Assessment and feedback in dental education: a journey

Bissell, V.; Dawson, Luke

doi:10.1038/s41415-022-4968-1

Cited by 3 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study reinforces the conclusions drawn from previous studies, which indicate a strong correlation between dental students and procedural errors in class II resin composite restorations. Dental schools may provide several approaches when teaching their students, such as implementing case-based learning, implementing regular assessments, and including practical exams ( Bissell and Dawson, 2022 , Park et al, 2016 ) to evaluate students’ competency in performing class II resin composite restorations. In addition, it is crucial to enhance the comprehensiveness of laboratory training, exposing students to diverse clinical scenarios and various techniques.…”

Section: Discussionmentioning

confidence: 99%

Predictors of procedural errors in class II resin composite restorations using bitewing radiographs

Balhaddad,

AlGhamdi,

Alqahtani

et al. 2024

The Saudi Dental Journal

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Predictors of procedural errors in class II resin composite restorations using bitewing radiographs

Balhaddad,

AlGhamdi,

Alqahtani

et al. 2024

The Saudi Dental Journal

View full text Add to dashboard Cite

From outdated to outstanding: an institution’s journey in reforming the dental materials science curriculum and lessons learned

Lin,

Foong,

Kumaresan

2024

BMC Med Educ

View full text Add to dashboard Cite

Background The Dental Materials Science (DMS) course within Malaysian undergraduate dental education has traditionally been taught in isolation, with a relatively stagnant delivery mode. Recent shifts in national dental competency standards have necessitated substantial reform in the DMS curriculum. This study aims to outline the journey of a local dental institute in developing and implementing a competency-based DMS curriculum. Methods A faculty curriculum task force was established to oversee the curriculum reform process. The reform was guided by a “bottom-up” approach using the five-step curriculum reform model: (1). Curriculum mapping, (2). Comprehensive needs assessment, (3). Clear learning objectives and outcomes, (4). Curriculum development and implementation, and (5). Continuous evaluation and improvement. Results Step 1 revealed the need to reduce content repetition and improve alignment with the new competency standards. Step 2 identified the need to include advanced materials, integrate theoretical and clinical aspects, and enhance teaching methods. The new curriculum included 25 relevant topics. Step 3 established three course learning outcomes, while Step 4 integrated DMS content horizontally and vertically across the curriculum, introduced innovative teaching methods, and diversified assessment methods. Step 5 ensured ongoing curriculum monitoring, with both short-term and long-term evaluations planned. Conclusion The curriculum reform process represents a significant advancement in dental materials science while addressing challenges and aligning the curriculum with national standards. Ongoing evaluation, adaptability, interdisciplinary collaboration, and international engagement are essential for further improvements. This journey serves as a valuable reference for educators seeking to update their DMS curricula.

show abstract

Managing Stress and Somatization Symptoms Among Students in Demanding Academic Healthcare Environments

Antoniadou,

Manta,

Kanellopoulou

et al. 2024

Healthcare

View full text Add to dashboard Cite

Introduction: Stress is a common concern among healthcare students, due to the demands of their coursework and the elevated expectations they face. Especially among dentistry and nursing students, the phenomenon, although well-documented, covers psychosocial and physiological dimensions, with somatization symptoms being less explored. These manifestations are crucial to identify discipline-specific stressors and health impacts that can lead to targeted interventions for both disciplines. Aim: This study investigates stress perceptions, somatization, and coping strategies among 271 nursing and dentistry students at the National and Kapodistrian University of Athens. Methodology: An e-questionnaire was open for submissions during February and March 2024. Results: Females reported higher stress somatization (M = 10.22, SD = 5.23) than males (M = 7.94, SD = 6.14; Cohen’s d = 0.412, p < 0.05). The interpretation of stress as “restlessness and psychological pressure” was more prevalent in dentistry students compared to nursing students. Moreover, nursing students who perceived stress as the “inability to manage unexpected or difficult situations, insecurity, panic” were more likely to experience stress somatization symptoms, while for dentistry students, stress somatization was related to “pressure to meet daily obligations/long-term goals”. Physical symptoms for all students included chest discomfort, digestive issues, and headaches/nausea. Also, dentistry students reported more teeth clenching or grinding than nursing students. Short-term coping strategies included emotional balance, managing stressors, situation analysis, and breathing techniques. Long-term strategies involved distraction and entertainment, physical exercise, and patience. A higher willingness to seek coaching support correlated with higher stress somatization among dental students. Nursing students favored psychological support, while dentistry students suggested curriculum revision and improved infrastructure. Discussion/Conclusions: Females exhibited higher stress somatization levels, with themes of insecurity and physical symptoms. Nursing students reported higher somatization linked to insecurity, while dental students associated stress with daily obligations and goals. The study highlights the need for improved support systems, flexible academic procedures, and better communication to address stress in healthcare academia.

show abstract

Assessment and feedback in dental education: a journey

Cited by 3 publications

References 13 publications

Predictors of procedural errors in class II resin composite restorations using bitewing radiographs

Predictors of procedural errors in class II resin composite restorations using bitewing radiographs

From outdated to outstanding: an institution’s journey in reforming the dental materials science curriculum and lessons learned

Managing Stress and Somatization Symptoms Among Students in Demanding Academic Healthcare Environments

Contact Info

Product

Resources

About