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1.
  • Heintze, U, et al. (författare)
  • Assessment and evaluation of individual prerequisites for dental education
  • 2004
  • Ingår i: European Journal of Dental Education. - : Wiley. - 1396-5883 .- 1600-0579. ; 8:4, s. 152-160
  • Tidskriftsartikel (refereegranskat)abstract
    • Since 2001 the School of Dentistry of Malmö University in Sweden has used an alternative procedure based on results of an investigation supported by the Swedish Council for the Renewal of Undergraduate Education. The investigation concerned possibilities of predic¬ting school performance on the basis of an interview, as well as tests of general intelligence, spatial ability, manual dexterity, empathy and social competence. Two groups of incoming students were followed from start to completion of their training. Significant relationships were found between 1) number of course examinations failed and poor results on inter¬views, as well as low scores on intelligence, spatial ability, and a test of spatial-manual ability, 2) good results in a pre-clinical course in cavity preparation and high scores on spatial ability, 3) assessments of high social competence during training and good results on interviews, as well as high scores on empathy and non-verbal intelligence. Dropout from the study programme could not be predicted, possibly due to the varying reasons for it.
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2.
  • Bengmark, Daniel, et al. (författare)
  • Dentists reflect on their problem-based education and professional satisfaction
  • 2012
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 16:1, s. e137-e145
  • Tidskriftsartikel (refereegranskat)abstract
    • AIM: To determine the way in which Malmö University dental graduates perceive their problem-based dental education and evaluate their professional satisfaction. METHOD: The first five cohorts (graduating in years 1995-1999) of the problem-based curriculum were invited to participate. Of 166 graduates, 77% responded to a questionnaire comprising 20 questions on aspects of their dental education, professional situations and interest in postgraduate education. They were asked to rank their perception of their dental education and satisfaction with their professional situation on a visual analogue scale (VAS) with endpoints ranging from 'Not at all' (1) to 'Very well' (10). For other statements, the markings were made on a Likert scale from 1 (not important/not satisfied) to 5 (very important/very satisfied). There were also open-ended questions. RESULTS: Most respondents perceived their education to prepare them well for a career in dentistry (median score VAS 8), and 90% rated above six on a VAS for their professional satisfaction as dentists. Importance and satisfaction were highly correlated with principles of the curriculum: holistic view, oral health, lifelong learning, integration between theory and clinic, and clinical competence. Forty-five per cent of the graduates noted the problem-based learning approach as the most valuable asset of their education, and 19% cited training in oral surgery as a deficit. Of the respondents, 77% expressed interest in specialist training and 55% in research education
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3.
  • Divaris, K, et al. (författare)
  • The academic environment: the students' perspective
  • 2008
  • Ingår i: European journal of dental education : official journal of the Association for Dental Education in Europe. - : Wiley. - 1396-5883. ; 1212 Suppl 1, s. 120-130
  • Tidskriftsartikel (refereegranskat)
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4.
  • Hicklin, S. P., et al. (författare)
  • Theoretical knowledge in implant dentistry for undergraduate students
  • 2009
  • Ingår i: EUROPEAN JOURNAL OF DENTAL EDUCATION. - : Wiley. - 1396-5883 .- 1600-0579. ; 13, s. 24-35
  • Tidskriftsartikel (refereegranskat)abstract
    • Implant therapy has evolved into an important part of daily dental practice. Appropriate knowledge of diagnostic and therapeutic options with dental implant therapy is, therefore, mandatory for dental students. The present consensus paper describes the theoretical knowledge as a foundation to the teaching of implant dentistry at the undergraduate level. Students need a solid basic knowledge about biological prerequisites and clinical procedures leading to successful implant treatment and, in particular, an understanding of the importance of embedding implants into the overall treatment concept. Among others this includes aspects of bone and soft tissue integration of dental implants, as well as aspects of materials that are used in implant dentistry. The students should also be able to differentiate between low, medium and high-risk situations, which assumes that they have knowledge about a proper clinical examination. Furthermore, the students need to be able to inform the patient about the different treatment options and their advantages and disadvantages. Frequently, a choice has to be made between an FDP anchored on teeth and an implant-borne reconstruction. This is highly influenced by the long-term prognosis of the different treatment options. In order to perform implant placement in uncomplicated cases and to give appropriate patient information, adequate knowledge of surgical procedure and surgical complications is mandatory. Furthermore, the dentist needs to be competent in evaluating clinical situations and in advising patients about the suitability of the different options, e.g. removable or fixed reconstructions. It is possible that peri-implant tissue destruction may be a more common finding during long-term service of implant-borne reconstructions than was previously believed. The dentist needs knowledge about etiology and pathogenesis of peri-implantitis and should know how to provide an effective maintenance care programme. In cases of peri-implantitis the student should be knowledgeable regarding suitable interventions.
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5.
  • Leisnert, Leif, et al. (författare)
  • Improving teamwork between students from two professional programmes in dental education
  • 2012
  • Ingår i: European journal of dental education. - : Wiley-Blackwell. - 1396-5883 .- 1600-0579. ; 16:1, s. 17-26
  • Tidskriftsartikel (refereegranskat)abstract
    • In Sweden, the National Board of Health and Welfare forecasts a decrease in dentists with 26% and an increase in dental hygienists with 47% until the year of 2023. This, together with changes in both epidemiology, especially of dental caries, and political priorities, calls for an effective and well-developed cooperation between dentists and dental hygienists in future dentistry. Hence, the aim of this project was to investigate whether highlighting teamwork during the undergraduate studies of dental students and dental hygiene students could improve the students' holistic view on patients as well as their knowledge of and insight into each other's future professions. Thirty-four dental students and 24 dental hygiene students participated in the study. At the beginning of their final year in undergraduate education, a questionnaire testing the level of knowledge of the dental hygienists' clinical competences was completed by both groups of students. In addition, activities intending to improve teamwork quality included the following: (i) a seminar with a dentist representing the Public Dental Health Services in Sweden, (ii) dental students as supervisors for dental hygiene students, (iii) planning and treatment for shared patients and (iv) students' presentations of the treatments and their outcomes at a final seminar. The project was ended by the students answering the above-mentioned questionnaire for the second time, followed by an evaluation of the different activities included in the study. The knowledge of dental hygienists' competences showed higher scores in almost all questions. Both groups of students considered the following aspects important: seminars with external participants, dental students acting as supervisors and planning and treating shared patients. By initiating and encouraging teamwork between dental students and dental hygiene students, it is possible to increase knowledge on dental hygienists' competence and also to develop and strengthen a holistic view on patients and dental work, thereby preparing both groups of students for their professional life.
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6.
  • Mattheos, Nikos, et al. (författare)
  • The Effects of an Interactive Software Application on The Self-Assessment Ability of Dental Students
  • 2004
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 8:3, s. 97-104
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • A randomised controlled trial was designed to test an Internet-based interactive application as a stand-alone support for the development of self-assessment skills among second-year dental students at the Faculty of Dentistry, University of Malmo, Sweden. Fifty-two students were randomised into an experimental (n = 26) and a control group (n = 26). Both groups went through four identical learning cases in elementary clinical Periodontology during a period of 1 month. The experimental group received the cases with the interactive software, while the control group received them through a static web page. After the end of the learning phase, both groups were assessed blindly by two assessors during the interactive examination methodology. There was a moderate agreement between the two assessors, but both failed to find any significant differences between the two groups with regard to self-assessment skills and overall performance of the students. Students positively received the Internet support, but several attitude differences were observed between the two groups during the study. Time on task and competence with computers were positively correlated to assessment results for both groups. On the basis of these findings, it remains unclear if computer-based applications with automated feedback can constitute an effective remedial support for the improvement of self-assessment skills of students. In addition, for such applications to be successfully accepted, two factors are critical: students must have a clear perception of the benefits deriving from the use of the software and the use of the software should be integrated in the curriculum, replacing some of the existing workload.
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7.
  • Nash, David, et al. (författare)
  • Profile of the oral healthcare team in countries with emerging economies
  • 2008
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 12:Suppl. 1, s. 111-119
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Health is a critical dimension of human well-being and flourishing, and oral health is an integral component of health: one is not healthy without oral health. Significant barriers exist to ensuring the world's people receive basic healthcare, including oral healthcare. Amongst these are poverty, ignorance, inadequate financial resources and lack of adequate numbers of educated and trained (oral) healthcare workers. Emerging economies are encouraged to develop a national strategic plan for oral health. International organizations have developed goals for oral health that can be referenced and adapted by emerging economies as they seek to formulate specific objectives for their countries. Demographic data that assess the nature and extent of oral diseases in a country are essential to sound planning and the development of an oral healthcare system that is relevant, effective and economically viable. Prevention should be emphasized and priority consideration be given to oral healthcare for children. The types and numbers of members of the oral healthcare team (workforce) will vary from country to country depending on the system developed. Potential members of the workforce include: generalist dentists, specialist dentists, dental therapists, dental hygienists, denturists, expanded function dental assistants (dental nurses) and community oral health workers/aides. Competences for dentists, and other members of the team, should be developed to ensure quality care and developed economies should cooperate with emerging economies. The development, by more advanced economies, of digital, virtual curricula, which could be used by emerging economies for educating and training members of the oral healthcare team, should be an important initiative. The International Federation of Dental Educators and Associations (IFDEA) should lead in such an effort.
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8.
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9.
  • Winning, Tracey, et al. (författare)
  • Evidence-based care and the curriculum
  • 2008
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 12:Suppl 1, s. 48-63
  • Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
    • An evidence-based (EB) approach has been a significant driver in reforming healthcare over the past two decades. This change has extended across a broad range of health professions, including oral healthcare. A key element in achieving an EB approach to oral healthcare is educating our practitioners, both current and future. This involves providing opportunities integrated within simulated and actual clinical settings for practitioners to learn and apply the principles and processes of evidence-based oral healthcare (EBOHC). Therefore, the focus of this discussion will be on ways in which EBOHC and associated research activities can be implemented into curricula, with the aim of improving patient care. This paper will initially define the scope of EBOHC and research, what these involve, why they are important, and issues that we need to manage when implementing EBOHC. This will be followed by a discussion of factors that enable successful implementation of EBOHC and research into curricula. The paper concludes with suggestions on the future of EBOHC and research in curricula. Key recommendations related to curricula include strengthening of the culture of a scientific approach to education and oral healthcare provision; complete integration of EBOHC into the curriculum at all levels; and faculty development to implement EBOHC based on their needs and evidence of effective approaches. Key recommendations to support implementation and maintenance of EBOHC include recognition and funding for high-quality systematic reviews and development of associated methodologies relevant for global environments; building global capacity of EBOHC researchers; research into improving translation of effective interventions into education and healthcare practice, including patient-reported outcomes, safety and harms, understanding and incorporation of patient values into EB decision-making, economic evaluation research specific to oral healthcare and effective methods for changing practitioner (faculty) behaviours; and extend access to synthesized research in 'user friendly' formats and languages tailored to meet users' needs. Realizing these recommendations may help to improve access to effective healthcare as a basic human right.
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10.
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11.
  • Falk Nilsson, Eva, et al. (författare)
  • 1.2 Cognition and learning.
  • 2002
  • Ingår i: European Journal of Dental Education. - : Wiley. - 1396-5883 .- 1600-0579. ; 6:Suppl 3, s. 27-32
  • Tidskriftsartikel (refereegranskat)abstract
    • This theme is concerned with the relevance and efficacy of educational methods adopted in dental schools while recognizing the influence of geopolitical issues in different countries and regions. Particular emphasis will be given to examples of best practices and innovations. Cognition and learning are dealt with in many different research areas such as education, psychology, cognitive sciences, brain research, neurolinguistics, gender, etc. and comprise the theoretical foundation for the philosophies, principles and methods underlying the dental education system. Educational methods are many and mixed. This group has used existing knowledge, personal experiences and current literature together with some of the material from the DentEd visits.
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12.
  • Best, Helen A, et al. (författare)
  • Continuing professional development - global perspectives : synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003. Part 2: regulatory and accreditation systems and evidence for improving the performance of the dental team
  • 2005
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 9:2, s. 66-72
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper is the second in a series of two that report on continuing professional development (CPD). Details of the informants and the methodologies used were reported in the first paper. This paper reports the data and information presented on the topics of regulatory and accrediation systems for CPD and evidence that CPD improves the performance of the oral health team. By June 2003, participation in CPD was mandatory in most of the states of the USA, all Canadian Provinces, the UK and Latvia and was likely to become mandatory in a number of other countries in the near future. A variety of accreditation systems were reported including collecting CPD points, which in some countries were weighted depending on the type of CPD activity, and re-certification examinations. Very few studies for the effectiveness of dental CPD were identified. However, in general it was con-cluded that there is little evidence for the effectiveness of CPD for the oral health team. The main recommendation from this study is that a systematic review of the effectiveness of CPD in improving the performance of the oral health team and patient based outcomes be undertaken. A range of other research questions was also identified including: how can CPD be best matched to clinicians’ needs rather than demands?
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13.
  • Best, Helen A, et al. (författare)
  • Continuing professional development-global perspectives : synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003. Part 1: access, funding and participation patterns
  • 2005
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 9:2, s. 59-65
  • Tidskriftsartikel (refereegranskat)abstract
    • There appears to have been little previous research interest in continuing professional development* (CPD) of dentists and the oral health team. This paper presents data and information on the following aspects of CPD in 17 countries in Asia, Australasia, Europe and North America: availiability of different types of CPD, its providers, data on uptake of CPD courses and activities, and funding of CPD. The results indicate that lectures and hand-on skills courses were held in all 17 countries but the use of the Internet to deliver CPD was by no means universal. CPD was funded from a variety of sources including universities, governments and commercial companies. However, the only universal source of funding for CPD was dentists themselves. Data on participation were available from only three countries. Research issues based on these results will be listed in a second paper.
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14.
  • Eriksen, Harald M, et al. (författare)
  • The oral ecosystem : implications for education
  • 2006
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 10:4, s. 192-196
  • Tidskriftsartikel (refereegranskat)abstract
    • We propose a model that is applicable to oral health education. The model describes the oral cavity in a complexity-based ecological context. This concept includes the premise that factors from different organisational levels (biological, individual, community, society) interact in a complex way with the potential to 'stress' the ecosystem and thereby provoke changes. This mode of action complies with the understanding of the oral cavity as a complex adaptive system. An ecological model is actively used in the undergraduate problem-based curriculum at the Faculty of Odontology, Malmo University, Sweden and has recently been applied as a conceptual basis for the new dental curriculum being established at the University of Tromso in Northern Norway. The purpose is to encourage and promote an ecological, health-oriented view and to stimulate reflections on premises for oral health and diseases in an integrated context.
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15.
  • Haghparast, Nora, et al. (författare)
  • Evaluation of student and faculty perceptions of the PBL curriculum at two dental schools from a student perspective : a cross-sectional survey
  • 2007
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 11:1, s. 14-22
  • Tidskriftsartikel (refereegranskat)abstract
    • Problem-based learning (PBL) research has primarily highlighted issues related to medical education and less evaluation has been reported from the field of dental education. Furthermore, literature reports tend to focus mainly on PBL from a pedagogic and curriculum constructional view and up to this date, studies from a student perspective are lacking. The aim of this study was to approach the evaluation of student and staff perceptions of PBL curricula from a student perspective at two separate schools: the Faculty of Odontology at the University of Malmö, Sweden and the dental school of the University of Southern California, School of Dentistry (USCSD), Los Angeles, CA, USA. The study was initiated and conducted by two of the authors, at the time senior students at the Faculty of Odontology in Malmö, Sweden. The study was comprised of a literature search, a 2 week field trip to USCSD, USA, survey distribution to students and faculty in both schools, analysis of the data and a written report for oral defence. The results from the survey were intended to provide feedback on student and faculty perceptions regarding the PBL curriculum. The results indicate a general student and faculty satisfaction with the PBL curriculum. Perhaps, surprisingly their perceptions did not differ significantly despite differences in geography, culture and implementation of PBL pedagogy.
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16.
  • Hänsel Petersson, Gunnel, et al. (författare)
  • Caries risk assessment : a comparison between the computer program ‘Cariogram’, dental students and dental instructors
  • 1998
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 2:4, s. 184-190
  • Tidskriftsartikel (refereegranskat)abstract
    • An interactive educational PC-program for caries risk evaluation, the ‘Cariogram’, was developed. It illustrates the interaction between caries related factors and expresses the caries risk graphically. It also expresses a weighted impact of different aetiological factors on the risk. The aim of this paper was to use the Cariogram program on a set of patients, and to compare the outcome of its risk evaluation with those made by dental students and faculty teachers. A questionnaire was given to the participants, containing descriptions of 5 patients with detailed information on 9 factors generally associated with caries. The participants were asked to rank the patients according to their ‘chance to avoid dental caries’ during the coming year. The results were compared with the assessments obtained from the Cariogram and the similarity calculated by group average cluster analysis. Results: 86% of the respondents ranked the patients for caries risk either identical or with only 1 deviation compared to the program. No difference was seen between students and teachers. The cluster analysis identified 5 distinct patterns of ranking the patients with a maximum distance of 0.6 compared to the program. It was concluded that the ‘opinion’ on caries risk of the Cariogram was in agreement with that of the majority of the responders. In addition, the use of the program induced discussions about the relative impact of caries aetiological factors, and it is believed that the Cariogram can serve as one further option in the teaching of caries risk.  
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17.
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18.
  • Koole, S, et al. (författare)
  • Using Online Periodontal Case-Based Discussions to Synchronize Theoretical and Clinical Undergraduate Dental Education
  • 2012
  • Ingår i: European journal of dental education. - : Wiley-Blackwell. - 1396-5883 .- 1600-0579. ; 16:1, s. 52-58
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Clinical experience is important in undergraduate dental education, but (suitable) patients to learn from are often lacking. Online case-based discussions were introduced to overcome patient dependency and to synchronize theoretical with clinical education. Materials and methods: Undergraduate dental students in groups of 5-7 discussed online clinical case reports presenting either minor (2nd year) or complex periodontal pathology (3rd year). Each case consisted of a brief patient history, extra-and intraoral clinical pictures, periodontal chart, peri-apical and/ or orthopantomographic radiographs. Students had to discuss diagnosis and treatment planning. Questionnaires assessed students' and supervisors' general appreciation (score on 20), time investment and opinions about organisation, relation case/course content, future planning, learning effect and online environment (5-point Likert scale). A crossover design with three tests (pre-test, test in between and post-test) was used to investigate whether the frequency of case introduction (one case per week vs. one case element per week) had an effect on learning. Data was analysed with descriptive statistics (questionnaires) and repeated measures ANOVA (crossover design). Results: Students (n = 119) and supervisors (n = 9) highly appreciated the exercise. Students reported spending on average 74 min per week to read a case, prepare and post messages. Supervisors' total time investment was 342 min per semester to create a case, provide online feedback and to prepare a live-discussion. No significant differences in test-scores were found between the two modalities of case introduction. Conclusion: Online case-based discussions, in conjunction with a theoretical course, are valuable additions to the dental curriculum, especially to reinforce the transition from theory to clinical practice.
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19.
  • Kragelund, C., et al. (författare)
  • Scandinavian fellowship for oral pathology and oral medicine : guidelines for oral pathology and oral medicine in the dental curriculum
  • 2012
  • Ingår i: European journal of dental education. - Hoboken : Wiley-Blackwell. - 1396-5883 .- 1600-0579. ; 16:4, s. 246-253
  • Tidskriftsartikel (refereegranskat)abstract
    • In Scandinavia, as in many European countries, most patients consult their general dentist once a year or more. This gives the dentist a unique opportunity and an obligation to make an early diagnosis of oral diseases, which is beneficial for both the patient and the society. Thus, the dentist must have knowledge of clinical symptoms, local and systemic signs and clinical differential diagnoses to make an accurate diagnosis. The dentist must be competent in selecting appropriate diagnostic tests, for example, tissue biopsy and microbiological samples, and conducting them correctly, as well as in interpreting test results and taking appropriate action accordingly. Furthermore, the dentist must be aware of diseases demanding multidisciplinary cooperation and be able to recognise his/her professional limitation, and to refer to other specialists when required. The dental curriculum changes over time as new approaches, treatments and diagnostic possibilities develop. Likewise, the role of the dentist in the community changes and may vary in different countries. As members of the Scandinavian Fellowship for Oral Pathology and Oral Medicine and subject representatives of oral pathology and oral medicine, we feel obliged to contribute to the discussion of how the guidelines of the dental curriculum support the highest possible standards of dental education. This article is meant to delineate a reasonable standard of oral pathology and oral medicine in the European dental curriculum and to guide subject representatives in curriculum development and planning. We have created an advisory topic list in oral pathology and oral medicine.
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20.
  • Lucander, Henriette, et al. (författare)
  • The structure of observed learning outcome (SOLO) taxonomy : a model to promote dental students’ learning
  • 2010
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 14:3, s. 145-150
  • Tidskriftsartikel (refereegranskat)abstract
    • Selective memorising of isolated facts or reproducing what is thought to be required – the surface approach to learning – is not the desired outcome for a dental student or a dentist in practice. The preferred outcome is a deep approach as defined by an intention to seek understanding, develop expertise and relate information and knowledge into a coherent whole. The aim of this study was to investigate whether the structure of observed learning outcome (SOLO) taxonomy could be used as a model to assist and promote the dental students to develop a deep approach to learning assessed as learning outcomes in a summative assessment. Thirty-two students, participating in course eight in 2007 at the Faculty of Odontology at Malmo¨ University, were introduced to the SOLO taxonomy and constituted the test group. The control group consisted of 35 students participating in course eight in 2006. The effect of the introduction was measured by evaluating responses to a question in the summative assessment by using the SOLO taxonomy. The evaluators consisted of two teachers who performed the assessment of learning outcomes independently and separately on the coded material. The SOLO taxonomy as a model for learning was found to improve the quality of learning. Compared to the control group significantly more strings and structured relations between these strings were present in the test group after the SOLO taxonomy had been introduced (P < 0.01, one tailed test for both results). The SOLO taxonomy is recommended as a model for promoting and developing a deeper approach to learning in dentistry.
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21.
  • Manogue, Michael, et al. (författare)
  • Curriculum structure, content, learning and assessment in European undergraduate dental education - update 2010
  • 2011
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 15:3, s. 133-141
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract This paper presents an updated statement on behalf of the Association for Dental Education in Europe (ADEE) in relation to proposals for undergraduate Curriculum Structure, Content, Learning, Assessment and Student / Staff Exchange for dental education in Europe. A task force was constituted to consider these issues and the two previous, related publications produced by the Association (Plasschaert et al 2006 and 2007) were revised. The broad European dental community was circulated and contributed to the revisions. The paper was approved at the General Assembly of ADEE, held in Amsterdam in August 2010 and will be updated again in 2015.
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22.
  • Mattheos, Nikos, et al. (författare)
  • A Comparative Evaluation of Computer Literacy Amongst Dental Educators and Students
  • 2005
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 9:1, s. 32-36
  • 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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23.
  • Mattheos, Nikos, et al. (författare)
  • A virtual classroom for undergraduate periodontology : a pilot study
  • 2001
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 5:4, s. 139-47
  • Tidskriftsartikel (refereegranskat)abstract
    • The Integrated Distributed Learning Environments or virtual classrooms constitute a new promising structure in education of health care personnel. A virtual classroom was developed aiming to teach periodontology to an international group of 28 dental students using a problem-based learning (PBL) approach. The course was web-based and included synchronous and asynchronous communication, on-line libraries and multimedia material. Students were organised in 4 independent groups and each group was appointed a tutor. The results of the study indicate that one of the most positive effects students experienced was competence in using the computer. They also rated highly the use of multimedia for learning of clinical procedures. It was found that web boards and email were too slow to allow group work in the virtual classroom. Real time communication programs were found to be superior for problem discussion and hypothesis formulation. However, email and the web board played a significant role during certain steps of the PBL method. The students expressed a positive attitude for the combined use of network-based learning and problem-based education. Our present experience suggests that distance learning should be organised with a mixture of different media, allowing communication of knowledge and skills between the resources and the students, as well as cooperation between the students. Computer literacy among teachers and students is limited and should be enhanced. Finally, personal contact between the resource persons and the students before the distant learning course commences helps the learning process.
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24.
  • Mattheos, Nikos, et al. (författare)
  • Distance learning in academic health education
  • 2001
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 5:2, s. 67-76
  • Tidskriftsartikel (refereegranskat)abstract
    • Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.
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25.
  • Mattheos, Nikos, et al. (författare)
  • Local CD-ROM in interaction with HTML documents over the Internet
  • 2000
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 4:3, s. 124-127
  • Tidskriftsartikel (refereegranskat)abstract
    • The internet and computer assisted learning have enhanced the possibilities of providing quality distance learning in dentistry. The use of multimedia material is an essential part of such distance learning courses. However the Internet technology available has limitations regarding transmission of large multimedia files. Therefore especially when addressing undergraduate students or geographically isolated professionals, large download times make distance learning unattractive. This problem was technically solved in a distance learning course for undergraduate students from all over Europe. The present communication describes a method to bypass the problem of transmitting large multimedia files by the use of a specially designed CD-ROM. This CD-ROM was run locally on the students' PC interacting with HTML documents sent over the Internet.
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26.
  • Mattheos, Nikos, et al. (författare)
  • Multidisciplinary development of professional identity through a Problem Based Learning Curriculum
  • 2008
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 12:2, s. 122-123
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Aims: Healthcare practitioners operate in an increasingly complex social environment, where daily professional practice requires dealing with problems of social, moral, ethical and legal dimensions. This crucial aspect of "professionalism" is often neglected in the dental curriculum. The aim of this pedagogic project is to use self and peer-assessment to help students develop their professional identity. Through the use of authentic situations , the project aims to confront students with controversial scenarios from professional life and consequently help them define well informed strategies. Materials and Methods: This project is a collaboration between the Faculty of Odontology, the School of Social Sciences and the School of Education, University of Malmo¨, Sweden. All three disciplines have with the help of students developed "cases" based on authentic scenarios. These cases include controversial situations extending in the field of professional ethics, law, sociology and morality. The dentist, teacher or sociologist has to take decisions that can significantly affect the life of others. Students are asked to identify the best possible strategies to deal with the problems, based on scientific evidence but also laws, professional ethics and social structures. The cases will be used for self-assessment and peer assessment in groups, as described by the Interactive Examination methodology. In brief this implies that the students describe, analyse and act, compare their own and other students´ or teachers’ ways to deal with a problem, and consequently articulate their needs of new competencies and define new learning objectives. Conclusions: The ability to successfully handle social, ethical and legal dimensions of patient treatment is a significant dimension of professionalism, which often is neglected in our curricula. This multidisciplinary project aims to broaden and strengthen the professional identity of dental students, thus better preparing them to operate in a complex society.
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27.
  • Mattheos, N., et al. (författare)
  • Teaching and assessment of implant dentistry in undergraduate and postgraduate education: a European consensus
  • 2009
  • Ingår i: EUROPEAN JOURNAL OF DENTAL EDUCATION. - : Wiley. - 1396-5883 .- 1600-0579. ; 13, s. 10-17
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper constitutes a summary of the consensus documents agreed at the First European Workshop on Implant Dentistry University Education held in Prague on 19-22 June 2008. Implant dentistry is becoming increasingly important treatment alternative for the restoration of missing teeth, as patients expectations and demands increase. Furthermore, implant related complications such as peri-implantitis are presenting more frequently in the dental surgery. This consensus paper recommends that implant dentistry should be an integral part of the undergraduate curriculum. Whilst few schools will achieve student competence in the surgical placement of implants this should not preclude the inclusion of the fundamental principles of implant dentistry in the undergraduate curriculum such as the evidence base for their use, indications and contraindications and treatment of the complications that may arise. The consensus paper sets out the rationale for the introduction of implant dentistry in the dental curriculum and the knowledge base for an undergraduate programme in the subject. It lists the competencies that might be sought without expectations of surgical placement of implants at this stage and the assessment methods that might be employed. The paper also addresses the competencies and educational pathways for postgraduate education in implant dentistry.
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28.
  • Plasschaert, Alphons J, et al. (författare)
  • Curriculum structure and the European Credit Transfer System for European dental schools : part I
  • 2006
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 10:3, s. 123-130
  • Tidskriftsartikel (refereegranskat)abstract
    • Department of Cariology and Endodontology, College of Dental Sciences, University Medical Centre Nijmegen, The Netherlands. a.plasschaert@dent.umcn.nl This paper presents a proposed curriculum structure and system of European Credit Transfer (ECTS) for undergraduate dental schools throughout Europe. It is the result of the work of a Taskforce ('Taskforce II'), appointed by DentEd, a thematic network of European dental schools and the Association for Dental Education in Europe (ADEE). There has been pan-European discussion of the document in draft stages (it was distributed to 200 dental schools) and following amendment, it was agreed formally at the National Assembly of ADEE in Athens, Greece, in September 2005. The main elements of the paper relate to: (i) a description of the framework proposed with relevance to the Bologna recommendations and common directive on recognition for professional qualifications as they apply to Dentistry; (ii) the structure of an undergraduate dental curriculum; (iii) student exchange and ECTS. In addition, the paper presents a series of requirements, guidelines and recommendations for action. ADEE expects that the 'requirements' proposed will be followed by dental schools in Europe, whilst the 'guidelines' and 'recommendations' also provided are open to local interpretation. The paper is also published on the ADEE website.
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29.
  • Rosén, A, et al. (författare)
  • A systematic approach to improve oral and maxillofacial surgery education
  • 2010
  • Ingår i: European Journal of Dental Education. - : Wiley. - 1396-5883 .- 1600-0579. ; 15:4, s. 223-230
  • Tidskriftsartikel (refereegranskat)abstract
    • To improve teaching quality and student satisfaction, a new curriculum in Oral Surgery was implemented at Karolinska Institutet in 2007. This paper describes the curriculum change as well as the results regarding quality, satisfaction, cost-effectiveness and workload for teachers and staff. To design the new curriculum, all members of the teaching staff participated in a series of group discussions where problems with the previous curriculum were identified and ideas on how to improve the curriculum were discussed. Cost-effectiveness was evaluated by comparing the number of teaching sessions between the new and the old curriculum. A questionnaire was used to investigate the staffs’ perceived change in workload and teaching quality. The students’ satisfaction and attitudes to learning was screened for by on-line questionnaires. The large amount of passive observational teaching was considered as the main problem with the old curriculum. Half of these sessions were replaced by either clinical seminars or demonstrations performed in an interactive form. Students rated the new curriculum as a clear improvement. Analyses of time and cost-effectiveness showed a decrease in teaching sessions by almost 50%. Generally, the teachers were more positive towards the changes compared to the non-teaching staff. The students rated the new type of learning activities relatively high, whilst the traditional observational teaching was seen as less satisfactory. They preferred to learn in a practical way and few indicated analytic or emotional preferences. The majority of the students reported a good alignment between the new course curriculum and the final exam.
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30.
  • Schittek Janda, Martin, et al. (författare)
  • Computer assisted learning. A review.
  • 2001
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 5:3, s. 93-100
  • Tidskriftsartikel (refereegranskat)abstract
    • Since 1980 the amount of medical information has doubled approximately every second year. This implies that oral health students as well as professionals need to manage the flow of information rationally, in order to learn how to undertake evidence-based decision-making for diagnosis and treatment in a given patient situation. Current research indicates that computer connected databases and computer assisted learning (CAL) may enhance learning and provide the clinician with information for decision-making when treating patients. Multimedia for CAL, which combines audio and visual data in an interactive form, has proved to be an effective tool in education. CAL may supplement and reinforce more traditional learning and create opportunities to illustrate clinical situations in an interactive way. CAL has the potential to help students develop skills and knowledge. Students, staff and professionals consider CAL stimulating and motivating. Students easily adapt to CAL although their current computer literacy is still low. New authoring tools make it easier for faculties to develop their own CAL software. In the future we will see more sophisticated software with virtual patients who can communicate and interact with the student in a very realistic way. The software will even "step out" from the screen and help the student with clinical procedures. However, at present CAL should not replace traditional education, but rather be used more as a supplement and for self-directed studies.
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31.
  • Schittek Janda, Martin, et al. (författare)
  • Computer-Mediated Instructional Video : A Randomised Controlled Trial Comparing A Sequential And A Segmented Instructional Video In Surgical Hand Wash
  • 2005
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 9:2, s. 53-58
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • BACKGROUND: Video-based instructions for clinical procedures have been used frequently during the preceding decades. AIM: To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning aid. MATERIALS AND METHODS: An instructional video on surgical hand wash was produced. The video was available in two different forms in two separate web pages: one as a sequential video and one fragmented into eight short clips. Twenty-eight dental students in the second semester were randomised into an experimental (n = 15) and a control group (n = 13). The experimental group used the fragmented form of the video and the control group watched the complete one. The use of the videos was logged and the students were video taped whilst undertaking a test hand wash. The videos were analysed systematically and blindly by two independent clinicians. The students also performed a written test concerning learning outcome from the videos as well as they answered an attitude questionnaire. RESULTS: The students in the experimental group watched the video significantly longer than the control group. There were no significant differences between the groups with regard to the ratings and scores when performing the hand wash. The experimental group had significantly better results in the written test compared with those of the control group. There was no significant difference between the groups with regard to attitudes towards the use of video for learning, as measured by the Visual Analogue Scales. Most students in both groups expressed satisfaction with the use of video for learning. CONCLUSION: The students demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as a part of their pre-clinical training. Videos that are part of computer-based learning settings would ideally be presented to the students both as a segmented and as a whole video to give the students the option to choose the form of video which suits the individual student's learning style.
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32.
  • Schittek Janda, Martin, et al. (författare)
  • Simulation Of Patient Encounters Using A Virtual Patient In Periodontology Instruction Of Dental Students : Design, Usability, And Learning Effect In History-Taking Skills
  • 2004
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 8:3, s. 111-119
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Simulations are important educational tools in the development of health care competence. This study describes a virtual learning environment (VLE) for diagnosis and treatment planning in oral health care. The VLE is a web-based, database application where the learner uses free text communication on the screen to interact with patient data. The VLE contains forms for history taking, clinical images, clinical data and X-rays. After reviewing the patient information, the student proposes therapy and makes prognostic evaluations of the case in free text. A usability test of the application was performed with seven dental students. The usability test showed that the software responded with correct answers to the majority of the free text questions. The application is generic in its basic functions and can be adapted to other dental or medical subject areas. A randomised controlled trial was carried out with 39 students who attended instruction in history taking with problem-based learning cases, lectures and seminars. In addition, 16 of the 39 students were randomly chosen to practise history taking using the virtual patient prior to their first patient encounter. The performance of each student was recorded on video during the patient sessions. The type and order of the questions asked by the student and the degree of empathy displayed towards the patient were analysed systematically on the videos. The data indicate that students who also undertook history taking with a virtual patient asked more relevant questions, spent more time on patient issues, and performed a more complete history interview compared with students who had only undergone standard teaching. The students who had worked with the virtual patient also seemed to have more empathy for the patients than the students who had not. The practising of history taking with a virtual patient appears to improve the capability of dental students to take a relevant oral health history.
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33.
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34.
  • Stenfors-Hayes, T, et al. (författare)
  • Three ways of understanding development as a teacher
  • 2012
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 16:1, s. e151-157
  • Tidskriftsartikel (refereegranskat)abstract
    • The demands on faculty in terms of teaching are increasing, but until recently there has been little discussion of how faculty perceive that development as a teacher can be achieved or what approaches they use or suggest themselves. The aim of this study is to explore how teachers in dentistry and medicine understand development as teachers. For this study, 20 teachers were interviewed. The interviews were analysed using a phenomenographic approach. Three different ways of understanding development were identified: 1) Development as a dental or medical clinician/expert as the teacher role is seen as a tacit part of the role of the clinician. 2) Experience and professional and personal maturation, related to personal and professional development and confidence in ones clinical role. 3) Knowledge in education and systematic teacher training as in this category, being a teacher is seen as a separate role from that of being a clinician. The differences in these three ways of understanding development as a teacher are shown in their different aims of development, what kind of knowledge that may be used and what methods they suggested. The way teachers understand what it means to develop as a teacher will affect their motivation for engaging in development activities, which activities they choose and their own aims of development. This means that awareness of teachers understanding of development is central when developing support or faculty development activities for teachers.
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35.
  • Tegelberg, Åke, et al. (författare)
  • General practice dentists' knowledge of temporomandibular disorders in children and adolescents.
  • 2007
  • Ingår i: European journal of dental education : official journal of the Association for Dental Education in Europe. - : Wiley. - 1396-5883 .- 1600-0579. ; 11:4, s. 216-21
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: The aim of the study was to map general practice dentists' (GPDs) knowledge of temporomandibular disorders (TMD) in children and adolescents. Materials and methods: A questionnaire was mailed to 286 Swedish dentists in the Public Dental Service and 17 TMD specialists with documented research experience. The questionnaire contained 37 statements on aetiology, diagnostics, classification, chronic pain and pain behaviour, treatment, and prognosis. Each statement was judged on a 0-10 point scale with the endpoint definitions agree or disagree. Results: The overall response rate to the questionnaire was 87%. In 28 of all 37 statements, the TMD specialists endorsed a consensus, i.e. >75% of the specialists had the same opinion about the statement. TMD specialists differed most in opinion in the domain diagnostics and classification. In 65% of the statements, differences in knowledge between GPDs and TMD specialists were non-significant. The greatest number of significant between-group differences was found in the domain treatment and prognosis. Most of these statements were related to morphological factors. Conclusion: There is a high degree of consensus in TMD knowledge amongst the TMD specialists and a high degree of agreement in knowledge between GPDs and TMD specialists. In some areas, however, TMD specialists still need to reach a consensus which is founded on evidence-based TMD knowledge in children and adolescents and that can be used in undergraduate teaching. It is therefore important to develop and strengthen the undergraduate dental teaching in TMD and orofacial pain.
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36.
  • Vallon, Danila, et al. (författare)
  • Undergraduates and graduates perception of achieved competencies in temporomandibular disorders and orofacial pain in a problem-based dental curriculum in Sweden
  • 2009
  • Ingår i: European journal of dental education. - : Wiley. - 1396-5883 .- 1600-0579. ; 13:4, s. 240-247
  • Tidskriftsartikel (refereegranskat)abstract
    • AIMS: Aims of this study were to assess undergraduates' and graduates' perceptions of their education by documenting their attitudes and investigating acquired competencies in temporomandibular disorders (TMD) and orofacial pain (OP). METHODS: In 2006, 141 undergraduates (in semesters 1, 6, and 10 of a 5-year dental programme) and 60 graduates of 2000 and 2001 were invited to fill in questionnaires designed for their levels. The four questionnaires contained open-ended questions, closed-ended questions, and questions requiring a scaled response on an 11-point numerical rating scale (NRS). Questions covered personal experience of pain, attitudes toward TMD/OP, clinical competencies, and satisfaction with their education. Participants rated importance of and satisfaction with clinical competencies on a 5-point scale. RESULTS: The importance of understanding TMD/OP patients was rated high (NRS 9-10) and attitudes to given statements about TMD/OP patients were positive. In general, perception of clinical competencies increased with level of education. Mean scores for importance of and satisfaction with clinical competencies of 10th semester undergraduates and graduates were above 4.0. Median graduate satisfaction with undergraduate education in TMD/OP patient management was high (NRS 9). All but one graduate had treated patients with TMD/OP. One-third of the responding graduates expressed a wish for additional training, such as in pharmacological treatment and evaluation of treatment outcome. CONCLUSION: In general, the perception of acquired clinical competencies in TMD and OP increased with level of education, and the importance of, and satisfaction with, training was highly rated. Positive attitudes toward these kinds of patients were expressed at all levels.
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37.
  • Ali, Kamran, et al. (författare)
  • Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study
  • 2023
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 27:4, s. 823-832
  • Tidskriftsartikel (refereegranskat)abstract
    • INTRODUCTION: Addressing a literature gap on leaner agency in health profession education, this study explores students' perceptions on which aspects of a problem-based learning (PBL) environment cradle their leaner agency enactment.METHODS: Thirty-eight students from a newly established undergraduate dental medicine programme in Qatar participated in the study. Q methodology was adopted to collect and analyse data both qualitatively and quantitatively. A 40-statement Q-set was established based on a proposed conceptual framework of learner agency in PBL, including three dimensions-intrapersonal, behavioural and environmental.RESULTS: Q methodological factor analysis identified four significantly different student viewpoints, which underscored participants' enactment of learner agency addressing the intrapersonal, behavioural and environmental dimensions of the conceptual framework. Despite differences in opinion regarding sources of learner agency, the four student viewpoints unanimously underscore the importance of PBL facilitators' expertise to nurture and develop agency amongst undergraduate students. Post-sorting qualitative data further confirmed the quantitative analysis. Time constraints and workload were identified as the main challenges by the participants.CONCLUSIONS: This study explored enactment of learner agency as perceived by undergraduate dental students in a PBL curriculum. The findings of this study provide new insights into participants' subjective understanding of learner agency in a PBL curriculum in dentistry. Structured support is needed for students having no prior PBL experiences to develop their learner agency at both intrapersonal and behavioural (self-regulated learning) dimensions, and to ensure they interact with their learning environment proactively.
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38.
  • Alsafi, Z, et al. (författare)
  • Achieved competences in temporomandibular disorders/orofacial pain : a comparison between two dental schools in Europe
  • 2015
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 19:3, s. 161-168
  • Tidskriftsartikel (refereegranskat)abstract
    • AIMS: The aim was to study achieved competences in temporomandibular disorders (TMD)/orofacial pain (OP) at two universities by comparing student's knowledge and understanding, satisfaction with their education and confidence in their clinical competences of TMD/OP. METHODS: The study was conducted in collaboration between Malmö University, Sweden-which uses problem-based learning-and the University of Naples Federico II, Italy-which uses traditional educational methods. Final-semester dental students responded to a self-report questionnaire regarding their knowledge and understanding, interpretation of cases histories, clinical experience, satisfaction and confidence in clinical examination, management and treatment evaluation. RESULTS: No significant difference was found between the students regarding knowledge and understanding. Eighty-seven per cent of the Malmö students and 96% of the Naples students met the criterion on achieved competence. Malmö students had a higher per cent of correct diagnoses than Naples students in the interpretation of case histories. Overall, Malmö students reported most clinical experience and higher confidence than Naple students. CONCLUSIONS: The main findings were that students from Malmö and Naples were, similar in knowledge and understanding of TMD/OP and in satisfaction with their clinical competences. However, Malmö students perceived more confidence in clinical management of patients with TMD/OP. This may reflect that, besides the theoretical part of the programme, a sufficient level of clinical exposure to patients with TMD/OP is essential to gain competences in TMD/OP
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39.
  • Christersson, Cecilia, et al. (författare)
  • A predictive model for alternative admission to dental education.
  • 2015
  • Ingår i: European Journal of Dental Education. - : Wiley. - 1396-5883 .- 1600-0579. ; 19:4, s. 251-258
  • Tidskriftsartikel (refereegranskat)abstract
    • To compare academic progress and performance of students admitted through two admission systems and to analyse the predictive power of different components in an alternative admission.
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40.
  • Dahlström, Lisbeth, 1962, et al. (författare)
  • The impact of a continuing education programme on the adoption of nickel-titanium rotary instrumentation and root-filling quality amongst a group of Swedish general dental practitioners
  • 2015
  • Ingår i: European journal of dental education : official journal of the Association for Dental Education in Europe. - : Wiley. - 1396-5883 .- 1600-0579. ; 19:1, s. 23-30
  • Tidskriftsartikel (refereegranskat)abstract
    • INTRODUCTION: The aim of the study was to test the hypothesis that a further education programme relating to nickel-titanium rotary instrumentation (NTRI), with the concurrent activation of social/professional networks amongst all general dental practitioners (GDPs) in a public dental service in Sweden, would increase the adoption rate and improve root-filling quality. MATERIAL AND METHOD: To activate the networks, the GDPs at the 25 clinics elected training coaches from amongst themselves. The coaches were educated by a specialist and were then free to organise and conduct the training of the local GDPs. However, collective hands-on training and discussions were mandatory. Lectures were held by an endodontist. The rate of adoption and root-filling quality was evaluated just before and 6 months after the education. Statistical tests were performed with chi-square using a 95% confidence interval. RESULTS: Nickel-titanium rotary instrumentation was adopted by 88%. Excellent root fillings (score 1) increased from 45% to 59% (P = 0.003). The rate of poor-quality root fillings (score 4 and score 5) was not affected. The quality ratio (score 1/score 5) increased from 5.36 (118/22) to 9.5 (133/14). Eleven dentists (17%) at nine different clinics produced 49% of the poor-quality root fillings (score 4 and score 5). Seventy-three per cent of these dentists stated that they had adopted NTRI. CONCLUSIONS: The introduction of NTRI will increase the adoption rate and the frequency of good-quality root fillings. However, it will not overcome the problems associated with dentists producing a low-quality level, even if a local professional network is activated.
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41.
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42.
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43.
  • Davies, Julia R, 1962-, et al. (författare)
  • ARTICULATE : A European glossary of terms used in oral health professional education
  • 2023
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 27:2, s. 209-222
  • Tidskriftsartikel (refereegranskat)abstract
    • INTRODUCTION: The Erasmus+O-Health-EDU project aims to gain a comprehensive view of oral health professional (OHP) education in Europe, through the development of web-based surveys and online toolkits. A glossary to facilitate a common language through which academic teams could cooperate and communicate more accurately was identified as a key need within the project. The aim of ARTICULATE was thus to create a shared language, with a European focus, for terms and concepts used in the field of OHP education.METHODS: The methodology was developed from those published for construction of other glossaries with a circular and iterative process: the creation of content and definitions by a group of experts in OHP education, the testing of "fitness for purpose" of the content, and stakeholder consultation. All creation steps were followed by refinements based on testing results and stakeholder comments. The final glossary was then launched as an online resource including a built-in mechanism for user feedback.RESULTS: The scope and structure of the glossary were mapped out at a workshop with 12 dental education experts from 7 European countries. A total of 328 terms were identified, of which 171 were finally included in ARTICULATE. After piloting with a close group of other colleagues, the glossary was opened for external input. Thirty European Deans or Heads of Education assessed the definition of each term as "clear" or "not clear." A total of 86 definitions were described as "clear" by all individuals. Terms deemed unclear by at least one individual were revisited and changes made to 37 of the definitions. In conjunction with the launch of the glossary, a range of stakeholder organisations were informed and asked to participate in an open global consultation by providing feedback online. Since its launch in June 2021, the ARTICULATE website (https://o-health-edu.org/articulate) has had an average of 500 visits/month. To promote community ownership, forms embedded on the ARTICULATE webpage allow users to give feedback and suggest new terms. A standing taskforce will meet regularly to consider amendments and make changes to ensure that the glossary remains a relevant and up-to-date resource over time.CONCLUSION: ARTICULATE is a unique, evolving, online glossary of terms relating to OHP education, created as a resource for all interested OHP educators. The glossary is a key output of the O-Health-Edu project, which relies on a comprehensive vision of OHP education to address the future oral health needs of the European population.
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44.
  • de Lange, Thomas, et al. (författare)
  • Students' perceptions of post-exam feedback in oral radiology : a comparative study from two dental hygienist educational settings
  • 2024
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 28:2, s. 377-387
  • Tidskriftsartikel (refereegranskat)abstract
    • Introduction: The aim of this study was to investigate how students perceive the benefit of participating in a teacher-organised session providing feedback on exams, termed post-exam feedback, in two dental hygienist programmes.Methods: The study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post-exam feedback sessions and how they perceived this arrangement as learners.Results: The findings from the study suggest that motivated students consider post-exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post-exam feedback to be relevant for students who do not pass the exams.Conclusions: Organised in a student-centred way and with attentiveness to student learning preferences, the results suggest that post-exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.
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45.
  • Dixon, Jonathan, et al. (författare)
  • O-HEALTH-EDU : A scoping review on the reporting of oral health professional education in Europe.
  • 2021
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 25:1, s. 56-77
  • Tidskriftsartikel (refereegranskat)abstract
    • INTRODUCTION: The variability in oral health professional education is likely to impact on the management of oral health needs across Europe. This scoping review forms the initial part of a larger EU-funded collaborative Erasmus + project, 'O-Health-Edu'. The aim of this scoping review is to investigate how oral health professional education in Europe is reported.METHODS: The PRISMA and Arksey & O'Malley methodological frameworks for scoping reviews were used to guide reviewers in answering the research question "How is oral health professional education reported in Europe?". The search strategy encompassed published literature searches, internet searches and further searching of relevant documents from educational organisations, regulators and professional bodies. Once the search strategy was developed, it was sent to key stakeholders for consultation. Sources were reviewed by two authors (JD, JF) and included in the review if they reported on oral health professional education in Europe.RESULTS: A total of 508 sources were retrieved from all of the searches. A total of 405 sources were excluded as they did not report on the topic of interest, leaving 103 sources that reported on oral health professional education in Europe. Handsearching the references of published sources lead to a further 41 sources being screened, of which, 15 were included. In total, 33 duplications were removed and the final number of included sources was 85. The average year of publication for the included sources was 2007, with sources most commonly published in journals dedicated to dental education. Surveys represented the most common form of reporting. From the data obtained, four broad themes of reporting were evident: dental education at a programme level, dental education at a discipline level, other oral health professional education, and postgraduate education and continuous professional development.CONCLUSION: The reporting of dental and oral health professional education in Europe is limited. Whilst there are many useful documents that provide guidelines on dental education, there is limited knowledge on how education is implemented and delivered. There is a greater need for comprehensive educationally driven programme-level data on oral health professional education across Europe.
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46.
  • Dixon, Jonathan, et al. (författare)
  • O-HEALTH-EDU : A viewpoint into the current state of Oral Health Professional education in Europe: Part 1: Programme-level data
  • 2024
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 28:2, s. 591-606
  • Tidskriftsartikel (refereegranskat)abstract
    • Introduction: Current legislation leaves Oral Health Professional (OHP) education open to wide interpretation and may result in significant variation in educational practice and resultant professional attributes across Europe. Data regarding the current state of OHP education across Europe is limited. The aim of Part 1 of this series is to provide programme-level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education.Methods: A 91-item questionnaire was developed following the Delphi method. The questionnaire and the Articulate glossary of OHP education terms were developed concurrently to facilitate a common understanding of language. Piloting was performed in multiple stages and included institutions internal and external to the research group. The questionnaire was uploaded online and converted to a data hub, allowing dental schools to control their own data and update the data provided whenever they wish. All ADEE member schools (n = 144) were invited to provide data. Forty questions relating to school details, Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education were included in this part of the series.Results: Seventy-one institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Programme-level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education is presented including programme length, funding, languages and fees, student numbers and demographics, student admission and selection processes and permission to practice after graduation.Conclusion: This series of papers, as far as the authors are aware, are the first attempts to build a comprehensive picture of the current state of OHP education in Europe. A comprehensive view of the state of OHP education in Europe is not yet available but the O-Health-Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe.
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47.
  • Dixon, Jonathan, et al. (författare)
  • O-Health-Edu : A viewpoint into the current state of oral health professional education in Europe : Part 2: Curriculum structure, facilities, staffing and quality assurance
  • 2024
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 28:2, s. 607-620
  • Tidskriftsartikel (refereegranskat)abstract
    • INTRODUCTION: Oral health professional (OHP) education is likely to vary across Europe in accordance with an EU directive that is open to broad interpretation. It is not clear how OHP curricula are structured or delivered across Europe. The objectives of Part 2 of this paper series are: (i) to provide an overview of common practices in curriculum structure, the availability of facilities, staffing (faculty) and quality assurance processes and (ii) to consider how the existing programme structures align to stakeholder guidance documents.METHODS: A total of 27 questions from a 91-item questionnaire were used for this manuscript. The questionnaire was developed following the Delphi method to establish consensus from a group of experts. Members of the research team and colleagues from other countries in Europe completed a multi-step piloting process. An online data hub was created to allow the respondents to be data controllers and respond to the questionnaire. ADEE member schools (n = 144) were invited to provide data.RESULTS: Totally, 71 institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Data on curriculum approaches, teaching methods, integration of topics of interest, clinical education, staff-student ratios, access to facilities and new technologies, teaching staff (faculty) and quality assurance processes are presented for Primary Dental Degree Programmes.CONCLUSION: To the best of our knowledge, this series of papers are the first attempts to provide a comprehensive overview of OHP education in Europe. Results showed that the majority of European dental programmes are engaged in providing innovative and scientifically grounded education in order to develop quality future OHPs. Nevertheless, significant variability in the delivery of clinical education across the European OHP schools was notable in this dataset. A comprehensive view of the state of OHP education in Europe is not yet available but the O-Health-Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe.
  •  
48.
  • Field, James, et al. (författare)
  • Embedding environmental sustainability within oral health professional curricula-Recommendations for teaching and assessment of learning outcomes.
  • 2023
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 27:3, s. 650-661
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • The FDI World Dental Federation suggests that "dentistry, as a profession, should integrate Sustainable Development Goals into daily practice and support a shift to a green economy in the pursuit of healthy lives and wellbeing for all, through all stages of life." This article reports on the recent activity of the Association for Dental Education in Europe Special Interest Group for Sustainability in Dentistry. Following on from the group's previous activities, which explored current educational practice, this work aimed to reach a pan-European consensus on a number of learning outcomes for environmental sustainability, in order to (i) support institutions in designing and delivering their curriculum, and (ii) to further harmonise the delivery of oral health professional education across Europe. This article presents specific learning outcomes relating to environmental sustainability and recommendations relating to curriculum development, including methods of teaching and assessment.
  •  
49.
  • Field, James, et al. (författare)
  • O-Health-Edu : A vision for oral health professional education in Europe.
  • 2023
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 27:2, s. 382-387
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • This consensus paper reports on the process of developing a renewed vision for Oral Health Professional (OHP) education across Europe, and forms part of a larger EU-funded collaborative Erasmus+ project, "O-Health-Edu." The vision aligns with the World Health Organisation milestones (2016) and resolutions (2021), and EU4Health programme (2020) objectives - and projects 20 years into the future, to 2040. This longitudinal vision takes a multi-stakeholder perspective to deliver OHP education that acts in the best interests of both students and patients, and sits within the context of a wider strategy for general health. Included, it is an infographic to help communicate the vision to various stakeholders of OHP education.
  •  
50.
  • Field, James, et al. (författare)
  • The Graduating European Dentist : Domain III: Patient- Centred Care
  • 2017
  • Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 21:Supplement 1, s. 18-24
  • Tidskriftsartikel (refereegranskat)abstract
    • This position paper outlines the areas of competence and learning outcomes of “The Graduating European Dentist” that specifically relate to patient- centred care. This ap-proach is becoming increasingly prominent within the literature and within policy documents. Whilst working to an evidence base is critical, dentists must also be aware of the scientific basis that underpins the treatment they provide. The evaluation pro-cess, which supports treatment planning, also requires dentists to be able to listen, collate, and record pertinent information effectively. In addition, the ability to account for a patient’s social, cultural and linguistic needs (cultural competence) will result in a practitioner who is able to treatment plan for patient- centred care.
  •  
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