Dental Student Learning Research Articles

Through the Students Lens: Comparing effectiveness of Face-to-Face vs. Online Learning of Undergraduate Medical and Dental Students in Islamabad, Pakistan

Objective: To get an insight from the undergraduate medical and dental students regarding the effectiveness of online vs. face-to-face learning in terms of increasing knowledge, clinical skills and social competency. Methodology: A cross-sectional descriptive study in which 391 students of a private medical and dental college in Islamabad participated from September, 2023 till December, 2023. Study participants were selected using consecutive sampling technique. Data was collected using a structured questionnaire that was adapted from a published study. Summary statistics for continuous variables and percentage and frequency was computed for categorical variables. Wilcoxon signed-rank test was used for comparisons between online and face-to-face learning. Results: There were 33.2% male and 66.8% female students. The mean age of the participants was 20.75±1.57. Face to face learning was more effective in increasing knowledge as compared to online teaching (p =0.001). Similarly, Face to face learning was more effective as compared to online learning in increasing practical/ clinical skills and social competency (p =0.000). A majority of students (61%) reported that the primary advantage of online learning is the convenience of accessing education from home without the need to travel. This is a well-known benefit of online learning. The most significant disadvantage, cited by 70% of students, was technical or internet problems. Conclusion: In conclusion, this study underscores the inadequacy of online learning alone in terms of increasing knowledge, clinical skills and social competency among medical and dental students. Our findings clearly demonstrate that face-to-face or blended teaching methods are essential for fostering comprehensive learning experiences that include hands-on practice, interactive learning environments, and the development of clinical skills.

Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa.

Healthcare embraces simulation's learning boost, from medicine to dentistry. But can it unlock the secrets of intricate fixed prosthodontics? This study takes a pioneering step to find out. To evaluate low-fidelity medical simulation (LFMSim) in fixed prosthodontics by assessing its effectiveness in training corono-radicular preparations and by exploring participants' perceptions of LFMSim as an innovative teaching tool for developing pre-practice skills. A prospective, descriptive study was executed to explore these facets among 6th-year students. The Debriefing Assessment for Simulation in Healthcare (DASH©) evaluation grid, student version, was employed for assessment. The study encompassed one week, from 03/03/2023 to 10/03/2023. The study involved 28 learners with an average age of 23 and a sex ratio of 0.33, half of whom had prior exposure to simulation sessions. Seventy-five percent of participants watched the instructional video a day before the simulation, with nine expressing presession stress. Overall, 19% of students found the session as expected, while 43% considered it better than anticipated. Satisfaction levels varied, with 50% indicating they were "rather satisfied," and 46.4% expressing absolute satisfaction. The Debriefing Assessment using DASH yielded an average score of 4.85. The study's findings shed light on the effectiveness of LFMSim in training corono-radicular preparations and post-space impressions for fixed prosthodontics among 6th-year students. The varied satisfaction levels and the emphasis on debriefing discussions suggest avenues for improving simulation sessions in the future. These insights are pertinent for educators and institutions aiming to enhance dental education through innovative teaching tools like simulation. By refining simulation sessions based on debriefing feedback, educators can better prepare students for real-world clinical scenarios, ultimately improving patient care outcomes. This highlights the practical importance of incorporating simulation-based learning into dental curricula. How to cite this article: Hadyaoui D, Boukhris H, Riahi Z, et al. Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa. J Contemp Dent Pract 2024;25(5):463-472.

Multiple choice as formative assessment in dental education.

The effectiveness of multiple-choice questions (MCQs) in dental education is pivotal to student performance and knowledge advancement. However, their optimal implementation requires exploration to enhance the benefits. An educational tool incorporating MCQs was administered from the 5th to the 10th semester in a dental curriculum. The students filled out a questionnaire after the MCQ, which was linked to the learning management system. Four cohorts of four semesters generated 2300 data points analysed by Spearmen correlation and mixed model regression analysis. Demonstrated a significant correlation between early exam preparation and improved student performance. Independent study hours and lecture attendance emerged as significant predictors, accounting for approximately 10.27% of the variance in student performance on MCQs. While the number of MCQs taken showed an inverse relationship with study hours, the perceived clarity of these questions positively correlated with academic achievement. MCQs have proven effective in enhancing student learning and knowledge within the discipline. Our analysis underscores the important role of independent study and consistent lecture attendance in positively influencing MCQ scores. The study provides valuable insights into using MCQs as a practical tool for dental student learning. Moreover, the clarity of assessment tools, such as MCQs, remains pivotal in influencing student outcomes. This study underscores the multifaceted nature of learning experiences in dental education and the importance of bridging the gap between student expectations and actual performance.

The Role of Chatbot GPT Technology in Undergraduate Dental Education.

This comprehensive article explores the transformative role of Chatbot GPT, based on the GPT-3 architecture, in revolutionizing dental education. The focus is on its impact across various facets, including personalized learning pathways, integration into virtual patient simulation scenarios, 24/7 accessibility, multilingual support, interactive dental dictionary functionality, evidence-based learning, and assessment and evaluation of dental students. The objective is to showcase how Chatbot GPT enhances educational experiences, promotes inclusivity, and aligns with contemporary pedagogical principles. Chatbot GPT emerges as a powerful ally in dental education, offering personalized learning experiences, risk-free clinical simulations, continuous accessibility, multilingual support, instant terminology assistance, evidence-based learning resources, and real-time assessment capabilities. Its adaptability caters to diverse learning needs, fostering a learner-centered approach and promoting lifelong learning for both dental students and practitioners. As a versatile tool, Chatbot GPT not only transforms the educational journey but also serves as a valuable asset for continuous professional development in the dynamic landscape of dentistry.

Enhancing Dental Education: Impact of Remote Teaching on Dental Students' Academic Performance in Orthodontics-A Pilot Study.

Remote teaching strategies have been widely adapted in recent years but their impact on dental students' learning outcomes is less well understood. The aim of this mixed-method pilot study was to examine the impact of remote teaching on undergraduate dental student's learning outcome as assessed by examination performance and student feedback in an orthodontics course. Out of the lectures (19 in total), 10 were delivered remotely (live online lecture or video recording) and 9 as traditional classroom teaching in 2023. The course examination, completed by 47 of the 48 course participants, consisted of 38 single best answer multiple choice questions with 2 questions dedicated to each lecture topic. The average lecture attendance was 83% of the students enrolled in the course. Statistical analysis revealed no significant association between examination scores and the mode of teaching or the mandatory nature of the lecture (rs = -0.022, p = .897 and rs = -0.048, p = .773, respectively). However, individual students' examination scores correlated positively with the frequency of lecture attendance (rs = 0.416, p = .004). Students' preferences were in favor of blended learning approach, although notable individual differences in opinions were observed in the feedback received. The findings of this study support the hypothesis that remote teaching generates an equally good learning outcome in orthodontics as classroom lectures, as reflected by examination performance.

Evaluation of learning and study strategies of Clinical Dental Students of Islamic Azad University of Tehran :2021-2022

Evaluation of learning and study strategies of Clinical Dental Students of Islamic Azad University of Tehran :2021-2022

Dental Teacher Feedback and Student Learning: A Qualitative Study.

Feedback is essential to improve student learning and motivation and to encourage curriculum development by teachers. This study looked at feedback to and from dental students from a qualitative perspective. Dental teachers were recruited exclusively to this study from the membership of the Association for Dental Education in Europe (ADEE). Delegates from each of the four annual ADEE conferences were invited to attend focus groups to discuss aspects of feedback. Focus groups established an individual theme for the respective conferences: (i) the role of the teacher in delivering feedback; (ii) feedback from the students' perspective; (iii) changes to feedback due to the COVID-19 pandemic; and (iv) integrating feedback with assessments. Qualitative data collected from the conference delegates were diverse and thought provoking. Delegates reported different styles of feedback varying from individual, personal feedback to no feedback at all. An enforced and mostly positive adaptation to online delivery during the COVID-19 pandemic was reported. A partial return to pre-pandemic practices was described. Feedback is well recognized by students and teachers as contributing to learning. A universal approach to delivering feedback as part of the student learning process can be challenging due to a multitude of variables. Many aspects of changes in dental education, teaching, and feedback practices adopted as a result of the COVID-19 pandemic have been retained post-pandemic, thereby accelerating the anticipated progression to online teaching.

Mobile Tool Allows for Dental Student Learning on the Go

Mobile Tool Allows for Dental Student Learning on the Go

A homemade simulation model improves the impact of e-learning for the practical administration of dental anaesthesia.

A simulation model improves the learning of dental anaesthesia in dental students. This study explored first, the making at home of a dental anaesthesia simulation model by dental students, and second, the impact of that simulation model on the learning of dental students following an online course. We compared the level of knowledge, the level of perception of confidence to perform the basic injection technique (BIT) of dental anaesthesia, and the level of attitude towards e-learning of the BIT between a group of dental students who had an online course with a home-made dental anaesthesia simulation model (HMDASM) and a group of dental students who did not use that model. A group of participants (n=28) used the HMDASM to learn the BIT with an e-learning course. Another group of participants (n=28) followed the same e-learning course, but that group used a lemon to practise the BIT. The two groups answered questionnaires that explored the level of theoretical knowledge on the BIT, the level of perception of confidence to perform the BIT, and the level of attitude towards e-learning of the BIT. Questionnaire scores from each group were compared by a Student's t-test (p ≤ .05). The group that used the HMDASM had a level of knowledge similar to that of the other group (p > .05). The group that used the HMDASM had a level of perception of confidence to perform the BIT and a level of attitude towards online learning of the BIT higher than those of the group that did not use the simulation model (p < .05). The use of a HMDASM had a positive effect on dental students following an online course to learn the BIT.

Real-Life Cases in Student-Family Environment as a New Model for Case-Based Learning for Dental Students in Pathology: Students’ Perspective

Background: Case-based learning is a widely accepted technique to promote critical thinking in health care students. This paper focuses on active learning through real life clinical cases as opposed to hypothetical cases in the dental academic curricula. The overall experience of the faculty as well as the students throughout the case assignment has been reported in this study. Objective: This study provides a student’s perspective and insight into an innovative real-life case-based approach in online learning of pathology. Material and Methods: A real-life case of hypertension, diabetes or both was assigned to the Bachelor of Dentistry students in their second academic year of Pathology. The case was then presented by the students, followed by an open discussion involving peers and faculty members. Students’ responses were obtained for the assignment. Results: The response of students towards case assignment was promising and their feedback on each aspect of the assignment has been described. Faculty perception has also been included in order to share feedback about the students’ participation in the assignment from a faculty viewpoint. Conclusion: The present study introduces an innovative teaching method in medical education which can be utilized in the online learning of pre-clinical subjects and even clinical subjects during adverse situations when patient exposure is less. The real-life case-based learning method discussed in this paper offers real potential in developing critical diagnostic skills in students under a realistic clinical environment

Content Analysis of YouTube Videos That Demonstrate Periapical Radiography

No prior study has evaluated the content of YouTube videos that demonstrated how to take periapical radiographs, one of the commonest radiographic examinations in dentistry. This study provided a content analysis on these YouTube videos. Three separate searches were performed with the following search strings: (1) posterior periapical, (2) molar periapical, and (3) anterior periapical. The videos resulting from the searches were sorted by view count, and their related videos (as listed by YouTube on the right of the screen) were also screened. Exclusion criteria included irrelevance to periapical radiography, no real patient involved, no demonstration of periapical radiography procedures), non-English video, and duplicate videos. Finally, 21 videos were included and analyzed. For each included video, the following aspects were evaluated: general settings (types of image receptor, patient age, and radiographic technique), patient preparation, machine preparation, receptor placement, and operator safety. All but one were demonstrated with an adult patient. The videos were largely based on digital imaging with the use of either intraoral sensors or phosphor plates, and mostly used paralleling technique. Several common issues were identified, such as not removing the metallic objects from the patient’s head and neck region, not showing the selection of radiation dose, not placing the orientation dot on the film or phosphor plate on the occlusal side, and not wearing proper personal protective equipment. More instructional videos are definitely required. Future videos should eliminate these issues, and also demonstrate with pediatric patients. Perhaps the dental radiology department of a well-established university should be enticed to produce an instructional video that presents the technique in a flawless presentation, to facilitate the learning of dental students, dental hygienists and dental assistants who have yet to master their skills.

Evaluation of distance learning and online exam experience of Turkish undergraduate dental students during the Covid-19 pandemic.

Although distance education has been received as an effective educational method in dentistry, the assessment of distance learning and online-exam methods in instantaneous conditions such as a pandemic has not been completely researched. The purpose of the present study was to assess student satisfaction with the distance learning and online-exam experience of dental students in Turkey during the pandemic. Dental students in selected Turkish universities were invited to participate in the research. As a data collection tool, socio-demographic data and a web-based questionnaire consisting of 23 questions, addressing the problems experienced in education during the Covid-19 pandemic period and questioning the solutions of students regarding these problems were used. Satisfaction and attitudes towards distance education and online exams were examined. A total of 1375 students participated in the study. The percentages of students at the various grades of dental school were as follows: first grade = 11.2%, second grade = 18.2%, third grade = 28.3%, fourth grade = 27%, and fifth grade = 15.1%. There is a significant relationship between classes and all scale expressions (P < 0.05). While 11.2% of the students who responded had not experienced any problems, the most common problem was that practical training could not be performed (45.8%) and the lessons were inefficient (29.7%). Dental students demonstrated a low degree of satisfaction and a negative attitude towards distance learning and the quality of presentation of educational material.

Effectiveness of Technology-based Education on Learning of Dental Students during the Covid-19 Pandemic

Effectiveness of Technology-based Education on Learning of Dental Students during the Covid-19 Pandemic

Penntorship: The value of mentoring during a pandemic.

This survey study explored the benefits of a newly developed mentoring program, Penntorship, for mentors and mentees. Seventy dental students volunteered to mentor WPHS students throughout the 2020-2021 school year. After receiving training by Mentor Independence Region, mentors coordinated weekly meetings with mentees on Zoom to assist with homework assignments, discuss interests, and assess mentee's career goals. Over six months, 185 mentor meetings were held by 56 dental students with 28 different high-school students participating in the program. Surveys were distributed and analyzed to determine outcomes of the program. Survey results revealed that both dental students and high-school students gained new friendships, improved communication skills, and developed a positive perspective during the pandemic. With online learning formats and social distancing during the pandemic, dental students expressed a need for more social interaction. Penntorship served to support dental students during this challenging year and filled a social need for young individuals in the community. Both mentors and mentees benefited from the program and will continue to work together in the coming academic year. *IRB approval obtained 8/30/2021.

Maximizing Student Clinical Communication Skills in Dental Education-A Narrative Review.

Dental student training in clinical communication skills and behavioral aspects of treatment are lauded as clinically meaningful in the dental education literature. However, many dental school curricula still only provide didactic, one-time coursework with multiple choice examination assessment and little or no student skill-activating activities. This article aims to review literature relevant to optimizing clinical communication and behavioral skills in dental education. The review summarizes findings of several relevant reviews and usable models to focus on four themes: (1) special characteristics of dentistry relevant to communication skill needs, (2) essential components of dental student learning of communications skills, (3) clinical consultation guides or styles and (4) optimal curricular structure for communication learning effectiveness. Contexts of communications in the dental chair differ from medical and other allied health professions, given the current mostly dentist-dominant and patient-passive relationships. Patient-centered communication should be trained. Dental students need more practical learning in active listening and patient-centered skills including using role-play, videotaping and ultimately, real patient training. Medical consultation guides are often unwieldy and impractical in many dental contexts, so a shortened guide is proposed. Communication skills need to be learned and taught with the same rigor as other core dental skills over the entire course of the dental curriculum.

Evidence- Based Dentistry: Integration in Predoctoral Curriculum

Scientific evidence is one of the fundamental principles of dental practice. Evidence-Based Dentistry (EBD) integrates the use of the best evidence by taking into consideration the expertise of clinicians and the needs and preferences of patients to inform therapeutic decision-making. Therefore, the practitioner needs to acquire this skill. Considering the constant development of new therapeutics, and technologies and the demand for quality of treatment in contrast to the lack of training in this field, the integration of EBD in the curriculum has become a necessity. Our work aims to define the interest of EBD, to make an inventory but also to highlight the applicability of evidence-based dentistry by focusing on the organizational aspect and the various constraints that can accompany the integration of EBD in the learning of dental students. Materials and methods: A search and review of the literature were conducted to highlight the importance of the acquisition of this skill and its application in the field. Results: The integration of critical thinking and EBD into the undergraduate curriculum prepares graduates to maintain a state-of-the-art evidence-based clinical practice. EBD has the potential to change the future course of oral health education, patient care, reimbursement, research programs, and evidence-based health policy.

Medical and Dental Students’ Perception of Online Learning across Pakistan in the COVID Pandemic Era: A Review Article

The widespread lockdowns due to the COVID pandemic led to an abrupt shift in the medical education sector from a conventional to an online education system. The aim of this study was to determine the perception of medical and dental students regarding the acceptance of e-learning in Pakistan. A thorough literature search was conducted on PubMed and Google Scholar; six articles were included in this review. Perceptions of students regarding online medical learning were compiled. These perceptions were related to both non-clinical subjects as well as the attainment of clinical skills through online education. This review also highlights online educational challenges such as the level of student-teacher interaction, internet connectivity issues, and perception of fairness in online assessments. Online learning during covid pandemic has not been a successful mode of learning for undergraduate medical and dental students across Pakistan. This specifically stands true for the learning of clinical and laboratory skills.

Research on the immersion in learning, class satisfaction, and academic achievement of dental technology students in online learning

Research on the immersion in learning, class satisfaction, and academic achievement of dental technology students in online learning

An Updated Insight into Learning Approach of Government Sector Dental Students in Balochistan

Introduction: Learning approach is impacted by character attributes, domain of study, assignments assigned and requirements of medical/dental program. This helps in acquiring cognition through surface and deep learning that influences the amount and standard of learner’s acquisition of knowledge. &#x0D; Aims &amp; Objectives: The objective of this work was to appraise Learning Approach (Deep or Surface Learning) of dental students at a public sector medical college.&#x0D; Place and duration of study: Bolan Medical College, Quetta, June-November 2016.&#x0D; Material &amp; Methods: After ethical approval, a descriptive observational Census was conducted using RLS tool on 85 BDS (Bachelors of Dental Surgery) students at Bolan Medical College, Quetta. Data was collected on 14 RLS Likert scale variables and analyzed with SPSS version 20.&#x0D; Results: Eighty-five students participated in study; the response rate was 89.4%. Females constituted 72% of the participants with a mean composite RLS score of 64.26 ± 12.46. Highest mean score was noted for variable 6 (aware of learning task 6.07 + 1.46) with 85% reporting a positive attitude, followed by 71% on variable 14 (self-assess 5.36+ 1.95),68% on variable 12 (use capacity to reflect 5.24 + 1.66) and variable 8 (ponder for learning 5.24 + 1.59). Sixtyseven percent students were able to eliminate study related negative feelings. No statistically significant differences were found between genders and four academic years on all 14 items.&#x0D; Conclusion: BDS students demonstrated deep learning behavior through mitigating their negative thinking, memorizing learned material, self-assessment of their work and clarifying concepts by making association among themes to better understand the acquired knowledge and impression about subjects.

Enhancing dental student learning outcomes via cumulative formative assessment approaches.

Enhancing dental student learning outcomes via cumulative formative assessment approaches.