Dental Students' Views of Their Clinical Cognitive Skills : A Qualitative Study

2017 ◽  
Vol 4 (1) ◽  
pp. 12-24
Author(s):  
Faaiz Alhamdani
Keyword(s):  
Qualitative Study ◽  
Cognitive Skills ◽  
Dental Students

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 Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education

2021 ◽  
Vol 9 (5) ◽  
pp. 53
Author(s):  
Rayan Sharka ◽  
Jonathan P. San Diego ◽  
Melanie Nasseripour ◽  
Avijit Banerjee
Keyword(s):  
Risk Factors ◽  
Qualitative Study ◽  
Perceived Risk ◽  
Dental Education ◽  
Dental Students ◽  
General Context ◽  
Structured Interviews ◽  
Factors Affecting ◽  
The Uk ◽  
Dental Professionals

Aims: This study aimed to identify the risk factors of using DSM to provide an insight into the inherent implications this has on dental professionals in practice and trainee professionals’ education. Materials and methods: Twenty-one participants (10 dental professionals and 11 undergraduate and postgraduate dental students) participated in this qualitative study using semi-structured interviews in a dental school in the UK. The interviews were analysed and categorised into themes, some of which were identified from previous literature (e.g., privacy and psychological risks) and others emerged from the data (e.g., deceptive and misleading information). Results: The thematic analysis of interview transcripts identified nine perceived risk themes. Three themes were associated with the use of DSM in the general context, and six themes were related to the use of DSM in professional and education context. Conclusions: This study provided evidence to understand the risk factors of using DSM in dental education and the profession, but the magnitude of these risks on the uptake and usefulness of DSM needs to be assessed.

scholarly journals Developing the Instrument of Non-Cognitive Skill Assessment for Science at Junior High School Grade VII: A Conceptual Review

2020 ◽  
Author(s):  
Widha Nur Agastya ◽  
Dinny Devi Triana ◽  
Herwindo Haribowo
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Junior High School ◽  
Cognitive Skills ◽  
Junior High ◽  
Cognitive Skill ◽  
Skill Assessment ◽  
School Grade ◽  
High School Grade ◽  
Individual Character

This research is a qualitative study based on the previous research, which will, apply and adapt the earlier findings to Indonesia’s education system. The particular focus of this study is the non-cognitive skills needed for the study of science subjects at junior high school grade VII, namely: accurateness; perseverance; conscientiousness; responsibility; critical thinking; innovation; open mindedness; sensitivity; empathy; and environmental awareness. This is based on non-cognitive skill construction involving: individual character; emotion; habit; and process. Those aspects can be developed into the syllabus and lesson plans, both evaluating and developing the students’ non-cognitive skills. Keywords: developing instrument, cognitive skill, non-cognitive skill, science, junior high school

Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique

2021 ◽  
Vol 10 (1) ◽  
pp. 24-24
Author(s):  
Rojin Soleimanzadeh ◽  
Kousha Sarpari ◽  
Nasrin Abdi ◽  
Parisa Heydari ◽  
Yadolah Zarezadeh
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Critical Incident ◽  
Clinical Skills ◽  
Critical Incident Technique ◽  
Dental Students ◽  
Structured Interviews ◽  
Process Data ◽  
Effective Learning ◽  
Perceived Experiences

Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.

Socio-cultural factors influencing preschool enrolment in a rural cohort exposed to early parenting interventions in Pakistan: A qualitative study

2020 ◽  
pp. 136548022093490 ◽  
Author(s):  
Muneera A Rasheed ◽  
Saima Siyal ◽  
Alma Arshad ◽  
Arooba A Farid ◽  
Jelena Obradović ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Cognitive Skills ◽  
Group Discussion ◽  
Preschool Education ◽  
Phenomenological Approach ◽  
Cultural Barriers ◽  
Parenting Interventions ◽  
Community Attitudes ◽  
Early Parenting ◽  
At Home

Early parenting interventions have shown to be effective for changing parenting behaviours to provide stimulation at home. However, evidence about the effect on decision to timely enrol the child in preschool and the related pathways is scarce. A follow-up study of a rural cohort exposed to early parenting interventions in the first 2 years of life in Pakistan though indicated benefits for children’s cognitive skills and learning environment at home but did not improve preschool enrolment rates. The aim of this study was to explore stakeholder knowledge, attitudes and perceptions about preschool education that may influence parent’s decision of enrolment. A qualitative study using a phenomenological approach was conducted. Data collection methods included focus group discussion and in-depth interviews with the parents and the teachers and observations of selected preschools. An emergent thematic analysis was followed. Findings showed that community attitudes related to their role in children’s preschool education (e.g. lack of parental involvement), and their perceptions of stakeholders’ responsibilities and accountability (child being responsible for own motivation and interest to learn) were barriers to preschool enrolment. Facilitators included quality of preschools and older siblings enrolled in the school. Early parenting interventions may be insufficient to change community perceptions of preschool education in disadvantaged contexts with dysfunctional education systems. Targeted strategies addressing socio-cultural barriers for early learning are needed.

Magnification loupes in dentistry: A qualitative study of dental students’ perspectives

2020 ◽  
Author(s):  
Danielle Wajngarten ◽  
Ana Carolina Botta ◽  
Patrícia Petromilli Nordi Sasso Garcia
Keyword(s):  
Qualitative Study ◽  
Dental Students

Gender differences in dental students' professional expectations and attitudes: a qualitative study

BDJ ◽  
2017 ◽  
Vol 223 (6) ◽  
pp. 441-445 ◽  
Author(s):  
M. da Graça Kfouri ◽  
S. T. Moysés ◽  
M. C. L. Gabardo ◽  
S. J. Moysés
Keyword(s):  
Gender Differences ◽  
Qualitative Study ◽  
Dental Students ◽  
Professional Expectations

Risk Factors of Musculoskeletal Disorders in Dental Students – A Qualitative Study

2016 ◽  
Vol 18 (10) ◽  
pp. 1-9 ◽  
Author(s):  
Cristina Presoto ◽  
Danielle Wajngarten ◽  
Patrícia Garcia
Keyword(s):  
Risk Factors ◽  
Qualitative Study ◽  
Musculoskeletal Disorders ◽  
Dental Students

scholarly journals Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs

2010 ◽  
Vol 26 (3) ◽  
Author(s):  
Shuyan Melissa Tan ◽  
Richard K. Ladyshewsky ◽  
Peter Gardner
Keyword(s):  
Clinical Practice ◽  
Qualitative Study ◽  
Clinical Reasoning ◽  
Education Program ◽  
Cognitive Skills ◽  
Evidence Based ◽  
Good Strategy ◽  
Web Based ◽  
The Impact ◽  
Physiotherapy Students

<span>This qualitative study investigated the impact of using blogs on the clinical reasoning and meta-cognitive skills of undergraduate physiotherapy students in a fieldwork education program. A blog is a web based document that enables individuals to enter comments and read each others' comments in a dynamic and interactive manner. In this study, final year physiotherapy students were randomly allocated to group blogs to share their reflections on their own and their peers' clinical practice. Blogging was used to help students reflect and focus on professional and evidence based practice within a supportive peer assisted learning environment. The text within each of the blogs was qualitatively analysed against concepts in the literature describing specific types of clinical reasoning and metacognition. A range of clinical reasoning typologies were found to exist in the blogs. Most notable were ethical, interactive and procedural reasoning along with evidence of metacognition. Blogging was found to be a good strategy for promoting clinical reasoning and metacognition in fieldwork education.</span>

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.

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