The future of education and training in dental technology: designing a dental curriculum that facilitates teamwork across the oral health professions

Evans, Jane; Henderson, Amanda; Johnson, Newell W.

doi:10.1038/sj.bdj.2010.208

Cited by 53 publications

(52 citation statements)

References 28 publications

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“…It has taken an innovative approach, introducing an IP curriculum for a range of undergraduate dental care professionals in which dentistry, oral health therapy and dental technology students experience common lectures, group work and clinical and laboratory team work (25). It has taken an innovative approach, introducing an IP curriculum for a range of undergraduate dental care professionals in which dentistry, oral health therapy and dental technology students experience common lectures, group work and clinical and laboratory team work (25).…”

Section: An Innovative Curriculum In Dentistry and Dental Technologymentioning

confidence: 99%

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Interprofessional learning enhances knowledge of roles but is less able to shift attitudes: a case study from dental education

Evans

Henderson

Johnson

2012

Eur J Dental Education

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Introduction: Interprofessional education (IPE) purports to improve team working through improved knowledge of the roles of others, and by engendering mutual respect. This case study aimed to determine the impact of an IPE curriculum on knowledge and attitudes of dentistry and dental technology students undertaking these curricula in the new School of Dentistry and Oral Health at Griffith University. All dental technology students and third‐ and final‐ (fifth) year dentistry students were invited to participate. Method: A mixed‐method approach was used to compare attitudes, perceptions and experiences of students involved in our IPE curricula. Quantitative data were evaluated with the Statistical Package for the Social Sciences (SPSS), and qualitative findings were explored through an Excel® spreadsheet coding frame tested against LeximancerTM qualitative software for consistency. Results: Forty‐six of the 131 eligible students participated. Readiness for Interprofessional Learning Scales (RIPLS) and focus groups consistently showed that IPE positively influenced professional identity and improved communication between and amongst all students and assisted them in developing their roles. A prevailing sense of greater importance and a lack of mutual respect between dentistry and dental technology students were, unfortunately, evident. The process was, however, sufficient to enhance teamwork and collaboration when planned learning revolved around explicit patient care in the provision of dental prostheses. Conclusion: Further development of such curricula is needed to maximise IP learning (IPL) opportunities, to shift traditional attitudes and, potentially, to improve the outcomes of patient care. To enable this, academic and clinical leaders need to embrace the ideals of IPE.

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Section: An Innovative Curriculum In Dentistry and Dental Technologymentioning

confidence: 99%

“…The survey was distributed to all enrolled dental technology students (25) and third-and final-year dental science students (106) at the end of a convenient laboratory or clinical session at the beginning of Semester 2 in 2008.…”

Section: Readiness For Interprofessional Learning Scalementioning

confidence: 99%

Interprofessional learning enhances knowledge of roles but is less able to shift attitudes: a case study from dental education

Evans

Henderson

Johnson

2012

Eur J Dental Education

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“…Recently, there have been different attempts to improve undergraduate dental curriculum [7][8][9][10]. However, most of these studies were clinically oriented [11][12][13][14].…”

Section: Discussionmentioning

confidence: 99%

Drawings as learning aid for the human anatomy students’ based evaluation

FY¹

2017

J Oral Health Craniofac Sci

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Introduction: One of the essential requirements for effi cient oral and maxillofacial surgeon is comprehensive knowledge in anatomy of head and neck regions. Authors believe that asking students to draw anatomical sketches will assist them to improve their imaginary memory for human anatomy. However, drawing, as learning aid in anatomy, has not been given enough attention as a learning aid for human anatomy.Aim of the study: To determine dental students' level of appreciation to drawings as practical learning aid in human anatomy. Materials and methods:Seventy nine fi rst year dental students in Ibn Sina University for Medical and Pharmaceutical Sciences College of Dentistry for the academic year 2016-2017, were requested to complete a questionnaire. The questions were mostly related to the importance of drawing in anatomy and its relation to Anatomy education. The participation in the questionnaire was optional.Results: This study showed highly signifi cant relationship between the ability to understand anatomy subject and the importance of drawing (P=0.006). It also showed highly signifi cant relationship between the importance of drawings and giving clinical examples during lectures or anatomical labs (P=0.006). Furthermore, the results showed no signifi cant relationship between the importance of drawings and the load of anatomical material, introduced in anatomical lectures and labs (P=0.639). Conclusion:Anatomical drawings, from fi rst year dental students' perspective, are a useful learning tool and can relate to different aspects of proper education of human anatomy. Drawings can be implemented as practical tool in human anatomy curriculum for undergraduate dental education.

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“…'Learning together' for all oral healthcare students would foster teamwork. [12] Dental training occurs at various clinics in KZN. Dental practitioners are not trained together 'Like in our place, you're looking at the public sector and we are short-staffed.…”

Section: Discussionmentioning

confidence: 99%

‘Pain and stress are part of my profession’: Using dental practitioners’ views of occupation-related factors to inform dental training

Moodley

Naidoo

Wyk

2018

AJHPE

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Background. Stress is prevalent among dental workers and students. A possible means to address this would be to include stress management programmes in undergraduate dental programmes. The purpose of this study was to establish how the current cohort of dental practitioners incorporate occupational health and self-care principles into professional practice, and their potential relevance to future curriculum design. Objectives. To gain input from participants regarding stress and burnout -their causes, implications and prevention -as linked to their practice in dentistry. Methods. A qualitative research design was used, with a purposive sampling technique. The study population consisted of dentists, dental therapists, hygienists and specialists. A total of 36 participants participated in four focus-group discussions to explore dental education, occupational health, stress and self-care. The data were thematically analysed. Results. Dental training in the South African context, occupational health experiences, self-care, coping strategies and education were the main themes that emerged. Dental services in the public sector were reported to be overwhelmed by high patient volumes and shortages of staff and resources, which added to these stressors. The coping strategies adopted were exercise, stretching, reducing workload and encouraging teamwork. The participants believed that the causes of musculoskeletal disorders, and their impact, should be taught in dental training, as students do not perceive this as a potential problem. A multidisciplinary approach and teamwork training are the recommendations for curricula. Conclusion. Stress management techniques and workplace posture assessment should be taught in preclinical training to make students aware of managing stress and correct working postures. A multidisciplinary approach should be used. Dental curricula should include occupational health safety principles. KZN (ref. no. HSS/1490/015D). Written informed consent was obtained from all participants, who were informed of their right to withdraw from the study at any stage. All participants agreed to participate and to have an audio recording made of the interview. Anonymity of participants was maintained throughout the study by using participant codes instead of names. The participants filled out an anonymous demographic information sheet. The audio recordings were transcribed verbatim, and the transcripts checked for accuracy. Member check, or respondent validation, was conducted to establish validity. The data were then analysed thematically. Broad themes were identified, according to the main aim, and then further refined and coded until the final analysis was complete. Afr J Health Professions Educ[6] The themes identified were analysed in line with the objectives of this study. ResultsFive main themes were identified, based on the questions that were explored. The themes were identified, refined and grouped. Dental training in the SA context, occupational health experiences, self-care and burnout, coping st...

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The future of education and training in dental technology: designing a dental curriculum that facilitates teamwork across the oral health professions

Cited by 53 publications

References 28 publications

Interprofessional learning enhances knowledge of roles but is less able to shift attitudes: a case study from dental education

Interprofessional learning enhances knowledge of roles but is less able to shift attitudes: a case study from dental education

Drawings as learning aid for the human anatomy students’ based evaluation

‘Pain and stress are part of my profession’: Using dental practitioners’ views of occupation-related factors to inform dental training

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