Is Dental Students’ Clinical Productivity Associated with Their Personality Profile?

Rodriguez, Kristan D.; Bartoloni, Joseph A.; Hendricson, William D.

doi:10.21815/jde.017.104

Cited by 11 publications

(19 citation statements)

References 27 publications

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“…Literature shows that dental students tend to have similar personality types and traits 23,24 . This explains why they prefer having a fixed routine, receiving hands‐on training with a purpose in mind, and knowing exactly what is expected of them, and want good communication about examination and assessment procedures.…”

Section: Discussionmentioning

confidence: 99%

Self‐reported dental student stressors and experiences during the COVID‐19 pandemic

Agius

Gatt

Zahra

et al. 2020

Journal of Dental Education

119

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Objective To compare the influence of coronavirus disease 2019 (COVID‐19) pandemic on the student reported outcomes among dental students reading/studying different courses offered in the only dental school in Malta. Materials and methods An anonymous questionnaire consisting of 13 closed‐ended and open‐ended questions was sent to all students (n = 97) at the Faculty of Dental Surgery at the University of Malta. Emergent themes from open‐ended questions were identified and tallied. Since data were classified as categorical ranks, nonparametric tests were used to compare variables among the different courses, years of study, preclinical/clinical students, and gender categories. Results Dental technology students were significantly less stressed about contracting COVID‐19 (P = 0.005) and regarding lack of preparation due to inability to physically go to the library (P = 0.019). Female students reported significantly more anxiety for the following factors: “feeling anxious all the time” (P = 0.033), “worried about contracting COVID‐19′” (P = 0.012), “worried that a family member may contract COVID‐19′” (P = 0.048), “more anxious about exams this year because of the challenges we are facing” (P = 0.029), and “concern about losing manual dexterity skills” (P = 0.038). Qualitative data gathered show considerable stress reported by students regarding changes in examination processes and formats and lack of timely communication. Conclusion Students were greatly affected by the COVID‐19 pandemic and this caused fear of losing their manual dexterity skills, anxiety related to its consequences on their long‐term plans, and anxiety related to the examinations. Dental schools in turn should adapt rapidly and customize changes that are specific to the individual student cohort and their stage of training.

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Section: Discussionmentioning

confidence: 99%

Self‐reported dental student stressors and experiences during the COVID‐19 pandemic

Agius

Gatt

Zahra

et al. 2020

Journal of Dental Education

119

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“…The development processes of identified systems were evaluated in light of Kane's views of validity 21 . Of these, 3 studies used insurance‐based RUVs to measure students’ performance, 1,16,17 and 5 described systems that were specifically developed for the educational setting 5–7,18,19 . Alignment between the purpose of developing the RUV system and the purpose it was used for, was noted in 2 of the 8 systems 6,7 .…”

Section: Resultsmentioning

confidence: 99%

“…Several RUVs were then developed to assess productivity in dental practice settings 12–15 . Some of these practice‐based RUVs have been used by dental educators to assess dental students’ clinical productivity in the educational settings 1,16,17 . Since these systems were not originally developed for use in education, several educational RUVs were developed 5–7,18,19 .…”

Section: Introductionmentioning

confidence: 99%

Development of a novel integrated educational relative‐unit value system to assess dental students' clinical performance

Agou

Imam

2020

Journal of Dental Education

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Purpose The use of relative unit values (RUVs) to assess students’ clinical productivity is common in dental education. However, there are large variations on how RUVs are defined, developed, validated, and reported across institutions. This study described the development of a novel educational RUV system. Methods A preparatory phase of literature review and methodological gap analysis, followed by initial conception, pilot testing, and a 2‐round modified Delphi process were conducted. Panelists reviewed the procedure list, nomenclature, purpose of development, basis of calculation of RUVs, and the relative weights of different dental procedures. Also, their perception of the usefulness, fairness, and practicality of the system was assessed. Agreement was set at 80%. Results Eight published educational RUV systems were identified. These data guided the initial conception of the novel Integrated Educational RUVs (IERUVs). Five experts reviewed the system and it was piloted for a full educational cycle. Feedback from faculty and students was used to adjust over‐ or under‐estimated RUVs, with deconstruction of multi‐step procedures. Fifteen experts participated in the second Delphi round (71% response rate). Consensus was reached for 105 procedural RUVs. A total of 93% of the panelists agreed the system was useful, while 71% perceived it as fair and practical. Conclusion(s) Content validity of the new educational RUV was established. The system provides a promising tool for assessing dental students’ clinical performance, as it provides a unified base unit to assess clinical productivity, clinical competence, and comprehensive care cases. Longitudinal evaluations in different contexts are needed to confirm IERUVs validity.

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“…They are always active and agile. Such personality characteristics will also enable students to show more subjective initiative in teamwork, which will benefit their scientific research and future work as well [20] . On the contrary, students whose interpersonal relationship is in a mess are relatively weak in CT, which should arouse special attention and guidance from educators.…”

Section: Guide the Emotional Tendency Of Critical Thinkingmentioning

confidence: 99%

Research on the cultivation strategy of critical thinking of medical doctoral students based on constructivism learning theory

Yan

Wang

Huo

et al. 2020

Preprint

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Background: Critical thinking (CT) is the logical beginning of innovative thinking. Especially for medical doctoral students, critical thinking enables them to apply flexibly existing experience and knowledge to make reasonable judgments and optimal decision through analysis and reasoning on the basis of reflection in the complex clinical situations. The present study aimed to investigate the current situation of critical thinking of medical doctoral students, and was performed to attribute the factors of critical thinking and optimize the relationship between educational goals and higher-level talents, to formulate a CT training strategy for medical doctoral students based on constructivism learning theory. Methods: A cross-sectional survey of critical thinking was conducted among 343 medical doctoral students from 8 universities by using the Chinese version of the Critical Thinking Ability Scale. SPSS 22.0 statistical software was used to establish database and analyze data. Results: The average score of critical thinking ability of 343 medical doctoral students was 292.43, and the score of truth-seeking in seven traits was lower than the minimum recognition score of 40. Extroverted medical doctoral students scored higher than those introverted in the traits of critical thinking, systematicity, self-confidence and inquisitiveness (P < 0.05). Medical doctoral students with reading habits scored higher than those without reading habit in the traits of total score of critical thinking, open-thinking, analyticity, systematicity, self-confidence, inquisitiveness and maturity (P < 0.05). There were statistically significant differences in the total score of critical thinking, open-thinking, analyticity, systematicity, self-confidence, inquisitiveness and maturity in medical doctoral students with different interpersonal relations (P<0.05). Linear regression analysis found that the personality, reading habits, parental education and critical thinking of medical doctoral students were significantly correlated (P<0.05).Conclusions: 343 medical doctoral students generally have positive critical thinking personality, but the honesty and objectivity of seeking truth are not enough. It is necessary to actively guide students to participate in extracurricular practice and improve their ability of maintaining interpersonal relationships, cultivate students' active reading habits and pay attention to the cooperative education mechanism of tutors, counselors and ideological and political teachers in the process of education, so as to promote students' critical thinking and all-round development.

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Is Dental Students’ Clinical Productivity Associated with Their Personality Profile?

Cited by 11 publications

References 27 publications

Self‐reported dental student stressors and experiences during the COVID‐19 pandemic

Self‐reported dental student stressors and experiences during the COVID‐19 pandemic

Development of a novel integrated educational relative‐unit value system to assess dental students' clinical performance

Research on the cultivation strategy of critical thinking of medical doctoral students based on constructivism learning theory

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