Remote diabetes screening exercise in the second‐year periodontics course and student perceptions

Hack, Gary D.; Oh, Se‐Lim; Oates, Thomas W.

doi:10.1002/jdd.12579

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…As a result, various synchronous or asynchronous remote/virtual SBL modules using online resources have been designed and implemented. [10][11][12] While numerous virtual/remote SBL modules were implemented due to the COVID-19 pandemic, limited data on their efficacy or effectiveness are available. A remote SBL module was designed and implemented for secondyear dental students to develop instrumentation com-petency in a preclinical periodontics curriculum at the UMSOD.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of remote simulation‐based learning for periodontal instrumentation: A non‐inferiority study

Mishler

Yang

et al. 2021

Journal of Dental Education

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Objectives While numerous virtual/remote simulation‐based learning (SBL) modules were implemented due to the COVID‐19 pandemic, limited data on their effectiveness are available. This study aimed to investigate the effectiveness of a remote SBL module for periodontal instrumentation compared to traditional onsite SBL modules. Methods Calibrated faculty members have instructed in all modules. Synchronous remote SBL activities using a secure videoconferencing application, which replaced onsite practices, were conducted in a small group setting in the remote SBL module for the class of 2023. After the class took the onsite second‐year practical examination, a set of multiple and logistic regression analyses (N = 389) were conducted to test if the second‐year practical examination scores and the passing rates were significantly different between the remote SBL (class of 2023) and onsite SBL I and II (class of 2019 and 2022) groups. Results Both mean practical examination score and passing rate from the remote SBL group (class of 2023) were significantly higher than those from the onsite SBL II group (class of 2022) when their first‐year practical examination scores were not considered (p < 0.05). Once the first‐year practical examination scores were considered, the remote SBL group was not significantly different from the onsite SBL I and II groups with respect to the mean second‐year practical examination score and the passing rate. Conclusion The proposed remote SBL module achieved the comparable student learning outcomes compared to the onsite SBL modules while it utilized less staff, time, and material expenditure.

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Section: Introductionmentioning

confidence: 99%

“…Due to a shortage of PPE even for the clinic, faculty had to convert onsite SBL modules into remote, virtual, or distance learning modules. As a result, various synchronous or asynchronous remote/virtual SBL modules using online resources have been designed and implemented 10–12 …”

Section: Introductionmentioning

confidence: 99%

Effectiveness of remote simulation‐based learning for periodontal instrumentation: A non‐inferiority study

Mishler

Yang

et al. 2021

Journal of Dental Education

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Impact of the modified curricula on periodontal instrumentation skills development during the COVID‐19 pandemic from 2020 to 2023

Oh,

Mishler,

Syme

et al. 2024

Journal of Dental Education

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ObjectivesThis study aimed to evaluate the impact of curriculum modifications on periodontal instrumentation skills development among classes of 2021, 2022, and 2023 during the COVID‐19 pandemic.MethodsThe pandemic began and affected the three classes at different stages of their studies. Onsite simulation‐based learning (SBL) was employed for the classes of 2021 and 2022; remote SBL was adopted for the class of 2023. Modified clinical education, due to social distancing guidelines, impacted the class of 2021 significantly and the class of 2022 to a lesser extent. A multiple linear regression model was built to examine the association between the fourth‐year patient‐based scaling competency examination scores and selected predictors.ResultsThe classes of 2021 and 2023 showed consistent performances over time, while the class of 2022 exhibited significant variation exhibiting the lowest performance at the second‐year practical examination. While the clinical experience of the class of 2021 was significantly less than that of the classes of 2022 and 2023, the fourth‐year competency examination scores did not differ across the three classes. The clinic points (p = 0.014) significantly affected the fourth‐year competency examination score while student gender (p = 0.18), the first‐year (p = 0.736), and second‐year (p = 0.198) practical examination scores showed no correlations.ConclusionBased on student performance in the fourth‐year scaling competency examination, the curriculum modifications due to the COVID pandemic did not affect student learning outcomes. Clinical experience was the most influential determinant of skill development in periodontal instrumentation.

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Remote diabetes screening exercise in the second‐year periodontics course and student perceptions

Cited by 2 publications

References 2 publications

Effectiveness of remote simulation‐based learning for periodontal instrumentation: A non‐inferiority study

Effectiveness of remote simulation‐based learning for periodontal instrumentation: A non‐inferiority study

Impact of the modified curricula on periodontal instrumentation skills development during the COVID‐19 pandemic from 2020 to 2023

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