Students’ learning environment perception and the transition to clinical training in dentistry

Serrano, C. M.; Lagerweij, M.D.; Boer, Ilse R. de; Bakker, Dirk R.; Koopman, Pepijn; Wesselink, Paul R.; Vervoorn, J. M.

doi:10.1111/eje.12662

Cited by 15 publications

(23 citation statements)

References 23 publications

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“…Durante el periodo 2018-2019, el Departamento de Odontología de la Universidad de Antofagasta desarrolló una modificación de su estructura curricular, en que de acuerdo a la planificación, desde el 3er semestre se inician las actividades de preclínico en modalidad de simulación, con la idea de mejorar el sistema de evaluación para valorar niveles cognitivos más altos al igual que sus habilidades psicomotoras antes de iniciar actividades clínicas, de la misma forma que los instrumentos de evaluación sean coherentes a una estructura basada en resultados de aprendizaje siguiendo el contexto del proceso de acreditación de la carrera. El uso de instrumentos que evalúan el ambiente educacional permite detectar posibles variaciones ante cambios o fases dentro de la estructura curricular, como las etapas de transición de asignaturas teóricas a pre-clínicas o de pre-clínicas a clínicas Serrano et al, (2021).…”

Section: Discussionunclassified

Ambiente educacional de los estudiantes de la carrera de Odontología de la Universidad de Antofagasta durante el periodo de pandemia por COVID-19

Vilches

Miranda

Ramos

et al. 2021

REIDU

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Se analizó el Ambiente Educacional (AE) de los estudiantes de carrera de Odontología de la Universidad de Antofagasta en contexto de pandemia por COVID-19, a través de un estudio descriptivo, observacional y transversal, utiliza como instrumento el cuestionario DREEM en la población de estudiantes de 1ro a 6to año desde marzo a mayo del año 2021. Se utilizó el software Stata versión 16 para el análisis estadístico con un intervalo de confianza de un 95%. La población de estudio estuvo conformada por 115 estudiantes. Se obtuvo una valorización positiva del ambiente educacional con una media general del puntaje DREMM de 106.74 ±10.04 (de un máximo de 200) siendo 5to año el curso con la valorización más negativa con 99 ± 13.63 puntos. De los 5 dominios evaluados con este instrumento, la percepción de los profesores registró las diferencias significativas más relevantes con valores p menores a 0.05 asociadas a percepciones negativas entre los estudiantes. Fue posible detectar un ambiente educacional positivo en el periodo de marzo a mayo del año 2021, no obstante, posiblemente existen otros factores no analizados a través del instrumento DREEM que podrían estar influyendo en los resultados.

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Section: Discussionunclassified

Ambiente educacional de los estudiantes de la carrera de Odontología de la Universidad de Antofagasta durante el periodo de pandemia por COVID-19

Vilches

Miranda

Ramos

et al. 2021

REIDU

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“…9 This is important because the nature of most operative procedures in dentistry is invasive and irreversible. 10 Accordingly, dental students' clinical simulation practice has always been an essential part of their training to develop the procedural and perceptual-motor skills, 11 to narrow the gap with the clinical phase of their education, 12,13 adding experience before the provision of direct patient care. 14 It would be unusual to allow a dental student to perform a clinical activity without having previously practiced it in a simulated environment.…”

Section: Introductionmentioning

confidence: 99%

“…All of the above pre-clinical training methods seek to narrow the "gap" between the transition from simulated cases to the treatment of real patients in which the students become responsible for patient care. However, it has been observed that this transition, at the beginning of students' clinical training, is a sensitive and stressful moment of their education, 12,13,21 which may affect their own competence confidence 22 and performance, 21 especially when confronted with patients' clinical uniqueness or anatomical diversity in irreversible treatments. 19 To date, little research has explored the impact on students' perceptions of simulated practice using both 3Dprinted and VR patient-specific models that reflect each patient's unique dentition.…”

Section: Introductionmentioning

confidence: 99%

Students’ and tutors’ perceptions of a deliberate simulated practice using patient‐specific virtual and three‐dimensional printed teeth models: A pilot study

Tricio-Pesce

Kleiman

Eiriksson

et al. 2022

Journal of Dental Education

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Objective This pilot study aimed to investigate the perceptions of dental students and their tutors of a deliberate simulated practice using patient‐specific virtual and three‐dimensional (3D) printed teeth models. This is before they perform their first indirect posterior tooth restoration on their patients. Methods Seventy‐eight fourth‐year dental students from the 2021 Comprehensive Clinic I course at the University of the Andes, Chile, were invited to participate in a deliberate practice protocol. This consisted of digitally scanning their patients’ teeth, printing the files three‐dimensionally, and loading them into a virtual reality (VR) dental simulator to create patient‐specific models. Subsequently, they practiced the same indirect posterior restorations on these models before performing them on their actual patients. Perceptions about students’ preparedness to perform tooth preparations before and after the protocol were collected from students and their tutors through surveys. Results Sixty‐three students (43 female) and six clinical tutors (all male) participated in the study. Before practicing with their patient‐specific models, most students believed they had the knowledge, practical skills, and self‐confidence to perform indirect restorations on their patients. However, after the protocol, most students thought their self‐confidence increased and felt better prepared to treat their patients. Most students preferred the 3D‐printed models over the VR models to practice but mentioned that it did not feel like drilling dental enamel. Tutors believed that participating students had higher self‐confidence when treating their patients and were more autonomous. Conclusions This study demonstrated that students and clinical tutors had positive perceptions of practicing with patient‐specific virtual and 3D‐printed teeth models before students performed their first indirect restorations on their patients.

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“…These participating individuals will later showcase qualities of motivation, respect, and ethical decision making. 9,12,13 A thoughtful consideration to the students' perspective can also improve quality of life, educational experience, and positively influence future careers. 8 The "ideal" dental school environment may be defined as one that provides resources to students to help prepare them for their future professional careers.…”

Section: Introductionmentioning

confidence: 99%

“…An additional benefit to incorporating feedback is providing students with the opportunity to be engaged in their education. These participating individuals will later showcase qualities of motivation, respect, and ethical decision making 9,12,13 . A thoughtful consideration to the students’ perspective can also improve quality of life, educational experience, and positively influence future careers 8 …”

Section: Introductionmentioning

confidence: 99%

The role of educators, mentors, and motivation in shaping dental students to become life‐long learners: A pan‐Canadian survey

Khehra

Steinberg

Levin

2022

Journal of Dental Education

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The core values taught in dental school will arguably stay with the student for their whole career. An instructor has the power to influence a student's education through guidance, mentorship, and encouragement. This influence could be the factor that determines whether a student will become a motivated practitioner. The aim of this study was to identify whether dental schools are providing motivation to students to excel in their career and to become life-long learners. Methods: A web-based questionnaire was distributed electronically during 2020-2021 to Canadian dental students via email, social media, etc. The questionnaire included questions on demographics, the dental school environment, instructor evaluation, and dental student perspectives on education.Results: Of the 318 participants, 95.7% indicated their school follows a pass/fail system in some to all courses. Note that 61.2% found didactic components were weighted more heavily than clinical components. A greater number of participants found that their clinical instructors were more invested than their didactic instructors, in seeing their students become successful (53.0%) and excellent (44.6%) in their future careers. A total of 84.7% have not found a mentor, and 76% are not interested. Most participants indicated they are "moderately" motivated by their instructors to take continuing education courses (41.3%) and "not at all" motivated to continue their studies in a hospital (42.1%) or speciality residency program (56.3%). Conclusions: Instructors, educators, and mentors play a vital role in shaping dental student motivation in didactic and clinical courses, and beyond the school environment. Teaching institutions should incorporate opportunities for mentorship and student feedback to improve the delivery of dental education. Further studies may include assessing the role of mentorship at dental schools.

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Students’ learning environment perception and the transition to clinical training in dentistry

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 15 publications

References 23 publications

Ambiente educacional de los estudiantes de la carrera de Odontología de la Universidad de Antofagasta durante el periodo de pandemia por COVID-19

Ambiente educacional de los estudiantes de la carrera de Odontología de la Universidad de Antofagasta durante el periodo de pandemia por COVID-19

Students’ and tutors’ perceptions of a deliberate simulated practice using patient‐specific virtual and three‐dimensional printed teeth models: A pilot study

The role of educators, mentors, and motivation in shaping dental students to become life‐long learners: A pan‐Canadian survey

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