Exploring mindfulness and artworks/drawings to predict dental students’ performance

Abstract

Purpose/Objectives: To explore and assess self-reported trait mindfulness and artwork/drawings as tools to predict students' performance.Methods: This longitudinal study explored whether year 2 dental students' artwork/drawings produced during the first week of a preclinical endodontics course and Mindfulness Attention Awareness Scale (MAAS) scores could be used as a predictor of performance (grades/rank) at the end of the course. A convergent design of mixed methods approaches was used to integrate the quantitative and qualitative datasets. Qualitative analysis consisted of a multilayered process of thematic analysis of artwork/drawings that was used to generate codes, categories, and themes-according to lower and higher students' grades. Quantitative analysis consisted of statistical correlation between mindfulness scores and final grades. Findings were independently analyzed and further merged to answer our research question. Results:The bivariate analysis found nonsignificant relationship between students' grades/rank and mindfulness scores: Pearson's correlation r = -0.097 (p = 0.578) and Spearman's correlation rho = 0.120 (p = 0.494). Codes, categories, and themes resulting from graphical data collected from the artwork/drawings strongly suggested that the higher students' grades group depicted solutions to deal with negative feelings/emotions and presented traits of confidence to reach goals. Artworks produced from students with lower grades left questions, such as in relation to competency in dentistry, unanswered, but at the same time, they seemed to perceive everything as emotion related. Upon merging the findings, we recognized more image components suggestive of positive feelings exuding from the artworks/drawings of higher grades group; but an increase in mindfulness was not associated with increase (or decrease) in final grade. Conclusion:Feelings/emotions represented in the artwork/drawings produced in the beginning of the course predicted students' performance at the end of the course; however, self-reported trait mindfulness was not correlated with performance.

Drawings to explore faculties‘ and students‘ perceptions from different generations cohorts about dental education: A pilot study

“…One study found no correlation between a typodont preparation examination, designed to provide a measure of students’ clinical skills, and a clinical competency exam involving the preparation of a full crown in a patient [ 33 ]. In addition, some of our previous qualitative findings have found that dental students were skeptical of the usefulness of learning procedures on mannequins/typodonts and how this experience would translate to making them proficient enough to provide dental care for a real person [ 23 ]. The traditional dental education context consists of very different preclinical and clinical conditions, in which students acquire various skills sets necessary to be successful [ 36 ].…”

“…Two researchers independently analyzed the 15 artworks (students n = 9 and faculty members n = 6). Each artwork was analyzed in terms of what characteristics were elicited in the images (such as: positive or negative feelings/emotions, colors, and sizes) [ 23 , 24 ]. For this purpose, emotions were defined not only as face or body expressions (physical dimension of the definition), but also as psychological dimensions in reaction to the outside world ( i.e ., expressing what is occurring inside the body to the outside world) [ 25 , 26 ].…”

“…For this purpose, emotions were defined not only as face or body expressions (physical dimension of the definition), but also as psychological dimensions in reaction to the outside world ( i.e ., expressing what is occurring inside the body to the outside world) [ 25 , 26 ]. We conducted the analysis of the drawings with a critical theoretical approach using the following guiding questions “What is the main text/message conveyed by the images?” and “What are the counter-texts or the hidden (implicit) messages?” [ 23 , 27 ]. We made efforts to analyse the images at a group level and not outlining conclusions about individuals.…”

“…However, some authors have claimed that broad generalisations drawn from limited data are used as evidence to support instructional approaches, ignoring the internal differences and diversity inherent in any large group of people [ 5 ]. Considering these divergences and following our previous research studies that used visual data to inform and investigate educational practices [ 22 , 23 ], this current study surveyed dental students and faculty members about their perceptions on the contemporary learning environment in higher dental education. Drawings were the data collected to qualitatively describe the voices of older generations (faculty members group) and younger generations (students‘ group) in regards to the current educational practices in undergraduate dentistry.…”