Gender‐Based Differences in Satisfaction with Academic Preparation and Practice Experiences

Kelsey, William P.; Kimmes, Nicole S.; Williams, David E.; Ogunleye, Afolabi O.; Ault, James T.; Barkmeier, Wayne W.

doi:10.1002/j.0022-0337.2009.73.4.tb04717.x

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…Participation of women in medical sciences, including dental medicine, has increased in the last few decades (Pallavi & Rajkumar, 2011). In one study, male students showed better clinical skills than female students, while there were no statistically significant differences in their theoretical knowledge (Kelsey et al, 2009). However, another study (Dulčić et al, 2017) not find any such impact, which was consistent with the findings of our study.…”

Section: Discussionsupporting

confidence: 89%

Evaluation of Aesthetic Restorations Prepared by Undergraduate Students on Typodont Models

2022

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The dental school curriculum is based on theoretical and practical courses. Before real patients, students practice on secure environments like typodonts or simulators to manage the functional and aesthetic properties of tooth restorations. This study aimed to evaluate the quality of class IV aesthetic restorations prepared by undergraduate dental students across different years of training, in terms of surface gloss, anatomic form, marginal adaptation, and proximal contact. Four consecutive classes of dental students (n = 15) were tasked with restoring a class IV cavity on a typodont tooth. Restorations were performed using a universal adhesive and nanohybrid resin composite. Evaluations were performed using the modified FDI criteria. Data were statistically analyzed by Kruskal–Wallis one-way analysis of variance, along with a t-test. The FDI scores for restorations by second-, fourth-, and fifth-year dental students were not significantly different. Third-year students had less success than others only in terms of incisal marginal adaptation. Forty-seven of the 60 (78.3%) restorations were clinically sufficient in all of the evaluated criteria. There were no statistically significant differences between the restorations performed by female and male students. The two-year preclinical training along with theoretical and practical education is sufficient for students to acquire basic restorative skills needed in clinical practice.

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Section: Discussionsupporting

confidence: 89%

Evaluation of Aesthetic Restorations Prepared by Undergraduate Students on Typodont Models

2022

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“…This may be owing to emotions and self-esteem in boys [18]. In the research conducted by Kelsey et al , (2009), there was no difference between the genders in evaluating the academic setting of the dentistry school [19]. Regardless of using clinical point during the teaching, it was consistent with the result of the present study.…”

Section: Discussionsupporting

confidence: 89%

Factors Affecting the Learning of Fixed Prosthodontics Course by Students at Kermanshah University of Medical Sciences

Moradpoor¹,

Raissi²,

Dehnavi³

et al. 2019

Open Access Maced J Med Sci

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AIM:The objective of this study was to investigate the factors affecting the learning of fixed prosthodontics course from the viewpoint of students and faculty members of Kermanshah Dentistry School.MATERIAL AND METHODS:This research was a descriptive-analytical study conducted using the convenient sampling method. A total of 72 students and 5 faculty members were included in the study. Data were collected using a researcher-made questionnaire containing two sections. The first section consists of demographic information, and the second section consists of 14 questions to evaluate the factors affecting the learning of the fixed prosthodontics course.RESULTS:From the students’ point of view, there was a significant relationship between the effect of using clinical points during a teaching on the learning efficacy of the fixed prosthodontics course and gender (P = 0.028). There was a statistically significant relationship between the level of professor’s knowledge regarding the modern educational methods on the learning of fixed prosthodontics course (P = 0.034). The factor of displaying and implementing practical work on the real patient was considered important by students, and having knowledge about modern educational methods was considered important by faculty members.CONCLUSIONS:It is recommended that appropriate educational planning be implemented to enhance students’ practical work on the real patient and increase professors’ knowledge about modern educational methods.

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“…Women's interest in medical sciences, including dental medicine, has increased during the last few decades. Kelsey et al ( 20 ) claimed that in America in the 1970s there were 1% of female students on average among dental medicine students, while today women make up 38% to 40% of them. Men showed greater clinical experience and their skills were assessed as being better, while there were no statistically significant differences regarding the theoretical knowledge.…”

Section: Discussionmentioning

confidence: 99%

Subjective Assessment of Croatian Dental Medicine Students on Their Knowledge and Skills in Prosthodontics

Dulčić

Brailo

Rezo³

et al. 2017

Acta Stomatol Croat

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ObjectivesThe aim of the study was to establish the subjective perception of dental medicine students' knowledge and skills in prosthodontics and to determine both how their perception changed during their study, by gaining clinical experience. Also, the aim was to investigate if there were any socio-demographic factors that influenced students' perception.MethodsThe research, based on an anonymous survey for dental medicine students was carried out at the School of Dental Medicine, University of Zagreb in 2015. YES/NO/DO NOT KNOW questions were used for assessment of students' knowledge, and a 50 mm visual analog scale was used for assessment of their abilities and skills. The Chi-square test, t-test for independent samples, analysis of variance and the Pearson's correlation coefficient were used for statistical data analysis.ResultsStudents' response (4th, 5th and 6th year of study) to the study amounted to 71,3%. The results showed that clinical experience and the number of correct answers from knowledge assessment increased with the year of study. Students with completed dental laboratory technician school took statistically significantly larger number of impressions and fabricated a significantly larger number of fixed restorations. Additionally, the results showed a significantly higher level of agreement with the statements about their perception of knowledge and skills.ConclusionStudents' perceptions on learning positively correlated with the number of completed semesters in prosthodontics and the students’ own clinical experience.

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Gender‐Based Differences in Satisfaction with Academic Preparation and Practice Experiences

Cited by 6 publications

References 17 publications

Evaluation of Aesthetic Restorations Prepared by Undergraduate Students on Typodont Models

Evaluation of Aesthetic Restorations Prepared by Undergraduate Students on Typodont Models

Factors Affecting the Learning of Fixed Prosthodontics Course by Students at Kermanshah University of Medical Sciences

Subjective Assessment of Croatian Dental Medicine Students on Their Knowledge and Skills in Prosthodontics

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