Fourth-year Dental Students Research Articles

Students’ perceptions of fairness and accuracy in clinical practice evaluation

Objectives: This study aims to investigate dental students' perceptions regarding the evaluation of clinical practice and to explore the factors influencing these perceptions.Methods: An online survey was conducted targeting third and fourth-year dental students from 11 nationwide dental schools. The survey focused on their perceptions of the accuracy and fairness of two clinical practices: 1) clinical clerkship in specialty clinics, and 2) direct patient care in pre-doctoral treatment centers. Additionally, the effects of different clerkship models (disciplinary block, longitudinal integrated), evaluation units (individual subject, integrated subject), and grading systems (grading, pass/fail) were assessed.Results: The overall perception of fairness and accuracy in clinical practice evaluation was found to be low. Students in disciplinary block clinical practice settings reported lower perceptions of evaluation accuracy and fairness compared to those in longitudinal integrated or mixed schedule types. Furthermore, the grading system influenced the perception of fairness and accuracy in the evaluation of clinical practices. Regarding direct patient care in pre-doctoral treatment centers, the evaluation units significantly impacted students' perceptions, although the grading system did not. Groups with grading systems showed lower perceptions compared to those with pass/fail or mixed evaluation systems.Conclusion: The study reveals that dental students perceive clinical practice evaluations as generally unfair and inaccurate, particularly within disciplinary block schedules. To improve future dental education, adopting longitudinal integrated schedules could be considered to enhance the perceived fairness and accuracy of clinical practice evaluations.

Knowledge, confidence and clinical reasoning of dental students for diagnosing pediatric periodontal diseases

ObjectiveGiven the importance of diagnosing periodontal diseases in pediatric patients, the objective of this study was to examine knowledge, confidence, and clinical reasoning of third- and fourth-year dental students regarding periodontal diagnosis and treatment planning in pediatric patients. MethodsAn explanatory sequential mixed-method study was conducted in two phases. In the first phase, the survey questions were administered online to the third-and fourth-year dental students. Surveys tested for knowledge, confidence and clinical decision-making using questions and case-studies. Answers from periodontists and the pediatric dentists were used as the gold standard. For the next phase, individual interviews were recorded, transcribed, and coded followed by verbal analysis to assess their clinical reasoning for the specific diagnosis and treatment planning. ResultsWhile there was no overall difference in the knowledge and the confidence level between the students, they differed from the experts for some questions in confidence levels. As measured using the Script Concordance Test (SCT), no significant differences were observed between the participants in their clinical reasoning. The verbal analysis of the interview data showed that the students used three different patterns for searching through the problem space. Most of the students used the forward pattern of search and reported low confidence in diagnosing and treating pediatric periodontal diseases. ConclusionDue to low self-reported confidence in diagnosing periodontal disease in pediatric patients. Providing education solutions will improve the confidence of undergraduate dental students in diagnosing and treating periodontal disease.

Self-assessment and Teacher-Assessment During an OSCE in Undergraduate Dental Students-Application of a Visual Metaphor

Background: Reflection on both student and teacher perspectives is crucial for effective communication and professional relationships during education. Objectives: This observational cohort study aimed to compare students' self-assessment with teacher assessments, as well as with estimated self-assessment and estimated teacher-assessment, using the pictorial representation of illness and self-measure (PRISM) during an objective structured clinical examination (OSCE). Additionally, it sought to compare self-assessment and teacher-assessment with OSCE scores. Methods: Fourth-year dental students (n = 44) were included at the beginning of their clinical course. Three tasks were selected for the OSCE exams: Oral examination on a model (task 1), matrix placement (task 2), and endodontic radiograph evaluation (task 3). Objective structured clinical examination scores were rated by an independent rater. Students and one of three calibrated teachers used PRISM to evaluate their respective assessments independently and blinded from each other. The relationships between the different assessments were determined using the Pearson correlation coefficient. Results: For task 1, a moderate correlation was found between students' self-assessment and estimated self-assessment (r = 0.44, P < 0.01). For task 2, moderate correlations were observed between self-assessment and teacher-assessment, estimated teacher-assessment and teacher-assessment, as well as between self-assessment and estimated self-assessment (P ≤ 0.01). For task 3, moderate correlations were found between self-assessment and teacher-assessment, and between self-assessment and estimated self-assessment (P < 0.01). A moderate negative correlation between self-assessment and the OSCE score was observed only for task 2 (r = -0.41, P = 0.01). Moderate negative correlations between teacher-assessment in PRISM and the OSCE score were found for all three tasks (P < 0.01). Conclusions: Self-assessment and teacher-assessment using PRISM exhibited task-dependent correlations, while results for estimated assessments varied. PRISM may serve as a promising tool for feedback and discussion in the future, as it seems capable of highlighting different views and expectations in the teaching context. Further studies are needed to confirm these findings.

Human rights among Korean dental hygiene students in hospital clinical practice

BackgroundThe human rights of dental hygiene students should be guaranteed during practice at medical institutions for their mental and physical health as well as professionalism, for patient safety. Safe and well guaranteed clinicians can perform their work in a more stable way. This study investigated the human rights circumstances of dental hygiene students during their hospital clinical practice at dental institutions.MethodsThis study used a cross-sectional survey design. Convenience sampling was conducted on 121 third- and fourth-year dental hygiene students from universities in Seoul, Gyeonggi, and Gangwon. The survey used the Human Rights Indicators for Dental Hygiene Students to investigate the rights to safety, equality, and personality to understand participants’ experiences of guaranteed fundamental rights. Data were collected from October 31 to November 8, 2019. A chi-square test was used to assess differences in experience according to general characteristics.ResultsDuring dental hygiene practice at dental institutions, less than 50% of students felt safe. When human rights violations occurred in dental institutions, only 42.4% of students received guidance on response measures from their universities. While 72.1% of students who practiced at dental university hospitals were given information on first aid supplies (facilities) within dental institutions, only approximately 45% of students who practiced at lower-scale dental institutions were given this information (p < 0.05). Regarding equality rights, only 52.5% of trainees reported that they had received equal treatment from healthcare workers during hospital clinical practice.ConclusionsDuring dental practice at dental institutions, Korean dental hygiene students confirmed that human rights (including safety rights, equality rights, and personality rights) were guaranteed to varying degrees. Dental hygiene students’ rights during hospital clinical practice in dental institutions should be guaranteed across institutions regardless of their scale. This is necessary for dental hygiene students’ human rights and safe policies and guidelines in dental institution clinical practice and regular monitoring systems.

Clinical observation using virtual reality for dental education on surgical tooth extraction: A comparative study

BackgroundClinical observation conducted during the 3rd and 4th years of dental school is an important part of dental students’ clinical education. However, conventional clinical observation is associated with several problems, including the lack of opportunity for all students to assist during surgery. Virtual reality (VR) technologies and devices can be used to demonstrate clinical processes that dental students need to learn through clinical observation. This study aimed to evaluate the effectiveness of teaching dental students the surgical tooth extraction procedure through clinical observation using VR.MethodsWe recruited third- and fourth-year dental students and divided them into a VR clinical observation group (VR group) and a conventional clinical observation group (control group). The control group visited an outpatient clinic and observed an oral and maxillofacial specialist perform surgical tooth extraction, whereas the VR group watched a 360° video of surgical tooth extraction using a head-mounted display. After observation, both groups were surveyed regarding their satisfaction with the clinical observation and their understanding of the procedure.ResultsUnderstanding of the procedure and satisfaction with the observation were significantly higher in the VR group than in the control group (p = 0.001 and p = 0.047, respectively). Compared with conventional clinical observation, VR clinical observation improved learning motivation and medical thinking and judgment skills; however, interaction between professors and students was lacking.ConclusionsVR clinical observation using 360° videos might be an effective teaching method for students. However, to allow interaction between professors and students during clinical observations, using it along with conventional clinical observation is necessary.

Survey of dental students’ perception of ubiquitous-based test (UBT)

This study aimed to investigate the perceptions of dental students in a dental school where the ubiquitous-based test (UBT) system has been implemented for several years. The research explored differences in perceptions based on respondents' characteristics and identified possibilities for improving the UBT system.This study surveyed fourth-year dental students who had taken the UBT exams for two years. A questionnaire covered respondent characteristics, UBT system perceptions, convenience, reliability, and comparison of UBT and paper-based test (PBT). The responses were measured on a 5-point Likert scale for all items except for some respondent characteristics. Analysis employed descriptive statistics, chi-square tests, independent t-tests, and Spearman's correlation at a significance-level of p&lt;0.05.A total of 157 responses were analyzed, including 86 respondents in 2021 and 71 in 2022. The respondents' general characteristics were similar across both years. Students exhibited positive perceptions towards the introduction of the UBT system and its convenience. However, their preference for UBT over PBT was less pronounced. Female students had higher tablet ownership rates than males. Gender-based and tablet ownership-based differences were observed in several items, such as tablet usage frequency and interest in new technologies. The strong correlations were identified between PBT and UBT assessment results.With user-centered interface enhancements and the incorporation of multimedia items, the UBT system will be effectively utilized in dental education as a valuable tool for both instruction and assessment.

The PocketPerio application significantly increases the accuracy of diagnosing periodontal conditions in didactic and chairside settings

The study aimed to determine the accuracy of diagnosing periodontal conditions using the developed web-based PocketPerio application and evaluate the user’s perspective on the use of PocketPerio. First, 22 third-year dental students (DS3) diagnosed ten cases without PocketPerio (control) and with PocketPerio (test) during a mock examination. Then, 105 DS3, 13 fourth-year dental students (DS4), and 32 senior second-year International Standing Program students (ISP2) used PocketPerio chairside. Statistical analysis was performed using a non-parametric paired two-tailed test of significance with the Wilcoxon matched-pairs signed rank test. The null hypothesis that PocketPerio did not increase the accuracy of periodontal diagnoses was rejected at α < 0.01. Periodontal diagnoses made using PocketPerio correlated with those made by periodontics faculty (“gold standard") in all cases. During the mock examination, PocketPerio significantly increased the accuracy of periodontal diagnoses compared to the control (52.73 vs. 13.18%, respectively). Chairside, PocketPerio significantly increased the accuracy of primary (100 vs. 40.0%) and secondary (100 vs. 14.25%) periodontal diagnoses compared to the respective controls. Students regardless of their training year felt more confident in diagnosing periodontal conditions using PocketPerio than their current tools, provided positive feedback on its features, and suggested avenues for its further development.

A Comparison of the Smile Esthetic Understanding of Periodontists, Orthodontists, General Dentists, and Dental Students

Objective: The aim of this study was to evaluate smile esthetics among periodontists, orthodontists, general dentists, and dental students. Methods: The study consisted of five groups: periodontists, orthodontists, general dentists, fifth-year dental students, and fourth-year dental students. The evulaters used the Smile Esthetics Index (SEI) consisting of 10 items to analyze the natural smile photographs of 15 different individuals. One-way ANOVA was performed for the comparison of group means. The Duncan multiple comparison test was also used to identify different groups. Non-linear principal component analysis was performed to determine the configuration of the relationship between categories of variables in two-dimensional space. Results: The group with the highest reliability coefficient among the groups was the fourth-year dental students (Cronbach's Alpha = 0.89). This was followed by general dentists, periodontists, fifth-year dental students, and orthodontists. According to the evaluation of the total score averages of the fifteen pictures, a statistically significant difference was observed between the groups (p = 0.041). Accordingly, the fourth-year dental students (5.78 ±1 .13) had a lower total score than the fifth-year dental students (6.56 ± 0.88), and this difference was statistically significant. However, no significant difference was observed between the fourth-year dental students and the general and specialized dentists and between the fifth-year dental students and graduated and specialized dentists in terms of the total score given to the pictures. Conclusion: It was observed that the reliability coefficient was high in all groups evaluated with SEI. It can be concluded that esthetic perception is formed by actively performing the profession of dentistry, and this situation does not change according to specialization.

The Impact of Technology Teaching in the Dental Predoctoral Curriculum on Students' Perception of Digital Dentistry.

The goal was to assess dental students' perception of digital technologies after participating in a CAD/CAM exercise for scanning, designing, and manufacturing computer-aided provisional fixed dental restorations. A survey was conducted among second- (pre-D2 and post-D2), first- (D1, negative control), third-, and fourth-year dental students (D3 and D4, positive controls). Only OSU College of Dentistry students who completed the activity and completed the surveys were included. Seven questions were rated, which evaluated changes in knowledge, skill, interest, the importance of technology availability in an office, patients' perception of technology, the importance of having the technology, and the expected frequency of clinics utilizing the technology. Statistical analysis was performed with a significance level of 0.05. A total of 74 pre-D2 and 77 post-D2 questionnaires were completed. Additionally, 63 D1, 43 D3, and 39 D4 participants responded to the survey. Significant differences were found for "knowledge" and "skill" between the pre-D2 and post-D2 and pre-D2 and control groups (p < 0.001). There was a significant difference between the post-D2 participants and all the controls in terms of "interest" (p = 0.0127) and preference for in-practice technology availability (p < 0.05). There were significant results between the post-D2 participants and all the controls regarding the importance of technology availability in an office (p < 0.001) and the expected frequency of clinics utilizing the technology (p = 0.01). No significance was found for "value of technology to patients" and "the importance of having the technology". The presence of technology in practice and in educational academic environments significantly improved students' interest and perception of their knowledge and skill.

Dental students in an orthodontic course flipped classroom: A semi-experimental study on knowledge, practice, attitude, and satisfaction.

The purpose of this study was to determine the students' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities, students' satisfaction and their final exam scores. This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students' views about effectiveness of blended learning tools) and final exam scores of students. Students' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools. It seems that the flipped classroom has a positive effect on increasing students' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students. The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.

Assessment of dental students' knowledge of infection control and prevention during the COVID-19 pandemic.

Since the start of the COVID-19 pandemic, new guidelines for dental practice were published. This research aims to examine the knowledge of dental students and their attitudes towards current guidelines. The study involved 76 fourth-year dental medicine students from three public universities in Croatia. A survey questionnaire was developed based on in-depth interviews and a pilot pretesting. The online questionnaire consisting of 36 questions was published using Google Forms. The survey data were analysed using Microsoft Excel and presented with descriptive statistics. Survey data showed the dental students' knowledge of the guidelines for dental practices is at an insufficient level (average score of 67% correct answers). Students who have come across the guidelines outside the faculty environment through assistantships have demonstrated lesser knowledge (65%) of the guidelines than the ones who do not (68%). A similar trend is observed with dental students who grew up in a family of doctors of dental medicine (61%) and ones who did not (68%). Students also independently assessed their knowledge of the guidelines as moderate (3.15 out of 5), while evaluating the application of current guidelines as very important (4.38 out of 5). Awareness of dental students should be improved by adapting the curriculum of dental studies and increasing the availability of information on current guidelines. Dental students need to be motivated to independently inform themselves about the current guidelines for dental practices, thus improving their clinical work.

Flipped classroom teaching model with video instruction improves skills in local anesthesia training

Local anesthesia (LA) training is an essential clinical skill in dental education. However, the traditional teaching method of student-to-student injection has ethical concerns. This study investigated whether a flipped classroom (FC) teaching model with instructional videos improves students' skills in administering LA. Fourth-year dental students in 2017 (traditional teaching, n=70) and 2018 (FC model, n=79) were assessed for their ability to perform an inferior alveolar nerve block and lingual nerve block. The FC group watched pre-recorded videos prior to a hands-on training session. Skills were evaluated using a 24-item checklist converted to letter grades. Perceptions of the FC approach were also surveyed. The FC group showed statistically significantly higher final grades than the traditional teaching group (P<0.05). Most FC students agreed that the videos improved clarity and learning objectives. The FC teaching model with procedural video instruction improved skills and confidence in administering LA over traditional teaching methods. Videos can be a beneficial supplement in pre-clinical dental training.

A Qualitative Study on the Development of Professionalism Among Japanese Dental Students.

Professionalism is believed to vary depending on factors such as era and culture. Therefore, clarifying the meaning of professionalism in each country, region, and workplace is essential. However, how professionalism is cultivated among dental students in Japanese schools has yet to be fully elucidated. Therefore, this study examined whether professionalism among Japanese dental students changes by year. This research will contribute to effective professional education. The participants included six fourth-year dental students and nine fifth-year dental students. Semi-structured interviews were conducted from November 2018 to January 2019, and verbatim transcripts were created from the recorded data. Based on these verbatim transcripts, thematic analysis was utilized to examine and identify professionalism components for each academic year. Three themes based on 14 constituent concepts were obtained for fourth-year students. Three themes based on 20 constituent concepts were obtained for fifth-year students. Fourth-year students primarily focused on technical aspects. In contrast, fifth-year students placed greater emphasis on attitude and communication skills. From fourth-year students, who primarily focus on classroom learning and practical training, to fifth-year students who gain clinical experience, the constituent elements of professionalism became more complex. However, this study did not examine other aspects of healthcare professionalism, such as interprofessional collaboration. A comprehensive education program tailored to the clinical setting is necessary for cultivating professionalism.

Fear and Anxiety among Dental Students and Dentistry as a Career Choice Following the COVID-19 Pandemic in Saudi Arabia: A Cross-sectional Study

Introduction: The Coronavirus Disease-2019 (COVID-19) pandemic has had a significant psychological impact on people's lives, including healthcare providers. This impact has manifested in the form of anxiety and fear. Since COVID-19 is a respiratory disease spread through the mouth and nose, dental practitioners have experienced anxiety due to their close proximity to the oro-nasal tissues. Aim: To assess the mental health condition, specifically fear and anxiety, of a group of dental students in Saudi Arabia during the COVID-19 pandemic and to explore students' perceptions about dentistry as a career choice following the pandemic. Materials and Methods: A cross-sectional questionnairebased study was conducted, which included demographic data, the Coronavirus Anxiety Scale (CAS), the Fear of COVID19 Scale (FCV-19S), as well as a few questions to assess why students chose dentistry as a career and their perceptions about dentistry as a career following the pandemic. A digital link to the questionnaires was distributed through social media outlets such as Twitter, WhatsApp, etc., with the aim of reaching dental students across all dental schools in Saudi Arabia. Dental students and those undergoing internships from both public and private Dental Colleges across Saudi Arabia were approached. The study included a total of 633 students from 21 dental schools across Saudi Arabia. Data were analysed using the Statistical Package for Social Sciences, including Analysis of Variance(ANOVA), independent t-tests, and Chi-square tests. Results: Fear and anxiety levels were found to be the highest among interns and fourth-year dental students, respectively. A total of 346 (54.66%) of the respondents reported that they chose dentistry as a career due to personal desire. Approximately, 239 (37.8%) of the respondents reported being either 'Not Sure' or would not choose dentistry as a career if they had the choice, considering the uncertainty created by the COVID-19 pandemic. Conclusion: Fear and anxiety were reported to be higher among dental students exposed to clinical practice. The majority of dental students reported that they would still choose dentistry as a career option despite the uncertainty caused by the COVID-19 pandemic.

Implementing a Prenatal Oral Health Program for Dental Students: Lessons Learned.

The Prenatal Oral Health Program (pOHP) was developed to educate dental students on prenatal oral health and promote access to dental care for pregnant women. Program advancement has occurred in support of quality improvement. This mixed-methods design combined quantitative data from fourth-year dental students who participated the pOHP (N = 81) and qualitative data from a student-faculty-staff focus group discussion (N = 7). Different clinical structures, appropriate leveling in the curriculum, management with a patient care coordinator, and inclusion of interprofessional learning experiences (IPE) were compared. The survey response rate was 96.4% (N = 81). Trends were noted between students who provided clinical care for a pregnant patient (31%) versus those who did not. Results indicated that an integrated clinic was preferred, though students who had treated a pOHP patient showed greater support for a standalone clinic model. Survey and focus group data agreed that pOHP should occur during the third-year dental school training; however, students with patient experience favored second-year placement. Survey and focus group data emphasize the importance of a patient care coordinator for clinical management and IPE as an essential learning element. Innovating new clinical models requires a period of evolution to determine preferred and sustainable infrastructure. Results reveal the advantages and disadvantages of various program implementation models and demonstrate that student perceptions were influenced by their clinical experiences. Study findings will inform implementation and guide other programs as they create and modify existing curricula to enhance prenatal oral health.

Assessment of dental student education and preparedness in periodontics in two different models: Discipline-based and general practice-based learning.

To compare dental students' preparedness in clinical periodontal education following their participation in a discipline-based predoctoral periodontics clinic with dental students that received a general practice-based periodontal education. 114 third-year dental students and 112 fourth-year dental students at the University of Texas Health Science Center in San Antonio, were emailed an online survey consisting of questions on their proficiency and confidence levels in diagnosing periodontal diseases and conditions, treatment planning, performing non-surgical periodontal treatment, identifying the need for referral, and their perceived impediments on their clinical periodontics education. Approximately 97% of third-year dental students that participated in discipline-based predoctoral periodontics agree that they are overall confident in providing excellent periodontal care to their patients, and 91% of these students feel that their participation in the predoctoral periodontics clinic has enhanced their knowledge in periodontics as well as their confidence level when providing periodontal patient care. While 95% of fourth-year dental students agree that they feel confident in providing excellent periodontal care to their patients, only 83% felt that level of confidence during their third-year in dental school, and 77% believe that given the option to participate in the pre-doctoral periodontics clinic, their periodontal education would have been strengthened. Our results show that the integration of a discipline based predoctoral periodontics clinic has benefited the dental students and boosted their knowledge and confidence in diagnosing and treating periodontal patients. This model can be improved by addressing space and time limitations.

Dental school quality assessment: Effect of student calibration on the outcomes of fixed prosthodontic cases.

Quality assurance (QA) of predoctoral dental student laboratory work is an essential part of the learning process that involves evaluating the student's ability, providing constructive feedback, helping develop the students' ability to self-assess, and promoting collegiality and communication among students, faculty, and laboratories. Faculty calibration, while often difficult to coordinate, is also necessary to providing consistent student feedback. The purpose of this study was to evaluate whether periodic calibration exercises with the fourth-year dental students and faculty impacted the number of student cases rejected during Quality Assurance evaluation of fixed prosthodontic cases submitted to The Dental College of Georgia laboratory tracking. Findings from this study provided evidence that ongoing calibration did result in a reduced number of incoming QA rejections in all periods reviewed except for one in which there was significant turnover among department faculty affecting QA calibration for that time period.

Preparing learners to ACT as change agents: Early implementation of leadership curricula in dental education.

Graduates of dental schools are expected to become leaders in their practices, communities, and profession. Yet, formal leadership training is underutilized in U.S. dental school curricula to help learners develop these skills. The objective of this study was to understand third- and fourth-year dental students' perceptions of their initial semester of Bell Leadership Institute training as part of the novel Advocate, Clinician, Thinker curriculum at the UNC Adams School of Dentistry. Focus groups of 52 third- and fourth-year dental students were conducted after the completion of the first semester of leadership seminars. Session notes were transcribed, and qualitative analysis was performed to help elucidate student perceptions of the value and pertinence of the leadership seminars. Participants valued the opportunities to self-reflect, develop listening skills, and learn strategies to address and mitigate conflict through the leadership seminars. Perceptions of seminar length, frequency, and structure were varied. Participants also noted that explicit connections and applications of leadership topics to the field of dentistry would improve the quality of the programing. Feedback from 52 focus group participants suggests a general appreciation for curriculum-integrated leadership training. Early implementation of seminar-style leadership training in dental school curricula appears to be a productive avenue for developing critical leadership skills in dental school graduates.

Evaluation and Perception of an Edpuzzle Class Compared with a Traditional Class among Oral Radiology Undergraduate Students

Abstract Objectives Dental students are to an increasing extent presented with new digital learning technologies, especially online delivery of class content. Edpuzzle is a web-based eLearning application that allows educators to select subject-related videos and customize them by editing, cropping, voice-over recording, and adding questions directly to the video stream. Under the teacher's guidance, students log into Edpuzzle using their iPads, take the class, and answer questions. The aim of this study was to compare an Edpuzzle class with a traditional class for undergraduate oral radiology students in order to evaluate the educational effectiveness of each teaching method. Materials and Methods The study sample comprised 20 fourth-year dental students who agreed to participate in the study. A traditional class developed a differential diagnosis topic with pre- and post-knowledge tests. A second differential diagnosis topic was developed for an Edpuzzle class, also with a pre- and post-knowledge test. After the two classes were given, a Google Forms feedback questionnaire was sent to the students to evaluate their perceptions and preferences regarding the two classes. The educational effectiveness of each class type was evaluated by comparing means and analyzing the feedback questionnaires. Statistical Analysis The Wilcoxon signed-rank test was used to examine pre- and post-knowledge for each class, and Welch's t-test was used to test for differences in means of post-knowledge of both classes. Results Students in both classes obtained significantly better scores in the posttest than they did in the pretest (p = 0.0001). However, the differences in means of post-knowledge of both classes showed no significant differences (p = 0.0975). The feedback questionnaire showed higher percentages of positive attitude toward Edpuzzle class. Conclusion As a first-time experience, the Edpuzzle class interested most of the students. Workshops for the staff are needed to become expert in these technologies and to overcome any obstacles in implementing them for undergraduate dental students.

Rubric vs. numeric rating scale: agreement among evaluators on endodontic treatments performed by dental students

BackgroundStudents´ assessment should be carried out in an effective and objective manner, which reduces the possibility of different evaluators giving different scores, thus influencing the qualification obtained and the consistency of education. The aim of the present study was to determine the agreement among four evaluators and compare the overall scores awarded when assessing portfolios of endodontic preclinical treatments performed by dental students by using an analytic rubric and a numeric rating scale.MethodsA random sample of 42 portfolios performed by fourth-year dental students at preclinical endodontic practices were blindly assessed by four evaluators using two different evaluation methods: an analytic rubric specifically designed and a numeric rating scale. Six categories were analyzed: radiographic assessment, access preparation, shaping procedure, obturation, content of the portfolio, and presentation of the portfolio. The maximum global score was 10 points. The overall scores obtained with both methods from each evaluator were compared by Student’s t, while agreement among evaluators was measured by Intraclass correlation coefficients (ICC). The influence of the difficulty of the endodontic treatment on the evaluators´ scores was analyzed by one-way ANOVA. Statistical tests were performed at a pre-set alpha of 0.05 using Stata 16.ResultsDifficulty of canal treatment did not influence the scores of evaluators, irrespective of the evaluation method used. When the analytic rubric was used, inter-evaluator agreement was substantial for radiographic assessment, access preparation, shaping procedure, obturation, and overall scores. Inter-evaluator agreement ranged from moderate to fair with the numeric rating scale. Mean higher overall scores were achieved when numeric rating scale was used. Presentation and content of the portfolio showed slight and fair agreement, respectively, among evaluators, regardless the evaluation method applied.ConclusionsAssessment guided by an analytic rubric allowed evaluators to reach higher levels of agreement than those obtained when using a numeric rating scale. However, the rubric negatively affected overall scores.