Does teaching method affect students' perceptions regarding communication patterns in pediatric dentistry? A comparison of lecture and video methods

The purpose of this study was to determine whether dental students' perceptions regarding six communication patterns for use in pediatric dentistry differed depending on whether they were taught by lecturing or by video-based teaching. Prior to the introduction of interpersonal skills in a clinical course in pediatric dentistry, four consecutive cohorts of students (n=107) in a German dental school were divided equally into two groups. Group one (n=57) was taught by video sequences and group two (n=50) by conventional lecture. Six communication patterns were presented: involvement of the child's toy(s), speaking in positive phrases, mentioning a personal aspect, recalling positive behavior of the patient, addressing fear verbally, and complimenting the patient. Immediately after the presentation, students were asked by means of a questionnaire about their assessment of and intentions regarding the clinical application of the communication patterns presented. After completion of the course, they were asked about the communication patterns that had been used. There were significant differences for three communication patterns in favor of video-based teaching (p<0.05); there were no significant differences regarding the intention for clinical application and the actual clinical application. In this study, students perceived differences between video-based teaching and lecturing regarding ease of use, but they did not seem to benefit from one method over the other regarding clinical application.     

医患互动体验教学模式在口腔医学临床技能教育中的应用初探

目的将医患互动模式引入口腔医学教育,分析其对口腔医学生临床沟通技能训练的意义。 方法选取2020年9—12月参与四川大学华西口腔医学院临床实习的本科生136人作为研究对象,所有研究对象按照性别分层后再以抛硬币形式随机分为两组,两组学生教学内容和进度基本不变,医患互动体验教学组学生接受医患互动教学新模式进行临床技能和沟通技能培训,常规教学组采用常规教学模式进行培训,分别从学习成绩评价、医患沟通能力自评和教学满意度反馈三个方向对两组学生的教学效果进行评估,结果采用GraphPad Prism 8和SPSS 19.0进行统计分析。 结果医患互动体验教学组学生的理论考试成绩为（44.8 ± 1.2）分,技能实验成绩为（45.5 ± 1.6）分,较常规课堂教学组理论考试成绩[（44.1 ± 1.2）分]和技能实验成绩[（44.9 ± 0.9）分]均显著提升,且学生医患沟通能力自我评价更高,组间差异均有统计学意义（P<0.05）;超过90%的医患互动体验教学组学生对医患互动体验教学模式感到满意。 结论将医患互动体验结合口腔临床操作技能课,有助于培养口腔医学生同理心,提高临床实践能力,提升临床沟通技能,改善教学效果。     

Evaluation of a teaching aid for dental students

A new teaching aid to assist undergraduate dental students to learn charting methods was developed. The aim of this study was to evaluate the effectiveness of the aid. Baseline charting tests were completed by 58 inexperienced clinical students at the start of a weekly half-day attachment at 3 community dental service (CDS) teaching clinics. These students were randomly assigned, in their tutor groups, to act as either test or control groups. The test group was actively taught charting with the new aid over their first 5-week attachment and control students were taught in the traditional way. Final charting tests were completed at the end of the attachments by all students and their results compared with baseline test results. The test group improved their mean scores from 20 out of a possible 50 marks at baseline to 36 at final test, a mean increase of 15 marks and an improvement of 71%. The control group scored a mean of 18 marks at baseline and improved this to 25, an increase of 7 marks, an improvement of 39%. It is concluded that the new teaching aid is more effective in assisting the students to learn charting than the traditional method.     

“跟诊式教学”对口腔本科生临床思维的培养

目的：探讨跟诊式教学比较传统的教学模式对本科实习学生临床思维的培养。方法：将60名口腔本科实习学生按照学习成绩降幂排列后,分为2组,每组30人。单号者采用“跟诊式教学”,即实习学生独自完成接诊患者的全部口腔治疗;双号者采用传统的教学方式,即只对所在实习科室的相关治疗进行处置,如果患者口腔中存在涉及其他科室的疾患,则转给相关科室的实习学生。通过出科理论考试、标准化病人测试及临床操作能力考试,评价两组学生的理论基础、沟通能力、病例综合分析能力及临床操作能力。通过Fisher精确检验比较2组间的差异。结果：“跟诊式教学”组比较传统教学模式组,临床实习本科生具有更好的沟通能力及病例综合分析能力,其差异具有统计学意义（P＜0．05）,而在理论基础和临床操作技能方面,两组间的差异不具有统计学意义（P＞0．05）。结论：“跟诊式教学”有利于增强学生的自信心,培养本科实习生与患者的沟通能力及病例综合分析能力,该教学模式适用于口腔本科生的临床实习教学。     

Comparative study on interactive computer-aided-learning and computer-aided-testing in patient-based dental training in maxillofacial surgery

Aim: The objective of this comparative study was to validate, through empirical data, the use of interactive, problem‐oriented computer‐aided‐learning (CAL) and computer‐aided‐testing (CAT) in dental studies by directly comparing these methods with conventional teaching. Method: A total of 95 students from the third and fourth clinical semesters participated in an interdisciplinary seminar on oral maxillofacial implantology; 47 of these were taught using conventional teaching methods, while the remaining 48 students were taught using mobiTED, a CAL/CAT‐based interactive communication system that can be used patient‐ and problem‐oriented. An examination was given at the end of the course to evaluate student learning. A student’s interest/attentiveness, involvement, knowledge gain, and the course attractiveness and quality were evaluated with visual analogue scales (VAS) in a subjective experience protocol. Results: The study group taught using the CAL/CAT‐based interactive communication system showed statistically significant better results in the examination, with a median score of 89.2%, while the conventional teaching study group achieved a median score of 76.0%. A VAS‐based analysis of subjective experiences also revealed statistically significant differences between the two study groups. Conclusion: Use of the CAL/CAT system for interactive, problem‐oriented learning in patient‐based dental training led to increased levels of attentiveness, of student acceptance and of the perceived attractiveness of the seminar. CAL/CAT‐mediated instruction also led to increased communication, with a subsequent improvement in the qualitative and quantitative parameters of knowledge transfer and cognitive knowledge assimilation. Use of CAL/CAT also facilitated the acquisition, appraisal, and understanding of complex medical data.     

Philosophy and rationale of curriculum change

There are several factors in curriculum design of universal importance. Faculty members at all levels must be free to contribute but it must be recognized that decisions have to be made at department, school and university levels. Programme goals must be defined so that there is adequate education of dental practitioners and not just training for dental students. Preclinical teaching should not be an end in itself but should be closely relevant to clinical practice. Basic concepts must be taught; factual overload should be avoided and outdated material eliminated. The curriculum should meet local needs and not be based on one developed for another part of the world. In re-designing a curriculum, attention should be paid to new content, new teaching methods, the introduction of early clinical experience, evaluation methods and the effects of specialization in practice. Above all, curriculum revision must be an ongoing process.     

Teaching of posterior composite resin restorations in undergraduate dental schools in Ireland and the United Kingdom

PURPOSE: The aim of this study was to investigate the current teaching of posterior composite resin restorations to undergraduate dental students in Ireland and the United Kingdom (UK). The investigation was a follow-up to a survey undertaken in 1997. MATERIALS AND METHODS: A questionnaire was distributed by e-mail to the Heads of Departments of Restorative Dentistry/Units of Operative Dentistry in each of the 15 dental schools with undergraduate dental degree programmes in Ireland and the UK. The questionnaire sought information relating to the teaching of posterior composite resin restorations in each dental school. RESULTS: Fifteen completed questionnaires were returned (response rate = 100%). All schools (n = 15) taught the placement of composite resin restorations in occlusal cavities, 14 schools taught composite resin placement in two-surface occlusoproximal cavities and nine schools taught composite resin placement in three-surface occlusoproximal cavities. Respondents anticipated that the amount of preclinical teaching of posterior composite resin placement will increase twofold over the next 5 years, whilst the corresponding teaching of amalgam will fall to two-thirds its current level. Variation was found between dental schools in the teaching of the principles of cavity design, contraindications to placement, indications for lining and basing techniques, matrix and wedging techniques, and the use of curing lights. CONCLUSIONS: The amount of teaching of posterior composite resin restorations in undergraduate dental schools in Ireland and the UK has increased since the time of a previous survey in 1997. Composite resin may soon equal or overtake amalgam as the material of choice when restoring posterior cavities in Irish and UK dental schools. There was, however, much variation in the nature and extent of the teaching and the techniques taught.     

A study into the effectiveness of a text-based computer-assisted learning program in comparison with seminar teaching of orthodontics

Computer-assisted learning (CAL) is a relatively new method of teaching. Few evaluations have been made which compare the new CAL methods with conventional teaching. This study used a text-based CAL package designed to teach orthodontic assessment and basic principles of treatment planning. It assessed the knowledge gain of 49 dental undergraduate students when taught orthodontic assessment and treatment planning by either CAL or conventional tutorial. Both groups made significant gains in knowledge. However, students who were taught by the conventional tutorial made a significantly greater gain than those taught by CAL.     

PBL教学模式在牙体牙髓病科研究生岗前培训中的应用

目的：将PBL教学模式应用到牙体牙髓病科研究生岗前培训中,以提高教学质量。方法：将中国医科大学口腔医学院牙体牙髓病科2008—2012级共30名硕士研究生随机分为2组,每组15人,分别采用PBL、传统授课模式(lecture-based learning,LBL)授课,通过考试和问卷调查评价教学效果。所有数据采用SPSS11.5软件包进行t检验。结果：PBL组在基础知识、病史采集与病历书写、口腔检查3方面的分数高于LBL组,但两者的差异无显著性(P>0.05);在病例分析、口腔操作、理论成绩总分、实践成绩总分、总成绩5方面的分数高于LBL组,两者间的差异具有显著性(P<0.05)。参与PBL教学的学生喜欢这种新的教学模式。结论：PBL教学法能够提高学生各方面的能力,获得满意的教学效果,适用于研究生岗前培训。     

The curriculum in endodontology at the Academic Centre for Dentistry Amsterdam (ACTA), The Netherlands

At the Academic Centre for Dentistry, Amsterdam (ACTA) clinical endodontics is taught and practised in a general clinic supervised by general dental practitioner instructors; they are continuously trained and supported by the endodontics staff, who are members of the Department of Cariology and Endodontology. The scientific basis of endodontology and the theory of clinical endodontic procedures are taught by the endodontic staff, primarily by using a textbook, a clinical manual, videotapes and a computer program, all accompanied by detailed instructional objectives. During their preclinical training, which allows 63 hours for practising procedures and performing several clinical tests, the students are taught one basic technique to prepare and fill root canals and to restore endodontically treated teeth. This technique, accompanied by clearly outlined criteria, is also used in the patient clinic. In the experience of the staff, who are limited to endodontology, the use of manuals, audiovisual aids and instructional objectives has been very beneficial, and the student's assessment of the endodontology course was, in general, very favourable. Although the clinical results are quite good, the endodontic staff feel that there is still some room for improvement of the teaching. Finally, an elective period has recently been introduced.     

TBL联合OSCE教学考核模式在口腔种植临床教学中的应用研究

目的 探究以团队为基础的学习（team-based learning,TBL）教学模式联合客观结构化临床考试（objective structured clinical examination,OSCE）的考核模式在口腔种植临床教学中的应用效果。方法 选取四川大学华西口腔医学院2019级一年级研究生19人和2020级一年级研究生21人,前者采用传统的以课堂为基础的学习（lecture-based learning,LBL）模式教学（LBL教学组）,后者采用TBL模式教学（TBL教学组）。比较两组学生期末考核（包括传统考试和OSCE考核）成绩,同时分析TBL教学组课中测试[包括个人测试（individual readiness assurance test,iRAT）、小组测试（team readiness assurance test,tRAT）和学生互评（peer assessment,PA）]成绩与期末考核成绩的相关性,并使用问卷调查两组学生对教学考核模式的满意度。结果 两组传统考试成绩比较,差异无统计学意义（t=-0.760,P=0.452）;而TBL教学组的OSCE考核成绩优于...     

Effect of multimedia information sequencing on educational outcome in orthodontic training

The aim of this research was to compare the effectiveness of hierarchical sequencing (HS) versus elaboration sequencing (ES) models in improving educational outcome of clinical knowledge when using instructional multimedia programs in postgraduate orthodontic training. Twenty-four postgraduate and 24 undergraduate dental students participated in this study. The postgraduates were following an orthodontic speciality training programme. The undergraduates were fourth- and fifth-year dental students. Twelve instructional multimedia modules were developed, six logically sequenced (LS) discussing six different orthodontic topics. Another six modules on identical topics were sequenced according to one macro-sequencing (MS) model. The implemented MS model was either HS or ES. The only difference between LS and MS modules was the adopted sequencing model. All participants were assigned into consistent pairs of students and were randomly divided into a test and a control group. In each pair, one student studied the LS module (control group) while the other studied the MS version (test group). Pre- and post-evaluation tests of each pair of participants were performed to measure knowledge, understanding and application of each participant with regard to the discussed topic. A multilevel analysis was conducted to assess the estimated effect of the different sequencing models. The level of significance was set at 0.05. At baseline, no significant differences (P > 0.05) were found in pre-test scores between groups. The HS model showed a significant effect on the scores achieved (P = 0.05). The test group showed a significantly higher estimated probability of correct answers to the questions (P = 0.003) when applying the HS model. The HS model may improve educational outcome when using instructional multimedia programs in postgraduate orthodontic training.     

A twenty-year follow-up survey of medical emergency education in U.S. dental schools

This article reports the results of a 2003 survey of medical emergency education taught in U.S. dental schools and compares the results to findings from surveys conducted in 1983 and 1992. A questionnaire was sent to the deans of all U.S. dental schools, requesting completion of the survey by the faculty member responsible for medical emergency education. Forty-three of fifty-four U.S. dental schools responded, and the data were compared to similar surveys conducted in 1983 and 1992. Special attention was given to changes in technology (pulse oximetry and automated external defibrillators), teaching methods (audiovisual, role-playing, and simulation), and subject matter (CPR, venipuncture, and endotracheal intubation) that affect medical emergency education. The study found a large disparity in number of hours dedicated to medical emergency training among dental schools. Surprisingly, CPR certification/recertification for both students and faculty was not provided at three of the reporting U.S. dental schools. Most schools included venipuncture and endotracheal intubation in their curriculum. Routine monitoring of vital signs remained fairly consistent over the past twenty years with a slight dip in the 1992 survey. A standardization of medical emergency education needs to take place to ensure an appropriate level of training for all dental students.     

Preclinical laboratory course in dental behavioral science: changing human behavior.

Dental health professionals are frequently frustrated when they present preventive or therapeutic regimens to patients. This paper describes an approach to the teaching of behavioral science designed to familiarize the dental student with applying behavioral change techniques to dental problems. Ninety-nine second-year dental students participated in the two-credit course. Students were taught in six groups, each led by a clinician-behavioral scientist team. The behavioral science materials were presented in five slide-tape programs developed by the authors. The key to the course was a behavior change project in which each student identified a problem, designed an intervention strategy, and attempted to manage the problem using the behavioral techniques presented.     

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.     

Does exposure to a procedural video enhance preclinical dental student performance in fixed prosthodontics?

To try to alleviate the issue of dental students having an inadequate field of view during live demonstrations of fixed prosthodontic preparations, an instructional video depicting the step-by-step procedures involved in an all-ceramic tooth preparation and provisional crown fabrication (practical exam 1, PE1) was created. Fifty-five second-year dental students were given a personal copy of the video after a lecture and an in-class viewing of the material. Throughout the course, students watched live demonstrations of tooth preparations and then practiced individually on mannequins. The scores achieved by the students on three practical exams (PE1, PE2, and PE3) were compared to those recorded by a class one year prior to the development of the video. The students exposed to the video performed significantly better on PE1 in comparison to the previous year's class, as well as compared to their own performance on the other two practical exams that had no supplementary teaching aids. A significant, moderate-level correlation was detected between exposure to the video and PE1. Ninety-six percent of the students reported on their end-of-year evaluation that the video helped them to prepare for PE1. The results of this study suggest that instructional videos may aid in the teaching of fixed prosthodontics.     

Utilizing debates as an instructional tool for dental students

Debates have been used as an instructional tool since 1999 in the Program in Dental Hygiene and are currently used by the School of Dental Medicine at the University of Pittsburgh. The debate format is designed to present a thought-provoking and uncomplicated teaching tool that uses key elements of adult education, such as emphasis on self-learning and its process. The objective of this article is to demonstrate the use of debates as an instructional tool for dental hygiene and dental students. A debate format is presented in detail. Post-debate small discussion groups and a questionnaire were used to explore dental student experiences with using debates as an instructional tool. Dental students indicated that their experiences with the debate format had positive pedagogical benefits. Students reported that their interest in the given topic was heightened and knowledge was improved or reinforced. The debates also appeared to help students organize their thoughts on the presented topics. The debates were reported to be engaging and were received with enthusiasm by the students. Students reported that the debates enhanced their ability to organize and reinforce their thoughts on issues they may confront as dental professionals.     

Undergraduate teaching and clinical use of rotary nickel-titanium endodontic instruments: a survey of French dental schools

AIM: To evaluate the impact of rotary nickel-titanium (NiTi) instruments on undergaduate teaching and clinical use in French dental schools and to evaluate the impressions of dental students when learning and using these techniques. METHODOLOGY: A questionnaire was mailed to all 16 French undergraduate dental schools. Data were gathered on a range of issues concerning teaching and use of NiTi endodontic techniques. RESULTS: The response rate was 100%. The need for teaching NiTi techniques to dental students was agreed by all schools. Lectures and laboratory courses for rotary NiTi techniques were organized in all of the schools. In 13 of the 16 teaching hospitals, students could use rotary NiTi techniques for canal preparation under the supervision of teaching staff. Similarities were observed in the majority of responses, e.g. type of rotary system taught and used clinically. Some differences were also observed, e.g. the association of hand files to rotary NiTi instruments and at what stage in the undergraduate curriculum rotary instruments were introduced. CONCLUSION: There was a national consensus over the need for undergraduate teaching of rotary NiTi systems in France. These techniques had made a substantial impact in endodontic teaching and were widely taught and used in French dental schools.     

Effectiveness of Computer-Aided Removable Partial Denture Design

Purpose Computer programs have been developed for removable partial denture (RPD) design, but their educational impact has never been investigated. This study measured the effectiveness of computer-based RPD design simulations in a traditional RPD design course for second-year dental students. Materials and Methods Thirty-six students were randomly assigned to four groups, two simulation and two control groups, at the beginning of the RPD design module. A cross-over design compared the two strategies during laboratory exercises. First, the simulation group worked with the simulation, while the control group met in small-group seminars with faculty. Post-test 1 was given, and then students switched teaching methods and post-test 2 was given. Each post-test had two parts. Part 1 involved designing an RPD based on specific patient criteria. Part 2 involved choosing the more correct of the two designs. Results Results showed a significant difference (p= .0072) in two of four test groups. Although it was an initial evaluation, the computer simulation was shown to be equivalent to faculty-led small-group seminars. Students also responded positively to a questionnaire on their perceived effectiveness of the simulations. Conclusions The results suggest that RPD design can be taught as effectively with computer-based simulations as with faculty-led seminars.