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He S, Wu S, Duangthip D, Chu CH, Lo ECM. Teaching of silver diamine fluoride for the management of dental caries and hypersensitivity - situation in the Southeast Asia dental schools. BMC Oral Health 2023; 23:815. [PMID: 37898744 PMCID: PMC10613390 DOI: 10.1186/s12903-023-03502-0] [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] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 10/07/2023] [Indexed: 10/30/2023] Open
Abstract
BACKGROUND Using silver diamine fluoride (SDF) for caries management has raised dentists' interests in Southeast Asia (SEA). However, information about the teaching of SDF in dental schools in SEA is limited. Therefore, this survey aimed to describe the extent to which SDF had been introduced into the education of undergraduate students in the dental schools in SEA. METHODS An online questionnaire survey was conducted on the duration, method, contents, and barriers regarding the teaching of SDF. Teachers in charge of undergraduate program in pediatric dentistry and those in community dentistry in all the 90 dental schools in SEA were approached and we required each department to reply once only. Descriptive statistics and Chi-square test were used to describe and assess the differences between the two departments in the teaching of SDF. RESULTS A total of 81 responses from the departments of 49 schools were received, giving a school-level response rate of 54% (49/90). SDF was taught in the undergraduate program in 86% (42/49) of the respondent schools, and 50% (21/42) of these schools had included SDF in the teaching for five or more years. Almost all (98%) of the departments taught SDF through lectures. Furthermore, 55% of them adopted SDF in clinical practice. Regarding the teaching content, the use of SDF for arresting cavitated caries lesion was the most commonly covered (82-97%), followed by for arresting early noncavitated lesions (69-82%), for preventing new caries development (66-79%) and for treating dental hypersensitivity (77%). There were variations in the post-treatment instruction taught. For the departments not teaching SDF, the most common reason (10/19, 53%) was that SDF was not available. CONCLUSION SDF is covered in the undergraduate program in most of the dental schools in SEA. The use of SDF to arrest cavitated caries lesions in primary teeth is usually taught. However, other applications of SDF, such as for prevention of caries and treatment of dental hypersensitivity, are less commonly mentioned in the teaching.
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Affiliation(s)
- Shuyang He
- Applied Oral Sciences & Community Dental Care, Faculty of Dentistry, The University of Hong Kong, 34 Hospital Rd, Sai Wan Hong Kong, China
| | - Sicheng Wu
- Applied Oral Sciences & Community Dental Care, Faculty of Dentistry, The University of Hong Kong, 34 Hospital Rd, Sai Wan Hong Kong, China
| | - Duangporn Duangthip
- Restorative Dental Sciences, Faculty of Dentistry, The Universitry of Hong Kong, 34 Hospital Rd, Hong Kong, Sai Wan, China
| | - Chun Hung Chu
- Restorative Dental Sciences, Faculty of Dentistry, The Universitry of Hong Kong, 34 Hospital Rd, Hong Kong, Sai Wan, China
| | - Edward Chin Man Lo
- Applied Oral Sciences & Community Dental Care, Faculty of Dentistry, The University of Hong Kong, 34 Hospital Rd, Sai Wan Hong Kong, China.
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Abdul-Kadir MA, Lim LT. Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study. BMC Med Educ 2022; 22:379. [PMID: 35581610 PMCID: PMC9116002 DOI: 10.1186/s12909-022-03443-2] [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] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 05/05/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE To evaluate undergraduate medical students' perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions. METHODS The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy-two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post-tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self-assessment questionnaire (SAQ), which incorporated a five-point Likert-type scale. RESULTS Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diagnoses, managing common eye conditions and recognising potential signs that could be sight and/or life-threatening compared to the regular teaching group (P < 0.05). However, all students were neutral towards both lectures regarding changing their negative perception of the current ophthalmic curriculum. CONCLUSION From the student's perspective, LTM is an effective tool in enriching regular teaching. The method encouraged versatile thinking patterns while enhancing the effectiveness of learning experience in time and resource-limited undergraduate ophthalmic teaching.
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Affiliation(s)
- Mohd-Asyraaf Abdul-Kadir
- Department of Ophthalmology, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Malaysia.
- Department of Ophthalmology, Kulliyyah of Medicine, International Islamic University Malaysia (IIUM), Kuantan, Malaysia.
| | - Lik Thai Lim
- Department of Ophthalmology, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Malaysia
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Ahmad K, Khaleeq T, Hanif U, Ahmad N. Addressing the failures of undergraduate anatomy education: Dissecting the issue and innovating a solution. Ann Med Surg (Lond) 2020; 61:81-84. [PMID: 33391760 PMCID: PMC7773559 DOI: 10.1016/j.amsu.2020.12.024] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 12/11/2020] [Accepted: 12/15/2020] [Indexed: 12/02/2022] Open
Abstract
Background Reduced time allocation, changes in teaching methods and Covid-19 have resulted in undergraduate anatomy teaching being marginalised. This has implications on patient safety, litigation, student satisfaction and surgical workforce planning. Aims The aim of this study is to survey a cohort of recent English medical graduates to attain their perspective on anatomy training and to propose an innovative solution to solve existing problems in undergraduate anatomy training. Methods An online survey was sent out to 40 foundation doctors to offer insights into their undergraduate anatomy training. We asked participants to rate their perceived importance of anatomy, the importance offered to anatomy teaching at undergraduate level, preparation for clinical practice and future career plans. Results 22 participants responded to the online survey. All trained across England with equal spread between Northern and Southern medical schools. All participants perceived anatomy to be either important or very important in the survey. 20/22 felt that their undergraduate anatomy teaching was given very low to average importance by their institutions. 8/22 were confident or very confident with their anatomy knowledge on beginning clinical practice. Of the 22, 5 planned surgical careers, 10 did not know or gave other responses and 7 wanted to do General Practice. 16/22 said anatomy training had or will impact their decision on choosing a speciality. Conclusion The current literature and above survey highlight the deficiencies that current doctors are facing. We suggest implementation of a standardised anatomy curriculum and the development of an online anatomy course. The teaching of anatomy in medical schools is becoming increasingly marginalised. Reduced time, altered teaching methods and COVID-19 form the basis of this shift. This has implications on patient safety and surgical workforce planning. Literature and a nationwide survey highlight the inadequate nature of training. A standardised curriculum would benefit medical students and future surgeons.
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Affiliation(s)
- Karam Ahmad
- Royal Stoke University Hospital, Newcastle Road, Stoke-on-Trent, Staffordshire, ST4 6QG, UK
| | - Tahir Khaleeq
- Royal Stoke University Hospital, Newcastle Road, Stoke-on-Trent, Staffordshire, ST4 6QG, UK
| | - Umar Hanif
- Royal Stoke University Hospital, Newcastle Road, Stoke-on-Trent, Staffordshire, ST4 6QG, UK
| | - Nadia Ahmad
- Royal Stoke University Hospital, Newcastle Road, Stoke-on-Trent, Staffordshire, ST4 6QG, UK
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Barral M, Razakamanantsoa L, Cornelis FH. How to further train medical students in Interventional Radiology? Diagn Interv Imaging 2020; 102:9-10. [PMID: 33303393 DOI: 10.1016/j.diii.2020.11.014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Accepted: 11/23/2020] [Indexed: 12/30/2022]
Affiliation(s)
- Matthias Barral
- Department of Interventional Radiology and Oncology, Tenon Hospital, Sorbonne Université, Assistance publique-Hôpitaux de Paris, 75020 Paris, France
| | - Léo Razakamanantsoa
- Department of Interventional Radiology and Oncology, Tenon Hospital, Sorbonne Université, Assistance publique-Hôpitaux de Paris, 75020 Paris, France
| | - François H Cornelis
- Department of Interventional Radiology and Oncology, Tenon Hospital, Sorbonne Université, Assistance publique-Hôpitaux de Paris, 75020 Paris, France.
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Häusler M, Bosse HM, Fischbach T, Graf N, von Kleist-Retzow J, Kreuder J. [Alice in the digital wonderland-pediatric teaching during the COVID-19 pandemic]. Monatsschr Kinderheilkd 2020; 169:151-158. [PMID: 33281226 PMCID: PMC7709092 DOI: 10.1007/s00112-020-01076-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
The COVID-19 pandemic led to a rapid switch from undergraduate classroom teaching to online-teaching; a challenging process for teachers and students. Based on a recent online survey among German pediatric university hospitals the "AG Lehre der DGKJ" (teaching working group of the German Society of Pediatrics and Adolescent Medicine) summarizes latest experiences with e‑learning during the summer term of 2020. The survey participants from 17 pediatric university hospitals report that the large spectrum of e‑learning formats could sufficiently replace classical lectures and seminars but could not fully replace teaching involving direct contact to patients. The introduction of new digital teaching formats is time-consuming, needs high-quality IT infrastructure, should be embedded in a continuous curriculum and provide the possibility of regular exchange between students and teachers. Teachers should be provided with the opportunity for training in didactic methods and IT skills. These results correspond to the literature on e‑learning in general and undergraduate medical education during the COVID-19 pandemic in particular. The experiences summarized here should not only facilitate the development of e‑learning tools during the ongoing pandemic but also stimulate to establish e‑learning as a valuable component of future pediatric medical education. New digital substitutes for teaching involving pediatric patients need to be developed.The statement was drafted by consensus by the German Society of Pediatrics and Adolescent Medicine Working Group on Teaching and approved by the DGKJ board.
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Affiliation(s)
- Martin Häusler
- Sektion Neuropädiatrie und Sozialpädiatrie, Klinik für Kinder- und Jugendmedizin, Uniklinikum RWTH Aachen, Pauwelsstr. 30, 52074 Aachen, Deutschland
| | - Hans Martin Bosse
- Klinik für Allgemeine Pädiatrie, Neonatologie und Kinderkardiologie, Universitätsklinikum Düsseldorf UKD, Moorenstr. 5, 40225 Düsseldorf, Deutschland
| | - Thomas Fischbach
- Berufsverband der Kinder- und Jugendärzte, BVKJ e. V. Köln, Mielenforster Str. 2, 51069 Köln, Deutschland
| | - Norbert Graf
- Klinik f. Päd. Onkologie und Hämatologie, Universitätsklinikum, Universität des Saarlandes, Campus Homburg, Gebäude 9, 66421 Homburg, Deutschland
| | | | - Joachim Kreuder
- Zentrum für Kinderheilkunde und Jugendmedizin, Universitätsklinikum Gießen und Marburg, Feulgenstr. 10–12, 35385 Gießen, Deutschland
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Gupta S, Shaw J. Development of medication-related counselling skills in senior medical students: a checklist-based approach. BMC Med Educ 2019; 19:335. [PMID: 31488168 PMCID: PMC6727357 DOI: 10.1186/s12909-019-1773-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2018] [Accepted: 08/29/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Effective communication between healthcare providers and patients has been established as a vital element in medication compliance and patient safety. Medical curricula worldwide include medication-related counselling skill as a learning outcome for medical graduates. However, this aspect of health-care training is frequently informal and poorly structured in most medical schools. This paper provides an interesting view of students' experiences of using a checklist-based approach to develop and practice patient counselling in relation to prescribed medications. METHODS The authors describe introduction of a thirteen item "Patient Education Checklist" (PEC) as part of an optional checklist based exercise (CBE) in year 4 and 5 clinical blocks. Students consulted PEC to discuss relevant practical issues related to medication intake with their patients. Students were expected to submit reflective case summaries regarding their experience of using PEC to counsel patients over a two-week period. The textual data from student submissions was analysed using inductive content analysis. RESULTS We received 13 year4 and 17 year5 student submissions. A content analysis of student reflections identified four dominant themes 1.Enhancement in self-confidence in relation to patient education (86.7%), 2. PEC perceived useful for patient counselling (83.3%), 3. Recognising variation in health literacy levels of patients (50%), 4.Fear of overloading the patient with information (23.3%). Students realised the need to present the medication related knowledge in simple language and tailor the amount of information as per patients' understanding. Student reflections included interesting observations about the wide variation in health literacy of patients and insights into patients' concerns and frequent misconceptions about medicines. CONCLUSION Students perceived PEC as a useful tool in adding focus and structure to student patient interactions. They report that it substantially improved their confidence and added quality to patient encounters. Future research is required to assess the effect of CBE on medication compliance and therapeutic outcome. PEC might serve as a useful resource for pharmacy and nursing students.
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Affiliation(s)
- Shalini Gupta
- Ninewells Hospital and Medical School, University of Dundee, Dundee, DD1 9SY UK
| | - James Shaw
- Ninewells Hospital and Medical School, University of Dundee, Dundee, DD1 9SY UK
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Alhamoudi A, Alnattah A. Pharmacy education in Saudi Arabia: The past, the present, and the future. Curr Pharm Teach Learn 2018; 10:54-60. [PMID: 29248075 DOI: 10.1016/j.cptl.2017.09.014] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [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: 10/26/2016] [Revised: 05/01/2017] [Accepted: 09/19/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Saudi Arabia has a population of approximately 31 million people. The amount of literature published regarding pharmacy education in Saudi Arabia, however, is insignificant in number. The objective of this study is to describe the condition of pharmacy education in Saudi Arabia. METHODS PubMed, Saudi Arabian government's publications and websites of pharmacy colleges have been searched. Descriptive content analysis has been used to draw a complete picture of pharmacy education in Saudi Arabia. RESULTS From 1959 to 2001, Saudi Arabia had only one college of pharmacy. However, from 2001 to 2014, with the government initiative to train more national pharmacists, the nation witnessed the establishment of 23 government colleges and seven private colleges. No new colleges have been established since 2014. By the end of 2014, there were 30 pharmacy colleges offering more than 37 undergraduate programs. Only three colleges offer postgraduate programs, however. None of the colleges are accredited nationally or internationally. CONCLUSION There is no evidence that this increase in the number of pharmacy colleges will meet the demand for nationally-born pharmacists. More research needs to be conducted concerning Saudi Arabia's need. There are very few opportunities for advanced degrees. The program names should be a normalized as all of them lead to registration as a pharmacist. The dramatic increase may have affected program quality as no colleges are nationally or internationally accredited. Colleges should seek accreditation to ensure they are within accepted international standards.
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Affiliation(s)
| | - Ashraf Alnattah
- College of Clinical Pharmacy, Albaha University, Albaha, Saudi Arabia.
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de Silva NL, Parththipan B, Rodrigo C, Constantine G, Fernando SD, Rajapakse S. Peer assisted learning among Sri Lankan medical undergraduates: a cross sectional study. BMC Res Notes 2017; 10:595. [PMID: 29137662 PMCID: PMC5686898 DOI: 10.1186/s13104-017-2920-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 11/08/2017] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVE The objectives of this study were to; (a) evaluate the current practices of peer assisted learning among second year and final year medical students of Faculty of Medicine, University of Colombo, Sri Lanka; (b) identify reasons for engaging in peer assisted learning; (c) identify perceived weaknesses in current learning activities; and (d) determine student characteristics associated with engaging in peer assisted learning. RESULTS This cross sectional study interviewed two hundred and eighty-four eligible students. Average number of hours spent on peer assisted learning during a week was significantly greater among second year students compared to final year students (15.1 vs. 7.1 h, p < 0.05). Overall, female students were more likely to engage in peer assisted learning than male students. In second year, most common method of peer assisted learning was mass lectures offered by batch mates or seniors, while in final year it was group discussions. This reflected a transition to more focused, interactive, active learning among senior students.
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Affiliation(s)
- Nipun Lakshitha de Silva
- Department of Clinical Medicine, Faculty of Medicine, University of Colombo, 25 Kynsey Road, Colombo 08, Sri Lanka.
| | - Balasundaram Parththipan
- Department of Clinical Medicine, Faculty of Medicine, University of Colombo, 25 Kynsey Road, Colombo 08, Sri Lanka
| | - Chaturaka Rodrigo
- Department of Clinical Medicine, Faculty of Medicine, University of Colombo, 25 Kynsey Road, Colombo 08, Sri Lanka.,School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, NSW, 2052, Australia
| | - Godwin Constantine
- Department of Clinical Medicine, Faculty of Medicine, University of Colombo, 25 Kynsey Road, Colombo 08, Sri Lanka
| | - Sumadhya Deepika Fernando
- Department of Parasitology, Faculty of Medicine, University of Colombo, 25 Kynsey Road, Colombo 08, Sri Lanka
| | - Senaka Rajapakse
- Department of Clinical Medicine, Faculty of Medicine, University of Colombo, 25 Kynsey Road, Colombo 08, Sri Lanka
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Kennedy KM, Vellinga A, Bonner N, Stewart B, McGrath D. How teaching on the care of the victim of sexual violence alters undergraduate medical students' awareness of the key issues involved in patient care and their attitudes to such patients. J Forensic Leg Med 2013; 20:582-7. [PMID: 23910837 DOI: 10.1016/j.jflm.2013.06.010] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [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: 04/25/2013] [Accepted: 06/16/2013] [Indexed: 11/29/2022]
Abstract
Sexual violence is known to be highly prevalent, albeit the majority of incidents are not reported to the authorities. It is therefore likely that medical students will encounter very many patients who have experienced sexual violence during their postgraduate careers, although this history may never be disclosed to them. Numerous highly regarded sources have advocated for the inclusion of instruction on the care of the victim of sexual violence in undergraduate medical curricula. Moreover, there has been a call for research to measure the effectiveness of educational strategies addressing the issue of sexual violence at undergraduate level. We present an evaluation of the effectiveness of a reproducible teaching session on care of the victim of sexual violence appropriate for undergraduate medical students, looking specifically at alterations in students' awareness of the key issues involved in patient care and their attitudes to such patients. This research demonstrates that such an educational intervention significantly enhances undergraduate medical students' awareness of the issues involved in patient care and their insight in to myths surrounding sexual violence.
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Affiliation(s)
- Kieran M Kennedy
- Cummerford Medical Education Centre, Clinical Science Institute, National University of Ireland, Galway, Ireland.
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