Dataset Information

Learning effects of different training models for border molding from the perspective of dental students.

ABSTRACT:

Background

The aim of this study was to investigate the effects of different practical training models on the comprehension and evaluation of practical training among dental students.

Methods

The study subjects were all sixth-year dental students at our institute, and the study took place over three consecutive years (n?=?58, 63, and 65, respectively). In practical training, all students learned border molding, and practical models were modified each year from plaster models to silicone models and then to silicone models mounted in mannequins. Immediately after completing clinical training, all students were asked to complete questionnaires consisting of 21 items regarding their overall practical training and their clinical comprehension of border molding. All items were rated on a five-point Likert scale, and in order to reduce the large number of interrelated questions, exploratory factor analysis was carried out using maximum likelihood estimation with promax rotation (??=?4) and Kaiser normalization. The number of factors was chosen using the Kaiser-Guttman rule, which states that the eigenvalue should be larger than 1, and the scree plot criteria. Items that scored less than 0.25 in communality and exhibited factor loading greater than 0.35 for more than one item were excluded. The defined factors were analyzed for the plaster models, the silicone models alone, and the silicone models with mannequins using the Kruskal-Wallis test and follow-up tests using Bonferroni-corrected Mann-Whitney U tests. The significance level was set at p?ResultsExploratory factor analysis identified the following three factors: "knowledge of border molding"; "contents of practical training"; and "personal learning attitude". The students who used silicone models and mannequins gave significantly better evaluations on the "knowledge of border molding" (p?ConclusionsThe change in practical training models from plaster to silicone improved student evaluations of border molding training.

SUBMITTER: Okubo M

PROVIDER: S-EPMC5732429 | biostudies-literature | 2017 Dec

REPOSITORIES: biostudies-literature

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Publications

Learning effects of different training models for border molding from the perspective of dental students.

Okubo Mai M Sato Yusuke Y Hirajima Yuki Y Minakuchi Shunsuke S

BMC oral health 20171216 1

<h4>Background</h4>The aim of this study was to investigate the effects of different practical training models on the comprehension and evaluation of practical training among dental students.<h4>Methods</h4>The study subjects were all sixth-year dental students at our institute, and the study took place over three consecutive years (n = 58, 63, and 65, respectively). In practical training, all students learned border molding, and practical models were modified each year from plaster models to si ...[more]

PMID: 29246214

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Project description:BACKGROUND: Mobile Internet devices and smartphones have at present a significant potential as learning tools and the development of educational interventions based on smartphones have attracted increasing attention. OBJECTIVE: The objective of this study was to obtain a deeper insight in the nature of students' use of smartphones, as well as their attitudes towards educational use of mobile devices in order to design successful teaching interventions. METHOD: A questionnaire was designed, aiming to investigate the actual daily habitual use, as well as the attitudes of dental students towards smartphones for their university education purposes. The survey was used to collect data from 232 dental students. RESULTS: Of the 232 respondents, 204 (87.9%) owned a smartphone, and 191 (82.3%) had access to third generation (3G) mobile carriers. The most popular devices were the iPhone and Android. Most of the respondents had intermediate smartphone skills and used smartphones for a number of learning activities. Only 75/232 (32.3%) had specific educational applications installed, while 148/232 (63.7%) used smartphones to access to social media and found it valuable for their education (P<.05). Students accessing social media with their smartphones also showed significantly more advanced skills with smartphones than those who did not (P<.05). There was no significant association between age group, gender, origin, and smartphone skills. There was positive correlation between smartphone skills and students' attitudes toward improving access to learning material (r=.43, P<.05), helping to learn more independently (r=.44, P<.05), and use of smartphones by teaching staff (r=.45, P<.05). CONCLUSION: The results in this study suggest that students use smartphones and social media for their education even though this technology has not been formally included in the curriculum. This might present an opportunity for educators to design educational methods, activities, and material that are suitable for smartphones and allow students to use this technology, thereby accommodating students' current diverse learning approaches.

Project description:Background: The current study evaluated whether a new digitized scaling training program (DTP: n?=?30; supervisor-student-ratio 1:10) improves the performance of undergraduate dental student during a preclinical course in regard to two different instruments [sonic scalers (AIR) and Gracey curettes (GRA)] compared to a conventional training program (CTP: n?=?19; supervisor-student-ratio 1:4).Methods: All the participants received a two-hour lecture on both instruments, followed by a 12-week period with a weekly training program lasting 45 min (10 sessions); one group was supported by DTP. At the end of the training phase, all the participants performed the subgingival scaling of six equivalent test teeth using GRA and AIR. Treatment time, proportion of removed simulated biofilm (relative cleaning efficacy, RCE-b) and hard deposits (RCE-d) were recorded. By using a pseudonymized questionnaire with a 5-point Likert scale, self-assessment of scaling effort, handling, root surface roughness/destruction and effectiveness were evaluated. In addition, personal data such as age, gender, handedness, regularity of playing computer games/consoles and previous dental/technical or medical education were elevated and correlated with cleaning efficacy.Results: The DTP participants showed higher effectiveness in RCE-b compared to those who used the CTP with GRA (71.54% vs. 67.23%, p?=?0.004) and AIR (71.75% vs. 62.63%, p???0.001), and the DTP students were faster with both instruments (p???0.001). For RCE-d, there was no significant difference between the DTP and CTP groups (GRA p?=?0.471; AIR p?=?0.158), whereas DTP showed better RCE-d results with GRA versus AIR (84.68% vs. 77.85%, p?<?0.001). According to the questionnaire, no significant differences were detected between the training groups in terms of self-assessment, handling, treatment time, root surface roughness/destruction or effectiveness of the instruments. The CTP group favored AIR compared to GRA regarding the fatigue effect. The CTP and playing computer games/consoles regularly was correlated with lower RCE-b, whereas previous education in medicine/dentistry was correlated with higher RCE-b values.Conclusions: Within the limitations of the study, the DTP with a reduced supervision effort compared to the CTP resulted in higher effectiveness and lower instrumentation time for removing simulated biofilms.

Dataset Information

Learning effects of different training models for border molding from the perspective of dental students.

Background

Methods

Publications

Learning effects of different training models for border molding from the perspective of dental students.

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