No one is born with it: Australasian dental students’ perceptions of learning manual dexterity

Sim, May Yee; Tan, Li Feng; Adam, Lee; Loch, Carolina

doi:10.1002/jdd.13101

Cited by 6 publications

(6 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Developing manual skills with visual and spatial perception is important since dental practitioners use instruments within a small space to perform procedures. 20,21 However, there are few educational tactics to improve manual skills. 22 Self-assessment of performances has been employed.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of student readiness for clinical dental education at the end of preclinical education

Oh,

Mishler,

Jones

2024

Journal of Dental Education

View full text Add to dashboard Cite

ObjectivesThis study examined results of a summative objective structured clinical examination (OSCE) at the end of preclinical periodontal education to identify deficient areas for dental students in patient care and to explore factors affecting the probability of passing the OSCE.MethodsThe summative OSCE was administered to two consecutive cohorts, Classes A (class of 2024; n1 = 134) and B (class of 2025; n2 = 129). The questions for each station in the OSCEs were available to both classes 1 week before the OSCEs. Descriptive statistics were used to identify deficient areas. The multiple logistic regression model was built to predict the probability of passing the OSCE based on the cohort, gender, and the practical and written examination scores.ResultsFifty‐one (38%) students in Class A and 66 (51%) students in Class B completed the OSCE by passing all stations. Students undergoing remediation showed deficiencies in demonstrating how to detect tooth mobility, performing periodontal probing, drawing the healthy positive bony architecture and the mucogingival junction, and using a universal and a Gracey 13/14 curette. The probability of passing the OSCE was significantly correlated with Class B (p = 0.035) and the practical examination score (p = 0.03) while not associated with gender (p = 0.53) and the written examination score (p = 0.11).ConclusionStudents showed deficiencies in assessment skills at the end of preclinical education. The study findings suggest that the implementation of the OSCE at the conclusion of preclinical education would be beneficial since the written examination score might not accurately reflect student readiness for clinical patient care.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluation of student readiness for clinical dental education at the end of preclinical education

Oh,

Mishler,

Jones

2024

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“… 29 Therefore, the format of formative assessment in this study may not be applicable for disciplines in which attaining manual dexterity and testing manual skill levels are a major part of courses. 30 , 31 …”

Section: Discussionmentioning

confidence: 99%

Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment

Jones,

2024

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

OBJECTIVES This study aimed to evaluate the impact of formative assessment with case-based constructed-response question (CRQ) formats on student performance on the final summative assessment in the second-year periodontics course. METHODS Classroom quizzes with case-based CRQs were implemented as the formative assessment during the course. Each student received feedback on their responses from the course director. After all students (N = 128) took the second-year final examination, the Friedman test was conducted to compare student performances in each assessment over time. The multiple linear regression (MLR) model was used to evaluate the association between the second-year final examination score and plausible predictors—student gender, the second-year formative and midterm examination scores, and time spent on the final examination. RESULTS The mean % scores in the formative assessment (51) and midterm (84) examination were significantly lower than that of the final (87) examination ( P < .01). The number of students who failed the final (6) examination was significantly lower than the midterm (16) examination ( P = .03). The midterm ( P < .0001) and the formative assessment ( P = .0009) scores significantly affected the second-year final examination score while student gender ( P = .59) and time spending ( P = .83) showed no correlations. CONCLUSION Within the limitations of the study, student performance on case-based CRQs was correlated with student performance on the summative assessment.

show abstract

“…This is particularly relevant when embarking on a challenging university course such as dentistry, where students must perform well academically, develop communication and social skills, and learn fine motor skills. 6 The type of motivation (intrinsic or extrinsic) can impact on dental students' study strategies, self-esteem and academic performance. 7 Some motivating factors for choosing dentistry as a career, e.g., altruism, have been linked to higher rates of academic burnout in dental students.…”

Section: Introductionmentioning

confidence: 99%

Motivational factors for choosing dentistry as a career: A survey of undergraduate dental students in Ireland

Hannigan,

Hallissey,

Ray

et al. 2024

Journal of the Irish Dental Association

View full text Add to dashboard Cite

Introduction Dentistry is a highly sought after university course but the motivations for students choosing dentistry as a career in Ireland are not well understood. Objective The aim of this study is to investigate the reasons why students choose dentistry as a professional career in Ireland. Methods All undergraduate dental students (n=225) in an Irish university in the academic year 2016/17 were invited to participate in a cross-sectional survey. Participants were asked to rate a list of 12 factors that influenced their decision to pursue dentistry as a career. Results The response rate was 85.3% (n=192). The majority of the participants were female (65%), aged between 18 and 23 years (69%) and from the European Union (60%). Over half (55%) entered the programme directly from secondary-level education. The motivational factor with the highest median rating of importance was altruism. Conclusion Motivational factors influencing dental students included altruism, financial security, and independence. Having a previous family connection with the dental profession did not feature strongly. Positive previous experiences of dentistry and dental professionals emerged as a new motivational factor. Nationality, mode of entry and year of study influenced the motivational factors of the students surveyed.

show abstract

No one is born with it: Australasian dental students’ perceptions of learning manual dexterity

Cited by 6 publications

References 21 publications

Evaluation of student readiness for clinical dental education at the end of preclinical education

Evaluation of student readiness for clinical dental education at the end of preclinical education

Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment

Motivational factors for choosing dentistry as a career: A survey of undergraduate dental students in Ireland

Contact Info

Product

Resources

About