Teaching Anatomical Sciences to Dental Students

McHanwell, Stephen; Matthan, Joanna

doi:10.1007/978-3-030-43283-6_48

Cited by 5 publications

(8 citation statements)

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“…Human anatomy is a major basic discipline that students ought to learn when entering biomedical sciences (Korf et al, 2008), and dental students also recognize the importance of anatomy learning (Hassan et al, 2018). To facilitate an effective anatomy learning experience, developing robust and contemporaneous teaching methods in dental undergraduate programs is fundamental (McHanwell, 2015; Field et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students

Savoldi

Yeung

Tanaka

et al. 2020

Anatomical Sciences Ed

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Learning bone anatomy of the skull is a complex topic involving three‐dimensional information. The impact of the use of human dry skulls and cone beam computed tomography (CBCT) imaging was investigated in the teaching of undergraduate dental students. Sixty‐four first‐year students in the University of Hong Kong were randomly divided into eight groups. Four teaching methods were tested: (1) CBCT followed by standard lecture, (2) CBCT followed by lecture with skulls, (3) standard lecture followed by CBCT, and (4) lecture with skulls followed by CBCT. After each, students were given a multiple‐choice questionnaire to assess their objective learning outcome (20 questions) and a questionnaire for their subjective satisfaction (10 statements). Surveys were assessed with Cronbach's alpha, Kendall's tau‐b, and principal components analysis. Data were analyzed with Student's t‐test and a one‐way ANOVA (significance α = 0.05). Standard lecture followed by CBCT showed the highest learning outcome score (81.6% ± 14.1%), but no significant difference was present among four teaching methods. Cone beam computed tomography followed by lecture with skulls scored the highest overall subjective satisfaction (4.9 ± 0.8 out of 6), but no significant difference was present among teaching methods. Nevertheless, students' perception of learning was positively influenced by the use of skulls (P = 0.018). The timing of administration of the CBCT did not affect students' subjective satisfaction or objective learning outcome. Students perceived to learn more by using skulls, but their objective learning outcomes were not significantly affected. A discrepancy seems to exist between students' perception of learning and their effective performance.

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Section: Introductionmentioning

confidence: 99%

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students

Savoldi

Yeung

Tanaka

et al. 2020

Anatomical Sciences Ed

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“…Anatomy is considered the foundation of the medical sciences and is a necessary course not only in the medical curriculum but also in the dental curriculum 6,7 . Dentistry is a surgical science that requires adequate anatomical knowledge throughout the dental training 8 . For example, dentists need to acquire anatomical knowledge to safely conduct a dental mandibular nerve block 9 .…”

Section: Introductionmentioning

confidence: 99%

“…The gross anatomy course for medical and dental students typically includes didactic lectures and laboratory cadaver dissection. For dentists, the anatomy of the head and neck regions is particularly important for clinical application, and many anatomy courses for dental students lack lectures on the pelvis, perineum or lower limb 8 . Although anatomical knowledge of the other regions of the body is not consistent across dental schools, it is reported to be relevantly important in the clinical setting 9,10 .…”

Section: Introductionmentioning

confidence: 99%

“…6,7 Dentistry is a surgical science that requires adequate anatomical knowledge throughout the dental training. 8 For example, dentists need to acquire anatomical knowledge to safely conduct a dental mandibular nerve block. 9 Hence, a gross anatomy course is required for dental students.…”

Section: Introductionmentioning

confidence: 99%

“…For dentists, the anatomy of the head and neck regions is particularly important for clinical application, and many anatomy courses for dental students lack lectures on the pelvis, perineum or lower limb. 8 Although anatomical knowledge of the other regions of the body is not consistent across dental schools, it is reported to be relevantly important in the clinical setting. 9,10 Hence, dental students in the institution of the authors are required to learn about the other regions of the body.…”

Section: Introductionmentioning

confidence: 99%

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Impact of modified teaching strategies used in a gross anatomy course on the academic performance of dental students during the COVID‐19 pandemic

Liao

Yeh

Lue

et al. 2023

Eur J Dental Education

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IntroductionModified teaching strategies (MTS), asynchronous online teaching and smaller dissection groups, were applied to a gross anatomy course for dental students in the National Taiwan University in April 2020 in response to the COVID‐19 pandemic. This study aimed to investigate the effects and perceptions of MTS on dental students.Materials and MethodsScores for anatomy examinations for 2018–2019 (without MTS) and 2019–2020 (with MTS) cohorts were compared to explore the effect on academic performance. Moreover, questionnaire from the 2019–2020 cohort was analysed to determine dental students' perceptions about MTS.ResultsThe lecture performance in the final examination of the second semester for the 2019–2020 cohort was significantly higher than that of the first semester (pre‐COVID‐19) and that for the 2018–2019 cohort. However, the laboratory performance in the midterm examination of the second semester for the 2019–2020 cohort was significantly lower than that for the 2018–2019 cohort and showed no difference in the final examination of the first semester. The questionnaires revealed that the majority of students displayed positive attitudes towards MTS and agreed with the importance of peer discussion during laboratory dissection.ConclusionsAsynchronous online learning for anatomy lecture may be beneficial for dental students; however, a smaller dissection group accompanied by reduced peer discussion may temporarily exert negative effects on their laboratory performance at the beginning of the application. Furthermore, more dental students exhibited positive perceptions towards smaller dissection groups. These findings could illuminate the learning condition of dental students in anatomy education.

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Thriving in foreign learning environments: The case of hands‐on activities in early years of dental education

Maragha,

Shuler,

Walker

et al. 2023

Journal of Dental Education

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ObjectivesHands‐on learning environments can challenge learners’ wellbeing in dental education, given their unfamiliarity with students. As today's learners are more aware about their wellbeing needs, it is important to explore the depth and complexity of the challenges they experience and provide them with the necessary support strategies. This study aims to identify the challenges and sources of cognitive overload of early years’ dental students across two time‐points: 2012 and 2022. We also aim to describe the students’ recommendations for future program revision considerations to support students’ wellbeing.MethodsThis study employs both qualitative and quantitative methods. Qualitatively, we utilized an Interpretive Description approach and conducted focus groups with first‐year dental students in 2023. Quantitively, we utilized first‐year dental students’ responses to the Study Habits survey administered in 2012/2013.ResultsFive main concerns and sources of cognitive load emerged from the focus groups and survey data: steepness of the learning curve, inconsistent feedback, stigma around asking for support, structural and organizational challenges, and lack of resources. Students also identified several suggestions to support their wellbeing, including time, instructor support, non‐graded exercises, additional resources, and re‐organizing the curriculum.ConclusionThis study adopts a wellbeing lens to examine students’ transition into hands‐on learning activities. These findings were utilized to propose the TIPSS Support Framework (Time, Instructor Capacity Building, Peer Learning and Other Resources, Safe Learning Spaces, and Spiraling Curriculum). The proposed model can serve as a prototype for future studies to explore its applicability and effectiveness in other dental programs.

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Teaching Anatomical Sciences to Dental Students

Cited by 5 publications

References 74 publications

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students

Impact of modified teaching strategies used in a gross anatomy course on the academic performance of dental students during the COVID‐19 pandemic

Thriving in foreign learning environments: The case of hands‐on activities in early years of dental education

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