Students' self‐confidence and perceived quality of prosthodontics education: A study in the Faculty of Dental Medicine of the University of Porto

Sampaio-Fernandes, M.; Dutra, M. E. P.; Oliveira, Sofia Castro; Campos, José Carlos Reis; Azevedo, Álvaro; Figueiral, Maria Helena

doi:10.1111/eje.12537

Cited by 13 publications

(24 citation statements)

References 26 publications

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“…The 100% response rate was an excellent result and has been reported in other studies of similar type 29 and location 42 involving student participants. Although representative of this particular student cohort, the study was conducted at a single dental school and the results may not be generalisable to students in other programs.…”

Section: Limitationssupporting

confidence: 75%

“…Overarching surveys of curriculum structure, techniques taught, and materials used in undergraduate prosthodontics courses (that include xed prosthodontic components) have been conducted at various points in time 24,25,26,27 and have fuelled recommendations and publication of curriculum guidelines. 28 Surveys of student experiences have been performed in the broader prosthodontics educational context including self-report of con dence in undergraduate removable prosthodontic education 29 and effectiveness of preclinical courses in preparing students for patient treatment. 30 More speci c research has focussed on student experiences in xed prosthodontics such as using 3D scanner technologies to more objectively assess student crown preparations 31 teaching different crown preparation techniques 32 and evaluating the effectiveness of different teaching methodologies using digital and real time technologies.…”

Section: Comparative Researchmentioning

confidence: 99%

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The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

Dudley

2020

Preprint

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Background The use of artificial teeth in pre-clinical simulation clinic teaching of post-core techniques has clear educational benefits for students and staff. This study explored the reasons for selection and direct student experiences with artificial teeth in a recently conducted pre-clinical fixed prosthodontics post-core technique teaching program. Methods An online anonymous survey was delivered to fourth year undergraduate dental students who had completed the fixed prosthodontics pre-clinical program seeking information on the choice of artificial or natural teeth and direct experiences. Quantitative data was summarised and qualitative data was clustered into topics. Results A 100% response rate was received. 36% of 70 respondents chose to use one or more artificial teeth for the post-core exercises which was predominantly driven by difficulty in sourcing appropriate natural teeth (59%) rather than educational benefit (13%). 45 (64%) chose not to use artificial teeth largely due to the cost of the teeth (49%). Conclusions Direct student experiences in using the artificial teeth for post-core exercises were positive. In the choice to select artificial or natural teeth for post-core exercises, teaching staff may focus on educational benefits while students focus on the practicalities of sourcing teeth, associated costs and ease of use. As the first known research of its kind, within the limitations of this study artificial teeth provided an appropriate and realistic simulation compared to extracted natural teeth and were easier to source for the post-core exercises of the pre-clinical fixed prosthodontics program. More widespread use of artificial teeth was limited by cost.

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Section: Limitationssupporting

confidence: 75%

Section: Comparative Researchmentioning

confidence: 99%

The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

Dudley

2020

Preprint

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“…[ 24 ] Many studies have reported on the students’ opinion, assessment, perception, and satisfaction of dental education in general and in subjects such as oral surgery, periodontics, and prosthodontics. [ 25 , 26 , 27 , 28 ] No study has been reported on the satisfaction of operative dentistry teaching and curriculum in particular. This study sought to gain greater insight since operative dentistry forms a significant bulk of dental education.…”

Section: Introductionmentioning

confidence: 99%

Assessing dental students’ professional satisfaction with operative dentistry teaching and curriculum

Alqarni¹

2021

Medicine

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Evaluating students’ professional training satisfaction with operative dentistry teaching and curriculum can help identify their educational needs and improve the quality of the education imparted. This study aimed to assess the professional training satisfaction of senior undergraduate dental students in Saudi Arabia from the operative dentistry course teaching and its curriculum at different levels and among genders. A total of 193 (109 male, 56.48%; and 84 female, 43.52%) students participated in the survey. The respondents were at the 10th, 11th, and 12th levels of the Operative Dentistry course in a ratio of 34.2%, 32.1%, and 33.7%, respectively. Data were collected from survey items (18 questions) covering 6 areas: learning objectives, course materials, content relevance, instructor knowledge, instructor delivery and style, and facility and environment. Descriptive and analytical tests were performed using SPSS Software 19, with the significance level set at 0.05. A high level of satisfaction was seen among level 10 (68.18%), 11 (79.03%), and 12 (86.15%) students. A significant statistical difference was observed among level 10 students with a low level of satisfaction and a high level of satisfaction ( P = .045). The percentage of satisfaction increased with the level. A high level of satisfaction was seen among male (78.90%) and female (76.19%) students, with a total satisfaction level of 77.72%. Continuous evaluation and assessment of teaching and curriculum can be a tool to improve the quality of education imparted, especially in clinical courses such as operative dentistry. This helps to prepare students for their professional life as healthcare providers. The role of teaching skills related to amalgam must be re-evaluated. It is recommended to include student representation and participation in course development committees, as they are the final recipients of the educational process.

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“…This is in contrast to a recent study where statistically significant sex difference was found for RPDP related procedures only. 14 In the study, no statistical significant was observed when the level of confidence was compared with clinical experience. Both groups of interns felt confident regardless of the number of cases completed i.e.…”

Section: Discussionmentioning

confidence: 82%

Perception of confidence among dental interns when performing removable prosthodontic treatment

Maskey¹,

Shrestha²,

Pathak³

2020

J. Nep. Prosthodon. Soc.

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Introduction: Removable prosthodontics constitutes the majority of the prosthodontic curriculum at an undergraduate level and it is expected that the students will be able to perform these procedures independently. However, in recent years, it has been observed that the majority of the removable prosthodontic treatment have been referred to consultants or at times even delegated to the technicians. One of the major reasons behind this trend may be the result of an individual graduate's internal perception of their ability or lack of confidence in their ability to perform these procedures. Materials and Methods: A cross-sectional study was conducted among dental interns in People’s Dental College and Hospital, affiliated to Tribhuvan University, Kathmandu, Nepal after the ethical approval from PDCH-IRC. A self-designed validated questionnaire related to the experience of individual interns and level of confidence pertaining to clinical procedures related to removable prosthesis fabrication was distributed by the authors to the interns. The data were analyzed using SPSS software (version 21); descriptive statistics and Fisher’s exact test was applied. Results: Overall most of the interns (77.8%; n=28) were confident in removable prosthodontics and they were equally confident while performing both complete and partial denture prostheses. Male interns were significantly more confident (p<0.5) in performing complete denture prostheses while the clinical experience did not have a significant effect on the confidence level. The interns were confident in performing most of the procedures related to complete and partial denture prostheses (median=3). Conclusions: The interns at People’s Dental College and Hospital were confident in removable prosthodontics. The few procedures where our interns lacked have been identified and efforts will be made to overcome these shortcomings.

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Students' self‐confidence and perceived quality of prosthodontics education: A study in the Faculty of Dental Medicine of the University of Porto

Cited by 13 publications

References 26 publications

The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

Assessing dental students’ professional satisfaction with operative dentistry teaching and curriculum

Perception of confidence among dental interns when performing removable prosthodontic treatment

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