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Dental students’ and lecturers’ perception of the degree of difficulty of caries detection associated learning topics in Brazil
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Juan Sebastian Lara
, Mariana Minatel Braga, Caleb Shitsuka, Chao Lung Wen, Ana Estela Haddad - J Educ Eval Health Prof. 2015;12:56. Published online December 25, 2015
- DOI: https://doi.org/10.3352/jeehp.2015.12.56
- 31,255 View
- 180 Download
- 6 Web of Science
- 5 Crossref
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Abstract
PDF - Purpose
It aimed to explore the degree of difficulty of caries-detection-associated-topics perceived by dental students and lecturers as pedagogical step in the development of learning objects for e-learning. Methods: A convenience sample comprising ninety-eight subjects from different academic levels (undergraduate/graduate students and pediatric dentistry lecturers) participated. Two spreadsheets (isolated/relative) were created considering key topics in the caries detection process. The isolated evaluation intended to explore each topic in an isolated way, while the relative intended to classify, comparatively, the participants’ perceived difficulty per topic. Afterwards, data were analyzed. All values on spreadsheets were combined obtaining the subject’s final perception. Associations between the subjects’ degree of the perceived difficulty and academic level were estimated. ANOVA was used to determine differences regarding the perception among evaluated topics in distinct groups. Results: Caries histopathology and detection of proximal carious lesions were the topics perceived as the most difficult in the process of caries detection by both students and lecturers. Differentiation between an extrinsic pigmentation and a brown-spot (caries lesion) as well as differential diagnosis between caries and enamel developmental defects or non-carious lesions were considered as more difficult by undergraduates in comparison to graduates/lecturers (regression-coefficient=14.54; Standard Error=3.34; P<0.001 and 8.40, 3.31, and 0.01 respectively). Conclusion: Topics as histopathology and detection of proximal caries lesions were identified as the most difficult despite the academic level. However, some topics are differently perceived according to the group. These results are useful for developing pedagogical material, based on the students real learning needs/expectations. -
Citations
Citations to this article as recorded by
- Developing diagnostic skills from preclinical dental education: Caries detection and assessment using e‐learning assisted practice
Alfonso Escobar, Diego F. Rojas‐Gualdrón, Luis F. Velez, Lourdes Santos‐Pinto
Journal of Dental Education.2022; 86(10): 1382. CrossRef - Dental Students’ Ability to Detect Only-Enamel Proximal Caries on Bitewing Radiographs
Mohamed Samir A Elnawawy, Harshkant Gharote
Cureus.2022;[Epub] CrossRef - COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation
Siti Nurma Hanim Hadie, Vina Phei Sean Tan, Norsuhana Omar, Nik Aloesnisa Nik Mohd Alwi, Hooi Lian Lim, Ku Ishak Ku Marsilla
Frontiers in Medicine.2021;[Epub] CrossRef - A Virtual 3D Dynamic Model of Caries Lesion Progression as a Learning Object for Caries Detection Training and Teaching: Video Development Study
Juan Sebastian Lara, Mariana Minatel Braga, Carlos Gustavo Zagatto, Chao Lung Wen, Fausto Medeiros Mendes, Pedroza Uribe Murisi, Ana Estela Haddad
JMIR Medical Education.2020; 6(1): e14140. CrossRef - Do undergraduate dental students perform well detecting and staging caries and assessing activity by visual examination? A systematic review and meta‐analysis
Ronairo Z. Turchiello, Djessica Pedrotti, Mariana M. Braga, Rachel O. Rocha, Jonas A. Rodrigues, Tathiane L. Lenzi
International Journal of Paediatric Dentistry.2019; 29(3): 281. CrossRef
- Developing diagnostic skills from preclinical dental education: Caries detection and assessment using e‐learning assisted practice
- Effects of Rating Training on Inter-Rater Consistency for Developing a Dental Hygiene Clinical Rater Qualification System
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Jeong Ran Park, Jung Sook Oh, Moungae Chae, Jae Yeon Jung, Sung Suk Bae
- J Educ Eval Health Prof. 2007;4:5. Published online December 20, 2007
- DOI: https://doi.org/10.3352/jeehp.2007.4.5
- 26,534 View
- 142 Download
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Abstract
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- We tried to develop itemized evaluation criteria and a clinical rater qualification system through rating training of inter-rater consistency for experienced clinical dental hygienists and dental hygiene clinical educators. A total of 15 clinical dental hygienists with 1-year careers participated as clinical examination candidates, while 5 dental hygienists with 3-year educations and clinical careers or longer participated as clinical raters. They all took the clinical examination as examinees. The results were compared, and the consistency of competence was measured. The comparison of clinical competence between candidates and clinical raters showed that the candidate group?占퐏 mean clinical competence ranged from 2.96 to 3.55 on a 5-point system in a total of 3 instruments (Probe, Explorer, Curet), while the clinical rater group?占퐏 mean clinical competence ranged from 4.05 to 4.29. There was a higher inter-rater consistency after education of raters in the following 4 items: Probe, Explorer, Curet, and insertion on distal surface. The mean score distribution of clinical raters ranged from 75% to 100%, which was more uniform in the competence to detect an artificial calculus than that of candidates (25% to 100%). According to the above results, there was a necessity in the operating clinical rater qualification system for comprehensive dental hygiene clinicians. Furthermore, in order to execute the clinical rater qualification system, it will be necessary to keep conducting a series of studies on educational content, time, frequency, and educator level.
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