Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4-6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the 'students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians.
Advancements in research and technology are transforming our world. The dental profession is changing too, in the light of scientific discoveries that are advancing biological technology-from new biomaterials to unravelling the genetic make-up of the human being. As health professionals, we embrace a model of continuous quality improvement and lifelong learning. Our pedagogical approach to incorporating the plethora of scientific-technological advancements calls for us to shift our paradigm from emphasis on skill acquisition to knowledge application. The 2017 ADEE/ADEA workshop provided a forum to explore and discuss strategies to ensure faculty, students and, ultimately, patients are best positioned to exploit the opportunities that arise from integrating new technological advances and research outcomes. Participants discussed methods of incorporating the impact of new technologies and research findings into the education of our dental students. This report serves as a signpost of the way forward and how to promote incorporation of research and technology advances and lifelong learning into the dental education curriculum.
Objectives:The aim of this cross-sectional study was to explore the demographic and educational patterns related to the dentists' first implant dental experience. Material and methods:Participants of a Massive Open Online Course in implant dentistry who have placed and restored implants completed a 25-item online questionnaire investigating their pathway of education and assessing their experience with the "first implant placement." Exploratory analysis included hierarchical clustering using 9 demographic categorical factors.Results: A total of 1015 respondents from 84 countries formed 5 distinct clusters.Age and work experience were dominant clustering traits, decreasing from Cluster 1 to Cluster 5. Clusters 1 and 3 represented "senior" and "younger" general dental practitioners, respectively, whilst Clusters 2 and 4 represented post-graduate educated clinicians. Cluster 5 represented recent graduates. Asia, South America and Africa were over-represented in "younger" clusters. Time in practice was a significant determinant of attitudes, followed by completion of post-graduate education. There were significant differences in reported patterns of challenges and complications depending on dentists' time in practice, age and post-graduate education. Challenge in implant positioning was more frequently identified by "young post-graduate" educated dentists. Recent graduates reported having the fewest complications of all clusters. Obtaining implant education in University settings was most frequently recommended by clusters of dentists with post-graduate education. Conclusions:Time in practice is a parameter to be considered when designing implant education. The absence of structured education and mentorship might lead to inability to properly assess treatment outcomes and identify complications. Quality-assured and practice-directed education is needed at a global level, to support in particular, recent graduates who now seem to engage with implant dentistry early in their career.
Introduction: COVID-19 pandemic impacted dental students and postgraduate residents world-wide, forcing them to rapidly adapt to new forms of teaching and learning. Dental school leaderships needed to ensure the academic continuity, therefore the majority of the in-person actives were transitioned into a virtual setting. The aim of this study was to identify students' perception regarding the measures taken to adapt during the pandemic by different dental schools in the European Region.
The aims of this systematic review were to collect a list of published articles on dental faculty development and to determine the types and location of programs evaluated and years of publication. A subset of selected articles were then assessed using Kirkpatrick assessment model four levels: learner reaction, participant learning, participant behavioral change, and changes in organizational practice. The search, conducted in 2016, comprised all potentially relevant articles in the following databases: PubMed, EMBASE via Ovid, and ERIC. The study screening was done by three reviewers in multiple stages: by title, abstract, and full text review. Following deduplication, 257 titles were obtained; of those, 102 articles were selected for abstract review. As a result of that review, 32 articles were excluded, leaving 70 for data extraction. The majority of the 70 articles were about programs in the U.S., and two‐thirds were studies conducted at individual academic institutions. Most focused on faculty development initiatives (n=49), followed by retention (n=22), recruitment (n=16), and/or promotion/tenure (n=11). The year with the highest number of published articles was 1991 (n=10, 14%), followed by 2007 and 2011 (n=6, 8.6% each). Among the 12 articles evaluated with the Kirkpatrick model, most assessed Levels 1, 2, and 3, but very few addressed Level 4. Research in those 12 articles was conducted primarily at two dental schools: New York University College of Dentistry (n=5) and University of Florida College of Dentistry (n=4). This study generated a varied list of published articles on faculty development, but the results point to the need for research at more institutions and using additional methodologies.
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