Awareness of Luxators in Dental Extraction Among Dentists

Palaniappan, Chithambara Shathviha

doi:10.21786/bbrc/13.7/24

Cited by 1 publication

(1 citation statement)

References 13 publications

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“…Although the staggered approach may allow for scaffolding of the procedure and a subsequent reduction in the stress and anxiety experienced by students (quotation on Table 4 ) in the three-and-a-half-day course, the course coordinator may have to consider extending the duration of the course and amend the outcomes of the course to include elevators/luxators for the intra-alveolar (simple tooth extraction) procedure. The combination of forceps and elevators/luxators could potentially result in a less traumatic extraction with less bone and soft tissue destruction [ 46 ]. A recent study at a UK dental school reported the use of instructional videos for increasing self-confidence of dental students with luxator use [ 45 ].…”

Section: Summary and Discussion Of The Findingsmentioning

confidence: 99%

Exodontia skills acquisition: Focusing on clinical teaching and training

Behardien¹,

Brijlal²,

Roman³

2023

PLoS ONE

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Objectives The aim of the research was to evaluate the traditional exodontia block course. The objectives were to explore the experiences and views of students, clinical teachers and dental practitioners of the various elements of the course curriculum. Methods The study was a qualitative, participatory action research study using descriptive analysis. The study was conducted at a Dental Faculty in South Africa. A purposive sample of students, clinical teachers and dental practitioners were invited to participate. Focus group discussions were used to collect data which was analysed by an external coder. Results The study population consisted of 15 undergraduate dentistry students, 10 clinical teachers and seven dental practitioners. Four broad themes with sub-themes emerged from the study. The main themes identified strengths and deficiencies of the traditional course and made recommendations for its improvement. The themes identified were i) Integration of knowledge and skills, ii) Block course structure, iii) Challenges associated, and iv) Recommendations for improvement. Overall, the participants were satisfied that the course met its objectives. The results pertaining to clinical skills acquisition identified that teaching the use of elevators and luxators in the course, and standardisation of terminology among all clinical teachers as areas requiring attention. Teaching and learning strategies such as community-based learning, peer learning, case reviews, feedback and visual technology were viewed by the student, as well as clinical teacher samples, as strategies most beneficial to clinical learning. Conclusions The review of the curriculum for exodontia skills acquisition and development, provided several benefits. Firstly, this research served as a quality assurance indicator. It further highlighted many teaching and learning strategies that would improve clinical skills development, reduce stress and anxiety, and support student learning. To a large extent, pertinent information was obtained that served to inform the subsequent redesigning of the course. The findings of the study augment the literature currently available on the best practice for exodontia skills acquisition and development and provide baseline information for the planning and redesign of related courses.

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Section: Summary and Discussion Of The Findingsmentioning

confidence: 99%