Undergraduate Dental Education Research Articles

Readiness for clinical practice: Self-perceived confidence of final year dental students in Turkey - A multi-institutional study

Introduction The primary aim of undergraduate dental education is to prepare dental students for independent dental practice and to enable them to provide safe and effective dental care. This study aimed to investigate the self-perceived preparedness of senior dental undergraduate students in Turkey. Methods Purposive sampling was used to recruit final-year dental students from 10 dental institutions offering undergraduate dental programs in Turkey. Student preparedness was assessed using a previously validated dental preparedness assessment scale based on 50 items encompassing core clinical skills, cognitive attributes, and behavioral skills. The research instrument was then translated into Turkish. The R statistical environment for Windows was used for the data analysis. Results Responses were provided by 272 students (156 women and 116 men; 57% and 43%, respectively) across 10 different universities. The mean score of the participants was 75.68 with slightly higher scores for men compared to women (77.35 vs. 74.46 respectively). However, independent t-tests showed that the scores did not differ significantly between women and men. Conclusions This study evaluated the self-perceived preparedness for dental practice of final-year students from 10 universities in Turkey. Although the results showed several areas of weakness, the scores of self-perceived preparedness of Turkish students were comparable to those reported in Europe and Asia. These findings can be used to inform future curriculum development to support students in consolidating their learning in perceived areas of weakness.

Teaching strategy adaptations in undergraduate dental education during the COVID-19 pandemic.

During the COVID-19 pandemic, dental institutions were challenged to rapidly adapt to the inability of teaching in-person lectures and pre-clinical simulations. Strategies had to be quickly developed to guarantee the safety of faculty and students, while also adhering to national guidelines to ensure that educational standards were met and students' graduations and entrance into residency programs were notdelayed. This literature review assesses the novel strategies that dental schools created and implemented to teach in a distance-learning platform and evaluates the advantages and disadvantages of these strategies. In addition, this review talks about the lessons learned during the pandemic and the incorporation of successful strategies after the pandemic ended. This review evaluated the literature using PubMed and ScienceDirect with the following keywords: "teaching strategies," "dental education," and "COVID-19." The search strategy yielded 15 articles that assessed relevant teaching strategies that were implemented during the COVID-19 pandemic. The literature described the swift response of dental institutions in implementing teaching strategies in response to the inability of continuing in-person teaching. An overwhelming majority of institutions moved their didactic lectures to online platforms. Several institutions implemented online simulations with virtual reality models, videos and discussion boards, standardized patient actors, and case-based discussions. Many of the teaching strategies that were implemented as a result of the COVID-19 pandemic were highly effective. Dental schools were able to satisfy Commission on Dental Accreditation standards and meet students' requirements for graduation during the pandemic despite the rapid and unplanned shift away from in-person instruction and simulation secondary to the COVID-19 pandemic.

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.

Accuracy of and dental students' preferences toward manual and digital cephalometric landmark identification: A randomized cross-over study.

To evaluate dental students' perceptions of manual and digital cephalometric landmark identification methods based on their preferences, difficulty level, and procedure time required to provide insights into the future of dental education, considering incorporating digital technology in dental schools. Fifty-five second-year dental students were randomly divided into two groups: (1) group A, students who performed manual landmark identification first, followed by digital method; and (2) group B, students who performed digital method first, followed by manual method. The duration of the procedure was recorded. Subsequently, all students completed a questionnaire regarding the difficulty they experienced using a visual analog scale and their preferences. Landmark identification accuracy was measured. Digital landmark identification was preferred by 93% of students. The mean procedure time for digital method was significantly lower than that of manual method (13.00±5.60vs. 9.70±4.60; p=0.002). Group B completed manual and digital methods in a shorter time than group A. Group A experienced less difficulty with manual procedure than group B. However, statistically significant differences were not observed in the difficulty level of digital technique. A statistically significant difference in the mean accuracy was shown in favor of the manual method. However, this difference is clinically insignificant (p=0.001). Students considered digital method to be effective for learning and preferred it over manual method. Furthermore, digital landmark identification demonstrated better performance and was faster than manual method, suggesting that this must be incorporated in undergraduate dental education.

Teaching of Forensic Dentistry in Khartoum, Sudan

Background: Dental professionals assist with legal and criminal matters through the practice of forensic dentistry which has evolved over the past century and is now a crucial component of undergraduate dental education in many nations. The need for formal training in the subject and its inclusion in dental curricula were acknowledged and addressed in the 1960s and 1970s. Aims: This study aimed to investigate the teaching of forensic dentistry in dental universities of Khartoum, Sudan, and to propose certain topics and teaching criteria to be standardized in forensic dentistry teaching in Sudan. Materials and methods: An observational, descriptive study was conducted, involving all undergraduate dental institutions in Khartoum, Sudan. Institutional websites were searched using the Google search engine to obtain the dental program curricula in English. The curricula were then analyzed to identify the presence of forensic odontology/dentistry teaching. Results: Of the 19 universities included in the study, five (26.3%) teach forensic dentistry in their undergraduate curricula, whereas 12 (63.1%) do not. Two universities (10.6%) indicated the presence of forensic dentistry teaching in their curricula but did not provide actual instruction. The teaching of forensic dentistry mainly occurred during the second, third, and fourth years of the dental program. Three universities considered it an independent subject, while two universities incorporated it into oral and maxillofacial pathology. Four universities provided lectures only, while one university combined lectures and practical sessions. Qualified forensic dentists taught the subject in four universities, while one university had general dentists as instructors. The main topics delivered are: (1) introduction to forensics, (2) human identification, (3) dental age estimation, (4) interpretation of bitemarks, (5) DNA in forensics, and (6) child abuse. Conclusion: Forensic dentistry training is currently undervalued in Sudan due to various limitations. It is recommended that all dental schools in Sudan offer opportunities for students to learn and become acquainted with forensic dentistry as part of their dental programs. The Sudanese Dental Council should establish formal coordination with academic institutions and experienced forensic dentists to ensure the quality and relevance of the proposed modular course within the educational system. Finally, additional topics including dental record-keeping and dental malpractice are suggested for inclusion in the current modules.

Evaluation of ChatGPT's Real-Life Implementation in Undergraduate Dental Education: Mixed Methods Study.

The recent artificial intelligence tool ChatGPT seems to offer a range of benefits in academic education while also raising concerns. Relevant literature encompasses issues of plagiarism and academic dishonesty, as well as pedagogy and educational affordances; yet, no real-life implementation of ChatGPT in the educational process has been reported to our knowledge so far. This mixed methods study aimed to evaluate the implementation of ChatGPT in the educational process, both quantitatively and qualitatively. In March 2023, a total of 77 second-year dental students of the European University Cyprus were divided into 2 groups and asked to compose a learning assignment on "Radiation Biology and Radiation Protection in the Dental Office," working collaboratively in small subgroups, as part of the educational semester program of the Dentomaxillofacial Radiology module. Careful planning ensured a seamless integration of ChatGPT, addressing potential challenges. One group searched the internet for scientific resources to perform the task and the other group used ChatGPT for this purpose. Both groups developed a PowerPoint (Microsoft Corp) presentation based on their research and presented it in class. The ChatGPT group students additionally registered all interactions with the language model during the prompting process and evaluated the final outcome; they also answered an open-ended evaluation questionnaire, including questions on their learning experience. Finally, all students undertook a knowledge examination on the topic, and the grades between the 2 groups were compared statistically, whereas the free-text comments of the questionnaires were thematically analyzed. Out of the 77 students, 39 were assigned to the ChatGPT group and 38 to the literature research group. Seventy students undertook the multiple choice question knowledge examination, and examination grades ranged from 5 to 10 on the 0-10 grading scale. The Mann-Whitney U test showed that students of the ChatGPT group performed significantly better (P=.045) than students of the literature research group. The evaluation questionnaires revealed the benefits (human-like interface, immediate response, and wide knowledge base), the limitations (need for rephrasing the prompts to get a relevant answer, general content, false citations, and incapability to provide images or videos), and the prospects (in education, clinical practice, continuing education, and research) of ChatGPT. Students using ChatGPT for their learning assignments performed significantly better in the knowledge examination than their fellow students who used the literature research methodology. Students adapted quickly to the technological environment of the language model, recognized its opportunities and limitations, and used it creatively and efficiently. Implications for practice: the study underscores the adaptability of students to technological innovations including ChatGPT and its potential to enhance educational outcomes. Educators should consider integrating ChatGPT into curriculum design; awareness programs are warranted to educate both students and educators about the limitations of ChatGPT, encouraging critical engagement and responsible use.

The Curriculum Ideologies Underlying the AfriMEDS Curriculum Framework for Undergraduate Medical and Dental Education in South Africa

South Africa faces healthcare challenges due to inefficiencies, resource constraints, and disease burden. The AfriMEDS curriculum framework was adopted as part of curriculum reform to facilitate the training of comprehensive healthcare professionals capable of addressing healthcare challenges. However, the curriculum ideologies underlying this framework have not been explored. This research aimed to qualitatively describe the curriculum ideologies underlying the AfriMEDS framework as a proxy to determine how it could facilitate the training of healthcare practitioners fit to address South African healthcare challenges. ChatGPT was used to extract data from the framework using a previously validated document analysis protocol. Interpretive analysis was employed to analyze the extracted data to determine inferred curriculum ideologies. A complex interplay of curriculum ideologies was found, with the discipline- and service-centered ideologies most dominant, followed by the citizenship-centered ideology, while the student-centered ideology was found the least. It was also found that the six components of curriculum ideologies exhibit varying degrees of ideological representation. It is concluded that, while the AfriMEDS curriculum framework could produce technically skilled and service-oriented practitioners, its effectiveness in nurturing well-rounded medical professionals may be limited. Integrating a balanced representation of all curriculum ideologies is recommended.

Is team-based learning an alternative approach for UK undergraduate dental education? A scoping review of the literature

Introduction Team-based learning (TBL) is a dialectic, student-focused method of teaching which has become increasingly popular in international institutions for delivering undergraduate dental education. Despite several dental schools in the UK using dialectic teaching methods, such as problem-based learning, none appear to use TBL.Aims This scoping review aims to identify the literature investigating the use of TBL compared with other teaching pedagogies in delivering undergraduate dental education.Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines were adopted. A search strategy was developed using appropriate MeSH (medical subject headings) terms and key words. Medline, Scopus and the Cochrane Databases were searched.Results Overall, five studies were identified for inclusion. Of these, three studies compared TBL to traditional, didactic teaching methods (such as lectures) and found both student satisfaction and student performance to be greater with TBL. The remaining two studies compared TBL to other dialectic methods of teaching. The results on student performance in these studies were conflicting.Conclusions There is some limited but promising evidence that TBL is effective at delivering undergraduate dental education; however, the scarcity of research evidence highlights the need for more robust exploration.

The Impact of Social Media on Professional Learning among Undergraduate Dental Students: A Cross-sectional Study.

To explore the advantages and drawbacks of social media (SM) use in undergraduate dental students' education. This cross-sectional study was conducted among 202 undergraduate students at RAK College of Dental Sciences. A questionnaire of 15 questions explored demographic information, the nature of SM used by the participants, the use of SM for educational purposes, and the negative impacts of SM use. Frequencies, percentages, and significant variables were analyzed using Chi-square test at a 95% confidence level (CI) using statistical software [Statistical Package for the Social Sciences (SPSS), version 26.0]. Among the participants, 95% were SM users, and 80% had been using it for more than 5 years. 95% use SM regularly, and 70% spend 2-6 hours daily using SM. The primary purpose of using SM was entertainment and communication, mostly Instagram (82.38%), followed by Snapchat (58.49%) and YouTube (47.15%). Furthermore, SM is effective in obtaining new information (85%), and 90% consider clinical procedures on YouTube to be a helpful learning tool. Moreover, 75% of the participants recommended using SM as a learning tool, and 85% of the participants considered SM tutorial videos to be evidence-based. However, 70% of users are concerned about their addiction to using SM during lecture, laboratory, clinic, and examination periods, and 37% of them think spending time on SM can negatively affect their academic performance. Undergraduate dental students frequently use SM for entertainment, communication, and educational purposes. Nevertheless, the addiction to SM negatively affects the students learning progress. The use of SM has both a positive and negative impact on undergraduate dental education. Incorporating evidence-based learning components into SM platforms can be useful in dental education. How to cite this article: Farghal NS, Islam MS, Dasnadi SP, et al. The Impact of Social Media on Professional Learning among Undergraduate Dental Students: A Cross-sectional Study. J Contemp Dent Pract 2023;24(11):877-886.

Enhancing undergraduate research talents: the role of tutors in dental basic research education.

This study endeavors to investigate ways to optimize the role of teachers in undergraduate dental basic research education (UDBRE) with the aim of nurturing the research potential of undergraduate students. We conducted a cross-sectional study among medical undergraduates enrolled at the School of Stomatology, Guangzhou Medical University. Descriptive statistics were employed to comprehensively analyze UDBRE's fundamental aspects. Kendall rank correlation analysis was performed to evaluate the relationship between the quality of feedback provided by tutors to undergraduates and the students' scientific research abilities. Additionally, multivariate logistic regression analysis was employed to uncover the factors influencing the effectiveness of UDBRE. A total of 168 medical students were surveyed with a valid response rate of 93.85%. The effectiveness of UDBRE was demonstrated by undergraduates' self-rated research abilities, active participation in scientific research projects, and a certain amount of academic outputs. Significant and positive correlations (𝓣b> 0.5, p < 0.001) were identified between the tutor-undergraduate feedback quality and students' self-rated scores for scientific research abilities. These abilities included developing scientific questions, designing research projects, retrieving and reading literature, academic writing, experiment operation, and analyzing and evaluating experimental results. Positive effects on students' academic performance (p < 0.05) were observed when higher-quality feedback, an authoritative tutoring style and tutors with middle-career experience were present. This study underscores the pivotal role of UDBRE in fostering the scientific research aptitude of medical undergraduates. It emphasizes the constructive influence of tutor-undergraduate feedback, authoritative teaching styles, providing valuable insights for establishing an effective mentorship framework.

Effectiveness of educational strategies to teach evidence-based dentistry to undergraduate dental students: a systematic review.

Evidence-based dentistry (EBD) training has been widely promoted in dental schools around the world and policymakers ask for suitable strategies to teach EBD within undergraduate dental education. The present study aims to evaluate the effectiveness of these strategies on dental students' knowledge, attitude, and skills. PubMed, Embase, Scopus, Cochrane Central Register of Controlled Trials, and Eric databases were searched using search terms obtained from Medical Subject Headings (MeSH) terms and free text method without time restrictions, up to November 2022. The identified articles were screened based on titles and abstracts for inclusion criteria. Subsequently, relevant articles underwent data extraction. Finally, the risk of bias was assessed through Joanna Briggs Institute critical appraisal checklists. Twelve of 439 studies were included: nine quasi-experimental studies, two cross-sectional, and one randomized controlled trial study. Regarding the overlap among categories, six studies assessed knowledge, seven assessed attitude, and eight focused on skills or performance in EBD. Due to the heterogeneity of the interventions and results of included studies, a meta-analysis was not performed. EBD was mostly taught in small group collaborations. Interventions included lectures, workshops, seminars, small group sessions, journal clubs, online sessions, or a combination of them in various frequencies and duration. EBD implementation into dental curricula is improving through strategies including designing continuing and frequent dental education courses, establishing collaborative student research groups, utilizing online tools for EBD education, and dividing EBD courses into shorter modules. The systematic review protocol was registered in PROSPERO (ID: CRD42022350238).

Undergraduate Students' Experience of Dental Education Programs across Saudi Arabia: An Exploratory Study.

Students' satisfaction surveys are valuable tools for assessing and improving the quality of education being imparted. Limited data are available from Saudi Arabia regarding students experience at halfway through an undergraduate dental program. To determine students' perception of their halfway experience on various attributes of the quality of dental education programs in public dental schools across Saudi Arabia. This exploratory study included all students from four major public universities who had completed their third year of undergraduate dental education during the academic year 2022-23. A previously validated, self-administered, 23-item Students Experience Survey was modified and used to collect data regarding the following five factors: course characteristics, infrastructure and facilities, learning resources, instructor characteristics, and program efficacy. The questionnaire was administered to 296 students, of which 252 (85.1%) responded. Overall, 84% of the students had a positive experience regarding the quality of the dental education programs. Females reported significantly higher positive experiences than males (mean score: 4.36 vs. 4.21, respectively; P = 0.042). Course characteristics (P = 0.041), instructors' characteristics (P = 0.002), and program efficacy (P = 0.009) were significant predictors of students' overall experience. This study found that the majority of students had a positive halfway experience with the quality of dental education programs offered in Saudi Arabia. The significant predictors of satisfaction identified in this study can be useful for policymakers to further improve satisfaction levels.

Self-perceived preparedness of new dental graduates from a Middle Eastern university.

Preparedness for independent clinical practice is a core goal of undergraduate dental education. The aim of this study was to evaluate the self-reported preparedness for the dental practice among new dental graduates from a University in the Middle East. Following ethics approval, a purposive sampling techniques were used to invite newly qualified dental graduates at a Middle Eastern University. A validated research instrument, namely the Dental Undergraduate Preparedness Assessment Scale (DU-PAS), was used to evaluate the self-perceived preparedness of the participants. Data collection was undertaken online using Google Forms and data were analysed to compute the descriptive statistics, reliability and demographic differences among the participants. A total of 82 participants provided their response yielding a response rate of 68%. The participants included 49 males and 33 females. The overall reliability of DU-PAS was excellent. (α = 0.93). The participants included less than 40% of participants were able independently to prescribe medications, assess orthodontics needs and perform endodontic treatment on multirooted teeth. In addition, more than 65% indicated low confidence in evaluating new dental materials and products, interpreting new research findings and behavioural management of children. The present findings identified strengths and weaknesses of new dental graduates from a Middle Eastern university. The participants were confident in basic clinical skills but lower confidence was reported for complex dental procedures. The findings highlight the learning needs of new dental graduates and can serve to inform the undergraduate curriculum to enhance the preparedness of future cohorts of dental graduates.

Virtual Schooling in Dental Undergraduate and Postgraduate Education: A Knowledge, Attitude, and Practice (KAP) Survey.

Aim The purpose of this survey was to appraise the knowledge, attitude, and practice (KAP) of dental undergraduate and postgraduate students in India towards virtual learning and provide an improved understanding of practicing this learning strategy as a complementary tool for the evolution of dental education. Materials and methods A cross-sectional, closed-ended, multiple-choice online questionnaire was distributed on a national scale to undergraduate and postgraduate dental students throughout India. The questions focused on the choice of virtual platforms, learning methods, duration of classes, mental health, pros and cons, and approach to virtual education as a complementary tool in the future. The survey was distributed in the form of a web-based link and quick-response (QR) code via various social platforms. Descriptive statistics was performed to compile the data. Results A total of 2130 students (1318 undergraduate and 812 postgraduate students) participated in the study. The study found that 81.1% of the undergraduate and 92.5% of the postgraduate students were exposed to virtual learning. Zoom and Google Meet were the most widely used platforms for online education. The most common mode of virtual learning was webinars conducted by subject faculties. Ease, comfort of access, and flexibility of time were the most common advantages, while internet connectivity issues along with negative psychological impact are a few common drawbacks. The concept of blended learning was most preferred by the students. Conclusion Undergraduate and postgraduate students showed good knowledge and a positive attitude to virtual schooling and preferred a hybrid model of instruction.

Putative Items for Oral Diagnostic and Surgical Department Information Sheet

Introduction: In oral surgery practice the student needs to implement wide scope of acquired theoretical knowledge. This knowledge includes theoretical understanding of intertwined biomechanics of teeth and jaw bone structures. In addition, student should have suitable relevant medical knowledge with direct and indirect influence of different medical conditions on oral surgical procedures. Through addressing students concerns and performances within two related previous studies within this research project it might be possible to utilize single patient information sheet for both diagnostic and surgical dental education. Aim of the study: To improve dental students' cognitive skills through unified diagnostic and technical training approach. Materials and Methods: One hundred and nineteen 5th year dental students from College of Dentistry, Almustansiriyah University, agreed to participate in the study. The students were asked to state their preference toward each question in oral medicine and oral surgery information sheets. Descriptive and analytic statistics were performed using SPSS Ver.23. Results: students prefer oral medicine items in different levels. The highest level of difference is shown in history of present illness (HPI) item. This has been statistically confirmed. Detailed types of question have shown to be the main reason for preference compared to other reasons. The second reason for preference was easiness of questions. This has been statistically confirmed (p&lt;0.05). Conclusion: Based on this study within the context of the research project, a standard patient information sheet items is suggested for a single department under the name of oral diagnostic and surgical department for undergraduate dental education.

Teaching Social Justice In Undergraduate Dental Education

Teaching Social Justice In Undergraduate Dental Education

Active learning in undergraduate classroom dental education- a scoping review.

Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.

Student Perception of Online Teaching in Undergraduate Dental Education in Bangladesh: A Qualitative Study

During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.

The implication of instructional design for deciduous tooth identification in a dental morphology course for undergraduate dental students

Background/purposeThe pediatric dentistry courses are lacking in our six-year undergraduate dental education. The purpose of this study was to evaluate the implication of instructional design for deciduous tooth identification in a dental morphology course for undergraduate dental students through students’ perspectives. Materials and methodsA total of 34 s-year dental students who took this dental morphology course were invited to fill out the questionnaire for survey of instructional design for deciduous tooth identification after the class. ResultsOf the 34 dental students, 32 of them participated in the survey with a valid response rate of 94.1%. The results showed that most students found the learning activity of instructional design for deciduous tooth identification to be helpful for improving their knowledge about deciduous dentition. Most of them also had positive attitude towards this instructional design. ConclusionSince the proportion of pediatric dentistry courses in the undergraduate dental education is very low and children's oral problems are indeed faced by all dentists, it is important to add learning units of pediatric dentistry-related knowledge in different undergraduate dental professional courses or to propose strategies to promote students' awareness of self-directed learning about pediatric dentistry. This study may serve as a model for other undergraduate dental courses in Taiwan.

Perceived confidence of dental students and new graduates in performing tooth extractions-An exploratory study.

The ability to perform uncomplicated tooth extractions is a core clinical skill in undergraduate dental education. The aim of this study was to evaluate pre-extraction assessment skills of dental students and interns and explore their self-perceived confidence in performing these tooth extractions. A cross-sectional survey investigated the self-perceived confidence to perform the extraction for a set of eight expert-rated cases. The participants were dental students at three different stages, that is, in Years 4 and 5 of the Bachelor of Dental Surgery (BDS) programme and interns. The participants were asked to rate the difficulty level of each of the eight tooth extraction cases. The self-perceived confidence of the participants to perform extraction of each was also explored. Finally, the participants were asked to identify the main reason for the perceived lack of confidence. A total of 199 responded to the survey, yielding a response rate of 94.7%. The effect of grade of extraction (the expert rating of cases) and stage of education on difficulty ratings was assessed using a mixed three stage of education × 4-grade ANOVA, with response (Difficult = 1, Easy = 0) as the dependent variable. The results showed that there was a correlation between the stage of education and grade of extraction and affected the self-perceived confidence of the participants. Gender showed a significant impact with females categorizing significantly more cases as difficult. A three-way contingency table (counts of each confidence-level response by stage of education by expert rating of cases) suggests a statistically significant association between the three factors. Most participants identified limited clinical exposure as the main reason for their perceived lack of confidence. The findings of this study show that a majority of the participants were able to recognize tooth extraction cases which were beyond the scope of their training stage with females reporting a lower confidence. Increased clinical exposure to a wider range of tooth extraction cases with varying levels of difficulty may contribute to improving the self-confidence of undergraduate dental students and interns.