The Effectiveness of Students’ Performance in Preclinical Fixed Prosthodontics Course in Predicting Subsequent Clinical Performance

Al-Angari, Nadia S.; Aldaham, Atheer; Masuadi, Emad; Nadeem, Muhammad; Alkadi, Lubna

doi:10.1111/jopr.13363

Cited by 7 publications

(13 citation statements)

References 18 publications

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“…The lack of relationship between first‐year preclinical science GPA as well as first‐year preclinical laboratory GPA and overall clinical science GPA supports previous research indicating a lack of relationship between preclinical and clinical performance 3,11 . However, it is in contrast to previous research that suggests that clinical performance may be predicted by preclinical performance, 10 particularly in operative dentistry 7,9 and fixed prosthodontics 7,8 . Further investigations on the genesis of student success in the latter years of the predoctoral dental program are warranted.…”

Section: Discussionsupporting

confidence: 62%

“…3,11 However, it is in contrast to previous research that suggests that clinical performance may be predicted by preclinical performance, 10 particularly in operative dentistry 7,9 and fixed prosthodontics. 7,8 Further investigations on the genesis of student success in the latter years of the predoctoral dental program are warranted.…”

Section: Discussionmentioning

confidence: 99%

“…7 Analysis of student outcomes at a dental school in Saudi Arabia found a significant positive relationship between student outcomes in a preclinical fixed prosthodontics course and outcomes in clinical fixed prosthodontics. 8 At a dental school in Jordan, a significant positive relationship was found between students' carving grades in dental anatomy and clinical outcomes in operative dentistry coursework. 9 Additionally, another study at an international dental school found a positive correlation between preclinical grades and outcomes in related clinical coursework for restorative dentistry and endodontics, but students' intrinsic manual dexterity and artistic skills were not accounted for in the analysis.…”

Section: Predictors For Matriculated Studentsmentioning

confidence: 99%

“…However, the study had limitations due to the grading methodology, which may have skewed grades upward 7 . Analysis of student outcomes at a dental school in Saudi Arabia found a significant positive relationship between student outcomes in a preclinical fixed prosthodontics course and outcomes in clinical fixed prosthodontics 8 . At a dental school in Jordan, a significant positive relationship was found between students’ carving grades in dental anatomy and clinical outcomes in operative dentistry coursework 9 .…”

Section: Introductionmentioning

confidence: 98%

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Dental student success: The predictive value of first‐year grades

Sabato

Perez

Jiang

2023

Journal of Dental Education

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Purpose/objectives: This study investigates the relationship between first-year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum. The objective of this research is to provide information to inform student support efforts for predoctoral dental programs. Methods: Academic records for 156 students who completed their first year (D1) of predoctoral dental education in 2015/2016 were reviewed. The analysis reviews outcomes at the end of D1 and the end of the 4-year curriculum. The outcomes of this study are grade point average (GPA) at the end of the 4-year traditional dental school curriculum, grouped as basic science, preclinical, preclinical laboratory, translational, and clinical. Regression analyses were performed for each outcome. A GPA change of 0.5 was employed to demonstrate change, as it represented half a letter grade. Result: The analysis found first-year grades to be related to 4-year academic outcomes. For example, a 0.5-grade point score increase in the first-year basic science GPA was associated with a 0.503 increase in basic science GPA. However, a 0.5-grade point increase in first-year annual GPA was associated with a 0.084 increase in the clinical science GPA. First-year annual GPA was the only significant predictor variable for overall 4-year GPA; a 0.5-grade point increase in the first-year annual GPA was associated with a 0.386 increase in overall GPA. Conclusion:The results of this study suggest that academic and personal support in the first year of dental school is paramount in supporting student success in predoctoral dental education.

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Section: Discussionsupporting

confidence: 62%

Section: Discussionmentioning

confidence: 99%

Section: Predictors For Matriculated Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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Dental student success: The predictive value of first‐year grades

Sabato

Perez

Jiang

2023

Journal of Dental Education

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“…Enter the dilemma if competency for clinical procedures can be simulated and demonstrated on typodonts. In the context of prosthetic dentistry, it was shown that work done of manikins in an educational program is a statistically significant clinical predictor for clinical performance in FPD 17 . Other discussions regarding the use of live patients to determine competency during licensing exams led in year 2000 to the passage of a resolution in the American Dental Association's House of Delegates calling for an end to this practice by the year 2005 18 .…”

mentioning

confidence: 99%

CODA standard 2–24 h—“replacement of teeth” dilemma: Unintended consequences and proposed solutions

Teich

McPherson

Rizzante

et al. 2023

Journal of Dental Education

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Background The Commission on Dental Accreditation (CODA) was established in 1975 with the goal of serving the public and the dental profession by developing and implementing standards that guide and maintain the quality of dental educational programs. These standards are defined broadly around competencies reflective of an evidence‐based definition of general dentistry and that should be met by the new graduates to function as an entry level provider. Consequently, CODA “expects each school to develop specific competency definitions and assessment methods in the context of the broad scope of general dental practice”. CODA Standard 2–24 h was implemented a decade ago to address concerns that dental schools are not sufficiently proactive in incorporating implant‐related curricula and clinical competencies. When the standard was implemented, most patients already preferred dental implants over FPDs. This market trend, together with the prescriptive format of the standard, had the unintended consequence of creating pressure on programs that struggled to find enough patients who will chose FPDs as a treatment option. Discussion As a short term solution, we suggest a tooth replacement competency construct that has the potential to alleviate this burden. This solution incorporates principles of ethical decision making, patient‐centered care, and evidence‐based dentistry, without compromising educational aspects and competency development. For the longer term, we suggested to revise and rephrase the standard so that it will be clinically‐centered rather than focused on technical tools that may evolve, change, or disappear as a result of technological progress and other market trends. This, in turn, will be conducive to fulfill the intent of Standard 2–24 to allow the schools to identify “competencies that will be included in the curriculum based on the school's goals, resources, accepted general practitioner responsibilities and other influencing factors.”

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An 8‐year retrospective study of fixed prosthodontics clinical unit completions in a postgraduate prosthodontics program

Dudley

2023

Health Science Reports

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Background and Aims: The range of aesthetic fixed prosthodontics materials utilizing digital manufacturing techniques has expanded in recent years ostensibly replacing traditional laboratory techniques and materials. This retrospective study conducted over eight consecutive years aimed to analyze the types of laboratory fabricated fixed prosthodontics clinical units completed in a postgraduate prosthodontics specialist training program and determine meaningful trends. Methods: The logbooks of eight postgraduate prosthodontics completions from 2014 to 2021 were reviewed and the different types of laboratory fabricated fixed prosthodontics units and total number of fixed prosthodontics units completed were recorded. The data was categorized and presented in tabulated and chart form using Microsoft Excel software (version 2016). Paired t-tests and Mann−Kendall trend tests were performed to analyze for statistical significance between the different restoration types across the program completions.Results: Porcelain bonded to metal (PBM) crowns represented 42.05% of all fixed prosthodontics units completed over all study years followed by all-ceramic crowns (ACC) (18.14%) and full gold crowns (FGC) (10.70%). Jointly, PBM, ACC and FGC's encompassed 70.88% of all fixed prosthodontics units. Over the 8-year study period, there were observed trends of reduced use of PBM's, increased use of ACC's, statistically significant reduced use of FGC's (p = 0.035) and a statistically significant difference in the use of complete and partial coverage restorations (p < 0.001). Conclusion: PBM crowns were the dominant laboratory fabricated fixed prosthodontic clinical unit across postgraduate prosthodontics program completions. The trend in later years indicating ACC as the dominant crown type warrants further investigation.

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The Effectiveness of Students’ Performance in Preclinical Fixed Prosthodontics Course in Predicting Subsequent Clinical Performance

Cited by 7 publications

References 18 publications

Dental student success: The predictive value of first‐year grades

Dental student success: The predictive value of first‐year grades

CODA standard 2–24 h—“replacement of teeth” dilemma: Unintended consequences and proposed solutions

An 8‐year retrospective study of fixed prosthodontics clinical unit completions in a postgraduate prosthodontics program

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