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Abstract Background Self-assessment (SA) is an interactive course that endorses the accomplishment of learning objectives through learners’ identification of insufficiencies in their didactic knowledge and pre-clinical skills. This study was planned to determine whether there is any improvement in the faculty assessment (FA) score following the implementation of SA in the Pre-clinical Conservative Dentistry Course. Methods Fifty-four first-semester dental students were given an introductory lecture followed by a demonstration for Class I Cavity Preparation in typhodont mandibular first molar. At the end of the demonstration, the Scoring Rubric (SR) was explained point-wise in the prepared cavities. During the next session, all students performed Class I cavity preparation and they were given an assessment sheet to enter their scores (SA1). All teeth were evaluated by the Grading Faculties in a blinded manner (FA1). Each participant was explained the difference in their respective SA1 from FA1 and their queries were resolved individually. During the next sessions, Students and Grading Faculties followed the same protocol and scores were recorded as SA2, FA2, SA3 and FA3. Results The mean score of SA1 was significantly higher than that of FA1 (p

Background: Self-assessment (SA) is an interactive course that endorses the accomplishment of learning objectives through learners' identification of insufficiencies in their didactic knowledge and pre-clinical skills. This study was planned to determine whether there is any improvement in the faculty assessment (FA) score following the implementation of SA in the Pre-clinical Conservative Dentistry Course. Methods: Fifty-four first-semester dental students were given an introductory lecture followed by a demonstration for Class I Cavity Preparation in typhodont mandibular first molar. At the end of the demonstration, the Scoring Rubric (SR) was explained point-wise in the prepared cavities. During the next session, all students performed Class I cavity preparation and they were given an assessment sheet to enter their scores (SA1). All teeth were evaluated by the Grading Faculties in a blinded manner (FA1). Each participant was explained the difference in their respective SA1 from FA1 and their queries were resolved individually. During the next sessions, Students and Grading Faculties followed the same protocol and scores were recorded as SA2, FA2, SA3 and FA3. Results: The mean score of SA1 was significantly higher than that of FA1 (p < 0.001). However, no significant difference was obtained between SA and FA in the second (p = 0.352) and third (p = 0.434) assessments. In contrast with first assessment, mean marks obtained in FA were higher compared to SA in both second and third assessments. There was a statistically significant improvement in mean marks obtained by the students over time (p < 0.001). Conclusion: SA endorsed student-faculty communication and enhanced student's poise and technical skills in operative pre-clinical dentistry. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gain insight into change in attitudes held by students in oral healthcare about interprofessional learning and collaboration after one year of work in a student-run dental clinic (SRDC). Third- and fourth-year bachelor of dental hygiene students (n = 221) and first- and second-year master of dentistry students (n = 203) participated in baseline and follow-up measurements and completed 570 questionnaires. The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure changes in attitudes toward Interprofessional Education (IPE) during participation in the SRDC. To validate the questionnaire for the setting, professional groups, and wording of RIPLS, we performed exploratory and confirmatory factor analyses. Two modified subscales remained: "Teamwork & Collaboration" and "Negative Professional Identity." Mixed linear models were used to assess relationships between students' attitudes toward IPE and participation in the SRDC. Overall, the students had positive attitudes toward IPE. At baseline, the attitudes of the dental hygiene and dentistry students were almost equally positive. After one year, dental hygiene students demonstrated a significantly more positive attitude toward collaborative learning and teamwork than the dentistry students. Further research should investigate whether the positive attitudes impact behavior in professional practice. [ABSTRACT FROM AUTHOR]

Introduction: Access to the Internet and multimedia technologies, has led traditional learning to electronic learning which has made the use of modern evaluation methods in higher education indispensable. Thus, the study was conducted to investigate the quality and satisfaction level of online tests from the point of view of Qazvin dental students (during Corona Epidemic). Methods: This descriptive-analytical study was conducted on 231 students studying at Qazvin Dental School in the academic year 2020 who were selected by enumeration. The instrument was a researcher-made questionnaire in the form of 27 questions in two parts. In the qualitative section, the data were considered based on 5-point Likert scale including ( “very low ”, “low”, “average”, “good” and “great”),and after confirmation of validity and reliability had been used. Descriptive analysis (Mean, standard deviation and …) and analytical statistics (Spearman correlation coefficent and man Whitney u test) were used to analyze the data. Results: The mean and standard deviation of satisfaction with students' online tests is 3.18±0.52, which is higher than average. Besides, the mean and standard deviation of the quality of online tests from the students' point of view is 3.19 ±0. 51, which is higher than average and indicates students' satisfaction with the quality of this type of evaluation. No significant relationship was found between these components as well as age, gender (P

Purpose: This survey aims to assess the understanding, viewpoints, and methods employed by undergraduate dental students in the fourth and fifth grades regarding broken endodontic instruments in root canal procedures., Methods: A survey comprising 27 questions across three sections-demographic information, practical application, and knowledge-approach-awareness inquiries-was developed. It was distributed to 282 students either in person or via a link shared through WhatsApp groups using Google Forms., Results: Out of the total 219 respondents (77.6%), 10.6% experienced instrument breakage once during their clinical internship, while 2.8% encountered it more than once. The majority (86.7%) did not face instrument fracture incidents. Among these occurrences, it was observed that endodontic instruments were most commonly separated in molars, accounting for 51.9%. Nearly half (48.1%) of the students noted instrument breakage during the initial attempt to reach the apical part of the canal, while 55.6% reported breakage during root canal cleaning and shaping., Conclusions: Most dental students opted to leave the separated instrument in the root canal and proceed with filling it. Enhancing students' understanding and awareness of this matter will help prevent potential complications and enable them to handle such situations appropriately when they arise., (© 2024 American Dental Education Association.)

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Aim: The aim of this study was to examine some of the characteristics of students who prefer Pamukkale University Faculty of Dentistry and Adnan Menderes University, to investigate the level of knowledge about the specialty, to determine the expectations of the students from the specialty, and to create a guide for the applicants. Material and Methods: A survey was applied including questions about their gender, level of expertise, which specialty they would prefer and the most important factor in this preference, their expectations from the specialty at the time of graduation and whether they found the education received in the faculty adequate for entering the specialty exam; to all students in the 1st 2nd and 3rd grades of Pamukkale University Faculty of Dentistry and to all students in the 1st 2nd 3rd 4th and 5th grades of Adnan Menderes University Faculty of Dentistry. Results: According to results, of our study, 76.1% of the students thought that the education they received in the faculty was not sufficient to pass the Specialty Examination in Dentistry (SED). However, 76.1% of the students stated that they were planning to go to the private teaching institutions during the preparation process for SED. In addition, the most preferred specialty is Orthodontics with 31.2%, followed by Oral, Maxillofacial and Maxillofacial Surgery with 31%. They stated that situations such as the desire for academic career and the comfort of working conditions were the most important factors in choosing the specialty. Conclusion: As a result, it was found that the students who choose the faculty of dentistry, which have a long and challenging education process both theoretically and practically, not enough knowledge about SED and therefore it is important getting the right information about SED and specialty education. [ABSTRACT FROM AUTHOR]

Introduction: Enhancing students' pragmatic skills as an enabling means brings about changes in their curriculum, which should be reconciled with the students' educational needs. Thus, this study seeks to examine the viewpoints of last-year dentistry students on the need for the instruction of laser application as an independent credit in the general dentistry curriculum. The findings of this study can help determine the educational priorities of students while providing and compiling their curriculum. Methods: This descriptive study was done on 91 last-year dentistry students of Shahid Beheshti University in a full census manner. The data collection tool was a fieldwork questionnaire, the validity and reliability of which were evaluated. To report the findings, frequency distribution, frequency percentage, and average tableaux were utilized. Results: Amongst the 91 participants, regarding the average figures of value assignment from 1 to 10 to respond to questions, the highest value was assigned to learning the side effects of lasers (7.99 ± 0.01) and the lowest value was assigned to learning about the history of lasers and light physics (4.53 ± 0.47). Conclusion: The findings indicate that students have a positive attitude toward the incorporation of an independent laser credit in their curriculum and thus the necessity of incorporating this credit in their curriculum can be posed. [ABSTRACT FROM AUTHOR]

Background: The aim of this study is to determine the dental anxiety levels of the students who have received and not received Endodontic clinical education at the Ordu University Faculty of Dentistry and to evaluate the relationship between dental anxiety and the factors thought to be related to dental anxiety. Materials and Methods: The study was at the Faculty of Dentistry of Ordu University and included after endodontic clinical education (4th and 5th Grade) and before endodontic clinical education (2nd and 3rd year) students. A total of 223 students, 142 of them were women (63.7%) and 81 of them (36.3%) was men, participated in our study. In order to evaluate the dental anxiety level, questionnaires were conducted to the questions about the Modified Dental Anxiety Scale (MDAS) and the factors that were thought to be related to dental anxiety. Questionnaires with an MDAS score of ≥ 19 were evaluated as having a high dental anxiety level. The data obtained from the study were transferred to the NCSS (Number Cruncher Statistical System) 2007 Statistical Software (Utah, USA) package program and the results were evaluated. Results: No statistically significant difference was observed between the MDAS mean scores of the students who had not received endodontic clinical education (Grade 2-3) and those with endodontic clinical education (Grade 4-5) (p = 0.598). Modified dental anxiety levels of the students were found to be 12±3,8 in females, 9,6 ± 3,2 in males and MDAS averages of females were found significantly higher than the males. (p = 0,0001). MDAS averages of the students who had traumatic dentistry experience were found to be significantly higher than whom had no traumatic dentistry experience, and students with traumatic dentistry experience were reported to have significantly higher dental anxiety levels than whom had no traumatic dentistry experience (p = 0.001). Conclusion: It is thought that endodontics clinical education has no effect on dental anxiety levels. [ABSTRACT FROM AUTHOR]

Se realizó un estudio descriptivo y transversal de los 7 estudiantes extranjeros que matricularon en la Facultad de Estomatología de la Universidad Médica de Santiago de Cuba durante el curso escolar 2010- 2011, relacionado con los criterios en torno a su integración al proceso docente-educativo, con vistas a precisar algunas opiniones sobre su formación profesional, particularmente en el área clínica y la residencia estudiantil, incluyendo los valores que, a su juicio, contribuyen a desarrollar la estrategia educativa de la carrera. Todos los alumnos consideraron que presentaban una formación satisfactoria; casi la mitad de ellos refirieron sentirse bien en el área de beca y que participaban en las actividades culturales, deportivas y sociales programadas por la Federación Estudiantil Universitaria, de manera que existe una integración adecuada de estos educandos al proceso docente educativo.A descriptive and cross-sectional study on the criteria around the integration to the teaching-educational process of the 7 foreign students who were registered in the Stomatology Faculty of the Medical University from Santiago de Cuba was carried out during the course 2010-2011. It was aimed at specifying some opinions on their professional training, particularly in the clinical area and the student residence, including the values that, in their opinion, contribute to develop the educational strategy of the career. All the students considered that they had a satisfactory training; almost half of them referred to feel well in the scholarship area and that they participated in the cultural, sport and social activities programmed by the University Students Federation, so that an appropriate integration exists from these students to the teaching educational process.

Background & objective : Self directed learning is increasingly used in dentistry and medical programs in order to improve students lifelong learning skills Since there are a limited number of studies about self directed learning in Iran any research on students readiness for selfdirected learning seems necessary This study was aimed to explore Medical and Dentistry students perceptions of self directed learning and its relationship with students personal traits (age gender high school and university grade point averages and score of basic sciences program) Methods: In this descriptivecorrelation study 81 extern intern completed the standard self directed learning scale consisted of 40 items in 3 subscales Students scores in the applied scale and basic sciences program together with the average and mean of all past terms scores were considered as indices for academic achievement One way ANOVA Pearson correlation coefficient multiple regression were used for analyzing data Results: Selfdirected learning readiness showed a significant relationship with students grade point average but a negative relationship with basic sciences score (p

Introduction: Dentistry educational environment loads stress to the students.This can be harmful for educational system. The aim of this study was to investigate the stress perceived by the students in dentistry educational environment and the stress due to students' personality in Rafsanjan Dentistry School. Methods: In this cross- sectional study, the sample was selected from students of Refsanjan Dentistry school by census sampling in 2009. The Dental Environment Stress (DES) questionnaire was employed to assess perceived stress from dentistry environment, and the fourth part of Coudron stress questionnaire was used to investigate the stress due to students’ personality. Data were analyzed by ANOVA, Tukey post Hoc, T-test and Pearson's rank correlation. Results: Mean score of stress was 1.89± 0.54 (out of 4). The highest and the lowest perceived stress means were for the third (2.53± 0.25) and the first year students (1.54± 0.29) respectively. Among stressful domains, clinical work (2.39± 0.83) and personal factors (1.06± 0.53) had the highest and the lowest means, respectively. The highest stress mean was for completing clinical requirements (2.95± 1.06). There was no significant difference in environmental perceived stress between male and female students (P>0.05). Stressful personality was seen in 84.8% of students .There was no association between the means of DES and the students' stressful personality (r = 0.17, P = 0.05). Conclusion: The level of stress in Dentistry school is moderate with the highest level for clinical work. Although majority of dentistry students have stressful personality, it doesn't seem to increase the stress perceived by them due to dentistry environment. According to the highest level of stress in third year students, special interventions are recommended for this critical study year.

مقدمه: دانشجویان رشته دندانپزشکی علاوه بر استرس‏های محیط آموزشی در معرض استرس‏های محیط بالینی نیز قرار می‏گیرند. در صورتی که استرس‏های روانی طولانی مدت شود و یا بدون درمان باقی بماند، منجر به سمپتوم‏های روانی و سمپتوم‏های جسمی می‏گردد. با این حال تحقیقات اندکی برای سنجش میزان استرس در دانشجویان دندانپزشکی ایران صورت گرفته است. هدف از این تحقیق بررسی میزان استرس در دانشجویان دندانپزشکی دانشگاه علوم پزشکی مشهد به تفکیک سال تحصیلی و جنسیت و نیز مشخص‏سازی عوامل مرتبط با آن بود. مواد و روش‏ها: این مطالعه توصیفی-تحلیلی در بین دانشجویان مقطع بالینی دانشکده دندانپزشکی مشهد، در سال تحصیلی 88-87 صورت گرفت. در این تحقیق از دو پرسشنامه به طور همزمان استفاده شد. پرسشنامه اول DASS 21 و پرسشنامه دوم خود ساخته محققین برای بررسی عوامل تولید استرس بود. 173 نفر از دانشجویان به پرسشنامه‏ها پاسخ دادند. اطلاعات به دست آمده از پرسشنامه‏ها با نرم افزار SPSS و آزمون‏های ANOVA، Duncan و t-test مورد تجزیه و تحلیل قرار گرفت. یافته‏ها: یافته‏های این تحقیق نشان داد که 52% از دانشجویان دارای استرس غیرطبیعی بودند. میزان استرس در دانشجویان سال چهارم به طور معنی‏داری بیشتر از سایرین بود. همچنین میزان استرس در دو جنس تفاوت معنی‏داری نداشت. عوامل استرس‏زای دانشگاهی به طور معنی‏داری بیش از عوامل غیردانشگاهی در سطوح استرس این دانشجویان نقش داشتند. نتیجه گیری: با توجه به نتایج این تحقیق و بالا بودن میزان استرس در دانشجویان دندانپزشکی، توجه بیشتر مسؤلین به این مقوله ضروری به نظر می‏رسد. همچنین توجه ویژه‏تری به دانشجویان سال چهارم که به تازگی وارد کلینیک شده‏اند مورد نیاز است.

Background & Objective : Clinical evaluation of medical students using OSCE has been introduced as an efficient way Nowadays this method is applied in some departments of Kerman School of Dentistry for clinical evaluation This research was conducted to assess the university students point of view about clinical evaluation using OSCE in Kerman University of Medical Sciences to inform educational authorities about present problems together with evaluating students opinions Methods : In this cross sectional study 89 dentistry students answered a questionnaire including 12 multiple choice questions and two open ended questions The validity and reliability of the questionnaire were already confirmed Results : According to the results of this study most of the students (786%) declared that holding practical final exams and clinical evaluation in the form of OSCE increased their stress Only 348% gave a positive reply to the question concerning whether OSCE is a useful clinical evaluation method 202 percent agreed with continuing OSCE and 613% were against it Conclusion : An increase in students stress could affect their disagreement with evaluation using OSCE Unlike students negative approach towards efficacy of holding OSCE and considering its global satisfactory results useful steps should be taken to improve OSCE and attract students satisfaction after solving pitfalls and making improvements Further studies are suggested to assess the efficacy of these actions

The article discusses a proposed effective dentist education system developed by incorporating the clinical dentistry simulator called DentSim into an e-Learning platform. Topics covered include the growing popularity of e-Learning in healthcare education, the materials and methods used in developing the proposed system, and details relating to the Structural Equation Modeling (SEM) results obtained during the development of the proposed system.

Introduction: Dental students are exposed to clinical environmental stresses in addition to educational environmental stresses. If psychological stressors become chronic and/or remain untreated, they result in psychological and physical symptoms. There are few studies about stress and dental students in our country. The aim of this study was to assess stress level and related factors sorted according to the academic year and gender, among dental students of Mashhad University of Medical Sciences during 2008-2009. Materials & Methods: This study was a description-analytical and cross-sectional study. In this research two questionnaires were used concurrently and the information obtained was analyzed by the SPSS software. Results: 52% of students showed abnormal levels of stress. Students of fourth academic year showed the highest level of stress. Stress levels in two genders were not significantly different. It was also characterized that university stressors played a more significant role in stress level than non-university stressors. Conclusion: Based on the results of this study, and the findings of, high levels of stress among dental students as well as the harmfulness of high levels of stress, greater attentions must be given to this issue by the authorities. Furthermore, the forth year students who have recently entered the clinic, are in the greatest need of help. [ABSTRACT FROM AUTHOR]

Para que los alumnos sean capaces de enfrentar las diferentes tareas que la facultad les plantea es necesario que asuman un papel activo en el desarrollo de todas las actividades. Se realizó un estudio descriptivo de corte transversal, con el objetivo de caracterizar el proceso de aprendizaje de los estudiantes de primer año de la carrera de Estomatología del Policlínico Universitario "Hermanos Ruiz Aboy", perteneciente al municipio San Miguel del Padrón, La Habana, en el periodo de septiembre de 2008 a febrero de 2009. El universo estuvo constituido por los 30 estudiantes de primer año de la carrera de Estomatología. A estos se les aplicó una encuesta por los autores. Se observó que el 63,3 % obtuvo el ingreso a través del preuniversitario en el campo, el 60 % escogió la carrera por vocación y a su vez fueron estos los que mejores resultados académicos obtuvieron, y el 40 % mantenía un buen hábito de estudio con un buen rendimiento académico además. Se concluyó que más de la mitad de los estudiantes ingresados obtuvieron la carrera por vocación y que fueron estos los que mejores resultados académicos alcanzaron. Los que ingresaron a la carrera a través del preuniversitario en el campo y los del curso de superación integral fueron los que presentaron peor hábito de estudio.The student must to be able to face the different tasks that Faculty pose, thus it is necessary that they play an active role in the development of all activities. A cross-sectional and descriptive study was conducted to characterize the learning process of the first year students of Stomatology career from the "Hermanos Ruiz Aboy" University Polyclinic of San Miguel del Padrón municipality. La Habana from September, 2008 to February, 2009. Universe included 30 students of first year of Stomatology career who were polled by the authors. The 63.3 % was admitted by means of the countryside high school, the 60 % choosed the career by vocation and at its turn were they with the best academic results achieved and the 40 % also remains the study habit with a good academic performance. We concluded that more than a half of entered students had vocation for the career with the best academic results. Those entered to career through the countryside high school and those from the integral overcoming had the poor study habit.

Introduction: In the education system in the country, thesis works as a way to solve research problems and thesis presentation is based as part of the research. To improve the quality of dissertations, it is essential to have an accurate evaluation of the objectives, practical process, process and efficiency of the course by supervisors, graduates and students. The purpose of this study was evaluation of the view point of senior and graduated students and supervisor teachers of Mashhad dental school about thesis.Materials & Methods: Forty eight supervisors, 40 students and 50 graduates from Mashhad dental school participated in this cross sectional descriptive study in the year 2010. Three questionnaires, which proved to be valid and reliable, were used for data collection. Results were analyzed according to the frequency distribution of variable and average of description. Common questions were compared by Kruskal-Wallis test at a significance level of 95%.Results: The data indicated that the effect of thesis presentation on the activities leading to production and basic science and increase in professional knowledge and skills were average while it was very effective in teaching research methods. Students, graduates and supervisors together agreed on the completion of a joint research project in the early years of school and covering an education subject about thesis goals. Supervisors estimated the effect of thesis result in community to be more than that of the graduates (P=0.03). In addition, supervisors had less agreement on thesis as a voluntary course compared to students and graduates (P=0.01).Conclusion: Based on findings of this study, because of the great amount of budget and time spent on thesis, it is better to optimize the presented results and recommendations in this regard. It also seems that the greatest impact on improving the process would be created through revising the rules, creating supportive organizations actively and purposeful management of the issues and activities associated.