Journal of dental education
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Comparative Study
Using tablet technology and instructional videos to enhance preclinical dental laboratory learning.
The purpose of this pilot study was to examine if tablet technology with accompanying instructional videos enhanced the teaching and learning outcomes in a preclinical dental laboratory setting. Two procedures deemed most challenging in Operative Dentistry II were chosen for the development of instructional videos. A random sample of thirty students was chosen to participate in the pilot. ⋯ Students strongly perceived that the tablets and videos helped them perform better and more accurately self-assess their work products. Students did not support requiring that they purchase/obtain a specific brand of technology. As a result of this pilot study, further development of ideal and non-ideal videos are in progress, and the school will be implementing a "Bring Your Own Device" policy with incoming students.
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This report describes the design, implementation, and function of integrated, learner-centered education at the Ostrow School of Dentistry of the University of Southern California. The 190 required courses of the previous curriculum have been condensed to forty-four courses. Four courses, presented for each of eleven trimesters of the four-year D. ⋯ First-attempt pass rates on the NBDE Part II for Classes 2005-12 ranged from 74 percent to 93 percent. Perceived barriers and opportunities for better performance on the NBDE Part II are addressed. Additionally, an exit survey, administered over the past four years, indicates a high level of student satisfaction with "depth and breadth" of their education (82-93 percent) and that graduates feel well prepared to enter the practice of dentistry (94-97 percent).
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Comparative Study
Assessment of the efficacy of second life, a virtual learning environment, in dental education.
This study assessed the efficacy of Second Life (SL) in delivering lectures and demonstrating clinical procedures. Sixteen students in a dental school in Alexandria, Egypt, volunteered to participate in SL to learn about topical fluoride through lectures and YouTube videos demonstrating the application of fluoride gel. This was followed by face to face (F2F) sessions about pits and fissures sealant including lectures and F2F demonstration. ⋯ Practical skills scores were not related to any of these three variables. Satisfaction with SL experience was high and not affected by any of the three variables, and the experience was perceived positively. This study suggests that SL can complement traditional F2F teaching, especially for underachieving students and in higher education institutions with problems of increasing numbers of students and limited space.
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Failure on the National Board Dental Examination (NBDE) Parts I and II has troubling consequences for dental students, faculty members, and school administrators. Since the NBDE is a high-stakes exam for all involved, it is important to determine effective strategies to help students prepare. The purpose of this article is to describe the development and implementation of online NBDE Parts I and II Review Courses by the faculty and administration at the University of Missouri-Kansas City School of Dentistry. ⋯ In post-course evaluations, students report that participation in the courses encouraged them to spend more time preparing for the exam and that the associated PowerPoint slides/handouts provided structure for their review. The literature suggests that multiple modalities are most effective in preparing for the NBDE. These online review courses can serve as a beneficial component of a student's preparation regimen.
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This report examines the characteristics of dental school applicants and enrollees using data from the 2010-11 and 2011-12 application cycles of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS). The report presents data on the demographic composition and academic preparation of applicants, first-time enrollees, and total first-year enrollees during these two application cycles. ⋯ By contrast, the percentage of underrepresented minority applicants and enrollees increased only slightly. The results highlighted in this study have important implications for health professions education advisors, dental educators, and members of the broader dental education community.