Postgraduate Dental Education Research Articles

Examining self-efficacy among recent graduates of postgraduate dental education programs.

To examine the perceived self-efficacy of dentists who recently completed Graduate Dental Education (GDE) programs and identify how closely it aligns with their supervisors' assessments of them. Self-efficacy has been associated with academic pursuits, motivation, and engagement, which may affect how dental providers practice, seek continuing education, and pursue future opportunities. METHODS: Recent graduates of military GDE programs rated their self-efficacy on specific tasks within each of the seven domains of dental competencies. Their supervisors completed a similar survey, rating the graduate's performance in the same tasks. Graduates' mean ratings were calculated for each domain, spearman correlations were calculated for all graduate-supervisor task ratings, and the magnitude of differences between graduate and supervisor domain means were examined. Graduates' perceived self-efficacy ranged from 3.57 to 4.41 out of 5.0. Correlations for each task were universally weak (ρ = -0.04-0.27). Correlations for domain means were also weak (ρ = 0.06-0.14). Overall, graduates rated themselves lower than their supervisors, with mean differences ranging from -0.17 (p=0.003, Cohen's d=0.20) for Professionalism to -0.95 (p<0.001, Cohen's d=0.90) for Health Promotion. Overall, graduates' perceived self-efficacy was moderate to high for 26 tasks across seven domains. However, in aggregate, graduates underestimated their abilities compared to performance measures from their current supervisors, although effect sizes were small. The accuracy of graduates' self-efficacy varied by program length and the clinical specialty of their supervisors. High-performing graduates always underestimated themselves while low-performing graduates often overestimated themselves.

Dental education amid armed conflict in Sudan: Unveiling the impact on training.

The ongoing conflict in Sudan has severely disrupted the health professions education, notably in dentistry. This study aims to explore the impact of the armed conflict on dental education and training. A mixed-method cross-sectional study encompassed 29 dental schools in Khartoum, Darfur, Kordofan States, and Merowe City. Five key informants from the Sudanese Medical Specialization Board, the Human Resource Development Administration, and a university offering clinical dental master's programs were interviewed. Quantitative data on attacks against dental schools were collected through a structured Google form, and qualitative data on postgraduate training were obtained through semi-structured key informant interviews. Findings reveal that 79.3% of dental schools faced military assaults, with 73.9% experiencing looting and 60.9% repurposed as military bases. Notably, 44.8% of schools shifted to online education,3.4% collaborated with other universities, and 27.6% adopted a combined approach. Key informants' interviews unveiled disruptions in specialty training and housemanship, limiting access to crucial training facilities. The primary proposed solution was overseas training. Recurrently emphasized strategies to enhance the resilience of the training system included establishing dental centers in all states, collaborating with external training bodies, and anticipating and preparing for potential disasters. The adverse effects of the conflict on both undergraduate and postgraduate dental education are discernible, manifested through resource limitations, a shortage of dental materials and supplies within training facilities, and direct disruptions to clinical training due to attacks on healthcare institutions. The imperative need for urgent interventions is underscored to alleviate these consequences and safeguard the continuity of educational and training efforts.

Postgraduate Training in Prosthodontics: Residents' and Supervisors' Perspectives on Current Training: A Cross-Sectional Study.

To identify postgraduate (PG) prosthodontic trainees' and supervisors' introspective views regarding prosthodontic education and clinical training. Cross-sectional survey. Place and Duration of the Study: The Aga Khan University Hospital, Karachi, from May to October 2021. Data regarding the trainee induction process, teaching and learning practices, research interests, frequency of assessment, and trainees' satisfaction levels with the adequacy of didactic and clinical training in their centres were collected from Prosthodontic PG trainees and supervisors in Pakistan using REDCap software and analysed using SPSS 23.0. Frequencies of the observed responses from both populations were reported, and associations among private and public training centres were studied with Chi-square (or Fisher's exact). Differences in satisfaction levels across theoretical and clinical training domains were assessed with Mann- Whitney U test. Out of 17 supervisors and 104 PG trainees, 30% reported having a supervisory board in their institute. Most participants had entry tests conducted in their centres. The interference of influential sources during trainee induction was reported by 88.2% of the supervisors, while 66.7% trainees expressed the need for such influence to acquire training. Simulation-based teaching was available to 43.2% of trainees, 83% expressed interest in publishing research and 85% in publishing cases. Trainees were overall satisfied with their didactic and clinical training, whereas their satisfaction level was found neutral with theory and clinical training in maxillofacial-prosthodontics and clinical training of occlusion and temporomandibular disorders. The results emphasise the need for regulation and monitoring of the trainee induction process, quality of training, and frequent assessments in the prosthodontics postgraduate training programmes across Pakistan. Prosthodontics, Programme evaluation, Graduate dental education, Postgraduate dental education, Postgraduate medical education.

Barriers to postgraduate education in primary dental care: a qualitative study

ObjectivesPostgraduate education for primary care dentists offers numerous benefits in terms of advancing clinical skills and career opportunities, culminating in improved treatment and patient outcomes. There is a strong desire amongst primary care dentists to enhance skills and provide contemporaneous evidence-based dentistry, accredited by higher educational qualifications. However, significant barriers hinder their pursuit of further training and career advancement. The aim of this study is to explore the barriers to undertaking formal postgraduate education for dental practitioners working in primary dental care. Exploration of these perceptions should help to identify further areas of study to help alleviate some of these obstacles, enabling more primary care dentists to access postgraduate education and improve patient care. MethodA qualitative study was undertaken through individual narrative interviews with primary care dental practitioners (n = 20) with varying levels of experience and located across the UK. All interviews were conducted using a study guide, transcribed and analysed thematically. ResultsThe participants indicated that there is a strong desire to undertake postgraduate study amongst primary care dental practitioners. Significant barriers were identified, with three major themes emerging:1.Personal Cost: Time constraints and accessibility, Financial Burden, Family Commitments.2.Business Viability: Business time constraints, Inability to use Enhanced Skills, Remuneration systems.3.Business Culture and Team Dynamics: Stage of Career, Current Practice Business Model, Leadership and Vision.These barriers appear to be multifaceted and interconnected, however participants also identified significant opportunities to address them. ConclusionStudy participants identified a range of personal and professional barriers to undertaking postgraduate dental education whilst working in primary dental care. Practitioners working within predominately NHS orientated practices perceived more professional barriers than those in private practice. The majority of participants indicated their preference for hybrid models of education which would work around clinical commitments. Further research and engagement with stakeholders should be undertaken to help reduce these barriers.

Forensically Valuable Odonatological Records Documentation in an Era of Electronics: How Aware Are the Dental Fraternity?

Forensic odontology plays a pivotal role in the identification of victims in mass disasters with the help of "Preserved dental records" available to general dental practitioners (GDPs). Comparison of dental data obtained from the deceased person with dental data obtained by the dentist from the person's file is a primary method of identification through dental evidence. We explored the practice of maintaining dental records among GDPs, as well as their knowledge of legal regulations and the application of dental records in forensic odontology. Two hundred fifty dentists participated in an online survey. Questions covered general information on dentists, maintenance of dental records, and knowledge of legal requirements and forensic odontology. Overall, 85.2% of dentists obtain and archive written informed consent, while 73.2% retain records in the form of dental cast. Generally, non-carious dental lesions and developmental dental anomalies were not recorded. About 90.8% of dentists use Fédération Dentaire Internationale (FDI) notation. The survey revealed different practices in the maintenance of dental records, including significant flaws and a lack of awareness of their forensic importance. This obvious need for additional education on the proper maintenance of dental records could be met by including forensic odontology in compulsory undergraduate courses and postgraduate dental education. Establishing national and international standards in dental charting would comply with contemporary trends in health care and the requirements of forensic expertise.

Barriers to Oral Health Care for Autistic Individuals-A Scoping Review.

Challenges in providing adequate dental care for individuals with Autism Spectrum Disorder (ASD) are recognised by parents, caregivers, and dental practitioners, leading to a higher prevalence of unaddressed dental needs. This scoping review aims to explore existing research on the obstacles to oral health care as perceived by individuals with ASD, as reported by their parents, caregivers, and dental professionals. Systematic searches were conducted in DOSS, Medline, and PubMed databases using relevant keywords to identify relevant studies. Barriers identified within these studies were then categorised based on themes identified. The initial search yielded a total of 254 studies. Following the removal of duplicates and screening of titles and abstracts, 47 studies were further assessed against predetermined criteria, ultimately resulting in the inclusion of 16 articles in this scoping review. The identified barriers were grouped into five overarching themes: challenges in accessing appropriate care (n = 8), negative past experiences (n = 5), parental perceptions of the impact of ASD (n = 8), clinician bias (n = 2), and clinician education (n = 7). The findings of this review highlight the obstacles faced by individuals with ASD in obtaining routine oral health care. These results underscore the imperative for the development, testing, and implementation of tailored interventions focused on autism, as well as their integration into educational curricula for dental practitioners at various educational levels. This approach aims to enhance the delivery of equitable oral health care to individuals with ASD, starting from undergraduate through to postgraduate dental education.

An overview of current evaluation methods of postgraduate dental specialty residents.

A lack of contemporary dental literature exists on evaluating dental residents in postgraduate education, with no standardized criteria or information on technology adoption. This study aims to understand current evaluation methods in dental residency programs and compare them to existing literature. A survey with 22 questions was sent to program directors of 749 ADA/CODA (American Dental Association/Commission on Dental Accreditation)-accredited postgraduate dental residencies. The questions focused on evaluation frequency, faculty involvement, submission methods, and electronic software usage. The survey response rate was 30.2% (226 responses). Results show that 98% of program directors are involved in evaluations, but require more support from auxiliary faculty. Evaluations are typically submitted twice or four times a year, with 12% of programs wanting increased frequency. Face-to-face delivery of feedback is considered crucial. While desktop computers are widely used for evaluation submission, 55% of programs utilize mobile devices, which correlates with higher program director satisfaction. The most popular evaluation software includes New Innovations, MEd Hub, and Qualtrics. Overall, 86.96% of program directors are satisfied with current evaluation practices. Areas needing improvement are non-program director faculty involvement, resident response/feedback, and software navigation. This study found that a majority of program directors of the postgraduate dental education system are using electronic technology for their resident evaluation systems and are satisfied with their current mechanism of evaluation.

Postgraduate dental resident education: A pilot in age-friendly "mentation" training.

Postdoctoral dental education in caring for older adults lacks didactic and clinical training in mentation topics, one of the core elements of the Age-Friendly Health Systems (AFHS) framework. Our primary goal was to launch a pilot project in clinical geriatrics focusing on older adults' mentation concerns, with a secondary goal to improve dental residents' confidence and competence in dental care and oral health. Age-friendly care elements are not routinely incorporated into the dental education of residents caring for older adults with cognitive impairment or dementia. Therefore, we implemented a pilot educational project, providing the missing educational opportunity for residents in geriatric training covering cognitive impairment and focusing on Alzheimer's disease and related dementias. We designed educational sessions through a needs assessment, focus group discussions, and expert validation. We developed three e-Learning modules covering mentation concerns and dementia screening. We tested the modules in a pilot study of 15 dental postdoctoral residents as an essential part of their clinical practice. The dementia dental learning module increased the residents' satisfaction with didactic preparedness (4.45 0.97) and knowledge acquisition (4.36 0.84). Residents strongly believed that learning about the AFHS-mentation topic would improve patient care. Our pilot study is a pioneer project in support of a new AFHS-themed dental curriculum for clinical education. Further expansion of the age-friendly principles to include mobility, medications, and what matters to older adults will establish a model framework of redesigned geriatric dental education for academic centers.

The five 'C's of lifelong learning: CPD, choices, collegiality, challenges and consequences.

Continuing professional development (CPD) serves many purposes and when working optimally, its constituent elements can work synergistically in the interests of patients and dental health professionals alike. It can and should be central to professionalism but can just as easily undermine it. This paper explores the ways in which the best intentions of lifelong learning and the missed opportunities of enhanced CPD have failed to keep up with the scale and pace of change in postgraduate dental education and the training 'market', information and communications technology and with the accelerating generational dichotomy within both the profession and wider society. In particular, the paper questions the basis upon which CPD activity is marketed, chosen and measured, and how its outcome, value, effectiveness and ultimate worth is assessed.

Changing Dynamics of Accreditation in Oral and Maxillofacial Surgery.

The Commission on Dental Accreditation is responsible for accrediting postgraduate dental education programs, including residencies and fellowships using a well-delineated process that includes an annual survey of various aspects of the program related to the Standards for Advanced Dental Education Programs in Oral and Maxillofacial Surgery and a program self-study and site visit with a review by the Specialty Education Review Committee of the Commission and the Commission on a 5-year cycle. The primary goal of the accreditation process is to assure the public, the profession, and the institution that the program is in compliance with the published standards.

Practice patterns of postgraduate trained dentists in the United States

Postgraduate dental (PGD) primary care training has grown significantly. This study examines the individual, educational, community, and policy factors that predict practice patterns of PGD-trained dentists. Individual dentist records from the 2017 American Dental Association Masterfile, with indicators of Medicaid participation and practice in a Federally Qualified Health Center (FQHC), were linked to postdoctoral training, community/practice location, and state policy factors. Generalized logistic models, adjusted for these factors, were used to predict PGD-trained dentists: (1a) serving Medicaid children, (1b) accepting new Medicaid patients, and (2) working in an FQHC. Individual attributes that predicted serving Medicaid children included all race/gender combinations (vs. White females), and foreign-trained dentists and contractors/employees/associates (vs. practice owners). Black women are most likely to work in an FQHC. Residency attributes that predicted serving Medicaid children and working in an FQHC were Health Resources and Services Administration postdoctoral funding and being community based. Dentists practicing in rural or high-poverty communities were more likely to serve Medicaid children and work at FQHCs. States with higher levels of graduate medical education investment, higher Medicaid rates, and more generous adult dental Medicaid benefits increased the likelihood of serving Medicaid children, while states with more expansive adult dental Medicaid benefits increased the likelihood of working in an FQHC. Federal training investment in PGD education combined with Medicaid payment and coverage policies can strongly impact access to dental care for vulnerable populations. Yet, oral health equity cannot be achieved without increasing dentist workforce diversity.

Postgraduate Dental Education in Ghana: Past, Present and Future

The origins of formal postgraduate dental education in Ghana may be traced to 1986, when three dental surgeons, who had passed a Ministry of Health qualifying examination, were enrolled in the department of Oral and Maxillofacial Surgery of the Korle-Bu Teaching Hospital. This was to enable them prepare for both the primary examinations of the Royal College of Surgeons of England and the West African College of Surgeons. Twenty-six years later, the Ghana College of Physicians and Surgeons, which is only ten years old, has produced sixteen Members and recently, two Fellows. The West African College of Surgeons (WACS), on the other hand, is yet to produce its first batch of Ghanaian Fellows by examination following training in Ghana, although it has been holding examinations since 1988. With the establishment of two dental schools in Ghana, and the resultant improvement in retention of dental graduates in the country, the need and demand for postgraduate dental education has become pressing. No known review of postgraduatedental education has been carried out in Ghana. This paper seeks to give a historical overview of postgraduate dental education in Ghana and to describe its current status.

Postgraduate dental education: Training the future specialist and clinical leader of tomorrow

Postgraduate dental education: Training the future specialist and clinical leader of tomorrow

A Questionnaire Survey on the Effects of Experience-led Learning with Scenario-based Pre-clinical Training for Basic Education of Operative Dentistry and Endodontics on Pre- and Post-graduate Dental Education

A Questionnaire Survey on the Effects of Experience-led Learning with Scenario-based Pre-clinical Training for Basic Education of Operative Dentistry and Endodontics on Pre- and Post-graduate Dental Education

Comparison of the Postgraduate Orthodontics Curriculum in Mashhad Dental School with the Top Ten Dental Schools in the World

Background: Recognizing and reviewing the educational curricula of the specialized fields of dentistry and comparing it with the curricula of the top universities in the world will help to provide the necessary changes and corrections in postgraduate dental education, leading to more skilled specialists. Objectives: The aim of this study was to compare the orthodontics post graduate curriculum of Mashhad dental school with the top 10 international dental schools. Methods: Twenty-two of the world's top universities (10 main and 12 reserve) that offer orthodontics postgraduate programs were selected. A checklist including eight key factors and some secondary variables was prepared. These factors were classified as quantitative and qualitative. The checklist was filled with information provided by university websites and contacting program directors using email. A sample t-test and descriptive-analytic approach were respectively used to analyze the quantitative and qualitative data. Results: Among the quantitative factors that were evaluated, only the “percentage of completely treated patients” was significantly lower in Mashhad dental school compared with that of the top 10 international dental schools. There was no significant difference regarding the length of study, the number of professors, and the number of patients visited by each resident. Among the qualitative factors, the most diversity was seen in certificates awarded to graduates. Conclusions: No significant difference was observed in didactic education, clinical training, and research project conduction between the orthodontics post graduate program of Mashhad dental school and top-tier international universities.

Maintenance of Dental Records and Forensic Odontology Awareness: A Survey of Croatian Dentists with Implications for Dental Education.

Forensic odontology is the application of dentistry within the criminal justice system. Forensic expertise, including dental identification, mostly relies on dental records. We explored the practice of maintaining dental records among Croatian dentists, as well as their knowledge of legal regulations and the application of dental records in forensic odontology. In all, 145 dentists participated in an online survey. Questions covered general information on dentists, maintenance of dental records, and knowledge of legal requirements and forensic odontology. Overall, 70% of dentists obtain and archive written informed consents, while 87% record dental status. Generally, non-carious dental lesions and developmental dental anomalies were not recorded. About 72% of dentists record filling material and surfaces. Only 32% of dentists know the legal requirements for keeping records, whereas 21% have no knowledge of forensic odontology and its purpose. The survey revealed different practices in the maintenance of dental records, including significant flaws and lack of awareness of its forensic importance. This obvious need for additional education on proper maintenance of dental records could be met by including forensic odontology in compulsory undergraduate courses and postgraduate dental education. Establishing national and international standards in dental charting would comply with contemporary trends in health care and the requirements of forensic expertise.

Anesthetic Management of the Pregnant Patient: Part 1.

As delays in the age for a mother's first pregnancy continue to trend upward globally, particularly in developed countries, many pregnant patients are increasingly educated on the importance of obtaining dental care throughout their pregnancies. Guidelines set forth by the American Dental Association and the American College of Obstetrics and Gynecologists highlight the importance of dental treatment for optimizing maternal-fetal health across all trimesters, especially for emergent dental issues. The pregnant dental patient undergoes significant physiologic remodeling unique to each trimester, which may complicate treatment. Providing safe anxiety and pain control for dentistry can be further complicated if sedation or general anesthesia is required for the parturient. This is even more true when superimposed with increasingly prevalent underlying comorbidities like hypertension and diabetes. As dental providers, there is a clear need for continuing education on the many challenges associated with caring for pregnant patients due to this being an often overlooked subject in undergraduate and postgraduate dental education. Part 1 of this review will present the maternal and fetal physiologic considerations and the impact on patient management from an anesthetic perspective. Additional discussion focusing on common sedative and anesthetic agents used during dental procedures and their considerations will follow in Part 2.

Implementation Of Teledentistry In Postgraduate Dental Education During COVID-19 Pandemic In Saudi Arbia

Access to dental treatment, is still a big concern in this extraordinary situation owing to the coronavirus pandemic. Therefore, non-conventional approaches such as teledentistry can help to overcome the problem. This study aims to measure the levels of knowledge, awareness, attitudes, and practices of teledentistry among postgraduate dental students during the COVID-19 pandemic in Saudi Arabia. A cross-sectional descriptive survey using an online google form was conducted to assess the knowledg

A qualitative study of trainer and trainee perceptions and experiences of clinical assessment in post-graduate dental training.

The implementation of workplace-based assessment (WBA) needs to ensure the achievement of pre-set competences but may look different across varying contexts, such as in post-graduate dental education. The purpose of this study is to explore the perception of residents, faculty members and alumni concerning their experience with clinical assessment, and what configurations they consider as optimal to maximise the entailed learning experience. This study relied on a qualitative descriptive design using two data collection tools: focus group sessions, and semi-structured, one-to-one interviews. Data were triangulated from three sources: residents, faculty members and alumni. The data were inductively analysed based on constructivist epistemology. This was done using the Thematic Analysis approach, facilitated by NVivo software. The analysis revealed two mutually exclusive themes: process and people. Within process, variables related to quality, workflow and feedback surfaced. As for the people theme, the main two group of stakeholders referred to in the related analysis were the trainees and the trainers. There are many variables that need to be considered when developing an evidence-driven WBA. In addition, factoring into the design of the WBA the perception of the main stakeholders will enable contextualisation which is expected to raise the reliability of the adapted tools. This study introduced a framework that could support post-graduate universities in their journey towards developing context-specific WBA.

Attitudes and perceptions of dental students towards artificial intelligence

Artificial Intelligence (AI) is a burning topic and use of AI in our day-to-day life has increased exponentially. The purpose of this study was to evaluate the attitudes and perceptions of Turkish dental students towards AI and to provide information about their opinions to use of AI in dentistry. A 22-question survey was distributed through Google Forms to all dental students at 9 Turkish dental schools in March 2019. It consisted of various sections aiming to evaluate the dental students' knowledge and attitudes toward AI and possible applications in dentistry. Respondents' anonymity was ensured. A total of 1103 students (650 female, 453 male; mean age was 21.36 ± 1.93 years) responded to the questionnaire for a 21.69% response rate. Of these, about 48.40% had basic knowledge about AI technologies and 10.6% stated that they had no information sources about AI. 85.70% agreed that dentistry would be revolutionized by AI but 28.60% did not agree that AI could replace themselves in the near future. In addition, 74.60% and 79.80% of agreed on topics about AI to be included in undergraduate and postgraduate dental education, respectively. Although participants have insufficient knowledge of AI, they are willing to improve their knowledge in this field. Participants shared an optimistic views and thought that AI will have a positive impact on dental future practice. Follow-up surveys and multinational studies should be conducted to further explore these issues.