Canadian Dental Students Research Articles

Applying an extended theoretical approach to identifying Canadian dental students' acceptance of teledentistry: A cross-sectional study.

Teledentistry is a promising innovation for improving service quality and patient outcomes. While studies have shown the relevance of theoretical frameworks in understanding behaviour change predictors for telehealth implementation efforts, their application in dentistry is limited. This study aimed to test different theoretical approaches to identify the factors affecting dental students' behavioural intention to use teledentistry. This cross-sectional study involved students in their final two years of undergraduate dental programmes, from three Canadian provinces (Quebec, Nova Scotia, and Saskatchewan) using an electronic self-reported questionnaire. Following descriptive analyses, we tested three theoretical models (the technology acceptance model, psychosocial model, and integrated model) using path analysis and multiple linear regression analysis. We analyzed the modifying effect of sociodemographic characteristics and prior use of teledentistry. Out of the 46 students who participated, the majority were female (53.5%) and aged over 25 years (62.8%). The three models successfully explained a substantial portion of the variance in behavioural intention to use teledentistry, ranging from 58.0% to 76.6%. Social role beliefs (p < 0.001) and control beliefs (p < 0.001) were the most significant predictors of behavioural intention to use. Prior use of teledentistry modified the association between control beliefs and behavioural intention to use teledentistry. The original technology acceptance model was a good predictive model of behavioural intention to use teledentistry with perceived use as the strongest predictor. However, the integrated model performed the best in highlighting the relevance of training and education to foster teledentistry implementation in dental schools. The generalizability of the findings is constrained by the modest sample size, warranting larger studies for validation.

COVID-19’s Psychosocial Impact on American and Canadian Dental Students

Introduction: The COVID-19 pandemic has significantly affected dental education, contributing to adverse psychological outcomes, especially among dental students. In this cross-sectional study, the psychosocial state of American and Canadian dental students was explored, with special emphasis on affective, behavioral, and cognitive well-being, during and after the initial lockdown. Methods: Dental students were invited to participate in an online survey. The questions evaluated the pandemic’s effect on affective, behavioral, and cognitive responses, and learning experiences. Results: A total of 287 dental students completed the online survey. Sadness and anticipation were the strongest emotions experienced during and following the lockdown. Student worries were classified into external and internal stressors. Females demonstrated higher fear, students from larger dental schools held higher emotions of anticipation and disgust. American students held higher anticipation scores both during and following the lockdown. Canadian, third and fourth years, and students from small dental schools were more aware of which authority to contact if their patient, who presented for care, was suspected of COVID-19 infection which emphasizes the need for a preparedness protocol. Conclusions: More studies that explore the broader scope of psychological aspects are necessary. Monitoring and developing treatment strategies for emergent mental conditions among dental students is extremely important in pandemic crisis management. The study highlights the need for development of standardized protocols and pandemic related health education topics as well as psychological interventions to better prepare dental students globally during the time of crisis.

The role of educators, mentors, and motivation in shaping dental students to become life-long learners: A pan-Canadian survey.

The core values taught in dental school will arguably stay with the student for their whole career. An instructor has the power to influence a student's education through guidance, mentorship, and encouragement. This influence could be the factor that determines whether a student will become a motivated practitioner. The aim of this study was to identify whether dental schools are providing motivation to students to excel in their career and to become life-long learners. A web-based questionnaire was distributed electronically during 2020-2021 to Canadian dental students via email, social media, etc. The questionnaire included questions on demographics, the dental school environment, instructor evaluation, and dental student perspectives on education. Of the 318 participants, 95.7% indicated their school follows a pass/fail system in some to all courses. Note that 61.2% found didactic components were weighted more heavily than clinical components. A greater number of participants found that their clinical instructors were more invested than their didactic instructors, in seeing their students become successful (53.0%) and excellent (44.6%) in their future careers. A total of 84.7% have not found a mentor, and 76% are not interested. Most participants indicated they are "moderately" motivated by their instructors to take continuing education courses (41.3%) and "not at all" motivated to continue their studies in a hospital (42.1%) or speciality residency program (56.3%). Instructors, educators, and mentors play a vital role in shaping dental student motivation in didactic and clinical courses, and beyond the school environment. Teaching institutions should incorporate opportunities for mentorship and student feedback to improve the delivery of dental education. Further studies may include assessing the role of mentorship at dental schools.

What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students.

The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.

Knowledge, Attitudes, and Usage Related to Dietary Supplements in a Group of Canadian Dental Students: A Pilot Study

Background: Considering the increasing usage of dietary supplements by the general population, knowledgeable dental practitioners should be able to guide patients concerning the judicial use, efficacy, adverse effects and potential drug interactions of these products. The aim of this study was to determine usage, knowledge, and attitudes related to dietary supplements in a group of Canadian dental students. Methods: A total of 105 dental students completed a questionnaire consisting of three parts; Demographics and lifestyle; Usage and opinions concerning dietary supplements; and Knowledge concerning micronutrients and deficiency. Results: Multivitamins and protein powder were most commonly consumed as individual supplements, followed by vitamin C and calcium. Based on the Poisson Regression conducted, there were statistically significant differences in the knowledge of micronutrients between the students of first year and second year (p= 0.0030), third year (p=0.0060) as well as the fourth year (p=0.0190). However, there were no statistically significant differences in the knowledge of micronutrients between the students who consumed dietary supplements and those who did not (p=0.070). Conclusion: Although dental students at the University of Saskatchewan consume a large number of dietary supplements, knowledge regarding the effects micronutrients have on the body, appeared to be inadequate. This highlights the need to increase content concerning nutrition and dietary supplements within the dental curriculum with the goal of producing well informed oral health personnel, who will be in a better position to effectively counsel patients on diet and nutrition with regards to their oral health.

Twelve-year survival of 2-surface composite resin and amalgam premolar restorations placed by dental students

Statement of problemComposite resin and amalgam restorations are indicated for the restoration of posterior teeth. With increased esthetic demands, long-term clinical studies are required to evaluate the restorative success and reasons for failure of these materials. PurposeThe purpose of this retrospective study was to determine the survival and reasons for failure of directly placed 2-surface composite resin restorations and directly placed 2-surface amalgam restorations on premolars placed by Canadian dental students. Material and methodsUsing The University of Manitoba’s dental management software and paper charts, all 2-surface composite resin and 2-surface amalgam restorations placed on premolars between January 1, 2002, and May 30, 2014, were included. Short-term failure (within 2 years), long-term failure, and reasons for failure were collected. A Kaplan-Meier survival estimate with an associated P value comparing composite resin to amalgam restoration curves was performed using SPSS statistical software. ResultsOver 12 years, 1695 composite resin and 1125 amalgam 2-surface premolar restorations were placed. Of these restorations, 134 composite resins (7.9%) and 66 amalgams (5.9%) failed. Short-term failures (2 years or less) consisted of 57 composite resin (4%) and 23 amalgam (2.3%) restorations. Long-term failures (greater than 2 years) consisted of 77 composite resin (4.5%) and 43 amalgam (3.8%) restorations. After 12 years of service, the survival probability of composite resin restorations was 86% and that of amalgam restorations 91.5%. The differences in composite resin and amalgam survival curves were also found to be statistically significant (P=.009 for Log-rank test). The main reasons for failure were recurrent caries and fracture of the tooth being restored. ConclusionsWithin the limitations of this study, both composite resin and amalgam restorations had acceptable success rates and similar failure modes. Recurrent caries was still the most common reason for failure.

The Landscape of Predoctoral Endodontic Education in the United States and Canada: Results of a Survey

Few recent surveys have examined the contemporary landscape of predoctoral endodontic education in the United States and Canada, but anecdotal reports suggest that current dental students have difficulty obtaining adequate clinical endodontic experiences. The aims of this study were to quantify the clinical endodontic experiences of current U.S. and Canadian dental students, to explore the issues surrounding their clinical endodontic competence, and to ask more broadly if current graduating dentists are competent to perform endodontic procedures. In August 2014, a hyperlink to a web-based survey with 27 questions was emailed to the 67 predoctoral endodontic directors of U.S. and Canadian dental schools using a list provided by the American Association of Endodontists. Out of these 67 possible participants, 40 responded, for a response rate of 60%. The findings were varied. The average 2014 graduate completed 5.9 (± 2.4) root canal treatments on live patients, and 69% of the respondents voiced concern regarding a shortage of patient experiences. A majority (59%) of the respondents reported thinking that the supply of endodontic patients has decreased and that students have an inadequate supply of endodontic patients. This study found that a clear majority of predoctoral endodontics directors perceived a shortage of patient experiences for their students although, in reality, the number of completed clinical cases appeared to be unchanged since 1975. In addition, 36% of the respondents reported feeling that their 2014 graduates were not competent to perform molar endodontic treatment in their practices.

Sources of Stress in Canadian Dental Students: A Prospective Mixed Methods Study

The objectives of this study were to describe sources of stress in predoctoral dental students and first-year residents at one dental school and to understand how these sources evolved during the four-year curriculum and in the first year after graduation. The study used a mixed methods design. Quantitative data were collected from subjects in each of the five cohorts of students and residents, every month for a period of one year (other than the summer holiday period; N varied each month from 77 to 127). Sources of stress were measured using the Dental Environment Stress questionnaire (DES). The investigators administered the DES twice, once at the end of each academic semester, and used DES categories that emerged from factor analysis to assess monthly sources of stress. Qualitative data collected through individual interviews (N=6) were aimed at understanding the main sources of stress in each year of the curriculum. Results from both quantitative and qualitative phases demonstrated that the main stressors for all dental students throughout the year were examinations and grades as well as workload. Students in the clinical years were also concerned about patient treatment. The residents and final-year students reported future plans as an additional stressor. Over the year, there was a significant increase for workload stress in the fourth year (p<0.05); in the third year there was a significant increase in patient treatment stress (p<0.05) with a significant decrease for personal factors (p<0.05). The study demonstrated that sources of stress in these students and first-year residents varied according to their stage in the program and the period of the year.

Canadian dental students’ perceptions of stress and social support

This study explored the relationship between dental school stress and social support reported by undergraduate students in a Canadian dental school. Students completed questionnaires comprised of Dental Environment Scale stress items, social support measures evaluating perceived contact and two proxy measures of social support (marital status and living arrangement). Sixty-two per cent of undergraduate students in all four academic years participated in the study conducted in March--April 2005. Second-year students living with parents had significantly higher adjusted total stress scores (P < 0.001), whilst fourth-year students living with roommates had significantly lower total adjusted stress scores (P = 0.008). Social support systems utilised by students included teacher, parental, student and relationship support. Students who received more support from teachers and from students inside and outside dental school had lower adjusted total stress scores. Multiple regression analysis assessing the effect of social support on total adjusted stress scores identified two significant variables after adjustment: second-year students living with parents (P < 0.001) and low teacher support (P = 0.032). This study identified social support and proxy measures as significant predictors of dental school stress in Canadian dental students. Further studies are needed to elucidate the role of social support and proxy measures as potential dental school stress alleviators.

Canadian Dental Students’ Perceptions of Their Learning Environment and Psychological Functioning Over Time

A cohort of dental students (N=28) at the University of Manitoba was followed throughout their entire dental education program to explore changes in their perceptions of the learning environment over time. Aspects of the students'psychological functioning, including common psychological symptoms, self-esteem, and coping strategies, were also evaluated to assess changes in these factors over time. A battery of instruments consisting of the Learning Environment Survey (LES), the Symptom Questionnaire (SQ), the Ways of Coping Checklist (WCCL), and the State Self-Esteem Scale (SSES) was administered at the beginning, midpoint, and end of each academic year throughout the four-year dental education program. Results indicated that there was a minor positive recalibration of student perceptions in the areas of course relevance and opportunities for outside interests during the first months of year one. Apart from this, perceptions of dental school as a seldom-to-occasionally positive learning environment were maintained over the entire dental education program. In terms of psychological functioning over time, students reported decreases in their levels of problem-focused coping and self-esteem, increased use of avoidance and wishful thinking as coping strategies, and more anxiety, depression, and hostility at various points. Some implications of these findings for dental education are discussed.

The student survey of problems in the academic environment in Canadian dental faculties

A survey of problems related to stress encountered by 1,255 Canadian dental students was conducted. Substantial experience with problems was reported infrequently, although most students were affected negatively by at least one problem. Most difficulties concerned students' doubts about harnessing their efforts and abilities to master large amounts of material, which, of necessity, reduced their opportunity to pursue other interests. Few demographic features predicted the level of students' problems, although there was an indication that those who perceived themselves above average academically reported fewer problems.

Dental education and early careers of Canadian dentists: changes in attitudes, aspirations, and behavior

Longitudinal data on two cohorts of Canadian dental students are examined in order to determine the nature of the changes in attitudes and aspirations which students experience during their undergraduate dental training and the extent to which attitudes and aspirations which students hold on graduation are consistent with subsequent attitudes and behavior in practice. Data are presented on three dimensions of career-related attitudes and behavior: (1) aspirations toward and actual involvement in alternative practice settings, (2) attitudes and behavior related to selected professional and community activities, and (3) attitudes toward specific issues in dentistry. The results indicate that the dental school has little influence on students for the dimensions considered and suggest that analysis of both student backgrounds and the early practice experience of dental graduates may be the key to understanding the career behavior of dental graduates.

The professional objectives of canadian dental students

Data from a 1971 national study of Canadian dental education are used as a basis for examining the relative importance which dental students and faculty place on the professional objectives of economic gain and service. Students (N = 1,247) were asked to rank a set of career attributes in terms of their importance both for themselves and for other students. Dental school faculty (N = 510) were asked to assess whether students under emphasized or overemphasized a group of 16 parallel objectives. The results indicate substantial variations between the professional objectives of individual students, those ascribed to others by students, and the faculty's perception of student objectives.