A nationwide survey of undergraduate training in oral and maxillofacial surgery

Seifert, Lukas Benedikt; Hoefer, Sebastian; Flammiger, Swantje; Rüsseler, Miriam; Thieringer, Florian M.; Ehrenfeld, Michael; Sader, Robert

doi:10.1007/s10006-018-0703-0

Cited by 5 publications

(4 citation statements)

References 28 publications

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“…Clear positive information about OMFS care and careers should be present within the current dental and medical curricula. Where the curriculum is too full, this must be delivered with effective extra-curricula programmes ensuring that OMFS is not overshadowed by other specialties [ 17 , 18 ]. Consequently, for the field of OMFS, active involvement and collaborative design of educational content during the initial stages of training for both dental and, notably, medical students is imperative.…”

Section: Discussionmentioning

confidence: 99%

Post-graduation career pathways: a nationwide survey among dental students in Germany

Thiem,

Puladi,

Seifert

et al. 2024

Clin Oral Invest

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Objectives Oral and maxillofacial surgery (OMFS) has to compete with other specialties for the best candidates. With the upcoming change of generations (Z and Alpha) and the movement toward gender parity of dentistry, understanding changing preferences and misconceptions is essential. Material and methods An online survey was conducted by the German-Association-of-Oral-and-Maxillofacial-Surgery (DGMKG) across German dental schools. The survey collected demographic data, academic background, and career aspirations, with a focus on OMFS. The dental student survey results were compared to a survey given to OMFS Specialists. Results 637 dental students, mainly female (70%), from 30 German universities participated. 27% had defined career aspirations post-graduation, with self-employment and academia being popular choices. 67% were unsure. Specializations leaned towards restorative dentistry (41%), orthodontics (36%), and prosthodontics (31%). While 73% showed interest in surgical practices, 20% were attracted in specializing in OMFS. Of those averse to OMFS, 78% cited long training duration as the deterrent, 12% were put off by perceived unattractive working hours. Other reasons included negative undergraduate experiences, scarcity of part-time positions, and perceived inadequate earnings. Conclusion Accurate data is crucial for career decisions. OMFS societies must proactively share accurate information and guide students. OMFS offers family-friendly hours, and while its training might be longer than dental specialties, it is on par with other surgical professions. Clinical relevance Dental students consistently regard OMFS as commendable career path. To guarantee sustained OMFS expertise, it is imperative to nurture this interest through dedicated academic mentorship and innovative education, thereby solidifying their professional direction.

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Section: Discussionmentioning

confidence: 99%

Post-graduation career pathways: a nationwide survey among dental students in Germany

Thiem,

Puladi,

Seifert

et al. 2024

Clin Oral Invest

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“…The correct performance of a structured facial examination represents a fundamental basic clinical skill that is of great importance for the ongoing physician because of the high frequency of craniofacial trauma [30,31] especially since previous studies have shown signi cant shortcomings regarding Oral and Maxillofacial Surgery-related knowledge and skills in undergraduate education [32][33][34]. The aim of this study was to prospectively investigate the teaching e cacy of two teaching methods, namely a 'Mental Training' approach (study group) and the traditional 'See One, Do One' approach (control group) in the short-and long-term acquisition of the above-mentioned basic clinical skill.…”

Section: Discussionmentioning

confidence: 99%

Comparison of ‘Mental Training’ and Physical Practice in the Mediation of a Structured Facial Examination

Nelskamp

Schnurr

Sterz³

et al. 2020

Preprint

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Background: The correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a fully randomized experiment to determine if ‘Mental Training’ was effective in teaching a structured facial examination.Methods: 67 students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 minutes of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to ten weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist.Results: Groups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004) and T2 (pE1 = 0.04; pE2 = 0.008) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06) increase in knowledge in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of knowledge between T1 and T2. Gender analysis showed a significant difference in favor of female students at T1 for Rater 1 (pE1 = 0.03).Discussion: ‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach basic surgical skills.

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“…Unfortunately, only a few studies were carried in a controlled and curricular “in vivo” setting or focus on the long-term retention of the knowledge acquired [8, 9]. For Oral and Maxillofacial Surgery however, we were not able to find any study that met the aforementioned standards even though it is reported that VP are frequently (range 15 to 63%) used among dental schools [19, 20]. Most studies rather describe the technical development and feasibility of VP case creation [21] or investigate students’ perception and self-assessed learning progress using VP cases [11, 12, 22].…”

Section: Introductionmentioning

confidence: 99%

Virtual patients versus small-group teaching in the training of oral and maxillofacial surgery: a randomized controlled trial

et al. 2019

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BackgroundComputerized virtual patients (VP) have spread into many areas of healthcare delivery and medical education. They provide various advantages like flexibility in pace and space of learning, a high degree of teaching reproducibility and a cost effectiveness. However, the educational benefit of VP as an additive or also as an alternative to traditional teaching formats remains unclear. Moreover, there are no randomized-controlled studies that investigated the use of VP in a dental curriculum. Therefore, this study investigates VP as an alternative to lecturer-led small-group teaching in a curricular, randomized and controlled setting.MethodsRandomized and controlled cohort study. Four VP cases were created according to previously published design principles and compared with lecturer-led small group teaching (SGT) within the Oral and Maxillofacial Surgery clerkship for dental students at the Department for Cranio-, Oral and Maxillofacial Plastic Surgery, Goethe University, Frankfurt, Germany. Clinical competence was measured prior (T0), directly (T1) and 6 weeks (T2) after the intervention using theoretical tests and a self-assessment questionnaire. Furthermore, VP design was evaluated using a validated toolkit.ResultsFifty-seven students (VP = 32; SGT = 25) agreed to participate in the study. No competence differences were found at T0 (p = 0.56). The VP group outperformed (p < .0001) the SGT group at T1. At T2 there was no difference between both groups (p = 0.55). Both interventions led to a significant growth in self-assessed competence. The VP group felt better prepared to diagnose and treat real patients and regarded VP cases as a rewarding learning experience.ConclusionsVP cases are an effective alternative to lecture-led SGT in terms of learning efficacy in the short and long-term as well as self-assessed competence growth and student satisfaction. Furthermore, integrating VP cases within a curricular Oral and Maxillofacial Surgery Clerkship is feasible and leads to substantial growth of clinical competence in undergraduate dental students.

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A nationwide survey of undergraduate training in oral and maxillofacial surgery

Cited by 5 publications

References 28 publications

Post-graduation career pathways: a nationwide survey among dental students in Germany

Post-graduation career pathways: a nationwide survey among dental students in Germany

Comparison of ‘Mental Training’ and Physical Practice in the Mediation of a Structured Facial Examination

Virtual patients versus small-group teaching in the training of oral and maxillofacial surgery: a randomized controlled trial

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