Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental

COVID-19 abruptly changed dental education, forcing educators out of their comfort zones and into using new technologies and teaching approaches. At the University of Washington School of Dentistry, a task force evaluated the curricular changes that resulted from COVID and made recommendations for the future predoctoral dental curriculum. This manuscript reports the process employed, the findings of the task force, and how these findings will impact the curriculum. A knowledge-based governance (KBG) approach was employed. KBG focuses on gathering all relevant information and identifying all choices. It separates dialogue from deliberation. Information was gathered via literature review, focus group interviews, electronic surveys, and other metrics. The task force evaluated: (1) delivering didactic content remotely; (2) administering assessments remotely; (3) duplicating preclinical simulation lab courses due to social distancing; and (4) the conversion from a numerical to a credit/no credit grading scale. Key recommendations resulted from focus groups and electronic surveys that allowed any student or faculty member an opportunity to provide input. Some topics were relatively non-controversial and strong recommendations were evident. The most controversial issue was which grading scale should be utilized. A KBG approach is an effective means to address mega issues in the dental school environment.

Attitudes of dental students towards paediatric dental behaviour guidance

Aim: To compare the pre-clinical and clinical students` perceptions about the non-pharmacological behaviour management techniques in paediatric dentistry and to investigate the influence of the dental curriculum on the students` knowledge regarding this issue. Methods: A total of 283 students from the IV-and X-semester completed a questionnaire, consisted of 12 statements, describing the nonpharmacological behaviour management techniques for the treatment of paediatric dental patients. The acceptability rate was evaluated with a Likert scale ranging from 1 to 5. Results: The students from all courses demonstrated high acceptance for Reinforcement and Desensitization techniques and low for the Negative reinforcement and Physical restraint. The comparison between the perceptions of the pre-clinical and clinical students demonstrated a statistically significant increase in the acceptance of the physical restraint, along with Nonverbal communication, Modelling and Parental presence/absence (p<0.05). Conclusion: The results provide information about the students’ knowledge and skills in behaviour management techniques together with some insights about how the educational process can modify the students` perceptions and views in dealing with paediatric dental patients.

General dental practitioners' knowledge and opinions of snoring and sleep-related breathing disorders

Aims There is increasing recognition that sleep disturbances can affect lifestyle, economy and health. General dental practitioners (GDPs) can play a vital role in helping to identify at-risk patients through screening as well as aid in the management of these conditions. The aim of this study was to assess the knowledge of UK-based GDPs in relation to sleep-related breathing disorders (SRBDs).Material and methods A questionnaire was developed to assess GDPs' knowledge of SRBDs and their current practice in relation to the management of SRBDs, and identify the factors associated with improved knowledge and management. A volunteer sample was recruited from social media platforms and conference attendees.Results In total, 152 GDPs completed the questionnaire; 101 (66% [95% CI 59%,74%]) agreed that GDPs should ask their patients about sleep disorders, while only 82 (54% [95% CI 46%,62%]) confirmed that they actually asked their patients about the problem. On a 22-point knowledge scale, the mean score was 12.93 (95%CI 12.23, 13.63). Postgraduate education (F = 5.47; p = 0.001), increasing age (r = 0.23; p = 0.005) and GDP workplace (F = 4.98; p = 0.008) contributed to a higher knowledge score. GDPs were strongly in favour of having more information (N = 141; 93% [95% CI 87%,97%]).Conclusion Although GDPs' knowledge of SRBDs was better than anticipated, they clearly felt a need for further information and training. There is a compelling case to include this subject in the undergraduate dental curriculum.

FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS

Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity. Study Design: Qualitative-phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Dec 2017 to May 2018. Methodology: Purposive sampling was done, and data was gathered using semi-structured, group interview of 16 BDS students. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback, though, being practiced by faculty, was not identify as feedback by students. They did not appreciate it as an essential skillset for learning and performance. Though, conceptions of students regarding this phenomenon varied, five emergent themes displayed the essence of the phenomenon in this learning environment: 1) understanding ‘feedback’ through participants’ response, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Our students were devoid of formally instituted feedback practices, so they were unable to identify it as ‘feedback’. Wide range of contradictory and many negative experiences of participants indicated that formal training in feedback and its systematic use might improve students’ experiences.Keywords: , , , , , .

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

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.

Dental educators’ views and knowledge of competencies required within a competency framework

The aim of the study was twofold; first was to explore and describe dental educators’ views of the competencies required within the AfriMEDS core competency framework. The second was to highlight the views of the dental educators, regarding the alignment of the AfriMEDS core competencies, with the dental curriculum. A case study approach to qualitative inquiry was used. The participants were purposefully selected, and two focus group discussions were conducted. An interview protocol was used to guide the discussions. The gathered data from the discussions were transcribed verbatim, and uploaded to the Atlas ti program for data analysis. Themes were identified from the findings of the thematic analysis. Results Dental educators required some guidance and clarity on the AfriMEDS core competency framework. However, they were able to recognize the competencies related to the AfriMEDS core competency framework. Two of these competencies, evidence-based dentistry, and private practice, were highlighted as core competencies in this current study; however, in AfriMEDS, only certain aspects of this was described. The results of this current study revealed that dental educators were able to make valuable recommendations about the additional competencies requirements for dental graduates.

EVALUATION OF KNOWLEDGE, ATTITUDE AND PRACTICE OF INHALATION SEDATION IN CHILDREN AMONGST PEDODONTISTS AND GENERAL DENTAL PRACTITIONERS IN MANGALORE, INDIA

Inhalation sedation is a minimally depressed level of consciousness that retains the patient's ability to maintain an airway independently and continuously and respond to stimulation and command. Found to be safe for use in dentistry with positive outcomes, it is used to manage anxiety in pediatric patients during procedures. Aim of our study was to determine the frequency of usage of inhalation sedation as adjunctive management technique in children by Dentists. A Cross sectional study was conducted with pre-structured questionnaire given to Pedodontists and General dental practitioners in various Dental colleges and clinics in and around Mangalore. Total sample size was 72. Data was collected and analyzed using SPSS version 17.0 with the Test of Proportions. 32 out of 72 participants were trained in usage of Inhalation Sedation, out of which 14 used it regularly. Out of the 80.56% dentists not using it, majority said that expensive equipment, increased cost of treatment and potential complications were the main reasons for not using it. 59.72% of participants wanted to gain information, knowledge and undergo training in the usage of Inhalation Sedation.58.33% agreed to use it in their future dental career. 70.83% believed that knowledge and training to use Inhalation Sedation is integral part of dental curriculum for undergraduates. This study showed willingness of the dentists to provide Inhalation Sedation as a behavior management technique to their patients. The lack of training, costly equipment, increased cost of treatment are the main barriers to providing such services to the patients.