| 1. |
- Christersson, Cecilia, et al.
(författare)
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Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning.
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade autentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituationer, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.
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| 2. |
- Hartsmar, Nanny, et al.
(författare)
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Professional Education : Assessment for development of professional competence in a culturally heterogeneous society
- 2007
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Konferensbidrag (refereegranskat)abstract
- The project is to develop models to support students undertaking professional education in the areas of health, education and care in developing their professional competence. This takes place with the help of continuous assessment in simulated authentic situations. The project focuses on the following problems in professional education: a) The difficulty of uniting theory and practice into a whole in the courses of study b) The need to develop models for authentic professional situations, which are integrated into the courses of study c) The difficulty of forming a process of assessment that is relevant in relationship to the desired competence, and that does not only assess theoretical knowledge and technical skill d) The need to integrate assessment into the learning process e) The students’ need to develop the ability to assess their own competence on a continuing basis. Our courses of study need to improve in the following ways: a) Assessment of theoretical knowledge and of professional competence is often carried out separately. The two aspects are integrated all too seldom in assessment. Assessment is also carried out in totally different ways: Theoretical subjects are often assessed by means of written examinations with strict time limits, while professional competence is assessed using a longer process. The types of criteria used are different for the two assessments.
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| 3. |
- Janda, Martin, et al.
(författare)
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Influence of Misfit on the Occurrence of Veneering Porcelain Fractures in Implant-Supported Metal-Ceramic Fixed Dental Prostheses : A Finite Element Analysis Replication of In Vitro Results
- 2021
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Ingår i: International Journal of Prosthodontics. - : Quintessence. - 0893-2174 .- 1139-9791. ; 34:4, s. 458-462
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To investigate the impact of different extents of misfit between a restoration and the supporting implant on veneer fractures in screw-retained implant-supported metal-ceramic fixed dental prostheses (FDPs). Materials and Methods: A finite element analysis (FEA) model of a five-unit screw-retained metal- ceramic FDP supported by three implants was constructed, replicating a previous in vitro study. Eight different gap configurations at the single terminal implant, ranging from 0 to 150 μm, were tested. All setups were tested after clamping and with a load of 200 N applied. Maximum stress within the FDP was calculated. Results: The stress increased with each increase in misfit size above 30 μm, with the relationship between gap size and stress being linear up to 100-μm misfit. Above 100 μm, the stress increase accelerated. The stress pattern within the FDP changed with increasing gap size, confirming the findings of a previously conducted in vitro experiment for a misfit of 150 μm. Conclusion: The results of the FEA were in agreement with in vitro observations, validating the predictive value of FEA for technical complications. A misfit between an FDP and a supporting implant implies an increased risk of veneer fracture. Above a misfit of 30 μm, the stress levels are likely to be high enough to cause veneer fracture, and the risk increases disproportionately for misfit above 100 μm.
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| 4. |
- Jönsson, Anders, et al.
(författare)
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Dynamic assessment and the interactive examination
- 2005
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Konferensbidrag (refereegranskat)abstract
- Learning is acknowledged to be a dynamic process of a series of interactions. However,the assessment of learning, especially within academic profession directededucation has been usually treated as a non-interactive procedure, often limited toa one-shot control of knowledge comprehension and psychomotor skills. Adaptationto modern professional environments and life long learning, requires a widerspectrum of meta-cognitive skills from students, such as the ability to assess ourselvesand identify consequent learning objectives that will steer our learning. TheInteractive Examination is a structured evaluation scheme, which aims to evaluatestudent’s skills and competencies while expanding and supplementing the learningprocess. The methodology utilises students’ own reflections and self-assessment asa starting point, followed by an individual assignment and a task of comparing theirsuggestions to that of peers or professionals. The differences, prioritising, reasoningand arguments pointed by students in their comparison documents are analysedand categorised. Finally, students receive individual feedback on their performanceand learning needs. The students are expected to come out of the process having notonly tested their current competence and understanding, but also having identifiedindividual learning objectives for the future. This paper will present and discussresults from a multi-centre evaluation study on the Interactive Examination methodology,as conducted through a specially designed Internet page during Autumn2004. The study involved undergraduate students in the faculties of Odontologyand Teachers’ Education, Malmo University, Sweden. The aim of the study is to investigatestudent’s perceptions of the methodology through standardised questionnairesand interview, as well as identify factors of importance for interdisciplinaryapplicability of assessment methodologies.
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| 5. |
- Jönsson, Anders, 1970-, et al.
(författare)
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Dynamic assessment and the “Interactive Examination”
- 2007
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Ingår i: Journal of Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 10:4, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The “Interactive Examination” is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an “expert” in the field chose to deal with the same task. They then had to prepare a “comparison document”, where they identified differences between their own and the “expert” answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students’ comparison documents also revealed some interesting institutional differences.
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| 6. |
- Jönsson, Anders, et al.
(författare)
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Dynamic assessment and the "Interactive examination"
- 2007
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Ingår i: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 10:4, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The "Interactive Examination" is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an professional in the field chose to deal with the same task. They then had to prepare a "comparison document", where they identified differences between their own and the professional answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students' comparison documents also revealed some interesting institutional differences.
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| 7. |
- Leisnert, Leif, et al.
(författare)
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The interactive examination in a comprehensive oral care clinic : a three-year follow up of students' self-assessment ability
- 2006
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 28:6, s. 544-548
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Tidskriftsartikel (refereegranskat)abstract
- Little is known of how students' self-assessment ability evolves throughout the curriculum. The Interactive Examination aims to assess students' self-assessment ability, in parallel with their knowledge and competences. The method utilizes a written task and subsequent comparison of own performance with that of a qualified clinician. One cohort of dental students (n = 48) underwent assessment through Interactive Examination at three instances in 2004, during their final year of studies. Forty-two of them were assessed with the same methodology in 2001. Students' individual performance, self-assessment ability scores and attitudes in 2004 were correlated with their respective data from 2001. Students' acceptance of the methodology was high. The written performance in 2004 was positively correlated with this of 2001 in one of the three cases, while the comparison document scores in two out of three cases. Five students presented unacceptable self-assessment ability in 2004, four of whom were also unacceptable in 2001 in the same field. Unacceptable students of 2001 (n = 9) presented significantly lower results than their colleagues in 2004. These observations indicate that the self-assessment ability is not directly relevant to subject knowledge. On graduation, there exist students with significant self-assessment difficulties, the majority of whom could be detected earlier in their studies.
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| 8. |
- Löfgren, Niklas, et al.
(författare)
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Influence of misfit on the occurrence of veneering porcelain fractures (chipping) in implant-supported metal-ceramic fixed dental prostheses
- 2016
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Ingår i: Clinical Oral Implants Research. - : John Wiley & Sons. - 0905-7161 .- 1600-0501. ; 28:11, s. 1381-1387
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: Technical complications such as veneer fractures are more common in implant-supported than tooth-supported restorations. The underlying causes have not been fully identified. The aim of this study was to evaluate whether misfit between the restoration and the implant may affect the risk of veneer fractures. MATERIALS AND METHODS: Twenty standardized five-unit implant-supported metal-ceramic fixed dental prostheses (FDP)s were manufactured and fixed in acrylic blocks. The test group consisted of ten FDPs fixed with a 150-μm misfit at the distal abutment. The remaining ten FDPs were fixed without misfit and acted as a control group. All FDPS underwent cyclic loading for a total of 100,000 cycles at 30-300 N. The FDPs were checked for cracks or chip-off fractures regularly. After cyclic load, the retorque value of all abutment screws was checked. RESULTS: Cracks within the veneering porcelain were noted in nine FDPs in the test group and one FDP in the control group. This difference was statistically significant (P < 0.001). Fractures of the veneering porcelain occurred in three FDPs in the test group. No fractures occurred in the control group. This difference was not statistically significant. There were no significant differences in retorque values neither between the groups nor between different abutment positions in the FDPs. CONCLUSIONS: Within the limitations of this in vitro pilot trial, it is suggested that misfit between a restoration and the supporting implant may increase the risk of cracking and/or chipping of the veneering porcelain for metal-ceramic FDPs.
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| 9. |
- Malmberg, Claes, et al.
(författare)
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Education, Dentistry and Social work : Assessment for development of professional competence in a culturally heterogeneous society (Malmö)
- 2007
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Konferensbidrag (refereegranskat)abstract
- The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe critical professional situations. These are also described by experts. The students compare their analysis and interpretations with those given by the experts. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. For courses, the project results in a useful model with specific reference to the central connection between theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions. It can also be used in other courses of study
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| 10. |
- Mattheos, Nikos, et al.
(författare)
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A Comparative Evaluation of Computer Literacy Amongst Dental Educators and Students
- 2005
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Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 9:1, s. 32-36
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A task-oriented questionnaire was designed, aiming to quickly assess competence with the use of computers. The questionnaire consisted of distinct computer-related skills, representing various competences in educational computer use. A total score from 0 to 49 was calculated upon completion of the questionnaire, based on the sum of all the positively identified competences. The questionnaire was distributed to an international group of leading dental educators during the DentEd Global Congress in Prague in 2001 and to a cohort of first year dental students (2001) in the Dental Faculty, University of Malmo, Sweden. Certain attitudes towards the role of information and communication technology (ICT) in dental education were also measured through Visual Analogue Scales in the educator’s group. A total of 149 questionnaires were collected from the educators’ group and 58 from the dental students. There was no significant difference in the average computer competence score between the two groups. The educators’ group average score was 20.7 (SD 9.9) and students’ average was 18.1 (SD 8.5). A significant positive correlation (r ¼ 0.395277, P < 0.0001) was found between the competence measured by the questionnaire and the year of graduation in the educators’ group. The attitudes towards the role of ICT in dental education amongst the educators were very positive, regardless of their competence with computers, year of graduation or academic position. The results from this study indicate that there is wide diversity in computer competence amongst both students and academic staff. In addition, students’ actual competence in the use of computers might not be as high as is often perceived through self-assessment and ordinal scales.
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