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Lipp MJ, Clarke CL, Cho K. Orthodontics rewired: A new approach to predoctoral competency training. J Dent Educ 2024; 88:322-332. [PMID: 37964503 DOI: 10.1002/jdd.13419] [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: 07/02/2023] [Revised: 09/12/2023] [Accepted: 10/29/2023] [Indexed: 11/16/2023]
Abstract
OBJECTIVE To describe changes in a competency-based orthodontics course in response to the COVID-19 pandemic, and compare outcomes before and after these adaptations. METHODS Exempted by NYU IRB (#FY2021-4795, #FY2021-5748). At NYU College of Dentistry, assessments and surveys for D3 course groups were compared: 2018 (N = 89, in-person) and 2022 (N = 109, hybrid; remote synchronous with cold-calling). Assessments were identical and proctored. Pass rates, mean scores, and score distributions were compared using t-tests and Z-scores. Internal consistency of surveys was evaluated with Cronbach's alpha. Six paired Likert items were categorized into Positive, Neutral, and Negative and compared using Fisher's exact test and phi coefficients. Four items were added to the 2022 survey to assess students' responses to "cold-calling" and were evaluated using descriptive statistical methods. RESULTS No significant differences in pass rates or mean assessment scores were found between 2018 (79.8%, 1.45 ± 1.11) and 2022 (80.7%, 1.50 ± 0.97) groups. Surveys demonstrated high internal consistency (Cronbach's alpha: 0.95 and 0.81). Response rates were 79% and 80% for both groups with a median score of 4 (Agree) or higher, indicating positive confidence and motivation. Fisher's exact test and phi coefficients did not find significant differences across surveys (p ≤ 0.05). The four additional Likert items in the 2022 group survey suggested that cold-calling increased preparedness and anxiety. The median score for cold-call items = 4 (Agree). CONCLUSIONS The null hypothesis was upheld. Assessment and survey outcomes for 2018 and 2022 were similar. Students displayed increased confidence and motivation. "Cold-calling" was associated with increased preparedness, engagement, and anxiety.
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Affiliation(s)
- Mitchell J Lipp
- Department of Orthodontics, New York University College of Dentistry, New York, New York, USA
| | | | - Kiyoung Cho
- DDS and Advanced Education Program in Orthodontics and Dentofacial Orthopedics, New York University College of Dentistry, New York, New York, USA
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Tsang S, Mittal T. Satisfaction of orthodontic Post-CCST training: A survey of trainee perceptions. J Orthod 2024; 51:7-18. [PMID: 37081826 DOI: 10.1177/14653125231170020] [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] [Indexed: 04/22/2023]
Abstract
INTRODUCTION This survey was undertaken as a second part to 'Barriers to Post-CCST training in orthodontics: A survey of trainee perceptions'. Recruitment of Post-CCST trainees in certain areas of the country has attracted concerns as it has become increasingly difficult. This survey was undertaken to assess trainee satisfaction with Post-CCST training and to look at possible ways to improve trainee satisfaction and make Post-CCST training more desirable. METHODS The Training Grades Group (TGG) committee of the British Orthodontic Society (BOS) produced an online survey that was sent to all TGG members and newly qualified consultants in May 2021. All Post-CCSTs who entered training between February 2017 and October 2020, were asked to complete the survey. RESULTS There were 37 respondents, which gave a response rate of 62%. While 61% of respondents were satisfied with their Post-CCST training, 17% were 'neither satisfied or dissatisfied' and 6% were either 'dissatisfied' or 'very dissatisfied'. Of the 37 respondents, 25 (67%) would apply for Post-CCST training again, 6 (16%) would not and 6 (16%) did not answer this question. When asked for possible suggestions for improvements to Post-CCST training to encourage greater satisfaction, the responses could be grouped into the following themes: Part-time training; Teaching; Time commitment; Salary; and Experience. CONCLUSION In general, respondents were satisfied with Post-CCST training. There was a significant range of positive and negative responses to various aspects of training including multidisciplinary team clinic preparation, support, supervision and management experience. Suggestions for improvements echo the barriers to Post-CCST training survey.
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Affiliation(s)
- Stacey Tsang
- Orthodontic Department, Milton Keynes University Hospital, Milton Keynes, UK
| | - Tarun Mittal
- Orthodontic Department, The James Cook University Hospital, Middlesbrough, UK
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Haworth J, Walker S, Ireland A, Sandy J. Orthodontic education in the UK: Evolution over the last 50 years and potential future developments. J Orthod 2023; 50:26-33. [PMID: 38323391 DOI: 10.1177/14653125231215096] [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] [Indexed: 02/08/2024]
Affiliation(s)
| | - Sally Walker
- North Cumbria Integrated Care NHS Foundation Trust, UK
| | - Anthony Ireland
- Department of Orthodontics, University of Bristol, Bristol, UK
| | - Jonathan Sandy
- Department of Orthodontics, University of Bristol, Bristol, UK
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Ajrash E, DiBiase AT, Pandis N, Cobourne MT, Seehra J. Orthodontic clinicians' attitudes and knowledge of dentogingival aesthetics: A cross-sectional survey of BOS members. J Orthod 2023; 50:400-409. [PMID: 34378445 PMCID: PMC10693736 DOI: 10.1177/14653125211034878] [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: 03/24/2021] [Revised: 06/25/2021] [Accepted: 07/07/2021] [Indexed: 11/17/2022]
Abstract
OBJECTIVE To assess orthodontic clinicians' knowledge and attitudes towards dentogingival aesthetics and to explore characteristics that predict the knowledge of dentogingival aesthetics. DESIGN Cross-sectional questionnaire. SETTING On-line survey of members of the British Orthdontic Society. MATERIALS AND METHODS An 11-item online questionnaire was sent to orthodontic practitioners for completion. The questionnaire covered respondent demographics and questions relating to both knowledge and attitudes towards dentogingival aesthetics (six parameters). Descriptive statistics were calculated for study characteristics and summary values for the survey items. Responses to the eight knowledge-based questions were converted to a binary outcome (correct and incorrect answer). The maximum score that could be achieved was eight. Multivariable modelling was used in order to examine associations between the study characteristics and the aggregate score. RESULTS A total of 252 responses were obtained resulting in a response rate of 17%. Within this cohort, the respondents were primarily women (52.8%) and aged 30-40 years (35.7%). The mean score for the eight knowledge-based questions was 3.8 ± 1.8 (range = 0-8). Knowledge of the ideal gingival margin position of the anterior teeth was high (92.4%). Knowledge of the other five dentogingival aesthetic parameters was variable. In the multivariable analysis, lower knowledge scores were predicated by respondents who did not have a special interest in dental aesthetics (-0.54; 95% confidence interval [CI] = -1.01 to -0.07; P = 0.02), who could not recall attending courses, lectures or seminars on dental aesthetics in the past five years (-0.80; 95% CI = -1.43 to -0.17; P = 0.01) and with increasing age (-0.43; 95% CI = -0.62 to -0.23; P < 0.001). CONCLUSION Knowledge of ideal dentogingival parameters is generally suboptimal among orthodontists in the UK. The reported lack of knowledge of the ideal dentogingival parameters may also influence respondents' attitudes towards the importance of dentogingival aesthetics. Further teaching or courses related to dentogingival aesthetics is desired by orthodontic clinicians.
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Affiliation(s)
- Eman Ajrash
- Department of Orthodontics, Faculty of Dentistry, Oral and Craniofacial Sciences, King’s College London, London, UK
| | - Andrew T DiBiase
- Department of Orthodontics, Maxillofacial Unit, William Harvey Hospital, Willesborough, Ashford, UK
| | - Nikolaos Pandis
- Department of Orthodontics and Dentofacial Orthopedics, Dental School/Medical Faculty, University of Bern, Bern, Switzerland
| | - Martyn T Cobourne
- Department of Orthodontics, Faculty of Dentistry, Oral and Craniofacial Sciences, King’s College London, London, UK
| | - Jadbinder Seehra
- Department of Orthodontics, Faculty of Dentistry, Oral and Craniofacial Sciences, King’s College London, London, UK
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Tran LK, Lipp MJ. Making competency-based predoctoral orthodontics fun: Introducing Dealodontics. J Dent Educ 2023; 87:385-393. [PMID: 36350297 DOI: 10.1002/jdd.13133] [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: 07/10/2022] [Revised: 09/29/2022] [Accepted: 09/16/2022] [Indexed: 11/11/2022]
Abstract
OBJECTIVES Dealodontics is a card game developed at New York University College of Dentistry for dental students to reinforce and apply basic orthodontic concepts. Dealodontics incorporates clinical photographs and questions to assess students' skills in diagnosis and patient management. The game was designed to be an enjoyable, interactive, and collaborative learning experience, supplementing competency-based instruction. The purpose of this project was to present this novel educational method and to evaluate dental students' engagement and game-playing experience. METHODS The survey was modeled after the "Game Experience Questionnaire" and followed the same methodology collapsing 16 survey questions into eight categories. The 5-point Likert scale was collapsed into a 3-point graduated scale (negative, neutral, and positive). Results were tabulated and scored using methods developed by IJsselsteijn et.al. Comparisons were made between two years: 2019 (N = 385) and 2021 (N = 245). Additionally, students were asked an open-ended question, to list three words to describe the game-playing experience. RESULTS Response rates declined from 72% in 2019 to 50.2% in 2021. Response trends were similar: Positive gameplay experiences (competence, positive affect, immersion, challenge, and learning) and lack of negative experiences (tension/annoyance, negative affect). In the category of flow, 2021 responses were more positive (42.68%) when compared to the responses in 2019 (38.3%). Open-ended responses were similar with "fun" being the most commonly occurring word. CONCLUSIONS Dealodontics is an effective and engaging tool for learning which can be used to supplement traditional methods.
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Affiliation(s)
- Lyndon K Tran
- Department of Orthodontics, New York University College of Dentistry, New York, New York, USA
| | - Mitchell J Lipp
- Department of Orthodontics, New York University College of Dentistry, New York, New York, USA
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Brown MM, Wiltshire WA, Russell K. Current status of undergraduate orthodontic education in Canada. J Dent Educ 2023; 87:351-357. [PMID: 36353983 DOI: 10.1002/jdd.13128] [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: 03/04/2022] [Revised: 07/12/2022] [Accepted: 09/24/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE This study evaluated teaching hours and mode of instruction of undergraduate orthodontic education dental students in Canada receive, changes implemented by each educational dental institution (EDI) in response to the COVID-19 pandemic, and plans for mode of orthodontic education delivery post-COVID-19. METHODS An electronic survey was administered to the program directors of undergraduate orthodontics at each EDI to reveal details regarding the (i) time and details of didactic, preclinical, and clinical experience provided to students and (ii) perceptions of undergraduate program directors about the adequacy of the current curricula. RESULTS All 10 Canadian EDIs participated in the survey during the year 2021. Most EDIs deliver their orthodontic curricula beginning in the second year of the program (7, 70.0%), continuing through third (7, 70.0%) and fourth (6, 60.0%) years. The number of hours of didactic, preclinical, and clinical instruction varied by as much as 50 h per academic year across different EDIs. In response to the COVID-19 pandemic, almost all EDIs (9, 90.0%) maintained the same amount of didactic lecture time yet most switched to synchronous (5, 50.0%) or asynchronous (3, 30.0%) online delivery format. Most EDIs (8, 80.0%) indicated the quality of education was maintained during the pandemic. CONCLUSIONS There exists significant variation in undergraduate orthodontic time allotment among Canadian EDIs. During the COVID-19 pandemic, most Canadian EDIs maintained a consistent amount of teaching hours while transitioning to some form of online course delivery. Most program directors indicated they believed students received the same quality of education after the change in mode of course delivery. The future of undergraduate orthodontic education will likely continue the accelerated trend toward online education.
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Affiliation(s)
- Matthew M Brown
- Department of Preventive Dental Science, University of Manitoba, Winnipeg, Manitoba, Canada
| | - William A Wiltshire
- Department of Preventive Dental Science, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Kathy Russell
- Faculty of Dentistry, Dalhousie University, Halifax, Nova Scotia, Canada
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The new UK specialty training curriculum for orthodontics - training to specialist and consultant levels. J Orthod 2023; 50:7-8. [PMID: 36942373 DOI: 10.1177/14653125231154372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/23/2023]
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de Vasconcellos Vilella O. History of Orthodontics in Brazil - Postgraduate Education. J Hist Dent 2023; 71:207-210. [PMID: 38039112 DOI: 10.58929/jhd.2023.071.03.207] [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] [Subscribe] [Scholar Register] [Indexed: 12/03/2023]
Abstract
Orthodontics in Brazil underwent significant transformations in the 1950s when several dentists returned to the country after completing advanced education courses in the specialty abroad. The first two orthodontic associations, in Rio de Janeiro and São Paulo, were constituted in 1955 and 1959. The specialty's first event with characteristics of a professional meeting occurred in São Paulo in 1957, and Postgraduate Orthodontic education became available. This paper aims to describe the central insights of the constitution and evolving of the education of Orthodontics in Brazil.
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Wendling N, Kim-Berman H, Inglehart MR. Dental students' interest in orthodontic careers: do orthodontic-related experiences and faculty and practitioner role models matter? Angle Orthod 2022; 92:787-795. [PMID: 36006681 DOI: 10.2319/030822-206.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 07/01/2022] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVES To assess the percentage of dental students interested in orthodontics and likely to apply to orthodontic residency programs, the role of orthodontic-related experiences, and of orthodontic faculty and practitioner role models for student career decision-making. MATERIALS AND METHODS This study had a cross-sectional design. A total of 335 students from seven U.S. dental schools responded to an anonymous web-based survey. RESULTS 35% were much/very much interested in becoming orthodontists and 26% were likely to apply for this specialty training. A total of 80.1% had orthodontic treatment, 58.7% knew an orthodontist in their community, 44% had shadowed an orthodontist, and 10.8% had worked in an orthodontic practice before dental school. Respondents evaluated orthodontic practitioners more positively than orthodontic faculty. They considered practitioners as more compassionate providers than faculty members (5-point scale with 5 = agree strongly: mean = 4.25 vs 3.83; P < .001), making more of a difference in their patients' lives (4.44 vs 4.05; P < .001), and as better role models (4.21 vs 3.94; P < .001) who encouraged students more to pursue orthodontics (4.03 vs 3.65; P < .001). Their interest in becoming an orthodontist and in applying for an orthodontic residency program correlated with educational experiences (r = 0.35; P < .001 / r = 0.34; P < .001) and positive impressions of orthodontic faculty (r = 0.23; P < .001 / r = 0.22; P < .001) and practicing orthodontists (r = 0.29; P < .001 / r = 0.27; P < .001). CONCLUSIONS Better understanding of factors motivating dental students to pursue orthodontics is crucial. Orthodontic practitioners and faculty play an important role in this context.
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Ho ACH, Liao C, Lu J, Shan Z, Gu M, Bridges SM, Yang Y. 3-Dimensional simulations and student learning in orthodontic education. Eur J Dent Educ 2022; 26:435-445. [PMID: 34528742 PMCID: PMC9544736 DOI: 10.1111/eje.12718] [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] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Revised: 02/10/2021] [Accepted: 07/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The electronic dental model (e-model) is an example of a digital 3-dimensional technology to support inquiry-based learning in undergraduate dental education. As student perceptions of and engagement with e-models vary, it is uncertain whether these perceptions have implications for their learning processes and outcomes. MATERIALS AND METHODS Third-year dental students (N = 40) completed a questionnaire to identify their perceptions of and preferences for model modalities. They were divided into three groups based on their preference: Preferring plaster models (Group 1); Preferring e-models (Group 2); No preference (Group 3). Students from three groups (N = 9) attended a hands-on digital occlusion evaluation workshop, and then completed a case-based diagnostic evaluation test using digital occlusion evaluation software. Camtasia Studio™ recorded real-time and on-screen data of the number of mouse-clicks and time spent. RESULTS Students reported positive feedbacks on the use of e-models, and 72.5% of the students preferred combination use of e-models and plaster models. After attending the hands-on digital dental occlusion evaluation workshop, Group 2 scored higher on the diagnostic evaluation test (p < .05) and registered more mouse-clicks than Group 1 when evaluating the arch symmetry (p < .05). Group 2 registered fewer mouse-clicks than Group 3 during tooth size measurement (p < .05). There was no significant difference regarding the time used to answer the knowledge questions amongst the three groups. CONCLUSION Undergraduate dental students indicated a generally high acceptance of e-models for their learning in orthodontics, and more prefer a blended approach. Students preferring e-models presented higher performance outcomes, which supports cognitive load theory regarding prior exposure to simulation-based environments.
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Affiliation(s)
- Angus Cheuk Hin Ho
- Division of Pediatric Dentistry and OrthodonticsFaculty of DentistryThe University of Hong KongHong KongChina
| | - Chongshan Liao
- Division of Pediatric Dentistry and OrthodonticsFaculty of DentistryThe University of Hong KongHong KongChina
- Department of OrthodonticsCollege of StomatologyTongji UniversityShanghaiChina
| | - Jiajing Lu
- Division of Pediatric Dentistry and OrthodonticsFaculty of DentistryThe University of Hong KongHong KongChina
- Taizhou Polytechnic CollegeTaizhouChina
| | - Zhiyi Shan
- Division of Pediatric Dentistry and OrthodonticsFaculty of DentistryThe University of Hong KongHong KongChina
| | - Min Gu
- Division of Pediatric Dentistry and OrthodonticsFaculty of DentistryThe University of Hong KongHong KongChina
| | - Susan M. Bridges
- Centre for the Enhancement of Teaching and Learning/Faculty of EducationThe University of Hong KongHong KongChina
| | - Yanqi Yang
- Division of Pediatric Dentistry and OrthodonticsFaculty of DentistryThe University of Hong KongHong KongChina
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de Vasconcellos Vilella O. History of Orthodontics in Brazil - First Brazilian Specialist. J Hist Dent 2022; 70:128-132. [PMID: 35767302] [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] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
At the beginning of the 20th century science was beginning to transform the world, including Brazil. All aspects of dentistry were considered essential to the welfare of the people and that may also have included orthodontics. It is possible then to assume that the manufacturing of some orthodontic appliances was already being taught in the educational courses. However, the lack of didactic orthodontic texts in Portuguese was a problem, when considering literature as one of the pillars that would support advancements in the science and practice of orthodontics. This difficulty, however, was solved in 1910, when the third edition of the Odontological Manual by Coelho e Souza was published including a chapter on orthodontics. Some years later Carlos Lustosa became interested in this subject after reading the paper by Angle that presented the ribbon arch appliance. He went to Pasadena (CA) and convinced Angle to accept him as a student. In 1923 he completed the course at the Angle School of Orthodontia, becoming the first Brazilian specialist in orthodontics. He treated patients with the ribbon arch until his death in 1937. However, did his search for knowledge outside the country influence the course of Brazilian orthodontics?
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Affiliation(s)
- Flavia Artese
- Departamento de Odontologia Preventiva e Comunitária, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, RJ, Brazil
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Haskell B, Keefe T. Surviving orthodontic graduate debt: Making correct career choices to manage debt re-payment, reduction or forgiveness. Angle Orthod 2019; 89:529-534. [PMID: 31184931 DOI: 10.2319/0003-3219-89.4.529] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Monetary pitfalls and traps await unwary residents upon graduation. The path to a financially satisfying personal and professional life is obtainable despite high student loan debt and limited income. Career and personal finance issues, student loan options, tax avoidance, bank lending policies, and practice purchases are reviewed. Career options of public service, salaried employee, per diem employee, and private practice ownership are compared in personal financial outcomes, taxation, and retirement consequences.
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Schott TC, Arsalan R, Weimer K. Students' perspectives on the use of digital versus conventional dental impression techniques in orthodontics. BMC Med Educ 2019; 19:81. [PMID: 30866910 PMCID: PMC6417015 DOI: 10.1186/s12909-019-1512-3] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Accepted: 03/04/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Despite the increasing use of digital impressions in orthodontics, this technique does not usually form part of the learning objectives in dental training. The aim of this study was to determine how students assess the user-friendliness of intraoral scanners compared to a conventional impression technique after a theoretical and practical teaching module. METHODS Thirty-one dental students in their seventh semester (4th year) received and conducted digital (3 M, St. Paul, NM) and conventional (alginate) impressions from: (i) the dentist's perspective, and (ii) the patient's perspective. Each student completed four questionnaires to evaluate: (i) the user-friendliness of intraoral scanning, and (ii) intraoral scanning compared to the conventional method. RESULTS Thirty (97%) students had not previously performed digital impressions. Twenty-four (77%) students were overall "very" or "rather" satisfied with the handling of the intraoral scanning method, and 18 (58%) preferred digital to alginate impressions from the dentist's perspective. From the "patient's" perspective, the students did not report any significant differences between the two methods. However, the impression tray in conventional impressions reduced "patient" comfort significantly more than the camera in digital impressions (Z = - 3.496, p < 0.001). CONCLUSIONS Dental students were able to practice both conventional alginate and modern digital impressions without prior knowledge of intraoral impression techniques after basic training and an introduction from dentists. Students reported a preference for the digital technique. Implementing digital intraoral impressions into undergraduate training is recommended to familiarise students with this rapidly developing digital technique at an early stage.
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Affiliation(s)
- Timm C. Schott
- Department of Orthodontics and Orofacial Orthopedics, University Hospital of Dentistry, Oral Medicine, and Maxillofacial Surgery, Eberhard Karls University Tübingen, Osianderstr. 2-8, 72076 Tübingen, Germany
| | - Rahima Arsalan
- Department of Orthodontics and Orofacial Orthopedics, University Hospital of Dentistry, Oral Medicine, and Maxillofacial Surgery, Eberhard Karls University Tübingen, Osianderstr. 2-8, 72076 Tübingen, Germany
| | - Katja Weimer
- Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tübingen, Tübingen, Germany
- Department of Psychosomatic Medicine and Psychotherapy, Ulm University Medical Center, Ulm, Germany
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Grillo AC, Ghoneima AAM, Garetto LP, Bhamidipalli SS, Stewart KT. Predictors of orthodontic residency performance: An assessment of scholastic and demographic selection parameters. Angle Orthod 2019; 89:488-494. [PMID: 30605016 DOI: 10.2319/062518-477.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE To evaluate the association between resident selection criteria, including Graduate Record Examination (GRE) scores, and student performance in an orthodontic residency program. MATERIALS AND METHODS This retrospective study evaluated the academic records of 70 orthodontic residency graduates from the Indiana University School of Dentistry. The following demographic and scholastic data were extracted from the student academic records: applicant age, gender, ethnicity, race, country of origin, dental school graduation year, GRE score, and graduate orthodontic grade point average (GPA). In addition, student American Board of Orthodontics (ABO) written examination quintiles were obtained from the ABO. Scatterplots, analysis of variance, and correlation coefficients were used to analyze the data. Statistical significance was established at .05 for the study. RESULTS No associations were found with any component of the GRE, except with the quantitative GRE section, which displayed a weak association with ABO module 2 scores. Dental school GPA demonstrated weak correlations with all ABO modules and moderate correlations with overall and didactic orthodontic GPAs. When assessing demographic factors, significant differences (P < .05) were observed, with the following groups demonstrating higher performance on certain ABO modules: age (younger), race (whites), and country of origin (US citizens). CONCLUSIONS Findings suggest the GRE has no association with student performance in an orthodontic residency. However, dental school GPA and/or class rank appear to be the strongest scholastic predictors of residency performance.
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Kahatab AF, Ho YB, O'Reilly D, Tan C, McTernan J, Ahmad T, O'Halloran A, Sagheri D, Abdollahi A, Mac Giolla Phadraig C. Evidence-based dentistry can effectively be taught to dental care professional students - A mixed methods study. Eur J Dent Educ 2018; 22:167-173. [PMID: 29193633 DOI: 10.1111/eje.12302] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [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: 10/17/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Little research exists in the teaching of evidence-based dentistry (EBD) to students in the fields of dental hygiene, dental nursing and orthodontic therapy. This study aims to analyse the effect of a 1-day EBD programme on knowledge and confidence whilst also gaining insight into students' experience of the intervention. METHOD A mixed methods study was utilised with explanatory sequential design. The population consisted of dental hygiene (DH), dental nursing (DN) and orthodontic therapy (OT) students (N = 44). The intervention consisted of a 1-day active learning EBD programme, delivered via group projects and lectures. In the initial quantitative phase, a standardised questionnaire pre- and post -intervention measured changes in confidence for all participants, whilst change in knowledge was measured for DH and OT students only. Following this, focus groups were scheduled for all members of each discipline 3 months post-intervention for DN and 2 months post-intervention for DH and OT students. Semi-structured focus group schedules were drawn up, and groups organised according to the outcomes of quantitative data analysis. Qualitative results were analysed using a deductive adaptation of Burnard's thematic content analysis. RESULTS Forty-two students took part (94.45%) in this study. Median knowledge scores increased from zero to two of five (P < .001), whilst median confidence score doubled from four to eight of eight (P < .001). Results of thematic content analysis were coincident with quantitative results; however, it also provided constructive feedback regarding design and content of the course. CONCLUSIONS A 1-day bespoke programme in EBD increased students' confidence and knowledge in EBD skills. However, the findings further suggest that two successive half-day training sessions instead of one full-day training, tied in with coursework that requires the application of the acquired skills, may increase the learning experience further.
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Affiliation(s)
- A F Kahatab
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - Y B Ho
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - D O'Reilly
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - C Tan
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - J McTernan
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - T Ahmad
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - A O'Halloran
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - D Sagheri
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - A Abdollahi
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - C Mac Giolla Phadraig
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
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Abstract
Background Little is known about community orthodontists’ previous training in, experience with, or receptivity to caring for children with craniofacial disorders. Objectives (1) To characterize the current level of participation by Washington state orthodontists in craniofacial care; and (2) to identify factors that promote or impede community orthodontists’ involvement in caring for children with craniofacial conditions. Design Mail survey. Methods A 26-item questionnaire was designed and mailed to all active orthodontists in Washington state (N = 230). Question topics included practice characteristics, training and experience with craniofacial conditions, concerns related to public and private insurance, and communication with craniofacial teams. Results Of eligible respondents, 68% completed the survey. Most orthodontists’ patient panels were made up of patients who either have private insurance or pay cash for services. On average, 2% of respondents’ patients were Medicaid beneficiaries. Only 20% of respondents had seen more than three patients with cleft lip and/or palate in the past 3 years. Although a minority of orthodontists receive referrals from (27%) or are affiliated with (11%) craniofacial teams, most orthodontists perceived craniofacial care positively and were interested to learn more about craniofacial care and to accept additional patients with these conditions. Conclusions Results of this survey can inform potential strategies to increase access to orthodontic care for children with craniofacial disorders. These would include developing an organized training, referral, and communication system between community orthodontists and state craniofacial teams and considering a case-management approach to facilitate this process.
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Affiliation(s)
- Charlotte W Lewis
- Craniofacial Center, Children's Hospital and Regional Medical Center, Seattle, Washington, USA.
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Midorikawa Y, Takemura H, Mizoguchi H, Soga K, Kamimura M, Suga K, Kanno Z, Uo M. Six-axis orthodontic force and moment sensing system for dentist technique training. Annu Int Conf IEEE Eng Med Biol Soc 2017; 2016:2206-2209. [PMID: 28268769 DOI: 10.1109/embc.2016.7591167] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this study is to develop a sensing system device that measures three-axis orthodontic forces and three-axis orthodontic moments for dentist training. The developed sensing system is composed of six-axis force sensors, action sticks, sliders, and tooth models. The developed system also simulates various types of tooth row shape patterns in orthodontic operations, and measures a 14 × 6 axis orthodontic force and moment from tooth models simultaneously. The average force and moment error per loaded axis were 2.06 % and 2.00 %, respectively.
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Binhas E, Binhas C. [How to manage with rigour but flexibility an orthodontic practice]. Orthod Fr 2017; 88:81-86. [PMID: 28229854 DOI: 10.1051/orthodfr/2017003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
INTRODUCTION An orthodontic office owner must understand the context and then combine logic, emotion, intuition and common sense. The productivity approach is no longer acceptable. It is necessary to combine rigour, flexibility and pragmatism. DISCUSSION The obsessive perfectionism is ineffective. In fact, there are four ways to demonstrate a flexible determination: persevere when appropriate, win the support of your entourage, back on some decisions, appeal to the collective will. Another needed feature is to have the flexibility to change its own habits and change the ones of others. Some practical examples based on the five available resources (time, money, people, training and equipment) illustrate the concepts discussed. CONCLUSION Both qualities are necessary for the orthodontic business manager today: strong leadership and flexibility. The best attitude lies in the combination of these two seemingly contradictory requirements.
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Godfrey K. Orthodontics in general practice: part 1. Scope and limits related to orthodontic education. Aust Orthod J 2017; Spec No:44-46. [PMID: 29709119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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Storey E. Orthodontic Education. Aust Orthod J 2017; Spec No:34-39. [PMID: 29709117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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22
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Taylor AT. The role of the foundation in Australian Orthodontic education. Aust Orthod J 2017; Spec No:40-43. [PMID: 29709118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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Cozzani M, Sinclair P. Master Clinician: Mauro Cozzani. J Clin Orthod 2017; 51:11-23. [PMID: 28253486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Affiliation(s)
- Mauro Cozzani
- Master's Program in Clinical Dentistry Orthodontics, LUdeS Foundation Higher Education Institution, Kalkara, Malta; Private Practice of Orthodontics in La Spezia, Italy
| | - Peter Sinclair
- SmileDirectClub; Private Practice of General Dentistry and Orthodontics in Fayetteville, AR
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Keim RG. A Digital Standard of Care. J Clin Orthod 2016; 50:587-588. [PMID: 27888651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
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Yilmaz RBN, Nalbantgil D, Ozdemir F. The Effect of Awareness of American Board of Orthodontics Criteria on Treatment Outcomes in a Postgraduate Dental Clinic. J Dent Educ 2016; 80:1091-1097. [PMID: 27587576] [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: 12/03/2015] [Accepted: 02/29/2016] [Indexed: 06/06/2023]
Abstract
The aims of this study were to evaluate the posttreatment outcomes in a postgraduate orthodontic clinic following a course on American Board of Orthodontics Cast and Radiograph Evaluation (ABO-CRE); to compare the outcomes of postgraduate students who took the course before and after finishing treatment of their cases; and to assess if the need for orthodontic treatment as determined by the Index of Orthodontic Treatment Need (IOTN) at the beginning of treatment affected students' final scores. A course on ABO-CRE was given to second- (group A), third- (group B), and fourth- (group C) year postgraduate students at Yeditepe University, Istanbul, Turkey, in 2012. Pre- and posttreatment plaster models of 253 cases (group A) were treated by students in 2011-12. An additional 251 (group B, 2012-13) and 341 (group C, 2013-14) cases were evaluated in the first and second years after the course, respectively. The models were graded retrospectively using the ABO-CRE and IOTN. The results showed that the total mean scores on the posttreatment plaster models were significantly higher in the pre-course group than the first- and second-year post-course group (p<0.05 and p<0.01, respectively). The borderline cases (grade 3) received a lower score on the ABO-CRE than the cases with need (grade 4) (p<0.01) and severe need (grade 5) (p<0.01) for orthodontic treatment. Increasing awareness by giving information about the ABO-CRE significantly improved the posttreatment success of these postgraduate students. After the course, treatment outcomes in the following year were better than two years later, suggesting it may be useful to teach the course annually to refresh students' knowledge.
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Affiliation(s)
- Rahime Burcu Nur Yilmaz
- Dr. Yilmaz is Teaching Assistant, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey; Dr. Nalbantgil is Associate Professor, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey; and Dr. Ozdemir is Professor, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey.
| | - Didem Nalbantgil
- Dr. Yilmaz is Teaching Assistant, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey; Dr. Nalbantgil is Associate Professor, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey; and Dr. Ozdemir is Professor, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey
| | - Fulya Ozdemir
- Dr. Yilmaz is Teaching Assistant, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey; Dr. Nalbantgil is Associate Professor, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey; and Dr. Ozdemir is Professor, Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey
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Tonni I, Mora L, Oliver RG. Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection. J Dent Educ 2016; 80:1098-1108. [PMID: 27587577] [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: 10/08/2015] [Accepted: 03/03/2016] [Indexed: 06/06/2023]
Abstract
The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.
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Affiliation(s)
- Ingrid Tonni
- Dr. Tonni is Researcher, Orthodontic Department, University of Brescia, Brescia, Italy; Dr. Mora is a private dental practitioner, Brescia, Italy; and Dr. Oliver is Director, Postgraduate Diploma in Dental Studies, Postgraduate Medical and Dental Education/Wales Deanery, Cardiff University, Cardiff, UK.
| | - Luca Mora
- Dr. Tonni is Researcher, Orthodontic Department, University of Brescia, Brescia, Italy; Dr. Mora is a private dental practitioner, Brescia, Italy; and Dr. Oliver is Director, Postgraduate Diploma in Dental Studies, Postgraduate Medical and Dental Education/Wales Deanery, Cardiff University, Cardiff, UK
| | - Richard G Oliver
- Dr. Tonni is Researcher, Orthodontic Department, University of Brescia, Brescia, Italy; Dr. Mora is a private dental practitioner, Brescia, Italy; and Dr. Oliver is Director, Postgraduate Diploma in Dental Studies, Postgraduate Medical and Dental Education/Wales Deanery, Cardiff University, Cardiff, UK
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Jones K, Popat H, Johnson IG. Dental students' experiences of treating orthodontic emergencies - a qualitative assessment of student reflections. Eur J Dent Educ 2016; 20:156-160. [PMID: 27404001 PMCID: PMC5033032 DOI: 10.1111/eje.12155] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 05/08/2015] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Professional regulatory bodies in the UK and Europe state that dental graduates should be able to manage orthodontic emergency patients. Therefore, the aim of this study was to explore dental student experiences of treating orthodontic emergencies within a teaching institution. MATERIALS AND METHOD This study was designed as a single-centre evaluation of teaching based in a UK university orthodontic department. The participants were fourth-year dental students who treated orthodontic emergency patients under clinical supervision as part of the undergraduate curriculum. Student logbook entries for one academic year detailing the types of emergencies treated and structured, reflective commentaries for each procedure were analysed using thematic analysis methods. The total numbers and types of orthodontic emergencies treated by students were presented. Overall, self-reported student confidence in managing orthodontic emergencies was calculated. Themes, which represented student reflections, were identified. RESULTS Seventy-two students participated in the study. Overall, 69% of students stated they were confident in managing orthodontic emergencies. Students treated a range of emergencies, of which the most frequent was debonded brackets (38%). Reflections from student commentaries were housed under a primary theme of building procedural confidence. Three subthemes were identified: (i) theory-practice integration; (ii) expanding clinical experience; and (iii) importance of a supportive clinical learning environment. CONCLUSION The majority of dental students were confident in managing orthodontic emergencies. Theoretical knowledge supplemented by exposure to a range of clinical problems within a supported learning environment made students feel more confident.
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Affiliation(s)
- K Jones
- School of Dentistry, Cardiff University, Cardiff, UK
| | - H Popat
- Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Cardiff, UK
| | - I G Johnson
- Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Cardiff, UK
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Dreyer C. Rules for some? Aust Orthod J 2016; 32:1. [PMID: 27468585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
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Kothari H, Pruzansky DP, Park JH. What Influences a Pediatric Dentist to Refer to a Particular Orthodontist? J Clin Orthod 2016; 50:231-238. [PMID: 27223856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- Hemali Kothari
- Postgraduate Orthodontic Program, Arizona School of Dentistry and Oral Health, A.T. Still University, 5835 E. Still Circle, Mesa, AZ 85206
| | - Dawn P Pruzansky
- Postgraduate Orthodontic Program, Arizona School of Dentistry and Oral Health, A.T. Still University, 5835 E. Still Circle, Mesa, AZ 85206
| | - Jae Hyun Park
- Postgraduate Orthodontic Program, Arizona School of Dentistry and Oral Health, A.T. Still University, 5835 E. Still Circle, Mesa, AZ 85206; Graduate School of Dentistry, Kyung Hee University, Seoul, Korea.
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Keim RG. Recognizing Clinical Excellence. J Clin Orthod 2016; 50:137-138. [PMID: 27117733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Sletten W. It Follows: A Q & A on "What Works". Northwest Dent 2016; 95:21. [PMID: 27255011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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32
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Freda NM, Lipp MJ. Test-Enhanced Learning in Competence-Based Predoctoral Orthodontics: A Four-Year Study. J Dent Educ 2016; 80:348-354. [PMID: 26933111] [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] [Indexed: 06/05/2023]
Abstract
Dental educators intend to promote integration of knowledge, skills, and values toward professional competence. Studies report that retrieval, in the form of testing, results in better learning with retention than traditional studying. The aim of this study was to evaluate test-enhanced experiences on demonstrations of competence in diagnosis and management of malocclusion and skeletal problems. The study participants were all third-year dental students (2011 N=88, 2012 N=74, 2013 N=91, 2014 N=85) at New York University College of Dentistry. The 2013 and 2014 groups received the test-enhanced method emphasizing formative assessments with written and dialogic delayed feedback, while the 2011 and 2012 groups received the traditional approach emphasizing lectures and classroom exercises. The students received six two-hour sessions, spaced one week apart. At the final session, a summative assessment consisting of the same four cases was administered. Students constructed a problem list, treatment objectives, and a treatment plan for each case, scored according to the same criteria. Grades were based on the number of cases without critical errors: A=0 critical errors on four cases, A-=0 critical errors on three cases, B+=0 critical errors on two cases, B=0 critical errors on one case, F=critical errors on four cases. Performance grades were categorized as high quality (B+, A-, A) and low quality (F, B). The results showed that the test-enhanced groups demonstrated statistically significant benefits at 95% confidence intervals compared to the traditional groups when comparing low- and high-quality grades. These performance trends support the continued use of the test-enhanced approach.
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Affiliation(s)
- Nicolas M Freda
- Dr. Freda is an Orthodontic Resident, New York University College of Dentistry; Dr. Lipp is Clinical Associate Professor and Director of Predoctoral Orthodontics, Department of Orthodontics, New York University College of Dentistry
| | - Mitchell J Lipp
- Dr. Freda is an Orthodontic Resident, New York University College of Dentistry; Dr. Lipp is Clinical Associate Professor and Director of Predoctoral Orthodontics, Department of Orthodontics, New York University College of Dentistry.
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Vogels PB. 2016 Eugene L. Gottlieb JCO Student of the Year: Dr. Krystian Jarosz. J Clin Orthod 2016; 50:191-194. [PMID: 27117740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Ihm JJ, Seo DG. Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness? J Dent Educ 2016; 80:173-182. [PMID: 26834135] [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] [Indexed: 06/05/2023]
Abstract
The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.
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Affiliation(s)
- Jung-Joon Ihm
- Dr. Ihm is BK21 Assistant Professor, Office of Dental Education, School of Dentistry, Seoul National University, Seoul, Republic of Korea; Dr. Seo is Associate Professor, Department of Conservative Dentistry and Dental Research Institute, School of Dentistry, Seoul National University, Seoul, Republic of Korea
| | - Deog-Gyu Seo
- Dr. Ihm is BK21 Assistant Professor, Office of Dental Education, School of Dentistry, Seoul National University, Seoul, Republic of Korea; Dr. Seo is Associate Professor, Department of Conservative Dentistry and Dental Research Institute, School of Dentistry, Seoul National University, Seoul, Republic of Korea.
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Ludwig B, Bister D, Schott TC, Lisson JA, Hourfar J. Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics. Eur J Dent Educ 2016; 20:20-25. [PMID: 25560366 DOI: 10.1111/eje.12135] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/01/2014] [Indexed: 06/04/2023]
Abstract
AIM Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. METHODS Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. RESULTS Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. CONCLUSIONS Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software.
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Affiliation(s)
- B Ludwig
- Private practice, Traben-Trarbach, Germany
- Department of Orthodontics, University of Homburg/Saar, Homburg/Saar, Germany
| | - D Bister
- Department of Orthodontics, Guy's Hospital, London, UK
| | - T C Schott
- Department of Orthodontics, University of Tuebingen, Tuebingen, Germany
| | - J A Lisson
- Department of Orthodontics, University of Homburg/Saar, Germany
| | - J Hourfar
- Private practice, Reinheim, Germany
- Department of Orthodontics, University of Heidelberg, Heidelberg, Germany
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Galella S. Be the Master of Your Future: An Investment in You. Int J Orthod Milwaukee 2016; 27:5-6. [PMID: 29855178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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Keim RG. The Burden of Student Debt. J Clin Orthod 2016; 50:9-10. [PMID: 26919640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Pruzansky DP, Ellis B, Park JH. Influence of Student-Loan Debt on Orthodontic Residents and Recent Graduates. J Clin Orthod 2016; 50:24-32. [PMID: 26919635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- Dawn P Pruzansky
- Postgraduate Orthodontic Program, Arizona School of Dentistry and Oral Health, A.T. Still University, 5835 E. Still Circle, Mesa, AZ 85206
| | - Brittany Ellis
- Postgraduate Orthodontic Program, Arizona School of Dentistry and Oral Health, A.T. Still University, 5835 E. Still Circle, Mesa, AZ 85206
| | - Jae Hyun Park
- Postgraduate Orthodontic Program, Arizona School of Dentistry and Oral Health, A.T. Still University, 5835 E. Still Circle, Mesa, AZ 85206; Graduate School of Dentistry, Kyung Hee University, Seoul, Korea.
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Morgan J, Presley S. Vhy GPs Should Pursue Orthodontic Training. Dent Today 2016; 35:128-131. [PMID: 26846062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Alqahtani ND, Al-Jewair T, Al-Moammar K, Albarakati SF, ALkofide EA. Live demonstration versus procedural video: a comparison of two methods for teaching an orthodontic laboratory procedure. BMC Med Educ 2015; 15:199. [PMID: 26537393 PMCID: PMC4634912 DOI: 10.1186/s12909-015-0479-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [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: 12/25/2014] [Accepted: 10/25/2015] [Indexed: 05/21/2023]
Abstract
BACKGROUND To measure the effectiveness of procedural video compared to live demonstration in transferring skills for fabricating orthodontic Adam's Clasp. MATERIALS AND METHODS Forty-nine fourth-year undergraduate male dental students were randomly assigned to two groups. The students in group A (n = 26) attended a live demonstration performed by one faculty, while students in group B (n = 23) watched a procedural video. Both the procedural video and live demonstration described identical steps involved in fabricating the Adam's Clasp. Students in both groups were asked to fabricate an Adam's Clasp in addition to completing a questionnaire, to measure their perceptions and satisfaction with the two teaching methods and lab exercise. Blind assessment was performed by one faculty for both groups. RESULTS The mean students' scores in the fabrication of the Adam's clasp were 6.69 and 6.78 for the live demonstration (group A) and the procedural video (group B), respectively. No significant difference was detected between the two groups (P = 0.864). Statistically significant difference was found in the mean response between the two groups for statement 6 on the questionnaire, "The steps in the teaching method were presented in a clear fashion and were easy to understand". A higher mean response for group B was found compared to group A (P = 0.049). No significant differences were found between the two groups for the other statements (P > 0.05). CONCLUSION Procedural video is equally as effective as a live demonstration. Both methods should be considered in teaching undergraduate orthodontic courses in order to improve the learning experience and to match different learning preferences of students.
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Affiliation(s)
- Nasser D Alqahtani
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
| | - Thikriat Al-Jewair
- Department of Preventive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia.
| | - Khalid Al-Moammar
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
| | - Sahar F Albarakati
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
| | - Eman A ALkofide
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
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Ghafari JG. Coenraad F. A. Moorrees: Journey to the top of Mons Scolaris (Mount Scholar). Am J Orthod Dentofacial Orthop 2015; 148:210-6. [PMID: 26232828 DOI: 10.1016/j.ajodo.2015.05.013] [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] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2015] [Revised: 05/04/2015] [Accepted: 05/04/2015] [Indexed: 11/18/2022]
Abstract
Coenraad F. A. Moorrees was a pioneer in orthodontic education and research. He was the first academic leader to merge clinical and research requirements in a 3-year residency. Beyond his lifelong association with the Harvard School of Dental Medicine and the Forsyth Dental Center (now the Forsyth Institute), his scholarly impact has reached worldwide through his multifaceted publications, but perhaps more potently through his postdoctoral fellows, 52% of whom achieved professorial ranks at academic institutions, and 15% became heads of orthodontic departments. His scholarly productivity cut across various components of facial growth and development, including the critical consideration of the soft tissue profile in evaluating the total face and the assessment of constitutional and psychobiologic panels in diagnosis and treatment of the individual patient. His investigations on dental development yielded cornerstone knowledge that was readily transferred to clinical applications. His contributions in various organizations included extended service for the prestigious National Institute for Dental Research, which oversees the most important research output in the United States. Numerous national and international recognitions were bestowed on him. He combined in his person the attributes of "renaissance educator" and "citizen of the world," reflecting a unique combination of science and humanity.
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Affiliation(s)
- Joseph G Ghafari
- Professor and head, Orthodontics and Dentofacial Orthopedics, American University of Beirut Medical Center, Beirut, Lebanon
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Naser-ud-Din S. Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. Eur J Dent Educ 2015; 19:169-176. [PMID: 25212808 DOI: 10.1111/eje.12118] [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] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/10/2014] [Indexed: 06/03/2023]
Abstract
INTRODUCTION E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. MATERIAL AND METHODS Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. RESULTS Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. CONCLUSIONS It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training.
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Affiliation(s)
- S Naser-ud-Din
- Discipline Lead Orthodontics, School of Dentistry, University of Queensland, Brisbane, Qld, Australia
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Nanda R. Reflections on mentorship. Am J Orthod Dentofacial Orthop 2015; 147:S189-90. [PMID: 25925647 DOI: 10.1016/j.ajodo.2015.02.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2015] [Revised: 02/21/2015] [Accepted: 02/24/2015] [Indexed: 11/18/2022]
Affiliation(s)
- Ravindra Nanda
- Editor-in-chief, Progress in Orthodontics; Orthodontic Alumni Endowed Chair, professor, and head, Department of Craniofacial Sciences; chair, Division of Orthodontics, School of Dental Medicine, University of Connecticut, Farmington, Conn
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Cangialosi TJ. Orthodontics 2015: What's happening now? Am J Orthod Dentofacial Orthop 2015; 147:S182-3. [PMID: 25925644 DOI: 10.1016/j.ajodo.2015.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2015] [Revised: 02/06/2015] [Accepted: 02/09/2015] [Indexed: 11/19/2022]
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Fagin AP, Howell TH, Park SE. Impact of the NBDE grading change on postgraduate admissions processes. J Dent Educ 2015; 79:362-368. [PMID: 25838006] [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] [Indexed: 06/04/2023]
Abstract
The aim of this study was to assess the effect of discontinuing the reporting of National Board Dental Examination (NBDE) Part I numerical scores on postgraduate program directors' admissions selection processes. This cross-sectional survey-based study collected information about two admissions cycles (2012-13 and 2013-14) from directors of American Dental Education Association Postdoctoral Application Support Service (ADEA PASS(SM)) programs in all postdoctoral training disciplines; the response rate was 54.5%. According to the 2012-13 cycle results, these program directors rated an NBDE Part I score the third most important part of an application, behind grade point average (GPA) and class rank (ranked first and second, respectively). In the 2013-14 cycle, in the absence of an NBDE Part I score, almost all other parts of the application increased in importance for the responding directors, but the relative rank of factors remained almost unchanged. Significantly, 71% of the directors reported that it was now more difficult to select interview candidates, and 76% said they wanted some form of national, numerically scored exam. No significant change was noted between the two years in the number of applications or interviews offered per resident position, although the standard deviation of the number of interviews offered increased in both pediatric dentistry and postdoctoral general dentistry.
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Affiliation(s)
- Adam P Fagin
- Dr. Fagin is an Oral and Maxillofacial Surgery Resident, Oregon Health and Science University; Dr. Howell is A. Lee Loomis Professor of Periodontology, Harvard School of Dental Medicine; and Dr. Park is Assistant Dean for Dental Education, Harvard School of Dental Medicine
| | - T Howard Howell
- Dr. Fagin is an Oral and Maxillofacial Surgery Resident, Oregon Health and Science University; Dr. Howell is A. Lee Loomis Professor of Periodontology, Harvard School of Dental Medicine; and Dr. Park is Assistant Dean for Dental Education, Harvard School of Dental Medicine
| | - Sang E Park
- Dr. Fagin is an Oral and Maxillofacial Surgery Resident, Oregon Health and Science University; Dr. Howell is A. Lee Loomis Professor of Periodontology, Harvard School of Dental Medicine; and Dr. Park is Assistant Dean for Dental Education, Harvard School of Dental Medicine.
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Brownstein SA, Murad A, Hunt RJ. Implementation of new technologies in U.S. dental school curricula. J Dent Educ 2015; 79:259-264. [PMID: 25729019] [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] [Indexed: 06/04/2023]
Abstract
With dentistry rapidly evolving as new technologies are developed, this study aimed to identify the penetration of emerging dental technologies into the curricula of U.S. dental schools and to explore whether certain school characteristics affected adoption of these technologies. A 19-question survey was sent to the academic deans of all 62 U.S. dental schools. In addition to questions about characteristics of the school, the survey asked respondents to indicate where in their curricula the technology was incorporated: preclinical didactic, preclinical laboratory, clinical didactic, and/or clinical patient experience. Of 62 eligible schools, 33 useable responses were received, for a 52% response rate. The results showed that the greatest overall penetration of dental technologies was in preclinical didactic courses and the lowest was in the preclinical laboratory. Specific technologies implemented in the largest percentage of responding schools were digital radiography and rotary endodontics. The technologies with the lowest penetration were CAD/CAM denture fabrication and hard tissue lasers. These results suggest that the incorporation of technology into dental schools is following that of private practice as the most widely adopted technologies were those with the greatest acceptance and use in private practice. Among the respondents, factors such as class size and age of the school had greater impact on incorporation of technology than funding source and geographic location.
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Affiliation(s)
- Sheri A Brownstein
- Dr. Brownstein is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Murad is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; and Dr. Hunt is Professor and Associate Dean of Academic Affairs, College of Dental Medicine-Arizona, Midwestern University.
| | - Aseel Murad
- Dr. Brownstein is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Murad is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; and Dr. Hunt is Professor and Associate Dean of Academic Affairs, College of Dental Medicine-Arizona, Midwestern University
| | - Ronald J Hunt
- Dr. Brownstein is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Murad is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; and Dr. Hunt is Professor and Associate Dean of Academic Affairs, College of Dental Medicine-Arizona, Midwestern University
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Stewart C, Kinirons M. Dentists' requirements for continuing professional development in Ireland. A pilot study conducted at University College Cork. J Ir Dent Assoc 2015; 61:40-44. [PMID: 26281625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
AIMS To determine the self-assessed continuing professional development (CPD) needs of dental practitioners and identify how each discipline can best be served by a dental CPD programme. To set findings in the context of the available literature and contribute to the development of CPD programmes. METHOD Topics were arranged into eight disciplines: practice management; paediatric dentistry; preventive dentistry; orthodontics; behaviour management; dentistry for people with a disability; oral medicine and surgery; and, restorative dentistry. A web-based questionnaire was constructed and administered using a MarkClass 2.21 online survey tool. RESULTS Fifty-six self-reported assessment responses were received, with three-quarters of participants having graduated within the past 10 years. Topics in oral medicine and surgery attracted consistently high levels of interest. A tendency to favour topics with a perceived direct clinical application was observed. Topics recommended by the Dental Council as core areas for CPD were given a high level of priority by respondents. CONCLUSIONS Traditional lectures remain a valued mode of CPD participation. Practical courses were valued across all dental topics offered. A varied approach to determining the requirements of dentists is essential to appropriately support the practitioner.
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Mendoza Oropeza L, Ortiz Sánchez R, Ojeda Villagómez R. Teaching-learning: stereoscopic 3D versus Traditional methods in Mexico City. Stud Health Technol Inform 2015; 219:37-43. [PMID: 26799876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
UNLABELLED In the UNAM Faculty of Odontology, we use a stereoscopic 3D teaching method that has grown more common in the last year, which makes it important to know whether students can learn better with this strategy. The objective of the study is to know, if the 4th year students of the bachelor's degree in dentistry learn more effectively with the use of stereoscopic 3D than the traditional method in Orthodontics. METHODS first, we selected the course topics, to be used for both methods; the traditional method using projection of slides and for the stereoscopic third dimension, with the use of videos in digital stereo projection (seen through "passive" polarized 3D glasses). The main topic was supernumerary teeth, including and diverted from their guide eruption. Afterwards we performed an exam on students, containing 24 items, validated by expert judgment in Orthodontics teaching. The results of the data were compared between the two educational methods for determined effectiveness using the model before and after measurement with the statistical package SPSS 20 version. The results presented for the 9 groups of undergraduates in dentistry, were collected with a total of 218 students for 3D and traditional methods, we found in a traditional method a mean 4.91, SD 1.4752 in the pretest and X=6.96, SD 1.26622, St Error 0.12318 for the posttest. The 3D method had a mean 5.21, SD 1.996779 St Error 0.193036 for the pretest X= 7.82, SD =0.963963, St Error 0.09319 posttest; the analysis of Variance between groups F= 5.60 Prob > 0.0000 and Bartlett's test for equal variances 21.0640 Prob > chi2 = 0.007. These results show that the student's learning in 3D means a significant improvement as compared to the traditional teaching method and having a strong association between the two methods. CONCLUSION The findings suggest that the stereoscopic 3D method lead to improved student learning compared to traditional teaching.
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