Arghavan Etebarian; Leila Sadati; Somayeh Khoramian Tusi; Kamran Farjad
Abstract
Background: With the onset of the COVID-19 pandemic and the impossibility of face-to-face learning, universities sought alternative methods to continue education and adapt to the upcoming conditions. Although technology development and virtual education methods created many opportunities in dental education, ...
Read More
Background: With the onset of the COVID-19 pandemic and the impossibility of face-to-face learning, universities sought alternative methods to continue education and adapt to the upcoming conditions. Although technology development and virtual education methods created many opportunities in dental education, these modern solutions were not free of problems.Objectives: The current study explored the challenges, opportunities, and future directions of dental education from the experience of dental students, faculty members, and the dean of Alborz Dental School during the COVID-19 pandemic.Methods: The current qualitative study was conducted in 2021 using the content analysis method and in-depth semi-structured interviews with faculty members and students of Alborz Dental School. Purposive sampling was implemented to collect data with maximum variability in the faculty and student groups. In addition, 19 semi-structured interviews were transcribed verbatim immediately after each interview. The results were analyzed using MAXQDA version 10 software through the content analysis method.Results: The results of data analysis in the evaluation of challenges and opportunities of dental education from the experience of dental students, faculty members, and the dean of Alborz Dental School during the COVID-19 pandemic detected three emerging categories: opportunities, challenges, and future direction with subcategories of e-learning, clinical training, infrastructures, and personal life.Conclusion: Despite creating new learning opportunities during the COVID-19 pandemic, faculty members and dental students faced many challenges. Therefore, identifying these challenges, taking advantage of opportunities, and using faculty members' and students' experiences and suggestions can improve the learning experience and quality of education during the post-pandemic era.
Eileen Hoskin; Karl Woodmansey; Lynn Beck; Tobias Rodriguez
Abstract
Background and Objectives Healthcare providers must endeavor to treat patients with empathy if they expect to practice successfully. Empathy is especially relevant to dentists who provide treatment that is usually associated with pain and invasion of personal space boundaries. A 2011 study by Konrath ...
Read More
Background and Objectives Healthcare providers must endeavor to treat patients with empathy if they expect to practice successfully. Empathy is especially relevant to dentists who provide treatment that is usually associated with pain and invasion of personal space boundaries. A 2011 study by Konrath and O’Brien showed that undergraduate college students have less empathy than the past generations. Anecdotal reports and the author's personal experiences also suggest a reduction in empathy among current dental students. This study was designed to assess empathy in a dental student cohort at a dental school in the United States. Methods This study examined empathy levels in third- and fourth-year dental students at a dental school in the United States using existing validated medical education psychometric assessments modified for dental education. Specifically, the Jefferson scale of physician empathy-health professional (JSPE-HP) and patient-practitioner orientation scale (PPOS) questionnaires were modified for use in the dental education domain by substituting the word “dentist” for “physician” and replacing “medical procedures” with “dental procedures.” E-mails were sent to all 240 third- and fourth-year dental students at the Rutgers school of dental medicine (RSDM) inviting them to participate in a brief online survey about their perceptions of dentist-patient interactions. Results Of the 240 invited students, 84 participated in the survey (27%). All questions were answered with a high empathy rating except for two questions - “It is difficult for me to view things from my patient’s perspective” and “I can treat and relate best to patients who look like me and have similar beliefs.” The calculated Cronbach’s coefficient alpha was 0.71 indicating acceptable internal consistency reliability. Conclusions This study did not confirm the hypothesis that students lacked empathy. Only two statements were answered in ways that suggested a decrease in empathic cognition. The responses to the open-ended questions provided an insight into the students’ self-interested thought processes.
Jahangir Haghani; Sanam Mirbeigi; Hossein Safi Zadeh
Volume 10, Issue 3 , October 2013, , Pages 343-349
Abstract
Background & Objective: The present study aimed to evaluate students skill in identification of intraoral radiographs faults and the way correcting them Methods: Seven intraoral radiographs included 6 periapical radiographs and 1 bitewing with common errors selected The slides were showed to each ...
Read More
Background & Objective: The present study aimed to evaluate students skill in identification of intraoral radiographs faults and the way correcting them Methods: Seven intraoral radiographs included 6 periapical radiographs and 1 bitewing with common errors selected The slides were showed to each student in standard and same condition Each student must have passed the relative radiologic courses The radiographs included 7 technical errors and 4 processing errors Each student was asked to assess each film for the presence/absence of film fault(s) and to detail how to correct the faults Descriptive analytical test and ttest were used to assess the data Results: The minimum and maximum scores were 9 and 19 respectively out the total score 22 The mean score of the identification film faults was 77 and the mean score of troubleshooting the faults was 58 of 11 The ttest showed no statistically significant difference between the male and female student (P > 005) Conclusion: The skill of student in identification the film faults is superior to troubleshooting the errors There was no statistically significant difference between the male and female student
