comparing learning effectiveness between dental students who used the ALP in a blended learning environment formatively and summatively compared with students who did not use the ALP (i.e., face-to-face), as measured by students' performance on the final exam in a single review preparatory course during the academic years 2013-2018. Paired t-tests showed significant improvement in post-test scores across different course instructional modalities (P < 0.01). The learning gain was greater for students who studied using the ALP summatively (t = 26.20) than those who used it formatively or studied using a face-to-face format (t = 13.10 and 14.13, respectively). Controlling for pre-test scores, analysis of covariance tests indicate that: (1) intervention groups (formative and summative ALP) scored significantly higher than the traditional group (B = 9.34 points, P < 0.01, for summative ALP group) and (B = 4.47 points, P < 0.05, for formative ALP group), and (2) summative ALP group scored significantly higher than formative ALP group (B = 4.84 points, P < 0.05). This study provides empirical evidence that an adaptive learning intervention can have a significant impact on student learning performance. The success of any adaptive learning system relies mainly on sound instructional design. Technology will continue to grow at an overwhelming pace; the cautionary note the authors highlight is that conceptions of pedagogy, complemented by technology, must guide the development of adaptive learning systems.
Collapse
Affiliation(s)
- Abdurahman H Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Ara S Tekian
- Professor and Director of International Programs, Associate Dean for the Office of International Education, Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Blasé P Brown
- Clinical Associate Professor, Director, Small Group Facilitation, Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Farhan H Alwadei
- Department of Preventive Dental Sciences, College of Dentistry, Prince Sattam Bin Abdulaziz University, Al Kharj, Saudi Arabia
| | - Yoon Soo Park
- Department of Medical Education, and Director of Research, Office of Educational Affairs, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Saleh H Alwadei
- Department of Preventive Dental Sciences, College of Dentistry, Prince Sattam Bin Abdulaziz University, Al Kharj, Saudi Arabia
| | - Ilene B Harris
- Department of Medical Education, Department of Pathology Education, Department of Pathology, Department of Curriculum and Instruction - Curriculum Studies with Emphasis on Health Professions Education, College of Medicine, College of Education, University of Illinois at Chicago, Chicago, Illinois, USA
| |
Collapse
|
22
|
Igbokwe UL, Onyechi KC, Ogbonna CS, Eseadi C, Onwuegbuchulam AC, Nwajiuba CA, Ugodulunwa CC, Eze A, Omaeze K, Patrick CP, Ekechukwu LE, Egbe CI, Nnachi RA, Anyaegbunam EN. Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation. Medicine (Baltimore) 2019; 98:e17452. [PMID: 31577772 PMCID: PMC6783170 DOI: 10.1097/md.0000000000017452] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND/OBJECTIVE Different studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria. METHOD The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level. RESULT Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up. CONCLUSION REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.
Collapse
Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | - Robert Azu Nnachi
- Faculty of Management and Social Sciences, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Emenike N. Anyaegbunam
- Faculty of Management and Social Sciences, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| |
Collapse
|
23
|
Igbokwe UL, Nwokenna EN, Eseadi C, Ogbonna CS, Nnadi EM, Ololo KO, Enyoghasim OM, Otu OA, Uma KE, Onuora TN, Onwube O, Ogbuagu AR. Intervention for burnout among English education undergraduates: implications for curriculum innovation. Medicine (Baltimore) 2019; 98:e16219. [PMID: 31261577 PMCID: PMC6617034 DOI: 10.1097/md.0000000000016219] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND/OBJECTIVE The present study investigated the effect of Rational Emotive Behavior Therapy (REBT) intervention on burnout among English education undergraduates in southeastern Nigeria. METHOD The study adopted a randomized controlled trial design. A total of 96 English education undergraduates with high burnout symptoms in the participating universities took part in the study. These were randomly assigned to groups - intervention group (n = 48) and control group (n = 48). The Oldenburg Burnout Inventory for students (OLBI-S) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA at .05 probability level. RESULT Results showed that the REBT program significantly reduced the burnout level among English education undergraduates in the intervention group compared to the students in the no-intervention control group as measured by the OLBI-S subscales. Also, the students who benefited from the REBT program maintained reduced burnout levels when the researchers conducted a follow-up. CONCLUSION Given the present finding, the REBT program is an effective intervention for preventing and managing burnout among students. The present study has important curriculum innovation implications as far as English education is concerned especially in the Nigerian context. This intervention program can be included in the students' curriculum activities so as to equip the students with necessary therapeutic skills to manage burnout symptoms presently and in the future.
Collapse
Affiliation(s)
| | | | - Chiedu Eseadi
- Department of Educational Foundations, University of Nigeria Nsukka, Enugu State
| | | | | | | | | | | | | | - Theresa Ngozi Onuora
- Department of Languages, Linguistics, Literary Studies and Theatre Arts, Alex-Ekwueme Federal University, Ndufu-Alike, Ikwo, Ebonyi State, Nigeria
| | | | | |
Collapse
|
24
|
Siegel SC, Kramer SB, Deranek KM. Lean Methods Applied to CAD/CAM Pedagogy in the Dental Simulation Laboratory. J Dent Educ 2019; 83:1081-1091. [PMID: 31010891 DOI: 10.21815/jde.019.100] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [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: 07/12/2018] [Accepted: 12/04/2018] [Indexed: 11/20/2022]
Abstract
Dental education is incorporating computer-assisted design/computer-assisted manufacturing (CAD/CAM) into patient care delivery. The aim of this study was to determine if lean production methods applied to the preclinical phase of dental education would reduce the students' time (efficiency) to complete CAD/CAM indirect restorations (CAD/CAM IR) without compromising the desired quality of the CAD/CAM tooth preparations (effectiveness). In 2016, all third-year students at one U.S. dental school were randomly assigned to control and research groups (approximately 33 per group). The control group was taught using existing methods, while the course was redesigned to incorporate lean methods for the research group. Cycle times of the CAD/CAM IR process for both groups were collected and statistically analyzed to compare the effectiveness of the redesign. Standardized grading forms and tools were used to assess the quality of the CAD/CAM tooth preparations. The research group demonstrated significantly faster preparation times with both crowns and onlays (p<0.05) than the control group. The research group also produced CAD/CAM crown and onlay designs at a significantly faster pace than the control group (p<0.05). There was no significant difference between the control and research groups associated with the scanning process times (p>0.05) nor in the quality of the CAD/CAM tooth preparations (p>0.05). This study demonstrated that lean methods applied to pedagogy significantly decreased preparation and design times in a CAD/CAM restorative dentistry course without compromising the quality of the CAD/CAM tooth preparations.
Collapse
Affiliation(s)
- Sharon C Siegel
- Sharon C. Siegel, DDS, MS, MBA, is Professor, Department of Prosthodontics, College of Dental Medicine, Nova Southeastern University; Steven B. Kramer, MS, PhD, is Associate Professor, Department of Decision Sciences, H. Wayne Huizenga College of Business and Entrepreneurship, Nova Southeastern University; and Kimberly M. Deranek, MS, PhD, is Associate Professor, Department of Decision Sciences, H. Wayne Huizenga College of Business and Entrepreneurship, Nova Southeastern University.
| | - Steven B Kramer
- Sharon C. Siegel, DDS, MS, MBA, is Professor, Department of Prosthodontics, College of Dental Medicine, Nova Southeastern University; Steven B. Kramer, MS, PhD, is Associate Professor, Department of Decision Sciences, H. Wayne Huizenga College of Business and Entrepreneurship, Nova Southeastern University; and Kimberly M. Deranek, MS, PhD, is Associate Professor, Department of Decision Sciences, H. Wayne Huizenga College of Business and Entrepreneurship, Nova Southeastern University
| | - Kimberly M Deranek
- Sharon C. Siegel, DDS, MS, MBA, is Professor, Department of Prosthodontics, College of Dental Medicine, Nova Southeastern University; Steven B. Kramer, MS, PhD, is Associate Professor, Department of Decision Sciences, H. Wayne Huizenga College of Business and Entrepreneurship, Nova Southeastern University; and Kimberly M. Deranek, MS, PhD, is Associate Professor, Department of Decision Sciences, H. Wayne Huizenga College of Business and Entrepreneurship, Nova Southeastern University
| |
Collapse
|
25
|
Hackley DM, Mumena CH, Gatarayiha A, Cancedda C, Barrow JR. A Case Study Optimizing Human Resources in Rwanda's First Dental School: Three Innovative Management Tools. J Dent Educ 2018; 82:602-607. [PMID: 29858256 DOI: 10.21815/jde.018.067] [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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2017] [Accepted: 01/02/2018] [Indexed: 11/20/2022]
Abstract
Harvard School of Dental Medicine, University of Maryland School of Dentistry, and the University of Rwanda (UR) are collaborating to create Rwanda's first School of Dentistry as part of the Human Resources for Health (HRH) Rwanda initiative that aims to strengthen the health care system of Rwanda. The HRH oral health team developed three management tools to measure progress in systems-strengthening efforts: 1) the road map is an operations plan for the entire dental school and facilitates delivery of the curriculum and management of human and material resources; 2) each HRH U.S. faculty member develops a work plan with targeted deliverables for his or her rotation, which is facilitated with biweekly flash reports that measure progress and keep the faculty member focused on his or her specific deliverables; and 3) the redesigned HRH twinning model, changed from twinning of an HRH faculty member with a single Rwandan faculty member to twinning with multiple Rwandan faculty members based on shared academic interests and goals, has improved efficiency, heightened engagement of the UR dental faculty, and increased the impact of HRH U.S. faculty members. These new tools enable the team to measure its progress toward the collaborative's goals and understand the successes and challenges in moving toward the planned targets. The tools have been valuable instruments in fostering discussion around priorities and deployment of resources as well as in developing strong relationships, enabling two-way exchange of knowledge, and promoting sustainability.
Collapse
Affiliation(s)
- Donna M Hackley
- Donna M. Hackley, DMD, MA, is Principal Investigator of Harvard School of Dental Medicine's Human Resources for Health Rwanda Project, as well as Part-Time Instructor, Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, and Clinical Instructor, Department of Preventive and Community Dentistry, University of Rwanda School of Dentistry, Kigali, Rwanda; Chrispinus H. Mumena, DDS, MDent OMFS, PGCLTHE, is Acting Dean, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Agnes Gatarayiha, MSc, is Acting Deputy Dean and Chairperson of Research, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Corrado Cancedda, MD, PhD, is Academic Consortium Coordinator for Human Resources for Health Program, Harvard Medical School, Brigham and Women's Hospital, Boston, MA; and Jane R. Barrow, MPH, is Associate Dean for Global and Community Health, Executive Director of the Initiative to Integrate Oral Health and Medicine, and Lecturer in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine.
| | - Chrispinus H Mumena
- Donna M. Hackley, DMD, MA, is Principal Investigator of Harvard School of Dental Medicine's Human Resources for Health Rwanda Project, as well as Part-Time Instructor, Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, and Clinical Instructor, Department of Preventive and Community Dentistry, University of Rwanda School of Dentistry, Kigali, Rwanda; Chrispinus H. Mumena, DDS, MDent OMFS, PGCLTHE, is Acting Dean, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Agnes Gatarayiha, MSc, is Acting Deputy Dean and Chairperson of Research, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Corrado Cancedda, MD, PhD, is Academic Consortium Coordinator for Human Resources for Health Program, Harvard Medical School, Brigham and Women's Hospital, Boston, MA; and Jane R. Barrow, MPH, is Associate Dean for Global and Community Health, Executive Director of the Initiative to Integrate Oral Health and Medicine, and Lecturer in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine
| | - Agnes Gatarayiha
- Donna M. Hackley, DMD, MA, is Principal Investigator of Harvard School of Dental Medicine's Human Resources for Health Rwanda Project, as well as Part-Time Instructor, Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, and Clinical Instructor, Department of Preventive and Community Dentistry, University of Rwanda School of Dentistry, Kigali, Rwanda; Chrispinus H. Mumena, DDS, MDent OMFS, PGCLTHE, is Acting Dean, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Agnes Gatarayiha, MSc, is Acting Deputy Dean and Chairperson of Research, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Corrado Cancedda, MD, PhD, is Academic Consortium Coordinator for Human Resources for Health Program, Harvard Medical School, Brigham and Women's Hospital, Boston, MA; and Jane R. Barrow, MPH, is Associate Dean for Global and Community Health, Executive Director of the Initiative to Integrate Oral Health and Medicine, and Lecturer in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine
| | - Corrado Cancedda
- Donna M. Hackley, DMD, MA, is Principal Investigator of Harvard School of Dental Medicine's Human Resources for Health Rwanda Project, as well as Part-Time Instructor, Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, and Clinical Instructor, Department of Preventive and Community Dentistry, University of Rwanda School of Dentistry, Kigali, Rwanda; Chrispinus H. Mumena, DDS, MDent OMFS, PGCLTHE, is Acting Dean, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Agnes Gatarayiha, MSc, is Acting Deputy Dean and Chairperson of Research, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Corrado Cancedda, MD, PhD, is Academic Consortium Coordinator for Human Resources for Health Program, Harvard Medical School, Brigham and Women's Hospital, Boston, MA; and Jane R. Barrow, MPH, is Associate Dean for Global and Community Health, Executive Director of the Initiative to Integrate Oral Health and Medicine, and Lecturer in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine
| | - Jane R Barrow
- Donna M. Hackley, DMD, MA, is Principal Investigator of Harvard School of Dental Medicine's Human Resources for Health Rwanda Project, as well as Part-Time Instructor, Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, and Clinical Instructor, Department of Preventive and Community Dentistry, University of Rwanda School of Dentistry, Kigali, Rwanda; Chrispinus H. Mumena, DDS, MDent OMFS, PGCLTHE, is Acting Dean, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Agnes Gatarayiha, MSc, is Acting Deputy Dean and Chairperson of Research, University of Rwanda School of Dentistry, Kigali and Huye, Rwanda; Corrado Cancedda, MD, PhD, is Academic Consortium Coordinator for Human Resources for Health Program, Harvard Medical School, Brigham and Women's Hospital, Boston, MA; and Jane R. Barrow, MPH, is Associate Dean for Global and Community Health, Executive Director of the Initiative to Integrate Oral Health and Medicine, and Lecturer in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine
| |
Collapse
|
26
|
Fernando J, Lindley J. Lessons learned from piloting mHealth informatics practice curriculum into a medical elective. J Am Med Inform Assoc 2018; 25:380-384. [PMID: 29024956 PMCID: PMC7646857 DOI: 10.1093/jamia/ocx076] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [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: 10/13/2016] [Revised: 06/13/2017] [Accepted: 06/22/2017] [Indexed: 11/14/2022] Open
Abstract
Introduction This case study reports the development and delivery of an mHealth elective piloted for first-year undergraduate medical students at Monash University (Australia) and the lessons learned by designers. Results The students were not as adept at using mHealth devices as the literature had predicted. Expert speakers using mHealth for practice perceptibly engaged students. Force-field analysis was a useful basis for devising end-user evaluative research tools for practice. Combining small- and large-group discussions with eLearning discussions promoted student engagement with new concepts and associated jargon. Assessment by mHealth informatics champions supported the students' independent learning. Lessons learned Promotion of mHealth curriculum must be transparent and clear. Our elective delivery was hampered by a lack of suitable mobile device ownership and limited availability of useful, free apps. Technological jargon required clarification. Educators require particular mHealth informatics and educational expertise to support mHealth pedagogies. This learning helps to prepare medical curriculum designers for addressing evolving mHealth practice horizons.
Collapse
Affiliation(s)
- Juanita Fernando
- Medical Education Research and Quality Unit, Department of Epidemiology and Preventive Medicine, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
| | - Jennifer Lindley
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| |
Collapse
|
27
|
Rose E, Claudius I, Tabatabai R, Kearl L, Behar S, Jhun P. The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions. J Emerg Med 2016; 51:284-291.e1. [PMID: 27381954 DOI: 10.1016/j.jemermed.2016.05.033] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2016] [Accepted: 05/10/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. OBJECTIVES We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. METHODS Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. RESULTS Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. CONCLUSION An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics.
Collapse
Affiliation(s)
- Emily Rose
- Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California
| | - Ilene Claudius
- Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California
| | - Ramin Tabatabai
- Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California
| | - Liza Kearl
- Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California
| | - Solomon Behar
- Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California
| | - Paul Jhun
- Department of Emergency Medicine, University of California San Francisco, San Francisco General Hospital, San Francisco, California
| |
Collapse
|
28
|
Foster Page LA, Gray L, Gallagher P, McKinlay E, Rich AM. Untangling the Web of Influences on Dental Students' Participation in Interprofessional Education Programs. J Dent Educ 2016; 80:677-685. [PMID: 27251349] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2015] [Accepted: 11/24/2015] [Indexed: 06/05/2023]
Abstract
The aim of this study was to explore how dental students involved in an experiential interprofessional education (IPE) program in New Zealand made sense of engaging in this unfamiliar learning environment. Qualitative data gathered from students during group interviews were analyzed to better understand how they assessed the IPE experience. Interviews were audiorecorded and transcribed before analysis of students' comments was undertaken, using constant comparison analysis and taking an inductive approach to the initial coding. Once each of the investigators had gone through his or her own transcripts, they reviewed each other's coding and agreed-upon categories before applying the 3-P model of student learning. Over a three-year period (2012-14), 16 focus groups were conducted with students from multiple health professions. In total, 24 dental students participated. Six categories of comments made in the focus groups were identified: expectations and realizations; not practicing; trade-offs/losses; learning with, from, and about each other; becoming open to a different clinical experience; valuing dental students' participation in IPE; and learning about what dentists do. From these categories, three main themes emerged: becoming a dentist, negotiating IPE experience, and valuing dentistry. The 3-P model highlighted the complexity of IPE, and the challenges suggested that dental students may need extra preparation prior to participating in IPE programs.
Collapse
Affiliation(s)
- Lyndie A Foster Page
- Dr. Foster Page is Associate Professor in Dental Public Health, Department of Oral Sciences, Faculty of Dentistry, University of Otago; Ms. Gray is Public Health Specialist and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; Dr. Gallagher is Registered Nurse and Medical Education Advisor, University of Otago, Wellington; Ms. McKinlay is Registered Nurse and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; and Dr. Rich is Specialist Oral Pathologist and Deputy Dean, Faculty of Dentistry, University of Otago.
| | - Lesley Gray
- Dr. Foster Page is Associate Professor in Dental Public Health, Department of Oral Sciences, Faculty of Dentistry, University of Otago; Ms. Gray is Public Health Specialist and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; Dr. Gallagher is Registered Nurse and Medical Education Advisor, University of Otago, Wellington; Ms. McKinlay is Registered Nurse and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; and Dr. Rich is Specialist Oral Pathologist and Deputy Dean, Faculty of Dentistry, University of Otago
| | - Peter Gallagher
- Dr. Foster Page is Associate Professor in Dental Public Health, Department of Oral Sciences, Faculty of Dentistry, University of Otago; Ms. Gray is Public Health Specialist and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; Dr. Gallagher is Registered Nurse and Medical Education Advisor, University of Otago, Wellington; Ms. McKinlay is Registered Nurse and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; and Dr. Rich is Specialist Oral Pathologist and Deputy Dean, Faculty of Dentistry, University of Otago
| | - Eileen McKinlay
- Dr. Foster Page is Associate Professor in Dental Public Health, Department of Oral Sciences, Faculty of Dentistry, University of Otago; Ms. Gray is Public Health Specialist and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; Dr. Gallagher is Registered Nurse and Medical Education Advisor, University of Otago, Wellington; Ms. McKinlay is Registered Nurse and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; and Dr. Rich is Specialist Oral Pathologist and Deputy Dean, Faculty of Dentistry, University of Otago
| | - Alison M Rich
- Dr. Foster Page is Associate Professor in Dental Public Health, Department of Oral Sciences, Faculty of Dentistry, University of Otago; Ms. Gray is Public Health Specialist and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; Dr. Gallagher is Registered Nurse and Medical Education Advisor, University of Otago, Wellington; Ms. McKinlay is Registered Nurse and Senior Lecturer, Department of Primary Health Care and General Practice, University of Otago, Wellington; and Dr. Rich is Specialist Oral Pathologist and Deputy Dean, Faculty of Dentistry, University of Otago
| |
Collapse
|
29
|
Wataha JC, Mouradian WE, Slayton RL, Sorensen JA, Berg JH. Modern Management Principles Come to the Dental School. J Dent Educ 2016; 80:393-402. [PMID: 27037446] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2015] [Accepted: 08/27/2015] [Indexed: 06/05/2023]
Abstract
The University of Washington School of Dentistry may be the first dental school in the nation to apply lean process management principles as a primary tool to re-engineer its operations and curriculum to produce the dentist of the future. The efficiencies realized through re-engineering will better enable the school to remain competitive and viable as a national leader of dental education. Several task forces conducted rigorous value stream analyses in a highly collaborative environment led by the dean of the school. The four areas undergoing evaluation and re-engineering were organizational infrastructure, organizational processes, curriculum, and clinic operations. The new educational model was derived by thoroughly analyzing the current state of dental education in order to design and achieve the closest possible ideal state. As well, the school's goal was to create a lean, sustainable operational model. This model aims to ensure continued excellence in restorative dental instruction and to serve as a blueprint for other public dental schools seeking financial stability in this era of shrinking state support and rising costs.
Collapse
Affiliation(s)
- John C Wataha
- Dr. Wataha is Professor of Restorative Dentistry and Associate Dean for Information Management and Quality Improvement, University of Washington School of Dentistry; Dr. Mouradian is Professor of Pediatrics and Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was Associate Dean for Regional Affairs, Curriculum, and Educational Technologies at the time the article was written; Dr. Slayton is Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was also Chair of Pediatric Dentistry and Associate Dean of Graduate Studies at the time the article was written; Dr. Sorensen is Professor of Restorative Dentistry and Associate Dean of Clinics, University of Washington School of Dentistry; and Dr. Berg is Dean and Professor of Pediatric Dentistry, University of Washington School of Dentistry.
| | - Wendy E Mouradian
- Dr. Wataha is Professor of Restorative Dentistry and Associate Dean for Information Management and Quality Improvement, University of Washington School of Dentistry; Dr. Mouradian is Professor of Pediatrics and Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was Associate Dean for Regional Affairs, Curriculum, and Educational Technologies at the time the article was written; Dr. Slayton is Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was also Chair of Pediatric Dentistry and Associate Dean of Graduate Studies at the time the article was written; Dr. Sorensen is Professor of Restorative Dentistry and Associate Dean of Clinics, University of Washington School of Dentistry; and Dr. Berg is Dean and Professor of Pediatric Dentistry, University of Washington School of Dentistry
| | - Rebecca L Slayton
- Dr. Wataha is Professor of Restorative Dentistry and Associate Dean for Information Management and Quality Improvement, University of Washington School of Dentistry; Dr. Mouradian is Professor of Pediatrics and Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was Associate Dean for Regional Affairs, Curriculum, and Educational Technologies at the time the article was written; Dr. Slayton is Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was also Chair of Pediatric Dentistry and Associate Dean of Graduate Studies at the time the article was written; Dr. Sorensen is Professor of Restorative Dentistry and Associate Dean of Clinics, University of Washington School of Dentistry; and Dr. Berg is Dean and Professor of Pediatric Dentistry, University of Washington School of Dentistry
| | - John A Sorensen
- Dr. Wataha is Professor of Restorative Dentistry and Associate Dean for Information Management and Quality Improvement, University of Washington School of Dentistry; Dr. Mouradian is Professor of Pediatrics and Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was Associate Dean for Regional Affairs, Curriculum, and Educational Technologies at the time the article was written; Dr. Slayton is Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was also Chair of Pediatric Dentistry and Associate Dean of Graduate Studies at the time the article was written; Dr. Sorensen is Professor of Restorative Dentistry and Associate Dean of Clinics, University of Washington School of Dentistry; and Dr. Berg is Dean and Professor of Pediatric Dentistry, University of Washington School of Dentistry
| | - Joel H Berg
- Dr. Wataha is Professor of Restorative Dentistry and Associate Dean for Information Management and Quality Improvement, University of Washington School of Dentistry; Dr. Mouradian is Professor of Pediatrics and Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was Associate Dean for Regional Affairs, Curriculum, and Educational Technologies at the time the article was written; Dr. Slayton is Professor of Pediatric Dentistry, University of Washington School of Dentistry, and was also Chair of Pediatric Dentistry and Associate Dean of Graduate Studies at the time the article was written; Dr. Sorensen is Professor of Restorative Dentistry and Associate Dean of Clinics, University of Washington School of Dentistry; and Dr. Berg is Dean and Professor of Pediatric Dentistry, University of Washington School of Dentistry
| |
Collapse
|
30
|
Jippes M, Majoor GD. Influence of national culture on the adoption of integrated medical curricula. Adv Health Sci Educ Theory Pract 2011; 16:5-16. [PMID: 20658354 PMCID: PMC3074082 DOI: 10.1007/s10459-010-9236-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2009] [Accepted: 05/12/2010] [Indexed: 05/11/2023]
Abstract
Integrated curricula have been implemented in medical schools all over the world. However, among countries different relative numbers of schools with integrated curricula are found. This study aims to explore the possible correlation between the percentage of medical schools with integrated curricula in a country and that country's cultural characteristics. Curricula were defined as not integrated if in the first 2 years of the program at least two out of the three monodisciplinary courses Anatomy, Physiology and Biochemistry were identified. Culture was defined using Hofstede's dimensions Power distance, Uncertainty avoidance, Masculinity/Femininity, and Individualism/Collectivism. Consequently, this study had to be restricted to the 63 countries included in Hofstede's studies which harbored 1,195 medical schools. From each country we randomly sampled a maximum of 15 schools yielding 484 schools to be investigated. In total 91% (446) of the curricula were found. Correlation of percent integrated curricula and each dimension of culture was determined by calculating Spearman's Rho. A high score on the Power distance index and a high score on the Uncertainty avoidance index correlated with a low percent integrated curricula; a high score on the Individualism index correlated with a high percent integrated curricula. The percentage integrated curricula in a country did not correlate with its score on the Masculinity index. National culture is associated with the propensity of medical schools to adopt integrated medical curricula. Consequently, medical schools considering introduction of integrated and problem-based medical curricula should take into account dimensions of national culture which may hinder the innovation process.
Collapse
Affiliation(s)
- Mariëlle Jippes
- Department of Educational Development and Research FHML, Maastricht University, POB 616, 6200 MD, Maastricht, The Netherlands.
| | | |
Collapse
|