Journal of Dental Education最新文献

{"title":"Utilization of Simulated Competency Exams in Dental Hygiene Education.","authors":"Rachel M Thelen, Yvette G Reibel, Michael D Evans, Lindsay Gietzen","doi":"10.1002/jdd.13891","DOIUrl":"https://doi.org/10.1002/jdd.13891","url":null,"abstract":"<p><strong>Objective: </strong>The COVID-19 pandemic accelerated the transition from live patient to manikin-based licensure exams, a format likely to continue. This study examined the impact of simulated competency and mock board exams on the perceptions and self-confidence of two student cohorts, using a four-semester sequence with Acadental ModuPRO DH and Acadental Coris typodonts.</p><p><strong>Methods: </strong>Exempt from the University of Minnesota IRB (STUDY00019218), the study involved students from the Classes of 2023 and 2024. The Class of 2023 used the Acadental ModuPRO DH model, while the Class of 2024 used the Acadental Coris model. Pre- and post-surveys, using a 5-point Likert scale and open-response questions, were administered to gather perceptions and self-confidence before and after the clinical licensure exam (CLE).</p><p><strong>Results: </strong>Of 55 participants, 36 (65%) participated in the survey. Both cohorts found the mock board exam beneficial for licensure exam preparation. The Class of 2023 showed increased confidence across all survey items, with significant gains on items nine (p = 0.003) and 15 (p = 0.009). The Class of 2024 saw slight confidence increases without significant changes. All participants \"agreed\" or \"strongly agreed\" that the competency exams were useful in preparing for the licensure exam. All students passed the CLE on their first attempt.</p><p><strong>Conclusion: </strong>The competency and mock board exam sequence enhanced student confidence and preparation, regardless of the typodont used. Simulated patient competency exams have the potential to be effective tools for preparing students for the CLE.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13891"},"PeriodicalIF":1.4,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Mixed-Reality Technology to Enhance Miniscrew Implant Insertion Training: A Feasibility Mixed-Methods Study.","authors":"Yi Lin Song, Chee Wee Benjamin Ng, Li Yen Elaine Tan, Lean Heong Foo","doi":"10.1002/jdd.13886","DOIUrl":"https://doi.org/10.1002/jdd.13886","url":null,"abstract":"<p><strong>Purpose: </strong>Miniscrew implant insertion training conventionally involves hands-on practice using typodont models with relevant surgical armamentariums. However, without access to sophisticated dental models for teaching, visualization of surrounding anatomy is challenging. This mixed-methods study detailed the potential of using a mixed-reality (MR) technology-based educational tool named S.M.I.L.E. (Specialized Mixed-reality Innovative Learning Experience) as a novel approach for teaching the miniscrew implant insertion procedure and how the prototype was improved to address user feedback.</p><p><strong>Methods: </strong>A mixed-methods design was employed, and participants were divided into two groups: Group A (n = 13) subjects underwent training using conventional methods, while Group B (n = 14) subjects used S.M.I.L.E. Quantitative data were collected from pre-/post-intervention surveys, a post-intervention assessment, and a postworkshop survey. Qualitative data included free-text responses in the postworkshop survey and transcripts from focus group discussions.</p><p><strong>Results: </strong>Following the MR educational intervention, participants reported a significant improvement in self-perceived competency levels compared to baseline scores. However, no significant variance in self-reported competency levels or assessed competency levels was observed between the two groups. Positive feedback regarding the use of MR included interest incitement from novel technology, a better understanding of the treatment planning process, a realistic clinical setting, systematic guidance, enhanced visualization, and opportunities for repeated training. Negative feedback would be the lack of tactile feedback, steep learning curve, imprecision, and technological glitches experienced.</p><p><strong>Conclusion: </strong>Feedback on the use of S.M.I.L.E yielded mixed results, with identified areas for development. This enabled improvement and enhancements to the prototype so that a more comprehensive training experience for miniscrew implant insertion can be possible in the future.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13886"},"PeriodicalIF":1.4,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143744197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Adapted Behavioral Framework for Integrating LGBT+ in Dental Curriculum: Learner-Centered Training to Person-Centered Care.","authors":"Abbas Jessani, Alexia Athanasakos, Tamanna Tiwari","doi":"10.1002/jdd.13887","DOIUrl":"https://doi.org/10.1002/jdd.13887","url":null,"abstract":"<p><p>Lesbian, gay, bisexual, transgender, or other sexual orientations and gender identities (LGBT+) people report poorer oral health outcomes compared to their heterosexual and gender-binary counterparts due to social and structural inequities. As such, there is a need for robust integration of social determinants of health (SDOH) and their intersectionality with oral health among LGBT+ people. An SDOH framework was adapted, based on education, organization, and community domains, to integrate the LGBT+ teaching and content into already established dental curricula. The education domain emphasizes the integration of didactic and experiential education to address the person-centered oral health needs of sexual and gender minorities. This includes didactic content delivery by LGBT+ people and representation from diverse gender and sexual backgrounds in case-based learning and community service-learning. The organization domain encourages the embedment of health equity and the development of inclusive environments supportive of gender and sexual minorities into the mission statements of dental schools and the continuing professional development. Important measures include the integration of preferred pronouns at all levels of the organization, diverse gender representation on patient intake forms, and dedicated safe spaces for all minorities, including sexual and gender minorities. Lastly, the community domain emphasizes the development of partnerships between LGBT+ community organizations and dental schools to develop community-integrated educational models for the teaching of SDOH and the addressal of unmet LGBT+ oral health needs. Integrating this adapted SDOH framework will provide learners, faculty, and staff with a comprehensive understanding of the person-centered needs of LGBT+ community members. This will encourage learners to approach gender and sexual minorities with empathy and cultural humility while providing trauma-informed, person-centered care.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13887"},"PeriodicalIF":1.4,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143744196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing a Public Health and Pediatric Dentistry Dual-Masters-Degree Training Program.","authors":"Kimberly J Hammersmith, David O Danesh, Beau D Meyer, Andrew W Wapner","doi":"10.1002/jdd.13879","DOIUrl":"https://doi.org/10.1002/jdd.13879","url":null,"abstract":"<p><p>Robust public health training can be integrated into a didactically and clinically rigorous pediatric dentistry training program. Our program is the first of its kind to offer an MS-MPH dual-masters-degree track, producing graduates who understand the scientific basis of dentistry along with population oral health needs. We describe the planning, implementation, recruitment, retention, and evaluation process of a dual-masters-degree track in pediatric dentistry and public health (MS-MPH) in its first 5 years. We achieved necessary approvals, designed a streamlined curriculum, and have consistently recruited, retained, and graduated trainees since implementation. Graduates are working in rural areas or with underserved populations, applying their combined pediatric dentistry and public health skills. Early success has led to expansion of funded positions available.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13879"},"PeriodicalIF":1.4,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Analysis of Student's Perspective of an Early Team-Based Denture Clinical Experience.","authors":"Arpit Nirkhiwale, Wyatt Tartar, Keith A Mays","doi":"10.1002/jdd.13883","DOIUrl":"https://doi.org/10.1002/jdd.13883","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13883"},"PeriodicalIF":1.4,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of the Effects of Virtual Reality and Traditional Jaw Model in Undergraduate Periodontal Teaching.","authors":"Zhexian Cheng, Mengxi Hao, Xiaomin Lin, Jiayue Liu, Lina Yu","doi":"10.1002/jdd.13889","DOIUrl":"https://doi.org/10.1002/jdd.13889","url":null,"abstract":"<p><strong>Background: </strong>This study aims to investigate the impact of virtual reality (VR) simulation training and jawbone models on dental students' proficiency in periodontal skills.</p><p><strong>Methods: </strong>The 90 dental undergraduates were randomly divided into the VR teaching group (VR group), the traditional jaw model teaching group (model group), and the combined group that received both VR teaching and model teaching. All the students in these groups learned scaling and root planing (SRP) techniques taught in class. The students would be tested by a final operation examination, invited to fill out a teaching survey questionnaire after the examination, and voted on which examination items were helpful for learning through different teaching methods.</p><p><strong>Results: </strong>The combined group achieved the highest total scores and the force mode, direction, and motion amplitude scores (p <  0.05). The model group performed better than the VR group in terms of fulcrum scores but showed contrasting results in instrument angle scores (p < 0.05). In terms of the questionnaire scores, the VR group scored higher than the model group in fully grasping course knowledge while showing contrasting results in terms of integration with practice (p < 0.05). The votes revealed that students in the VR group mostly preferred \"instrument angle,\" while those in the model group favored \"instrument grip and fulcrum,\" and the combination group showed a preference for both \"instrument angle\" and \"force mode, direction, and motion amplitude.\"</p><p><strong>Conclusions: </strong>VR teaching and traditional model teaching have their own advantages in SRP. It is suggested that dental SRP teaching should adopt a combination of VR and the traditional model.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13889"},"PeriodicalIF":1.4,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Root Cause Analysis to Dental and Dental Hygiene Students: Interactive Case Study.","authors":"Emily W Sedlock, Richard Halpin, Muhammad F Walji","doi":"10.1002/jdd.13881","DOIUrl":"https://doi.org/10.1002/jdd.13881","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13881"},"PeriodicalIF":1.4,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Absenteeism on Academic Performance Among First-Year Dental Students.","authors":"Karima Ait-Aissa, Busuyi Olotu, Undral Munkhsaikhan, Amal M Sahyoun, Ehsanul Hoque Apu, Mary Speicher, Denise Terese-Koch, Ammaar Abidi, Modar Kassan","doi":"10.1002/jdd.13885","DOIUrl":"https://doi.org/10.1002/jdd.13885","url":null,"abstract":"<p><strong>Background: </strong>According to the U.S. Department of Education, chronic absenteeism is a significant concern in health professions education which is characterized by missing 10% or more of school days that affect over 7 million students. This prolonged absence pattern is associated with adverse educational outcomes that result in poor performance, unsatisfactory grades, and an increase in student attrition rates. Moreover, it creates an unwelcoming environment (such as disruption of continuity, lack of engagement, increase workload, lower academic performance, negative impact on classroom dynamics, erosion of discipline and responsibility, stress and burnout, and inconsistent support and guidance) and fails to motivate both educators and learners. The impact of absenteeism on the academic success of dental students is underexplored, reflecting the limited amount of research published on this specific issue. This study's objective is to offer valuable insights that could lead to interventions aimed at decreasing absenteeism and potentially influencing modifications in attendance-related policies and regulations for first-year dental students at the College of Dental Medicine (CDM).</p><p><strong>Methods: </strong>A cohort of first-year dental students (Class 2026) was recruited to study the relationship between their absenteeism and grades in the biomedical field. Additionally, assessment of grades after quiz implementation during biomedical sciences lectures.</p><p><strong>Results: </strong>This study has demonstrated that implementing pop quizzes during the classroom sessions appears to be a solid indicator to significantly enhance student engagement, participation in classroom activities, and direct interaction with course materials, leading to better grades and increased student performance. The current findings also suggest that attendance plays a critical role in determining grades independently of previously attended educational institutional ranking or degrees attained before joining dental school.</p><p><strong>Conclusion: </strong>Based on these findings, we recommend prioritizing strategies that promote student engagement and interaction. This approach will aid educators in fostering a supportive learning environment that enhances student success.</p><p><strong>Practical implication: </strong>Implement pop-quiz during class will improve the student performance and grades.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13885"},"PeriodicalIF":1.4,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143722425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Framework for Differential Diagnosis Formulation of Clinical Lesions With Emphasis on Using an Acronym.","authors":"Austin J Davies","doi":"10.1002/jdd.13896","DOIUrl":"https://doi.org/10.1002/jdd.13896","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13896"},"PeriodicalIF":1.4,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143722422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Be the Future: Evolve Your Classroom through Engaging Activities.","authors":"Kimberly Lintag-Nguyen, Neda Maroof, Caroline Carrico","doi":"10.1002/jdd.13888","DOIUrl":"https://doi.org/10.1002/jdd.13888","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13888"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}