Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance

Suksudaj, Nattira; Lekkas, Dimitra; Kaidonis, John; Townsend, Grant; Winning, T.

doi:10.1111/eje.12102

Cited by 15 publications

(22 citation statements)

References 44 publications

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“…Learning in dentistry incorporates development of appropriate relationships with patients to provide good clinical care. These social interactions involve various factors related to cognition, motivation, and affection 2 . Good communication requires the skill of empathy, with the ability to understand the experiences and feelings of others—a concept that embraces both affective and cognitive components 3…”

mentioning

confidence: 99%

Empathy Levels of Dental Faculty and Students: A Survey Study at an Academic Dental Institution in Chile

Carvajal

Conejero

Sarabia-Alvarez

et al. 2019

Journal of Dental Education

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A successful health care provider may be described as a clinician capable of establishing a comprehensive diagnosis including identifying related risk factors. However, an equally important quality a clinician should possess is the ability to understand the experiences and feelings of others to allow better communication for better outcomes. It is likely that faculty empathy levels influence students' ability to demonstrate this attribute. The aim of this study was to assess the levels of empathy of dental faculty members relative to dental students at the Universidad San Sebastian in Chile. Using a cross‐sectional design of survey‐collected data collected with the Jefferson Scale of Empathy, the authors compared the perceptions of the dental faculty involved in teaching fourth‐ and fifth‐year dental students (n=116) to the perceptions of basic and preclinical students (n=346) and clinical students (n=189). The data were collected in 2016‐17. The results showed that the mean faculty scores were higher than that of the students in compassionate care (90.1%) and perspective adoption (89.7%); however, for putting oneself in the other's shoes, the faculty had a lower score (57.8%) than the clinical students (58.2%). Future investigations are needed to understand the impact of faculty empathy scores on students and whether pedagogical interventions can increase empathy scores.

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mentioning

confidence: 99%

Empathy Levels of Dental Faculty and Students: A Survey Study at an Academic Dental Institution in Chile

Carvajal

Conejero

Sarabia-Alvarez

et al. 2019

Journal of Dental Education

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“…Themes from descriptive studies of the learning environment (+, =, -) Personal (+} Resilience (Seltz et al, 2016) (Thomson et al, 2014) and invest time in doing so (Wear and Skillicorn, 2009) (+) Teachers role model skills (Thomson et al, 2014) and values (Wear and Skillicorn, 2009), observe and give feedback to learners for improvement (Thomson et al, 2014;Suksudaj et al, 2015), provide clear expectations for learning (Thomson et al, 2014) (+) Multiple levels of learners together (Thomson et al, 2014) (-) Mistreatment, neglect of learners, negative attitudes toward learners, unclear expectations for learners (Castillo-Angeles et al, 2017) (-) Insufficient supervision/no feedback (Thomson et al, 2014), too few opportunities to examine patients independently (Thomson et al, 2014), staff unmotivated to teach and held negative attitudes toward students (Thomson et al, 2014) Organizational (+) Teaching arrangements well organized (Thomson et al, 2014) (+) Continuity of participants (teachers, learners, patients) (Seltz et al, 2016) (+) Smaller, rural clinical sites perceived as better (Condon et al, 2017) (+) PBL perceived as less stressful and more meaningful than traditional curriculum (Moore-West et al, 1988) (-) Unclear expectations of learners (Thomson et al, 2014), failure to integrate students into surgical teams (Castillo-Angeles et al, 2017), too many students (Dolmans et al, 2008), lack of organization (Dolmans et al, 2008…”

Section: Le Componentsmentioning

confidence: 99%

Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review

Gruppen¹,

Irby²,

Durning³

et al. 2018

MedEdPublish

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Purpose: To identify and describe interventions designed to affect the learning environment (LE) in health professions education, summarize factors that influence the LE, and determine gaps that require additional research. The LE can be thought of as a dynamic and complex construct co-created by people in a particular setting. A positive LE represents a welcoming climate for learning, which enhances satisfaction, well-being, academic performance and collaboration, while a negative LE restricts participation and learning, leading to emotional exhaustion, depersonalization and burnout. Method: A six-step scoping review methodology was followed to identify and report on literature that describes interventions affecting the LE in the health professions education: 1. Identify the research question, 2. Identify relevant studies, 3. Select studies to be included, 4. Chart the data, 5. Collate, summarize and report results, and 6. Consult with stakeholders. Results: 2,201 unique citations were identified and reviewed using titles and abstracts. 240 full-text articles were retained for detailed review, resulting in the inclusion of 68 articles. Study results are reported in relation to essential components of the LE: personal, social, organizational, physical and virtual spaces. Results of four different types to the studies of the LE are described: specific interventionsimpacting the LE, comparisonsof perceptions of the LE by two or more different groups, associations with other variable such as well-being with the LE, and descriptivestudies of the LE. Major influences included accreditation regulations, curricular interventions, faculty/staff development grading practices, instructional interventions, placements, physical and virtual spaces, and support services; and are reported along with specific interventions.

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“…We hypothesised that, if dental handpiece manipulation skills are acquired implicitly, attention demands will be lower, which should allow learners to more easily process other information during complex dental operative procedures without loss of accuracy in the main cavity preparation task. To gain insight into the ecological validity of an errorless learning approach, the study compared the performance of the errorless learning group to that of a group of dental students who had completed a conventional operative technique course as part of their accredited dental degree (ie using an explicit instruction approach) …”

Section: Introductionmentioning

confidence: 99%

“…To gain insight into the ecological validity of an errorless learning approach, the study compared the performance of the errorless learning group to that of a group of dental students who had completed a conventional operative technique course as part of their accredited dental degree (ie using an explicit instruction approach). 36…”

mentioning

confidence: 99%

Investigating an errorless learning approach for developing dental operative technique skills: A pilot study

Winning

Malhotra

Masters

2018

Eur J Dental Education

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Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance

Cited by 15 publications

References 44 publications

Empathy Levels of Dental Faculty and Students: A Survey Study at an Academic Dental Institution in Chile

Empathy Levels of Dental Faculty and Students: A Survey Study at an Academic Dental Institution in Chile

Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review

Investigating an errorless learning approach for developing dental operative technique skills: A pilot study

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