Acceptability and perceived effectiveness of web-based self-instruction in clinical orthodontics

For a predoctoral course in advanced clinical orthodontics, we evaluated the acceptability to students (how well did you like it?) and the perceived effectiveness (how well did it help you learn?) of Web-based self-instruction plus small-group seminars. On a 10-point Likert scale, median scores for acceptability and effectiveness of the self-instructional modules and seminars were nine. More than half the students rated the modules as excellent, and two-thirds rated the seminars as excellent. No students rated either the modules or the seminars as poor. With the use of structured seminar outlines, there were no significant differences in seminar scores among the seminar leaders. Compared with their predecessors who had a traditional lecture course, students who had the new self-instructional course were less likely to report either the positive or negative extremes in confidence about their ability to recognize treatment alternatives for orthodontic problems. The results indicate that Web-based self-instruction plus small-group seminars coordinated by a course leader is at least as effective as traditional lectures. This approach offers a possible way to share faculty among orthodontic departments for both pre- and postdoctoral education, as a way to help overcome faculty shortages.     

Comparing the effectiveness of the mini-lecture technique to role-playing in a dental psychology course.

The array of instructional methods utilized in teaching behavioral sciences to dental students has included both teacher-centered and student-centered approaches. The purpose of this study was to evaluate the effectiveness of two small-group treatments, mini-lecture and role-playing, in teaching dental psychology. Freshman dental students were randomly assigned to 12 groups. Groups were then assigned to one of six dentist-pyschologist teaching teams so that each team taught one mini-lecture and one role-playing group. Teaching teams taught seven sessions in which each mini-lecture/role-playing pair of groups received parallel subject matter. Following instruction, two outcome measures were administered: (1) an achievement post-test measuring factual recall, and (2) a measure of facilitative communication. Results indicated that mini-lectures were more effective than role-playing in effecting student mastery of factual information. There were no significant differences between the instructional treatments in teaching facilitative communication skills.     

CBL教学法在可摘局部义齿教学中的应用

目的:探讨CBL教学法指导口腔实习生使用模型观测仪进行可摘局部义齿卡环设计的临床实践。方法:随机选择新疆医科大学第二附属医院口腔专业实习学生(本科生和研究生)40人,20人为对照组,使用传统的带教法;20人为实验组,使用CBL教学法加模型观测仪进行可摘局部义齿卡环设计的学习,所有的实验对象均在两种学习方法后进行理论测试和可摘局部活动义齿设计。结果:实验组比对照组在理论考试和真实牙列病例考核中成绩都要高,两组差异有统计学意义(P<0.05)。结论:采用CBL教学方法指导口腔实习生运用模型观测仪进行教学,不但能提高学生对牙列缺损病例卡环设计能力,而且能加深学生对卡环设计的理解,培养良好的临床思维能力。     

A Seminar/Case-Based Approach to Teaching Removable Partial Dentures to Predoctoral Students

This article describes a seminar/case-based, instructional model designed to simulate removable partial denture (RPD) problem-solving and decision-making processes encountered in third-year clinic in dental school and in dental general practice. Groups of approximately 20 second-year students (in the 3-year program) meet in a series of six 1-hour seminars during the first days of the course. Following the seminars, students complete an exercise on mouth preparation and multiple clasp and major connector designs on prototype casts. This is followed by survey-design exercises on casts of dentitions representing six variations of RPD requirements. Instructors assist students during the practice phase of each class. Each 2-hour practice session is followed by a 1-hour practical examination. The last day of the course is devoted to a comprehensive final practical examination on both maxillary and mandibular casts, incorporating any of the design features previously studied.     

Student-led courses to teach cone beam CT in the predoctoral dental curriculum

Cone beam computed tomography (CBCT) provides a new method to evaluate the craniofacial region. The goal of our project was to introduce into the predoctoral dental curriculum a student-initiated, student-led introduction to CBCT and how to use it, with minimal expenditure of financial resources. A third-year student worked with two faculty members to design a course in which a small number of third-year students would lead a small group of second-year students. The first approach involved each small group of second-year dental students discussing one clinical case in which the patient's CBCT record was included. Representatives of each of the ten small groups presented the patient and that patient's clinical problem (e.g., an impacted tooth) to the entire class as well as demonstrating the superiority and limitations of using CBCT in clinical dentistry. The second approach also used small-group meetings led by third-year dental students, but paired two second-year dental students as a team to present the patient's CBCT data in the small-group setting. There were five teams each presenting a different type of patient as assessed only from the CBCT data. The first model focused on the problem (e.g., an impacted tooth), while the second model focused on how to evaluate and use CBCT scans to determine the patient's primary problem. Based on surveys conducted at the end of each course, the majority of students felt they had gained a better understanding of CBCT.     

Evaluating attitude change in community dental service programs in Minnesota, U. S. A.

ABSTRACT Attitude changes of students participating in two community service programs at the University of Minnesota were evaluated using the semantic differential technique. Program I, a single day clinical experience at a state institution for the mentally retarded, involved 170 students; Program II, a 1-week clinical program in dental auxiliary utilization, involved 30 students. For each program, semantic differentials were designed to elicit scaled evaluative responses toward concepts such as mental retardation and dentistry which were important to program objectives. Scales were administered in a pretest, post-test design. Statistically significant differences were noted for seven of eight target concepts, and appropriate attitude changes were inferred from these differences. Design of community programs and evaluation of desired attitude change using the semantic differential were discussed.     

Effectiveness of carbonated beverage education on dental students' knowledge and behavioral intent

The purpose of this paper is to describe educational efforts to increase dental students' knowledge concerning oral and systemic health effects of carbonated beverage (soda/pop) consumption. Multiple choice pre- and post-tests were developed and administered to seventy-three first-year dental students. An educational brochure was developed and distributed during a lecture on the effects of soda/pop consumption, and four days later, a post-test was administered. Three groups of third-year dental students (n = 19, 15, 17, respectively) also completed the pre- and post-tests with different educational interventions for each group. Results indicated that the first-year dental students' knowledge of the effects of soda/pop consumption improved significantly from a pre-test score of 10.8 (68 percent) to a post-test score of 14.0 (88 percent) (p < .01). On the post-test, 70 percent of the first-year dental students who reported soda/pop consumption indicated that they had considered changing their soda/pop drinking habits after reading the brochure and hearing the presentation. For third-year dental students, there was no significant difference in pre- to post-test scores. This survey shows that, for first-year dental students, the combination of written and verbal education was effective in improving both knowledge and behavioral intent relative to carbonated beverage consumption.     

可摘局部义齿支架的计算机辅助设计与快速制造

目的 自主开发可摘局部义齿支架三维设计软件及选择性激光熔融制造(selective laser melting,SLM)设备,探讨应用其进行可摘局部义齿支架设计并直接成形金属支架的方法 .方法 使用层析扫描仪获得两个牙列缺损模型的三维点云数据.使用自主开发的可摘局部义齿支架三维设计软件进行模型观测及可摘局部义齿支架(牙合)支托、卡环、舌杆、金属加强网、上颌大连接体等组件的设计.组件设计路线:首先确定组织面轮廓,利用轮廓线内的点云数据生成组织面.根据各个组件的特点,设定抛光面截面形态,结合轮廓线生成抛光面.各组件完成后,用小连接体连成完整支架.将完成的支架数据导入SLM设备中,直接成形金属支架.结果 应用自主开发的可摘局部义齿支架三维设计软件及SLM设备,成功进行了两个可摘局部义齿金属支架的计算机辅助设计及快速制造,在模型上试戴后目测金属支架适合性良好.结论 自主开发的具有完全自主知识产权的可摘局部义齿支架计算机辅助设计与辅助制作系统,可为可摘局部义齿金属支架的制作提供一种新的方法.     

Evaluation of senior Brazilian dental students about mouth preparation and removable partial denture design

This study aimed to evaluate the knowledge of senior dental students about mouth preparation and removable partial denture (RPD) design. Two hundred sixty-six senior students from eleven dental schools in the State of S?o Paulo, Brazil, comprised the sample. The subjects examined two partially edentulous casts mounted on a semiadjustable articulator, answered a questionnaire regarding the treatment plan, and drew the RPD design. The casts consisted of Kennedy Class III, modification 1 maxillary arch and Class II mandibular arch. Ninety percent of the students believed that mouth preparation should be performed although no one was able to name all necessary procedures. For the maxillary arch, 12 percent of the denture designs were completely appropriate, 51 percent were partially appropriate, and 37 percent were inappropriate. For the mandibular arch, the results were 3 percent, 40 percent, and 57 percent, respectively.     

下颌牙列缺损患者可摘局部义齿铸造支架的计算机辅助设计

目的对20例临床下颌牙列缺损患者可摘局部义齿支架进行三维计算机辅助设计。方法光栅投影测量法获取20例下颌牙列缺损患者石膏模型的三维数据,按照临床设计原则,利用3DMax、Geomagic和RapidForm等软件分别构建卡环、支托、舌杆、舌板和加强网等可摘局部义齿支架各部件的三维数字化模型,组合完成可摘局部义齿支架的计算机辅助设计,并构建了支架及其部件数据库。结果成功构建了20例临床患者下颌可摘局部义齿的个性化计算机三维支架模型。结论通用三维设计软件可以实现个性化支架的计算机辅助设计。     

The Effect of Removable Partial Dentures on Alveolar Bone Resorption: A Retrospective Study with Cone‐Beam Computed Tomography

Purpose: The aim of this study was to compare vertical and horizontal mandibular alveolar bone resorption by measuring bone morphological variation in Kennedy Class II removable partial denture (RPD) wearers and non‐wearers using cone‐beam computed tomography (CBCT). Materials and Methods: In total, 124 sites in the CBCT scans of 62 (29 RPD non‐wearers, 33 RPD wearers) Kennedy Class II patients were analyzed retrospectively. Three‐dimensional representations of the mandible with superimposed cross‐sectional slices were developed with the CBCT scans to evaluate the mandibular alveolar height and width by measuring distances between the mandibular canal, mylohyoid ridge, alveolar crest, and lower border of the mandible in four regions (eight sites) of Kennedy Class II non‐wearers and wearers of RPDs. Results: Mandibular alveolar bone height and width were significantly lower in edentulous sites when compared with dentate sites in both Kennedy Class II non‐wearers and wearers of RPDs (p < 0.05). Additionally, mean vertical and horizontal mandibular bone resorption was significantly higher in RPD wearers than in non‐wearers (p < 0.05). Conclusions: Vertical and horizontal alveolar bone resorption was found to be higher in the RPD wearing patients when comparing the dentate and edentulous sites.     

Statistical investigation of lower distal free-end denture design used by general practitioners in Japan.

Tooth loss eventually occurs in most adults, and masticatory function is restored with a prosthesis such as a fixed crown & bridge, removable partial denture (RPD), or complete denture according to the extent of loss. For the RPD there are different structural-element combinations and different designs that can be applied to the same loss pattern, so that the effect and prognosis vary. Results from a statistical investigation of removable distal free-end dentures in Japan suggested that in many cases, insufficient consideration was given to mechanical stability and protection of remaining peripheral tissue in the design of removable partial dentures.     

CASE STUDIES for Dentistry: development of a tool to author interactive, multimedia, computer-based patient simulations

Computer-based patient simulations have been used to enhance the dental curriculum since the 1980s. This article describes the development of CASE STUDIES for Dentistry (CSD), a patient case simulation building template, developed at Virginia Commonwealth University, with which authors who have no programming expertise can create realistic, effective, interactive multimedia patient simulations by entering their own information and images into a straightforward, fill in the blanks interface. This program was written with Authorware, by Macromedia Inc. Design considerations included emphasis on information collection and analysis, synthesis of collected information, hypothesis proposal and testing, diagnosis, and treatment planning. The program consists of easily accessible interfaces for both authors and students. Authors build simulated patients using typed-in text and their own images. Faculty can build computer-based simulated patients so that students can immediately practice what they learn in class within a simulated doctor-patient relationship. CSD allows building simulations ranging from simple to complex patients in multiple disciplines. Robust feedback and other features allow students to learn both process and content in a self-directed, interactive environment.     

CAD/CAM切削技术在可摘局部义齿支架制作中的应用

目的探讨计算机辅助设计与制作（CAD/CAM）切削技术在可摘局部义齿（RPD）支架制作中的临床应用效果。 方法选取2017年9月至2018年6月南京市口腔医院修复科就诊的Kennedy Ⅰ类牙列缺损患者共26例，采用随机数字表法分为传统方法组和CAD/CAM组，每组13例。常规制取精细印模，其中CAD/CAM组通过扫描石膏模型获取三维数据，CAD RPD支架形态，CAM切削生成支架树脂铸型，常规包埋铸造完成RPD金属支架。传统方法组以常规方法制作支架蜡型，包埋铸造完成RPD支架。临床试戴，比较两种金属支架就位情况，与口内软硬组织的密合度。采用秩和检验的独立样本Mann-Whitney检验进行统计分析。 结果传统方法组制作的RPD支架9例就位顺利，4例经少量调磨就位，而CAD/CAM组制作的RPD支架10例顺利就位，3例经少量调磨就位。两组RPD支架均无大量调磨仍无法就位的现象发生，就位情况间差异无统计学意义（U = 78.0，P = 0.5）。2组患者中均有12例支架密合，1例支架存在≤3处不密合部位的现象，密合情况之间差异无统计学意义（U = 84.5，P = 0.760）。 结论CAD/CAM切削支架蜡型制作的RPD金属支架修复效果可以达到临床要求。     

A clinical follow‐up study of the periodontal conditions of RPD abutment and non‐abutment teeth

Summary The purpose of this study was to evaluate the periodontal conditions of removable partial denture (RPD) wearers, comparing direct and indirect abutment teeth, and the teeth not involved in the denture design before denture placement and 1 year later. Fifty patients (32 women and 18 men), average age 45, were assessed by the same examiner at the moment of denture insertion and 3, 6, 9 and 12 months later. The following items were verified in each assessment: probing depth (PD), plaque index (PI) and gingival index (GI). PD and PI data were evaluated by anova test for linear trend followed by Tukey–Kramer post‐test, while GI data were analysed by Friedman’s test. Results showed that the teeth not involved in the denture design were the least affected for all variables studied. It was also verified that PD and GI mean values increased from the initial assessment to 1 year of RPD wearing in every group, but that only PI showed a significant increase. This study indicated that direct and indirect retainer elements tend to undergo more damaging periodontal effects associated with RPD wearing when compared with non‐abutment elements. Plaque index values were significantly higher after 1 year of denture use.     

Effectiveness and acceptability of face‐to‐face,blended and e‐learning: a randomised trial of orthodontic undergraduates

Aim: This study compared e‐learning (EL), face‐to‐face learning (F2FL) and blended learning (BL) with respect to their effectiveness and student attitudes towards them. It also evaluated the effect of the order in which the components (EL and F2FL) of blended learning are delivered. Design: This was a prospective cluster randomised trial comparing four parallel groups. Method: Eight groups of fourth year dental undergraduate students were randomly allocated to one of four intervention groups: EL, F2FL, BL1 or BL2. These four groups were assessed for their baseline comparability of knowledge and skills. Each then received the same cephalometric tutorial but delivered by the allocated mode of learning. Effectiveness was immediately assessed with a MCQ which measured short‐term recall of knowledge. Student attitudes were evaluated with a questionnaire followed by a focus group discussion. Results: Ninety (57%) students completed the study. Pearson’s chi‐square test found no statistically significant difference between F2FL and BL; EL alone was less effective (P < 0.05) for four MCQ questions but with no difference for the remaining six questions. Overall students were positive towards each learning modality, but a one‐way analysis of variance found BL was the most and F2FL was the least accepted (P = 0.002). EL was significantly (P = 0.028) less preferred. The order of the components in BL had no significant effects. Conclusion: These results suggest that BL is more likely than either F2FL or EL alone, to be both effective and accepted when delivering cephalometric education to undergraduates.     

Learner-control vs. program-control instructional multimedia: a comparison of two interactions when teaching principles of orthodontic appliances

BACKGROUND: Many studies have compared computer assisted learning (CAL) to more traditional learning formats and have shown CAL to be as effective as or superior to the alternative resources. However, there are only scarce attempts to show which style of CAL leads to the best learning outcomes in orthodontics. AIM: To compare the effectiveness of a learner-control (group A) vs. program-control (group B) multimedia learning environment courseware packages regarding knowledge, understanding and transfer of content when applied to teaching principles of orthodontic appliances to undergraduate students. METHODS: Pre- and post-test assessments of undergraduate dental students (n = 30) who either studied a learner-control multimedia learning environment courseware package (n = 15) or a program-control version (n = 15) on equivalent material of the orthodontic appliances curriculum. Both groups were evaluated by means of multiple-choice questions covering knowledge, understanding and application. A one-way ANOVA was carried out in order to check for statistical difference between the two groups. The P-value was set at 0.05. Results: There was no difference in prior knowledge between both groups at baseline. Although, both groups significantly improved their scores after having studied the course, no significant difference was found between both groups in relation to answers to questions about knowledge, understanding and application. CONCLUSIONS: In this study, the learner-control instructional multimedia program was found to be as effective as the program-control version when teaching principles of the orthodontic appliances to undergraduate students. The focus needs to be on improving the value of CAL. Comparative evaluations of how different CAL approaches compare with or complement one another are certainly needed.     

可摘局部义齿修复后患龋风险预测

目的:评估可摘局部义齿修复后与患龋风险大小的关系,为临床工作提供一定的理论指导。方法:记录临床行可摘局部义齿修复的180例患者。在试戴义齿完成后进行口腔检查、口腔健康问卷调查和龋病活跃性实验检测,所得结果由Cariogram系统进行龋危预测,根据预测结果受试者被分为高风险患龋组和低风险患龋组,评估患龋的风险因素并进行统计学分析。结果:两组受试者的唾液流量和缓冲能力差异不明显,但高风险患龋组变形链球菌计数、菌斑指数普遍较高且饮食习惯不良者较多,两组差异有统计学意义(P<0.05);高风险患龋组龋均明显多于低风险组。结论:临床工作中可通过口腔卫生宣教、定期复查督导患者,控制菌斑量,同时减少日常高糖食物的摄入量,可降低戴用RPD后的患龋风险;变形链球菌对龋病的发生有正相关作用,唾液流量和缓冲能力在龋病的发生过程中作用不明显。     

Prevalence of temporomandibular disorder signs in patients with complete versus partial dentures

Objectives: To determine the prevalence of signs of a temporomandibular disorder (TMD) in completely edentulous patients wearing upper and lower complete dentures (CD) and to compare this to the prevalence of signs in partially edentulous patients wearing upper and lower clasp-retained acrylic removable partial dentures (RPD). Materials and methods: A questionnaire and a clinical examination were used to assess 200 patients. One hundred of these were complete denture wearers being treated for the provision of replacement CD. The other 100 patients were partially edentulous patients, who had RPD replacing upper and lower partially missing teeth and their supporting structures. Results: It was shown that there was a statistically significant difference between the two groups regarding the presence of temporomandibular signs. Partially edentulous patients wearing upper and lower RPD had a significantly higher prevalence of TMD signs than edentulous patients wearing CD (36% compared to 17%). They also exhibited significantly (P<0.04) more signs of joint tenderness (18%) on clinical examination compared to (5%) only in the CD-wearing patients. Tenderness upon palpation in the periauricular region was the most common site reported in both groups. Conclusions: The partially edentulous patients (wearing RPD) exhibited more TMD signs when compared with the CD-wearing patients. Significantly, more partially edentulous patients had joint tenderness (P<0.04) than did CD-wearing patients. The masseter muscle most commonly demonstrated muscle tenderness.     

Enhancing meaningful learning and self-efficacy through collaboration between dental hygienist and physiotherapist students - a scholarship project

To cite this article:
Int J Dent Hygiene 10, 2012; 270–276
DOI: 10.1111/j.1601‐5037.2011.00539.x
Johannsen A, Bolander‐Laksov K, Bjurshammar N, Nordgren B, Fridén C, Hagströmer M. Enhancing meaningful learning and self‐efficacy through collaboration between dental hygienist and physiotherapist students – a scholarship project. Abstract: Introduction: Within the field of Dental Hygiene (DH) and Physiotherapy (PT), students are taught to use an evidence‐based approach. Educators need to consider the nature of evidence‐based practice from the perspective of content knowledge and learning strategies. Such effort to seek best available evidence and to apply a systematic and scholarly approach to teaching and learning is called scholarship of teaching and learning. Objectives: To evaluate the application of the scholarship model including an evidence‐based approach to enhance meaningful learning and self‐efficacy among DH and PT students. Methods: Based on the research on student learning, three central theories were identified (constructivism, meaningful learning and self‐efficacy). These were applied in our context to support learner engagement and the application of prior knowledge in a new situation. The DH students performed an oral health examination on the PT students, and the PT students performed an individual health test on the DH students; both groups used motivational interviewing. Documentation of student’s learning experience was carried out through seminars and questionnaires. Results: The students were overall satisfied with the learning experience. Most appreciated are that it reflected a ‘real’ professional situation and that it also reinforced important learning from their seminars. Conclusion: The scholarship model made the teachers aware of the importance of evidence‐based teaching. Furthermore, the indicators for meaningful learning and increased self‐efficacy were high, and the students became more engaged by practising in a real situation, more aware of other health professions and reflected about tacit knowledge.