Thinking ecologically about clinical education in dentistry

Perez, Arnaldo; Green, Jacqueline; Compton, Sharon M.; Patterson, Steven; Senior, Anthea

doi:10.1111/eje.12500

Cited by 2 publications

(1 citation statement)

References 14 publications

(28 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several reports can be found in the literature proving that dental students have higher levels of depression, anxiety or stress than the general population, 8,9 a problem for which integrated, active‐learning curricula 10 and concepts ensuring proper work‐life balance 11 may provide some relief. Due to the interdependent relationships between students, patients, instructors and administrators, 12 novel curricula should ensure the creation of an educational environment which is satisfying to future dentists 13,14 . Besides lecture formats which have been shown to be favourably organised in the form of problem based learning, 15 assessment of students' performance is also critical in this context with varying results being reported for traditional test methods 16,17 and objectively structured clinical examinations (OSCE) 18,19 …”

Section: Introductionmentioning

confidence: 99%

Students at Saarland University dental school—A survey on their background and curriculum perception

Meyer

Karl

Luft

et al. 2020

Eur J Dental Education

View full text Add to dashboard Cite

Introduction With the aim of optimising dental education without overburdening students, new legislation restructuring the undergraduate dental curriculum in German is under way. The goal of this study was to survey the current situation of dental students at one specific university with respect to their socio‐economic background, admission to dental school, curriculum perception and work‐life balance. Materials and methods An online questionnaire was presented to all undergraduate students enrolled at Saarland University who had at least completed the first preclinical practical course in dentistry. Results A response rate of 85% was reached with two‐thirds of the student body being females. The profession of 40% of students' parents either was physicians or dentist. Students reported a slight reduction in time spent for leisure activities during their studies, however, with sports activities hardly being affected. With respect to a proper work‐life balance, almost 50% of respondents considered their clinical workload as being too high. Students did not express a clear opinion regarding curriculum structure, whilst the content mostly satisfied their expectations (59%). The majority (71%) of students considered their preclinical training as being demanding whilst less than 3% fully agreed that preclinical training provided an optimal background for patient treatment. The learning modules in the first clinical semester were considered as being adequate by 56% of students. Examinations during courses were seen as properly reflecting the students' knowledge by 79% of students. Discussion The status quo of German dental students is characterised by a high workload affecting the students' work‐life balance and by a transition between preclinical and clinical education which only about half the student body perceives as being adequate. Patient‐based examinations obviously are not considered as being problematic.

show abstract

Section: Introductionmentioning

confidence: 99%

Students at Saarland University dental school—A survey on their background and curriculum perception

Meyer

Karl

Luft

et al. 2020

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

The prospect of a mentor‐protégé model in dental hygiene as a supplementary approach to traditional clinical education

Tingué,

Fung,

Sefo

et al. 2024

Journal of Dental Education

View full text Add to dashboard Cite

PurposeThis study compared the person‐centered approach alone and incorporated the mentor‐protégé model to assess differences in self‐efficacy, clinical skill acquisition, and anxiety/stress levels.MethodsThis quasi‐experimental study recruited a convenience sample of dental hygiene students at New York University during the 2022–2023 academic year. The dental hygiene students who were taught through traditional methods only (control group) and those who experienced the mentor‐protégé approach (intervention group) were compared. Data was collected from participants through anonymous surveys at the beginning and conclusion of the academic year. Additional information was gathered from the comparison group through a focus group.ResultsParticipants from both groups responded favorably in measurements of self‐efficacy. However, the comparison group had a significant increase in their self‐rated ability to work independently (p = 0.008989). Changes in perceived clinical skill acquisition were not statistically significant, except for improvement in patient communication for the comparison group (p = 0.0197). The control group's anxiety/stress decreased by 12.5% (p = 0.0755) and the comparison group's anxiety/stress levels reduced by 28.3% (p = 0.0646) in the general clinics. The clinical course failing rate for the control group in fall 2022 semester was 9%, and the intervention group at 0%; no clinical course failures occurred in either group for Spring 2023 semester. There was a 100% passing rate achieved on the clinical board exam by both groups.ConclusionsImplementing the mentor‐protégé model in dental hygiene education enhances students' clinical learning experiences and aids in practice readiness.

show abstract

Thinking ecologically about clinical education in dentistry

Cited by 2 publications

References 14 publications

Students at Saarland University dental school—A survey on their background and curriculum perception

Students at Saarland University dental school—A survey on their background and curriculum perception

The prospect of a mentor‐protégé model in dental hygiene as a supplementary approach to traditional clinical education

Contact Info

Product

Resources

About