Dental students' perceptions on the contribution and impact role of a clinical teacher

Shoaib, Lily Azura; Safii, Syarida Hasnur; Naimie, Zahra; Ahmad, Norasmatul Akma; Sukumaran, Prema; Yunus, Rossita M.

doi:10.1111/eje.12252

Cited by 19 publications

(37 citation statements)

References 20 publications

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“…The application of a questionnaire to assess students' attitudes was highlighted by Shoaib et al as an essential tool in evaluating impacts on educational outcomes, especially in a leaner-center approach. 45 All 7 studies included in this systematic review evaluated level 2 (learning). However, each used a different evaluation tool to analyze the knowledge gain of TEL when compared to traditional learning methods.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Berry

Mello‐Neto

Souza

et al. 2020

Journal of Dental Education

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Objectives Technology‐enhanced learning (TEL) has been suggested as a suitable learner‐centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. Methods The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4‐level evaluation model was used to evaluate educational outcomes. Results From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students’ performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. Conclusion The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Berry

Mello‐Neto

Souza

et al. 2020

Journal of Dental Education

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“…However, although the application of such scenario would increase the interaction between the students and their teachers, Shoaib et al. (2018) emphasized that this will require a lower clinical instructor‐to‐student ratio, and Boahin (2014) further criticized such process as it may result in discrepancies in the students' clinical performance, in case of inadequate support from the teachers to students.…”

Section: Discussionmentioning

confidence: 99%

“…Application of CBE is a sensitive process and is crucial for both staff and students to understand the process of competence, which defines the knowledge, and assess skills and attitudes of the students, in comparison with competency, which defines the student's behavior and reactions to different troubleshootings in clinical practice (Cowpe et al., 2010; Deogade & Naitam, 2016). Authentic evaluations in CBE, through case management in clinical settings or through a student's portfolio, that is a logbook of completed cases, ensure that the students can reach a competent level at their graduation and be ready for future higher level such as expert or proficient (Ben‐Gal, Ziv, Weiss, & Zabrovsky, 2017; Clark, Radford, & Juszczyk, 2011; Deogade & Naitam, 2016; Harris et al., 2017; Korioth, Lea, Simon, & McBride, 2016; Lynch, Singhrao, Addy, & Gilmour, 2010; Orsini, Evans, Binnie, Ledezma, & Fuentes, 2016; Shoaib et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

Competency‐based education in undergraduate clinical prosthodontics: A paradigm shift in training

Alkhodary

Farah

Ghobashy

2020

J of Competency-Based Ed

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Introduction Competency‐based education (CBE) is thought to improve the quality of dental graduates than traditional education (TE). This study compared the students' final scores in clinical training of prosthodontics using CBE versus TE. Materials and Methods This study enrolled 459 fourth‐ and fifth‐year undergraduate students. Of the participants, 231 students (143 males and 88 females) attended TE and 228 (128 males and 100 females) attended CBE. This study considered the final scores that the students achieved for their competency cases and compared it with the scores achieved during the TE process. Statistical analysis of results used the Mann–Whitney U test for nonparametric numbers. Results The mean score of the clinical examination for all students in clinical prosthodontics courses was 81.4 (maximum and minimum scores: 95.0 and 41.3, respectively). The mean scores in the traditional and competency‐based education groups were 79.9 ± 6.48 and 82.9 ± 6.87, respectively. Scores in the competency education group (mean rank = 265.08) were statistically significantly higher than in the conventional education group (mean rank = 195.38) with U = 18,336, z = −5.631, and p < .001. Conclusions The application of CBE allowed the students to achieve higher scores in prosthodontics than the TE.

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“…When asked about the struggles encountered, the students referred to patients' commitment, time and staff related issues as impeding the true bene t of comprehensive based education. From one view, the contributing role of teaching staff is of utmost importance for the success of educational programs [16], however, the variability in educational experience or differences in methods of teaching [17] might have a icted the aspired result. To overcome this matter, we set regular rotations to establish some sense of consistency and to allow students to be exposed to different learning experiences [18].…”

Section: Discussionmentioning

confidence: 99%

Students' perspectives and views toward a comprehensive based model of teaching: Confidence, effectiveness and challenges

Hattar¹,

AlHadidi²,

AL-Tarawneh³

et al. 2020

Preprint

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Background The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Methods A questionnaire was distributed at the end of the scholastic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for purpose of comparison between their confidence in supervised tasks versus confidence during comprehensive case treatment. Results Completed responses were gathered from 127 students out of 202 giving a response rate of 63%. The majority of students believed that comprehensive cases allowed them to better address patients’ needs, gives higher satisfaction, positively influences self-confidence, permits greater exposure to clinical skills/techniques and enhances reasoning and analytical skills. However, their confidence was still lower in comprehensive case management when compared to supervised tasks. Conclusions Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would therefore be beneficial to adapt this methodology to earlier years and other disciplines, to enhance the effectiveness of education and achievement of learning outcomes.

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Dental students' perceptions on the contribution and impact role of a clinical teacher

Abstract: Further improvement in the delivery of clinical teaching preferably by using wide variety of teaching-learning activities can be taken into account through students' feedback on their learning experience.

Cited by 19 publications

References 20 publications

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Competency‐based education in undergraduate clinical prosthodontics: A paradigm shift in training

Students' perspectives and views toward a comprehensive based model of teaching: Confidence, effectiveness and challenges

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