scholarly journals Rethinking Assessment Concepts in Dental Education

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Dana Al-Najjar ◽  
Zahra Seraj ◽  
Sausan Al Kawas
Keyword(s):  
Cognitive Skills ◽  
Clinical Skills ◽  
Dental Education ◽  
Data Extraction ◽  
Patient Simulation ◽  
Dental Students ◽  
Psychomotor Skills ◽  
Clinical Phase ◽  
And Performance ◽  
Learning And Performance

Introduction. Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student’s learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods. A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results. The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen’s kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion. Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.

scholarly journals Effect of computer-assisted-learning and simulation clinics on dental students’ cognitive and performance skills: panoramic image errors related to patient’s head position

2020 ◽  
Vol 49 (7) ◽  
pp. 20200154
Author(s):  
Ann Wenzel ◽  
Louise Hauge Matzen ◽  
Rubens Spin-Neto ◽  
Lars Schropp
Keyword(s):  
Test Scores ◽  
Cognitive Skills ◽  
Dental Students ◽  
Head Position ◽  
Cognitive Test ◽  
Computer Assisted ◽  
Patient Exposure ◽  
Performance Skills ◽  
Positioning Errors ◽  
And Performance

Objectives: To assess dental students’ ability to recognize head positioning errors in panoramic (PAN) images after individual learning via computer-assisted-learning (CAL) and in a simulation clinic (SIM). Both cognitive skills and performance in patient examination were assessed. Methods and materials: 60 students (mean age 23.25 years) participated in lectures on the relation between PAN-image errors and patient’s head position. Immediately after they took a test, based on which they were randomized to three groups: control (CON) group, CAL group, and SIM group (both CAL and training in a simulation clinic with a phantom). 4–5 weeks after intervention/no intervention, all students individually examined a patient with PAN-exposure. A blinded rater, not knowing group allocation, supervised patient exposure and assessed student’s performance (correct/incorrect head position in three planes). 1–2 weeks after, the students scored positioning errors in 40 PAN-images. Differences in cognitive test scores between groups were evaluated by ANOVA and in patient examination by χ2 tests, and within-group differences by sign-tests. Results: No statistically significant difference in cognitive test scores was seen between the SIM and CAL group, while the CON group scored lower (p < 0.003). In all groups, several students positioned the patient incorrectly in the Frankfort horizontal plane. All students performed well in the sagittal plane. Students in SIM group positioned the patient more correctly in the coronal plane. Conclusions: Training with CAL increased students’ cognitive skills compared with a control group. Simulated patient exposure with a phantom increased to some extent their performance skills in examination of patients.

scholarly journals The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiaolan Li ◽  
Yanbo Shan ◽  
Yangjingwen Liu ◽  
Yingwen Lin ◽  
Lin Li ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Clinical Skills ◽  
Dental Education ◽  
Maxillofacial Surgery ◽  
Dental Students ◽  
Oral And Maxillofacial Surgery ◽  
Teaching Resources ◽  
Self Evaluation ◽  
Geographical Regions ◽  
Dental Anatomy

Abstract Background The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. Methods By analyzing the descriptive statistics of the Guanghua Cup, the competitions’ organization, the participating students’ performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. Results A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students’ clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). Conclusions The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources?

2020 ◽  
Vol 8 (3) ◽  
pp. 95
Author(s):  
Paulina Poblete ◽  
Sean McAleer ◽  
Andrew G Mason
Keyword(s):  
Technology Development ◽  
Clinical Skills ◽  
Dental Education ◽  
Design Method ◽  
Dental Students ◽  
Dental Occlusion ◽  
Learning Resource ◽  
3D Technology ◽  
Starting Point ◽  
Technology Tool

The aim of this study is to identify topics (knowledge and skills) from the dental curricula that would benefit from having a 3D learning resource using an exploratory sequential design method. The first phase targeted stakeholders from a Scottish dental school. Seven focus groups and three interviews disclosed 97 suitable topics for 3D technology development. These results were used to construct a survey that was sent to final year dental students, newly dental graduates and academics from three Scottish universities. The survey asked participants to rank each item based on the perceived benefit that a 3D learning resource would have for dental education. Results revealed that detailed anatomy of the temporomandibular joint, dental anaesthesiology, dental clinical skills techniques, dental occlusion and mandibular functioning were top priorities. Gender differences only appeared in relation to ‘Extraction techniques: movements and force’ (p < 0.05), this topic was considered to be more beneficial by females than by males. No statistical difference was found when comparing results of graduates with undergraduates. These results serve as a starting point when developing a new 3D technology tool for dental education, considering users demands and perceived needs has the potential to benefit dental students and dental education directly.

scholarly journals Online Problem-Based Learning in Clinical Dental Education: Students’ Self-Perception and Motivation

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 420
Author(s):  
Mariana Morgado ◽  
José João Mendes ◽  
Luís Proença
Keyword(s):  
Distance Learning ◽  
Active Learning ◽  
Clinical Skills ◽  
Dental Education ◽  
Problem Based Learning ◽  
Dental Students ◽  
Learning Method ◽  
Learning Context ◽  
Self Perception ◽  
Visual Spatial

The physical closure of higher education institutions due to coronavirus disease 2019 (COVID-19) shed a brighter light on the need to analyze, explore, and implement strategies that allow the development of clinical skills in a distance learning situation. This cross-sectional study aims to assess dental students’ self-perception, motivation, organization, acquired clinical skills, and knowledge using the online problem-based learning method, through the application of a 41-item questionnaire to 118 senior students. Answers were subjected to descriptive and inferential statistics analysis. Further, a principal component analysis was performed, in order to examine the factor structure of the questionnaire. Results show that online problem-based learning can be considered a relevant learning tool when utilized within the specific context of clinical dental education, displaying benefits over the traditional learning strategy. Overall, dental students prefer a hybrid system over the conventional one, in a distance learning context, and assume self-responsibility for their own learning, while knowledge thoroughness is perceived as inferior. This online active learning method is successful in improving information and clinical ability (visual/spatial and auditory) advancement in the scope of dental education, with similar results to presential settings. Further studies are required to assess clinical skill development through active learning methods, in a distance learning context.

scholarly journals ORGANIZATION OF STUDENTS REFLECTIVE ACTIVITY AT THE MICROBIOLOGY, VIRUSOLOGY AND IMMUNOLOGY DEPARTMENT

2021 ◽  
Vol 21 (3) ◽  
pp. 234-238
Author(s):  
O.V. Hancho ◽  
N.P. Kovalenko ◽  
I.M. Zvyagolska ◽  
A.D. Hancho ◽  
N.O. Bobrova
Keyword(s):  
Medical Education ◽  
Professional Training ◽  
Test Group ◽  
Dental Students ◽  
Educational Process ◽  
Control Group ◽  
Self Assessment ◽  
Reflective Activity ◽  
And Performance ◽  
Learning And Performance

At present the development of critical thinking is crucial for individuals who are eager to get involved into productive interaction with the outside world, who are able to assess their own achievements objectively throughout the learning process, to analyze ways resulting in successes or fails, set purposes for self-improvement and self-development. There is a growing literature in medical education suggesting that reflection improves learning and performance in essential competencies to a growing literature in medical education suggesting that reflection improves learning and performance in essential competencies. Therefore fostering students’ reflective thinking is an important component of the educational process. The purpose of this study is to provide the grounds for organizing reflective activities for the future healthcare professionals in the context of their professional training. The experiment included 90 second-year students of Dentistry Faculty divided into two groups: test group involved 50 respondents and control group comprised 40 students. The method of studying reflexive abilities was based on applying teachers’ assessment and students’ self-assessment of students’ educational and cognitive activities including the following structural components: awareness of the learning outcomes and whether the outcomes are consisted with intended goals, self-analysis and self-assessment of individual activities and activities during team working. Each component was evaluated by five-score scale. Teachers also used the method of reflexive polylogue. The probability of the difference between the groups was determined by Student's t test. Designing of effective reflection requires time, effort and willingness; such activity should not feel like busy work or an add-on activity. The article elucidates the ways and principles of organization of reflective activity for future doctors. We offered some types of exercises aimed at developing the reflective skills for further professional work. We also detailed methodological recommendations and technoques on the organization of reflective activity for the dental students. The study has demonstrated that the highest level of reflexive skills in students corresponded to 3.4±0.7 scores that are quit sufficient for productive learning. It is through reflection the methods and results of own learning outomes are analyzed and assessed. Reflection is a skill, which requires development and can be applied broadly in medical education.

The relationship between chemistry self-efficacy of South African first year university students and their academic performance

2018 ◽  
Vol 19 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Umesh Ramnarain ◽  
Sam Ramaila
Keyword(s):  
South African ◽  
Self Efficacy ◽  
Cognitive Skills ◽  
Chemical Engineering ◽  
The Self ◽  
First Year ◽  
Psychomotor Skills ◽  
Significant Difference ◽  
And Performance ◽  
The Relationship

This study investigated the self-efficacy of first-year Chemistry students at a South African university. The research involved a quantitative survey of 333 students using the College Chemistry Self-Efficacy Scale (CCSS) developed by Uzuntiryaki and Capa Aydin (2009). Descriptive statistics on data for the CCSS scales suggested that students have positive beliefs in their capability to accomplish chemistry tasks. The students scored more strongly on the self-efficacy constructs of cognitive and psychomotor skills than on everyday application. There was a significant difference between students of different professional orientations for cognitive skills and everyday applications, with students enrolled for Chemical Engineering having the highest mean scores for these constructs. A multiple regression analysis was run in order to explore the relationship between chemistry self-efficacy and performance in a chemistry examination. The analysis indicated that cognitive skills significantly predicted chemistry performance, while psychomotor skills and everyday applications had no significant impact. The implications for research and instruction are discussed in terms of the relationship between chemistry self-efficacy and performance.

scholarly journals Tooth Carving as a Teaching Modality in the Study of Tooth Morphology: Students’ Perception and Performance

2020 ◽  
Vol 29 (04) ◽  
pp. 249-253
Author(s):  
Madiha Anwar ◽  
◽  
Beenish Fatima Alam ◽  
Syed Jaffar Abbas Zaidi
Keyword(s):  
Student Satisfaction ◽  
Dental Students ◽  
Teaching Methodology ◽  
Psychomotor Skills ◽  
Self Assessment ◽  
Tooth Morphology ◽  
Dental Anatomy ◽  
Live Demonstration ◽  
And Performance ◽  
Teaching Modality

OBJECTIVE: Dental wax carving exercise is a practical exercise to teach tooth morphology that develops psychomotor skills needed to practice clinical dentistry. This study aimed to determine the efficacy of dental wax carving as a teaching modality for tooth morphology and its assessment. METHODOLOGY: Forty-two first-year dental students were randomly divided into two groups participated in this study from February 2019 till September 2019 at Bahria University Medical & Dental College. Learning resources related to dental wax carving were provided to the first group of 21 students while the second group of 21 students received practical demonstration. The students self-evaluated their dental carving based on a standardized checklist and two examiners then evaluated the dental wax carvings randomly. A student satisfaction survey was performed at the end of this study to gain feedback regarding the dental wax carving as a teaching methodology. RESULTS: The mean scores given by self-assessment of students were significantly higher than those given by the examiners to both the groups. The group that was given a live demonstration of dental carving scored higher than the self-directed learners. Overall student feedback regarding dental carving was uniformly positive. CONCLUSION: Dental carving skills develop manual dexterity and psychomotor skills for practicing clinical dentistry and should be an integral component of preclinical dental curriculum so that clinically relevant cognitive & psychomotor skills are incorporated. Based on this study, a live demonstration of dental wax carving skills should be the preferred teaching modality. KEYWORDS: Dental carving, tooth carving, wax carving, psychomotor skills, dental anatomy, restorative dentistry HOW TO CITE: Anwar M, Alam BF, Zaidi SJA. Tooth carving as a teaching modality in the study of tooth morphology: Students’ perception and performance. J Pak Dent Assoc 2020;29(4):249-253.

scholarly journals Clinical Performance Monitoring in Undergraduate Dental Education - Paper-Based vs. Online Logbooks; Reporting by Students vs. Reporting by Instructors

2021 ◽  
Vol 10 (20) ◽  
pp. 1501-1505
Author(s):  
Fatin Abdulrahman Hasanain
Keyword(s):  
Clinical Performance ◽  
Clinical Skills ◽  
Dental Education ◽  
Dental Students ◽  
Educational Process ◽  
Clinical Activity ◽  
Monitoring Methods ◽  
Clinical Procedures ◽  
The Mean ◽  
Online Forms

BACKGROUND Medical and dental education is highly dependent on the development of students’ clinical skills in addition to their theoretical knowledge. The use of logbooks to monitor the clinical procedures performed by students provides a great advantage in the educational process. Because of the pandemic, utilisation of digital logbooks may prove to be more advantageous. This study aims to investigate the effective use of online progress records and as to whether they actually decrease the chance of error compared to the traditional paper-based logbooks. METHODS In this quasi-experimental study, 139 student logbooks were studied to compare online and paper-based clinical procedures. Logbook monitoring of undergraduate dental students reported by the students themselves vs. instructors was compared. Students filled mandatory individual paper-based logbooks, reporting the number of clinical procedures performed in that year. Additionally, they filled online log- sheets, and updated them regularly. Instructors proofread and signed the paper-based students’ logbooks. Instructors also separately submitted individual online forms recording each student’s clinical procedure performed in clinical sessions. A total of 556 logbook records was collected. The mean number of procedures recorded by the students and instructors (online and paper-based) were statistically compared. RESULTS The mean number of procedures recorded in student-reported online logbooks were significantly lower than that in all other logbooks. Paper-based and online instructorreported logbook data was identical to that of student reported paper-based logbooks. CONCLUSIONS Within the scope of the study, it was concluded that online tools are an asset and may be used as a substitute for paper-based monitoring of clinical activity for instructors. However, students’ compliance updating and uploading online forms is a factor, which is a matter of concern. KEY WORDS Undergraduate Dental Logbooks, Clinical Progress Records, Monitoring Methods, Monitoring Tools, Undergraduate Dental Monitoring, Undergraduate Clinical Procedures Records

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