Computing facilities available to final-year students at 3 UK dental schools in 1997/8: their use, and students'' attitudes to information technology

OBJECTIVE: To identify computer facilities available in 3 dental schools where 3 different approaches to the use of technology-based learning material have been adopted and assess dental students' perception of their own computer skills and their attitudes towards information technology. DESIGN: Multicentre cross sectional by questionnaire. SUBJECTS: All 181 dental students in their final year of study (1997-8). RESULTS: The overall participation rate was 80%. There were no differences between schools in the students' self assessment of their IT skills but only 1/3 regarded themselves as competent in basic skills and nearly 50% of students in all 3 schools felt that insufficient IT training had been provided to enable them to follow their course without difficulty. There were significant differences between schools in most of the other areas examined which reflect the different ways in which IT can be used to support the dental course. CONCLUSIONS: 1. Students value IT as an educational tool. 2. Their awareness of the relevance of a knowledge of information technology for their future careers remains generally low. 3. There is a need to provide effective instruction in IT skills for those dental students who do not acquire these during secondary education.     

Using innovative group-work activities to enhance the problem-based learning experience for dental students

Problem-based learning (PBL) in medical and dental curricula is now well established, as such courses are seen to equip students with valuable transferable skills (e.g. problem-solving or team-working abilities), in addition to knowledge acquisition. However, it is often assumed that students improve in such skills without actually providing direct opportunity for practice, and without giving students feedback on their performance. 'The Manchester Dental Programme' (TMDP) was developed at The University of Manchester, UK as a 5-year, integrated enquiry-led curriculum. The existing PBL course was redesigned to include a unique, additional PBL session ('Session 4') that incorporated an activity for the group to complete, based on the subject material covered during student self-study. A summative mark was awarded for each activity that reflected the teamwork, organisational and overall capabilities of the groups. This paper describes the different types of activities developed for the Session 4 and presents an analysis of the perceptions of the students and staff involved. The student response to the Session 4 activities, obtained via questionnaires, was extremely positive, with the majority finding them fun, yet challenging, and 'worthwhile'. The activities were perceived to enhance subject understanding; develop students' problem-solving skills; allow the application of knowledge to new situations, and helped to identify gaps in knowledge to direct further study. Staff found the activities innovative and exciting learning tools for the students. The Session 4 activities described here are useful educational resources that could be adapted for other PBL courses in a wide variety of subject areas.     

Going interactive: six strategies to meet the challenge of teaching electrosurgery to general dental practitioners

Mandatory continuing professional development has resulted in a recent expansion in postgraduate dental teaching. One popular type of teaching is the practical 'hands-on' course that combines the explanation of theory with the acquisition of practical skills in small groups. The challenge to dental teachers is to provide the best level of teaching on these courses where the course participants bring varied expectations and different levels of knowledge, skill or interest. This paper presents a new teaching model that has been developed for the postgraduate teaching of Electrosurgery. The key components of this course include an interactive theory lecture using multimedia, followed by hands-on practical teaching. The emphasis throughout is on the use of facilitation and group learning rather than traditional didactic teaching. A series of strategies for the effective delivery of such a hands-on course together with evaluation of findings from 31 courses are considered.     

Bridging the gap--vocational trainee to senior house officer: a new induction course

OBJECTIVES: The objectives of this course were: to develop an induction course for vocational trainees taking up first SHO posts; to enable new dental SHOs to have enhanced skills from the beginning of the post; to create safe practitioners capable of performing SHO duties; and to assess whether such a course is perceived to be beneficial by the SHOs, their educational supervisors and professional colleagues from medicine, dentistry and nursing. DESIGN: A 5-day intensive, interactive course was developed and directed by a consultant maxillofacial surgeon, with contributions from a range of professional colleagues to teach appropriate knowledge, skills and attitudes. SUBJECTS: Trainees completing the VT programme; due to commence SHO posts in the Yorkshire Region. EVALUATION METHOD: Detailed daily and end of course questionnaires were completed. A post course; in-work evaluation was sought from the trainees, educational supervisors and a range of professional colleagues about the validity of the course. RESULTS: Daily and end of course evaluations were positive about the perceived importance and relevance of the course. After 6 weeks in post the SHOs continued to place high value on the course as a preparation for hospital practice. Feedback from the supervisors and colleagues indicated that the SHOs were performing well, but the influence of the course on performance could not be determined in this study. CONCLUSION: It was possible to design and deliver an appropriate induction course, which appeared to meet most of the needs of new dental SHOs. Feedback indicated the need for modification of some aspects of the course.     

Dental nursing education and the introduction of technology‐assisted learning

The aim of this paper is to explore the profile of dental nursing students in the National Dental Nurse Training Programme of Ireland and their adjustment to a technology‐assisted learning environment. Evaluation by students of the course and their reactions to the course were analysed. Dental nurses must possess the skills and knowledge to proficiently function in the modern day dental surgery. The implementation of a dental nurse programme that is heavily reliant on technology has started to create a group of dental nurses equipped with basic skills to access and retrieve information over a lifetime. However, the transition to a technology‐assisted learning environment including online learning activities requires adaptation and expertise by educators and students alike. Careful evaluation and stakeholder feedback is imperative in the creation and maintaining of a quality programme. In conclusion, the students in this study responded well to the transition to a technology‐based learning environment. Furthermore, the findings of this study suggest that the use of an online environment is an effective and stimulating learning environment for the students of a dental nurse programme; however, familiarity skills and knowledge of information technology is a prerequisite for success.     

Problem‐based learning in dental education: what's the evidence for and against … and is it worth the effort?

All Australian dental schools have introduced problem-based learning (PBL) approaches to their programmes over the past decade, although the nature of the innovations has varied from school to school. Before one can ask whether PBL is better than the conventional style of education, one needs to consider three key issues. Firstly, we need to agree on what is meant by the term PBL; secondly, we need to decide what "better" means when comparing educational approaches; and thirdly, we must look carefully at how PBL is implemented in given situations. It is argued that PBL fulfils, at least in theory, some important principles relating to the development of new knowledge. It also represents a change in focus from teachers and teaching in conventional programmes to learners and learning. Generally, students enjoy PBL programmes more than conventional programmes and feel they are more nurturing. There is also some evidence of an improvement in clinical and diagnostic reasoning ability associated with PBL curricula. The main negative points raised about PBL are the costs involved and mixed reports of insufficient grounding of students in the basic sciences. Financial restraints will probably preclude the introduction of pure or fully integrated PBL programmes in Australian dental schools. However, our research and experience, as well as other published literature, indicate that well-planned hybrid PBL programmes, with matching methods of assessment, can foster development of the types of knowledge, skills and attributes that oral health professionals will need in the future.     

(vii) Role of Computer Assisted Surgery (CAS) in Training and Outcomes

Training in orthopaedic surgery, as in other specialities, is facing a great dilemma as new regulations in most countries limit the number of training hours for new trainees.In this paper, we briefly overview the new regulations and their impact on training schemes in the UK but they are also applicable to other countries tackling similar issues. We reiterate the ethical principles that set the limits beyond which training would be neither acceptable nor safe. We also review the evidence in the literature that suggests that Computer Assisted Surgery (CAS) could help in training and answer the problems concerning both training regulations and ethical constraints. We focus our review on CAS as a surgical guiding tool rather than as a simulation technology. Several aspects are evaluated: reduction of learning curve, improving cognitive skills, immediate feedback, accuracy and precision in surgical techniques and the educational role of CAS. It seems that CAS fulfils the criteria in assisting trainees and trainers with new regulations without impinging on the ethical principles. However the ultimate role of CAS in training still needs to be assessed. Finally we explore the role that CAS could play in the Patient Reported Outcome Measures (PROMS).     

Are clinical medical students confident about their head and neck anatomy knowledge?

Anatomy is a pillar of medical knowledge and essential for safe medical and surgical practice. The literature highlights concerns regarding anatomy knowledge, and knowledge of the head and neck in particular, in medical students and newly qualified doctors. We investigated medical students’ confidence to be assessed on head and neck anatomy, the amount of teaching they received, and its mode of delivery, through an online survey completed by 185 medical students across two English Universities (122 (66%) students from University A and 63 (34%) from University B). Students were in their third to fifth year of medical school. A total of 126 (68%) had received two to four sessions on head and neck anatomy, and 56 (30%) had received one or two sessions. A total of 113 (61%) had received prosection teaching, and 44 (24%) had received computer/virtual anatomy teaching. In total, 140 (76%) did not feel confident to be assessed on head and neck anatomy, and 137 (74%) did not feel they had received an adequate amount of head and neck anatomy teaching. Despite formal head and neck anatomy teaching most of our cohort did not feel confident to be assessed on the topic. Further work is required to integrate anatomy into the clinical years and to devise a national undergraduate curriculum to enhance an interest in head and surgery as a career.     

Simulation-based training in maxillofacial surgery: are we going to be left behind?

Simulation is an important way both to optimise a trainee’s learning time and reduce morbidity and operating time for patients. We have reviewed the current use of simulation in training for maxillofacial surgery, and provide an overview of areas of practice where it may be useful. A web-based survey of trainees’ opinions of it was made in February 2018, and disseminated using the Junior and Fellows in Training group mailing lists. We also reviewed popular current simulation courses that are available. A total of 45 of the 57 trainees who replied agreed that simulation-based training would be beneficial in maxillofacial surgery, particularly with regard to maxillofacial surgical emergencies. A total of 54 of the 57 also agreed that simulation-based training would be a useful adjunct to their clinical training. However, most of the simulation-based courses available were priced beyond the budgets available to UK-based trainees for study, although funding changed in April 2018. While other surgical disciplines have adopted simulated clinical teaching and its benefits, maxillofacial surgery has limited the use of all types of formal simulation. Surgical simulation training is increasingly being used to complement the traditional surgical apprenticeship in other specialties, and ours needs to consider ways in which we can use it, given that trainees within the specialty think that it would be useful. Other specialties have shown that there is good transfer of skills from simulation to the actual clinical operating environment, and this increases satisfaction, decreases morbidity, and reduces the time required for intraoperative teaching.     

“小组学习法”在口腔修复学临床教学中的应用

为了评估＂小组学习法＂在口腔修复学临床教学中的作用,将102名口腔医学专业的学生以随机的方式分为2组：一组以传统的＂一对一＂临床教学模式进行教学、另一组以＂小组学习法＂结合PBL教学模式进行临床教学,实习结束时对学生的临床操作技能和专业理论知识进行考核。研究结果表明＂小组学习法＂较传统教学更能提高学生的临床操作技能,锻炼了学生的临床思维,可以提高学生解决实际问题的能力,值得在口腔医学临床教学中推广。     

Online dental trauma course for medical education

A literature review identified a knowledge deficit among medical doctors about dental trauma management. To overcome this knowledge gap, a proposal to integrate dental traumatology teaching into the medical curriculum was made to raise medical students' awareness of, and familiarity with managing dental injuries. Despite the challenges of teaching dental trauma, online courses are viewed as a practical learning approach for students to access course material during their busy university schedules. In focusing on the constructivist model, this article details the design and development of the online dental trauma course. It is an example of a learner-led, fully online course. The six steps involved in the course development were as follows: (1) structured order from preclinical to clinical topics; (2) content covering all essential information on TDI diagnosis and management; (3) illustrative materials to support engagement and motivation to complete the course; (4) feedback processes to evaluate the learning process; (5) interactions between peers, educators, and learning materials to help facilitate learning; and (6) content that encompasses mainly visual learning styles. The online dental trauma course has the potential to make important contributions to medical education.     

提高口腔组织病理学实验课教学质量的措施探讨

目的:口腔组织病理学是理论与实践密切结合的一门课程,实验教学在病理教学中占有重要地位.本研究旨在摸索一套行之有效的实验教学方法和模式,有效提升口腔组织病理学实验教学质量及学生观察、思维、分析和解决问题的能力.方法:教研室通过自编并及时更新《口腔组织病理学实验教学指导》,出版实验课辅导书《口腔组织病理学实验与理论教学彩色袖珍图谱》,增加病例样本量,提高及增加教学切片及示教片的质与量,运用互联网+的新教学模式,营造自主学习环境,以机考代替单纯切片考试,建立新的实验课考核评价方法等一系列措施,打造全方位、多层次、立体化的实验教学模式.结果:学生对实验教学改革给予高度肯定,所采取的措施在丰富教学内容、激发学习兴趣、促进自主学习等方面起到了积极作用.机考在检验学生掌握专业知识的系统性及全面性方面显著优于传统考试(P＜0.05).结论:多举措并举有效提高了《口腔组织病理学》实验课的教学质量,使学生面对纷繁复杂的疾病有一个思路清晰、富有逻辑的思考,将学过的各科理论知识充分融会贯通.     

The Malmö model: a problem-based learning curriculum in undergraduate dental education

A new undergraduate dental curriculum was introduced in Malmö in 1990 which is based on problem-based learning (PBL). The principles of PBL are strongly influenced by evidence from cognitive psychology and they form the educational strategy throughout the whole curriculum. Two further essential principles underpin the curriculum: a holistic attitude to patient care, and the promotion of oral health. Basic sciences and clinical dentistry are integrated within a structure based on oral conditions prevalent in the community. Students are encouraged to build their new knowledge, understanding and skills into the context of what they have already learned. This approach is facilitated by the presentation of conceptual models, one of which, The Oral Ecosystem is described in detail. The educational programme also gives students opportunities to learn in the clinical context from an early stage, and we endeavour to promote a scientific attitude from the very beginning of the programme. This paper describes the curriculum at three organisational levels (whole curriculum, single course, individual week).     

Using concept mapping principles in PowerPoint

The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas.     

Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students

Aims: The purpose of this study was to develop and implement a blended course (a combined face‐to‐face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students’ performance and answers to questionnaires) to a conventional course’s. Students’ attitudes concerning the blended methodology were also registered. Methodology: An original course was developed and implemented, and its electronic version was uploaded to an e‐learning educational platform. The course was attended by two groups of final‐year students, who were taught by either the conventional face‐to‐face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. Results: Students in the blended group performed significantly better than their colleagues of the conventional group in the post‐course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students’ attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face‐to‐face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. Conclusions: Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology.     

Online learning in dentistry: an overview of the future direction for dental education

Summary This paper provides an overview of the diversity of tools available for online learning and identifies the drivers of online learning and directives for future research relating to online learning in dentistry. After an introduction and definitions of online learning, this paper considers the democracy of knowledge and tools and systems that have democratized knowledge. It identifies assessment systems and the challenges of online learning. This paper also identifies the drivers for online learning, including those for instructors, administrators and leaders, technology innovators, information and communications technology personnel, global dental associations and government. A consideration of the attitudes of the stakeholders and how they might work together follows, using the example of the unique achievement of the successful collaboration between the Universities of Adelaide, Australia and Sharjah, United Arab Emirates. The importance of the interaction of educational principles and research on online learning is discussed. The paper ends with final reflections and conclusions, advocating readers to move forward in adopting online learning as a solution to the increasing worldwide shortage of clinical academics to teach dental clinicians of the future.     

Vertical and horizontal integration of knowledge and skills – a working model

The new integrated outcomes-based curriculum for dentistry was introduced at the University of Pretoria in 1997. The first participants graduated at the end of 2001. Educational principles that underpin the new innovative dental curriculum include vertical and horizontal integration, problem-oriented learning, student-centred learning, a holistic attitude to patient care and the promotion of oral health. The aim of this research project was to develop and assay a model to facilitate vertical integration of knowledge and skills thereby justifying the above mentioned action. The learning methodology proposed for the specific outcome of the Odontology module, namely the diagnosis of dental caries and the design of a primary preventive programme, included problem-solving as the driving force for the facilitation of vertical and horizontal integration, and an instructional design for the integration of the basic knowledge and clinical skills into a single learning programme. The paper describes the methodology of problem-oriented learning as applied in this study together with the detail of the programme. The consensus of those teachers who represent the basic and clinical sciences and who participate in this learning programme is that this model is practical and can assist vertical as well as horizontal integration of knowledge.     

The anatomy of a new dental curriculum

The goal of all dental schools is to develop competent, knowledgeable dentists who have excellent communication skills and a sense of social responsibility. This paper describes the theoretical reasoning behind the design of an innovative dental curriculum constructed from first principles in the UK. The recognised theories of psychologists, educationalists and sociologists of the twentieth century have informed our educational decisions. In practice, this translates to a blended learning environment with problem-based learning (PBL) case scenarios at its heart. The learning of clinical and communication skills, which begins in year 1, week 1, is absolutely integral to the case scenarios, as are ethics and professionalism. PBL is supported by a comprehensive e-learning platform, plenary lectures, workshops, clinical and life science teaching delivered by core academic staff and guest speakers who are the experts in our 'community of practice' in which the students are the novices. We believe that the whole is best described as 'enquiry-based learning'.