Impact of early clinical exposure on the learning experience of undergraduate dental students

Ali, Kamran; Zahra, Daniel; McColl, Ewen; Salih, Vehid; Tredwin, Christopher

doi:10.1111/eje.12260

Cited by 38 publications

(47 citation statements)

References 17 publications

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“…The transitional environments in dental education have recently started to attract interest from researchers and institutions, [3][4][5] with several research studies recommending that students' perceptions of their learning when transitioning from simulation to clinical environments should be sought. 3,4,6,7 This knowledge should feed into ongoing course development and help to establish an educational environment that sufficiently supports students to achieve their full potential. The current learning model for students' training in dentistry involves students learning in a simulation environment, such as with a manikin phantom, the use of actors and virtual reality and in clinics on patients.…”

Section: Introductionmentioning

confidence: 99%

“…8,9 When students prove their competency in simulation, which guarantees patient safety, 10 they need to adapt the skills they have acquired during the simulation to patient care in a supervised clinical environment. 7 Whilst teaching using simulation ultimately enhances students' skills, progressing from a simulation environment to patient care is a complex process. It is reported to be associated with stress and anxiety.…”

Section: Introductionmentioning

confidence: 99%

“…5,6,11 Research has shown that an earlier transition to clinical practice and patient contact are more favourable for students' adaptation and progression. 6,7 Earlier transition is also associated with the development of students' confidence, autonomous motivation, interpersonal skills and understanding of future duties. Furthermore, being an early learner in the clinical environment enhances students' ability to contextualise the core theoretical aspects of the curriculum in clinical practice.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perspectives of early and gradual transitioning between simulation and clinical training in dentistry and their suggestions for future course improvements

Kashbour

Kendall

Grey

2019

Eur J Dental Education

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Introduction:Students' perspectives on their learning environment are essential for course development and to enhance the educational experience. In dentistry, there is limited understanding of how students perceive their early clinical training. This study presents students' views on their gradual progression from simulation to patient care and describes the approaches they followed to adapt during this transitioning phase.Methods: A qualitative study design was employed, drawing on focus group discussions conducted with students from the Division of Dentistry at the University of Manchester. The discussions were transcribed verbatim. Data collection and coding process followed the principles of thematic analysis and the inductive approach. Findings:The sample was comprised of 28 undergraduate students, across four focus groups. Thematic analysis generated three key categories: students' immediate perspectives of early clinical training, students' approaches to adapting to the transitioning period and students' suggestions for future improvement. Further, subthemes emerged describing the positive gains which students recognised from their early and gradual clinical involvement and training. Despite experiencing stress and uncertainty, related to insufficient knowledge and immature multitasking skills in the early years of dental training, students were motivated by the clinical environment and identified several ways to adapt to it and enhance their learning. These included additional self-learning resources and simulation opportunities; inter-year group learning activities and further peer support and mentoring. Conclusion:The current study provided insights into students' experiences of learning through early clinical involvement and gradual transitioning between simulation and clinical environments in dentistry. The findings revealed that whilst students appreciated being involved in the clinic at an early stage, they had to adopt a variety of approaches to link their knowledge, learning and skills between the simulation and clinical environments. Students' suggested additional activities to link the learning gap between the two environments and to enrich their learning. K E Y W O R D Sclinical learning, focus group, qualitative research, simulation, students experiences, students learning This study was conducted during 2018 in the Division of Dentistry at the University of Manchester, UK. The teaching philosophy at the Division of Dentistry is based on an Enquiry-Based Learning (EBL) curriculum and student-centreed teaching. This approach integrates theory, skills and clinical teaching vertically and horizontally to achieve the intended learning outcomes defined by the General Dental Council, UK. 10 Students start their clinical learning from early course stage one in parallel with learning using simulation. During the first year, although students are not directly involved in patient care, they are gradually introduced to the complex clinical environment. Students must learn to undertake different competen...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ perspectives of early and gradual transitioning between simulation and clinical training in dentistry and their suggestions for future course improvements

Kashbour

Kendall

Grey

2019

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

“…Preparedness of undergraduate students may be influenced by a variety of factors including the following: curriculum design; teaching methods; educational environment; clinical training model; and assessment methods. [4][5][6][7][8] Previous studies on dental students show inconsistencies in the skill set of undergraduate students and new graduates and it may not always be possible to demonstrate competence in all core skills expected from students at the point of graduation. 4,[9][10][11] Longitudinal evaluation of students against the learning outcomes of an undergraduate dental programme may allow dental educators to identify areas of weaknesses and address them appropriately through additional education, training and consolidation.…”

Section: Introductionmentioning

confidence: 99%

Self‐perceived preparedness of final year dental students in a developing country—A multi‐institution study

Ali

Cockerill

Zahra

et al. 2018

Eur J Dental Education

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Faculty perception on clinical shadowing: A concurrent mixed methods study

Chaitanya

Bhadila

Dragan

2022

Journal of Dental Education

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This mixed methods study aims to investigate faculty members' perceptions of early clinical exposure through clinical shadowing program (CSP) at one academic dental institution. Methods: After ethical approval was received, concurrent data collection using quantitative and qualitative methods was integrated for this study design. For the quantitative data, a validated instrument (Likert scale) was distributed to all basic and clinical science faculty members regarding the CSP. Qualitative semi-structured interviews of basic and clinical science faculty members were conducted to explore their perceptions of the CSP. Descriptive statistics were completed for the quantitative data, and thematic analysis was carried out for the transcribed interviews.Results: Faculty members from basic and clinical sciences participated in this mixed methods study, 97% (n = 74) participants in the quantitative and 12 participants in the qualitative. The majority of faculty (67%; n = 44) strongly agreed that CSP helps predoctoral students in the application of basic science knowledge to clinical practice. All basic science respondents (n = 10; 100%) and many clinical science faculty (60%; n = 35) strongly agreed that CSP requires coordination between basic and clinical science educators (p = 0.042). Some faculty suggested the inclusion of training for educators on the program and regular periodic student assessments of the program's effectiveness. Conclusion:The current study reported positive faculty perception toward the proposed method of integration. Furthermore, opportunities to foster coordination between basic and clinical science educators may be provided by administrators to strengthen the existing CSP framework.

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Impact of early clinical exposure on the learning experience of undergraduate dental students

Cited by 38 publications

References 17 publications

Students’ perspectives of early and gradual transitioning between simulation and clinical training in dentistry and their suggestions for future course improvements

Students’ perspectives of early and gradual transitioning between simulation and clinical training in dentistry and their suggestions for future course improvements

Self‐perceived preparedness of final year dental students in a developing country—A multi‐institution study

Faculty perception on clinical shadowing: A concurrent mixed methods study

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