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BACKGROUND: The practice of dental surgery requires a few different skills, including mental rotation of an object, precision of movement with good hand-eye coordination, and speed of technical movement. Learning these different skills begins during the preclinical phase of dental student training. Moreover, playing a musical instrument or video game seems to promote the early development of these skills. However, we found that studies specifically addressing this issue in the field of dental education are lacking. OBJECTIVE: The main aims of this study are to evaluate whether the ability to mentally represent a volume in 3D, the precision of gestures with their right and left hand, or the speed of gesture execution is better at baseline or progresses faster for players (video games or music or both). METHODS: A prospective monocentric controlled and longitudinal study will be conducted from September 2023 and will last until April 2025 in the Faculty of Dental Surgery of Nantes. Participants were students before starting their preclinical training. Different tests will be used such as Vandenberg and Kuse's mental rotation test, the modified Precision Manual Dexterity (PMD), and performing a pulpotomy on a permanent tooth. This protocol was approved by the Ethics, Deontology, and Scientific Integrity Committee of Nantes University (institutional review board approval number IORG0011023). RESULTS: A total of 86 second-year dental surgery students were enrolled to participate in the study in September 2023. They will take part in 4 iterations of the study, the last of which will take place in April 2025. CONCLUSIONS: Playing video games or a musical instrument or both could be a potential tool for initiating or facilitating the learning of certain technical skills in dental surgery. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/55738.

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OBJECTIVES: To evaluate the assessment scores of a novel digital training program versus traditional training in dental preclinical crown preparation. METHODS: Crown preparations in two consecutive preclinical training sessions were retrospectively collected and assigned to three groups: traditional group (TG), scanning group (SG), and digital evaluation group (DG). Students in the TG (n = 20) were taught by conventional visual grading, while students in the SG (n = 25) received three-dimensional feedback from digitally scanned preparations. All the SG students continued with supplementary digital evaluation and preparations were allocated into the DG (n = 25). Comparison of total scores between groups was investigated using independent samples t-test and paired samples t-test. Mann‒Whitney U-test and Wilcoxon signed-rank test were used to statistically analyze the differences in subdividing categories. The level of significance was p < 0.05. Questionnaires on the digital evaluation procedure were answered by students in DG. RESULTS: The results showed a significant improvement (p < 0.01) in the total scores of DG than those of TG and SG, while there were no statistically significant differences between TG and SG. Scores of surface finish and undercut improved significantly in DG compared to TG and SG. The reduction scores of DG were significantly higher than those of SG. Students' feedback indicated a positive perspective on the implementation of the novel digital evaluation technology. CONCLUSIONS: These findings suggest that digital evaluation technology is useful for preclinical crown preparation training. Attention should also be paid to studying the optimal integration of digital dentistry into traditional dental curricula and its effects on students' learning curves.

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Artificial intelligence (AI) is rapidly being introduced into the clinical workflow of many specialties. Despite the need to train physicians who understand the utility and implications of AI and mitigate a growing skills gap, no established consensus exists on how to best introduce AI concepts to medical students during preclinical training. This study examined the effectiveness of a pilot Digital Health Scholars (DHS) non-credit enrichment elective that paralleled the Dartmouth Geisel School of Medicine's first-year preclinical curriculum with a focus on introducing AI algorithms and their applications in the concurrently occurring systems-blocks. From September 2022 to March 2023, ten self-selected first-year students enrolled in the elective curriculum run in parallel with four existing curricular blocks (Immunology, Hematology, Cardiology, and Pulmonology). Each DHS block consisted of a journal club, a live-coding demonstration, and an integration session led by a researcher in that field. Students' confidence in explaining the content objectives (high-level knowledge, implications, and limitations of AI) was measured before and after each block and compared using Mann-Whitney U tests. Students reported significant increases in confidence in describing the content objectives after all four blocks (Immunology: U = 4.5, p = 0.030; Hematology: U = 1.0, p = 0.009; Cardiology: U = 4.0, p = 0.019; Pulmonology: U = 4.0, p = 0.030) as well as an average overall satisfaction level of 4.29/5 in rating the curriculum content. Our study demonstrates that a digital health enrichment elective that runs in parallel to an institution's preclinical curriculum and embeds AI concepts into relevant clinical topics can enhance students' confidence in describing the content objectives that pertain to high-level algorithmic understanding, implications, and limitations of the studied models. Building on this elective curricular design, further studies with a larger enrollment can help determine the most effective approach in preparing future physicians for the AI-enhanced clinical workflow.

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OBJECTIVE: To study the utility of simulation videos with embedded quiz items compared and in combination with live hands-on demonstrations of dental procedures. METHODS: Thirty-three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017-2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands-on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. RESULTS: Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017-2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy-nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. CONCLUSIONS: Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students.

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PURPOSE: To present a preclinical in vivo approach for standardization and training of lymphangiography and lymphatic interventions using a pictorial review. MATERIALS AND METHODS: Different lipiodol- and gadolinium-based lymphangiography and lymphatic interventions were performed in twelve (12) landrace pigs with a mean bodyweight of 34 ± 2 kg using various imaging and guiding modalities, similar to the procedures used in humans. The techniques used were explicitly introduced and illustrated. The potential applications of each technique in preclinical training were also discussed. RESULTS: By applying visual, ultrasonography, fluoroscopy, CT, cone-beam CT, and/or MRI examination or guidance, a total of eleven techniques were successfully implemented in twelve pigs. The presented techniques include inguinal postoperative lymphatic leakage (PLL) establishment, interstitial dye test, five types of lymphangiography [incl. lipiodol-based translymphatic lymphangiography (TL), lipiodol-based percutaneous intranodal lymphangiography (INL), lipiodol-based laparotomic INL, lipiodol-based interstitial lymphangiography, and interstitial magnetic resonance lymphangiography (MRL)], and four types of percutaneous interventions in the treatment of PLL [incl. thoracic duct embolization (TDE), intranodal embolization (INE), afferent lymphatic vessel sclerotherapy (ALVS), and afferent lymphatic vessel embolization (ALVE)]. CONCLUSION: This study provides a valuable resource for inexperienced interventional radiologists to undergo the preclinical training in lymphangiography and lymphatic interventions using healthy pig models.

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AIM: In this study, we aimed to describe a multimedia-supported manikin system, compare the new manikin with the traditional manikin and evaluate its effectiveness in preclinical dentistry training. METHODS: A total of 150 students participated in this study. Amongst these students, 71 in the 2015-year group used traditional manikins (Group TM) for preclinical training courses (endodontics training courses and prosthodontics training courses), and 79 in the 2016-year group used manikins with a multimedia system (Group MM). The scores of the training courses between the two groups were compared. A questionnaire survey was used to collect opinions of the students in Group MM on their experience of using the multimedia-supported manikin system in the preclinical training. RESULTS: In the endodontics training courses, the scores of Group MM were higher than those of Group TM, but there was no significant difference (P = 0.379 > .05). However, the scores of prosthodontics training courses in Group MM were significantly higher than those in Group TM (P = 0.018 < .05). The questionnaire results indicated that the students in Group MM were satisfied with the device in usability, clarity, effectiveness and improvement in operation proficiency. CONCLUSIONS: In the groups studied, for preclinical dental training, the multimedia-supported manikin system was a good alternative to traditional manikin in preclinical dentistry training.

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INTRODUCTION: The learning environment (LE) influences students' behaviour, and predicts academic achievement, satisfaction and success. Measuring students' perception of the LE provides relevant information for curricular quality assurance. In this study, a LE assessment was used to observe variations in students' LE perception throughout the curriculum, to illustrate the possible influence that preclinical training (Pt) and clinical training (Ct) have on students' learning experience. MATERIALS AND METHODS: All students in the six-year undergraduate dental programme (n = 849) at the Academic Centre for Dentistry Amsterdam (ACTA) were approached and divided into Pt and Ct groups according to their training phase in the curriculum. The LE was assessed using the Dundee Ready Educational Environment Measure (DREEM), and the results were evaluated using the Statistical Package for the Social Sciences (SPSS) software for distribution (Kolmogorov-Smirnov normality test), internal reliability (Cronbach's alpha) and comparative analysis (one-way ANOVA). RESULTS: The questionnaire was completed by 216 (response rate=65%) Pt students and by 379 (response rate=75%) Ct students. With a general DREEM score of 124.3, significantly higher scores were found during Pt (DREEM=133.4) in comparison with the Ct phase of the curriculum (DREEM=119.2). DREEM scores steadily decreased throughout the 6-year curriculum, with the highest drops in LE perception observed in the second and third years of the programme. Significant differences in all DREEM domains were observed, with lower scores for Ct. CONCLUSION: Students' LE perception deteriorates throughout the curriculum, especially within the Pt-Ct transition, during the second and third years of the programme. An inferior LE perception was observed in every domain of the LE questionnaire within this transition showing a learning experience, which requires an educational intervention. Further research is required to better understand the educational needs of the Pt-Ct transition at this school.

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BACKGROUND: With the rapid development of technology, traditional dental education has undergone a transition with the active incorporation of digital technology into curricula. DCARER is a recently developed digital real-time evaluation system for the digital assessment of student preclinical simulation practice performance. The system provides supplementary feedback on process analysis in addition to an objective final result. This study evaluated the grading validity of the DCARER system and its effect on dental preclinical practice skills training. METHODS: Seventy-three residents of Grade 2018, all of whom had completed their 3-year term residencies in standardised and systematic training, were recruited into this study to examine the system's grading validity. All performed crown preparations with the adoption of the DCARER system, which generated both process and final scores. Three experts gave their own grade anonymously according to the final work. The differences between the digital system and the expert scores were analysed. In addition, 60 dental students in Grade 4 and 10 dental faculty members were randomly divided into traditional and digital groups. The students in the traditional group prepared the tooth with the guidance of supervisors, whilst the digital group used the DCARER system. After the class, the students' tooth preparations were scored by the same three experts in a blinded manner. The students and faculty members completed two different sets of questionnaires to evaluate the effects of teaching, acceptance, satisfaction, and evaluation accuracy of the digital system and the traditional method. RESULTS: The grading validity assessment showed no significant difference between the tooth preparation scores given by the DCARER system and the experts (P> .05). The unique process scores given by the DCARER system were weakly correlated with the final scores given by both the digital system and the experts. The main characteristics of the 60 students and 10 faculty members were homogeneous at baseline (P> .05). The tooth preparations of the traditional group scored significantly lower than those of the digital group (P < .01). More students in the digital group (93.3%) believed the judgement to be objective than in the traditional group (73.3%). All students guided by the DCARER system (100%) and 80% of students taught in a traditional manner felt that the assessment reinforced the learning process. Faculty members reported that use of the digital system did not significantly increase their workload and reinforced the learning process for the internship. CONCLUSION: The results presented here indicate the validity of grading using the digital real-time evaluation system. Students and faculty could benefit from application of the system in tooth preparation practice, which may provide effective clinical interaction training for dental education.

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OBJECTIVE: To assess the impact on self-efficacy for preclinical physician assistant (PA) students through immersive virtual reality (VR) operating room simulation. DESIGN: Randomized double-blinded controlled experiment measuring self-efficacy using Schwarzer and Jerusalem's general self-efficacy scale. An entirely novel operating room was created, casted, and filmed using VR software. Fifty-two preclinical PA students were randomly assigned to VR (n = 26) or traditional lecture (n = 26) and self-efficacy was measured in both conditions using a general self-efficacy scale given before and after the virtual experience. A mixed ANOVA, independent sample t tests, and paired samples t tests were performed. SETTING: Shenandoah University Physician Assistant program, Winchester, Virginia. RESULTS: Exposure to VR training after the traditional lecture improves self-efficacy amongst PA students (p < 0.05). Exposure to VR improved self-efficacy compared to traditional methods (p < 0.05). There was no difference in self-efficacy amongst PA students with the traditional model (p < 0.05). CONCLUSIONS: The introduction of VR simulation improved preclinical PA student self-efficacy in the operating room setting.

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Long-term practical on-site training, based on the Model Core Curriculum for Pharmaceutical Education, is a core program of the 6-year course of pharmaceutical education, introduced in Japan in 2010. In particular, medication counseling in practical training in 5th-year provides valuable opportunities for communication with real patients rather than simulated patients (SPs). However, it can also cause anxiety in 4th-year students before practical training. To address such concerns, upperclassmen (5th- and 6th-year students), who have already completed practical training, constructed and conducted a new educational program for medication counseling practice in preclinical training based on their experiences. They also developed case scenarios and played the role of patients themselves to create more realistic clinical settings. Advice from professional SPs was also provided. The 5-step program is composed of 1st counseling, 1st small group discussion (SGD) for improving counseling, 2nd revised counseling based on the 1st SGD, 2nd SGD, and development of a counseling plan and presentation. Educational effects of the program were evaluated by questionnaire survey after preclinical training in 4th-year students and after their practical training in 5th-year students. This new program, the Advanced Medication Counseling Practice, was found to be useful to reduce anxiety about communication with patients among 4th-year students (about 90%). Even after their practical training in 5th-year, they still appreciated usefulness of this program (about 80%). This program is still valued 4 years after its development. We developed the Advanced Medication Counseling Practice in preclinical training for junior students by senior students.

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BACKGROUND: Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. METHODS: A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. RESULTS: The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. CONCLUSION: Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

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AIM: The purpose of this study was to assess novice student perception of haptic-based manual dexterity training. The short-term impact of haptic training in the early phase of preclinical operative dentistry education was also investigated. METHODS: Dental students performed a class II amalgam and a class III resin tooth preparation in a typodont model at baseline. The experimental group performed exercises on the manual dexterity module of the IDEA™ software using a haptic device. The exercises required removing the maximum amount of three-dimensional geometric shapes within a predetermined width and depth. Tooth preparations were repeated 2 weeks later. A questionnaire survey was given to assess the subjective evaluation of the haptic simulation exercise. RESULTS: Tooth preparations were scored regarding external outline, internal form, and integrity of adjacent tooth. Improvement of overall tooth preparation scores post-haptic use was not statistically significant compared to controls (P > 0.05). However, students found the game-feature of the haptic device made the learning experience more fun and interesting. CONCLUSION: The haptic exercises with the manual dexterity module software were not superior in improving the dexterity of students for tooth cavity preparations in short-term. Benefits of ease of use and fun learning experience can be further investigated in future studies.

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BACKGROUND: Studies indicate that the initial transition period between preclinical and clinical phases are the most stressful. The students have experienced the difficulty in performing clinical procedures due to the vast difference in the clinical and preclinical setup. It is better to identify the particular skill found poorly correlated, enabling educators to address the concerns. We sought the opinion and suggestion from the beneficiary student on fixed prosthodontics steps difficult to practice in clinical setup at the initial stage, their suggestion to overcome these shortcomings was also sought. AIMS: To determine the fixed prosthodontics skills difficult to perform in a transition period due to poor correlation between preclinical and clinical training from our focus group study on the student's perception, and their suggestion regarding alternative methods to improve the preclinical training. MATERIALS AND METHODS: Focus groups in the study were the students involved in clinical practice of fixed partial denture procedure. A well-constructed Questionnaire, designed to evaluate the difficult clinical steps in a transitional period and suggestion to improve the existing preclinical training was distributed to all focus group students. The response to the questionnaire was based on the five-point Likert scale. STATISTICAL ANALYSIS USED: Medians, frequencies were used to assess their perception on preclinical training and suggestion. RESULTS: A total of 97 students participated in the study, 88% response received during the survey. The clinical steps student felt difficult during a transition period from preclinical to clinical phase were positional variations of teeth (52.6%-63.9%), fluid control (48.5-67.1%), shade selection procedure (29.9%-50.5%), subgingival cervical finish line preparation (38.1-51.5%), and gingival retraction procedure. The students felt that the inclusion of problem-based learning, preclinical patient exposure, and better simulation will alleviate the stress during the transition period. CONCLUSIONS: This study highlighted the tooth preparation steps found difficult to practice in a transition period between preclinical and clinical phases. This study also obtained suggestions from the students for innovative upgradation of the course curricula.

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The use of educational videos is a valuable tool in preclinical dental training, as long as the pedagogical objectives match the appropriate learning stage. Accordingly, this teaching innovation suggests the realization of three types of didactic videos inserted in a specially designed pedagogical methodology for the preclinical cycle. After half a semester of use, quantitative results yielded a positive perception in relation to the promotion of evaluation criteria and conflictual tone development. On the other hand, perception of negotiation promotion and reaching consensus was divided into positive and negative. Both the analysis of frequency access to online videos and category formation clearly highlight the importance students give to demonstrative videos as well as the teacher’s role when using them. By way of conclusion, it can be said that students considered educational videos, especially the demonstrative type, as a useful tool for developing conflictual tone and evaluation criteria, being always complementary to the role that the teacher who guides their preclinical training plays.

El uso del video didáctico es una herramienta valiosa en la formación preclínica del odontólogo, siempre y cuando logre hacer coincidir los objetivos pedagógicos con la etapa de aprendizaje adecuada. En esta línea, esta innovación docente plantea la realización de tres tipos de video didácticos insertados en una metodología docente especialmente diseñada, en el ciclo de preclínica. Luego de un semestre de utilización los resultados cuantitativos arrojaron una percepción positiva en relación al fomento del desarrollo del criterio de evaluación y tono conflictual, mientras que la percepción del fomento de la negociación y toma de acuerdo estuvo dividida en positivas y negativas. Tanto el análisis de frecuencia de acceso a los videos en línea como el levantamiento de categorías dejan de manifiesto la importancia que le dan los estudiantes a los videos demostrativos como también al rol docente durante su utilización. A modo de conclusión se puede decir que los estudiantes consideraron al video didáctico, especialmente los de tipo demostrativo, como una herramienta útil para el desarrollo del tono conflictual y criterio evaluador, siendo siempre complementaria al rol docente que guía su formación preclínica.

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OBJECTIVE: To investigate whether preclinical laparoscopy training offers a benefit over standard apprenticeship training and apprenticeship training in combination with simulation training. DESIGN: This randomized controlled trial consisted of 3 groups of first-year surgical registrars receiving a different teaching method in laparoscopic surgery. SETTING: The KU LEUVEN Faculty of Medicine is the largest medical faculty in Belgium. PARTICIPANTS: Thirty final-year medical students starting a general surgical career in the next academic year. METHODS: Thirty final-year medical students were randomized into 3 groups, which differed in the way they were exposed to laparoscopic simulation training but were comparable in regard to ambidexterity, sex, age, and laparoscopic psychomotoric skills. The control group received only clinical training during surgical residentship, whereas the interval group received clinical training in combination with simulation training. The registrars were allowed to do deliberate practice. The Centre for Surgical Technologies Preclinical Training Programme (CST PTP) group received a preclinical simulation course during the final year as medical students, but was not exposed to any extra simulation training during surgical residentship. At the beginning of surgical residentship and 6 months later, all subjects performed a standardized suturing task and a laparoscopic cholecystectomy in a POP Trainer. All procedures were recorded together with time and motion tracking parameters. All videos were scored by a blinded observer using global rating scales. RESULTS: At baseline the 3 groups were comparable. At 6 months, for suturing, the CST PTP group was better than both the other groups with respect to time, checklist, and amount of movements. The interval group was better than the control group on only the time and checklist score. For the cholecystectomy evaluation, there was a statistical difference between the CST PTP study group and both other groups on all evaluation scales in favor of the CST PTP group. CONCLUSIONS: Structured, preclinical proficiency-based training is better than clinical training combined with laboratory training or clinical training alone.

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Teamwork is increasingly important for high-quality patient care, and education in multiprofessional or interdisciplinary teamwork has recently been proposed as an essential subject in the core curriculum of Japanese medical schools. We developed a course in teamwork in which medical students devised diagnostic, therapeutic, and support programs from a written patient scenario with the help of a multiprofessional staff, including subspecialty physicians and surgeons, nurses, a counselor, a social worker, and a dietician. The course promoted understanding of mutual roles and the ideal relationship between physicians and comedical staff. Active discussion is necessary for understanding interdisciplinary and transdisciplinary teamwork.

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PURPOSE: The purpose of this study is to introduce the operational design of clinical skills training program and to evaluate the outcome of one-year experience in Gachon Medical School. METHODS: The School set up a clinical skills training center(laboratories) helping preclinical year-students being able to improve their clinical competences by using simulators and models prior to start their clerkship so that they can apply accurate and stable clinical technical skills to the patients. The program was divided into two parts; one for the communication and interviewing skills(M3) and the other for development of basic clinical skills(M4). For the latter, a total of 32 skill units with model items were selected from the minimum essential clinical skills requirements. The training course was conducted 3 weeks for 37 students of the fourth year medical school(M4) students in the second semester of 2001. Pass/Fail system with 2 credits was applied as a student evaluation. Both advantages and disadvantages of the program were analysed by questionnaires. RESULTS: Every students met the school requirement and passed the requirements mostly by the second trial within the two weeks duration following self-directed hard practice for every items. Of 37 students, 80% became confident on their final performance, and 72% agreed themselves being much enthusiastic compared to other courses. The visiting frequency to the center was over 2~3 times/day during the course, and their average staying hours/week were 20~30 hours. Students(78%) were satisfactory to the appropriativeness of faculty's instructional skills and their evaluation results. CONCLUSION: We conclude that the clinical skills training program is a useful tool not only to improve the essential technical skills prior to take their responsibilities of subinternship but also to motivate students' learning during the preclinical studies.

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