Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw

Current approaches in psychology look at human adaptation reserves as part of individual character. “the Big Five” evaluates subjects’ actual behaviour and levels of reserves of adaptation on each of the five scales. The results show reliably identifiable changes between the first and third years of study. Students acquire traits associated with introversion and reduce their social contacts (р≤0.01). A reduction to average is also visible in “Attachment – Detachment” (р≤0.05) and “Playfulness – Practicality” (р≤0.01). It can be seen that there is a reduction in the adaptation abilities of dental students between the first and third years in terms of social contact and the application of practical knowledge. Mastering the disciplines under study becomes harder, while the amount of theoretical knowledge and practical ability required increases, necessitating higher levels of concentration. Taking into account the increase in academic workload during this period, some of the above can be put down to stress.

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Impact of the undergraduate clinical teaching-learning process on caries detection and treatment decision-making

Brazilian Journal of Oral Sciences ◽

10.20396/bjos.v20i00.8661168 ◽

2021 ◽

Vol 20 ◽

pp. e211168

Author(s):

Silas Alves Costa ◽

ViniciusKrieger Costa Nogueira ◽

Diego Girotto Bussaneli ◽

Manuel Restrepo ◽

Alfonso Escobar ◽

...

Keyword(s):

Clinical Experience ◽

Treatment Decision ◽

Treatment Decisions ◽

Dental Students ◽

Caries Detection ◽

Permanent Teeth ◽

Kappa Statistics ◽

Theoretical Knowledge ◽

Reference Standard ◽

The Third

Aim: The aim of this study was to evaluate caries diagnosis and treatment decisions made by undergraduate dental students based on ICDAS or Nyvad criteria. Methods: Twelve students analyzed 90 digital photographs of permanent teeth at different clinical stages of carious lesion development and chose among different treatments in three different assessments: when there was no knowledge of the criteria (described as “No knowledge (N)”; when there was theoretical knowledge of the criteria (described as “Theoretical knowledge (T)” and when there was theoretical knowledge, clinical experience about dental caries and the criteria (described as “Theoretical and clinical knowledge (TC)”. For “T” and “TC” the students were randomized into two experimental groups – ICDAS or Nyvad (experimental units: 6 students/group). The reference standard was established cooperatively by two experienced researchers. Criteria performance was evaluated by sensitivity, specificity, AUC, and Kappa statistics. Treatment decision was described in percentage by contingency tables and Spearman’s correlation with the reference standard. Results: The first assessment demonstrated a high percentage of operative treatment even for initial enamel lesions based on ICDAS criteria and treatment was proposed for both active and inactive lesions, according to the Nyvad criteria. In the second assessment, the students continued recommending treatments for initial or inactive lesions, but less frequently. In the third assessment, treatment decisions presented greater cohesion in relation to the assigned classification criterion. The criteria presented no differences between them in terms of diagnostic in the third assessment. Conclusion: Clinical experience may improve caries detection and treatment decisions with the use of ICDAS and Nyvad criteria.

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Dental Trauma: Assessment of undergraduate dental students: theoretical knowledge and practical use of Smartphone Application ‘Injured Tooth’

Egyptian Dental Journal ◽

10.21608/edj.2019.73986 ◽

2019 ◽

Vol 65 (4) ◽

pp. 3079-3092

Author(s):

Adel ElBardissy

Keyword(s):

Dental Trauma ◽

Smartphone Application ◽

Dental Students ◽

Theoretical Knowledge ◽

Trauma Assessment

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Radiographic interpretation of experimentally produced bony lesions

Oral Surgery Oral Medicine Oral Pathology ◽

10.1016/0030-4220(74)90071-1 ◽

1974 ◽

Vol 38 (2) ◽

pp. 294-303 ◽

Cited By ~ 54

Author(s):

Ronald R. Shoha ◽

John Dowson ◽

Albert G. Richards

Keyword(s):

Bony Lesions ◽

Radiographic Interpretation

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Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students—A Systematic Review and Meta-Analysis

BioMed Research International ◽

10.1155/2021/9630285 ◽

2021 ◽

Vol 2021 ◽

pp. 1-19

Author(s):

Alexander Maniangat Luke ◽

Simy Mathew ◽

Sam Thomas Kuriadom ◽

Jeny Mary George ◽

Mohmed Isaqali Karobari ◽

...

Keyword(s):

Meta Analysis ◽

Problem Based Learning ◽

Dental Students ◽

Controlled Trials ◽

Cochrane Central Register ◽

Traditional Teaching ◽

Satisfaction Level ◽

Oral Radiology ◽

Radiographic Interpretation

Problem-based learning is an experiential and student-centred learning method to practice important skills like querying, critical thinking, and collaboration through pair and group work. The study is aimed at comparing the effectiveness of problem-based learning (PBL) and traditional teaching (TT) methods in improving acquisition of radiographic interpretation skills among dental students. Clinical trials (randomized and nonrandomized) were conducted with the help of dental students studying oral radiology using PBL and TT methods and assessing radiographic interpretation skills, knowledge scores, and satisfaction level as outcomes. Articles published from PubMed/MEDLINE, DOAJ, Cochrane Central Register of Controlled Trials, and Web of Science were searched. The quality of the studies was evaluated using the Cochrane Collaboration Tool, the MINORS Checklist, and the Risk of Bias in Nonrandomized Studies of Interventions (ROBIN-I) tool. Meta-analysis was done using Review Manager 5.3. There were twenty-four articles for qualitative synthesis and 13 for meta-analysis. The cumulative mean difference was found to be 0.54 (0.18, 0.90), 4.15 (-0.35, 8.65), and -0.14 (-0.36, 0.08) for radiographic interpretation skills, knowledge scores, and satisfaction level, respectively, showing significant difference favouring PBL as compared to TT except for satisfaction level which favoured the TT group. To understand the long-term effectiveness of PBL over TT methods in oral radiology among dental students, well-designed long-term randomized controlled trials are needed.

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The Ergonomic Challenges Students Face during Operative Dentistry Treatment

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2021/48521.15256 ◽

2021 ◽

Author(s):

Marius G Bud ◽

Sergiu Spataru ◽

Razvan Pop ◽

Razvan Pricope ◽

Ondine Lucaciu ◽

...

Keyword(s):

Clinical Training ◽

Treatment Plan ◽

Clinical Work ◽

Good Prognosis ◽

Dental Students ◽

Dental Student ◽

Theoretical Knowledge ◽

Restorative Dentistry ◽

Training Experience ◽

Cross Sectional

Introduction: Students must possess good theoretical knowledge in order to perform correct clinical treatments with good prognosis and in safe conditions but merging theoretical knowledge and clinical practice in dental education is a challenge for both the training staff and the students. Up until now, no studies have been published in our country regarding the challenges faced by dental students in their clinical works performance for restorative dentistry and endodontic treatments. Aim: The aim of this study was to assess the factors that may influence the performance of restorative and endodontic treatment procedures performed by 5th year dental students and their own perception on clinical work. Materials and Methods: This was a cross-sectional study carried out in February 2020. A self-made questionnaire with 13 questions was distributed via e-mail link to 5th year dental students at the University of Medicine and Pharmacy Iuliu Hat‚ieganu Cluj Napoca, Romania, Department of Conservative Dentistry, all 5th year dental student who had previously undergone two years of clinical training. One hundred eleven students were selected after applying the inclusion criteria that were, having two years of clinical training experience and having passed their theoretical ergonomics, restorative dentistry and endodontics examinations. Descriptive Statistics were used for data analysis. Results: The majority of the students 83% (n=92) encountered difficulties applying the rules of ergonomics related to posture. The most common causes that prevented students from applying the rules of ergonomics during the clinical work were challenges related to working in indirect vision (n=90), lack of help by an assistant during treatment (n=52), working time allocated being too short (n=50), lack of sufficient space around the unit (n=43). Regarding the theoretical level required for restorative cases diagnosis, treatment plan and treatment itself, 64% (n=71) of students claimed to have had the necessary theoretical knowledge in most cases they met and only 25% (n=28) could confidently treat all cases. Establishing the diagnosis and treatment plan for endodontic cases was difficult stage for 3.6% (n=4) of students, of average difficulty in the case of 81.1% (n=90) of students, while 15.3% (n=17) did not consider them difficult at all. Conclusion: The results indicated that students had high levels of confidence in their theoretical knowledge when establishing the diagnosis and the treatment plan, but they encountered multiple challenges both with working ergonomically and with mastering the practical skills needed in different stages of the treatment.

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