Making the most of teaching at the chairside

This study examines the chairside as an opportunity for teaching and learning. It sets out to understand how students learn in the dental clinic so that they can better be supported in their clinical learning. The study draws on current theories of learning to establish a rationale for effective chairside teaching. Current theories highlight the active role of learners in ‘constructing’ their own knowledge of a field, and emphasise the importance of active learning and reflection in this process. The study is practical in nature. It weaves evidence from empirical studies of medical and dental clinical teaching, as well as ‘best practice tips’ from the literature, with theory to suggest a strategy for effective teaching in the clinical context. The study concludes with a caveat, warning that effective clinical teaching requires an investment in time.     

A survey of local anaesthesia education in European dental schools

Objective: A survey of European dental schools was conducted in 2006 to determine the curricular structure, techniques and materials used in local anaesthesia teaching to dental students. Materials and methods: A questionnaire was designed to collect information about local anaesthesia education. The questionnaires were sent to the Dean of each dental school in Europe and Israel; 49 returned the completed survey, resulting in a response rate of 18.4%. Results: Results from this survey show that dental schools are managing local anaesthesia education in different ways. At most schools, theoretical teaching begins during the first half of the third year (41%), half a year before the practical instruction (43%). In 37% of the dental schools, students use non‐human objects to practice before they inject an anaesthetic in humans. The first injection in humans, usually a fellow student (61%), is mostly supervised by an oral and maxillofacial surgeon (65%). The number of injections under supervision usually depends on the individual capabilities of the student (41%). Ten per cent of the schools need permission of a medical ethics committee for the practical instruction on fellow students. All dental curricula include teaching of mandibular block anaesthesia. The majority also include instruction of infiltration anaesthesia of the upper (98%) and lower (92%) jaws in addition to infra‐orbital block anaesthesia (57%). Although 82% of the schools are satisfied with the current curriculum with regard to local anaesthesia, 43% are planning changes, frequently the introduction of preclinical training models. Conclusion: Local anaesthesia teaching programmes show considerable variation across the surveyed European dental schools.     

A pilot study of the use and perceived utility of a scale to assess clinical dental teaching within a UK dental school restorative department

Introduction:  Feedback on individual teaching performance gives an important contribution and support to the reflective practices of educators. Unfortunately, feedback is an infrequent exercise provided to dental teachers about their teaching practices. The Effective Clinical Dental Teaching (ECDT) scale has been used previously to assess clinical teachers, but has not been used within the UK.
Methods:  This study looks at the use of the ECDT scale in the setting of a UK dental school, as a method of feedback collection and delivery in seven domains of clinical teaching. The ECDT was used to evaluate the teaching of 16 clinical teachers by dental undergraduates, and to investigate the opinions of these clinical teachers and clinical dental students about the utility of this scale.
Results:  The study identified that there was a disparity between self and student perception of teaching. The total ECDT scores ranged from a minimum of 55% 66.6/125 to a maximum of 90% 113.8/125, with a mean group score of 73% 91.6/125. Most clinicians evaluated by students scored above 3/5 for all teaching domains, although there appeared to be significant differences between the four teacher groups. The majority of staff and students were in favour of the use of such a scale to support the progression and development of teaching styles.
Conclusion:  The ECDT scale is a useful tool for highlighting the areas of strength and deficiency within clinical dental teaching. Its use may complement peer review for individual teachers and identify future topics for staff development sessions. Further research is recommended to identify the individual strengths and weaknesses that different types of teacher may bring to curriculum teaching.     

The importance of teaching communication in dental education. A survey amongst dentists,students and patients

The aim of our study was to evaluate the subjective importance of teaching communication in the dental curriculum by conducting a survey amongst dentists, students and patients. Three questionnaires about communication‐related issues were developed in which different questions could be rated on a five‐point Likert scale. These questions included the subjective importance of the dental team’s friendliness, an elaborated consultation, modern office equipment or the dentist’s technical skills. Seven hundred and twenty‐nine questionnaires were completed [233 by dentists (32%), 310 by students (43%) and 185 by patients (25%)]. Eighty‐seven percentage of the dentists, 84% of the students and 84% of the patients supported an integration of communicational issues in dental education; 94.7% of the dentists and 77.2% of the patients attached vital importance to the dentist–patient relationship regarding the therapeutic outcomes. Dentists with prior communicational training experience would spend significantly (P < 0.001) more money for further courses. The results show the publicly perceived importance of integrating aspects of communication in dental education.     

Clinical experience of undergraduate dental students in paediatric dentistry: A 5-year cross-sectional study

Introduction

The clinical experience of undergraduate dental students in Paediatric Dentistry has a profound influence on their future confidence. The purpose of this study was to evaluate the clinical experience of undergraduate students in Paediatric Dentistry over five consecutive years and to determine whether changes in teaching practices are reflected in the clinic.

Materials and Methods

In total, 196 records submitted at the end of the Paediatric Dentistry training from the last 5 years (2016–2020) were evaluated. The variables analysed included the number of patients treated per student, the year, and the numbers and types of procedures performed individually across the years. The data were grouped into two categories; pre and post implementation of an electronic portfolio and a change in teaching practices (2016–2017 and 2018–2020 respectively). Data were analysed using Student's t-test or Mann–Whitney for two group comparison, depending on data distribution (α = 5%).

Results

There was a significant reduction in the number of radiographs exposed (p = .013) between the two groups. The number of fissure sealants had increased in recent years (p < .001). Although the number of stainless steel crowns performed remained unchanged (p = .98), there was an increase in the number of crowns placed using the Hall technique (p < .001) and a concurrent decrease in the number of conventional crowns placed (p < .001).

Conclusion

The clinical experience of undergraduate students has changed in line with evolving teaching practices. The use of objective measures such as patient numbers and range of procedures can be used as a method of evaluating student clinical experience. Other assessment tools are still required to evaluate additional aspects of clinical learning in paediatric dentistry.     

European dental students’ opinions on their local anaesthesia education

Objective: To investigate students’ opinion about theoretical and clinical training in local anaesthesia at different European dental schools. Materials and Methods: A questionnaire was designed to collect information about local anaesthesia teaching. Students’ opinion was quantified with five‐point Likert scales. The web‐based questionnaire was distributed through European Dental Students Association contacts amongst students of 25 different dental schools. Eight hundred and eighteen completed questionnaires from students of 12 dental schools were analyzed statistically. Results: Dental schools showed a wide variation in the beginning of the theoretical teaching of local anaesthesia and the practical teaching. A preclinical training model was used by a small number of students, but these students found it a useful preparation. Many students felt insufficiently prepared when they administered their first injection in a human (17–81%). In dental schools from the UK, Ireland, Sweden and the Netherlands, this first injection is administered to a fellow dental student, whilst in the other countries the first injection is usually performed in a patient. Instruction in mandibular block anaesthesia was frequently reported (81–100%) as well as in infiltration anaesthesia of the upper and lower jaws (78–100% and 30–93% respectively). Many students expressed that they like to receive teaching in intraligamentary anaesthesia (13–70%). Other changes in the curriculum were also frequently suggested (33–100%), especially the introduction of preclinical training models and practical teaching earlier in the curriculum. Conclusion: Local anaesthesia teaching programmes and the rating of this teaching by dental students show a considerable variation across European dental schools. Students considered better preparation highly desirable. The variability in programmes may have implications for mobility of students between European dental schools.     

Application of behavioural sciences teaching by UK dental undergraduates

From 1990, Behavioural Sciences have become a requisite subject of dental undergraduate curricula across the UK (2). However, subject matter taught varies from school to school (4). The aim of this study was to determine the views and experiences of senior dental undergraduates in applying their behavioural sciences teaching across a range of clinical situations. A questionnaire survey was designed in which 5 UK Dental Schools were included to provide a countrywide geographic distribution and where >75% of senior students in each Dental School participated. The questions required the students to evaluate their psychosocial skills in 4 main areas: dentist/patient interactions; enhancing preventive behaviour; anxiety management; coping with personal stress. 252 students participated, 43% were male. In general, students valued their behavioural sciences teaching and 84% rated its inclusion in the curriculum as important. Some patient management situations had been infrequently encountered in their clinical experience and their confidence in dealing with these situations was low. The data was entered into a stepwise logistic regression to determine which factors explained the variation in reported confidence. In relation to dentist-patient interactions and preventive aspects (9 aspects), significant variables were how well students felt they were taught and how often they encountered the situations. Gender contributed to explaining variation in 4 of these aspects. In dealing with patient aggression, men were over 7x more confident than women (Odd's ratio 7.32), but in changing patients' attitudes to oral health, women were more than 2x as confident as men (Odd's ratio 2.08). In anxiety management and dealing with personal stress, additional variables entered the model and these were age, gender and Dental School. For most aspects of confidence in anxiety management, the quality of teaching to manage these situations was the key variable. In conclusion, this survey has provided an evaluation of UK students' perceived psychosocial skills in a range of clinical settings. This should encourage educators to improve curricular content to support the development of clinical competency in this area.     

A needs assessment survey of dental public health graduate education in Saudi Arabia

Objectives

The Faculty of Dentistry at King Abdulaziz University (KAU) is planning to develop a master’s program in dental public health (DPH). To develop a curriculum for this program, a needs assessment was conducted in order to identify the level of DPH expertise that currently exists in Saudi Arabia, to identify gaps in knowledge, and to explore current perceptions regarding this type of program.

Methods

A competency-based survey instrument was administered to private and government affiliated dental practitioners in Jeddah, Saudi Arabia. Participants’ knowledge, attitudes, and competencies in DPH were assessed. In addition, questions were submitted that addressed preferred strategies of teaching, curriculum delivery methods, course content, and prerequisites for DPH. These data were combined with data previously collected from dentists holding academic positions at KAU (n = 146) and were analyzed using Statistical Analysis System version 9.3 software. Mean values and frequencies were calculated for the study variables. Proportional odds ratios and 95% confidence intervals were estimated to assess differences in educational preferences and DPH competencies according to age, gender, and qualification.

Results

Most of the participants (95%) reported a need for a DPH graduate program. The respondents had a basic knowledge of DPH and moderate experience in DPH competencies. A variety of preferred educational strategies and methods were identified and differences in educational preferences according to age, gender, and qualification of the respondents were identified. The responses obtained also acknowledged skills and competencies that the participants considered most important for a DPH practice and that would be important for students accepted into a DPH graduate program.

Conclusions

This needs assessment survey represents a preliminary step in establishing a DPH graduate program that addresses current gaps in knowledge and in the practice of public health dentistry. This survey also provided valuable feedback regarding the development of course content for a graduate education program in DPH.     

English language education in Japanese dental schools

English is the common language of international scientific and cultural exchange. As the world becomes more globalized and with increasing dependence on the Internet, English becomes increasingly important as a second language. English is the official language for all international associations, societies, organizations etc and their meetings and publications. High quality international collaboration usually requires a high standard of English language proficiency. There is very little information regarding English language education in dentistry on a global basis, particularly in Japan. In 1999 we undertook a comprehensive survey of English education in all 29 Japanese dental schools in the form of a questionnaire. Few schools had native-speaking educators or those at native speaker level and most did not have a background in dentistry or the health sciences. There are no ideal textbooks for dental students studying English. Most disciplines within dentistry have a professional society or an association with meetings and publications. Currently there is no such group for English-language education in dentistry. Closer collaboration amongst those concerned may help improve the quality of education. The level of English-language ability of current dental students will affect the quality of future dental educators and researchers.     

873 questions of Dutch dental patients: a challenge to dental health education

Abstract 2000 persons from an a-select sample of the Dutch population were sent a questionnaire in which the most important question was: “Did you have any questions on matters related to dentistry during the past year?” The question was by nature an open question, and the respondents were entitled to several answers. 640 questionnaires were sent back, of which 398 actually provided an answer to the request. Although the request was for questions only, there were also clear expressions of dissatisfaction. A coding system is described that was developed to classify the 873 answers, in which 751 were identified as questions and 122 as complaints. The problems are highly varied as to their contents. Most questions bear on the dentist's activities (35%). Most striking is that these questions can be answered by any dentist. The category on dental minded behavior accounts for 22% of the questions, that on various aspects of the dentist-patient communication and on fear accounts for 17%, and the category on financial problems in dentistry accounts for 16%. Bearing in mind that the composition of the group of 640 respondents differs from that of the entire Dutch population, the results should be interpreted with due care. The discussion includes a plea for more DHE-activities on an individual basis. Finally, it is shown what the use can be of a coding system of questions and complaints of patients in denial health care.     

Dentists' ethical practical knowledge: a critical issue for dental education

Dentists, just like teachers, when moving from school to the workplace (dental offices and classrooms respectively), may find it difficult to apply theories learned during formal education to the complexities of the workplace environment. These difficulties constitute a critical issue for dental education in the area of ethics. In teacher education, the knowledge teachers develop for dealing with the situations they encounter in the classroom is called teachers' practical knowledge. In this study, I discuss the concept of teachers' practical knowledge within the context of dentistry, focusing on the ethical dimensions of dentistry practice, arguing for a dentists' ethical practical knowledge. In this sense, I articulate the similarities between teachers' practical knowledge and its equivalent in dental education, suggesting alternatives for dental education that could foster the development of dentists' ethical practical knowledge.     

Communications skills in dental education: a systematic research review

Communication is an essential element of the relationship between patient and dentist. Dental schools are required to ensure that undergraduates are adequately trained in communication skills yet little evidence exists to suggest what constitutes appropriate training and how competency can be assessed. This review aimed to explore the scope and quality of evidence relating to communication skills training for dental students. Eleven papers fitted the inclusion criteria. The review found extensive use amongst studies of didactic learning and clinical role‐play using simulated patients. Reported assessment methods focus mainly on observer evaluation of student interactions at consultation. Patient involvement in training appears to be minimal. This review recommends that several areas of methodology be addressed in future studies, the scope of research extended to include intra‐operative communication, and that the role of real patients in the development of communication skills be active rather than passive.     

Special care dentistry for people with intellectual disability in dental education: an Italian experience

Aim:  This study documented: (i) the curriculum in special care dentistry in the Italian dental schools, as perceived by Deans and by students, (ii) the rate of satisfaction of dental students with their curricular education in special care dentistry, (iii) the attitude of the dental students towards special care dentistry and towards the 'Special Smiles' programme.
Methods:  The quality and amount of didactic and clinical training delivered by each dental school for subjects with intellectual disability (ID), the interest of students towards this health field and the 'Special Smiles' programme were collected. Self-administered surveys were sent to the Dean and to all the final year students of all dental schools in 20 Italian Universities.
Results:  Only four Deans of the 20 dental schools answered the survey, stating to provide didactic and clinical education in special care dentistry. A 51% of student response rate was obtained. Dental students reported to spend about 4% of didactic and 5% of clinical training in the dental care for ID subjects. Most students (83%) rated the training they had received on the topic to be poor. Over 50% of students expressed interest in working in dental offices specifically dedicated to ID patients and 25% of students wished to become Special Smiles volunteers.
Conclusions:  Although the paucity of didactic and clinical training in dental care for ID patients, this survey demonstrated a high level of student's interest in learning more about treating these subjects. The current results could suggest to revise the curricular standards of dental schools, by promoting ID-oriented education programmes.     

泰国牙科教学模式对我国口腔医学教学改革的启示——以玛希隆大学为个案

泰国现行的口腔医学教育体系是以学生为中心学习的教学方法学,实施双语教学,核心课程英文授课,要求书写英文病历。大学开始培养学生的科研思维,本科生参与多项科研活动。临床实践培养长期化,三年级开始进行临床实验室学习,从四年级到六年级进行临床实习,临床实践从易到难逐步过度。临床教学的同时培养学生的社会责任感,通过流动牙科服务等形式,召集大学生用所学知识回报社会。