scholarly journals CURRENT TRENDS IN DENTAL EDUCATION

2021 ◽  
Vol 71 (3) ◽  
pp. 1107-13
Author(s):  
Ayesha Ghassan ◽  
Irfan Shukr ◽  
Naushaba Sadiq ◽  
Rabia Ahsan
Keyword(s):  
Health Care Services ◽  
Teaching And Learning ◽  
Dental Education ◽  
Molecular Engineering ◽  
Current Trends ◽  
Dental Curriculum ◽  
Assessment Techniques ◽  
Dental Profession ◽  
Teaching Learning ◽  
Dental Schools

The dental profession is an important segment of human health care services all over the world. Dental schools in Europe and United States have evolved their curriculum to keep abreast with advances in dentistry; like connective tissue biophysics and molecular engineering through an objectively structured and clinically oriented curriculum. However, dental education in our country is still mostly traditional. This article examines the new approaches to teaching and learning in dental schools/colleges that are shaping dental curriculum globally. Articles relating to curricular trends in dental education and advancement in the dental profession published between 2010-2020 were searched in medical search engines. However, few relevant articles published before this period were also consulted. The current trends in dental curricula show new teaching, learning, and assessment methods like small group discussions, case-based learning, competency-based learning, Inquiry-based teaching-learning, and peer-assisted learning. The curricular format is integrated and new innovative assessment techniques like the assessment of multiple systematic reviews (AMSTAR) are being employed. Virtual reality, interdisciplinary teaching, and distributed community models in dental education are being implemented. The emergence of COVID-19 has also affected dental education and as a result, e-learning formats and assessment techniques have become increasingly popular. Dental schools abroad have revamped their curriculum with the advances in newer technologies and research related to dentistry. There is a need to immediately update and redesign the present dental curriculum in our country as well.

scholarly journals Application of DenTeach in Remote Dentistry Teaching and Learning During the COVID-19 Pandemic: A Case Study

2021 ◽  
Vol 7 ◽  
Author(s):  
Lingbo Cheng ◽  
Maryam Kalvandi ◽  
Sheri McKinstry ◽  
Ali Maddahi ◽  
Ambika Chaudhary ◽  
...  
Keyword(s):  
Data Storage ◽  
Teaching And Learning ◽  
Performance Metrics ◽  
Tactile Feedback ◽  
Learning Platform ◽  
Practice Mode ◽  
Novel Coronavirus ◽  
Teaching Learning ◽  
Dental Schools

In December 2019, an outbreak of novel coronavirus pneumonia occurred, and subsequently attracted worldwide attention when it bloomed into the COVID-19 pandemic. To limit the spread and transmission of the novel coronavirus, governments, regulatory bodies, and health authorities across the globe strongly enforced shut down of educational institutions including medical and dental schools. The adverse effects of COVID-19 on dental education have been tremendous, including difficulties in the delivery of practical courses such as restorative dentistry. As a solution to help dental schools adapt to the pandemic, we have developed a compact and portable teaching-learning platform called DenTeach. This platform is intended for remote teaching and learning pertaining to dental schools at these unprecedented times. This device can facilitate fully remote and physical-distancing-aware teaching and learning in dentistry. DenTeach platform consists of an instructor workstation (DT-Performer), a student workstation (DT-Student), advanced wireless networking technology, and cloud-based data storage and retrieval. The platform procedurally synchronizes the instructor and the student with real-time video, audio, feel, and posture (VAFP). To provide quantitative feedback to instructors and students, the DT-Student workstation quantifies key performance indices (KPIs) related to a given task to assess and improve various aspects of the dental skills of the students. DenTeach has been developed for use in teaching, shadowing, and practice modes. In the teaching mode, the device provides each student with tactile feedback by processing the data measured and/or obtained from the instructor's workstation, which helps the student enhance their dental skills while inherently learning from the instructor. In the shadowing mode, the student can download the augmented videos and start watching, feeling, and repeating the tasks before entering the practice mode. In the practice mode, students use the system to perform dental tasks and have their dental performance skills automatically evaluated in terms of KPIs such that both the student and the instructor are able to monitor student’s work. Most importantly, as DenTeach is packaged in a small portable suitcase, it can be used anywhere by connecting to the cloud-based data storage network to retrieve procedures and performance metrics. This paper also discusses the feasibility of the DenTeach device in the form of a case study. It is demonstrated that a combination of the KPIs, video views, and graphical reports in both teaching and shadowing modes effectively help the student understand which aspects of their work needs further improvement. Moreover, the results of the practice mode over 10 trials have shown significant improvement in terms of tool handling, smoothness of motion, and steadiness of the operation.

scholarly journals Impact of COVID-19 Pandemic on Dental Education: Experience Sharing from a Malaysian Public University

2021 ◽  
pp. 166-178
Author(s):  
Faizah Abdul Fatah ◽  
Nor Azura Ahmad Tarmidzi ◽  
Nor Haliza Mat-Baharin ◽  
Diana Md Zahid ◽  
Rohazila Mohamad Hanafiah ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Dental Education ◽  
Daily Practice ◽  
Public University ◽  
Record Keeping ◽  
Education Experience ◽  
Practical Research ◽  
Acute Infectious Disease ◽  
Teaching Learning ◽  
The Impact

Coronavirus Disease 2019 (COVID-19) is an acute infectious disease that causes global outbreaks. The COVID-19 outbreak has forced various sectors to change their approach and daily practice to new alternatives. Dental education is no exception to the effects of this pandemic, which has severely disrupted teaching, learning and clinical activities. The impact of this pandemic on dental education can be classified into different aspects, including academic, practical, research and clinical services. Teaching and learning activities have been transformed into distance learning methods. However, dental educators are still struggling with psychomotor components, including practical and clinical sessions, which are the main course components that are severely affected. This sharing of experience focuses on the effects of the pandemic on the delivery of dental education and the actions taken by the Faculty of Dentistry, Universiti Sains Islam Malaysia (USIM) to ensure continuous learning. The challenges faced by the faculty are overcome with careful planning and discussion through the establishment of specific committees related to various issues, such as online learning and clinical COVID-19 committees. The committees identify any issues, plan the strategies and monitor the implementation of the plan. All actions during the pandemic are closely monitored by managing the faculty and university to ensure implementation of organised and smooth work, good record keeping, and compliance with instructions and guidelines by the authority.  

scholarly journals Perception and preferences of teaching and learning methods in community medicine: a cross sectional study

2018 ◽  
Vol 5 (7) ◽  
pp. 2821
Author(s):  
Krishna Prakash Joshi ◽  
M. Robins ◽  
M. Yanadi Reddy
Keyword(s):  
Medical Students ◽  
Health Care Services ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Community Medicine ◽  
Learning Needs ◽  
Learning Methods ◽  
Cross Sectional ◽  
Teaching Learning

Background: Knowledge of community medicine plays a very important role in proper and effective delivery of health care services to the society. Every teacher has her or his own style of teaching and now teachers are adjusting their approach depending on their students’ learning needs. The aims and objectives of the study were to assess the perception of 3rd year medical students towards teaching and learning methods in community medicine & to know their preferences among various commonly used teaching learning media & methods.Methods: A cross-sectional descriptive questionnaire-based study was conducted among 3rd year medical students (6th semester) of SVS Medical College, Mahabubnagar, Telangana, India. A pre-designed, pre-tested self-administered questionnaire was used to collect data. Most of the responses were collected as MCQs type & Likert five point scale. The data was analyzed by calculating percentage.Results: Out of total 140 participants 42 (30%) were boys and 98 (70%) were girls. All were within the age group of 21-24years. Regarding the preference of teaching aid, PPT was preferred by maximum 37% participants followed by combination of CB & PPT (30%), Chalk & board (29%). Student’s preference about current T-L methods shows that maximum participants preferred. SGD (34%), followed by interactive lectures (26%). Around 65% students were satisfied & 20% were strongly satisfied with current learning approaches.Conclusions: Small group discussion and blended or interactive teaching are the most preferred learning method when compared with traditional teaching methods indicating that students are more interested in active teaching and learning methods.

scholarly journals Informal English through sitcoms

2021 ◽  
Vol 11 (1) ◽  
pp. e36650
Author(s):  
Anielli Renata Diamante Candido Lima ◽  
Fábio Henrique Rosa Senefonte
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
Language Teaching ◽  
First Episode ◽  
Current Trends ◽  
Teaching Learning ◽  
Language Teaching And Learning

In light of studies on informal language teaching (SENEFONTE, 2018) and drawing on Socio-Discursive Interactionism (BRONCKART, 1999), this research aims at presenting a didactic proposal involving a sequence of systematized activities that address informal English through the sitcom genre. Therefore, this study belongs to the area of Applied Sociolinguistics and the field of language teaching/learning and teacher education. The first episode of the show How I met your mother forms the basis for the development of the exercises, which encompass current trends in language teaching and learning. The literature review conducted in this paper reveals the scarcity of studies on the teaching of informal English through sitcoms or any other audiovisual genre, suffice it to prove relevant the debate on this theme. To sum up, this paper is expected to expand the literature on this topic and enable teachers to reflect over their practices concerning language variations.

scholarly journals Literature review as a didactical content analysis: Sustainable magnetic lubricants based on ionic liquids

2021 ◽  
Vol 2098 (1) ◽  
pp. 012033
Author(s):  
S A A Jalil ◽  
A Mudzakir ◽  
Hernani
Keyword(s):  
Content Analysis ◽  
Ionic Liquids ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Concept Map ◽  
Descriptive Analysis ◽  
Molecular Engineering ◽  
Learning Sequence ◽  
Teaching Learning ◽  
The Relationship

Abstract Magnetic lubricants are usually petroleum-based, but not renewable and cannot be environmentally degraded. It can cause the environmental problems. Magnetic lubricants based on ionic liquids can be environmental friendly. The ionic liquid lubricants are synthesized from vegetable oil fatty acids, which is a locally sustainable and renewable sources. This molecular engineering can be used to integrate the concept of sustainability into teaching and learning. This study aimed to obtain the concept map and teaching learning sequence (TLS) from the scientist’s conception. The method used is a qualitative content analysis (literature analysis type), using an instrument in the form of a content analysis format. The first phase begins with collecting literatures in the form of textbooks, monographs, review results and research articles. The next phase is descriptive analysis, selecting categories, and evaluating the material didactically. This research produces the concept map, TLS and clarified chemical concepts. The scientist’s conception obtained is the application, function, characteristics of media magnetic lubricants, ionic liquids and examples of magnetic lubricants based on ionic liquids. Concept map and TLS can illustrate the relationship between one concept and another. They also show the relationship between science, technology and engineering. The results can be used as the basis for the preparation of teaching materials and didactical designs for teaching and learning.

Advancing Dental Education by Integrating Teledentistry Teaching and Learning into the Predoc Curriculum

2021 ◽  
Author(s):  
Shibani Sahni
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Dental Education ◽  
Dental Office ◽  
The Future ◽  
Dental Curriculum ◽  
Dental Providers ◽  
Dental Professionals

In the advancing and changing landscape of dental education, dental curricula should be forward-thinking about the future roles of dental professionals. The need to train future dental providers to be able to facilitate care to underserved areas, and to patients who can’t come in person to a dental office, is becoming significant. Advancing dental education in 21st century with tele-dentistry should be a part of the dental curriculum, as it has been used for over a decade at this point. During the Covid-19 pandemic, tele-dentistry has become a vital method of engagement with patients and has the potential to expand across the country for those who are unable to be seen in person for any number of reasons. The main aim of this effort is to foster development and advancement in tele-dentistry and to help the integration of tele-dental education in teaching and learning. The importance of working on developing ways to teach dentistry to predoctoral students cannot be overlooked, and hence, we have been looking at best practices for integrating tele-dentistry into the dental curriculum.Dental Education should incorporate tele-dental education into predoctoral education, as it facilitates care for underserved populations as well as any other patients who are not able to be seen in person.

scholarly journals Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line

2021 ◽  
Vol 7 (1) ◽  
pp. 51-56
Author(s):  
Oana Preda
Keyword(s):  
Teaching And Learning ◽  
Autism Spectrum ◽  
Learning System ◽  
Structured Learning ◽  
Motivation For Learning ◽  
Learning Sequences ◽  
Integrated Curricula ◽  
Assessment Techniques ◽  
On Line ◽  
Teaching Learning

The COVID-19 pandemic that resulted in a shift towards on-line teaching and learning resulted in countless difficulties concerning the access to efficient education, especially in the case of children from families with a lesser-endowed socio-economic and cultural background, or children with learning problems, with ADHD or various disabilities (visual or healing impairment, intellectual disabilities, autism spectrum disorders, etc.). Moreover, even pupils who actually have technical access to the new teaching-learning system run the risk of losing their motivation for learning. The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.

scholarly journals Dynamic-based Learning: A Novel Approach for Higher Education during COVID-19

2021 ◽  
Author(s):  
Arnon Jumlongkul
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Health ◽  
Dental Students ◽  
Support Materials ◽  
Novel Approach ◽  
High Flexibility ◽  
Teaching Learning ◽  
Dental Schools

Purpose: Now traditional lecture-based teaching and learning have been affected by the COVID-19. The objectives of this article are to design the novel educational technique called ‘dynamic-based learning’ (DBL) that provides the combination of online teaching-learning methods and student’s creativity, to evaluate primary dynamic-based learning function, and to propose dynamic-based learning for higher education. Methods: DBL composes of four steps, including, preparation, homework, classroom, and evaluation, which was designed, and taught in medical and dental schools. Online support materials included mobile phone, email, Facebook Messenger, Line Messenger, Cisco Webex, and Zoom Meetings applications were recruited for this novel method. Results: A total of 32 third-year medical students and 26 sixth-year dental students was treated by DBL similarly. three subjects, including, Innovation in Dentistry, Basic Medical Research, and Principles of Pathology and Forensic Medicine were selected in this article. The results showed students could create their knowledge, ideas, and creativity during the online classes.Conclusion: DBL can be used as an alternative learning mode during the COVID-19 crisis. The benefits of DBL also include high flexibility, dynamic process, active learning, and high creativity. DBL should be tested with other disciplines such as engineering school, laws school, health sciences school, and should be compared with other traditional teaching and learning modes in the future. This method may support the global higher education systems to move forward the COVID-19 pandemic to set a novel standard of a future normal.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

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