The Dental Education Environment

Haden, N. Karl; Andrieu, Sandra C.; Chadwick, D. Gregory; Chmar, Jacqueline E.; Cole, James R.; George, Mary Catherine; Glickman, Gerald N.; Glover, Joel F.; Goldberg, Joel; Hendricson, William D.; Meyerowitz, Cyril; Neumann, Laura; Pyle, Marsha A.; Tedesco, Lisa A.; Valachovic, Richard W.; Weaver, Richard G.; Winder, Ronald L.; Young, Stephen K.; Kalkwarf, Kenneth L.

doi:10.1002/j.0022-0337.2006.70.12.tb04228.x

Cited by 118 publications

(13 citation statements)

References 5 publications

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“…CBE's learning objectives must be explicit, and evaluation must be flexible, emphasising several rules, such that dental students must demonstrate competency attainment, progressive learning and the ability to follow their educational development 4,5 . Although CODA recommended integrating a CBE curriculum as the preferred curricular approach to help students acquire the competencies, the organisation acknowledged that there are differences amongst US dental schools' curriculum approaches and not all incorporate CBE education 8 . However, all American schools of dentistry accredited by the ADA, to resolve these differences, must meet certain principles, such as including the teaching of critical thinking as part of the teaching strategies, that students must become lifelong learning individuals and, lastly, dental education should integrate the technology the dental profession includes routinely during the practice of dentistry 8 …”

Section: Introductionmentioning

confidence: 99%

Perceptions of dental students, dental faculty, practicing dentists and industry dental professionals on the acquisition of dental competencies and clinical skills in the Dominican Republic

Alardo

Palmer

Beach

et al. 2023

Eur J Dental Education

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IntroductionThis study gathered perceptions from four stakeholder groups in the Dominican Republic (DR) regarding acquiring professional dental competencies and clinical skills.Materials and MethodsResearcher‐created surveys covering core dental competencies and clinical skills were distributed to stakeholder groups associated with nine different DR dental programs. Respondents included 153 undergraduate dental students, 153 dental faculty members, 108 practicing dentists (who had graduated in the past 5 years) and 42 industry professionals (who hire and supervise dentists). Data were examined using descriptive statistics, univariate ANOVA and multiple linear regressions.ResultsDental school students and recent graduates now practicing dentists in the DR reflected moderate to solid confidence that they had learned most of the dental skills and competencies covered in the survey. Industry professionals were a bit less confident overall, while dental faculty offered the lowest scores, although those were often still in the moderately confident range. ANOVAs revealed significant differences when broken down by individual university dental programs. Regressions also revealed that individual university dental programs significantly predict confidence that dental skills and competencies were achieved.ConclusionData show that DR's dental stakeholder groups generally felt optimistic about the learning occurring. However, the lower mean scores and higher standard deviations from faculty responses raise concern, as do the significant differences between individual dental programs and the dental program itself a significant predictor. Further review of programs is needed, and a national set of dental competencies should be considered in this country.

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Section: Introductionmentioning

confidence: 99%

Perceptions of dental students, dental faculty, practicing dentists and industry dental professionals on the acquisition of dental competencies and clinical skills in the Dominican Republic

Alardo

Palmer

Beach

et al. 2023

Eur J Dental Education

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“…[2][3][4] To meet the requirements of a rapidly developing society, we should work on perfecting various aspects of dental education, such as improving dental students' critical thinking ability, lifelong learning, scientific research, knowledge integration, and the ability to adapt to health care changes, and humanistic environment changes. 5 Great advances in sciences and technologies have dramatically impacted dental education. 6 One example is the application of simulation in dental education.…”

Section: Introductionmentioning

confidence: 99%

Virtual reality approach for orthodontic education at School of Stomatology, Jinan University

Huang

Cheng

Chan

et al. 2022

Journal of Dental Education

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Objectives:The development of virtual reality (VR) has exerted an enormous impact on higher education. However, the VR application in dental education is still at an early stage in China. This study explored the usability of a VR application in training the practical skills of dental students. Methods: We first utilized the "system usability scale" (SUS) to verify the validity of the VR application in this study. Next, the VR training on orthodontic bracket bonding was experienced by the participants. The subsequent survey was delivered to collect the participants' perception and evaluation of the VR system application in training the practical skills of prospective dentists. Results:The SUS score was 76.17 ± 9.89, suggesting an above-average evaluation of the system's usability and maturity. The response from the questionnaire supplied relatively positive responses to the VR system application on "user experiences," "perceived usefulness of VR application on orthodontics," and "perceived ease of manipulation." The male students exhibited strong interest in manipulating the VR system and were more capable of manipulating the VR system than the female students. VR experience did not affect the participants' responses to the questions. Conclusions: Overall, the use of VR in dental education achieved the expected outcomes. Most students identified the VR training as an enjoyable learning process, and it could be repetitively experienced without further costs, which might have potential positive effects on long-term learning outcomes, although there is room to further improve the effectiveness evaluation of VR.

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“…To this end, a dedicated department must be established to develop and assess a curriculum that incorporates humanity and social dentistry subjects with fundamental features of dental education. Dental student’s exposure to humanities is recognized as an important element in the attitudes of dental practitioners [ 25 ]. However, training methods to achieve these competencies have not yet been clearly defined, and outcome measurements remain elusive.…”

Section: Discussionmentioning

confidence: 99%

Dental students’ self-evaluation comparison between dual dental education systems in Korea

Seol

Ihm

2022

BMC Med Educ

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Background This study aimed to examine the satisfaction, educational linkage, and self-perceived competence of dental students enrolled in either 4 + 4 dental program, comprising an undergraduate degree and Doctor of Dental Surgery degree (DDS), or 3 + 4 program, which is a BS/DDS combined degree program, in the Korean dental education system. Materials and methods The survey questionnaire using a 5-point Likert scale was developed and validated by four dental education experts, consisting of satisfaction with undergraduate courses, the interconnection of undergraduate courses with the DDS curriculum, and self-assessed core competency for dental graduates. A total of 252 students provided informed consent and voluntarily responded to the survey, among whom 109 students were in the 3 + 4 system and 143 were in the 4 + 4 system. Cronbach’s correlation analysis and independent t-test were conducted for each evaluation item. Results Students’ overall satisfaction level with the undergraduate education was higher in the 4 + 4 system than in the 3 + 4 system (P = 0.003). Students enrolled in the 4 + 4 system recognized that natural sciences are more connected to the graduate-level DDS program (P < 0.001), while the 3 + 4 students recognized that studies in medicine are closely interconnected to the DDS program (P = 0.001). There was almost no statistically significant difference in the students’ perception of competency between the two education systems. Discussion Even though this study analyzed the case of a single university operating both 3 + 4 and 4 + 4 systems, it can be used as the groundwork for developing new opportunities and models of dental education system.

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The Dental Education Environment

Cited by 118 publications

References 5 publications

Perceptions of dental students, dental faculty, practicing dentists and industry dental professionals on the acquisition of dental competencies and clinical skills in the Dominican Republic

Perceptions of dental students, dental faculty, practicing dentists and industry dental professionals on the acquisition of dental competencies and clinical skills in the Dominican Republic

Virtual reality approach for orthodontic education at School of Stomatology, Jinan University

Dental students’ self-evaluation comparison between dual dental education systems in Korea

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