Dental Training Research Articles

Decision Making in the Restoration of Endodontically Treated Teeth: Effect of Biomimetic Dentistry Training.

The restoration of endodontically treated teeth (ETT) is challenging as these teeth often present with structural deficiencies. Currently, there is no consensus regarding the final restoration choice. Historically, the full coverage crown was the universally selected treatment for endodontically treated teeth. With advances in adhesive and biomimetic dentistry, more minimally invasive treatment modalities have become a viable option. With this study, we aim to understand the restorative decision of the general dentist with or without additional training in biomimetic dentistry. Seventy-eight general dentists, with or without biomimetic training, were surveyed to determine their restorative preferences on five extracted posterior teeth, categorized according to volumetric loss of tooth structure, as indicated by the number of missing walls, the isthmus width, the presence or absence of marginal ridges, and cusps. CAD/CAM reconstructions were made with the teeth to analyze the volume of tooth loss and compare these with the survey results. Data were compared using the chi-squared test and Fisher's exact test. The frequency of responses recommending a crown and the volume of tooth loss were correlated using the Pearson test (p < 0.05). For all five teeth, survey responses showed a statistically significant difference in the restorative decision of full coverage versus alternative restorations, with biomimetic dentists selecting a direct restoration or inlay/onlay in lieu of a full coverage crown (n = 63, p < 0.05). The age of the participant did not have a significant impact on the restorative decision making process for these teeth. The biomimetic trained dentists showed a greater tendency to select a crown option only when the volume of tooth loss was greatest, otherwise their restorative decisions tended towards the conservative treatment options. This study also demonstrates a novel method of digitally developing a volume of tooth loss to compare against the visual interpretation of the volume of tooth loss.

Memoirs of a Dentist, Soldier, Administrator, the New NDA and an Educator.

My military and dental career started when I won the Dental Cadetship, a scholarship scheme of the Nigerian Army in October 1967 to read Dentistry at the College of Medicine, University of Lagos, Idi Araba (CMUL). Suddenly, the Nigerian Civil War started and I had to undergo my basic military training at the Army Depot, Abeokuta. I completed my dental training in June 1972. I was in the second set of Dentists graduated from CMUL and the first Odogbolu dentist.

THE USE OF INFORMATION TECHNOLOGIES FOR TRAINING FUTURE DENTAL DOCTORS

The modern education system is focused on implementing the high potential of computer and telecommunication information technologies, which provide offering valuable opportunities for knowledge acquisition and practical skill development. This article aims to explore several information technologies that can be effectively utilized in the teaching of dental disciplines.&#x0D; One approach involves utilizing educational materials available on the department's website or computer labs as information technologies. During practical classes, instructors should introduce students to scientific advancements made by faculty members within the department and other relevant departments of the university, specifically related to the subject matter being taught. Students can also be assigned tasks to independently explore and locate such information on the Internet.&#x0D; To ensure the effectiveness of information technologies in acquiring practical skills during distance learning, several conditions can be implemented. These include establishing video communication between students and instructors, conducting online demonstrations of diagnostic and treatment procedures performed by highly skilled dentists, accompanied by instructional commentary from the instructor. Additionally, granting access to detailed descriptions of complex diagnostic cases and dental disease treatments can further enhance the learning experience. Furthermore, instructors can conduct virtual master classes by demonstrating practical skills on dental phantoms during online conferences.&#x0D; Students should be familiarized with various informational computer technologies employed in modern dentistry, such as CAD/CAM, computer tomography, and orthopantomography. Additionally, the utilization of different internet platforms for distance learning, which facilitate student engagement, can be considered as part of the information technology landscape.&#x0D; Consequently, information technologies are evolving in response to the demands of the current era and play a vital role in supporting the educational process in dental training. Exploring students' preferences regarding the benefits of different information technologies represents a promising avenue for future research in this field.

Tacit knowledge and the role of the dental educator.

This article seeks to explore tacit knowledge in the context of the practice and the role of a dental educator in a workplace learning environment. The key theoretical ideologies which underpin the definition of tacit knowledge have been outlined and practical examples to enable conceptualisation. The role tacit knowledge plays in procedural knowledge, performance of a skill and diagnosis and decision-making has been explained in further detail. Approaches to maximise the educational output of learning opportunities by using tacit knowledge and how an awareness of tacit knowledge can complement reflection have been considered. It is acknowledged that workplace learning is of mutual benefit to the dental educator, trainee and clinical team and that the development of the educator to make tacit knowledge explicit, can be achieved through peer observation, amongst other methods. Tacit knowledge is a key element underpinning learning in the workplace; the use of this knowledge can be applied in an advantageous manner, from both an educational and a personal developmental perspective.

Formation of professional competencies of a pediatric dentist

Relevance. The role of a dentist, who has devoted himself to pediatric dentistry, is undeniable in the population's health formation. Therefore, professional education in this field is an important task of Russian health care.Purpose. To substantiate the department contribution to the training of dentists, on the occasion of the 50th anniversary of the Department of Pediatric Dentistry and Orthodontics of the Tver State Medical University and the 105th birth anniversary of its founder, Professor R.D. Novoselov, MD.Material and methods. Based on the analysis of the main activities of the department's staff, we have identified the main achievements promoting the formation of high professional competencies in pediatric dentistry among graduates of the Tver Medical University.Results. The publication presents the milestones of the 50-year department history and the role of Professor R.D. Novoselov, DMD, the founder of the department, a participant of the Great Patriotic War, in training medical and pedagogical staff for pediatric dentistry, in creating a coherent system of organizing pediatric dental care not only in the Tver region but also in the Russian Federation.Conclusion. Teaching, methodical, scientific, medical and educational activities carried out for 50 years at the Department of Pediatric Dentistry and Orthodontics of the Tver State Medical University contributed to the training of medical personnel for pediatric dentistry and the improvement of dental health of the Tver region population.

Dental simulator based on a robotic complex with an integrated smart jaw

The study reflects the current trends in the digital format of educational technology in dentistry, which is a new paradigm in the training of medical personnel. The new-generation dental simulator is presented as an innovation in the educational process. The authors propose technically combining the accumulated positive solutions in this area using a single hardware and software environment, i.e., an anthropomorphic robot, whose hardware platform is expanded with additional specialized sensors and actuators. To increase the practical competencies of dental students and dentists when honing practical skills, the use of a dental simulator based on a robotic complex in the educational process is the most optimal way by creating a fully functional anthropomorphic dental robot, especially with integrated modules Smart-Jaw and Smart Teeth and supporting the communicative function through artificial intelligence. Currently, a fully functional prototype of the anthropomorphic robot simulator Promobot-Ct with a set of educational cases has been utilized, which is used to train dentists at Perm State Medical University, which was named after Academician E.A. Vagner.

Perception, attitude, and preference of trainees towards workplace-based assessment in dental education at a tertiary care institute in Multan, Pakistan.

Modern medical education has flourished with an emergent interest in a variety of assessment approaches that entails direct observation of performance and provision of feedback. Workplace-based assessment (WPBA) has been embraced into specialty training in the United Kingdom (UK) within National Health Service (NHS). In Pakistan, this educational framework is incorporated to gauge the clinical proficiency of trainees at the postgraduate and undergraduate levels. The present study was done to identify how WPBA is perceived by dental field postgraduate trainees in Pakistan. The study explored and ascertained trainees' perceptions, attitudes, and preferences considering their experiences with the systematic organization and execution of WPBA in dental educational settings. This cross-sectional study design involved the clinical trainees of various cadres in a tertiary care hospital in Multan. A structured and validated questionnaire previously used for another analysis was administered among 90 trainees at the institute. The results were analyzed and tabulated using SPSS-21. Influential statistics (Pearson's Chi-Square Test) was performed and the confidence interval was set at 95% (P≤0.05). The response rate was 88%. Opinions were more positive compared to the former surveys. The majority of the respondents (65.8%) have shown a positive attitude towards WPBA and preferred it to be a valuable assessment system as it fosters reflective practices in educational settings. In addition, it was shown that WPBA has the potential to improve clinical training (72.2%) and aid in the effective implementation of clinical practice (68.4%). As the system of digital education has been introduced ever since the pandemic, the highest percentage of participants (56%) preferred a combination of on-paper and online assessment systems. The study reported that WPBA proposes the opportunity to associate teaching, learning, and assessment. The faculty training program is a significant input to upholding the quality of WPBA. Empirical research on WPBA is essential to be carried out to overcome the inadequacies thus endorsing its application universally.

A survey of amalgam use to guide dental education curriculums.

To identify behavioral, preferential, and professional factors influencing the use of amalgam in private practices; and to compare the incidence of the placement of amalgam versus composite resin restorations in the province of Ontario and its pedagogical implications on dental curricula. Participants responded anonymously to a 23-question online survey about their current use of dental amalgam and composite resins as well as their opinions regarding both dental materials. The explanatory variables were associated bivariately with the outcome variables, and the most significant predictors were identified using the multivariate analysis. Higher percentages of amalgam use were reported among clinicians who trained in Canada only (P=.009), who graduated before 1980 (p=<.001) and who work outside private practice (p=<.001). Familiarity with amalgam was higher among clinicians who are female (p=<.001), older (p= <.001), trained only in Canada (p=.017), who graduated prior to 2000 (p=<.001), and who work in locations with populations over 100,000 (p=.042). Familiarity with composite resin was higher among clinicians who graduated more recently (p= .002). A higher percentage of females (p=<.001), younger clinicians (p=<.001), recent graduates (p=<.001), and clinicians who work in private practice (p=.043) suggested that over 50% of dental student training time be allocated to amalgam. Decreased amalgam use was reported by later dental graduates and private practitioners; this may be impacted by familiarity with dental amalgam. As amalgam remains a safe and effective dental material, its removal may not be prudent. Dental educators play a crucial role in the future of amalgam opinion and use.

Orthodontic management of traumatic dental injuries in Norway and orthodontists' perceptions of referral routines: A quality assurance survey.

Orthodontic treatment of patients with traumatic dental injuries is challenging, with limited evidence of routines and outcomes. The aims of this study were: (i) to describe how orthodontists perceive the information on traumatic dental injuries received by referral from the Public Dental Health Service before orthodontic treatment and (ii) to assess orthodontists' knowledge and working routines in managing traumatic dental injuries. Data were obtained through a survey of all practicing orthodontists registered as members of the Norwegian Association of Orthodontists (n = 203). Eighty-three orthodontists were enrolled, most of whom had received their dental degree (73.0%) and specialist orthodontic training (88.5%) in Norway. They reported examining patients with a history of traumatic dental injury at weekly (34.2%) or monthly (38.0%) basis. In 85.5% of cases, they obtained a history of traumatic dental injury from patients. Half of the respondents (51.3%) favoured two-phase early orthodontic treatment for patients with an overjet ≥6 mm. The observation time and treatment strategy showed considerable discrepancies across traumatic dental injury diagnoses. Most (59.1%) orthodontists considered the information on previous traumatic dental injuries provided by the Public Dental Health Services referral 'inadequate', more commonly in cases of mild (83.5%) than severe (57.5%) traumatic dental injuries. Orthodontic management of patients with traumatic dental injuries was characterised by lack of uniformity in both recommended observation time before orthodontic treatment and management strategy. The referral routines by the Public Dental Health Services for patients with traumatic dental injuries were perceived as 'inadequate' in terms of frequency and quality. The results indicate the requirement of standardisation of routines related to orthodontic management of traumatic dental injuries and referral routines by the Public Dental Health Services.

Dental students' clinical and academic experience during placement in a UK tertiary care children's hospital.

There are well-recognized difficulties across UK dental schools in recruiting paediatric patients who are willing to attend, have manageable dental disease, and do not require the behaviour management skills of an experienced dentist. This presents a concern for the skill development of the future workforce. At the School of Dentistry in Liverpool, the challenge to enable students to develop these core skills is supported by attendance at a tertiary care children's hospital. The present study investigates whether attendance of final-year dental students at a children's hospital affects perceptions of their surgical experience, self-reported preparation for working independently as a dentist, and understanding of specialist care. A self-administered online survey was distributed to final-year dental students (2020-2021). Quantitative and qualitative data were gathered using mixed item formats for descriptive analysis. Questions addressed themes including experience of primary tooth exodontia, understanding of general anaesthetic dental care and multidisciplinary patient management. The response rate was 90% (n = 66). Attendance was beneficial to student learning and experience; responders reported increased surgical experience, self-confidence and understanding of multidisciplinary care. Students developed insight into future career pathways. The present study supports the use of external clinic rotations, known as outreach placements, for dental student training. The findings support existing literature demonstrating the value of outreach placements in providing an experience not available in dental school environments. Dental students' perceptions of their surgical experience, knowledge of specialist care, and preparedness for independent practice may be enhanced by attendance to outreach placements.

Factors influencing professionalism during dental training at the University of Chile: perception of students and patients

BackgroundThe University should be considered a favourable space and agent for the training and transmission of values and attitudes related to professionalism, such as responsibility, teamwork and ethical commitment. In addition, dentistry is a profession with a deep social sense that seeks to solve the oral health problems of the population to improve the quality of life. In this context, our aim was to explore the perception of students and patients about the contribution of the curriculum to the development of professionalism and to identify the factors that strengthen and weaken this perception.MethodsA qualitative approach was carried out through focus groups and semi-structured interviews with students from the 4th, 5th and 6th year of training and patients treated at the Dental Clinic of our Faculty.ResultsIn the opinion of patients and students, the factors that debilitate the training in professionalism are associated with weakened professional values/behaviours in the training, the lack of teacher training of the professors and factors of educational environment. On the contrary, factors strengthening the professionalism are mainly related to hallmark values/ professional behaviours trained in the institution and to the good evaluation by patients. The respondents also perceive the implementation of a new curriculum as a positive factor for the training in professionalism.ConclusionThe patients and students interviewed believe that the main strength for the training in professionalism in the institution is the development of adaptability for the future professionals to any social context, especially to a vulnerable one, the ability to solve the problems they face and the responsibility towards the patients and their treatment.

Effects of informal learner handover in clinical dental education

BackgroundIt is currently under discussion whether Learner Handovers (LH) are beneficial, disadvantageous, or useful in Health Professions Education. Research has not been conducted to determine the extent of existing informal learner handover (ILH) through faculty discussions. In addition to providing stakeholders with added context, examining the nature of ILH may also provide insight into the bias associated with Learner Handover.MethodsTranscripts from a series of semi-structured Focus Group Discussions (FGDs) and interviews (from January to March 2022) were iteratively reviewed to identify relevant patterns and correlations. The study involved the voluntary participation of 16 active clinical dental faculty members with a variety of designations. We did not discard any opinions.ResultsIt was found that ILH had a mild impact on students' training. ILH effects can be categorized into four key areas: (1) faculty behavior with students, (2) faculty expectations from students, 3) teaching approach, and 4) faculty feedback practices. Furthermore, five additional factors were identified as having a greater influence on ILH practices.ConclusionsIn clinical dental training, ILH has a minor effect on faculty-student interactions. Faculty perceptions and ILH are strongly influenced by other factors contributing to the student's 'academic reputation. As a result, student-faculty interactions are never free of prior influences, so stakeholders need to take them into consideration when creating a formal LH.

VIRTUAL REALITY AND DENTISTRY

The field of dentistry could benefit considerably from virtual reality (VR). There will be several ways like Virtual reality can be used to teach patients about oral hygiene and dental procedures in a more dynamic and engaging way. Patients can utilize virtual reality (VR) to learn about various dental procedures, view 3D representations of their teeth and gums and comprehend how poor oral hygiene affects their general health. Many people experience fear or worry when going to the dentist, which can prevent them from getting the essential dental care. VR can reduce these anxieties by fostering a more tranquil and immersive atmosphere. For instance, patients might utilize virtual reality (VR) headsets to divert their attention during treatments or imagine serene settings to lessen anxiety. Virtual reality can also be utilized to educate and teach dental practitioners in a more effective and efficient manner. Before working on actual patients, students can perform a variety of dental operations in a virtual setting, which helps them develop their confidence and competence. VR can be used by dental practitioners to learn about new methods, instruments, and technologies. In general, the use of virtual reality in dentistry has the potential to enhance dental professional training and education, patient results, and patient involvement and satisfaction.

Working and training through COVID-19 - completion of UK dental foundation training portfolios: a two-cohort study

Introduction In March 2020, a cohort of dental foundation trainees (DFTs) were affected by the start of the COVID-19 pandemic. Then, in September 2020, a second cohort of DFTs began their training, with COVID-19 still affecting provision of primary dental care.Aims To study the effects of COVID-19 on these two cohorts by surveying Wales' dental core trainees (DCTs) who had been undertaking dental foundation training (DFTg) in 2019/20 and 2020/21.Materials and methods Following ethical approval, we conducted two online surveys for the 2019/20 and 2020/21 DFTs' cohorts. We compared and contrasted their reported completion of various DFTg curriculum components and any additional skills derived from redeployment.Results A response rate of 52% was achieved for both surveys. All participants successfully completed DFTg; although, some small differences were noted between the cohorts and their ability to fulfil all their portfolio requirements.Discussion Despite the effects of COVID-19, all DFTs were able to demonstrate completion of curriculum elements. The redeployment of three DFTs enhanced their learning. This was comparable to reports from other DFTs who were redeployed in the pandemic.Conclusions All DCTs surveyed from both cohorts successfully completed their DFTg portfolios. In some cases, additional skills were developed, which in the absence of the pandemic, may not have been the case.

Postgraduate education to expand access to dental care: A roadmap to community dental program development.

Evidence indicates an increasing shortage of dentists in communities across the United States with potentially significant implications for oral health, as well as overall health and well-being. One strategy to increase access to dental care in rural and underserved communities is community-based postgraduate dental training. However, developing new dental programs requires navigating complex accreditation, financial and community governance, among other, barriers. The Roadmap for Teaching Health Center Dental Program Development presents a framework that guides institutions through the successive steps of developing new postgraduate training programs from identification of need to ultimate maintenance and sustainability. The tool assists programs in anticipating and understanding requirements, reducing time, expense, and uncertainty. While the framework was developed for community-based programs, the steps are applicable to postgraduate programs sponsored by academic institutions as well.

Educational strategies in oral healthcare for the disabled and their effects on dental students' training.

To evaluate the effects of didactic and clinical training of dental students in treating Persons with Disabilities (PwD) on their self-perceptions about treating PWD. A pre-and postevaluation of a didactic-clinical educational strategy targeting oral health care of PwD was conducted among fourth-year undergraduate dental students at a Brazilian dental school. Semi-structured questionnaires were used to assess the following work environment parameters: technical, organizational, social, ethical, and managerial acumen. Data were analyzed using Fisher's exact and chi-square tests, with a significance level of 5% (p<0.05), to verify possible associations between the quantitative variables. A qualitative analysis was conducted through collective subject discourse. Significant differences were found in the self-perception of students' knowledge and abilities in providing low-complexity care for PwD before and after the training program (p=0.025). Students were more confident about managing and organizing the work environment (p=0.007) and providing humanized care to PwD (p=0.042) posttraining program. Additionally, a decrease in the feeling of insecurity (p=0.014) and feelings of pity, fear, or prejudice toward PwD (p<0.001) were observed posttraining program. Didactic and clinical training interventions for treating PwD improved the work environment of undergraduate dental students in technical, managerial, organizational, and ethical/social dimensions.

A longitudinal qualitative multi-methods study of new dental graduates' transition journey from undergraduate studies to professional practice.

New dental graduates' (NDGs) transition to professional practice is an important landmark and developmental stage in their career and in the UK it is supported by a formal educational transition process through a one-year salaried practice-based programme. However, little is known about graduates' experiences during this period. As part of a larger mixed-methods project, this study aimed to explore NDGs' experiences during their transition to professional practice, represented by Vocational Dental Practice. Sixty-six NDGs from one dental school were invited to participate. Two rounds of in-depth interviews were conducted: Interview 1 upon NDGs' graduation and then Interview 2 was a follow-up interview after they had spent six-nine months in vocational dental training (VDT). At Interview 1, a subset of participants agreed to record longitudinal audio-diaries (LADs) and continued these for 6-9 months into VDT. Data from the interviews and LADs were analysed together using a thematic analysis approach. Eleven of the 66 invited NDGs agreed to be interviewed at Interview 1 (16.6%), seven at Interview2 (10.6%), and six (9.2%) recorded LADs. Four topic summaries were developed around NDGs transition experiences: (1) conceptualisation of the process; (2) responses to the transition, (3) challenges and support and (4) relationships with stakeholders. NDGs' transition to professional practice was perceived as exciting and rewarding on personal and professional levels but carried challenges. VDT and related stakeholders play a vital role of supporting NDGs into their new professional life.

Influence of background music on stress reduction and impact on performances during students' simulation exercises.

The acquisition of manual skills is essential in preclinical dental training. Background music improves the learning of many manual skills, though we found no data on the consequences of background music on preclinical manual skills training of dental students. The first aim of this project was to explore whether listening to slow background music could reduce the stress of students when learning how to perform cavity preparations and restorations in a simulation laboratory. The second aim of this study was to determine the impact of slow background music on the quality and time used during cavity preparation. We invited all of the 40 third-year dental students to participate in the study, of whom 88% chose to anonymously fill in questionnaires on their subjective evaluations of the effects of slow background music on the stress or anxiety levels experienced during the course. Twenty-four students further volunteered to participate in a cross-over study on the impact of slow background music on the quality of and time used during cavity preparation. The overall satisfaction with the slow background music was high. In particular, the music reduced stress but also increased motivation to learn and practice. Communication in the classroom went well despite the music. Time use and quality of cavity preparation were enhanced. This study lends support to the use of slow background music in preclinical cariology training, as it appeared to have helpful effects on dental skills education and practice.

Mirror training device improves dental students’ performance on virtual simulation dental training system

IntroductionClinical practice of dentistry entails the use of indirect vision using a dental mirror. The Mirrosistant is a device that helps dental students become proficient with use of indirect vision mirror operation. This study aimed to explore the role of the Mirrosistant on students’ performance with the virtual simulation dental training system.Materials and methodsA total of 72 dental students were equally assigned to the Control group and the Experimental group. Subsequently, Mirrosistant was used to conduct a series of mirror training exercises in the Experimental group. The training consisted of tracing the edge and filling in the blank of the prescribed shape, as well as preparing the specified figure on raw eggs using indirect vision via Mirrosistant. Next, both groups were examined using the SIMODONT system, a virtual reality dental trainer, for mirror operation. In addition, a five-point Likert scale questionnaire was used to assess student feedback by using Mirrosistant.ResultsThe mirror operation examination conducted by the SIMODONT system revealed that mirror training using Mirrosistant had statistically improved students’ performances (score: 80.42 ± 6.43 vs. 69.89 ± 15.98, P = 0.0005) and shorten their performance time of mirror operation (time of seconds: 243.28 ± 132.83 vs. 328.53 ± 111.89, P = 0.0013). Furthermore, the questionnaire survey indicated that the participants had positive attitudes toward the mirror training using Mirrosistant. Most students believed that the mirror training device could improve their perceptions of direction and distance, as well as their sensations of dental operation and dental fulcrum.ConclusionMirror training using Mirrosistant can enhance dental students’ mirror perceptual and operational skills on virtual simulation dental training system.

Correlation between attitude towards dental care for older adults and ageism in dental students and clinical trainees: Cross-sectional study.

Since the needs for dental care among older adults in Japan are expected to increase in the future, this study aimed to examine the influence of ageism among dental students and clinical trainees on the attitude towards the older adults in dental care. In 2022, we conducted a questionnaire survey of 9th-, 11th-semester dental students and first-year clinical trainees enrolled at Kyushu Dental University, using the Japanese version of Ageism Scale for Dental Students (ASDS-J), Japanese version of Fraboni Scale of Ageism (FSA-J). Questions on intention to provide dental care to the older adults, relationships with the older adults and living with the older adults were also surveyed. There were 162 participants (84 males and 78 females), and the response rate was 71.7%. The participants were divided into the positive group for dental care to older adults (68 respondents) and the negative group (94 respondents). The ASDS-J score of the negative group was significantly higher than that of the positive group [49 (36-66) vs. 52 (34-88), p < .001]. The binomial logistic regression analysis revealed that the odds ratio of being negative attitude was 1.1 per one point of ASDS-J (95% confidence interval: 1.0-1.2) in the model adjusted for student grade, interaction with the older adults, gender, experience living with the older adults and FSA-J. These findings suggest that ageism specific to dental students and clinical trainees (as assessed using the ASDS-J) was independently correlated with negative attitudes towards dental care for older adults.