Journal of dental education
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Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students' grades as indicator of academic performance through their perceptions of the educational environment. ⋯ There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students' academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.
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Comparative Study
Comparing comprehensive care and departmental clinical education models: students' perceptions at the University of Tennessee College of Dentistry.
In summer 2012, the University of Tennessee Health Science Center College of Dentistry transitioned from a departmental clinical education model to a comprehensive care/group leader model. The aim of this study was to investigate the perspectives of the fourth-year class of dental students who, because the transition took place during their training, had experienced treating patients under both educational models. To achieve this objective, a questionnaire was designed to assess the students' opinions on the efficiency of their effort, availability of specialty faculty, stress, collaboration with classmates, and availability of exposure to different practice styles and techniques under the two systems. ⋯ The majority (86%) of the respondents preferred the comprehensive care model and reported feeling that, in it, they were able to accomplish more comprehensive dentistry with greater consistency of supervision from faculty in a more patient-centered environment than in the departmental model. However, 56 percent considered having the same group leader for two years a disadvantage and recommended rotation of at least one group leader every six months. The results of this survey can help this college and other dental schools that are seeking to optimize their educational model to best serve students' educational experience and the dental needs of their patient population.
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The challenges of health care are increasingly complex and subject to frequent change. Meeting these demands requires that health professionals work in partnership with each other and the patient. One way of contributing to this is for students to learn together. ⋯ The study also found a positive association of being valued as an individual in the dental team by all student groups. Future dental curricula should provide opportunities to develop effective communication between these two groups and encourage teamworking opportunities. These opportunities need to be systematically developed in the dental curriculum to achieve the desired goals.
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Comparative Study
Characteristics of the Cochrane Oral Health Group systematic reviews.
The Cochrane Oral Health Group (COHG) was formed in 1994 with the aim of producing systematic reviews that primarily include oral health randomized controlled trials (RCTs). The purpose of this cross-sectional study was to characterize reviews published by the COHG. In September 2013, the COHG database was accessed, and all publications were downloaded. ⋯ The authors observed a significant difference in the median number of RCTs and patients included when reviews that reached conclusions were separated from those that did not. A greater proportion of empty reviews were present in OH-CSRs compared with All-CSRs. Turning the Cochrane reviews into a tool that is more relevant in clinical practice will require implementation of a methodology allowing inclusion of non-RCTs while controlling for possible bias.
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This Point/Counterpoint article discusses the pros and cons of deploying one aspect of instructional technology in dental education: the use of laptops in the classroom. Two opposing viewpoints, written by different authors, evaluate the arguments. Viewpoint 1 argues that laptops in classrooms can be a catalyst for rapid curricular advancement and prepare dental graduates for the digital age of dentistry. ⋯ For laptop use to contribute to student learning, rather than simply providing opportunity for students to take notes and access the Internet during class, this viewpoint emphasizes that dental educators need to think carefully about the purpose of this technology and to develop appropriate pedagogical strategies to achieve their objectives. The two viewpoints agree that significant faculty development efforts should precede any introduction of technology into the educational process and that technology alone cannot change education. While the first viewpoint emphasizes the pivotal role of technology in bringing dental education into the contemporary digital world, the second viewpoint focuses on challenges surrounding laptop usage in the classroom including the alignment of instructional methods with learning objectives.