Dataset Information

Dental Students' Didactic and Psychomotor Skills Performance in Dental Anatomy and Preclinical Operative Dentistry Courses in a Saudi Governmental School.

ABSTRACT: Background:Knowledge and psychomotor skills are essential in dental education. The aims were to (1) investigate the correlation between dental students' didactic and psychomotor skills performance in the dental anatomy and preclinical operative dentistry courses and (2) explore the impact of gender on students' performance in both courses. Materials and Methods:A retrospective cohort study was performed on dental students' (164 students; 72 males and 92 females) dental anatomy and preclinical operative courses scores of the same class over 2 years (2018-2020). Didactic and practical scores were collected. The didactic scores included examinations. Practical scores included tooth wax carving for the dental anatomy course and class II cavity preparations and restorations for the preclinical operative. Student's t-test and ANOVA were used to analyze the difference between the didactic and psychomotor skills scores of both courses and genders. Pearson's correlation coefficient was used to explore correlations (p < 0.05). Results:Moderate, positive, and significant correlations were found between didactic scores in both courses and between dental anatomy's didactic and psychomotor skills. A weak, positive, and significant correlation existed between the preclinical operative didactic and psychomotor silks (p < 0.05). Females' didactic performance was significantly better than males. Gender had a significant, positive, and moderate correlation in the dental anatomy course, but moderate-weak in preclinical operative (p < 0.05). Conclusion:Students' didactic and psychomotor performance correlations in dental anatomy and preclinical operative courses were positive. The correlation was moderate and weak and varied by course. Gender had a significant impact on student performance and varied by procedure and courses investigated.

SUBMITTER: Al-Zain AO

PROVIDER: S-EPMC8660179 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:Background: The recent pandemic outbreak has created a huge impact on dentistry. Dental students and dental professionals are at a higher risk because dental practice comprises close communication and widespread exposure to blood, saliva, and other body fluids. It is imperative to evaluate the knowledge and perceptions regarding Coronavirus (COVID-19) among budding dentists. Aim: To assess the knowledge, attitude, and practices of dental students regarding dental practices during COVID-19. Materials and methods: A cross-sectional questionnaire-based study was conducted among undergraduate students in Riyadh, Saudi Arabia. An online questionnaire consisting of demographic, knowledge, and attitude-based questions were circulated among the study population, and the responses for the knowledge and attitude were scored. Their mean scores were then calculated. Chi-square test and nonparametric tests were computed using SPSS version 21 software, and p-values < 0.05 were considered statistically significant. Results: 388 undergraduate dental students have participated in the study from Saudi Arabia. 68% of the respondents believed that they had sufficient knowledge regarding COVID-19. The mean score for knowledge was 5.84 out of 7. Females (6.24) scored statistically significantly higher than males (5.55, p < = 0.001). The mean attitude score was 6.34 out of 9. 93% were using PPE models, while 95% maintained social distancing. Out of all the participating dental students, only 16% were willing to treat patients during the pandemic, and 28% did not want to treat patients, 28% preferred teledentistry. The majority (44%) of dental undergraduates were willing to handle only emergency cases. Conclusion: Accurate knowledge and attitude regarding COVID-19 and diversified opinion on preventive practices during the pandemic period among budding dental professionals evident from Saudi Arabia. Mixed opinions were witnessed among them in seeking help from professional societies. The majority of dental undergraduates were willing to handle only emergency cases.

Project description:Background: Communication skills (CS) learning is a core skill in medical and dental education. The comparison of attitudes towards CS between dental and medical students based on the taught curriculum (problem-based learning vs. traditional teaching) in Saudi Arabia awaits investigation. Aims: (1) To assess the attitudes of both undergraduate dental and medical students towards communication skills (CS) learning and (2) to compare the attitudes towards CS between Medical and Dental students in relation to sociodemographic and education-related characteristics. Methods and Materials: A cross-sectional study, using an online survey, invited 260 conveniently sampled Taibah university medical and dental undergraduate students. The survey collected data on sociodemographic characteristics, education-related factors, and CS using Communication Skills Attitude Scale (CSAS) that assess positive and negative attitudes (PAS, NAS). Data analysis included descriptive statistics and the Mann-Whitney U test. Results: Of the distributed questionnaire 91% responded (145 dental and 91 medical students). There were, overall, non-significant scores' differences between medical and dental students on PAS (Medicine Median 51 vs. Dentistry Median 50, p = 0.059) and NAS (Medicine Median 32 vs. Dentistry Median 32, p = 0.596). Older medical students, those at clinical levels and those who reported they need to improve their communication skills and student whose parents were not doctors, tended to score statistically significantly (p = 0.032, 0.017, 0.034, and 0.004, respectively) on PAS compared with dental students; on the other hand, medical students with doctor parents scored significantly high in NAS compared to dental students (p = 0.015). Conclusion: Demographic and education-related characteristics underpinned medical student positive attitude towards CS compared to dental students. Although medical and dental students showed no differences in self-rating their attitudes towards (CS). Different factors influence medical and dental students' attitudes towards CS learning.

Project description:This paper aims to survey language teaching MOOCs that promote intercultural competence (IC). Specifically, the survey aims to identify the keywords most relevant to MOOCs with IC components, the languages taught, the offering countries, and the embedded soft skills. The selection of keywords is important because they can indicate connection between different disciplines. After trialing a broader set of keywords in several rounds of initial search, we identified five keywords that are the most relevant to language education with IC components on MOOCs: culture, intercultural, cross culture, multi culture, and society. Then courses with these five keywords on language learning are selected for further analysis. The results are summarized as follows: (1) Most language teaching MOOCs are found under the keyword “culture,” indicating a strong connection between language education and intercultural communication; (2) In terms of the target languages and the offering countries, it is found that English, Chinese, and Spanish are the major languages widely taught in the context of intercultural competence; China, United States, and Ireland are the three countries which offer the highest numbers of MOOCs in this respect; United States, United Kingdom, and Australia are the three countries which offer the highest numbers of MOOCs of different languages. The results indicate that a limited number of languages and offering countries dominate the language learning MOOCs. The study calls for a plurality of languages and cultures to be taught through MOOCs, making more diversified knowledge systems accessible to global audiences. (3) The language teaching MOOCs not only focus on language but also aim to foster five types of soft skills (language learning skills, communication skills, business and entrepreneurship skills, career development skills, and cultural development skills), suggesting that intercultural competence and its related soft skills are usually important components embedded in such MOOCs courses.

Project description:BackgroundDidactic lectures remain common in medical education. Many faculty physicians do not receive formal training on public presentations or leading instructional sessions. Coaching has emerged in medical education with the potential to positively impact skills. We sought to evaluate a novel, national faculty peer-coaching program created to improve lecture presentation skills and foster career development.MethodsThis was a mixed-methods study of participant and faculty perceptions after completing the Council of Residency Directors in Emergency Medicine Academy Coaching Program. Participants completed an online evaluative survey consisting of multiple choice and Likert-type items. Program coaches participated in semistructured interviews. Descriptive statistics were reported for survey data. Thematic qualitative analysis by two independent reviewers was performed on interview data.ResultsDuring 2012 to 2017, a total of 30 participants and 11 coaches from 37 residency programs across the United States engaged in the program. Twenty-four (80%) participants completed the survey. Eight (73%) coaches participated in semistructured interviews. Data were collected between October and December 2018. The mean ± SD numbers of national presentations participants had given before and after the coaching program were 6.92 ± 7.68 and 16.42 ± 15.43, respectively. Since their coaching, most participants (87.5%) have been invited to give a lecture at another institution. Many participants felt that the program improved their lecture evaluations, public speaking, ability to engage an audience, and professional development. Almost all (92%) would recommend the program to a colleague. The coaches perceived multiple benefits including improved skills, self-reflection, networking, career advancement, and personal fulfillment. Suggestions for improvement included improved administrative processes, more clear expectations, increased marketing, and increased participant and coach engagement.ConclusionParticipants and coaches perceived multiple benefits from this novel, national faculty coaching program. With identification of the success, challenges, and suggestions for improvement, others may benefit as they develop coaching programs in medical education.

Dataset Information

Dental Students' Didactic and Psychomotor Skills Performance in Dental Anatomy and Preclinical Operative Dentistry Courses in a Saudi Governmental School.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets