Empathy of dental students towards children after behaviour guidance lectures and clinical experience

2020 ◽  
Vol 24 (3) ◽  
pp. 458-464 ◽  
Author(s):  
Yasser R. Souror ◽  
Dareen K. Aljehani ◽  
Malath H. Alshaikh
Keyword(s):  
Clinical Experience ◽  
Dental Students ◽  
Behaviour Guidance

scholarly journals Impact of the undergraduate clinical teaching-learning process on caries detection and treatment decision-making

2021 ◽  
Vol 20 ◽  
pp. e211168
Author(s):  
Silas Alves Costa ◽  
ViniciusKrieger Costa Nogueira ◽  
Diego Girotto Bussaneli ◽  
Manuel Restrepo ◽  
Alfonso Escobar ◽  
...  
Keyword(s):  
Clinical Experience ◽  
Treatment Decision ◽  
Treatment Decisions ◽  
Dental Students ◽  
Caries Detection ◽  
Permanent Teeth ◽  
Kappa Statistics ◽  
Theoretical Knowledge ◽  
Reference Standard ◽  
The Third

Aim: The aim of this study was to evaluate caries diagnosis and treatment decisions made by undergraduate dental students based on ICDAS or Nyvad criteria. Methods: Twelve students analyzed 90 digital photographs of permanent teeth at different clinical stages of carious lesion development and chose among different treatments in three different assessments: when there was no knowledge of the criteria (described as “No knowledge (N)”; when there was theoretical knowledge of the criteria (described as “Theoretical knowledge (T)” and when there was theoretical knowledge, clinical experience about dental caries and the criteria (described as “Theoretical and clinical knowledge (TC)”. For “T” and “TC” the students were randomized into two experimental groups – ICDAS or Nyvad (experimental units: 6 students/group). The reference standard was established cooperatively by two experienced researchers. Criteria performance was evaluated by sensitivity, specificity, AUC, and Kappa statistics. Treatment decision was described in percentage by contingency tables and Spearman’s correlation with the reference standard. Results: The first assessment demonstrated a high percentage of operative treatment even for initial enamel lesions based on ICDAS criteria and treatment was proposed for both active and inactive lesions, according to the Nyvad criteria. In the second assessment, the students continued recommending treatments for initial or inactive lesions, but less frequently. In the third assessment, treatment decisions presented greater cohesion in relation to the assigned classification criterion. The criteria presented no differences between them in terms of diagnostic in the third assessment. Conclusion: Clinical experience may improve caries detection and treatment decisions with the use of ICDAS and Nyvad criteria.

Early Clinical Experience for First-Year Dental Students

2004 ◽  
Vol 68 (10) ◽  
pp. 1090-1095 ◽  
Author(s):  
James A. Lalumandier ◽  
Kristin Zakariasen Victoroff ◽  
Oliver Thuernagle
Keyword(s):  
Clinical Experience ◽  
Dental Students ◽  
First Year ◽  
Early Clinical Experience

scholarly journals Dental Students’ Clinical Experience Across Three Successive Curricula at One U.S. Dental School

2017 ◽  
Vol 81 (4) ◽  
pp. 366-377 ◽  
Author(s):  
Joel M. White ◽  
Larry E. Jenson ◽  
Stuart A. Gansky ◽  
Cameron J. Walsh ◽  
Brent T. Accurso ◽  
...  
Keyword(s):  
Clinical Experience ◽  
Dental Students ◽  
Dental School

scholarly journals Early Clinical Experience and Mentoring of Young Dental Students—A Qualitative Study

2021 ◽  
Vol 9 (8) ◽  
pp. 91
Author(s):  
Rod Moore ◽  
Simone Molsing ◽  
Nicola Meyer ◽  
Matilde Schepler
Keyword(s):  
Qualitative Study ◽  
Clinical Experience ◽  
Curriculum Reform ◽  
Dental Students ◽  
Qualitative Description ◽  
Student Transition ◽  
Social Perspectives ◽  
Early Clinical Experience ◽  
Professional Study ◽  
Collaborative Skills

The literature reports that student transition between preclinical and clinical dental education can be traumatic and stressful for many reasons. Early clinical experience has been reported to provide some relief. In this qualitative study, twelve final year dental students were interviewed about their perceptions and experiences with a mentee/mentor (FOAL) program in Aarhus, Denmark, to see if it (1) counteracted stress perceptions from preclinical education to the clinic, (2) inspired professionalism and a sense of study relevance, (3) helped in learning to reflect on competencies and attitudes, (4) helped with clinical social perspectives (communication/contact), (5) helped with motivation to learn and (6) helped to reaffirm one’s professional study choice. Using qualitative description methods with purposeful sampling, data from interviews were collected, transcribed, analyzed and validated with a short questionnaire. The FOAL program, today, has several benefits for mentees, including partially helping in the preclinic to clinic transition and the increased insight into mentors’ clinical tasks and communication with patients. Informants described that FOAL also contributed positively to both mentee and mentor students’ learning motivation, collaborative skills and professional attitudes. Challenges were lack of organization/planning, not enough clinical hours, lack of clinical knowledge and persistent stress levels at the clinical transition. These issues are already being considered in the curriculum reform currently in progress and are also relevant to other dental curricula internationally.

scholarly journals Attitudes of dental students towards paediatric dental behaviour guidance

2021 ◽  
Vol 21 ◽  
pp. e225272
Author(s):  
Maria Shindova ◽  
Ani Belcheva
Keyword(s):  
Negative Reinforcement ◽  
Physical Restraint ◽  
Dental Students ◽  
Educational Process ◽  
Parental Presence ◽  
Behaviour Management ◽  
Dental Patients ◽  
Dental Curriculum ◽  
Management Techniques ◽  
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.

scholarly journals Dental students' perceptions about the endodontic treatments performed using NiTi rotary instruments and hand stainless steel files

2012 ◽  
Vol 23 (6) ◽  
pp. 729-736 ◽  
Author(s):  
Renata Castro Martins ◽  
Marília Oliveira Saraiva Seijo ◽  
Efigênia Ferreira Ferreira ◽  
Saul Martins Paiva ◽  
Antônio Paulino Ribeiro Sobrinho
Keyword(s):  
Stainless Steel ◽  
Clinical Experience ◽  
Dental Students ◽  
Endodontic Treatment ◽  
Rate Of Return ◽  
Learning Time ◽  
Rotary Instruments ◽  
Dental Curriculum ◽  
Niti Rotary Instruments

This study evaluated the perceptions of Brazilian undergraduate dental students about the endodontic treatments performed using NiTi rotary instruments and hand stainless steel. Data were collected using a questionnaire administered to undergraduate dental students enrolled in endodontic disciplines. The students were divided into 3 groups: G1, students who had treated straight canals with SS hand instruments; G2, students who had treated curved canals with SS hand instruments; and G3, students who had treated both straight and curved canals with NiTi rotary instruments. The number of endodontic treatments performed, types of treated teeth, students' learning, time spent, encountered difficulties, quality of endodontic treatment and characteristics of the employed technique were analyzed. There was a 91.3% rate of return for the questionnaires. Mandibular molars were the most frequently treated teeth, followed by maxillary incisors. The Kruskal-Wallis test showed no differences in learning (p=0.528) or in the characteristics of the technique employed (p=0.560) among the three groups. G3 students performed a greater number of endodontic treatments (p<0.001) in a smaller time (p<0.001) than did G1 and G2 students. Difficulties were reported primarily by students in G2 and G3 compared with G1 (p=0.048). The quality of endodontic treatments differed only between G1 and G2 (p=0.045). The use of NiTi rotary instruments should be included in undergraduate dental curriculum, contributing to the increase of patients assisted and consequently to improve the clinical experience of the students.

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