Preclinical Course Research Articles

강의계획서에 기반한 의과대학 교육과정 분석

This study aims to analyze the syllabi of all courses in the A Medical School curriculum, including basic medicine, preclinical, clinical practice, medical humanities and social sciences, and student research programs. The purpose is to evaluate the appropriateness of each component and utilize the results as a basis for curriculum improvement. The main research findings are as follows. First, the curriculum objectives present clinical competence, competence as a medical scientist and educator, and competence as a professional and leader in order to achieve the graduation outcomes of the medical school. However, there are not many courses dealing with professional and leadership competencies in the basic medicine and preclinical education courses, so they need to be strengthened through curriculum improvement. Second, various teaching methods such as lectures, PBL, practice, discussion, and presentation are utilized. Appropriate teaching methods are used according to the characteristics of each course. Third, student assessment is conducted through written exams, assignments, practice, and learning attitude to evaluate knowledge, skills, and attitude. Written exams, learning attitude, and attendance are mostly included in all courses. Fourth, feedback is an essential element of competency-based education. A Medical School plans feedback for each course, and the feedback plan was more than 80%. When feedback was planned as a group, it mainly consisted of quizzes and problem solving, and the proportion of individual feedback was high in the clinical practice and student research courses. Although most courses have feedback plans, it is necessary to specify the timing and method of feedback. Through the results of the study, it was confirmed that the A Medical School curriculum has a foundation for competency-based education, but some courses need improvement. It is expected that the quality of medical education will be improved if the syllabi are appropriately established and implemented in the future.

The effect of real-time EF automatic tool on cardiac ultrasound performance among medical students.

Point-of-care ultrasound (POCUS) is a sensitive, safe, and efficient tool used in many clinical settings and is an essential part of medical education in the United States. Numerous studies present improved diagnostic performances and positive clinical outcomes among POCUS users. However, others stress the degree to which the modality is user-dependent, rendering high-quality POCUS training necessary in medical education. In this study, the authors aimed to investigate the potential of an artificial intelligence (AI) based quality indicator tool as a teaching device for cardiac POCUS performance. The authors integrated the quality indicator tool into the pre-clinical cardiac ultrasound course for 4th-year medical students and analyzed their performances. The analysis included 60 students who were assigned to one of two groups as follows: the intervention group using the AI-based quality indicator tool and the control group. Quality indicator users utilized the tool during both the course and the final test. At the end of the course, the authors tested the standard echocardiographic views, and an experienced clinician blindly graded the recorded clips. Results were analyzed and compared between the groups. The results showed an advantage in quality indictor users' median overall scores (P = 0.002) with a relative risk of 2.3 (95% CI: 1.10, 4.93, P = 0.03) for obtaining correct cardiac views. In addition, quality indicator users also had a statistically significant advantage in the overall image quality in various cardiac views. The AI-based quality indicator improved cardiac ultrasound performances among medical students who were trained with it compared to the control group, even in cardiac views in which the indicator was inactive. Performance scores, as well as image quality, were better in the AI-based group. Such tools can potentially enhance ultrasound training, warranting the expansion of the application to more views and prompting further studies on long-term learning effects.

Examining the pedagogical practices that support cultural proficiency development in graduate health science students

BackgroundHealth disparities are often a function of systemic discrimination and healthcare providers’ biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP.MethodsHere, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students’ implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions.ResultsThe data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students’ perception of the training varied substantially (e.g., training range = 1–100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes.ConclusionsThese findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.

Reduction of discrepancies between students and instructors in the assessment of practical tasks through structured evaluation sheets and peer feedback

The aim of this study was to reduce discrepancies between students and instructors in a preclinical dental course by employing structured peer feedback based on a detailed evaluation sheet. In a crossover study of dental students (n = 32), which compared peer feedback using an evaluation sheet (test) with the traditional method (control), participants completed tasks involving cavity and partial crown preparation. The practical tasks were scored numerically on a scale ranging from one (excellent) to six (failure). The amount of feedback provided by the instructor was also recorded. Statistical analysis was conducted using Wilcoxon signed-rank tests (p < 0.05). Regarding cavity preparation, no statistically significant difference was observed (median (25th–75th percentile)) between the grades received by the test (2.00 (1.50–3.00)) and control groups (2.25 (2.00–3.00)). However, the grades pertaining to partial crown preparation exhibited a statistically significant difference between the test (2.25 (2.00–2.50)) and control (2.50 (2.00–3.00)) groups. LimeSurvey and five-finger feedback were used to assess satisfaction with the new method, revealing that most students found the evaluation sheet and peer feedback to be effective. Within the limitations of this study, structured peer feedback using the evaluation sheet positively impacted grades pertaining to partial crown preparation, requiring less instructor feedback.

Students’ perception toward traditional versus interactive lectures in preclinical operative dentistry course: A comparative cross-sectional study

ABSTRACT Background: A lecture is one of the most common methods of teaching in higher education. The lecture is generally divided into interactive and traditional. Objectives: This study aimed to assess and compare senior and junior preclinical dental students’ perceptions of interactive lectures versus traditional lectures during the preclinical operative course. Materials and Methods: This was a descriptive, comparative cross-sectional study among 100 undergraduate students from Igraa College, Sudan. Students from 2 class years were involved; the first one was batch 2 (semester 6) and the second group was batch 3 (semester 5). Fourteen preclinical operative dentistry lectures were delivered to both classes (7 lectures were interactive and 7 were traditional) during the full-time course. At the end of the course, a self-administered questionnaire included questions about students’ demographic data and their perceptions toward traditional and interactive lectures. A comparison between different nonparametric data was done by Chi-square test with the level of significance set at P &lt; 0.05. Results: The response rate was 77%, where male students were 26 (33.8%) and female students were 51 (66.2%). There was no statistically significant difference between sex and class year in terms of the student’s preference for the types of lecture. Female students 42 (54.5%) and male students 24 (31.2%) agreed that interactive lectures increase focus on the material more than traditional lectures. The majority of students from both class years agreed that interactive lectures help them in leadership skills 58 (75.4%) and improving their communication between professors and students 65 (84.4%). Conclusions: interactive teaching has been greatly accepted by students who were accustomed to traditional teaching with differences in the preference of either type of lecture.

CONTENT ANALYSIS OF YOUTUBE VIDEOS RELATED TO MAXILLARY CENTRAL INCISOR TOOTH MANIPULATION

BACKGROUND: Today video sharing platforms on Internet like Youtube has become an important source of information in many areas like health. purpose of this investigation is to evaluate the suitability, usefulness, and quality of Youtube video contents related to 'Maxillary Central Incisive Tooth Manipulation’ used by dentistry students for first-year preclinical education. &#x0D; MATERIAL and METHODS: A scoring system consisting of 10 parameters was used to asses the video content quality. The viewership, likes, comments, reliability of information, global quality scores(GQS), and video duration were recorded for evaluation with parameters by two dentists according to the uploader (dentist, dentistry student, dental technician) and the information content (high, medium, poor quality). Group comparisons were analysed using the Kruskal Wallis H and post-hoc Tamhane’s T2 test. &#x0D; RESULTS: 20 relevant videos were classified as 55% high(GQS 4.7±0.6), 35% medium(GQS 3.3±1.6), and 10% considered poor quality(GQS 1.0±0). Evaluated according to their quality, no significant difference was found between the parameters except GQS(p=0.013). The videos are as follows, in order of their sources: dentists(n=6,30%), dentistry students(n=11,55%) and dental technicians(n=3,15%). &#x0D; CONCLUSION: The fact that there was no difference in the viewing and popularity of useful and misleading videos revealed that the high quality video could not be chosen by the video viewers. In this study, it was concluded that dentistry students should pay particular attention to the video provider while providing video access to support their preclinical education. Health academics and health institutions need to increase studies on 'pre-clinical practice courses' and try to raise awareness by uploading more useful and systematic videos to the internet/YouTube.

Stepping into a Preclinical Course as a Clinical Guest Lecturer

Medical schools often rely on clinicians to provide guest lectures in foundational science courses. These guest lecturers may teach only once or sporadically in the undergraduate curriculum, which brings about several challenges that can impact their effectiveness. This guide, drawn from evidence-based teaching principles, medical student feedback, the authors’ training in educational and cognitive psychology, and experience as a clinical teacher, is designed to support clinical guest lecturers in meeting the educational standards and expectations for teaching in the preclinical setting as well as give insight into the needs of foundational science course directors and students.

Survey of attitudes toward performing and reflecting on required team service-learning (SASL): psychometric data and reliability/validity for healthcare professions students in preclinical courses

PurposePreviously we assessed healthcare professional students’ feelings about team-based learning, implicit bias, and service to the community using an in-house paper survey. In this study, we determined whether this survey is a reliable and valid measure of prospective medical students’ attitudes toward required service-learning in an Immunology course. To our knowledge, no published questionnaire has been shown to be dependable and useful for measuring such attitudes using only eight survey items.MethodsFifty-eight prospective medical students in Colorado (CO) and 15 in Utah (UT) completed the same Immunology course using remote technology. In addition to the usual course content, students were required to write critical reflections on required team service-learning. On the last day of class, they completed the survey of attitudes toward service-learning (SASL).ResultsData analyses found Cronbach’s alpha values of 0.84 and 0.85 for the surveys of UT and CO students, respectively. Factor analysis of CO student data revealed only one Eigenvalue greater than one (3.95) justifying retention of a single factor termed “attitudes toward required service-learning.” In addition, CO students’ attitudes toward community service were highly positive, while UT students’ attitudes were nearer neutral (p &amp;lt; 0.0001).ConclusionOur factor analysis and good Cronbach’s alpha values support the conclusion that the SASL was a reliable measure of prospective medical students’ attitudes toward required team service-learning for an Immunology course. Moreover, we used the SASL to distinguish these attitudes in CO versus UT students, and, thus, the SASL appears to be a valid measure of this difference. Calculation of similarly good Cronbach’s alpha values – for a predecessor of the SASL among pharmacy, masters, and medical students at another institution – indicates that the SASL may be useful more widely. However, the reliability and validity of the SASL needs to be demonstrated more rigorously for other healthcare students at different universities.

2003. Igniting the Spark: An Exploratory Qualitative Study of Medical Student Preclinical Infectious Diseases Learning

Abstract Background Major educational goals of Infectious Diseases (ID) are to recruit more trainees into ID and promote good antimicrobial decision-making. National survey research (Bonura et al, 2016) revealed that ID curricula that deemphasize memorization are associated with greater odds of trainees entering the field of ID. As ID electives are not required during medical school, preclinical ID courses could represent the last dedicated opportunity for students to gain exposure to the field and acquire key clinical skills for antimicrobial selection. Yet little is known about how students experience preclinical ID courses. We aimed to explore how students experience and engage with these courses to better understand how best to augment their learning and interest in ID. Methods We conducted individual interviews with a purposeful sample of medical students who took the preclinical ID course during three curricular years (2019-2021). Our semi-structured interviews explored students' challenges in learning ID, as well as the motivations, learning principles, and strategies guiding that learning. We generated a codebook through an iterative, inductive process using Dedoose to code interviews and facilitate analysis. We confirmed and refined major themes over 19 interviews. Results Students face unique challenges learning ID but are motivated to succeed by both intrinsic and extrinsic factors (Table 1). We identified six core learning principles (Establishing Relevance, Organized Study, Relating Ideas, Multi-Modal Learning, Socially Constructed Learning, and Active Engagement with Material) that support student learning, deployed through four main strategies (Peer Advice, Writing it Out, Talking it Out, and Use of External Resources) (Table 2; Figure 1).Table 1.Challenges and Motivations in Learning Infectious Diseases (ID)Table 2.Infectious Diseases (ID) Learning Principles and StrategiesFigure 1.Infectious Diseases (ID) Learning Principles with Supportive Strategies Conclusion Our results build on prior research indicating that students learning ID benefit from incorporation of educational principles and strategies that move beyond rote memorization to encourage active engagement and self-reflection. We found that students preference deep, strategic learning methods propelled by intrinsic motivation, despite external pressures. Our findings have implications for optimizing ID education and ultimately increasing interest in the field. Disclosures All Authors: No reported disclosures

Effect of a digital assessment system for the preclinical tooth preparation of metal-ceramic crowns: A pilot study

Tooth preparation is a fundamental aspect of prosthodontics and serves as a focal point in preclinical courses. Conventional pedagogy relies heavily on the expertise of instructors, whereas digital technology has the potential to offer instantaneous feedback. The efficacy of a digital assessment system in comparison with traditional teaching methods remains uncertain. The purpose of this study was to compare the training effects of traditional assessment and digital evaluation on tooth preparations for the metal-ceramic crowns performed by preclinical students on the convergence angle and tooth reduction. A total of 40 predoctoral students were randomly divided into the digital group and the traditional group to complete tooth preparation for a metal-ceramic crown on a left mandibular first molar. Students in the traditional group were taught by an experienced instructor, while the digital group students were trained by an objective digital assessment system without instructor guidance. Each student completed the tooth preparation in 20min, received feedback according to the respective training methods, and later prepared another tooth. In this way, all students completed 4 tooth preparations in 2 weeks. All preparations were evaluated by an optical scanner. Parameters for comparing the digital group with the traditional group were the convergence angle and reduction at different stages. Questionnaires on the digital training system were answered by the students of the digital group. The t tests or Wilcoxon signed rank tests and chi-squared tests were used to analyze the differences between the 2 groups (α=.01). A decreasing trend in convergence angle was seen in both groups, but the 2 groups were statistically similar (P>.01). After training, a decreasing trend was seen in under-reduction and overreduction on 5 surfaces in the digital group. Conversely, in the traditional group, a noteworthy increase was seen in under-reduction on the distal surface (P=.002). Nevertheless, no significant difference was found between the 2 groups (P>.01). According to the results of the questionnaire, over 80% of the students had a positive attitude toward the digital assessment system, and more than 80% of the students expressed their interest in the digital assessment system for tooth preparation training. Traditional teaching and digital feedback provided similar training effects to improve the quality of tooth preparations for preclinical dental students.

Implementing a Preclinical Elective Course for Working With Deaf and Hard of Hearing Patients in the Medical Curriculum.

Implementing a Preclinical Elective Course for Working With Deaf and Hard of Hearing Patients in the Medical Curriculum.

VR-haptic and phantom head dental training: Does the order matter? A comparative study from a preclinical fixed prostho-dontics course.

Learning tooth preparation techniques and the finesse required is an important part of preclinical dental education. Being able to practice surgical skills without loss of Frasaco® teeth while being provided with performance analysis data is a boon to students and educators. We investigated the combination of haptics-enhanced virtual reality (Simodont®) and conventional phantom head practice in a preclinical dental course, evaluating the students' performances and perceptions. Forty students were randomized into two groups: Group One began within a VR-haptic setting while Group Two worked with Frasaco® teeth. Halfway through the course the scenarios were switched. A crown preparation test on Frasaco® teeth was conducted at the end of the course. Students' performances and satisfaction were assessed anonymously. Analysis of the students' performances included clinical metrics (occlusal and axial reduction, convergence angle, damage to adjacent teeth). The perceived usefulness of VR-haptic and phantom head simulations was assessed. In Group One, the tooth preparation metrics were more in line with the requested parameters compared to Group Two. All students ranked VR-haptics highly regarding manual dexterity improvement. In conclusion, this study shows that by combining VR-haptics with conventional dental procedures, it is possible to improve important preparation metrics in fixed prosthodontics tooth preparation.

Modular training model for education of students in restorative and prosthodontic dentistry.

At the moment, no commercial model solution is available for the individualisation of the dentition depending on the clinical case scenario. Furthermore, the realistic training of most restorative and prosthodontic procedures on a single dental study model is not possible. The aim of this study was the creation of a new training model to fill this gap. Complete upper and lower jaw models were created based on existing scans and radiological data from a patient. All components for 100 complete models and 1128 teeth for the training were produced with a SLA-printer. Overall, 94 voluntary students attending the first and second preclinical course in prosthodontics tested the functionality of the model with three different tooth types against a standard dental study model and real teeth. After the training, the model was rated in a questionnaire. The production of the models and teeth was feasible. The overall rating of the different teeth was worse for type I (Ø 3.6 ± 1.1), significantly better for type II (Ø 2.5 ± 1.0) and type III (Ø 2.4 ± 1.0) than a standard typodont tooth (Ø 2.7 ± 1.1). The new model was rated significantly better overall (Ø 2.6 ± 1.0) than the standard training model (Ø 3.0 ± 1.1). The aim of this study was fulfilled. A superior training model was created with equivalent and better tooth types. The new teeth were outstanding in terms of cost-efficiency, appearance and feeling during preparation.

Implementing Competency-Based Veterinary Education: A Survey of AAVMC Member Institutions on Opportunities, Challenges, and Strategies for Success.

Competency-based education is increasingly being adopted across the health professions. A model for competency-based education in veterinary medicine was recently developed by a working group of the American Association of Veterinary Medical Colleges (AAVMC) and is being used in institutions worldwide. The purpose of this study was to gather information on progress in and barriers to implementing competency-based education (including use of the AAVMC competency-based veterinary education [CBVE] Model) by AAVMC member schools to inform the development of strategies to support institutions in successful implementation of the CBVE Model. A cross-sectional survey was developed and distributed to AAVMC member institutions via an AAVMC web-based communication platform. Thirty-four of 55 AAVMC member institutions responded to the survey (62% response rate). Twenty schools reported using a competency-based education framework. Eleven of these institutions had implemented the AAVMC CBVE Framework, with an additional 12 institutions anticipating implementing it over the next 3 years. Timing, resources, and change management were the most commonly reported challenges to implementation. Suggestions for development of training resources included translation of milestones to pre-clinical courses, development of assessments, guidance on making progress decisions, illustrative overviews of specific components of the CBVE Model (e.g., the AAVMC CBVE Framework, EPAs, entrustment scales, milestones), and curriculum mapping. This study assesses progress in implementing the CBVE Model in AAVMC member schools and aids in identifying key challenges and resources to support faculty and institutions in the successful adoption and implementation of this educational model.

Curriculum mapping of a dental materials science course: a reality check and way forward

BackgroundDental materials science is an important subject, but research on curriculum mapping in preclinical dental materials science courses is still scarce. The present study aimed to conduct a curriculum mapping in analysing elements and suggesting recommendations for an institutional dental materials science course.MethodsCurriculum mapping was conducted for the Year 2 undergraduate dental materials science course (Bachelor of Dental Surgery programme) in a Malaysian dental school. Based on Harden’s framework, the following steps were used to map the curriculum of the institutional dental materials science course: (1) scoping the task; (2) deciding the mapping format; (3) populating the windows, and (4) establishing the links. Two analysts reviewed the curriculum independently. Their respective analyses were compared, and discrepancies were discussed until reaching a consensus. A SWOT analysis was also conducted to evaluate the strengths, weaknesses, opportunities, and threats associated with the curriculum.ResultsCourse learning outcomes, course contents, levels of cognitive and psychomotor competencies, learning opportunities, learning resources, learning locations, assessments, timetable, staff, curriculum management and students’ information were successfully scoped from the institutional dental materials science course. The present curriculum’s strengths included comprehensiveness, alignment with standards, adequate learning opportunities, well-defined assessment methods, and sufficient learning resources. However, the identified weaknesses were repetition in curriculum content, limited emphasis on the psychomotor domain, dependency on a single academic staff, and limited integration of technology. The SWOT analysis highlighted the opportunities for curriculum improvement, such as revising repetitive content, emphasising the psychomotor domain, and incorporating advanced teaching strategies and technology.ConclusionsThe present dental materials science curriculum demonstrated several strengths with some areas for improvement. The findings suggested the need to revise and optimise the course content to address gaps and enhance student learning outcomes. Ongoing monitoring and evaluation are necessary to ensure the curriculum remains aligned with emerging trends and advancements in dental materials science.

PERCEPTION OF FIRST-YEAR MEDICAL STUDENTS REGARDING SELF-DIRECTED LEARNING AND CONVENTIONAL LECTURING IN PHYSIOLOGY THROUGH ACTIVITY FEEDBACK

Background: In order to transform the healthcare professionals into lifelong learners, it is important to develop self-directed learning (SDL) skills in their early study years. Students engaged in SDL can complete their learning assignments and can be transformed into lifelong learners. The objective of this study was to evaluate the improvements in perception of students by integrating principles of SDL activity in conventional curricular system in a 4-week first-year MBBS respiratory module. Methods: It was a descriptive cross-sectional survey conducted in Ayub Medical College Abbottabad on First Year MBBS (2020–2021) batch, where the module coordinator assigned respiratory insufficiency case-based studies to 1st Year medical students. Students were asked to give response to 20 questions on standard questionnaire proforma. Students were asked to reflect on how this assignment affected their perception of SDL skills and improvement in learning. Students strongly agreed, agreed, neither agree nor disagree, disagree, and strongly disagree about the 20 responses on Likert scale. For simplification, descriptive parameters were modified to numerical values which were then used to analyze responses on MS Excel. Results: Feedback response rate was 80% (177, 99 males and 78 females). Frequency of responses was recorded both for conventional teaching (CT) and SDL. There was marked variation in responses, both for SDL and conventional method of teaching. Conclusions: The students positively perceived the activity as a valuable learning experience. SDL assignments can be successfully implemented in pre-clinical courses and show improvements in their perception and learning skills. Pak J Physiol 2023;19(3):46–50

Burnout among medical students of a medical university in Vietnam: A cross-sectional study

ABSTRACT Background Academic burnout is a concern among students. The research aimed to depict the current situation and examine several factors associated with academic burnout among students of Hanoi Medical University in 2023. Methods A cross sectional study was carried out on a sample of 300 randomly selected students from Hanoi Medical University. The study employed demographic questionnaires and the Maslach Burnout Inventory Student Survey (MBI-SS) to assess the level of burnout. Statistical analyses, including descriptive statistics and regression analysis, were performed to evaluate burnout-related factors. Results The study findings revealed that the overall prevalence of burnout was 16.33%. Factors associated with burnout syndrome included being female (OR = 0.42, 95% CI 0.19 −0.93) with a lower level of burnout than males, fourth-year students (OR = 0.06, 95% CI 0.01 −0.72) had a lower level of burnout compared to other academic years, and students pursuing pre-clinical courses (OR = 4.07, 95% CI 1.17 −14.29) had a higher level of burnout. Conclusion The study findings highlight that academic burnout is a noteworthy issue among students. Examining burnout-related factors, including gender, academic year, and field of study, can assist universities in developing specific interventions to support students in managing burnout and enhancing the quality of education.

Burn surgery

Burn injuries represent a special type of injury that requires special expertise. Both in adequate wound treatment and in intensive medical care, there are various special features that must be considered and due to which treatment by experienced medical personnel is necessary. In the clinical, but also in the preclinical course, the most important points in the treatment of the burn injury should be known to be able to guarantee adequate treatment. In this context, in addition to the knowledge of the different degrees of burns, the estimation of the burned body surface area (VKOF) is essential. Intensive medical treatment as well as surgical therapy of deep burn wounds should then be performed in a burn center. The article provides an overview of the classifications of burn injuries, the management of wound care, the various therapeutic options, both conservative and surgical, and the special features of burn disease.

It’s “not black and white”: Students’ perceptions of “altruism” content in preclinical medical education

Objective This study investigated how students as stakeholders viewed behavioral and social science (BSS) content in a preclinical longitudinal course entitled “Medicine, Body, and Society” (MBS) at UT Health San Antonio Long School of Medicine (LSOM). We present students’ perceptions of successes and challenges tied to “altruism” and other non-biomedical objectives outlined by this institution. Methods We conducted a qualitative thematic analysis of MBS course evaluation data. Two researchers independently performed initial coding followed by interrater reliability checks to revise codes and a final MAXQDA lexical search to refine three themes. Results Three major themes emerged: (1) Students shared pedagogical preferences strongly favoring stories. (2) Students detected deficits in the module content tied to identities. (3) Students labelled BSS content as “soft,” “subjective,” and “siloed” which confounded its role in the course. Conclusions Advancing altruism aligned with BSS content in preclinical medical education remains a challenge. A closer review of student evaluations framed as learner-centeredness is key to a greater understanding and resolution of competency issues in preclinical curriculum and its impact on mastery in subsequent clinical education and practice.

A comparison of online and face-to-face modalities in endodontic preclinical education: A retrospective study.

The aim of this study was to evaluate the competency of undergraduate students in following the principles of access cavity preparation and the radiographic quality of root canal filling in maxillary molar teeth in either online or face-to-face education courses during the novel coronavirus disease 2019 (COVID-19) pandemic. A total of 178 extracted maxillary molar teeth that underwent endodontic dental treatment by undergraduate students who completed the endodontic preclinical practice course online or face-to-face during the COVID-19 pandemic were retrospectively analyzed. A visual access cavity examination determined the form, width of the cavity, deroofing of the pulp chamber, and the presence of a perforation. Root canal fillings were examined radiographically on periapical radiographs for length, homogeneity, taper, and the presence of iatrogenic defects. Statistical analysis was performed using the chi-square test. The incidence of incorrect form, wide cavities, and perforation was statistically higher in the online group than in the face-to-face group (p<0.05). It was determined that root filling length and homogeneity were more successful in the face-to-face group (p<0.05). When evaluated for iatrogenic errors, the presence of broken instruments was found to be significantly higher in the online group (p<0.05). There was no significant difference between the groups in other iatrogenic errors and the taper of the root canal filling (p>0.05). The students who underwent face-to-face education were more successful in accessing cavity preparation and root canal fillings than the students who undertook online education.