The undergraduate degree project – preparing dental students for professional work and postgraduate studies?

Abstract

Objectives: The undergraduate degree project is a requisite part of higher education in Sweden, designed to prepare students for professional work and postgraduate studies. This article examines the extent to which the degree project in Swedish dental education helps students achieve these purposes. The focus was on the students' choice of topics and research methods as well as their ability to reflect on the implications of their results for dental practice.Methods: Degree projects from three of the four Swedish dental schools were analysed using content analysis. Results:The students' topics concerned clinical dentistry, biomedicine, educational issues and public oral health. Quantitative research methods were used more often than qualitative ones. Some of the degree projects were based on literature reviews. Students demonstrated shortcomings in their reflections on the implications of their results for dental practice. The level of reflection was particularly low in one of the schools; this may be because the students in this school were not expected to reflect on the results. Conclusions:The degree project gives the students an opportunity to develop their knowledge on a topic relevant to dentistry, to be trained in conducting research and to reflect on scientific knowledge in relation to dentistry. However, this study shows the need of assessment criteria that urge the students to reflect on the link between science and clinical work and motivate them to learn to reflect so they become critical thinkers. It is also suggested that dental students should learn more about qualitative research methods.

Information retrieval, critical appraisal and knowledge of evidence‐based dentistry among Finnish dental students

“…An introductory course in scientific methods, statistical basic methods and scientific communication supports deeper understanding of individual studies, treatment effects and sources of bias. Strengthening scientific education is a key component in developing dentists who will not only ask the relevant questions, but also be able to apply current treatment practices . The inclusion of research work in dental education can facilitate dentists’ use of EBD .…”

Vilka kompetenser beskriver förskollärarstudenter att de erhåller genom examensarbetet?

“…Det avslutande examensarbetet har en viktig funktion i akademiska professionsutbildningar, som till exempel förskollärarprogrammet i Sverige, nämligen att erbjuda studenterna en vetenskaplig anknytning till den framtida professionsutövningen (Franzén, 2014;Maaranen, 2009;Råde, 2016b). Denna överföring från teori till praktik är ofta en utmaning och svårt för studenterna (Eriksson, 2009).…”

“…Examensarbetets vetenskapliga inriktning har också kritiserats i tidigare studier. Studenter har ibland svårt med de analytiska och kritiska delarna i examensarbetet (Emsheimer, 2007;Franzén, 2014). Studenter kan också uppleva att arbetet blir för teoretiskt och att de inte får färdigheter som går att använda inom professionen (Wernersson & Hansen Orwehag, 2016;Meeus et al, 2004).…”

“…Även om den undersökta gruppen utgörs av förskollärarstudenter är uppgiften att genomföra examensarbeten likartad med många andra akademiska professionsutbildningar, speciellt de som skriver dessa på 15 hp, som till exempel högskoleingenjörsstudenter, sjuksköterskestudenter och tandläkarstudenter (Franzén, 2014;Lundgren & Robertsson, 2013;Svärd, 2014). Resultatet torde till stor del vara överförbart till dessa utbildningar samt i vissa delar även till studenter som skriver examensarbeten på nivån för 30 hp, och även i viss mån till uppsatsarbete i stort på universitet.…”

Are dental students ready for supercomplex dental practice?

“…Illustrations of a search by educators for strategies to enhance students’ personal development and sense of social purpose are also found in the dental literature. These include gaining value from a hospice visit, and anticipating benefits from doing a research project . The group of academics giving guidance about the special care dentistry curriculum clearly have development of personal qualities in mind, by expressing the importance of dental students developing “confidence and a willingness to provide care for diverse patient groups.” Recently, illustrations of experiential service learning within dental curricula highlight that students who engage with these types of learning experiences can come to understand themselves and their professional roles more broadly and deeply …”