Journal of dental education
-
The aim of this study was to assess the oral health literacy knowledge gained by patients who are refugees, community members, and medical and nursing students after participating in an interprofessional education collaborative of students and faculty from the University of Texas Health San Antonio Schools of Dentistry, Medicine, and Nursing. In this faculty-student collaborative practice, all patients were triaged (including oral hygiene status and alcohol/tobacco use), and tailored treatment options were offered following assessment of their dental, medical, and social histories. The study was designed as a pre-post assessment of an educational intervention on oral health literacy. ⋯ A total of 151 patients who were refugees, 38 medical students, 34 nursing students, and 17 community/parish members voluntarily participated in this initiative. Each group had a significant increase in mean oral health literacy score from pre- to posttest: patients 33.5%, community/parish members 22.3%, nursing students 20.8%, and medical students 13% (all p<0.0001). These results showed that the oral health literacy initiative helped increase all participants' oral health literacy and knowledge of preventive care.
-
The aim of this study was to evaluate dental students' retention of factual and procedural knowledge gained in a preclinical course in operative dentistry during a clinical dental curriculum. In 2017, all 157 seventh- to tenth-semester dental students at a dental school in Germany were asked to repeat the same written examination performed at the end of the preclinical course in the sixth semester. The examinations consisted of 30 multiple-choice questions covering factual and procedural knowledge. ⋯ All the students underestimated their performance on the re-examination. Students mostly rated their knowledge level significantly higher on the original examination than on the re-examination. Overall, this study found that factual and procedural knowledge gained in a preclinical course in operative dentistry was not increased during the clinical dental curriculum.
-
There is growing interest in developing more efficient, patient-centered, and cost-effective models of dental care delivery using teams of professionals. The aims of this small pilot study were to assess the number of patient visits, type and number of procedures performed, and clinic revenues generated by an intraprofessional team of dental, dental hygiene, and dental therapy students and to determine the students' and patients' perceptions of this model of care. Sixteen senior students from three student cohorts (dental, dental hygiene, and dental therapy) at the University of Minnesota piloted a team-based dental delivery model from January to April 2015. ⋯ Patients and students said their experiences in the TCC were positive, and students expressed a preference for team-based care delivery. The results of the study suggest the team-based dental care delivery model is promising. Team-based care delivery may allow providers to accomplish more during a patient appointment and increase provider satisfaction.
-
The aim of this study was to assess whether a flipped classroom was an effective model for dental students to learn periodontal diagnosis and treatment planning (DTP). Participants were all third-year students in three academic years (2015-17) at Harvard School of Dental Medicine: two groups that experienced the flipped classroom (Classes of 2017 and 2018), and a control group (Class of 2019) that received the same content in traditional lecture format. All three groups completed a DTP knowledge quiz before and after the educational experience; the flipped classroom groups also completed pre and post surveys of their opinions about flipped classrooms. ⋯ After the DTP education, students' quiz scores improved in all three groups, but only the difference in the flipped classroom groups was statistically significant (p<0.01). After the flipped classroom session, 84% of the students agreed or strongly agreed that this methodology was effective for learning periodontal DTP, and 90% agreed or strongly agreed they understood the fundamentals of periodontal DTP-both increases over their pre survey scores. Overall, this flipped classroom model was effective in educating students on periodontal DTP and was well received by the students.