Exploring dental student participation in interdisciplinary care team conferences in long‐term care

Huynh, Jeremy; Donnelly, Leeann; Brondani, Mario

doi:10.1111/ger.12259

Cited by 4 publications

(4 citation statements)

References 21 publications

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“…Furthermore, oral health problems such as deterioration in taste and smell and a decline in masticatory efficiency and reduced quality of life are inclined to increase with age [38]. It is essential, that medical and dental students should have a good knowledge about elders' complex medical, psychological and social traits [39]. Awareness of the contribution of oral health to systemic health and quality of life needs to be increased by interprofessional collaboration [40].…”

Section: Discussionmentioning

confidence: 99%

Oral Health Awareness among International Dental and Medical Students at Lithuanian University of Health Sciences: a Cross-Sectional Study

Petrauskienė¹,

Mushayev²,

Žemgulytė³

et al. 2019

JOMR

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Sciences in 2016Sciences in -2017. The students were invited to participate in the survey before the beginning of a lecture, and they were informed that participation was voluntary and anonymous. In total, 282 students participated in the study, with a response rate of 92.1%. A self-administered English questionnaire consisting of 25 items with options on a Likert scale (agree, neither agree nor disagree and disagree) about oral health problems and their relation to general health status was used to assess a student's oral health awareness, attitude and knowledge. The level of significance was set at P < 0.05. Results: Overall good, fair and poor oral health awareness was reported by 71.3%, 24.1% and 4.6%, respectively, of the international dental and medical students (P < 0.05). The mean score of oral health awareness was 18.2 (standard deviation [SD 3.27]), showing overall good oral health awareness. Moreover, the international dental students reported higher oral health awareness than medical students (19.14 [SD 3.25] vs 17.44 [SD 3.1]) (P < 0.001). Comparing this mean score by gender, no statistically significant difference was found (18.33 [SD 3.39] vs 18.05 [SD 3.16]) (P = 0.371). Conclusions: Overall oral health awareness among international dental and medical students was high. Meanwhile, international dental students reported higher oral health awareness than international medical students.

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Section: Discussionmentioning

confidence: 99%

Oral Health Awareness among International Dental and Medical Students at Lithuanian University of Health Sciences: a Cross-Sectional Study

Petrauskienė¹,

Mushayev²,

Žemgulytė³

et al. 2019

JOMR

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show abstract

“…Adopting both online and in‐person modalities has been reported in dental education literature prior to the pandemic and was referred to as blended learning, 18 hybrid learning, 19 or flipped classrooms 20 . Blended or hybrid learning has been shown to positively impact dental students’ performance, 18 confidence, 21 and enjoyment in class 22 . In fact, many dental schools around the world, including schools in the Middle East, 23 South America, 24 and Europe, 25 are moving toward adopting hybrid/blended approaches in their program design.…”

Section: Discussionmentioning

confidence: 99%

“…20 Blended or hybrid learning has been shown to positively impact dental students' performance, 18 confidence, 21 and enjoyment in class. 22 In fact, many dental schools around the world, including schools in the Middle East, 23 South America, 24 and Europe, 25 are moving toward adopting hybrid/blended approaches in their program design. Caution should be exercised not to interpret the limitations identified in our analysis as results of the pandemic and the rapid shift to online teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

Exploring students’ perspectives from two Canadian dental schools toward online learning experiences

Maragha

Dempster

Shuler

et al. 2023

Journal of Dental Education

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Objectives:The utilization of online teaching and learning in dental education has grown during the past two academic years. In addition to its numerous advantages, the modality also has its limitations. The objective of this qualitative study was to explore the perceptions of oral health sciences students at the University of British Columbia (UBC) and the University of Toronto (UofT) regarding their experiences with online learning over the course of 2 pandemic-impacted years.Methods: Interpretive Description was used as a methodology to guide semistructured data collection. Individual interviews and focus groups were conducted with graduate and undergraduate dental and dental hygiene students at UBC and UofT. Qualitative data were coded and analyzed using a thematic approach.Results: A total of 31 interviews and 4 focus groups were conducted. Online teaching and learning demonstrated many advantages, including flexibility, sustainability of curricular content, and promoting inclusivity in the classroom. Students indicated that due to online learning, there were opportunities to gain resources in practicing self-care and additional time to connect with family. Reported limitations of online classrooms included the loss of attentiveness, challenging content, and logistical challenges. Isolation and physical symptoms experienced in online classrooms with prolonged screen times were described as potential threats. Conclusions:The results of this study call for developing a structured and sustainable blended approach that balances the limitations of online classrooms with the interaction and engagement of in-person classrooms and patient care experiences. Based on the students' perspectives toward online learning, a road map was provided to dental educators to consider when designing future dentistry curricula.

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“…The practice of dentistry requires mastering not only psychomotor and critical thinking skills but also compassion, ethics, professionalism, social responsibility, and collaboration. In order to train a predoctoral dental student to develop such skills, dental education utilizes a mixture of different pedagogies to deliver didactic content from lecture‐based to case‐based discussions, small and large group work‐ups, experiential learning, and self‐reflective essays 1,2 ; such predoctoral training usually takes place within 4–6 years. It also employs pre‐clinical and simulation activities so that students can put into practice what they learned didactically while working on mannequin heads and typodonts and/or virtual reality prior to the actual patient care 3 .…”

Section: The Clinical Training Of a Predoctoral Dental Studentmentioning

confidence: 99%

The fear of letting go and the Ivory Tower of dental educational training

Brondani,

Dawson,

Jessani

et al. 2023

Journal of Dental Education

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IssueClinical training in dental education is complex and happens mostly within a well‐controlled environment such as a university dental clinic where oral health care services are delivered; it is mostly student‐centered. While such training is important, it is also possible to augment and enhance it by training predoctoral dental students outside such a clinic within off‐site community‐based placements using a more person‐centered approach. However, there seems to exist a reluctance in recognizing and utilizing the work produced in these off‐site placements holistically as an integral part of students’ clinical assessment.ApproachCommunity‐based clinical experience adds value to the training of our predoctoral dental students. This perspective describes the benefits of community placements and recognizes their importance in the clinical and professional development of a future graduate. It also presents a way to assess students’ performance that by‐and‐large mirrors that of the university dental clinic while striking a balance between student‐centered education and person‐centered care.ImpactIn this perspective, we argue that the clinical work delivered at a community placement ought to be weighted equitably with the clinical work delivered at a university clinic when assessing students’ competency as a whole. Our message is to keep a balance of student‐centered education and person‐centered care to the benefit of all those involved.

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Exploring dental student participation in interdisciplinary care team conferences in long‐term care

Cited by 4 publications

References 21 publications

Oral Health Awareness among International Dental and Medical Students at Lithuanian University of Health Sciences: a Cross-Sectional Study

Oral Health Awareness among International Dental and Medical Students at Lithuanian University of Health Sciences: a Cross-Sectional Study

Exploring students’ perspectives from two Canadian dental schools toward online learning experiences

The fear of letting go and the Ivory Tower of dental educational training

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