Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students’ Oral Pathology Performance

Shumway, Brian S.; Bernstein, Mark L.; Qian, Chen; Kulkarni, Manjiri Y.; Shesh, N.

doi:10.21815/jde.018.031

Cited by 11 publications

(11 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There may also be value in exploration of bridge programs to supplement undergraduate education for educationally disadvantaged students as well as those with non‐science undergraduate majors or who took science courses at a low credits per term rate. As a recent study linked performance in capstone basic science coursework to early dental school performance as well as DAT Total Science scores, 9 analysis of student performance with respect to the predictor variables used here across the entirety of the first and second years is also warranted.…”

Section: Discussionmentioning

confidence: 99%

“…The DAT PAT has also been linked to success in preclinical operative coursework, 7 and an analysis of performance on a clinical competency exam connected DAT PAT to clinical performance 8 . DAT Total Science (DAT TS) scores have also been found to be associated with success in oral pathology coursework 9 . A study comparing the relationship of admissions criteria and outcomes for average and underachieving dental students found undergraduate GPA to be significantly correlated to first‐year dental GPA for underperforming students 10 .…”

mentioning

confidence: 99%

See 1 more Smart Citation

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School

Sabato

Perez

Jiang

et al. 2019

Journal of Dental Education

View full text Add to dashboard Cite

The aim of this study was to improve understanding of predictors of student success in dental school. A total of 178 student records from the Classes of 2015 and 2016 at a U.S. dental school were reviewed for this retrospective study. The records assessed included admissions files with such elements as scores on the Dental Admission Test (DAT), participation in a pipeline program, and undergraduate transcripts; academic records from the first term of dental school (class rank, course remediation, and withdrawal/dismissal from dental school); and National Board Dental Examination (NBDE) Part I results. The results showed that the DAT Perceptual Ability Test was positively related to performance in the first term of dental school (p=0.030). The DAT Academic Average (p<0.0001) and participation in a pipeline program (p=0.006) were found to be predictors of performance in the lower 25% of the class by end of first term rank. Taking organic chemistry in a summer term during undergraduate study was identified as a predictor variable for dismissal, withdrawal, or entry into a decompressed curriculum (p=0.025). Although this analysis found that traditional predictors of academic success in dental school were associated with strong academic performance in the study sample, it also provided a more complex assessment of factors that may be associated with students who struggle in the first year. As the vast majority of students in this sample successfully completed dental school, the results were not sought to inform admissions criteria, but rather to help academic and student affairs officers identify at‐risk students in order to offer timely intervention.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School

Sabato

Perez

Jiang

et al. 2019

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Therefore, additional research should evaluate the relationship of prerequisite admissions criteria to learner performance in the classroom and clinic as well as long‐term outcomes such as licensure or disciplinary action. Research previously conducted has consistently demonstrated minimal relationships between undergraduate grade point average and scores on the National Board Dental Examination Part I, 9 scores on the Comprehensive Basic Sciences Examination, 10 oral pathology class performance, 11 clinical performance, 12 and first‐year course performance 1 …”

Section: Discussionmentioning

confidence: 98%

Characterization of school of dentistry prerequisite courses and recommendations for admission

Wolcott

Reside

Bobbitt

et al. 2020

Journal of Dental Education

View full text Add to dashboard Cite

Purpose There is minimal research characterizing admission prerequisites courses across schools of dentistry. The purpose of this study was to typify didactic and laboratory course requirements and compare requirements based on institution demographics. Methods In July 2019, the researchers evaluated websites from 76 North American dental schools to collect information on required and recommended courses, credit hour requirements, and institution demographics. Sub‐group analyses evaluated differences in course and credit hour differences based on institution funding, degree program, location, and Carnegie Classification. Results The most common required courses were general chemistry (97.4%), physics (93.4%), organic chemistry (92.1%), general biology (90.8%), communication (86.8%), and biochemistry (80.3%). The most common required laboratory courses were general chemistry (63.2%), organic chemistry (59.2%), general biology (55.3%), and physics (51.3%). Several institutions included unique course recommendations such as histology (40.7%), psychology (30.3%), art (18.4%), business (18.4%), sociology (15.8%), and embryology (14.5%). There were few differences based on institution classifications; however, differences were observed most often between institutions within and outside the United States. The study also identified 65.8% (n = 50) of schools have letter of recommendation requirements and 46.1% (n = 35) of schools require or recommend shadowing experiences with programs requesting a median of 60 hours (range 20‐300 hours). Conclusions The study offers a contemporary characterization of prerequisite requirements and recommendations. In addition, the study raises critical questions about whether these standards reflect expectations for entering learners, if these requirements truly relate to learner success, and if these requirements prepare learners to be future‐ready graduates.

show abstract

“…Attendance of lecture was encouraged for dental students to achieve grades. 5 This study aimed to compare the cognitive understanding of MICAP notation (new topic) in relation to Universal tooth notation which is very old notation. The study was approved by the institutional ethics committee of Islamic International Dental College, Islamabad.…”

Section: Micapmentioning

confidence: 99%

“…This system identifies permanent teeth by a series of numbers (1 to 32) for teeth present in permanent dentition. The numbers (1)(2)(3)(4)(5)(6)(7)(8) represent teeth in the upper right quadrant where 3 means upper right 1 st molar. The teeth of upper left quadrant are given numbers (9)(10)(11)(12)(13)(14)(15)(16) where 9 shows upper left central incisor.…”

Section: Introductionmentioning

confidence: 99%

Lecture Method;

Saeed¹,

Khan²,

Khan³

et al. 2019

TPMJ

View full text Add to dashboard Cite

Background: Universal tooth numbering system is an old topic of oral anatomy course. MICAP is a new tooth notation but it is not yet in dental curriculum. Aim: To compare the learning of MICAP (new) vs Universal (old) tooth notations using lecture method. Method: Designs: A pre-test and post-test design. Settings: Islamic International Dental College – Islamabad. Period: October 2016 to February 2017. Participants: Novice undergraduate first year dental students (N=45) participated in the study. They were randomly divided into two groups. Interventions: MICAP and Universal tooth notations were taught to group A and B respectively by a 30 minute lecture prepared on power point slides in similar sequence. The study participants, before any intervention, completed fourteen randomly selected permanent teeth using Universal and MICAP notation method as pretest data and after eight weeks, posttest data were collected. Chi square test was applied for analysis. Results: The posttest showed an improved learning of two notations by both groups. Over all, no significant difference was found in correct write up of given set of fourteen teeth for two notations except ‘Maxillary right central incisor, Mandibular left canine’ and Mandibular Right 2nd Premolar (p< 0.05). Conclusion: Learning of new (MICAP) notation was as easy as the old (Universal) numbering system. However, this was a small scale study and multiple teaching centers with larger number of participants are recommended.

show abstract

Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students’ Oral Pathology Performance

Cited by 11 publications

References 14 publications

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School

Characterization of school of dentistry prerequisite courses and recommendations for admission

Lecture Method;

Contact Info

Product

Resources

About