The Graduating European Dentist—Domain <scp>II</scp>: Safe and Effective Clinical Practice

Field, James; Delap, Elis; Céspedes, María Cristina Manzanares

doi:10.1111/eje.12309

Cited by 22 publications

(41 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In our DPT in its present form, overall numbers of “correct,” “false” and “don't know” answers are similar to other PTs used in human and dental medical curricula (Table ) . Separate evaluation of all 3 tests administered showed similar ratings for each (Table ), even though cohort composition and items varied.…”

Section: Discussionmentioning

confidence: 55%

“…To date, only the Dental School at the University in Plymouth (UK) is known to have established a DPT in different educational programmes . Wider use of PT in dental education should be pursued, as it is an essential source of information for dental educators as advocates for high‐quality patient care, and for students as a meaningful feedback instrument …”

Section: Discussionmentioning

confidence: 99%

“…No matter how PT is implemented, longitudinal data collection allows more prediction of future competence and/or performance than 1‐time assessments and could permit comparison of graduating dentists with the wider educational community, national or international. However, beside many advantages, disadvantages like high workload and costs, especially for development and item bank administration, can be major hurdles in implementing PT …”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

Kirnbauer

Avian

Jakse

et al. 2018

Eur J Dental Education

View full text Add to dashboard Cite

IntroductionProgress testing is a special form of longitudinal and feedback‐oriented assessment. Even though well established in human medical curricula, this is not the case in dental education. The aim was the prospective development and implementation of the first reported German‐language Dental Progress Test (DPT) for the undergraduate dental curriculum at the Medical University of Graz, Austria.Material and methodsParticipation in DPT was compulsory for all dental students in terms 7‐12 (years 4‐6). Three tests, each consisting of 100 items out of a pool of 375, were administered within 3 consecutive terms in 2016 and 2017. Rasch analyses were used to evaluate the questionnaire and identify misfitting items.ResultsIn the item responses, 59.7% were “correct,” 27.0% were “false” and 13.3% were answered with “don't know,” with similar results at all 3 time points. The assumption of parallel ICC was met (T1: χ2 = 51.071, df = 74, P = .981; T2: χ2 = 57.044, df = 67, P = .802; T3: χ2 = 58.443, df = 72, P = .876) and item difficulties for the thematic fields were similarly distributed across the latent dimensions.ConclusionThe newly introduced DPT is appropriate for testing dental students and is well balanced for the tested target group.

show abstract

Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

Kirnbauer

Avian

Jakse

et al. 2018

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…Team working and communication skills are important competences for the graduating dentist. However, issues of hierarchy and learning to work in isolation are still prevalent.…”

Section: Discussionmentioning

confidence: 99%

“…10,[21][22][23] Health care professional students should be at the same training level when exposed to IPE, to standardise educational content. 7,22 Team working 27 and communication skills 28 are important competences for the graduating dentist. However, issues of hierarchy and learning to work in isolation are still prevalent.…”

Section: Discussionmentioning

confidence: 99%

Dental participation in geriatric interprofessional education courses: A systematic review

Kossioni

Marchini

Childs

2018

Eur J Dental Education

View full text Add to dashboard Cite

Introduction Although the interdisciplinary management of the ageing individual is highly stressed, there is limited information on the outcomes of interprofessional education (IPE) activities of dental students in geriatrics. This systematic review aimed to identify studies with dentists participating in formal IPE courses in geriatrics and assess the outcomes reported. Material and Methods Electronic databases (PubMed, EMBASE, CINAHL and Scopus), reference lists from relevant studies and cited papers were investigated. The inclusion criteria were as follows: about formal interactive learning; learners from at least 2 disciplines; including dentists; related to geriatrics; any study design; reporting any outcome; only full papers; published in peer‐reviewed journals; English language. Results Of the 1259 records retrieved, 26 were assessed for eligibility based on defined inclusion criteria and 7 studies were included in the final analysis. Two studies reported specific outcomes for dentists with lower, or even negative, post‐training scores for interprofessional collaborative practice competences compared to other disciplines, but only one of them used a previously validated scale. There were no reports on the effect of IPE courses on dental trainees’ gerodontology skill improvements or on their attitudes towards the older persons. Conclusion The existing evidence is insufficient to determine any outcomes of formal interprofessional training of dentists in geriatrics. More studies with better experimental design should be developed. Among the strengths of IPE in geriatrics are the interdisciplinary nature of geriatric care, the sharing of common geriatric competences among participating disciplines and the opportunity to use nursing homes as a training site.

show abstract

Adaptive e‐learning platforms can improve student performance and engagement in dental education

Yakin

Linden

2021

Journal of Dental Education

View full text Add to dashboard Cite

Purpose Knowledge of normal tissue architecture is essential for one of the vitally important graduate competencies in dentistry, which is the recognition and appropriate referral of patients with oral mucosal and jawbone abnormalities for timely management and improved outcomes. The aim of this study was to examine the effect of online adaptive lessons on improving perceived and measured student performance, motivation, and student perceptions in dental education. Methods This mixed‐method study was conducted on year 1 and year 3 undergraduate dental students. Adaptive lessons supplementing a number of histology topics were designed and made available. Adaptive lesson scores and analytics, exam scores on topics that were supplemented by adaptive lessons (Experimental Questions), and those that were not (Control Questions) were compared among the year 1 students (n = 43). A validated questionnaire including Likert‐type scales about the student attitudes and perceptions toward adaptive lessons followed by open‐ended questions was administered to year 1 and 3 students (n = 57). Results Students obtained significantly higher scores in experimental exam questions than control exam questions (p = 0.01). A significantly larger number of students perceived that the adaptive lessons improved their knowledge of the subject (p < 0.001). Conclusions The adaptive lessons employed in this study showed significant potential to improve student engagement, motivation, perceived knowledge, and measured exam performance. These are particularly important findings especially amid the COVID‐19 pandemic as institutions transitioned to online education in lieu of face‐to‐face classes to comply with recommendations from Health Authorities.

show abstract

The Graduating European Dentist—Domain II: Safe and Effective Clinical Practice

Cited by 22 publications

References 5 publications

First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

Dental participation in geriatric interprofessional education courses: A systematic review

Adaptive e‐learning platforms can improve student performance and engagement in dental education

Contact Info

Product

Resources

About