A review of oral and maxillofacial surgery journals’ contribution to undergraduate surgical education

Ologunde, Rele; Sykes, Mark

doi:10.1016/j.bjoms.2014.08.014

Cited by 9 publications

(7 citation statements)

References 27 publications

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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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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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“…A major aspect of discussion in almost all the articles published in respect to the present subject is that limited knowledge about purview of OMFS among the medical fraternity consists of the practitioners and students. [14589] In this regard, we need to understand and propagate that OMFS serves a broad array of treatment options in an important anatomical area of the human body. It deals with the different benign and malignant odontogenic as well as nonodontogenic cysts and tumor of the maxillofacial region.…”

Section: Discussionmentioning

confidence: 99%

“…[123] A study reviewing the impact of oral and maxillofacial journals on undergraduate education was done by Ologunde and Sykes. [4] A survey was designed based on the analysis done by Vadepally and Sinha[1] to understand the perceptions of general people and medical practitioners in the state of Odisha, India, toward oral and maxillofacial surgeons. In due course of it, people were also made aware of the field and treatments that maxillofacial surgeons cover and thus would enhance the quantum of referrals to the surgeons from different specialties.…”

Section: Introductionmentioning

confidence: 99%

An analysis of approach toward oral and maxillofacial surgery: A survey of 1800 health-care specialists, students, and general people in Odisha, India

Mohanty

Singh

2019

Natl J Maxillofac Surg

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Aim: The aim of the study is to assess the perception of oral and maxillofacial surgery (OMFS) by health-care professionals, students, and general public in the state of Odisha, India. Materials and Methods: A questionnaire form was formatted that listed ten clinical situations and given by hand to 1800 individuals, divided into six groups: Group I – general medical practitioners; Group II – specialties of dentistry; Group III – general dental practitioners; Group IV – medical students; Group V – dental students; and Group VI – general public, each comprising 300 individuals. Respondents were asked to indicate who they would expect to treat them if they had one of the specified conditions listed in the questionnaire. We present the results and current awareness levels of this simple questionnaire and in due course educate and inform the society about the treatment OMFS provides. Results: Most of the respondents in Groups II, III, and V agreed that specific conditions listed in the questionnaire were within the domain of OMFS, but such response was not seen in Groups I, IV, and VI ( P < 0.05). An overall awareness level of OMFS was found to be 50.8%. Conclusion: The liability and responsibility of creating and improving the awareness and perception of our specialty lies on oral and maxillofacial surgeon. Unified efforts at individual as well as global level will help achieve this goal.

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“…The evaluation of practical skills and the use of new teaching techniques in CMF surgery unfortunately are rarely investigated. From 1986 to 2013, only 22 articles on undergraduate surgical education in CMF surgery have been published [20], showing that there is still a lack of research on CMF education. To the authors’ best knowledge, this study is the first to compare performance in execution of typical CMF-specific practical skills between MS and DS, showing that even after participation in a previously described structured teaching program [7], [8] there is room for improvement.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate medical students need more training in craniomaxillofacial surgery: a comparative study between medical and dental students

Seifert

Sterz

Bender

et al. 2017

Innovative Surgical Sciences

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Purpose: To compare the performance in oral, craniomaxillofacial, and facial plastic surgery (CMF)-specific surgical skills between medical students (MS) and dental students (DS) and hence adjust the current CMF training to student-specific needs. The investigators hypothesized that there would be no performance differences between MS and DS. Methods: The investigators implemented a comparative retrospective item-based analysis of student performance in a CMF-specific objective structured clinical examination (OSCE) from 2008 to 2015. The sample was composed of 1010 MS and 225 DS who completed a standardized CMF training and OSCE. Three OSCE scenarios [management mandible fracture (MMF), management zygomatic fracture (MZF), and structured facial examination (SFE)] were included in the study because learning objectives were equal. Descriptive and bivariate statistics were computed and the p value was set at 0.05. Results: In all of the analyzed OSCE scenarios, DS significantly outperformed MS (MMF p < 0.001; MZF p = 0.013; SFE p < 0.001). DS especially appeared to be better in the correct interpretation of radiological findings (five of seven items, MMF) and the correct allocation of anatomical structures (four of five items, MZF) as well as the symptom-oriented examination of the eye (three of three items, SFE). Discussion and conclusion: DS overall seem to be perform better in typical CMF skills. The reasons for this performance gap could be a more profound knowledge of the facial anatomy as well as a higher awareness for CMF as a related specialty to dentistry. CMF should be included in medical curricula in a larger scale, and possible career paths should be highlighted to MS and DS to raise attraction for the specialty. Further studies should focus on the implementation of modern teaching methods in CMF education.

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A review of oral and maxillofacial surgery journals’ contribution to undergraduate surgical education

Cited by 9 publications

References 27 publications

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

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

An analysis of approach toward oral and maxillofacial surgery: A survey of 1800 health-care specialists, students, and general people in Odisha, India

Undergraduate medical students need more training in craniomaxillofacial surgery: a comparative study between medical and dental students

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