Dataset Information

Understanding the building blocks of the paediatric dentistry curriculum for undergraduate students in an Australian University.

ABSTRACT:

Purpose

To investigate the attitude of final-year dental students towards their paediatric dentistry training and their confidence in treating child patients.

Methods

A 55-item questionnaire was distributed online and physically to the final-year BDSc (Hons) students at The University of Queensland (Australia). The questionnaire consisted of four parts including theoretical knowledge, clinical observational experience, preclinical training and clinical training in paediatric dentistry. Self-reported confidence was recorded using five-point Likert scale questions ranging from 'not confident at all' to 'completely confident', which were allocated the numbers 1-5, respectively. Jamovi and GraphPad Prism were used for data analysis and creation of graphs.

Results

A total of 47 students completed the questionnaire giving a response rate of 77%. Approximately two-thirds of participants had previous experience working with children and 70% had observed a practitioner providing paediatric dental treatment. The students reported the lowest level of clinical confidence for pulp therapy (M = 2.32; SD = 1.08). The clinical confidence in dental trauma management was also reported to be low (M = 2.50; SD = 1.15). The clinical administration of local anaesthetic (LA) had the highest level of confidence (M = 3.95; SD = 1.03). The students reported that they were highly confident in the theoretical knowledge of behaviour guidance techniques (M = 3.64; SD = 0.97) and preclinical training involving examination, treatment planning and preventative procedures (M = 4.33, SD = 0.67).

Conclusion

This study showed that students reported low levels of confidence in pulp therapies and trauma management in children as compared to other aspects of paediatric dentistry. Students indicated the need for more preclinical and clinical training sessions, as well as more opportunities to perform a wider variety of treatments on paediatric patients.

SUBMITTER: Kaur H

PROVIDER: S-EPMC8799440 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:IntroductionThe aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students.Materials and methodsThe study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; the Mann-Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. The Kruskal-Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman's correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage.ResultsThe majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the m-learning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage.ConclusionDental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students' performances.

Project description:BackgroundNo documented standard or core competencies exist for paediatric curriculum in entry-level physiotherapy programs in Australia. Consequently, extensive variability is thought to exist amongst Australian entry-level physiotherapy programs for preparing physiotherapists to work safely and effectively with children. The purpose of this study was to explore the landscape of paediatric curriculum in Australian entry-level physiotherapy programs and identify the paediatric content being covered, its perceived importance according to university academics who teach paediatrics, the mode of delivery and assessment, and the strengths, weaknesses, barriers and facilitators to implementing paediatric curriculum.MethodsA web-based desktop audit and an online cross-sectional survey using closed and open-ended questions was administered to all Australian universities offering entry-level physiotherapy programs in November 2017. Content coverage and perceived level of importance for paediatric content areas were determined using Likert scale responses. Open-ended responses were thematically analysed to identify key themes for strengths, weaknesses and facilitators to implementation of paediatric curriculum.ResultsAll (n = 20, 100%) entry-level programs used the terms lifespan, child and/or paediatrics somewhere in at least one subject descriptor. Forty-five percent (n = 9) of universities did not use the terms lifespan, child or paediatric in their published learning objectives. Eight (40%) universities offered a paediatric stand-alone course. Sixty-five (13/20) percent of universities invited, responded to the survey. For paediatric conditions the perceived level of importance was predominately higher than its course content coverage for 19 of the 31 conditions surveyed. Key barriers to implementating paediatric curriculum were: crowded curriculum, limited financial resources resulting in a lack of qualified staff, lack of prioritisation of paediatric curriculum and inadequate paediatric placement availability. Facilitators for effective implementation of paediatric content were stand-alone paediatric subjects, demonstrated dedication to paediatric curriculum and having suitably qualified faculty members.ConclusionThe results of this survey provide the physiotherapy community with the views of paediatric physiotherapy academic educators regarding the content, perceived need to expand content delivery in identified clinical areas, and the barriers and facilitators to implementing paediatric content in Australian entry-level physiotherapy programs. Further research exploring similar questions with paediatric physiotherapy clinicians would complement the findings of this study.

Project description:BackgroundGlobally, the rate of unplanned pregnancies among students at institutions of higher education, continue to increase annually despite the universal awareness and availability of contraceptives to the general population. This study examined family planning among undergraduate university students focusing on their knowledge, use and attitudes towards contraception in the University of Education Winneba.MethodsThe study was a descriptive cross-sectional survey using a structured self-administered questionnaire. One hundred undergraduate students from the University of Education Winneba were selected using a multistage simple random sampling technique. A Likert scale was used to assess the attitude of the respondents towards family planning methods.ResultsFindings show that the respondents had a positive attitude towards family planning with an average mean score of about 4.0 using a contraceptive attitude Likert scale. Knowledge of contraception, awareness and benefits however do not commensurate contraceptive use among undergraduate students since availability, accessibility and preference influence usage. Emergency Contraception (Lydia) was reported as easy to get contraceptive, hence the most frequently used contraceptive (31%) among young female students aged 21-24?years who appeared as the most vulnerable in accessing and using contraceptives due to perceived social stigma.ConclusionThe observation that levels of Family Planning awareness levels do not commensurate knowledge and usage levels calls for more innovative strategies for contraceptive promotion, and Education on the various university campus. The study recommends that public Universities in Ghana should consider a possible curriculum restructuring to incorporate family planning updates. In this regard, a nationwide mixed method study targeting other tertiary institutions including colleges of education in Ghana is required to explore the topic further to inform policy and programme decisions.

Project description:Purpose:Harmful alcohol use among University students is a problem throughout the world. However, little is known about alcohol use disorders among JFD university students in Ethiopia. Therefore, this study aimed to assess the prevalence and associated factors of alcohol use disorder (AUD) among Jimma University undergraduate students. Methods:Institution-based cross-sectional study was conducted among Jimma university students. Data were collected from 741 sampled students who were selected through a multi-stage stratified sampling technique. Alcohol Use Disorder Identification Test (AUDIT), Oslo 3 items social support scale (OSS-3), and Kessler-6 (K6) tools were used to assess alcohol use disorders, social support, and psychological distress, respectively. Data were analyzed through SPSS version 20.0. Bivariate and multivariate logistic regression analyses were conducted and adjusted odds ratio (AOR) at a 95% confidence interval (CI) was used to determine the independently associated factors of AUD. Results:The overall prevalence of AUD among Jimma University undergraduate students was 26.5%. There was a positive and independent association between AUDs and being single AOR= 1.98, 95% CI [1.21, 3.22], having a history of mental illness AOR= 1.98, 95% CI [1.04, 3.75], having a history of suicidal attempt AOR= 3.63, 95% CI [1.18, 11.11], smoking cigarette AOR= 5.04, 95% CI [2.02, 12.57], having peer pressure to drink alcohol AOR= 2.72, 95% CI [1.76, 4.19] and presence of mental distress AOR= 2.81, 95% CI [1.83, 4.32]. Conclusion:The findings of this study showed that the prevalence of AUD was high in the sampled undergraduate students of Jimma University. AUD was positively associated with mental, substance, and behavioral risk factors. Therefore, concerted actions needed to emplace to increase the student's awareness of the effect of harmful alcohol use. Moreover, it is recommended that further studies need to be conducted to develop strategies for evidence-based interventions.