Student perspectives and opinions on their experience at an undergraduate outreach dental teaching centre at Cardiff: a 5-year study

Aim:  Outreach teaching is now regarded as a desirable component of undergraduate dental teaching programmes in the UK. A purpose-built undergraduate dental outreach-training centre was opened in Cardiff in 2002. The aim of this paper is to report student perspectives and opinions on their experience at this unit over a 5-year period.
Methods:  Final year dental students at Cardiff University were invited to report their comments on the St David's Primary Care Unit at various times during their placement there. Information was recorded for undergraduate students who commenced final year in 2003, 2004, 2005, 2006 and 2007 ( n = 257).
Results:  After 1 year, the most common favourable aspects reported by students included the availability of a suitably trained nurse for all procedures ( n  = 191), ready access to helpful/approachable teaching staff ( n  = 145), and closeness of learning experience to subsequent practice ( n  = 122). Many students commented on their growing confidence in their own abilities whilst in the unit.
Conclusion:  Overwhelmingly, students reported their enthusiasm for training in an outreach teaching unit, preferring it to traditional dental school environments. Inherent in the comments recorded for each student was a sense of growing confidence in their abilities and development of reflective practice. Further work is needed to identify the impact of this form of dental student training on subsequent practices in Vocational Training and independent clinical careers.     

Undergraduate endodontic teaching in New Zealand: Students’ experience,perceptions and self‐confidence levels

The aim was to investigate undergraduate students’ experiences, perceptions of future practice and self‐rated confidence levels across endodontic tasks. After ethical approval, a survey involved all fourth and fifth year students. Quantitative data were analysed in SPSS version 20.0. Qualitative data were analysed using a general inductive approach. The participation rate was 84% (n = 136 of 162). The mean number of canals completed was 2.6 by fourth years and 10.4 by fifth years. Maxillary premolars were the most common first tooth treated. Pulpal factors and root morphology were the most common reasons for experiencing difficulty. Self‐rated confidence levels were lower for the more junior students and complex procedures. Students felt that an increased use of extracted natural teeth would be beneficial in their pre‐clinical practice. A high level of interest was shown in future specialisation in endodontics. Students may benefit from further didactic teaching or pre‐clinical instruction in selected topics.     

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.     

Dentists reflect on their problem‐based education and professional satisfaction

Aim: To determine the way in which Malmö University dental graduates perceive their problem‐based dental education and evaluate their professional satisfaction. Method: The first five cohorts (graduating in years 1995–1999) of the problem‐based curriculum were invited to participate. Of 166 graduates, 77% responded to a questionnaire comprising 20 questions on aspects of their dental education, professional situations and interest in postgraduate education. They were asked to rank their perception of their dental education and satisfaction with their professional situation on a visual analogue scale (VAS) with endpoints ranging from ‘Not at all’ (1) to ‘Very well’ (10). For other statements, the markings were made on a Likert scale from 1 (not important/not satisfied) to 5 (very important/very satisfied). There were also open‐ended questions. Results: Most respondents perceived their education to prepare them well for a career in dentistry (median score VAS 8), and 90% rated above six on a VAS for their professional satisfaction as dentists. Importance and satisfaction were highly correlated with principles of the curriculum: holistic view, oral health, lifelong learning, integration between theory and clinic, and clinical competence. Forty‐five per cent of the graduates noted the problem‐based learning approach as the most valuable asset of their education, and 19% cited training in oral surgery as a deficit. Of the respondents, 77% expressed interest in specialist training and 55% in research education. Conclusion: Problem‐based education was perceived to prepare graduates well for their profession, and their professional satisfaction was high.     

Competence,competency‐based education,and undergraduate dental education: a discussion paper

Introduction

The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency‐based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency‐based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education.

Methods

This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency‐based undergraduate education.

Results and Discussion

Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency‐based education are: curriculum components and content shaped by societal needs; focused on student‐centred learning; learning achievement; and limited attention to time‐based training and numerical targets. Alongside a competency‐based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature.

Conclusion

Understanding competence, competency‐based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research.     

Implant dentistry in undergraduate dental curricula in South‐East Asia: forum workshop at the University of Hong Kong,Prince Philip Dental Hospital, 19–20 November 2010

Abstract This paper reports on the discussions arising from a 2‐day forum on implant dentistry education in South‐East Asia. The 10 institutions present represented undergraduate and postgraduate dental curricula from seven countries, including Hong Kong, Indonesia, Malaysia, Taiwan, Thailand, the Philippines, and Singapore. While not aiming to reach consensus as in other such conferences, the outcome was positive in establishing realistic goals in university education in implant dentistry for curriculum leaders and developers.     

Prospective 10‐Year Cohort Study Based on a Randomized Controlled Trial (RCT) on Implant‐Supported Full‐Arch Maxillary Prostheses. Part 1: Sandblasted and Acid‐Etched Implants and Mucosal Tissue

Background: There have been very few long‐term controlled studies (i.e., over 5 years duration) focusing on marginal conditions for implants with a sandblasted, large grit, and acid‐etched (SLA) surface. Purpose: To evaluate and report 10‐year data on outcomes of implants with an SLA surface placed in the edentulous maxilla. Materials and Methods: In a randomized controlled trial (RCT) cohort of 24 patients, the outcomes of implants with an SLA surface were registered. The RCT cohort has previously been reported after 1 year, 3 years, and 5 years of loading. Results: One patient dropped out of the study prior to the 10‐year control. Of the 23 remaining patients, the implant survival rate was 95.1%. If implants of unknown status were also considered lost, that is, one drop‐out patient with three implants for whom no information could be obtained, the implant survival rate was 93%. The mean marginal bone loss from baseline (139 implants) to 10 years (102 implants) was 1.07 mm (standard deviation 0.98). One implant out of 102 available for radiographic examination according to the original protocol showed a bone loss exceeding 4 mm. Of the 84 implants available for clinical examination, none showed a Plaque Index or sulcus bleeding index of 3. The mean implant stability quotient was significantly higher for mesial–distal versus buccal–palatal measurements. Conclusion: The implant survival was 95.1%. The mean value of bone loss after 10 years was 1.07 mm. Peri‐implantitis were noted at the 5‐year follow‐up for one patient with a previous history of periodontitis; this patient did not attend the 10‐year follow‐up. This study shows that sandblasted and acid‐etched implants offers predictable long‐term results as support for full‐arch maxillary prostheses.