المؤلفون: Jiarun Fu, Zhentao Lao, Li Gao, Shiwen Wu, Xin Huang, Chuanjiang Zhao, Panpan Wang

المصدر: BMC Oral Health, Vol 24, Iss 1, Pp 1-12 (2024)

مصطلحات موضوعية: Ultrasonic periodontal scaling, Pre-clinical education, Teaching effect, Virtual simulation, Typodont, Quail egg, Dentistry, RK1-715

الوصف: Abstract Background This study aimed to compare the efficacy of three different techniques, namely virtual simulation technology (VS), traditional pathological typodont (TT), and quail egg (QE), in pre-clinical training of periodontal ultrasonic scaling. It also aimed to propose an integrated teaching approach for ultrasonic scaling teaching. Methods This single-blind randomized multi-arm trial enrolled 108 fourth-year students from Guanghua School of Stomatology at Sun Yat-sen University. The participants were randomly, evenly assigned to VS, TT, or QE group. First, the participants received theoretical review on ultrasonic scaling and demonstrative teaching. Then in the 90-minute operation training by group, students used traditional typodont equipped in head-simulators, raw quail eggs, or scaling module of the UniDental VS system respectively. Then all participants practiced on pathological models for 30 min. In the final operation examination, participants were instructed to remove the supra- and sub-gingival calculi pre-set on designated teeth by ultrasonic scalers within 30 min. Their performances were evaluated by residual calculus rate and a multi-perspective scoring scale. After the examination, questionnaires were provided to assess the teaching effects of each method and the fidelity of VS. Statistical analysis was carried out using one-way, two-way ANOVA, and multiple t-test. Results Students in VS group had significant higher total test scores than QE group (87.89 ± 6.81, 83.53 ± 8.14) and TT group (85.03 ± 6.81). VS group scored higher in several dimensional comparisons with the other two groups, especially in difficult situations. QE group had higher scores particularly in force application and supra-gingival scaling. TT group scored the highest in pivot stability practice and body position training. Students gave higher scores when assessing the fidelity of VS than experienced teachers. Conclusion The study highlights the importance of specialized pre-clinical training on ultrasonic scaling for dental students. The methods adopted in current study (VS, TT and QE) each offered unique advantages in education, which can be combined to create an integrative teaching procedure. This procedure aims to provide an effective, advisable and normative pre-clinical training procedure for ultrasonic scaling. By utilizing the strengths of each method, dental educators can deliver high-quality training and ensure that students are well-prepared for clinical practice.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6831

URL الوصول: https://doaj.org/article/fdc0aef1f4dd41ae889bf452d91a6bf0

المؤلفون: Hadar Arien-Zakay

المصدر: Frontiers in Pharmacology, Vol 15 (2024)

مصطلحات موضوعية: pharmacology education, question-based learning, Bloom’s taxonomy, pre-clinical education, student’s engagement, Therapeutics. Pharmacology, RM1-950

الوصف: Pharmacological education is crucial for healthcare professionals to safely manage medications and reduce errors. Traditional lecture-based learning (LBL) often struggles to address this complexity, whereas newer methods, such as flipped classrooms and problem-based learning, yield mixed results, particularly in pre-clinical contexts, owing to students’ limited experience. Our nursing pharmacology course under LBL recorded a high failure rate of 37.8% and marginal passing scores across five cohorts (n = 849 students). An analysis using Bloom’s taxonomy revealed significant gaps in higher-order cognitive skills. As a remedy, the course was transformed into a novel blended learning format that integrated question-based learning (QBL) to enhance critical thinking across all cognitive levels. This model blends asynchronous and synchronous learning, is tailored to individual needs in large classes, and fosters continuous, student-centric learning. The redesign markedly decreased the failure rate by approximately 2.8-fold and increased the average grade by 11.8 points among 426 students. It notably improved the pass rates in advanced cognitive categories, such as “Evaluate” and “Create” by 19.0% and 24.2%, respectively. Additionally, the blended course showed increased student engagement, reflecting a dynamic and effective learning environment that significantly elevated participation and academic outcomes at all cognitive levels. This study demonstrated the profound impact of blended learning in pharmacology. By integrating QBL with various teaching methods, it surpasses traditional lecture-based limitations, enhancing engagement and understanding of complex topics by nursing students. Notable improvements in foundational and advanced learning suggest its broader application in health professionals’ education, effectively equipping students for clinical pharmacology challenges.

وصف الملف: electronic resource

Relation: https://www.frontiersin.org/articles/10.3389/fphar.2024.1361415/full; https://doaj.org/toc/1663-9812

URL الوصول: https://doaj.org/article/646272270da14d9aa05770b7fd8af3f6

المؤلفون: Fu, Jiarun, Lao, Zhentao, Gao, Li^{Aff1, Aff2}, Wu, Shiwen, Huang, Xin^{Aff1, Aff2}, Zhao, Chuanjiang^{Aff1, Aff2, IDs12903023037675_cor6}, Wang, Panpan^{Aff1, Aff2, IDs12903023037675_cor7}

المصدر: BMC Oral Health. 24(1)

المؤلفون: Moon, Mary B., Darden, Alix, Hill, Molly, Roberts, Megan K., Varalli-Claypool, Bruna, Miller, Frederick C.^{Aff1, Aff5, IDs40670022015750_cor6}

المصدر: Medical Science Educator. 32(4):837-845

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المؤلفون: Maricic, Sven, Kovacevic Pavicic, Daniela, Ptacnik, Barbara, Druzeta, Romina Prziklas

المصدر: Rapid Prototyping Journal, 2021, Vol. 27, Issue 9, pp. 1700-1708.

URL الوصول: http://www.emeraldinsight.com/doi/10.1108/RPJ-05-2020-0088

المؤلفون: Kirkland, Jacob T., Berry, Aiden, Beck Dallaghan, Gary L.^Aff3, Moore, Zach, Koonce, Thomas F.

المصدر: Medical Science Educator. 31(5):1685-1692

المؤلفون: Richards, Jeremy B.^Aff6, Schwartzstein, Richard M.^Aff6

المساهمون: Rounds, Sharon I.S., Series Editor^Aff1, Dixon, Anne, Series Editor^Aff2, Schnapp, Lynn M., Series Editor^Aff3, Kritek, Patricia A., editor^Aff4, Richards, Jeremy B., editor^Aff5

المصدر: Medical Education in Pulmonary, Critical Care, and Sleep Medicine : Advanced Concepts and Strategies. :1-24

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المؤلفون: Nelson, Tessa^Aff1, Engberg, Adam, Smalheer, Michael, Murphy, Brandon, Csank, Jackelyn, Rowland-Seymour, Anastasia, Noeller, Thomas^{Aff1, Aff2}

المصدر: Medical Science Educator. 30(4):1729-1730