Digital preclinical education and assessment in pediatric dentistry during COVID pandemic

Puranik, Chaitanya P; Mack, Elizabeth H.; DeLapp, James; Peralta, Tracy de

doi:10.1002/jdd.12595

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…38 Several types of assessments have been employed in higher education with some limitations. Some examples of these assessment tools are tripartite, 39 case-based, 7 portfolios, 40 reflective journal, viva-voce (oral exams), and TJA. 38 In our study we used the TJA based on the 'Cogwheel model' of assessment developed at our university where communication was the central cogwheel that connected the other four cogwheels: knowledge, application of knowledge, clinical skills, and understanding the need for referral.…”

Section: Tdi Intervention and Study Highlightsmentioning

confidence: 99%

Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Puranik

Pickett

Peralta

2023

Dental Traumatology

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Background/AimProblem‐based learning (PBL) allows higher thinking among dental students and has improved first‐time pass‐rates in predoctoral pediatric dentistry education. The aim of this retrospective observational cohort study was to evaluate the impact of PBL‐based, traumatic dental injuries case discussions on predoctoral dental trauma education.Materials and MethodsStudent performance and perceptions after receiving dental trauma curriculum with or without PBL‐based dental trauma case discussions were evaluated. All the students challenged their simulated patient‐based assessments. Three recall‐based, objective structured clinical examinations, and critical thinking competencies assessed student knowledge about management of traumatic injuries affecting primary or permanent dentition including avulsion. The scores and number of attempts for each competency were compared between the study cohorts using t‐tests. Student's self‐perceived learning outcomes were measured through a voluntary, five‐question survey. Mantel–Haenszel ordinal Chi‐square tests were used to assess for differences in rates of agreement on survey responses from the students. Linear regression was used to assess effect of training on scores adjusting for student type (predoctoral or advanced standing). Pearson's correlations were used to assess association between scores. Significance was set at 0.05.ResultsFor the PBL cohort, there was a significant (p > 0.05) improvement in the first‐time pass‐rates and scores in three out of four competencies. A higher proportion of students in the PBL cohort perceived that their dental trauma education improved their radiographic and diagnostic skills compared to the cohort that did not receive PBL (p > 0.05). There was no correlation between recall‐memory versus critical thinking competencies (r < 0.5).ConclusionThe PBL‐based dental trauma case discussion had a positive impact on predoctoral student learning and perceived benefits while managing simulated traumatic dental injuries. Due to a lack of correlation between recall‐memory and critical thinking assessments, evaluation of predoctoral student's dental trauma competencies should involve multi‐model assessment.

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Section: Tdi Intervention and Study Highlightsmentioning

confidence: 99%

Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Puranik

Pickett

Peralta

2023

Dental Traumatology

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“…Furthermore, various teaching strategies to train healthcare providers and students in EMR have been employed in the past, but no comparative studies have been done to understand the existing knowledge about any EMR training modality in the healthcare sector 15 . High‐quality studies are required comparing the remote or digital education models with the conventional in‐person EMR training models for wider application in healthcare 16,17 …”

Section: Introductionmentioning

confidence: 99%

“…15 High-quality studies are required comparing the remote or digital education models with the conventional in-person EMR training models for wider application in healthcare. 16,17 We integrated electronic medical and dental records (iEMDRs) in our predoctoral pediatric dentistry clinical education program. We developed an iEMDR training and competency model for the dental students with two training modalities: in-person or remote.…”

Section: Introductionmentioning

confidence: 99%

Development of integrated electronic medical and dental record competencies and impact of training modalities

Puranik

Slavik

Pickett

et al. 2023

Journal of Dental Education

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Background The American Recovery and Reinvestment Act provided incentives for the adoption of electronic health records. The integrated electronic medical and dental records (iEMDRs) can minimize healthcare charting errors. The use of iEMDR by healthcare students requires training and competence. There are no defined student competencies to assess the effective and responsible use of iEMDR in dentistry. The goal of this study was to propose a student competency model and study the impact of training modalities on iEMDR competency. Methods This retrospective observational cohort study evaluated de‐identified assessment scores (AS) and performance scores (PS) in predoctoral dental student (PDS) and advanced standing predoctoral (ASP) student cohorts that received remote or in‐person iEMDR training. The AS and PS evaluated the knowledge and application of iEMDR, respectively. A voluntary survey evaluated students’ self‐perceived preparedness for iEMDR use. Linear regressions were used to determine the association between training modality and scores. Mantel–Haenszel ordinal chi‐square tested differences between groups and agreement by training type. Statistical significance was set at 0.05. Results The sample size (N = 214) provided 95% power to detect differences between study groups. The knowledge of iEMDR (AS) was not impacted due to the training type (p = 0.90) in either student cohorts, whereas the application of knowledge (PS) was higher in ASP student cohort after remote training (p < 0.001) as compared to PDS student cohort. Higher proportion of students perceived preparedness after remote learning in comparison to in‐person training (p < 0.001). Discussion The iEMDR competency model was useful to test the effective and responsible use of iEMDR, and remote training improved students’ self‐perceived preparedness.

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“…Due to the new normal situation, in many universities, offering preclinical education in the traditional format with synchronous feedback (SFB) was not possible during the pandemic [8]. In several countries, including Brazil, students begin preclinical practice (laboratory) in the third or fourth semester of the course.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 on Dental Education

Laureano¹,

Cavalcanti²,

Cavalcanti³

2022

E-Learning and Digital Education in the Twenty-First Century

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The COVID-19 pandemic has brought impacts and changes on dental education around the world. People who are in close contact with the COVID-19 patients, including students and teaching staff, are at increased risk of contamination, as they work close to the oral cavity of patients in direct contact with salivary fluids and in closed environment. In addition, social isolation and distancing measures have been adopted by governments, with severe restrictions on dental education. At this moment, students should have the teaching and experience for adequate dental practice, dental educators should provide solutions to resume dental education remotely to ensure the well-being of students, employees and teaching staff. This chapter discusses the impact of the COVID-19 on dental education and the role of emergency remote education in the continuity of face-to-face classes and preclinical and clinical education, in addition to addressing the challenges and the Brazilian reality of teaching-service-community activities.

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Digital preclinical education and assessment in pediatric dentistry during COVID pandemic

Cited by 3 publications

References 5 publications

Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Development of integrated electronic medical and dental record competencies and impact of training modalities

Impact of COVID-19 on Dental Education

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