An investigation of complete denture teaching in the UK: part 2. The DF1 experience

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

doi:10.1038/sj.bdj.2013.833

Cited by 15 publications

(7 citation statements)

References 11 publications

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“…It has been found in the study that further education for DPs in the area of dental prosthetics and dental technology improved their clinical and laboratory skills on CDP fabrication through practice and attending CPD sessions benefitting the EDPs in Fiji. This finding is consistent with literature from Wieder, M. et al and Clark R K F. et al where it was found that lack of experience resulted in new graduates entering vocational training with little confidence in denture techniques and unable, sometimes unwilling, to undertake these procedures related to CDP [49,50].…”

Section: Discussionsupporting

confidence: 92%

Perception of Edentulous Patients and Dental Professionals towards Care and Maintenance of Complete Denture Prostheses

Nand

Mohammadnezhad

2022

BioMed Research International

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Background and objectives. Edentulism is a major public health concern globally relating to extensive loss of teeth. Due to paucity of study, this research aimed to explore the perception of edentulous patients (EDPs) and dental professionals (DPs) towards care and maintenance given to complete denture prostheses (CDP) in Fiji. Methods. A descriptive qualitative study was conducted among 30 EDPs attending dental prosthetic clinics (DPCs) at the four centres in Fiji and 28 DPs at the four DPCs under purposive sampling. Semi-structured questionnaire with open-ended questions was used for in-depth interview (IDI) with EDPs via telephone and focus group discussion (FGD) with DPs virtually via Zoom. Participant responses were recorded and thematic analysis was used to manually analyze the verbatim transcripts. Results. Five themes were identified as perceptions of EDPs towards care and maintenance of CDP in Fiji: patient perceptions towards CDP, CDP care and maintenance, communication between DPs and EDPs, challenges faced in CDP, and management strategies to CDP care and maintenance. Seven themes were identified as perceptions of DPs: CDP guidelines, post-denture insertion advice, care and maintenance, challenges while treating EDPs, management strategies to challenges faced, communication and teamwork, and recommendations to improving quality of CDP delivery in Fiji. Conclusion. Patients’ perception towards care and maintenance of CDP was low. It is highly recommended for EDPs to adhere to CDP advice given by DPs whilst for DPs, it had been recommended to provide written, oral, and visual forms of CDP care and maintenance advice to EDPs for effectiveness.

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Section: Discussionsupporting

confidence: 92%

Perception of Edentulous Patients and Dental Professionals towards Care and Maintenance of Complete Denture Prostheses

Nand

Mohammadnezhad

2022

BioMed Research International

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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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“…Ethical approval was gained from Dental Student Ethical Committee at the Leeds Dental School (Ethical Approval Number: FYP2019OralSurgery). The questionnaire was developed using a design from previous studies 6,17 and included 14 questions (Appendix ). It surveyed details on contact hours, assessment methods, instruments taught and number of extractions.…”

Section: Part 2—an Investigation Into the Ug Oral Surgery Teaching In The Ukmentioning

confidence: 99%

An investigation into the oral surgery curriculum and undergraduate experience in a sample of DFT's in the UK

Brown

Baker

Moore

2020

Eur J Dental Education

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Aim There is conflicting evidence concerning the ability of recent graduates to meet the standards required in exodontia to be independent practitioners. In particular, there is a lack of confidence in surgical extractions. This study evaluated Foundation Trainee's confidence levels in their oral surgery experience and the teaching of oral surgery in UK dental schools. Materials and Methods Two separate studies were carried out, and the first was a survey to all foundation trainees in the Yorkshire and Humber Deanary in 2019 which analysed their oral surgery experience and confidence levels. The second study surveyed all Dental Schools in the UK with regard to their contact hours, assessment methods, instruments taught and number of extractions in oral surgery for their undergraduate programmes. Results There was a response rate of 52% for the foundation trainees which showed that they were confident in performing non‐surgical extractions but lacked confidence with surgical extractions. There was a positive correlation between the amount of undergraduate experience and confidence levels in exodontia. The second survey which had a response rate of 71% showed variations in the numbers of hours taught for oral surgery, instruments taught and assessment methods, with the structured clinical operative test used more commonly. On average, 41 non‐surgical extractions were performed by students before graduation and two surgical extractions. Conclusion There is a need to identify how oral surgery teaching can be improved in UK dental schools to ensure that foundation trainees are more confident and competent in both surgical and non‐surgical exodontia. In addition, teaching and assessment methods need to be developed to reflect such requirements.

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An investigation of complete denture teaching in the UK: part 2. The DF1 experience

Cited by 15 publications

References 11 publications

Perception of Edentulous Patients and Dental Professionals towards Care and Maintenance of Complete Denture Prostheses

Perception of Edentulous Patients and Dental Professionals towards Care and Maintenance of Complete Denture Prostheses

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

An investigation into the oral surgery curriculum and undergraduate experience in a sample of DFT's in the UK

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