Dental Course Research Articles

Dental trauma education among Canadian dental schools: ANationwide survey of dental trauma educators.

The extent of education regarding dental trauma within dental schools around the world is believed to be very diverse, but also largely unknown. The aim of this study was to analyze and depict the current curriculum regarding dental trauma education among all Canadian dental schools, in an effort to refine and consolidate the education system. A survey was conducted over a scheduled meeting with dental trauma Instructors from all 10 dental schools in Canada. Questions were categorized into three sections investigating the dental trauma curriculum, the examinations/assessments of students, and the clinical exposure provided to students during the course of their dental studies. Data were first analyzed individually, and then common findings were grouped together. A total of 17 instructors were interviewed. In 9 out of the 10 universities, dental trauma education remains fragmented with an overall mean of only 4 ± 5.2h allocated to teaching dental trauma throughout the dental courses. Only one single university reported testing students following the completion of their dental trauma course, and only one university conducted a final examination dedicated separately to dental trauma only. All instructors reported a lack of ample exposure to trauma cases during clinical rotations. Many deficiencies exist in teaching dental trauma among Canadian universities. Due to low clinical exposure, students might be under-prepared to clinically manage trauma cases. Also, the lack of unification in the curriculum creates confusion among students. Additional clinical exposure along with unification within, and between, dental schools could result in a more coherent and a better presented dental trauma curriculum.

Quantitative Evaluation of Dental Students' Perceptions of the Roleplay-Video Teaching Modality in Clinical Courses of Dentistry: A Pilot Study.

In the modern era of dentistry, role modeling/roleplaying is one of the most prevalent and recommended methods of dental education. Working on video production projects and using student-centred learning also help students create feelings of ownership and self-esteem. This study aimed to compare students' perceptions of roleplay videos among genders, different disciplines of dentistry, and different levels of dental students. This study included 180 third- and fourth-year dental students registered in courses such as 'Introduction to Dental Practice' and 'Surgical management of oral and maxillofacial diseases', respectively, at the College of Dentistry at Jouf University. Four groups of recruited participants were pre-tested using a questionnaire about their clinical and communication skills. The students were tested again using the same questionnaire at the end of the workshop to evaluate improvements in their skills. The students were then assigned to create roleplay videos with respect to demonstrated skills related to all three disciplines (Periodontics, Oral Surgery, and Oral Radiology) in a week's time. Students' perceptions of the roleplay video assignments were collected through a questionnaire survey. The Kruskal-Wallis test was used to compare responses for each section of the questionnaire (p < 0.05). Improvements in problem-solving and project management skills during video production were reported by 90% of the participants. No significant difference (p > 0.05) in the mean scores of the responses was found with respect to the type of discipline involved in the process. There was a significant difference in the mean scores of the responses between male and female students (p < 0.05). The fourth year participants demonstrated increased mean scores and significantly higher (p < 0.05) mean scores than third-year participants. Students' perceptions of roleplay videos differed by gender and the level of the students, but not by the type of discipline.

Evaluating a Constructivist Model for Learning Clinical Skills in Pre-Clinical Years of a Dental Curriculum

Objective: The purpose of this study was to investigate whether or not using a constructivist model for teaching clinical skills had an impact on students' performance in a pre-clinical operative dentistry course. Study Design: Randomized Control Trial Place and Duration: College of Dentistry, Jouf University, Saudi Arabia, two months (March and April 2022). Methods: A total of 50 second year BDS students participated in this trial. The students were divided randomly into two groups. Group I received traditional method and group II received constructivist method. The students' capability of performing rubber dam application skill on the typodont tooth was evaluated through the use of laboratory activities. After the conclusion of the research, the participants were given a questionnaire to complete out and provide feedback on. Examinations that were objective and systematic were performed on both groups clinically (OSCEs). Results: There was a statistically significant difference in learning modes (p 0.001). The students learning method has nothing to do with their age or gender. Group II (constructivist) demonstrated considerably higher development in scores across lab tasks (p&lt;0.05). While students of all backgrounds valued supplemental learning resources, those who got aligned materials reported feeling more grateful for them. Conclusion: The constructivist approach can be used as a complementary teaching strategy in pre-clinical operative dentistry courses to improve students' learning outcomes and prepare them for success in the dental profession. Keywords: preclinical education, predoctoral education, learning styles, operative dentistry, and education.

Forensic Dentistry In Dire Need Of Recognition As A Separate Entity In Pakistan: A Cross-Sectional Study

Introduction: In this period of advancement, forensic dentistry plays crucial role in recognition of a person for ethical and the legal proceedings through the analysis of orofacial and dental characteristics with previous records. In this study, we aimed to assess the interest of dental professionals in participating in forensic dentistry courses and their willingness to introduce this subspecialty in the course curriculum of post graduate studies and to assess the knowledge, attitude and awareness about forensic odontology among dental professionals of Karachi, Pakistan. Methodology: This cross-sectional study was conducted through an online self-administered Knowledge, Attitude, and Practices (KAP) questionnaire with multiple close-end questions. In a convenient sample of 277 participants that includes academic faculty, undergraduates, postgraduates, house officers, dental care professional students (DCP) and dental technician/hygienist from Karachi, Pakistan. Data was measured using IBM SPSS version 26.0. Results: The survey showed that a significant number of study participants have knowledge of forensic dentistry as a branch 70.02% (p value 0.000) of the respondents showed interest to integrate forensic dentistry in the core curriculum. 62% of the Participants showed willingness to opt forensic dentistry as a career or profession. Those who were unwilling had various reasons. A significant number of people maintain dental records (P value = 0.026). Conclusion: There is need for up gradation and recognition of forensic dentistry into the curricula of dentistry to meet the international trends and pursue it as career.

Effects of a blended design of closed-book and open-book examinations on dental students’ anxiety and performance

BackgroundWhile closed-book examinations (CBEs) have traditionally been implemented in dental education, open-book examinations (OBEs) are being introduced for the purpose of acquiring higher levels of knowledge and promoting long-term memory. This study examines whether it is effective to use a blended assessment of CBEs and OBEs for dental students to reduce test anxiety and enhance academic performance.MethodsUsing a quasi-experimental research method, a blended assessment that combined CBEs in class and OBEs online was designed for a dental course. In 2020, when the pandemic was at its peak, student assessment was ineffective, and the 2020 cohort was omitted for our study; instead, two cohorts of predoctoral dental students (N = 178) enrolled in Restorative Dentistry in the spring semesters of 2019 and 2021 were included in the study. These students were informed about the experimental design, and they provided written consent for data collection, thereby voluntarily participating in the survey. Their self-perceived responses to open-ended survey questions on assessment methods were qualitatively analyzed.ResultsThere was no significant difference in test anxiety between the CBEs and OBEs at the p-values of 0.001 in all items. Traditional and blended assessment showed a similar trend of lower scores in midterm exams compared to higher scores in final exams, thus discriminating against students’ performances. In particular, a low-achieving group was better predicted by a blended assessment. An analysis of the students’ self-perceived responses produced highly topical themes, including exam burden, learning effects, and fairness issues.ConclusionsThis study confirmed the feasibility of blended assessment that can be implemented in online and in-person educational environments. Moreover, it can be used as the groundwork to develop new models of assessment in dental education.

GINGIVAL SMILE CORRECTION USING THE FLAPLESS TECHNIQUE

Introduction: The gummy smile is characterized by the extensive display of gingiva when smiling and ends up unfavoring the aesthetic aspect, generating dissatisfaction in many patients. This gingival disharmony has several etiologies and, taking into account that each individual presents their uniqueness, it is essential that the dentist knows the cause of each clinical situation, so that an effective, specific and respective treatment plan can be elaborated to the patient’s complaint. Objective: The present work aimed to present, through a case report, a gummy smile treatment using the “Flapless” technique. Case report: A 20-year-old female patient sought care in the undergraduate course in dentistry at the Centro Universitário da Serra Gaúcha – FSG, complaining of a gummy smile. The proposed treatment plan was a gingival surgery, using the “Flapless” technique, associated with the application of botulinum toxin, which would intensify the result of the gummy smile correction. However, after the surgical healing, the patient approved the result of the procedure and chose to end the treatment. Conclusion: Based on the clinical case presented, it was possible to conclude that gingival surgery through de Flapless technique was effective for the correction of the gingival smile, the patient obtained the desire result, without the need to associate other techniques to achieve the aesthetics of the smile.

Challenge-Based Learning in Dental Education.

Challenge-based learning (CBL) is a novel learning framework for a collaborative and multidisciplinary learning experience. It allows students, teachers, stakeholders, researchers, families, and society to work together to identify and solve real-world challenges. CBL helps students develop a deeper knowledge of the subjects they are studying. The concepts of CBL originate from a variety of educational theories and approaches, such as problem-based learning and inquiry-based learning. The precursor to the CBL framework is problem-based learning. However, unlike in problem-based learning and other approaches, students formulate the challenges they will address in CBL. Furthermore, students need to create a solution resulting in concrete action. CBL takes into account the social impact of an idea rather than just the corporate benefits. Therefore, it can help students expand the scope and depth of learning, encourage teamwork capabilities, and raise their awareness about considering quality and ethics in decision-making. CBL is implemented in universities, schools, and institutions worldwide and its use is well-recognized in science, engineering, and medicine, but it has not been translated into dentistry. The aim of this paper is to describe the concept of inclusion, principles and design, implementation, and supervision of the CBL framework in a dental course for the adaption of this learning framework to dental education.

Bioética na odontologia: o que pensam os coordenadores dos cursos

Abstract This article analyzes the importance dentistry course coordinators attribute to bioethics teaching and their opinion on the expected graduate profile. An exploratory, descriptive cross-sectional study was conducted with 130 coordinators of Brazilian dentistry courses. Data underwent descriptive analysis and Bardin’s content analysis. Most participants attribute importance to bioethics teaching in different situations and 23.8% considered a professional with an ethical and humanized attitude, who is reflective and technically competent as a suitable profile. Dentistry courses are increasingly including bioethics in their curricula, and although most coordinators consider it important, not all understand its principles.

Dental schools in Brazil and their social, macro-regional and oral health policy repercussions

Dentistry is a profession that has shown considerable growth in the last few years, as far as qualitative aspects and scientific production are concerned, and also in the number of undergraduate courses. Objective: to describe the profile of dentistry courses through official data and unofficial data, such as the existence of student support programs, gender disparities and availability of study places. Material and Methods: to this end, a survey of the 565 Dentistry courses registered by the Ministry of Education was carried out by three trained researchers and then of their respective websites and public domain information, followed by data analysis (R 4.1.2 R Core Team software, Vienna) and georeferencing (Qgis and ArcGis software). Results: as for the profile of the institutions that offer the course, 89.4% are private and as for the unofficial data, 63% of the sites do not have information regarding the teaching staff, 44.2% of the courses present a woman as coordinator and more than half report having at least one type of student support activity. It was possible to observe that the greatest availability of Dentistry vacancies is offered by private institutions and in courses coordinated by men. Conclusion: considering the information available on the college websites, it is important to keep them up to date and complete, so that students have access to the support activities that are relevant to their education. KEYWORDS Access to public information; Dental students; Faculties of dentistry; Gender equity; Public health.

Interprofessional learning in an undergraduate Dentistry course in the pandemic context of remote teaching

Este artigo tem por objetivo compreender a percepção dos estudantes de Odontologia sobre motivações e significados do aprendizado interprofissional no período pandêmico de ensino remoto, em universidade pública do Sul do Brasil. Trata-se de pesquisa qualitativa que utilizou a perspectiva teórico-metodológica da fenomenologia da percepção. Foram realizadas entrevistas e análise documental dos portfólios dos estudantes que vivenciaram a atividade de ensino com foco na educação interprofissional (EIP) remota, no período pandêmico. A experiência foi marcada por interações mediadas pelo uso de plataformas digitais entre estudantes, professores e profissionais, oportunizando o desenvolvimento de competências colaborativas. Desigualdades no acesso à internet/equipamentos adequados ao ensino remoto, situações pessoais familiares relacionadas ao viver uma pandemia e dificuldade de criação de vínculos foram barreiras relatadas. EIP vivenciada em cenários de prática do Sistema Único de Saúde (SUS) foi percebida pelos estudantes como essencial à formação dos profissionais da saúde.

O impacto da covid-19 nos alunos de graduação de odontologia e a perspectiva de retorno às atividades presenciais

Abstract Introduction mass contamination by the new coronavirus caused enough damage for the pandemic to extend indefinitely Objective the objective of this study was to analyze the emotional factors acquired by students from a dentistry course during the COVID-19 pandemic period and the influences related to the resumption of face-to-face activities. Material and method it is an observational, cross-sectional and analytical research conducted at a public university in the state of Pará, Brazil. A research questionnaire, prepared by the authors and validated by the ethics committee of the Federal University of Pará, was applied to the academic community for a period of three months (November 2020 to January 2021). The analysis was performed using the Excel program, Kappa statistics and the Chi-squared test, whose results were presented as frequency and percentage. Result a total of 188 dental students participated in the research. The findings proved to be in accordance with the hypothesis generated by the researchers, about 19.2% had emotional crises and 3.7% increase in the lockdown period. As for the expectations for care services, there was an increase in the oppressive state of psychic crises (anxiety, stress, anger, fear), considered influential in the cognition of behavioral traits during post-pandemic care. Conclusion the study identified that the emotional changes acquired in the pandemic outbreak had a negative impact on student performance; however, depressive symptoms were expressed in graduating students.

Work-related stress in Medical and Dentistry programs.

Stress occurs more frequently in groups in which the degree of responsibility and decision-making power play notable roles in society, such as professors and health professionals. To measure and understand the stress of professors in the undergraduate course of Medicine and Dentistry of a private educational institution in northeastern Brazil. Observational, descriptive and exploratory study with a quantitative approach was conducted between November 2018 and September 2019. A total of 184 professors participated in the study, answering the following instruments: demographic sociodata questionnaire, Stress Symptoms Inventory and the Preliminary Burnout Identification Questionnaire. The Post-Traumatic Stress Symptoms Scale was applied to the 60 professors with stress. The data obtained were submitted to data analysis through Pearson's chi-square test and logistic regression. Stress was present in 40.3% of the professors, with a predominance of the resistance phase (85%) and signs indicative of burnout. There was a significant correlation between the presence of stress and the time of traumatic event either with the individual himself or with some relative and/or close friend. There was no correlation between the traumatic events and Post Traumatic Stress Disorder, although a significant correlation was observed between Post Traumatic Stress Disorder and burnout. The results point to the need to properly identify and manage stress so that the teaching experience is healthy and conducive to the teaching-learning process.

Pandemia da Covid-19: um evento traumático para estudantes de Ciências Biológicas e da Saúde?

Abstract: Introduction: Health Sciences university students were especially affected by the Sars-CoV-2 virus pandemic. The anxieties intrinsically related to Covid-19 were added to the impacts related to the changes that have taken place in academic institutions, particularly the change to online teaching, a methodology that can generate discomfort for students, in addition to several obstacles related to teaching and learning, which can have important traumatic effects on the mental health of this population. Objective: To assess the mental health burden caused by the COVID-19 pandemic, as a traumatic event capable of triggering psychiatric disorders, such as Post-Traumatic Stress Disorder (PTSD), in university students. Methods: This is a cross-sectional and quantitative study, of analytical-descriptive nature, carried out by filling out an anonymous digital form, initiated after prior approval by the Research Ethics Committee. The subjects were students of Biological and Health Sciences at a State University located in the southeastern region of Brazil. The sample consisted of 618 students. Results: 618 forms were answered by students attending the courses of Physical Education (28.8%), Medicine (25.4%), Dentistry (18.1%), Biological Sciences (15.2%) and Nursing (12.5%). The presence of post-traumatic stress symptoms assessed by the Impact of Event Scale - Revised (IES-R) obtained a prevalence of 32.7% (n = 202) among university students from Biological and Health Sciences courses. Conclusions: There was a significant impact on the mental health of university students, with the presence of depressive symptoms, anxiety and stress above those found in the scientific literature and, consequently, a high prevalence of PTSD.

Transient Effect of Acute Mental Stress on Corrected QT Interval among Healthy Male Students

Introduction: The time taken for depolarization and repolarization of the ventricles is represented by the QT interval. Psychological factors such as active mental stress may influence the action potentials developed in the heart and may alter QT interval of an individual. Therefore, our study was targeted to find the transient effect of acute mental stress on corrected QT interval among the healthy male students. Methods: An experimental study was conducted among 55 male first year undergraduates, studying medical and dental courses in Nepal Medical College and Teaching Hospital (NMCTH). The study was executed in the Electrocardiography (ECG) lab of Department of Physiology of NMCTH from September 2022 – November 2022. ECG was obtained before and after the application of active/acute mental stress using standard mental arithmetic test (MAT) for 1 minute. Results: In comparison to rest state, a statistically significant decreased RR interval and increased heart rate (p&lt;0.001) was observed after MAT. A statistically significant decrease in QT interval [0.35±0.05 sec Vs 0.32±0.05 sec] (p&lt;0.001) and QTc interval [0.41±0.05 sec Vs 0.39±0.05 sec] (p&lt;0.001) was observed after MAT. Nevertheless, there was no statistically significant change in QRS duration after the MAT (p=0.16). Conclusion: Acute mental stress causes shortening of the QTc interval in young healthy males.

Study of the use in autonomy of intraoral scanning systems to optimise dental students' performances in fixed prosthodontics practical learning in second year.

The purpose of this study was to evaluate if the use of intraoral scanner analysis could help students to optimise their performance and their self-assessment abilities in prosthetic preparation without the teacher's assistance in the preclinical course. Ninety-five second-year dental students were randomly divided into three groups: Control group (C), CeRec group (CR) and PrepCheck group (PC). Group C only use silicon keys to control the preparation thickness. The students in Group CR analysed their work with Cerec™ software. The Group PC use a pedagogic software (PrepCheck™) which allowed comparison with the "master" preparation. They used control tools preparations for three consecutive training sessions. Then a final assessment session without control tool to evaluate their performance was organised. All preparations were objectively evaluated thanks to stl. analysis software (Geomagic® Control X). Each preparation was compared with the master preparation by defining tolerance ranges. An objective overall score out of 20 was assigned to each preparation according to their degree of correspondence. In addition, a questionnaire was performed to analyse the students' perceptions regarding the use of intraoral camera. During the assessment session, no significant difference was revealed between the different groups with respect to the students' performance. The comparative analysis between the self-assessment scores and the objective scores using Geomagic® software showed that digital control tools did not help the student to improve their self-assessment abilities without the teacher's assistance. The intraoral cameras and specific pedagogic software in autonomy could not improve students' performance for teeth preparation and self-assessment abilities in second year. These digital tools facilitate objective feedback on preparation defects, but constructive criticism needs human reflection. The teacher's opinions and advice remain essential to develop their students' performance and self-assessment skills. The use of digital tools must be integrated in dentistry course to develop the interpret of the results and optimise feedback.

Dental students' satisfaction with their course and how it is associated to their satisfaction with life and career outlook.

the present study investigated associations between undergraduate students' satisfaction with the dental course and their satisfaction with life, perception of professional career and sociodemographic factors. this was a cross-sectional study on 512 dental students from a Brazilian School of Dentistry. Students were asked to respond to three questionnaires about sociodemographic characteristics, academic, and professional perceptions. Satisfaction with life was measured using the Brazilian version of the Satisfaction with Life Scale, which comprises five statements with responses scored on a seven-point Likert scale ranging from "I strongly disagree" to "I strongly agree". Unadjusted and adjusted multiple logistic regression analyses were performed to test associations between satisfaction with the dental course and key variables. most participants were female (73.2%), single (99.8%) and with mean age 21.77 (±2.71) years. Approximately three quarters had a family income over three times higher than the national monthly minimum wage. Higher satisfaction with the course was associated with more optimistic perception of the job market (OR=2.44; 95% CI: 1.36-4.40), better academic performance (OR=1.65; 95% CI: 1.00-2.74) and greater satisfaction with life (OR=1.10; 95% CI: 1.06-1.15). Students' sex and family income did not have significant impact on satisfaction with the dental course. satisfaction with the dental course is related to an optimistic perception of the job market, academic performance and satisfaction with life.

COVID-19 Adaptations with Virtual Microscopy.

This chapter aims to discuss and compare the different approaches used to teach histology to dental students before and during the COVID-19 pandemic and reflect on the best practices to be retained. Prior to the COVID-19 pandemic, the University of Glasgow School of Dentistry converted its large and unique collections of microscopy slides into digital files to curate this unique asset and protect it for prosperity. Initially, a virtual microscopy (VM) educational platform was purchased to allow digital teaching of histology, oral biology, and oral pathology. Prior to COVID-19, dental undergraduate students received VM teaching via a blended learning approach with theoretical content preceding a practical discussion session using VM. Some teachers in later years of the dental course experimented with flipped class strategies. At the beginning of 2020, with the lockdown restrictions imposed, the teaching content all had to move to remote online learning with virtual sessions, recorded video classes, online content, videotelephony, and online chat, allowing the students to undertake the content asynchronously and remotely. To overcome the interactive limitations of online delivery, a Microsoft Team was created in some sessions and used to support active small group learning and teaching of general histology allowing students to share histological annotations with their peers and tutors. The experience of teaching histology using only virtual and online content has had a positive academic outcome for the students as all first year students had passed their exams. However, we also recognise several limitations, such as the restrictive interpersonal interaction using videotelephony and online chat as well as the ad hoc feedback. The processes used and the challenges and benefits of VM will be discussed in this chapter.

Critical reflections on an interprofessional collaboration to develop domestic violence curriculum in an undergraduate dentistry program

ABSTRACT There is growing recognition of the critical need to incorporate Domestic Violence (DV) curriculum into dentistry degrees. Interprofessional collaboration between Social Work, DV sector and Dentistry developed and delivered the Dentistry and Domestic Violence – Recognise, Respond and Refer (DDV-RRR) program within an undergraduate dentistry degree in Australia. This article presents our critical reflections on the collaboration, development and delivery of this program. Selected questions from Fook’s critical reflection model were utilised to guide the reflection process. Key learnings from this process include acknowledging inherent challenges, power and barriers in collaborative projects; importance of interprofessional collaboration for best practice; and the importance of interpersonal/professional relationships for forming and maintaining interprofessional collaborations. We share the learnings from our critical reflections as an example of how interprofessional collaboration enhances the development and delivery of DV curriculum in one undergraduate dentistry course.

The Impact of a 1-Year COVID-19 Extension on Undergraduate Dentistry in Dundee: Final Year Students' Perspectives of Their Training in Oral Surgery.

The detrimental impact of the COVID-19 pandemic on dental education prompted the Scottish Government to fund an additional year to the dental course to ensure that the students had the necessary clinical experience. The aim of the study was to better understand the final year student perceptions of this extension on their oral surgery experience at the University of Dundee. This mixed methods study consisted of an anonymous online questionnaire and a focus group. Forty-one students (69.3%) completed the questionnaire and ten students participated in the focus group. Thirty-six (88.8%) students agreed that the oral surgery teaching provided sufficient knowledge to undertake independent practice. All of the students felt confident to carry out an extraction, and the majority of them (n = 40, 95%) felt confident to remove a retained root, however, their confidence with surgery was lower. The extension gave the students sufficient experience in oral surgery to gain confidence in clinical skills and an appropriate level of knowledge in preparation for the next phase of their career. Most of the students agreed that the extension was necessary and beneficial. This cohort graduated with more oral surgery experience than any of the students did in the previous 4 years from Dundee and with experience that was comparable with the students at other schools in the pre-COVID-19 era.

Knowledge and awareness of forensic dentistry course among undergraduates.

Forensic odontology is an expanding field within the domain of forensic sciences, where dental knowledge is applied in identification of individuals through analysis of the dental-related records. The study goal was to determine if undergraduate students were aware of the forensic dentistry course. A cross-sectional survey was initiated about the need for forensic courses in UG program. Nearly 100 students participated in this survey, data have been collected, and graph has been plotted. Data have been collected with the help of SPSS software; data have been analyzed and plotted as graph. One hundred students responded the survey; only limited people's opinions have been collected. The result varies among the students; 58% knows about the importance of forensic odontology in dentistry using Chi-square value, P = 0.09. The majority of students, who replied to this poll, had some understanding and awareness of forensic odontology in dentistry, but they need to learn more about how it is practiced.