Handpiece and bur skills evaluation during an introductory clinical skills programme in a graduate-entry dental school: a pilot study

2012 ◽  
Vol 13 (3) ◽  
pp. 149-151
Author(s):  
J. I. Foley ◽  
J. Drummie
Keyword(s):  
Pilot Study ◽  
Clinical Skills ◽  
Dental School ◽  
Graduate Entry

scholarly journals Neurodiversity in the teaching of the mental state examination: a pilot study of interactive mind-mapping seminars for the new ScotGem (Scottish graduate-entry medicine) students during the COVID-19 pandemic

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S10-S11
Author(s):  
Kathleen Breslin ◽  
Sara Mohsen ◽  
Praveen Kumar
Keyword(s):  
Pilot Study ◽  
Learning Styles ◽  
Mental State ◽  
Mind Mapping ◽  
Response Options ◽  
Graduate Entry ◽  
Wide Range ◽  
Strongly Agree ◽  
State Examination ◽  
Graduate Entry Medicine

AimsAgility in educational delivery has been catalyzed in response to national restrictions mandated by the recent COVID-19 pandemic. Increased use of assistive technologies further aligns with the General Medical Council's aims that medical educators provide an 'accessible training experience'. The study examined medical students' receptiveness to different types of interactive teaching. Two undergraduate cohorts received teaching on the Mental State Examination, either socially-distanced delivered by traditional powerpoint or remotely by mind-mapping software on a tablet hand-held digital device. We required an effective program which would retain the popular interactive elements of Psychiatry teaching and promote inclusivity across students' diverse learning styles.MethodTwo cohorts of Year 2 students from the Universities of Dundee and St Andrew's Scottish Graduate-Entry Medicine (scotGEM) course took part in an Introduction to Psychiatry seminar which involved a presentation of the Mental State Examination. One was conducted in a face-to-face setting via traditional PowerPoint. The second was conducted via remote-conferencing with mindmaps of key concepts drawn and screen-shared live to students as teaching progressed.This was a qualitative study, with online links to questionnaires for 24 student participants across 5 domains. (1. The tutorial met my learning objectives, 2. The format was suitable for me, 3. The balance of theory and cases was suitable for me, 4. The tutorial was of appropriate length, 5. I was satisfied with the performance) Response options included: strongly disagree, disagree, neutral, agree, strongly agree. A section was also included with open-ended questions pooled for thematic analysis.ResultResponse rate reached >60% with >80% respondents answering strongly agree across all domains. Thematic results demonstrated positive responses across both teaching sessions, with the interactive elements valued by students. Comments included: “great job was done with the delivery of the session considering it was online rather than in person”; “drawing element was fantastic”; “Good: interactivity of the session drawing and creativity element”.ConclusionThe Mental State Examination (MSE) via live-drawn mind-maps allows salient clinical information to be conceptualised in non-linear diagramatic format. This paediological approach can offer further access points across wide range of learning styles. This pilot study demonstrated such interactive components of Psychiatry teaching continue to be well received and can be effectively delivered remotely. Such sessions also serve to promote inclusivity, linking those who are geographically distant in addition to the visual learner and the neurodiverse. We aim to incorporate these dynamic teaching sessions into our online induction programs and disseminate Intelligent Tutorials to our remote and rural learners throughout Scotland.

scholarly journals A Pilot Study to Assess Feasibility of Lay Representation in Dental School Admissions Interviews

2019 ◽  
Vol 83 (6) ◽  
pp. 706-713 ◽  
Author(s):  
Heidi Bateman ◽  
Michelle Smith ◽  
Christine Melvin ◽  
Richard D. Holmes ◽  
Ruth A. Valentine
Keyword(s):  
Pilot Study ◽  
Dental School ◽  
Lay Representation

Traditional finals and OSCEs in predicting consultant and self-reported clinical skills of PRHOs: a pilot study

2003 ◽  
Vol 37 (7) ◽  
pp. 597-602 ◽  
Author(s):  
Christopher S Probert ◽  
David J Cahill ◽  
Gemma L McCann ◽  
Yoav Ben-Shlomo
Keyword(s):  
Pilot Study ◽  
Clinical Skills

scholarly journals Using Real-Time Data to Develop and Improve Teaching of Clinical Skills in Virtual Nursing Simulation Laboratories During COVID-19 Pandemic

2021 ◽  
Author(s):  
Zerina Lokmic-Tomkins ◽  
Philippa Marriott ◽  
Annie Tuddenham ◽  
Joanne Martin
Keyword(s):  
Real Time ◽  
Digital Literacy ◽  
Clinical Skills ◽  
Nursing Program ◽  
Time Data ◽  
Graduate Entry ◽  
Face To Face ◽  
Nursing Simulation ◽  
Rapid Transition ◽  
Feedback Data

During COVID-19 pandemic public health measures, face-to-face simulation laboratories were cancelled. A rapid transition to online teaching environments required staff and students to rapid upskilling in digital literacy. The purpose of this article is to describe a model of virtual nursing simulation laboratory implemented in graduate entry to practice Master’s nursing program to teach clinical skills. The model used cloud-based communication app Zoom and real time feedback data to improve content delivery, student engagement and confidence in skill development. This model was co-designed with the student cohort to ensure students, as stakeholders, had a voice in having their education needs met during these challenging times.

scholarly journals Rapid transition to online teaching during COVID 19: Students’ and Teachers’ Perceptions in a Pioneer Caribbean Dental School

2020 ◽  
Author(s):  
Reisha Rafeek ◽  
Bidyadhar Sa ◽  
Patrick Harnarayan ◽  
Niall Farnon ◽  
Shala Singh ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Clinical Reasoning ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Dental Students ◽  
Dental School ◽  
Teachers Perceptions ◽  
Rapid Transition

Abstract Background: The sudden advent of the COVID pandemic resulted in the closure of schools and universities in Trinidad, limiting face to face interactions and removing dental students from the clinical environment in The University of the West Indies. The dental school was challenged to complete the final year teaching with a rapid transition to online teaching. This study examined students’ and teachers’ perceptions of the effectiveness of emergency remote online teaching.Method: An online cross-sectional survey was administered on the perception of the online learning environment and challenges experienced and effectiveness of strategies used. Overall thirty-three dental students and eleven clinical academic teachers participated. The questionnaire was emailed to the participants for data collection and they responded by using a Likert scale. Reliability of the questionnaire was determined. Chi-squared (χ2) tests were applied for determining the perceptions of students and teachers towards online teaching. Frequencies and percentages were also computed.Result: Cronbach’s alpha of the students’ and teachers’ questionnaire was calculated at 0.838 and 0.801 respectively. The majority of students (60.6% - 89.5%) perceived that online teaching strategies, have enhanced their clinical reasoning and critical thinking skills in clinical practice, felt motivated to learn, liked learning in their own space, at their own pace and found it easy to adapt. Nearly two-third students (63.6%) were happy to recommend continued use of online strategies. However, the majority (87.9%) perceived it to be somewhat or not effective at all in acquiring clinical skills. The challenges experienced were problems with connectivity to the internet (87.9%) while (48.5%) had experienced distraction during remote teaching. All χ2 values were found to be statistically significant (either P<0.01 or P<0.05). The majority of teachers (72.7% - 92.9%) perceived that they created an enthusiastic online environment, effectively communicated with the students, engaged students in clinical reasoning and critical thinking and gave formative feedback. Teachers were equally divided on whether or not they prepared students to practice clinical skills.Conclusion: Students’ perceptions are similar to teachers’ perceptions in both are positive to the online teaching strategies but both groups reflected concerns over the acquisition of clinical skills.

scholarly journals Evaluation of Viewpoints of final-year Students of Qazvin Dental School on Clinical Skills Based on Educational Program in 2015

2021 ◽  
Author(s):  
Hamid Hamadzade ◽  
Ramin Sarchami ◽  
Shahabaldin Nazeri
Keyword(s):  
Educational Program ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Dental Students ◽  
Point Of View ◽  
Dental School ◽  
Oral Disease ◽  
Cross Sectional ◽  
Significant Difference ◽  
Current Student

Introduction: Self-assessment is one of the methods of benchmarking dental graduates of the acquired skills  and identify the strengths and weaknesses of the current student and educational system. The purpose of this study was to evaluate the viewpoints of final-year students of Qazvin Dental School regarding their acquired clinical skills based on the educational program. Methods: The type of study was descriptive cross-sectional. In this study, the clinical skill level of dental students was evaluated using a 45-item questionnaire (from the skills of 9 clinical departments). Data were analyzed by SPSS software version 16 using t-test. Results: 24 students (10 males and 14 females) were included in the study. In general, the mean of students (out of 5 scores) was 3.41±0.30 which was in good level. There was a significant difference between the students' ability in different departments (P = 0.000). The highest ability was in endodontics (4.00) and the lowest in oral disease and diagnosis (2.98). There was no significant difference in total abilities between men and women, but the ability of women in the endodontics ward was higher than men (P = 0.002). Conclusion: The level of ability of the students from their point of view in this study was good. There was also a difference in the skills of girls and boys in educational settings. The results of this study can be used for evaluation of strengths and weaknesses and planning for promoting education in Qazvin Dental School.

scholarly journals An Innovative Clinical Skills “Boot Camp” for Dental Medicine Residents

2017 ◽  
Vol 4 ◽  
pp. 238212051771001 ◽  
Author(s):  
Jenny Castillo ◽  
Jared Kutzin ◽  
Kathleen Agoglia ◽  
Patricia Janicke ◽  
Zachary Milligan ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Medical Knowledge ◽  
Boot Camp ◽  
School Curriculum ◽  
Dental School ◽  
Knowledge And Skills ◽  
Inpatient Hospital ◽  
Simulation Based

During a 1-year hospital-based residency, dental residents are required to rotate through many departments including surgery, medicine, and emergency medicine. It became apparent that there was a gap between clinical skills knowledge taught in dental school curriculum and skills required for hospital-based patient care. In response, a simulation-based intensive clinical skill “boot camp” was created. The boot camp provided an intensive, interactive 3-day session for the dental residents. During the 3 days, residents were introduced to medical knowledge and skills that were necessary for their inpatient hospital rotations but were lacking in traditional dental school curriculum. Effectiveness of the boot camp was assessed in terms of knowledge base and comfort through presession and postsession surveys. According to resident feedback, this intensive introduction for the dental residents improved their readiness for their inpatient hospital-based residency.

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