Undergraduate experience and self‐assessed confidence in paediatric dentistry at the University of Jordan Dental School

Sonbol, Hawazen N.; Abu-Ghazaleh, Suha B.; Al-Bitar, Zaid B.

doi:10.1111/eje.12233

Cited by 12 publications

(20 citation statements)

References 26 publications

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“…The scaling method selected was an ordinal numerical estimation method to rate the students' perception of self‐confidence . VAS was selected over Likert scale, as student perception was subjective, the method was sensitive to small changes, easy to administer (researcher) and use (participant) especially with clear points representing “no confidence,” “confident” and “very confident,” good reliability and validity, allowed comparison with other studies and use of numerical data for statistical analysis . The main disadvantages for psychosocial research were the subjective nature of the assessment .…”

Section: Discussionmentioning

confidence: 99%

Final year dental students' self‐assessed confidence in general dentistry

Rajan

Chen

et al. 2020

Eur J Dental Education

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Background: Self-assessment is an important introspective skill that dental professionals will utilise throughout their professional career. Its value lies in its ability to help individuals identify areas of strengths and weakness, and subsequently seek further development of professional skills where needed. The aim of this study was to investigate the correlation between self-assessed confidence and the assessment grade of final year dental students based on the professional attributes and competencies of newly qualified dentists outlined by the Australian Dental Council (ADC). Methods:Ethical approval was obtained prior to distribution of a questionnaire with 45 statements to final year dental students. The survey was created based on the learning outcomes of the ADC guidelines in the domains of "scientific and clinical knowledge" and "patient care." Participants indicated their level of self-assessed confidence by marking "X" on a visual analogue scale (VAS) from zero ("No Confidence") to 10 cm ("Very Confident").The assessment grade was based on OSCE, viva voce, case report and written paper.Results: A total of 58 (71.6%) dental students participated in the survey. The reported self-assessed confidence over two domains were under "patient care": clinical information gathering 8.92 ± 1.07 cm (range =3.94-10.0 cm: n = 58; 100%), clinical diagnosis and management planning 8.26 ± 1.34 cm (range =0.50-9.95 cm: n = 55; 94.8%), clinical treatment and evaluation, 6.07 ± 1.69 cm (range =0-10.00 cm: n = 55; 94.8%), and "scientific and clinical knowledge": 6.98 ± 1.58 cm (range =0-10.00 cm: n = 58; 100.0%). Within these categories, high confidence was reported for routine dental care (caries management and preventive care) whilst lower confidence was reported for the management of oral medicine and pathologies, dental emergencies, trauma, paediatric dentistry and prosthodontics. Correlation between the assessment grade and the overall score of self-assessed confidence is low positive (r = .225) and not statistically significant (n = 46; P = .132, Spearman'sρ). Conclusions:The final year dental students appear to have good overall self-assessed confidence in core areas of general dentistry. However, confidence seems to be overestimated when compared with summative assessment.

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Section: Discussionmentioning

confidence: 99%

Final year dental students' self‐assessed confidence in general dentistry

Rajan

Chen

et al. 2020

Eur J Dental Education

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“…A experiência dos estudantes na execução das técnicas odontológicas se mostrou diversificada, com a descrição de tratamentos de maior complexidade, a partir do aumento da confiança em lidar com o paciente infantil. Evidentemente, essa exposição dos acadêmicos para executar todos os procedimentos é necessária para desenvolver habilidades clínicas e competências essenciais, com o intuito de aumentar a confiança para atender crianças como profissionais generalistas (Rodd et al, 2010;Spiritoso et al, 2015;Sonbol, Abu-Ghazaleh, & Al-Bitar, 2017), considerando que estes não devem necessariamente conhecer os pormenores de cada especialidade, mas ter uma visão geral para oferecer resolubilidade na maioria dos casos (Lage, Almeida, Vasconcelos, Assaf, & Robles, 2017). Em contrapartida, tem sido discutido que a formação do cirurgião-dentista pode estar inadequada na prática clínica devido à redução do número de crianças na triagem das faculdades e à menor quantidade das necessidades de tratamento (Vyawahare et al, 2013;Casamassimo & Seale, 2015), fato este que não se constatou como contratempo no presente estudo, devido à grande procura por atendimento de urgência odontopediátrica nessa mesma clínica (Muller et al, 2017).…”

Section: Discussionunclassified

Representações Sociais de Estudantes de Odontologia sobre o Atendimento em Clínica Odontopediátrica

2021

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O objetivo da pesquisa foi analisar as representações sociais construídas por estudantes de Odontologia sobre o atendimento prestado a crianças. A população-alvo do estudo foi constituída por estudantes de graduação em Odontologia da Universidade Federal do Espírito Santo (UFES), entrevistados no 10º período, após terem frequentado as disciplinas de clínica odontopediátrica. As respostas às questões norteadoras foram registradas em áudio, submetidas à análise de conteúdo e interpretadas pela abordagem processual das representações sociais. Participaram 26 estudantes, com média de 23,8±1,4 anos de idade, e a temática da entrevista semiestruturada envolveu expectativas prévias e vivência clínica. As representações que emergiram passaram pelo processo de organização em categorias. As representações sociais construídas por estudantes de Odontologia sobre o atendimento de crianças foram relacionadas à experiência gratificante e proveitosa, embora esta vivência possa ter sido complexa e desafiadora. Ademais, sob a ótica dos estudantes, é necessário ter paciência, ser compreensivo com a criança, manifestar carinho no atendimento, conquistar a confiança e usar a criatividade.

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“…It makes intuitive sense that students feel more confident in the tasks they have practiced frequently or when being supervised [ 24 ]. However, one question that is constantly raised is whether the perceived need for assistance is justified.…”

Section: Discussionmentioning

confidence: 99%

Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

Hattar

AlHadidi

AlTarawneh

et al. 2020

International Journal of Dentistry

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Background/Objectives. The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Materials and Methods. A questionnaire was distributed at the end of the academic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching, as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for the purpose of comparing confidence during supervised tasks versus confidence during comprehensive patient care. Results. Complete responses were gathered from 127 students out of 202, giving a response rate of 63%. The majority of students believed that the comprehensive model of teaching allowed them to better address patients’ needs, gave higher satisfaction, positively influenced self-confidence, permitted greater exposure to clinical techniques, and enhanced reasoning and analytical skills. However, their confidence was still lower in comprehensive patient management when compared to supervised tasks. Conclusion. Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would, therefore, be beneficial to adapt this methodology to earlier years and other disciplines to enhance the effectiveness of education and achievement of learning outcomes.

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Undergraduate experience and self‐assessed confidence in paediatric dentistry at the University of Jordan Dental School

Cited by 12 publications

References 26 publications

Final year dental students' self‐assessed confidence in general dentistry

Final year dental students' self‐assessed confidence in general dentistry

Representações Sociais de Estudantes de Odontologia sobre o Atendimento em Clínica Odontopediátrica

Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

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