Journal of dental education
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The aim of this study was to evaluate the preclinical use of a training model in local anesthesia teaching on the subsequent clinical administration of a local anesthetic. Sixty-five dental students gave their first injection to a fellow dental student: twenty-two students after previous experience on a training model and forty-three without this training. ⋯ However, the recipients of the injection considered students who exercised on the training model significantly more confident and calm, and reported a near-significant decrease in level of pain during insertion of the needle and feeling of a tingling lip. These results suggest that use of preclinical training models in local anesthesia teaching may have beneficial effects.
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The use of haptic devices in the medical field has become widespread in the last decade. In this study, a visio-haptic dental training system is developed using haptic and stereoscopic devices. Several advantages are offered by such a simulation system, including effective learning without any fear of making mistakes on a patient, possibility of repeating various dental operations, ease of evaluating student performance, and low-cost dental training even without an instructor. ⋯ The implementation details and the software structure used are described. Finally, detailed performance tests by a group of dentists are conducted, and the results of these tests are presented. The performance tests found that dentists have a strong motivation to use the system and that in the aspects of usability, clarity, effectiveness, help/support provided, and satisfaction, the users' responses were above average.
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The vision of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI) is embodied in its new slogan: building consensus and leading change to prepare graduates for an undiscovered future. The ADEA CCI envisions a future in which dental practice is vastly different from what it is today and dental education must be very different for graduates who face a future of unimaginable scientific discovery. ⋯ The ADEA CCI has developed a variety of policy recommendations, strategies, and resources to help policymakers, dental educators, and dental graduates better prepare for this undiscovered future. A key resource is twenty-two commissioned white papers that cover diverse topics, such as curriculum reform, facilitating change, faculty development, student assessment, and academic leadership.
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The purpose of this project was to evaluate e-learning versus classroom instruction in infection control by comparing outcomes of multiple-choice examination scores and clinical competency-based examinations (CBE) between two groups of first-year dental hygiene students (fall 2008 e-learning: n=26; fall 2009 classroom instruction: n=26). Contents of both instructional units were comparable and were developed by the Organization for Safety, Asepsis, and Prevention. All students in each group were required to complete infection control instruction as part of the preclinical curriculum (didactic and clinical) and were tested on the material using the multiple-choice examination and clinical CBE. ⋯ Findings demonstrated little difference between the two methods for teaching infection control. Thus, either method may be chosen. Future research should examine a blended approach with larger samples and longitudinal data.