An investigation of complete denture teaching in the UK: part 1. A survey of undergraduate teaching

Steinberg, Yael; Faigenblum, M J; Eder, Andrew; Louca, Chris

doi:10.1038/sj.bdj.2013.792

Cited by 14 publications

(11 citation statements)

References 12 publications

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“…There is no consensus with respect to the minimum number of treatments needed to acquire basic competence in prosthodontics. In UK dental schools, students are expected to have carried out between one and three complete denture treatments during their studies, with most schools expecting at least three complete denture treatments 25 . In the case of Spanish dental students, this treatment cutoff point would be achievable after having completed the fifth‐year course “Integrated Dentistry” since, in our study, half of the students had carried out at least one complete prosthesis as operator and another as the assistant.…”

Section: Discussionmentioning

confidence: 94%

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Montero

Dib

Guadilla

et al. 2018

Journal of Dental Education

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The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.

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Section: Discussionmentioning

confidence: 94%

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Montero

Dib

Guadilla

et al. 2018

Journal of Dental Education

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“…Although the current method for border molding is very popular, the practical environment varies among countries and dental schools. According to the previous studies in the United Kingdom [ 3 , 10 , 11 ], students have limited opportunities to fabricate complete dentures due to decreasing lecture times and declining numbers of edentulous patients. Instead, they are forced to make copy or repair dentures [ 12 , 13 ].…”

Section: Discussionmentioning

confidence: 99%

Learning effects of different training models for border molding from the perspective of dental students

et al. 2017

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BackgroundThe aim of this study was to investigate the effects of different practical training models on the comprehension and evaluation of practical training among dental students.MethodsThe study subjects were all sixth-year dental students at our institute, and the study took place over three consecutive years (n = 58, 63, and 65, respectively). In practical training, all students learned border molding, and practical models were modified each year from plaster models to silicone models and then to silicone models mounted in mannequins. Immediately after completing clinical training, all students were asked to complete questionnaires consisting of 21 items regarding their overall practical training and their clinical comprehension of border molding. All items were rated on a five-point Likert scale, and in order to reduce the large number of interrelated questions, exploratory factor analysis was carried out using maximum likelihood estimation with promax rotation (κ = 4) and Kaiser normalization. The number of factors was chosen using the Kaiser-Guttman rule, which states that the eigenvalue should be larger than 1, and the scree plot criteria. Items that scored less than 0.25 in communality and exhibited factor loading greater than 0.35 for more than one item were excluded. The defined factors were analyzed for the plaster models, the silicone models alone, and the silicone models with mannequins using the Kruskal-Wallis test and follow-up tests using Bonferroni-corrected Mann-Whitney U tests. The significance level was set at p < 0.05.ResultsExploratory factor analysis identified the following three factors: “knowledge of border molding”; “contents of practical training”; and “personal learning attitude”. The students who used silicone models and mannequins gave significantly better evaluations on the “knowledge of border molding” (p < 0.001, both) and “contents of practical training” (p = 0.046, p < 0.001, respectively) subscales than those who used plaster models. No significant differences were observed between those who used silicone models and those who used mannequins. Moreover, no significant differences were found on the “personal learning attitude” subscale among students for any model.ConclusionsThe change in practical training models from plaster to silicone improved student evaluations of border molding training.Electronic supplementary materialThe online version of this article (10.1186/s12903-017-0443-9) contains supplementary material, which is available to authorized users.

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“…Although careful preparation and patient instruction of teachers, the teaching effect of complete denture prosthesis is not satisfactory either in scores on the prosthodontics theoretical test nor in performance of clinic practice. The theory related to complete dentures is abstract and unintelligible, and the clinical procedures are complex and difficult to understand and grasp, especially for interns with little clinical experience [ 6 , 7 ]. Most interns have no confidence in clinical reception of edentulous patients.…”

Section: Introductionmentioning

confidence: 99%

Comparison of case-based learning combined with Rain Classroom teaching and traditional method in complete denture course for undergraduate interns

et al. 2022

BMC Med Educ

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Background Complete denture, as an important restoration method for edentulism, is difficult to study for beginners, especially in linking the theory with clinical practice. Objective This study was aimed to compare the teaching effects between case-based learning combined with Rain Classroom teaching and traditional lecture method in the clinical course of complete denture prosthesis for undergraduate interns. Methods In a course called “Problems and treatment strategies of complete denture after wearing”, interns were divided into two groups: one for traditional lecture-based teaching with PowerPoint slideshow (the control group, n = 28); and the other for case-based learning combined with Rain Classroom teaching, which published information before class, discussed specific clinic cases in class and got real-time interns’ feedback via WeChat (the test group, n = 22). Both groups received the same exam and questionnaire survey after class. The Q&A participation of interns in class, theoretical test scores and questionnaire survey responses were used to evaluate the teaching effects. An independent sample t-test and the chi-square test or Fisher’s exact test were used for statistical analysis in this study. Results The Q&A participation of interns in the test group was much better than that of the control group. The average score on the theoretical test after class in the test group (72.14 ± 12.24) was significantly higher than that in the control group (61.29 ± 20.12) (P < 0.05). In the test group, 94.54% (21/22) of the interns preferred the new teaching mode. Conclusion Case-based learning combined with Rain Classroom teaching is helpful to enliven the classroom atmosphere, inspire studying enthusiasm, and achieve a good learning effect in both theory and clinical practice related to complete denture prosthesis.

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An investigation of complete denture teaching in the UK: part 1. A survey of undergraduate teaching

Cited by 14 publications

References 12 publications

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Learning effects of different training models for border molding from the perspective of dental students

Comparison of case-based learning combined with Rain Classroom teaching and traditional method in complete denture course for undergraduate interns

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