scholarly journals Comparison of ‘Mental training’ and physical practice in the mediation of a structured facial examination: a quasi randomized, blinded and controlled study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Arne Nelskamp ◽  
Benedikt Schnurr ◽  
Alexandra Germanyuk ◽  
Jasmina Sterz ◽  
Jonas Lorenz ◽  
...  
Keyword(s):  
Student Performance ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Maxillofacial Surgery ◽  
Training Group ◽  
Controlled Study ◽  
Oral And Maxillofacial Surgery ◽  
Mental Training ◽  
Physical Practice

Abstract Background The correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a quasi-experimental to determine if ‘Mental Training’ was effective in teaching a structured facial examination. Methods Sixty-seven students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 min of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to 10 weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist. Results Groups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004; dE1 = 0.86; dE2 = 0.66) and T2 (pE1 = 0.04; pE2 = 0.008, dE1 = 0.37; dE2 = 0.64) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06, dE1 = 1.07; dE2 = 0.50) increase in clinical examination skills in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of clinical examination skills between T1 and T2. Discussion ‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach physical examination skills.

scholarly journals Comparison of ‘Mental training’ and physical practice in the mediation of a structured facial examination: A quasi randomized, blinded and controlled study 

2021 ◽  
Author(s):  
Arne Nelskamp ◽  
Benedikt Schnurr ◽  
Alexandra Germanyuk ◽  
Jasmina Sterz ◽  
Jonas Lorenz ◽  
...  
Keyword(s):  
Student Performance ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Maxillofacial Surgery ◽  
Training Group ◽  
Controlled Study ◽  
Oral And Maxillofacial Surgery ◽  
Mental Training ◽  
Physical Practice

Abstract Background: The correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a quasi-experimental to determine if ‘Mental Training’ was effective in teaching a structured facial examination. Methods: 67 students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 minutes of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to ten weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist. Results: Groups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004; dE1 = 0.86; dE2 = 0.66) and T2 (pE1 = 0.04; pE2 = 0.008, dE1 = 0.37; dE2 = 0.64) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06, dE1 = 1.07; dE2 = 0.50) increase in clinical examination skills in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of clinical examination skills between T1 and T2.Discussion: ‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach physical examination skills.

scholarly journals Comparison of ‘Mental Training’ and Physical Practice in the Mediation of a Structured Facial Examination

2020 ◽  
Author(s):  
Arne Nelskamp ◽  
Benedikt Schnurr ◽  
Jasmina Sterz ◽  
Jonas Lorenz ◽  
Robert Sader ◽  
...  
Keyword(s):  
Student Performance ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Maxillofacial Surgery ◽  
Training Group ◽  
Oral And Maxillofacial Surgery ◽  
Mental Training ◽  
Physical Practice ◽  
Significant Difference ◽  
High Level

Abstract Background: The correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a fully randomized experiment to determine if ‘Mental Training’ was effective in teaching a structured facial examination.Methods: 67 students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 minutes of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to ten weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist.Results: Groups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004) and T2 (pE1 = 0.04; pE2 = 0.008) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06) increase in knowledge in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of knowledge between T1 and T2. Gender analysis showed a significant difference in favor of female students at T1 for Rater 1 (pE1 = 0.03).Discussion: ‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach basic surgical skills.

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 Adjunctive Utility of Toluidine Blue in Detecting Dysplastic Cells in Oral Mucosal Lesions in Comparison with Histopathology

2021 ◽  
Vol 10 (1) ◽  
pp. 26-31
Author(s):  
K.M. Chandrani Somaratne ◽  
S.A.K.J. Kumara ◽  
R.M.N.D. Ratnayake ◽  
Priyantha Liyanage ◽  
N.A.A.P.D. Gunasekera
Keyword(s):  
Sri Lanka ◽  
Clinical Examination ◽  
Toluidine Blue ◽  
Maxillofacial Surgery ◽  
Added Value ◽  
Premalignant Lesions ◽  
Blue Staining ◽  
Oral And Maxillofacial Surgery ◽  
Histopathological Diagnosis ◽  
Predictive Values

Introduction: Oral cancer is one of the most common cancers globally and in Sri Lanka, which follows premalignant lesions. It is curable if it is detected early. Several adjunctive methods to diagnose premalignant lesions early are available. Among these, Toluidine blue staining method before a biopsy is currently receiving much attention. Method: This is a prospective study done by studying 103 patients presented to the Oral and Maxillofacial Surgery Unit, District General Hospital, Gampaha, Sri Lanka. The oral lesions of all the patients are categorized as benign, premalignant, and malignant by clinical examination. Toluidine Blue mouth wash is introduced to all the patients, followed by biopsy from the stained sites and the clinically decided sites in non-stained lesions. Histopathological diagnosis was obtained for all cases. The accuracy of diagnosis of premalignant, malignant, and benign cases by clinical assessment and by using Toluidine blue was assessed and compared statistically in relation to sensitivity, specificity, positive predictive and negative predictive values, and likelihood ratios (LR). Results: Toluidine blue has no added advantage over clinical examination in our setup even though it might be helpful in screening. However, it has an added value to confirm clinically benign cases as benign. Conclusion: Toluidine Blue can be used as an adjunct in screening and to confirm clinically benign cases so that those can be followed up in clinics without doing unnecessary biopsies.

scholarly journals The accuracy value of the dentist’s clinical diagnosis in oral lesions performed on biopsy

2013 ◽  
Vol 25 (2) ◽  
Author(s):  
Galih Fata Anadza ◽  
Endang Syamsudin ◽  
Abel Tasman Yuza
Keyword(s):  
General Hospital ◽  
Clinical Diagnosis ◽  
Clinical Examination ◽  
Oral Surgery ◽  
Histopathological Examination ◽  
Maxillofacial Surgery ◽  
Oral And Maxillofacial Surgery ◽  
Histopathological Diagnosis ◽  
Oral Lesions ◽  
The Difference

Introduction: The diagnosis of a pathological disorder can be made in various stages, namely history taking, clinical examination and supporting examination. Clinical diagnosis is a diagnosis obtained from anamnesis and the results of clinical examination. Histopathological diagnosis is a diagnosis obtained from a microscopic examination of tissue. Clinical diagnosis and histopathological examination results may differ. The aim of the study was to obtain the accuracy value of the dentist’s clinical diagnosis by calculating the number of differences between the clinical diagnosis and the results of the histopathological examination of patients who were biopsied in the Department of Oral Surgery of General Hospital Dr. Hasan Sadikin Bandung. Methods: A retrospective descriptive study of cases of pathological abnormalities biopsied in the Department of Oral and Maxillofacial Surgery of General Hospital Dr Hasan Sadikin Bandung. The total number of study samples was 109 medical records of patients with biopsy. Results: The accuracy value of the clinical diagnosis of dentists was 76%, where the difference between the clinical diagnosis and the histopathological examination was 24%. The most common type of disorder with the greatest difference in diagnosis is ameloblastoma followed by papilloma and mucocele. Conclusion: The accuracy value of the clinical diagnosis of dentists in oral lesions performed biopsy is 76%.

Video Modeling and Imaging Training on Performance of Tennis Service of 9- to 12-Year-Old Children

1998 ◽  
Vol 87 (2) ◽  
pp. 519-529 ◽  
Author(s):  
Francisco L. Atienza ◽  
Isabel Balaguer ◽  
María L. García-Merita
Keyword(s):  
Physical Training ◽  
Video Modeling ◽  
Training Group ◽  
Mental Training ◽  
Physical Practice ◽  
Tennis Players ◽  
Imagery Training ◽  
Imagery Group ◽  
Video Group ◽  
Imaging Training

The purpose of this work is to analyze, in a pilot study, the effects of video modeling and imagery training over 24 weeks on tennis service performance. Three groups of 9- to 12-yr.-old tennis players participated: (a) a physical practice group, who received physical training, (b) a physical practice + video group who received physical training plus watched a video modeling mental training, and (c) a physical practice + video + imagery group who received physical training plus video modeling and imagery mental training. The results for the intragroup pre-posttest comparisons showed that tennis performance did not significantly improve for the physical training group. The groups given mental training showed improvement from pre- to postintervention. Finally, the posttest comparison between groups indicated that diere were significant differences between the group given physical training only compared to the groups given mental training but that the latter two did not differ significantly from each other.

scholarly journals Medical Emergencies in Oral and Maxillofacial Surgical Practice

2021 ◽  
pp. 49-58
Author(s):  
Nallamilli V. S. Sekhar Reddy
Keyword(s):  
Clinical Skill ◽  
Maxillofacial Surgery ◽  
Hospital Setting ◽  
Oral And Maxillofacial Surgery ◽  
Policy Issues ◽  
Emergency Team ◽  
Life Saving ◽  
The World ◽  
Medical Emergencies ◽  
Special Circumstances

AbstractOral and Maxillofacial Surgery has evolved over the last few decades. Oral and Maxillofacial surgeons also deal with medical emergencies in an office or hospital setting on a regular basis. Emergency team response in most countries is prompt. However, in some parts of the world, the response time of the emergency team is expected to be comparatively longer, due to various policy issues. The chapter considers these special circumstances, to suggest some additional measures toward the management of the emergency, while waiting for the arrival of the emergency team. Oral and Maxillofacial surgeons are expected to be well versed with this life-saving simple clinical skill and the protocols discussed here take this into consideration.

scholarly journals Development of a clinical skills remediation program for chiropractic students at a university

2018 ◽  
Vol 32 (2) ◽  
pp. 152-158
Author(s):  
Suzanne D. Lady ◽  
Leslie A.K. Takaki
Keyword(s):  
Student Performance ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Acceptable Level ◽  
Educational Institutions ◽  
Important Goal ◽  
Assessment Measures ◽  
Consistent Assessment ◽  
Remediation Plan ◽  
Chiropractic Students

Objective: An important goal of chiropractic educational institutions is to ensure that all graduates reach an acceptable level of clinical competency and thus institutions are equipped to offer traceable remediation when skills fall below certain benchmarks. Methods: Working with key individuals in the faculty, administration, and assessment department, a process of remediation was created and materials were produced that could be used by faculty and assessment staff to focus on a student's lack of knowledge, technique, or documentation in specific clinical skill areas. The primary goal was to create an individualized remediation plan that suits the specific needs of the student. Results: Utilization of the remediation center continues to increase. Referrals to the center for fiscal years 2015, 2016, and 2017 were 60, 125, and 126 students, respectively. Retesting rates after remediation continue to be high, with 98.3%, 95.2%, and 95.8% for fiscal years 2015, 2016, and 2017, respectively. Conclusion: We developed and implemented a chiropractic remediation program to satisfy the need for objectively identifying and remediating clinical skill deficiencies. This remediation program experienced an increase in use in its initial 3 years of operation, indicating more inclusion of the program across the departments, clinics, and assessment. The outcome of remediation is still not clear because there are no consistent assessment measures in place to determine pre- and postremediation student performance.

scholarly journals 1633 Developing Confidence in Dental Core Trainees; A National Review of The Trainee Experience

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
R Karia ◽  
S Miskry ◽  
K Fan
Keyword(s):  
Clinical Skills ◽  
Maxillofacial Surgery ◽  
Training Programme ◽  
Oral And Maxillofacial Surgery ◽  
Mandibular Fractures ◽  
Facial Fractures ◽  
National Review ◽  
Induction Process ◽  
Postgraduate Training Programme ◽  
Training Post

Abstract Aim In the U.K, Dental Core Training (DCT) is an elective postgraduate training programme. There are over 700 DCT jobs with the majority in Oral and Maxillofacial Surgery (OMFS). Our focus was to measure the confidence and skills of 103 DCTs, as they mature during a year in OMFS. Method OMFS DCTs answered questionnaires in month 1, 3 and 6 of their training post, regarding confidence and proficiency in assessment of dental infections, facial fractures, swellings, pathology, airway risk, imaging and performing suturing. Results In month 1, 55% of DCTs were ‘somewhat confident’ in performing intra-oral suturing and assessing dento-facial infection out of the skills assessed. Only 22% of DCTs were ‘extremely confident’ in any competencies. Specifically, DCTs felt ‘not at all confident’ with interpretation of scans (78%) and assessment of facial fractures (35%). Between month 1 and month 6 there has been an increase in confidence across all competencies. Notably, a 42% confidence increase in extra-oral suturing and 61% increase in assessing mandibular fractures. Conclusions We demonstrate that an OMFS training year improves confidence in clinical skills and that an adequate time in a post is required to attain that. Our results highlight areas where DCTs lack confidence early in their posts. These could be targeted at dental school, during the hospital induction process or through guided support and training in the initial phase of their jobs. This study adds clarity to both dentists and doctors contemplating a training year in OMFS and gives insight into how to support and train them.

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