RESUMO
This study investigated the integration of online learning into complete denture rehabilitation (CDR) training for dental interns, highlighting its impact on their education and readiness for clinical practice. Given that CDR poses significant challenges due to its technical complexity and profound influence on patient well-being, online learning has emerged as a strategic educational tool to enhance interns' knowledge and skills. This research included the administration of a comprehensive questionnaire to 63 dental interns to assess their backgrounds, experiences with online learning, and attitudes toward its application in CDR education. The results revealed strong engagement with online learning, with a majority valuing its flexibility, accessibility, and capacity to facilitate self-paced, individualized learning. Despite the enthusiasm for online modalities, the results identified notable gaps in interns' confidence in and preparedness for performing CDR, highlighting the need for targeted improvements in online curriculum development. By emphasizing the essential role of innovative teaching methods, including virtual reality (VR), this study underscores the need for a balanced educational approach that combines traditional and digital platforms. This strategy aims to prepare future dental professionals for the complexities of modern clinical environments, ensuring that they are well equipped to meet the diverse needs of the edentulous population.
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Prótese Total , Educação em Odontologia , Educação a Distância , Humanos , Educação em Odontologia/métodos , Currículo , Masculino , Feminino , Internato e Residência , Inquéritos e Questionários , Competência Clínica , Adulto , Atitude do Pessoal de SaúdeRESUMO
PURPOSE: Diagnosing and treating obstructive sleep apnea (OSA) requires fundamental understanding of sleep medicine, including training and clinical experience. So far, dental sleep medicine (DSM) has not yet become a mandatory part of dental education in Germany. This questionnaire-based survey for both lecturers and students aimed to evaluate DSM education among undergraduate students. METHODS: A structured questionnaire was sent to the managing directors and student councils of all 30 German university dental schools. The questionnaire contained 13 questions on teaching quantity and content, lecturers' knowledge, and future interest in DSM. For each university dental school, only one questionnaire should be completed by the student council and the managing director. A scoring system assessed lecturers' knowledge based on clinical experience and qualifications. Descriptive data and correlation coefficients were calculated (P < 0.05). RESULTS: The responses of 24 lecturers (80%) and 28 students (93.3%) could be evaluated. DSM was reported to be included in the curriculum by 14 lecturers (58.3%) and 4 students (14.3%). Mean teaching hours per semester were 1.4 ± 1.4 h (lecturers) and 0.2 ± 0.6 h (students) accordingly. Greater knowledge of lecturers in DSM was positively correlated with the inclusion of DSM in the curriculum (P = 0.022) and with the number of teaching hours per semester (P = 0.001). CONCLUSION: Postgraduate education and incorporating DSM knowledge into undergraduate education ("Teach the Teacher") seems to play a key role in fundamentally training future dentists in this field.
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Currículo , Educação em Odontologia , Faculdades de Odontologia , Medicina do Sono , Humanos , Alemanha , Inquéritos e Questionários , Educação em Odontologia/métodos , Medicina do Sono/educação , Estudantes de Odontologia/estatística & dados numéricos , Masculino , Feminino , EnsinoRESUMO
BACKGROUND: The general education course, Oral Science, has been offered by Guanghua School of Stomatology, Sun Yat-sen University for many years in order to improve students' knowledge of oral health. Information about the oral health knowledge, status, and behaviors among undergraduates who had taken Oral Science was collected to evaluate the impact of this course, and to provide a basis for further improvement of the course teaching quality. METHODS: Undergraduates taking Oral Science as an elective course were selected as the research subjects. The research time is the second semester of the 2022 academic year, from February 2023 to June 2023. Undergraduates who had not taken the course served as the control group. To investigate the oral health knowledge, status, and behaviors among undergraduate students who have taken the general education course of Oral Science, course students and non-course students were asked to fill out the same questionnaire at both the beginning and end of semester. The answer scores and accuracy of these two groups were compared and analyzed. Before and after the first lesson, and at the end of the semester, course students were asked to fill out the same oral knowledge questionnaire. Another questionnaire was released in week 10 to collect the data of the course students' oral health status and behaviors. The control group completed the same oral knowledge questionnaire at the beginning and end of the semester, respectively. SPSS 20.0 statistical software was used to analyze the data. Statistical significance level was set at 0.05 for all tests. RESULTS: At the beginning of the semester, there was no significant difference in the accuracy of the 16 questions nor the scores between two groups (P > 0.05). After one semester of learning, the accuracy of the 16 questions answered by the course students at the end of the semester was significantly higher (P < 0.05), as well as the score of the course students. CONCLUSION: The general education course of Oral Science can significantly improve undergraduates' general knowledge of dentistry and effectively improve their oral hygiene behavior.
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Currículo , Conhecimentos, Atitudes e Prática em Saúde , Saúde Bucal , Humanos , Saúde Bucal/educação , Inquéritos e Questionários , Feminino , Masculino , Adulto Jovem , Educação em Odontologia/métodosRESUMO
BACKGROUND: Annually, 27 million Americans visit a dental professional but not a physician. Dental professionals must recognize that they are members of their patients' primary care teams. Continuing education must then prepare them to appropriately serve their specific communities. OBJECTIVES: The objective of this paper was to describe the implementation of an evidence-based model to train dental professionals on how to respond to community-level health needs. The paper details crucial partnerships and provides evidence and key considerations for replicating the curriculum to improve population health. METHODS: The Extension for Community Healthcare Outcomes (ECHO) model was used in one state where dental health care use is challenging for persons living rural, eligible for Medicaid, aging, and those who are American Indian. This formative evaluation knowledge assessments, data on participants' changes in clinical care practice, web analytics, and artifact review to assess effective implementation strategies and necessary community partnerships. CONCLUSIONS: Successful implementation of the curriculum required active participation and partnership with state provider associations, the office of Medicaid, the state Board of Dental Licensure, and others. Without engaged partners, the curriculum would not have been community relevant, nor would it have had case presentation from local providers. In a state with only 427 practicing dentists, live attendance ranged between 9 and 22 dental team members, with between 11 and 91 views of the recorded sessions. Using the evidence-based ECHO model, which requires community health partnerships, is a cost-effective, and accessible, method to offering community specific education for dental providers across a large geographic region.
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Currículo , Humanos , Estados Unidos , Odontologia Baseada em Evidências/educação , Pesquisa Participativa Baseada na Comunidade/organização & administração , Educação em Odontologia/organização & administração , Educação em Odontologia/métodos , Relações Comunidade-Instituição , Avaliação de Programas e Projetos de SaúdeRESUMO
BACKGROUND: Gaze behavior can serve as an objective tool in undergraduate pre-clinical dental education, helping to identify key areas of interest and common pitfalls in the routine evaluation of tooth preparations. Therefore, this study aimed to investigate the gaze behavior of undergraduate dental students and dental educators while evaluating a single crown tooth preparation. METHODS: Thirty-five participants volunteered to participate in the study and were divided into a novice group (dental students, n = 18) and an expert group (dental educators, n = 17). Each participant wore a binocular eye-tracking device, and the total duration of fixation was evaluated as a metric to study the gaze behavior. Sixty photographs of twenty different tooth preparations in three different views (buccal, lingual, and occlusal) were prepared and displayed during the experimental session. The participants were asked to rate the tooth preparations on a 100 mm visual analog rating scale and were also asked to determine whether each tooth preparation was ready to make an impression. Each view was divided into different areas of interest. Statistical analysis was performed with a three-way analysis of the variance model with repeated measures. RESULTS: Based on the participants' mean rates, the "best" and the "worst" tooth preparations were selected for analysis. The results showed a significantly longer time to decision in the novices compared to the experts (P = 0.003) and a significantly longer time to decision for both the groups in the best tooth preparation compared to the worst tooth preparation (P = 0.002). Statistical analysis also showed a significantly longer total duration of fixations in the margin compared to all other conditions for both the buccal (P < 0.012) and lingual (P < 0.001) views. CONCLUSIONS: The current study showed distinct differences in gaze behavior between the novices and the experts during the evaluation of single crown tooth preparation. Understanding differences in gaze behavior between undergraduate dental students and dental educators could help improve tooth preparation skills and provide constructive customized feedback.
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Educação em Odontologia , Tecnologia de Rastreamento Ocular , Estudantes de Odontologia , Humanos , Estudantes de Odontologia/psicologia , Feminino , Masculino , Educação em Odontologia/métodos , Fixação Ocular/fisiologia , Preparo do Dente , Docentes de Odontologia , Adulto Jovem , Adulto , Competência ClínicaRESUMO
BACKGROUND: The successful integration of artificial intelligence (AI) in healthcare depends on the global perspectives of all stakeholders. This study aims to answer the research question: What are the attitudes of medical, dental, and veterinary students towards AI in education and practice, and what are the regional differences in these perceptions? METHODS: An anonymous online survey was developed based on a literature review and expert panel discussions. The survey assessed students' AI knowledge, attitudes towards AI in healthcare, current state of AI education, and preferences for AI teaching. It consisted of 16 multiple-choice items, eight demographic queries, and one free-field comment section. Medical, dental, and veterinary students from various countries were invited to participate via faculty newsletters and courses. The survey measured technological literacy, AI knowledge, current state of AI education, preferences for AI teaching, and attitudes towards AI in healthcare using Likert scales. Data were analyzed using descriptive statistics, Mann-Whitney U-test, Kruskal-Wallis test, and Dunn-Bonferroni post hoc test. RESULTS: The survey included 4313 medical, 205 dentistry, and 78 veterinary students from 192 faculties and 48 countries. Most participants were from Europe (51.1%), followed by North/South America (23.3%) and Asia (21.3%). Students reported positive attitudes towards AI in healthcare (median: 4, IQR: 3-4) and a desire for more AI teaching (median: 4, IQR: 4-5). However, they had limited AI knowledge (median: 2, IQR: 2-2), lack of AI courses (76.3%), and felt unprepared to use AI in their careers (median: 2, IQR: 1-3). Subgroup analyses revealed significant differences between the Global North and South (r = 0.025 to 0.185, all P < .001) and across continents (r = 0.301 to 0.531, all P < .001), with generally small effect sizes. CONCLUSIONS: This large-scale international survey highlights medical, dental, and veterinary students' positive perceptions of AI in healthcare, their strong desire for AI education, and the current lack of AI teaching in medical curricula worldwide. The study identifies a need for integrating AI education into medical curricula, considering regional differences in perceptions and educational needs. TRIAL REGISTRATION: Not applicable (no clinical trial).
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Inteligência Artificial , Humanos , Estudos Transversais , Inquéritos e Questionários , Masculino , Feminino , Educação em Odontologia , Educação em Veterinária , Estudantes de Medicina/psicologia , Estudantes de Odontologia/psicologia , Estudantes de Odontologia/estatística & dados numéricos , Adulto , Adulto Jovem , Educação Médica , Currículo , Atitude do Pessoal de SaúdeRESUMO
Aims/Background For inexperienced dental students, impacted wisdom tooth extraction is a complex procedure involving a series of intricate steps. This study compared the effectiveness of step-by-step and all-in-one teaching methods for dental students learning impacted wisdom tooth extraction, by evaluating their practical abilities, understanding, and learning satisfaction. Methods Fifty dental students were randomly assigned to either a step-by-step teaching group (Group S) or an all-in-one teaching group (Group A) for impacted wisdom tooth extraction training. Their skills were assessed using the Assessment of Competency in Exodontia Skills (ACES) scoring system, and their theoretical knowledge was tested in a test. The students also completed a questionnaire to gauge their satisfaction regarding the teaching method received. Results The students in Group S demonstrated superior performance in clinical procedures compared to Group A, evidenced by the significantly higher ACES scores (p < 0.05). There was no significant difference in theoretical exam scores between the two groups (p > 0.05). The students in Group S reported higher general satisfaction (p < 0.05), suggesting a preference for the step-by-step approach. The results also showed that satisfaction toward hands-on practice and teaching sessions significantly contributed to general satisfaction, while satisfaction with mastery of clinical skills did not. Conclusion The step-by-step teaching method was more effective in improving students' clinical skills and augmenting their satisfaction during impacted wisdom tooth extraction training. Our findings support the use of incremental learning approaches in dental education to enhance both clinical competencies and students' learning experiences.
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Competência Clínica , Educação em Odontologia , Dente Serotino , Estudantes de Odontologia , Extração Dentária , Humanos , Educação em Odontologia/métodos , Estudantes de Odontologia/psicologia , Dente Serotino/cirurgia , Masculino , Feminino , Avaliação Educacional , Dente Impactado/cirurgia , Adulto JovemRESUMO
Unlabelled: Instructional and clinical technologies have been transforming dental education. With the emergence of artificial intelligence (AI), the opportunities of using AI in education has increased. With the recent advancement of generative AI, large language models (LLMs) and foundation models gained attention with their capabilities in natural language understanding and generation as well as combining multiple types of data, such as text, images, and audio. A common example has been ChatGPT, which is based on a powerful LLM-the GPT model. This paper discusses the potential benefits and challenges of incorporating LLMs in dental education, focusing on periodontal charting with a use case to outline capabilities of LLMs. LLMs can provide personalized feedback, generate case scenarios, and create educational content to contribute to the quality of dental education. However, challenges, limitations, and risks exist, including bias and inaccuracy in the content created, privacy and security concerns, and the risk of overreliance. With guidance and oversight, and by effectively and ethically integrating LLMs, dental education can incorporate engaging and personalized learning experiences for students toward readiness for real-life clinical practice.
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Inteligência Artificial , Educação em Odontologia , Humanos , Educação em Odontologia/métodos , Modelos EducacionaisRESUMO
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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Música , Estudantes de Odontologia , Jogos de Vídeo , Humanos , Estudantes de Odontologia/psicologia , Estudos Prospectivos , Música/psicologia , Estudos Longitudinais , Educação em Odontologia/métodos , Competência Clínica , Feminino , MasculinoRESUMO
Co-creation may be described as collaborative innovation towards a shared goal. It is increasingly being applied in education to develop interventions to support the development of various aspects of educational programmes, including dental education. Students are valuable partners in the process and their unique perspective allows for relevant and novel curricular developments. Other stakeholders within an institution, such as educators, subject experts and programme leads, are also frequently involved. The co-creation process has been reported to be mutually beneficial for all parties.Benefits of co-creation for students include the development of personal and professional skills that are not conventionally taught within a curriculum. Staff can feel more inspired and engaged. The process can lead to more inclusive and socially relevant curricula. There are also associated challenges, such as gaining adequate support and buy-in from stakeholders to ensure success. This paper explores the concept of co-creation and its application in education, providing recommendations on how it may be successfully applied within the context of dental education.
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Currículo , Educação em Odontologia , Estudantes de Odontologia , Educação em Odontologia/métodos , Humanos , Comportamento Cooperativo , Reino UnidoRESUMO
BACKGROUND: Virtual Reality (VR) has been widely used as an useful educational tool in modern dentistry and is considered as an alternative training tool adjunct to conventional training methods. OBJECTIVE: This study was designed to investigate the effectiveness of VR haptic-enhanced simulators for training undergraduate dental students during practical cariology pre-clinical caries excavation sessions. METHODS: A total number of 76 students were recruited for this study. Students were randomly divided into 2 groups (38 students each). The experimental group (VR-Start group), students performed caries removal at the VR haptic-enhanced simulator prior to practicing on natural extracted teeth. Conversely, the control group (Natural Tooth-Start Group), students exposed to VR simulation training after practicing on extracted natural teeth. An evaluation questionnaire was disseminated among students to evaluate their self-confidence, perceived clinical skills and their perception of providing better care to patients in the future. They were also invited to express their opinions on the usefulness of VR simulator in comparison with conventional learning methods. RESULTS: The outcome of Chi-square test showed no significant difference in students' response among this study groups (p > 0.05). Moreover, the outcome of this study revealed that both student groups considered virtual reality as a useful learning tool. Majority of students (90%) superiorly ranked experience gained from practicing on natural carious teeth. They also clearly stated that virtual reality allowed them to practice more and improve their self-confidence level as well as eye-hand coordination. CONCLUSIONS: Virtual reality simulator is a useful learning tool which can benefit undergraduate dental students at their pre-clinical stage; but, it cannot totally replace the conventional caries excavation.
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Cárie Dentária , Educação em Odontologia , Estudantes de Odontologia , Realidade Virtual , Humanos , Educação em Odontologia/métodos , Competência Clínica , Masculino , Feminino , Treinamento por Simulação , Adulto JovemRESUMO
INTRODUCTION: Since 2015, the Guanghua School of Stomatology has established an elective dental basic research course (EDBRC). To make all students benefit from the dental basic research course without causing excessive academic burden, the "flexible" compulsory dental basic research course (CDBRC) was settled in 2020. This study intends to introduce the "flexible" compulsory teaching module and assessment system of CDBRC, and analyze its effectiveness over 3 years. MATERIALS AND METHODS: The grade point average (GPA), course pressure, level of basic research knowledge and skills, and students' research achievements were collected and analyzed between EDBRC and CDBRC. The unpaired t test was used to analyze the difference. RESULTS: The "flexible" CDBRC has been successfully constructed with compulsory teaching module and hierarchical assessment system. The CDBRC has not caused significant course pressure to students compared with the EDBRC. Besides, the "flexible" CDBRC can improve the students' GPA, basic research knowledge, and research achievements. CONCLUSIONS: The "flexible" CDBRC can improve students' academic performance and basic research abilities without causing significant course pressure, which can be conducted in dental schools with similar backgrounds. TRIAL REGISTRATION: Not applicable.
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Currículo , Pesquisa em Odontologia , Educação em Odontologia , Avaliação Educacional , Humanos , Estudos Retrospectivos , Pesquisa em Odontologia/educação , Estudantes de Odontologia , Masculino , FemininoRESUMO
Background Third year is considered crucial in undergraduate dental education as this is when students start to have clinical exposure and taught about various oral pathologies. Many a times, students fail to make proper clinical and pathological correlation. It is the responsibility of teacher to impart adequate knowledge to the students regarding a disease in most effective way. Understanding the students perception is an effective way of making new roadmaps for teaching. Objective To assess undergraduate dental student's perspectives regarding oral pathology along with the effectiveness of various teaching learning methods and assessment methods currently used by faculties of Department of Oral Pathology. Method This cross sectional study was conducted from June 2023 to July 2023 among 136 undergraduate dental students of Kathmandu University School of Medical Sciences by using the pretested questionnaire. Convenience sampling method was used. The data collected were entered into the Microsoft Excel Sheet and statistical analysis was done using Statistical Package for the Social Sciences version 20. Result A total of 136 students participated in the study. Among them, 46 (33.8) were from third year, 51 (37.5) were from fourth year and 39 (28.7) were from fifth year. Half of the students believed that oral pathology is an interesting subject. Most of students; 66 (48.5) participants strongly agreed that knowledge of oral pathology helps in clinical training. Except two students, all the participants said that integration of oral pathology teaching with clinical training will help in better understanding of diseases. More than half of the students 71 (52.2) agreed that lectures and demonstrations taken by faculties has stimulated interest in the subject. Most students 80 (58.8) believe that formative assessment serve the purpose of analyzing the cognitive skill. Sixty six (48.5) students agree that MCQs are an effective tool for analyzing cognitive skills. Conclusion The overall perception of undergraduate dental students regarding the oral pathology subject and the teaching learning method used by faculties is good. However, incorporation of case based learning, integration of oral pathology with other clinical subjects and taking regular feedback from students may be of great use in providing holistic and effective learning environment.
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Educação em Odontologia , Estudantes de Odontologia , Ensino , Humanos , Estudantes de Odontologia/psicologia , Estudos Transversais , Educação em Odontologia/métodos , Masculino , Feminino , Inquéritos e Questionários , Patologia Bucal/educação , Nepal , AprendizagemRESUMO
Orthopantomography (OPG) is a routine imaging method in dental practice and an essential di- agnostic tool in dentistry. However, OPGs are challenging to interpret due to many overlapping structures. Graduates of dental schools should be aware of image distortions caused by various factors and be able to distinguish them from typical structures to make an accurate diagnosis. The aim was to determine the correlation between the knowledge regarding the location of craniofacial structures of the 1st through 3rd- year dental students and the ability to recognized them on OPGs. The study was conducted in 2021 on 131 dental students using the Microsoft Teams program. Each participant had to determine the location of 4 anthropometric points on 4 OPGs. Using proprietary software, the authors determined the Articular angle between them. The researchers performed the statistical analysis. The Bioethics Committee approved the research. The results of students from particular years of studies did not show statistical significance. There was no statistically significant difference between males and females. Only the answers from third-year male students regarding the one Articular angle showed statistically significant differences compared to the rest of the participants. Recognizing joint structures on OPG is very important from the clinical point of view, although it is often overlooked in diagnostics. Students in the first years of dental school acquire the ability to assess and analyze TMJ on OPGs properly. OPGs have many advantages, including high availability, low cost and low radiation dose. In conclusion we can say that in the first three years of studies, dental students' image assessment skills in the craniofacial radiology field remain the same.
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COVID-19 , Radiografia Panorâmica , Estudantes de Odontologia , Humanos , Masculino , Feminino , COVID-19/diagnóstico por imagem , Radiografia Panorâmica/métodos , SARS-CoV-2 , Competência Clínica , Pandemias , Adulto , Educação em Odontologia/métodosRESUMO
Dentists face difficult situations and challenges every day, but undergraduate dental students in Pakistan are not formally taught leadership skills or assessed for these skills. This study aims to explore the perception of undergraduate dental students on various leadership competencies. A multi-institutional cross-sectional observational study was conducted on undergraduate students in five institutions by using universal sampling technique. Students were asked to self-assess various leadership competencies for dentists based on 15 competencies using a validated questionnaire utilizing Likert scale response format. Responses to these items were presented as frequency and percentage. The overall scores were presented in mean and standard deviation and median and interquartile range. The differences in median scores of all items of the questionnaire between male and female students were determined with Mann Whitney U tests. The year-wise differences in the median of all response items of the questionnaire were determined using Kruskal Wallis H test. A total of 750 students, of which 570 (76%) were females and 180 (24%) were males, participated in the study. Most of the students (n = 708, 94.4%) did not attended any leadership course or workshop in the last five years. Majority of the students perceived that their leadership competencies were fair to excellent. Empathy was perceived as 'excellent' by the majority of the students (n = 294, 39.2%). Majority of the students (n = 319, 42.5%) perceived that their 'authenticity' skills were 'good'. Statistically significant differences were reported between male and female students in most of the leadership skills including 'compassion', 'advocacy skills', 'inquiry skills', 'empathy', 'integrity', 'ability to build trust with others', 'managing conflict', 'leading groups/teams', 'dealing with difficult personalities', and 'likelihood to exercise leadership during a crisis' (p < 0.05). There were also significant differences in the median item scores in 13 out of 15 leadership domains and the year of study (p < 0.05). The study identified the perceptions of students regarding different leadership competencies. It gives indications that which leadership competencies need to be incorporated, promoted, and enhanced in leadership curriculum to make them effective dental practitioners and leaders in future. Incorporating these targeted leadership courses into the curriculum can provide participants with the opportunity to refine their existing leadership strengths and develop a well-rounded set of competencies essential for making a significant contribution in their chosen fields.
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Liderança , Estudantes de Odontologia , Humanos , Masculino , Feminino , Estudantes de Odontologia/psicologia , Estudos Transversais , Inquéritos e Questionários , Paquistão , Adulto , Odontólogos/psicologia , Adulto Jovem , Educação em Odontologia/normas , Educação em Odontologia/métodosRESUMO
Objectives: To measure the effect of geriatric oral health education on the attitude of dentistry students towards the elderly. METHODS: The interventional study was conducted in December 2022 at Sivas, and comprised students of the Faculty of Dentistry, Sivas Cumhuriyet University, Turkiye in their 4th and 5th academic year. A 20-hour training course was delivered over 3 days by faculty members. Baseline and post-intervention difference was assessed using the Kogan's Attitudes Towards Old People Scale. Data was analysed using SPSS 22. RESULTS: Of the 30 students, 18(60%) were females and 12(40%) were males. The overall mean age was 22.93±1.63 years. Besides, 18(60%) students belonged to 5th year and 12(40%) to the 4th year. The mean Kogan Elderly Attitude Scale score at baseline was 184.13±25.55, while post-intervention it was 195.36±22.36. (p<0.05). CONCLUSIONS: Relevant training was found to have a significant impact on the attitude of dentistry students towards the elderly.
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Atitude do Pessoal de Saúde , Educação em Odontologia , Estudantes de Odontologia , Humanos , Estudantes de Odontologia/psicologia , Estudantes de Odontologia/estatística & dados numéricos , Feminino , Masculino , Educação em Odontologia/métodos , Adulto Jovem , Odontologia Geriátrica/educação , Turquia , Saúde Bucal/educação , IdosoRESUMO
Objective: To evaluate the effectiveness and analyse the influence of YouTube as a learning modality for clinical procedures among medical and dental students in a public-sector setting. METHODS: The cross-sectional study was conducted at the medical and dental constituent institutes of Jinnah Sindh Medical University and Jinnah Postgraduate Medical Centre between August and October 2023, and comprised undergraduate, graduate, and postgraduate students of either gender aged 18-40 years. Data was collected using a self-administered, structured, closed-ended 16-item questionnaire, which was developed in the English language and explored the usage of YouTube as a source of information about medical and dental clinical procedures. Data was coded and analysed using SPSS 26. RESULTS: Of the 314 participants, 153(48.7%) were medical students and 161(51.3%) were from the dental stream, 175(55.7%) were females, and 139(44.3%) were males. YouTube was a helpful tool for 143(45.5%) students who used it when needed, 172(54.8%) used it occasionally before attempting procedures, while majority of the dental students 140(44.6%) used it to study for prosthodontics. There were 154(49%) students who supported the idea that faculty should recommend watching relevant videos on YouTube, while 256(81.5%) preferred other websites. Conclusion: YouTube was mostly used for learning clinical procedures by the students.
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Mídias Sociais , Estudantes de Odontologia , Estudantes de Medicina , Humanos , Masculino , Feminino , Estudantes de Odontologia/estatística & dados numéricos , Estudos Transversais , Mídias Sociais/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Adulto , Adulto Jovem , Setor Público , Adolescente , Paquistão , Educação em Odontologia/métodos , Inquéritos e QuestionáriosRESUMO
BACKGROUND: The main task of dental schools is to prepare professional dentists with a high social responsibility. This study provided some practical suggestions from experts regarding desirable clinical settings, in order to establish an infrastructure for practical studies in Endodontics, Periodontics, Oral and Maxillofacial Surgery, Restorative Dentistry, Pediatric Dentistry, Oral and Maxillofacial Medicine, Prosthodontics, Oral Health, and Social Dentistry. METHODS: This research was conducted using a modified Delphi technique in two rounds. The first round involved qualitative content analysis. Participants in interviews were selected purposeful and maximum diversity across the country. To determine the validity and reliability of the data, the four axes proposed by Lichon and Guba were utilized. The second round involved a researcher-made questionnaire, which consisted of 55 questions. This questionnaire was distributed to all dental schools across the country. The validity of the questionnaire were evaluated and by experts and then reviewed. The reliability of the tool was determined to be 0.96 using the alpha coefficient method. RESULTS: The final codes from the interviews of the first round were divided into two categories: settings and educational programs. The final results of research were placed into 2 section: educational settings and instructors, and educational infrastructures. 70% participants agreed to use the college's clinical morning sessions. More than 80% agreed to start up a main clinic with the proposed structure and professors. The use of the hospitalization area also had an agreement of more than 80%. Additionally, community areas such as health service centers, welfare centers, special patient centers, factories, schools, etc. obtained an agreement of over 70%. CONCLUSIONS: The results of this study are presented in the form of suggestions for improving the general dentistry program in relation to educational setting, educators, and educational infrastructures. The common agreement among participants regarding educational settings and their diversity, educational programs, and desired instructors reviewed in the research shows the necessity of reviewing and changing their educational programs in Endodontics, Periodontics, Oral and Maxillofacial Surgery, Restorative Dentistry, Pediatric Dentistry, Oral and Maxillofacial Medicine, Prosthodontics, Oral Health, and Social Dentistry.
Assuntos
Técnica Delphi , Educação em Odontologia , Humanos , Educação em Odontologia/normas , Educação em Odontologia/métodos , Inquéritos e Questionários , Faculdades de Odontologia , Currículo , Reprodutibilidade dos Testes , Odontologia Geral/educaçãoRESUMO
Objective: To assess the factors affecting the transition of dental students from pre-clinical to clinical courses in an outcome-based curriculum. Methods: This cross-sectional study surveyed dental students in the third and fourth academic years of the Bachelor of Dental and Oral Surgery (BDS) program at the College of Dentistry, Jouf University. Ethically approved and powered by the G Power software, the study employed a modified questionnaire validated through a pilot test to assess five domains. Likert scale responses were analyzed using SPSS v.25, revealing insights into clinical workload, patient interaction, and learning experiences. Multiple regression analysis was used to assess the impact of clinical skill application, workload, transition to clinics, and patient interaction on learning experience as well as CGPA. The Mann-Whitney U test compared the ranks of two independent samples, making it less sensitive to outliers and more suitable for data with non-normal distributions. Results: In this study, the response rate of the participants was 70%. A total of 44 dental students in their third and fourth years of the program completed the survey. The multiple regression analysis showed that the predictors collectively explained 36.1% of the variance in the learning experience (Adjusted R2 = 0.361). "Transition to Clinics" had a significant positive effect on learning experience (ß = 0.292, p = 0.012), "Workload" (ß = -0.203, p = 0.393) and "Patient Interaction" (ß = 0.443, p = 0.168) were not significant predictors. The Mann-Whitney U test revealed no significant gender differences in transition to clinics, workload, patient interaction, application of clinical skills, and learning experience (U = 33.09 to -40.33, p > 0.05), but a significant difference in transition to clinics between third- and fourth-year students (U = 31.56 to -43.24, p < 0.05). Conclusion: The results of this study demonstrate that the transition to clinical training can be intricate, and that multiple elements have an impact on this process. It is crucial to have support systems that facilitate the transition into the clinical learning environment.
Assuntos
Educação em Odontologia , Estudantes de Odontologia , Humanos , Estudantes de Odontologia/psicologia , Estudantes de Odontologia/estatística & dados numéricos , Estudos Transversais , Arábia Saudita , Masculino , Feminino , Educação em Odontologia/métodos , Inquéritos e Questionários , Currículo , Competência Clínica , Faculdades de Odontologia , Adulto , Carga de Trabalho/psicologiaRESUMO
BACKGROUND: Despite the increasing recognition of the importance of research in undergraduate dental education, limited studies have explored the nature of undergraduate research activities in dental schools in the Middle East region. This study aimed to evaluate the research experience of final year dental students from three dental schools in the Middle East. METHODS: A descriptive, cross-sectional study was conducted among final-year dental students from three institutions, namely Jordan University of Science and Technology, University of Sharjah (UAE), and Oman Dental College. Participants were asked about the nature and scope of their research projects, the processes involved in the research, and their perceived benefits of engaging in research. RESULTS: A total of 369 respondents completed the questionnaire. Cross-sectional studies represented the most common research type (50.4%), with public health (29.3%) and dental education (27.9%) being the predominant domains. More than half of research proposals were developed via discussions with instructors (55.0%), and literature reviews primarily utilized PubMed (70.2%) and Google Scholar (68.5%). Regarding statistical analysis, it was usually carried out with instructor's assistance (45.2%) or using specialized software (45.5%). The students typically concluded their projects with a manuscript (58.4%), finding the discussion section most challenging to write (42.0%). The research activity was considered highly beneficial, especially in terms of teamwork and communication skills, as well as data interpretation skills, with 74.1% of students reporting a positive impact on their research perspectives. CONCLUSIONS: The research experience was generally positive among surveyed dental students. However, there is a need for more diversity in research domains, especially in qualitative studies, greater focus on guiding students in research activities s, especially in manuscript writing and publication. The outcomes of this study could provide valuable insights for dental schools seeking to improve their undergraduate research activities.