Dental Students’ Perceptions and Performance in Use of Conventional and Virtual Microscopy in Oral Pathology

2018 ◽  
Vol 82 (8) ◽  
pp. 883-890 ◽  
Author(s):  
Carla I.R. Fernandes ◽  
Roberta F. Bonan ◽  
Paulo R.F. Bonan ◽  
Augusto C.L.S. Leonel ◽  
Elaine J.A. Carvalho ◽  
...  
Keyword(s):  
Oral Pathology ◽  
Virtual Microscopy ◽  
Dental Students ◽  
And Performance

Using virtual microscopy to deliver an integrated oral pathology course for undergraduate dental students

BDJ ◽  
2017 ◽  
Vol 223 (2) ◽  
pp. 115-120 ◽  
Author(s):  
D. J. Brierley ◽  
P. M. Speight ◽  
K. D. Hunter ◽  
P. Farthing
Keyword(s):  
Oral Pathology ◽  
Virtual Microscopy ◽  
Dental Students

Relationship of stress and performance among first-year dental students

1986 ◽  
Vol 50 (5) ◽  
pp. 264-267 ◽  
Author(s):  
GH Westerman ◽  
TG Grandy ◽  
JV Lupo ◽  
RE Mitchell
Keyword(s):  
Dental Students ◽  
First Year ◽  
And Performance ◽  
Relationship Of

scholarly journals Effect of computer-assisted-learning and simulation clinics on dental students’ cognitive and performance skills: panoramic image errors related to patient’s head position

2020 ◽  
Vol 49 (7) ◽  
pp. 20200154
Author(s):  
Ann Wenzel ◽  
Louise Hauge Matzen ◽  
Rubens Spin-Neto ◽  
Lars Schropp
Keyword(s):  
Test Scores ◽  
Cognitive Skills ◽  
Dental Students ◽  
Head Position ◽  
Cognitive Test ◽  
Computer Assisted ◽  
Patient Exposure ◽  
Performance Skills ◽  
Positioning Errors ◽  
And Performance

Objectives: To assess dental students’ ability to recognize head positioning errors in panoramic (PAN) images after individual learning via computer-assisted-learning (CAL) and in a simulation clinic (SIM). Both cognitive skills and performance in patient examination were assessed. Methods and materials: 60 students (mean age 23.25 years) participated in lectures on the relation between PAN-image errors and patient’s head position. Immediately after they took a test, based on which they were randomized to three groups: control (CON) group, CAL group, and SIM group (both CAL and training in a simulation clinic with a phantom). 4–5 weeks after intervention/no intervention, all students individually examined a patient with PAN-exposure. A blinded rater, not knowing group allocation, supervised patient exposure and assessed student’s performance (correct/incorrect head position in three planes). 1–2 weeks after, the students scored positioning errors in 40 PAN-images. Differences in cognitive test scores between groups were evaluated by ANOVA and in patient examination by χ2 tests, and within-group differences by sign-tests. Results: No statistically significant difference in cognitive test scores was seen between the SIM and CAL group, while the CON group scored lower (p < 0.003). In all groups, several students positioned the patient incorrectly in the Frankfort horizontal plane. All students performed well in the sagittal plane. Students in SIM group positioned the patient more correctly in the coronal plane. Conclusions: Training with CAL increased students’ cognitive skills compared with a control group. Simulated patient exposure with a phantom increased to some extent their performance skills in examination of patients.

scholarly journals Comparing Two Views Of Video Demonstration For Access Cavity Preparation: A QuasiRandomized Controlled Trial

2017 ◽  
Vol 16 (2) ◽  
Author(s):  
Amy Liew Kia Cheen ◽  
Hazem Dabbour ◽  
Dalia Abdullah
Keyword(s):  
Controlled Trial ◽  
Dental Students ◽  
Fisher Exact Test ◽  
Test Results ◽  
Cavity Preparation ◽  
Exact Test ◽  
Baseline Group ◽  
And Performance ◽  
Video Demonstration

Introduction: Demonstration of the access cavity preparation procedures to dental students is challenging due to the limited operating field and detailed nature of the procedures. It is especially difficult to visualize how instruments are functioning inside the pulp space. The aim of this study was to develop and compare two different views of video demonstration in teaching access cavity preparation. Materials and Methods: Two videos of access cavity preparation were filmed, showing occlusal view of a whole tooth (WT) and sagittal view of a sectioned tooth (ST). Using quasirandomization, third year dental students (n=57) were divided into two groups to watch either one of the videos. The perception and performance of both groups were compared using Mann-Whitney U test and Fisher exact test. Results: At baseline, group WT (n=29) and group ST (n=28) were not significantly different in terms of operative scores (p=0.330). After watching the videos, the basic understanding of the theories were similar between both groups. However, ST responded more positively towards the helpfulness of the video in visualizing the inner anatomy of the tooth and in implementing the procedures (p<0.05). ST also completed the exercise within a shorter time (p<0.001). Nevertheless, the quality of the prepared access cavities was not significantly different between groups. Conclusion(s): Using sagittal view of sectioned tooth in video demonstration of access cavity preparation can improve students learning and performance speed. We highly recommend showing the sagittal view of sectioned tooth in video demonstration of access cavity preparation. 

Dental students at the University of Queensland. Entrance and performance 1960 to 1979

1981 ◽  
Vol 26 (3) ◽  
pp. 146-152
Author(s):  
N. W. Savage ◽  
K. E. Basford ◽  
K. F. Adkins ◽  
B. J. Kruger
Keyword(s):  
Dental Students ◽  
And Performance ◽  
The University

scholarly journals Reforming teaching methods by integrating dental theory with clinical practice for dental students

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e8477
Author(s):  
Wei Wang ◽  
Xuewei Bi ◽  
Yuhe Zhu ◽  
Xiaoming Li
Keyword(s):  
Clinical Practice ◽  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Dental Students ◽  
Theoretical Medicine ◽  
Clinical Patient ◽  
Clinical Scenarios ◽  
Treatment Plans ◽  
And Performance

Background Transitioning from theoretical medicine to clinical practice is both an important and difficult process in dental education. Thus, there is an urgent need for teaching methods that can improve the ability of dental students to integrate dental theory with clinical practice. Methods First, we conducted training for problem-based learning based on real clinical cases for dental students. The students were then assigned to dentist/patient roles to rehearse and perform simulated clinical scenarios. Finally, questionnaires, clinical patient care scores, and performance assessments were utilized to evaluate and compare the effectiveness of this training with that of traditional teaching methods. Results Students’ abilities to treat and communicate with patients markedly improved after using this reformed teaching method. Among the 30 enrolled students, 29 liked the method, found it time-efficient, and believed that it could help enhance their problem-solving confidence and interest in prosthodontics. They also believed that this teaching method could help them gain a good understanding of related theoretical material, generally thought that the reformed teaching method was more valuable than the traditional approach, and would like to introduce it to others. Conclusion After the reformed teaching method was implemented, the students not only achieved better scholastically, but also demonstrated greater accuracy in diagnosing the conditions of patients and formulating treatment plans. They were also more frequently acknowledged by patients, indicating that this method is effective for dental students.

scholarly journals Rethinking Assessment Concepts in Dental Education

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Dana Al-Najjar ◽  
Zahra Seraj ◽  
Sausan Al Kawas
Keyword(s):  
Cognitive Skills ◽  
Clinical Skills ◽  
Dental Education ◽  
Data Extraction ◽  
Patient Simulation ◽  
Dental Students ◽  
Psychomotor Skills ◽  
Clinical Phase ◽  
And Performance ◽  
Learning And Performance

Introduction. Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student’s learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods. A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results. The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen’s kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion. Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.

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