No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Conception and Evaluation of an Interdisciplinary Lecture on Tooth Extraction versus Tooth Preservation
Abstract
Background: Despite consistent demands, examples of interdisciplinary and evidence-based curricula are rare in dentistry. To address this, the following pilot study describes the conception of an interdisciplinary curriculum on the topic of tooth extraction (TE) vs. tooth preservation (TP). Methods: Based on the German National Learning Objective Catalog on Dentistry, 1408, learning objectives were analyzed, and an interdisciplinary lecture series on TE vs. TP was conceived and conducted. Students' knowledge increase was measured using self-assessment questionnaires on a 6-step Likert scale (from 1 = very good to 6 = insufficient) and by structured evaluation. Results: Overall, the students rated their theoretical knowledge significantly better (p < 0.001) and the pilot course was evaluated "well" to "very well" by the students in terms of didactics, relevance, extent, and involvement. Discussion: The pilot course allowed students to choose between tooth extraction and tooth preservation based on an evidence-based and interdisciplinary assessment.
ResearchGate has not been able to resolve any citations for this publication.
Teamwork is essential for the provision of contemporary, high quality oral health care. Teamwork skills need to be taught and learnt and therefore ought to be one of the core competencies in all dental education programmes: dentistry, oral health therapy, dental technology and dental assisting. Currently, lack of opportunities for collaborative learning and practice within educational establishments, and in the practising professions, hamper the development of effective teamwork. For students across oral health care, 'learning together' requires positive action for teamwork skills to be developed. Interprofessional curricula need to be formally developed, based on evidence from the wider education literature that demonstrates how to maximise the engagements needed for teamwork in practice. Rigorous study of interprofessional education within dentistry and oral health is in its infancy. Anecdotal evidence indicates that dental technology students who experience an interprofessional curriculum are better prepared for collaborative practice. Formalised interprofessional education is posited as an effective strategy to improve interactions among oral health professionals leading to improved patient care. This paper reviews the extant literature and describes the approach currently being trialled at Griffi th University. Yes Yes
This study outlines how dental tutors at the chairside view their teaching and describes what are considered important current issues, requirements and recommendations for good chairside teaching practice. A qualitative analysis was undertaken of stakeholder perceptions of chairside teaching from both a single dental school study and a UK wide evaluation workshop. The evaluation of good chairside teaching showed that training requirements might be quite different for different stakeholders in chairside teaching. Further, this evaluation process may serve as a process model for institutional change for improvements in chairside teaching. This article is the second of a series of three and evaluates chairside teaching on a UK wide scale. The first, investigated the perceptions of stakeholders of chairside teaching at a single dental school. The third provides educational tools to encourage collaboration and sharing good chairside teaching practice. A further accompanying article reviews some of the educational methodology and innovations in teaching and learning that may be applied to dentistry.
The goal of interprofessional education (IPE) is to bring various professional groups together in the educational environment to promote collaborative practice and improve the health care of patients. Interest in IPE has been sparked by several factors in the health care system, including the increased awareness of oral-systemic connections, an aging population, the shift of the burden of illness from acute to chronic care, and lack of access to basic oral care. Increasingly, since the publication of the U.S. surgeon general's report in 2000, the dialogue surrounding IPE in dentistry has escalated. But how has dentistry changed regarding IPE since the report was released? This position paper argues that little has changed in the way dental students are taught and prepared to participate in IPE. The authors contend that academic dentistry and organized dentistry must take the lead in initiating and demanding IPE if dental students are to be prepared to work in the health care environment of the twenty-first century. Included are reasons why IPE is necessary and why dentistry must lead the conversation and participate in the solution to the oral health care crisis. It explores existing models and alternate approaches to IPE, barriers to implementation, and proposed strategies for academic institutions.
In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its "Interprofessional Education for Patient Centred Practice" (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative. The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner's opportunity to become a collaborative practitioner. The paper also discusses key issues related to the evaluation of IPE and its varied outcomes. Lastly, it gives the reader suggestions of outcome measurements that can be used within the proposed IPE framework.
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the "who, what, where, when and how" related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.
The purpose of this article is to review the literature on interprofessional education (IPE) and report on a preliminary survey of the current status of interprofessional education in seven academic health centers (AHCs) that have schools of dentistry associated with them. There is wide variability in interpretation of the term "interprofessional," and many barriers to interprofessional education exist including already overcrowded curricula in health professions schools, lack of support from faculty and administration, and financial constraints. Based on interviews completed at the authors' home institutions, it was recommended that topics such as ethics, communication skills, evidence-based practice, and informatics could be effectively taught in an interprofessional manner. Currently, some academic health centers are attempting to develop interprofessional education programs, but most of these efforts do not include dental students. Of the seven AHCs investigated in this study, only two had formal interprofessional educational activities that involved students from two or more health professions education programs. Dental school participants in this study professed a strong interest in interprofessional programs, but many interviewees from other professional schools and AHC administrators perceived that the dental school was isolated from other schools and disinterested in IPE. Many health care setting models in the future will include dentists as part of an interdisciplinary health care team; consequently, it is important for dental schools to become an active participant in future interprofessional educational initiatives.
Core physician activities of lifelong learning, continuing medical education credit, relicensure, specialty recertification, and clinical competence are linked to the abilities of physicians to assess their own learning needs and choose educational activities that meet these needs.
To determine how accurately physicians self-assess compared with external observations of their competence.
The electronic databases MEDLINE (1966-July 2006), EMBASE (1980-July 2006), CINAHL (1982-July 2006), PsycINFO (1967-July 2006), the Research and Development Resource Base in CME (1978-July 2006), and proprietary search engines were searched using terms related to self-directed learning, self-assessment, and self-reflection.
Studies were included if they compared physicians' self-rated assessments with external observations, used quantifiable and replicable measures, included a study population of at least 50% practicing physicians, residents, or similar health professionals, and were conducted in the United Kingdom, Canada, United States, Australia, or New Zealand. Studies were excluded if they were comparisons of self-reports, studies of medical students, assessed physician beliefs about patient status, described the development of self-assessment measures, or were self-assessment programs of specialty societies. Studies conducted in the context of an educational or quality improvement intervention were included only if comparative data were obtained before the intervention.
Study population, content area and self-assessment domain of the study, methods used to measure the self-assessment of study participants and those used to measure their competence or performance, existence and use of statistical tests, study outcomes, and explanatory comparative data were extracted.
The search yielded 725 articles, of which 17 met all inclusion criteria. The studies included a wide range of domains, comparisons, measures, and methodological rigor. Of the 20 comparisons between self- and external assessment, 13 demonstrated little, no, or an inverse relationship and 7 demonstrated positive associations. A number of studies found the worst accuracy in self-assessment among physicians who were the least skilled and those who were the most confident. These results are consistent with those found in other professions.
While suboptimal in quality, the preponderance of evidence suggests that physicians have a limited ability to accurately self-assess. The processes currently used to undertake professional development and evaluate competence may need to focus more on external assessment.
Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods of implementing such an approach. In this narrative, we describe the lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada.
We developed a framework of physician competencies organized around seven physician "Roles": Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional. A systematic implementation plan involved: the development of standards for curriculum and assessment, faculty development, educational research and resources, and outreach.
Implementing this competency framework has resulted in successes, challenges, resistance to change, and a list of essential ingredients for outcomes-based medical education.
A multifaceted implementation strategy has enabled this large-scale curriculum change for outcomes-based education.
Purpose:
Computer-assisted learning (CAL) programs are becoming more widely used in medical and dental training. However, the combination of CAL programs and evidence-based education in dentistry has not been described previously. The aim was to determine the acceptance and user-friendliness of a CAL program combined with evidence-based training.
Methods:
The didactic concept of the module includes the case-oriented, problem-based embedding of a total of 32 EbM learning assignments, which can be completed interactively and self-determinedly in an interdisciplinary context using focus patients with different diseases. The present study was conducted at the Dental School of the Goethe University in Frankfurt/Main. Data on acceptance and user-friendliness were collected from three consecutive cohorts of 114 dental students attending their first clinical semester. They used the "Toothache Walk-in Clinic: FOCUS" CAL, which can be downloaded via the Internet. The instrument consisted of 64 statements. The first part addressed general information about the user. The second part contained 43 specific statements on the CAL program. These included factors A (handling and technical aspects), B (content and functional range), and C (didactics and suitability for education). Possible responses ranged from 0 to 3 (0 = strongly disagree, 3 = strongly agree).
Results:
All of the 114 questionnaires distributed were returned (response rate 100%). Most users (90.1%) considered the topics of evidence-based dentistry important for their training. They rated the program by using German school grades, and the overall rating was 2.26 (SD = 0.64). Most students (88.6%) considered the program useful for their clinical training in the treatment of patients. The mean scores for the 43 specific items amounted to 1.90 (factor A, SD = 0.63), 1.55 (factor B, SD = 1.93), and 2.23 (factor C, SD = 0.79).
Conclusions:
The CAL program with dental medicine vignettes and learning elements for evidence-based medicine received a primarily positive assessment. Students welcome that EbM contents are offered as part of their dental studies curriculum.
Training practitioners with better skills in teamwork and communication is thought to be essential for preventing medical errors, and it may help reduce health inequities and reverse rising costs by providing patients with the amount and type of expertise they need.
Introduction:
The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education.
Methods:
This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education.
Results and discussion:
Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature.
Conclusion:
Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research.
To foster medical students’ diagnostic knowledge a case-based worked example approach was implemented in the context of a computer-based learning environment. Thirty medical students were randomly assigned to the condition ‘with erroneous examples’, and 31 students learned with correct examples. Diagnostic knowledge was operationalised using a multiple-choice test, key-feature problems and problem-solving tasks. Cognitive load, acceptance and subjective learning outcomes were assessed by three questionnaire scales. Students learning with erroneous examples performed better than students learning with correct examples. However, this effect was not significant. Erroneous examples significantly increased cognitive load and decreased students’ subjective learning outcomes. However, they had no influence on acceptance.
In Germany, the dental curriculum is still based on dental licensing regulations (“Approbations-/Prüfungsordnung für Zahnärzte”) from 1955. Essential changes of the dental licensing regulations have not been made for over 50 years—unlike the medical licensing regulations in Germany. Teaching and learning concepts have, nevertheless, changed considerably in medical and dental education over time. The present study delivers an analysis about reform initiatives in dental education in Germany and introduces examples of innovative projects. To be able to establish long-term and broad reforms in dental education, new licensing regulations for dentists are required. This should create a contemporary framework for education, which assigns resources and enables occupational profile development at specific locations. Thereby, compatibility with the medical curriculum has to be guaranteed just as required adaptations of admission and curricular capacity regulations for dentistry.
In Germany, the dental curriculum is still based on dental licensing regulations ("Approbations-/Prüfungsordnung für Zahnärzte") from 1955. Essential changes of the dental licensing regulations have not been made for over 50 years-unlike the medical licensing regulations in Germany. Teaching and learning concepts have, nevertheless, changed considerably in medical and dental education over time. The present study delivers an analysis about reform initiatives in dental education in Germany and introduces examples of innovative projects. To be able to establish long-term and broad reforms in dental education, new licensing regulations for dentists are required. This should create a contemporary framework for education, which assigns resources and enables occupational profile development at specific locations. Thereby, compatibility with the medical curriculum has to be guaranteed just as required adaptations of admission and curricular capacity regulations for dentistry.
Introduction:
Predominantly theoretical courses are employed to teach German dental students in implant dentistry at pre-clinical stage. As implant dentistry is an important part of the clinical treatment spectra, practical implementation of this field at an early stage of education seems to be appropriate. By a newly developed interdisciplinary implant dentistry course, students should assess an improved competence level as well as first practical experiences in the field of implant dentistry at the pre-clinical stage of their education.
Materials and methods:
Interdisciplinary implant dentistry education was integrated in the final pre-clinical course Phantom II at the Department of Prosthodontics, LMU, Munich. In total 120 pre-clinical students participated at the implant dentistry education course. After theoretical introduction into implant surgery and implant prosthetics, 30 simulation units were employed for the practical training of the participants. All important treatment steps were carried out by the students under instruction by the supervisors, including interdisciplinary planning, the use of the drilling template, the template guided insertion of two implants, as well as the integration of two ball attachments into a pre-existing full denture. After the course participants were asked by questionnaire about the quality of the course and their personal opinion.
Results:
The course received an extraordinary positive feedback. In total 108 students evaluated the course with the overall grade of 1.68 according to the German school-mark system (1 = excellent, 6 = unsatisfactory). Also the single parts of the course were voted constantly positively.
Conclusion:
The aim of this first interdisciplinary course for pre-clinical students was to enhance competence level and practical implementation of implant dentistry at an early stage of education. Participants' comments and suggestions on the questionnaires demonstrated the positive response and the general interest in this form of dental education, as well as the demand for further development of training in this field.
This paper presents the profile and competences for the European Dentist as approved by the General Assembly of the Association for Dental Education in Europe at its annual meeting held in Helsinki in August 2009. A new taskforce was convened to update the previous document published in 2005. The updated document was then sent to all European Dental Schools, ministries of health, national dental associations and dental specialty associations or societies in Europe. The feedback received was used to improve the document. European dental schools are expected to adhere to the profile and the 17 major competences but the supporting competences may vary in detail between schools. The document will be reviewed once again in 5 years time. Feedback to the newly published document is welcomed and all dental educators are encouraged to draw upon the content of the paper to assist them in harmonising the curriculum throughout Europe with the aim of improving the quality of the dental curriculum.
Previous studies have reached a variety of conclusions regarding the effect of gender on performance in objective structured clinical examinations (OSCEs). Most measured the effect on students' overall OSCE score. The authors of this study evaluated the effect of gender on the scores of specific physical examination OSCE stations, both "gender-sensitive" and "gender-neutral."
In 2008, the authors collected scores for 138 second-year medical students at the University of Calgary who underwent a seven-station OSCE. Two stations--precordial and respiratory exams--were considered gender-sensitive. Multiple linear regression was used to explore the effect of students', standardized patients' (SPs'), and raters' genders on the students' scores.
All 138 students (69 female) completed the OSCE and were included in the analyses. The mean scores (SD) for the two stations involving examination of the chest were higher for female than for male students (83.2% [15.5] versus 78.3% [15.8], respectively, d = 0.3, P = .009). There was a significant interaction between student and SP gender (P = .02). In the stratified analysis, female students were rated significantly higher than male students at stations with female SPs (85.4% [15.5] versus 76.6% [16.5], d = 0.6, P = .004) but not at stations with male SPs (80.2% [15.0] versus 80.0% [15.0], P = 1.0).
These results suggest student and SP genders interact to affect OSCE scores at stations that require examination of the chest. Further investigations are warranted to ensure that the OSCE is an equal experience for all students.
Medical students frequently show problems when they are trying to apply knowledge acquired from books and lectures in solving clinical diagnostic problems. One reason for the difficulties so detected is that making diagnoses needs not only knowledge of facts but also diagnostic reasoning strategies. Two studies are presented here in which it is shown that case-based learning is especially suitable to teach such strategies. In study one, we are investigating the kinds of strategies employed by advanced students in solving cases. The results of study one show that some of the students use the inefficent strategy of data- collecting. In study two, the effects of instructional support are explored. A kind of cognitive modelling was developed based on cognitive apprenticeship theory: A physician demonstrated a model solution of a case, using an efficient strategy of diagnostic reasoning. Subjects were assigned to two experimental groups and one control group. The experimental group 1 first worked with the cognitive model, then the subjects solved a similar case by themselves. The experimental group 2 initially solved one case by themselves, then they were shown the model solution of a similar case by the physician. The subjects in the control group received no additional support. The results show that the modelling of an adequate strategy by an experienced physician leads to the use of improved strategies by the learners when solving a transfer case. The cognitive model proved to be more effective when learners independently solved a case prior to receiving cognitive modelling. Medizinstudenten haben häufig Probleme, das in Vorlesungen erworbene Wissen beim Diagnostizieren von Fällen anzuwenden. Eine Ursache dafür ist, daß für das Diagnostizieren nicht nur Faktenwissen nötig ist, sondern daß man auch über Strategien des diagnostischen Denkens verfügen muß. In zwei Studien wird die Förderung des Erwerbs diagnostischer Strategien durch fallbasiertes Lernen thematisiert. In Studie 1 wurde untersucht, welche Strategien fortgeschrittene Studenten bei der Lösung computerunterstützt dargebotener Fälle verwenden. Die Ergebnisse zeigen, daß die Studierenden zum Teil eine ineffektive Strategie des Datensammelns verwenden. In Studie 2 wurde die Wirkung einer zusätzlichen instruktionalen Unterstützung untersucht. Orientiert am Cognitive Apprenticeship-Ansatz wurde dazu ein kognitives Modell entwickelt: Eine Ärztin bearbeitet einen Fall und artikuliert dabei ihre Strategien des diagnostischen Denkens. Die Wirkung dieses Modells wurde in zwei Treatmentgruppen und einer Kontrollgruppe untersucht. Die erste Treatmentgruppe bekam vor einer eigenen Fallbearbeitung das kognitive Modell präsentiert; die zweite Treatmentgruppe bearbeitete zunächst einen eigenen Fall und beobachtete anschließend das kognitive Modell. Die Kontrollgruppe bekam keine zusätzliche instruktionale Unterstützung. Die Ergebnisse der Studie weisen darauf hin, daß die kognitive Modellierung einer günstigen, rückwärtsgerichteten Strategie einen positiven Effekt auf die Qualität der Lösung eines Transferfalls hat. Das kognitive Modell erwies sich dabei als effektiver, wenn die Lernenden zunächst einen eigenen Fall bearbeiteten.
Introduction:
This paper describes a Thematic Network Project (TNP) funded by the European Union's Directorate for Education and Culture. It focused on convergence towards higher standards in dental education in the European Union and included those 'Associate Countries' seeking membership of an expanding EU. The DentEd Project sought to use peer influence in promoting convergence towards higher standards in European dental education and training. There is evidence of serious differences in standards despite the European Union's Dental Directives and the series of guidelines and recommendations of their Advisory Committee on the Training of Dental Practitioners.
Methods:
The DentEd TNP sought to improve communication, better understanding of different systems and to pool intellectual resources. A central objective of the network was to promote outcome analysis and the implementation of evidence-based treatments. DentEd sought to identify and disseminate innovations and best practices in European dental schools and stomatological institutions. This was achieved by instigating 30 self-assessments of dental schools throughout Europe. Self-assessment was followed by a visit from a team of international peers. Each assessment comprised 19 sections and was placed on the DentEd web site (www.dented.org) after it was jointly approved by the visitors and host school. The 30 self-assessment reports together with the visitors comments and recommendations were then divided into their component sections and analysed. Responsibility for each section was allocated to one of 19 different international working groups of between 8 and 12 people. Preliminary analyses from these working groups were presented and debated on the DentEd interactive web site. They finalised their findings in the DentEd Report at a Plenary meeting in the Nobel Forum in the Karolinska Institute in Stockholm. The meeting was organised in such a way that each working group finalised their report. This was followed by the rotation of the working groups to listen and respond to the presentation of another group on the basis of a series interactive meetings. At the end of the meeting the original groups reassembled and revised their analysis on the basis of the additional input from the other 200 individuals involved and then finalised their group's report on the web site. These reports are available on the web site and were also published in hard copy.1 The three-year DentEd Project achieved its stated objectives.
Conclusion:
The DentEd Thematic Network Project employed a process of schools visits, plenary meetings and the use of an interactive web site to help reach consensus on innovations, best practices and significant divergence in standards in dental education in Europe. This process has proven an effective method of improving communication and of increasing the understanding of diversity in a wide range of educational methods. It also emphasised the importance of continuing quality improvement and outcome analysis of the clinical competence of graduates from European dental schools. It is important to emphasise that schools visited are likely to reflect those with an open and flexible attitude to educational reform and development and perhaps they were not representative of those schools that would benefit most from a self-assessment followed by peer review. On completion of the DentEd Thematic Network Project (TNP) the European Union's Directorate for Education and Culture approved a new three-year DentEdEvolves TNP and the consortium has recently submitted a major proposal in the EU's eLearning initiative on the basis of the success of this collaboration. This has extended to include 75% of dental schools from North America and plans for extension to South-east Asia will bring a major meeting to Singapore in April 2002.
The objective of this study was to investigate whether a gender difference exists in student performance on any component of the grading scheme in an obstetrics and gynecology clerkship.
Evaluation of medical students' performance in the obstetrics and gynecology clerkship at our institution includes an Objective Standardized Clinical Examination with an interpersonal skills subsection, a written examination, and faculty evaluations. Performance data from 355 medical students enrolled in the clerkship between 1995 to 1998 were analyzed.
Female students performed better than their male colleagues on the written examination (d = .56), the overall Objective Standardized Clinical Examination (d = .46) and its interpersonal skills subsection (d = .49), and the final clerkship score (d = .48). There were no differences between male and female students in faculty evaluation scores. Female students received better final scores for the clerkship.
Female students performed about 1/2 standard deviation better on the majority of the assessment tools used in the obstetrics and gynecology clerkship.
Despite equivalent performance as assessed by objective external measures, women tend to underestimate their abilities compared with their male counterparts.
The difference in ordinal values from faculty and resident self-evaluations was calculated for each general and plastic surgery resident. Objective external performance measures were compared for female and male residents.
Male and female residents performed equivalently. All residents underestimated their abilities compared with faculty assessment; however, general surgery residents did so to a greater degree (P < .05). Female residents demonstrated a greater degree of underestimation than did their male colleagues; however, this was not statistically significant.
Although female resident surgeons are generally confident in their abilities, this may be in contrast to the self-perception of many female medical students. Consideration of gender differences in self-perception may be important when providing feedback to female students and residents.
To assess the effect of ethnicity and gender on medical student examination performance.
Cohort study of Year 3 medical students in 2002 and 2003.
Royal Free and University College Medical School, Imperial College School of Medicine.
A total of 1216 Year 3 medical students, of whom 528 were male and 688 female, and 737 were white European and 479 Asian.
Performance in summative written and objective structured clinical examinations (OSCEs) in July 2002 and 2003.
White females performed best in all OSCEs and in 3 out of 4 written examinations. Mean scores for each OSCE and 2 out of 4 written examinations were higher for white students than for Asian students. The overall size of the effect is relatively small, being around 1-2%.
Students of Asian origin, of both genders, educated in the UK, using English as their first language, continue to perform less well in OSCEs and written assessments than their white European peers.
The aims of this paper are to present the findings from the scientific literature that discuss strategies that can contribute to a "best practices" treatment plan model for effectively integrating Evidence-Based Decision Making (EBDM) into curricula. MEDLINE, CINAHL, and HealthSTAR databases were searched, as was the Cochrane Database of Systematic Reviews. Studies and articles, ranging from systematic reviews to articles proposing models and recommendations for how to implement EBDM into curricula and faculty development were reviewed. Several common themes emerged and form the basis for a treatment plan model. The first step in developing any treatment plan is a thorough assessment of the current situation or problem. Recognizing that there are multiple phases to the assessment of an educational system, the focus of this paper will be to understand which teaching and learning strategies are most effective. These, in turn, will inform faculty of needed curricular changes and skill development training, requisites in order for them to prepare students to be successful in providing patient care using the best available evidence. Elements of a suggested treatment plan will be presented with the caveat that each dental school will need to develop an implementation plan based on an assessment of its own environment and needs.
Self-assessment promotes reflective practice, helps students identify gaps in their learning and is used in curricular evaluations. Currently, there is a dearth of validated self-assessment tools in rheumatology. We present a new musculoskeletal self-assessment tool (MSAT) that allows students to assess their confidence in their skills in and knowledge of knee and shoulder examination.
We aimed to validate the 15-item MSAT, addressing its construct validity, internal consistency, responsiveness, repeatability and relationship with competence.
Participants were 241 Year 3 students in Newcastle upon Tyne and 113 Year 3 students at University College London, who were starting their musculoskeletal skills placement. Factor analysis explored the construct validity of the MSAT; Cronbach's alpha assessed its internal consistency; standardised response mean (SRM) evaluated its responsiveness, and test-retest, before and after a pathology lecture, assessed its repeatability. Its relationship with competence was explored by evaluating its correlation with shoulder and knee objective structured clinical examinations (OSCEs). Results The MSAT was valid in distinguishing the 5 domains it intended to measure: clinical examination of the knee; clinical examination of the shoulder; clinical anatomy of the knee and shoulder; history taking, and generic musculoskeletal anatomical and clinical terms. It was internally consistent (alpha = 0.93), responsive (SRM 0.6 in Newcastle and 2.2 in London) and repeatable (intraclass correlation coefficient 0.97). Correlations between MSAT scores and OSCE scores were weak (r < 0.2).
The MSAT has strong psychometric properties, thereby offering a valid approach to evaluating the self-assessment of confidence in examination skills by students. Confidence does not necessarily reflect competence; future research should clarify what underpins confidence.
Dentes Goethei -an interdisciplinary project to evaluate the Frankfurt curriculum in dentistry
- B Schacher
- S Brandt
- L Kandsperger
- C Landes
- T Locher
- A Uhse
- J Tent
- S Gerhardt-Szep
Schacher, B., Brandt, S., Kandsperger, L., Landes,C., Locher, T., Uhse, A. & Tent, J., Gerhardt-Szep, S.
(2015). Dentes Goethei -an interdisciplinary project to evaluate the Frankfurt curriculum in dentistry.
European Journal of Dental Education, 19(1), e18.
Interdisziplinäre Curriculumskartierung der Frankfurter zahnmedizinischen Ausbildung anlehnend an den NKLZ
Interdisziplinäre Curriculumskartierung der Frankfurter zahnmedizinischen Ausbildung anlehnend an den NKLZ.
Dtsch Zahnärztl, (71). https://doi.org/10.3238/dzz.2016.0129-0135
- A E Levine
- R D Bebermeyer
- J.-W Chen
- D Davis
- C Harty
Levine, A. E., Bebermeyer, R. D., Chen, J.-W., Davis, D. & Harty, C. (2008). Journal of Dental Education,
72(9), 1067-1076.
Interdisziplinäres Curriculum für die klinische Ausbildung in der Zahnmedizin
- A Rahman
- K Meyer
- S Jacker-Guhr
- J Eberhard
- A Delling
- W Heuer
- W Geurtsen
Rahman, A., Meyer, K., Jacker-Guhr, S., Eberhard, J., Delling, A., Heuer, W. & Geurtsen, W. (2012).
Interdisziplinäres Curriculum für die klinische Ausbildung in der Zahnmedizin. Retrieved from
https://www.egms.de/static/en/meetings/gma2012/12gma128.shtml
Empfehlungen zur Weiterentwicklung der Zahnmedizin an den Universitäten in Deutschland
- Wissenschaftsrat
Wissenschaftsrat. (2005). Empfehlungen zur Weiterentwicklung der Zahnmedizin an den Universitäten in
Deutschland. Retrieved from https://www.wissenschaftsrat.de/download/archiv/6436-05.pdf