An interventional study for improving the manual dexterity of dentistry students

Lugassy, Diva; Levanon, Yafi; Shpack, Nir; Levartovsky, Shmuel; Pilo, Raphael; Brosh, Tamar

doi:10.1371/journal.pone.0211639

Cited by 19 publications

(42 citation statements)

References 34 publications

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“…Dental students must deal with life-threatening conditions, work long hours, undertake a demanding workload, and master an intense theoretical education (Harazin et al, 2014). Studies show that young dental students can significantly improve complicated fine motor skills, such as performing dental work while looking in a mirror, with practice (Lugassy et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the stress-response of dental students to the dental school environment

Mocny‐Pachońska

Doniec

Trzcionka

et al. 2020

PeerJ

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Introduction and Objective Dentists experience high amounts of professional stress beginning with their student years in dental school. This stress, given its early onset, may negatively impact the personal and professional lives of these individuals, as well as the quality of their clinical work. We sought to create an objective scale to evaluate the levels of stress in students at different stages of their education, as well as in practicing physicians. Materials and Methods Thirty dental students participated in this study, with 10 students each selected from junior, mid-senior, and senior classes. They were randomly divided into two groups in which one group was subjected to stressors while the other group was not. JINS MEME ES_R (JINS) smart glasses and Garmin Vivoactive 3 smartwatches were used to obtain data, including electrooculography (EOG), heart rate (HR), and accelerometer (ACC) and gyroscope (GYRO) feedback, while the subjects performed a dental exercise on a phantom tooth. Results The heart rates of more experienced students were lower than those of the junior students. The EOG, ACC, and GYRO signals showed multiple differences in the measurement of amplitudes and frequency of episodes. Conclusion Our pilot results show that electronic tools, like smart glasses with software and sensors, are useful for monitoring the stress levels of dental students in preclinical operating conditions. We would like to further assess the stress levels in students performing dental procedures on phantom teeth and in later clinical interactions with patients.

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Section: Introductionmentioning

confidence: 99%

Evaluating the stress-response of dental students to the dental school environment

Mocny‐Pachońska

Doniec

Trzcionka

et al. 2020

PeerJ

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“…The primary goal of simulation learning is to master the motor skills required to perform a variety of dental procedures in a low risk, authentic setting 45 . As discussed previously, operation of the simulation clinic during this current pandemic is challenging as this educational space has the potential to be a high‐risk setting for the transmission of SARS‐CoV‐2.…”

Section: Resuming Clinical Teaching: Addressing the Challengesmentioning

confidence: 99%

“…Obvious limitations of this type of teaching include lack of patient‐clinician communication, pain management, management of saliva and blood, interaction with biological tissues (tooth structure, gingiva) and pathology such as caries. Simulation learning is based on the transfer of learning theory where “the training of one motoric task leads to significant improvement in performance of another motoric task that has similar components” 45 ; thus, the objective of simulation teaching in senior years during this pandemic is the honing of motor skills through repetition, with students required to complete complex procedures that mimic clinical situations to ensure maintenance of their skill level.…”

Section: Resuming Clinical Teaching: Addressing the Challengesmentioning

confidence: 99%

“…This study was conducted in 2013, when face‐to‐face teaching was the norm, but this method could be easily adapted to suit today's circumstances with online lectures and students’ practicing at home. This would also be relatively low cost for students and easily sourced compared to other portable tools like a small motor to work on models or “PhantHome” which was developed in Israel for the purpose of home training students in basic motor skills 45 …”

Section: Resuming Clinical Teaching: Addressing the Challengesmentioning

confidence: 99%

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Dental education in the time of SARS‐CoV‐2

Sukumar

Dracopoulos²,

Martin

2020

Eur J Dental Education

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Introduction The SARS‐CoV‐2 virus has forced profound change on all aspects of society, with significant impact on dental education. Dental students like all other dental clinical personnel are considered to be at the highest risk amongst healthcare workers due to the nature of treatment, namely, working in the oral cavity (known reservoir for the virus) and the routine use of aerosol‐generating procedures. The nature of this pandemic has created several challenges to dental clinical education. The aim of this paper is to discuss these challenges and how educators have sought to overcome them. Materials and Methods This paper reviews the evidence base around bio‐aerosol and infection control measures specifically in the context of dental education. Results Using current knowledge of bio‐aerosol and increasing understanding of the virus, dental educators can implement evidence‐based measures to ensure safe teaching within both simulation and clinical environments. Discussion This paper contextualises the current pandemic in a dental education setting by providing a critical appraisal of the challenges posed by SARS‐CoV‐2 and how these challenges may be managed. Conclusion The SARS‐CoV‐2 pandemic has created unique challenges for dental schools worldwide. Dental educators have sought to identify these challenges and find solutions appropriate to the stage of the pandemic specific to their geographical location.

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“…En vista de lo anterior, la academia deberá realizar profundas modificaciones en el plan de estudio de los programas de especialización en odontopediatría. Vemos con optimismo que nuevas alternativas de enseñanza junto con el establecimiento de los conceptos y fundamentos de odontología de mínima intervención, serán la base del desarrollo de la odontopediatría del futuro (29,30) . Este tipo de acercamiento permitirá entregar al paciente (y a su grupo familiar) las herramientas necesarias para hacerlo responsable de su propia salud bucal de manera informada.…”

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