Magnification loupes in dentistry: A qualitative study of dental students’ perspectives

2020 ◽  
Author(s):  
Danielle Wajngarten ◽  
Ana Carolina Botta ◽  
Patrícia Petromilli Nordi Sasso Garcia
Keyword(s):  
Qualitative Study ◽  
Dental Students

scholarly journals Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education

2021 ◽  
Vol 9 (5) ◽  
pp. 53
Author(s):  
Rayan Sharka ◽  
Jonathan P. San Diego ◽  
Melanie Nasseripour ◽  
Avijit Banerjee
Keyword(s):  
Risk Factors ◽  
Qualitative Study ◽  
Perceived Risk ◽  
Dental Education ◽  
Dental Students ◽  
General Context ◽  
Structured Interviews ◽  
Factors Affecting ◽  
The Uk ◽  
Dental Professionals

Aims: This study aimed to identify the risk factors of using DSM to provide an insight into the inherent implications this has on dental professionals in practice and trainee professionals’ education. Materials and methods: Twenty-one participants (10 dental professionals and 11 undergraduate and postgraduate dental students) participated in this qualitative study using semi-structured interviews in a dental school in the UK. The interviews were analysed and categorised into themes, some of which were identified from previous literature (e.g., privacy and psychological risks) and others emerged from the data (e.g., deceptive and misleading information). Results: The thematic analysis of interview transcripts identified nine perceived risk themes. Three themes were associated with the use of DSM in the general context, and six themes were related to the use of DSM in professional and education context. Conclusions: This study provided evidence to understand the risk factors of using DSM in dental education and the profession, but the magnitude of these risks on the uptake and usefulness of DSM needs to be assessed.

Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique

2021 ◽  
Vol 10 (1) ◽  
pp. 24-24
Author(s):  
Rojin Soleimanzadeh ◽  
Kousha Sarpari ◽  
Nasrin Abdi ◽  
Parisa Heydari ◽  
Yadolah Zarezadeh
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Critical Incident ◽  
Clinical Skills ◽  
Critical Incident Technique ◽  
Dental Students ◽  
Structured Interviews ◽  
Process Data ◽  
Effective Learning ◽  
Perceived Experiences

Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.

Gender differences in dental students' professional expectations and attitudes: a qualitative study

BDJ ◽  
2017 ◽  
Vol 223 (6) ◽  
pp. 441-445 ◽  
Author(s):  
M. da Graça Kfouri ◽  
S. T. Moysés ◽  
M. C. L. Gabardo ◽  
S. J. Moysés
Keyword(s):  
Gender Differences ◽  
Qualitative Study ◽  
Dental Students ◽  
Professional Expectations

scholarly journals Dental Students’ Perceptions before and after Attending a Centre for Children with Special Needs: A Qualitative Study on Situated Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 69
Author(s):  
Hani T. Fadel ◽  
Khlood Baghlaf ◽  
Afnan Ben Gassem ◽  
Hala Bakeer ◽  
Alla T. Alsharif ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
Situated Learning ◽  
Dental Students ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Self Confidence ◽  
Before And After ◽  
Negative Perceptions ◽  
Negative Expectations

Objectives: To develop an in-depth understanding of the perceptions and experiences of senior dental students before and after fieldwork visits to a centre for children with special needs. Methods: A qualitative study utilised open-ended questions and involved 39 fifth-year dental students. A thematic analysis of the collected responses was undertaken, and a hierarchy of themes and subthemes were developed. Results: Analysis of the pre-visit responses revealed three main themes and a number of subthemes: ‘negative expectations’, ‘positive expectations’, and ‘pain expectations’. Similarly, four main themes with a number of subthemes emerged from the post-visit responses: ‘positive perceptions’, ‘negative perceptions’, ‘oral problems observed’, and ‘recommendations’. Conclusions: Within the study limits, different perspectives were extracted. Prior to the fieldwork visit, students expressed their lack of self-confidence and inadequate preparation. Following the situated learning visit experience, students’ perceptions of managing special needs children was positively influenced. Students were happy to be exposed to such an experience, but hoped for better organisation and specialised supervision in the future.

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 A Qualitative Study of the Health Perceptions in the Venezuelan Immigrant Population in Medellín (Colombia) and Its Conditioning Factors

2021 ◽  
Vol 18 (8) ◽  
pp. 3897
Author(s):  
Andrés M. Murillo-Pedrozo ◽  
Eliana Martínez-Herrera ◽  
Elena Ronda-Pérez ◽  
Andrés A. Agudelo-Suárez
Keyword(s):  
Oral Health ◽  
Qualitative Study ◽  
Focus Groups ◽  
Poor Mental Health ◽  
Dental Students ◽  
Fundamental Rights ◽  
Immigrant Population ◽  
Noncommunicable Diseases ◽  
Health Perceptions ◽  
Conditioning Factors

This study explored the general and oral health perceptions in the Venezuelan immigrant population in Medellín (Colombia) and its conditioning factors. A qualitative study involving Venezuelan immigrants ≥18 years with a minimum stay of six months in Colombia was conducted. Dentists, dental students, and other health professionals also participated. Semi-structured interviews (n = 17), focus groups (n = 2), and key informants’ interviews (n = 4) were utilized. The interviews and focus groups were recorded and transcribed for later narrative content analysis. A high degree of vulnerability of participants was found due to the precarious living conditions from the premigratory moment and the lack of job placement possibilities at the time of settling in Colombia, where the migratory status played a fundamental role. Among the perceived needs, the mitigation of noncommunicable diseases stood out. Poor mental health symptoms (depression and anxiety) were perceived, and oral health was not a priority. Barriers to accessing health and dental care were found. The migrant condition was found to be a determinant that affected physical, mental, and oral health and the provision of health care. This situation is of interest to the construction of public health policies that guarantee access to fundamental rights.

scholarly journals A Hands-On Exercise on Caries Diagnostics among Dental Students—A Qualitative Study

2021 ◽  
Vol 9 (10) ◽  
pp. 113
Author(s):  
Heidi Kangas ◽  
Saujanya Karki ◽  
Tarja Tanner ◽  
Anne Laajala ◽  
Helvi Kyngäs ◽  
...  
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Learning Experience ◽  
Dental Students ◽  
Assessment System ◽  
Diagnostic Methods ◽  
Caries Detection ◽  
Caries Diagnostics ◽  
Hands On ◽  
Caries Lesions

According to current care practices, the aim is to prevent the onset of caries lesions and to stop the progression of incipient lesions. A visual lesion assessment system, International Caries Detection and Assessment System (ICDAS), has been developed to promote reliability and repeatability of assessment of different stage caries lesions. The aims of this study were to evaluate the experiences of a hands-on exercise with authentic teeth as an adjunct to lecturing among third-year dental students and to evaluate the learning process during the hands-on exercise measured by qualitative (inductive content) analysis of the given feedback. In 2018, 51 third-year dental students at the University of Oulu, Finland, participated in a hands-on exercise on caries detection, where they assessed the depth and activity of lesions in extracted teeth using the ICDAS classification. After the lecture, students evaluated the exercise, giving feedback according to five given topics, three of which were analyzed using inductive content analysis. The exercise was considered useful and necessary but, overall, also challenging. The diverse activities and materials, as well as observational methods, promoted learning. The classification of lesions, the diagnostic methods, and the fact that there was not enough time to adopt things during the exercise were found to be challenging. For developing the exercise, the students suggested that more time should be scheduled for it and there should be more individual teaching. This qualitative study showed that, despite the challenge in caries diagnostics, dental students perceive the hands-on exercise as both a communal and individual learning experience.

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