Dental Anatomy

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Rowida Abdalla - One of the best experts on this subject based on the ideXlab platform.

  • teaching Dental Anatomy morphology an updated clinical digital based learning module
    European Journal of Endocrinology, 2020
    Co-Authors: Rowida Abdalla
    Abstract:

    INTRODUCTION Dental Anatomy and morphology learning is an essential component of the Dental curriculum; students introduced to Dental morphology in a detailed textbook style lecture format often have difficulty transferring that knowledge to the associated clinically related activities. The purpose of this article is to describe the rationale, components and advantages of an updated Dental Anatomy module and present a comparison of student course evaluations for those who received the updated module (CDM) versus those who received the traditional module (TM). METHOD An updated module was implemented at the University of Kentucky College of Dentistry (UKCD). The updated module consisted of clinically based lectures and incorporated digital technologies in both lecture and laboratory portions of the course as well as a patient-based aesthetic wax-up exercise. The goal of the updated module is to shift emphasis away from decontextualised technical learning towards more active and clinically applicable learning that improves classroom interaction and takes advantage of the current technologies available. RESULTS The results were statistically analysed using a two-sample t test. The updated module was statistically significantly highly rated by students. CONCLUSION The updated module was highly appreciated and rated by students. An update to the educational method of teaching Dental Anatomy and morphology is proposed, clinical Dental Anatomy teaching results in enhanced students' engagement and assessment. More research and proper strategic planning for implementation of digital technology into the Dental Anatomy curriculum are needed to adequately utilise these resources.

  • Teaching Dental Anatomy & Morphology; An Updated Clinical & Digital Based Learning Module
    European Journal of Endocrinology, 2020
    Co-Authors: Rowida Abdalla
    Abstract:

    INTRODUCTION Dental Anatomy & morphology learning is an essential component of the Dental curriculum; students introduced to Dental morphology in a detailed text-book style lecture format often have difficulty transferring that knowledge to the associated clinically related activities. The purpose of this article is to describe the rationale, components, and advantages of an updated Dental Anatomy module and present a comparison of student course evaluations for those who received the updated module (CDM) versus those who received the traditional module (TM). METHOD An updated module was implemented at the University of Kentucky College of Dentistry (UKCD). The updated module consisted of clinically based lectures and incorporated digital technologies in both lecture and laboratory portions of the course as well as a patient based esthetic wax-up exercise. The goal of the updated module is to shift emphasis away from decontextualized technical learning toward more active and clinically applicable learning that improves classroom interaction and takes advantage of the current technologies available. RESULTS The results were statistically analyzed using a two-sample t-test. The updated module was statistically significantly highly rated by students. CONCLUSION The updated module was highly appreciated and rated by students. An update to the educational method of teaching Dental Anatomy and morphology is proposed, clinical Dental Anatomy teaching results in enhanced students' engagement and assessment. More research and proper strategic planning for implementation of digital technology into the Dental Anatomy curriculum is needed to adequately utilize these resources.

M Geissberger - One of the best experts on this subject based on the ideXlab platform.

  • can performance on summative evaluation of wax added Dental Anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone
    European Journal of Endocrinology, 2016
    Co-Authors: G Radjaeipour, D W Chambers, M Geissberger
    Abstract:

    Purpose The study explored the effects of adding student-directed projects in pre-clinical Dental Anatomy laboratory on improving the predictability of students’ eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. Method All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Results Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Conclusion Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.

  • Can performance on summative evaluation of wax‐added Dental Anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?
    European Journal of Endocrinology, 2015
    Co-Authors: G Radjaeipour, D W Chambers, M Geissberger
    Abstract:

    Purpose The study explored the effects of adding student-directed projects in pre-clinical Dental Anatomy laboratory on improving the predictability of students’ eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. Method All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Results Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Conclusion Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.

G Radjaeipour - One of the best experts on this subject based on the ideXlab platform.

  • can performance on summative evaluation of wax added Dental Anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone
    European Journal of Endocrinology, 2016
    Co-Authors: G Radjaeipour, D W Chambers, M Geissberger
    Abstract:

    Purpose The study explored the effects of adding student-directed projects in pre-clinical Dental Anatomy laboratory on improving the predictability of students’ eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. Method All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Results Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Conclusion Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.

  • Can performance on summative evaluation of wax‐added Dental Anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?
    European Journal of Endocrinology, 2015
    Co-Authors: G Radjaeipour, D W Chambers, M Geissberger
    Abstract:

    Purpose The study explored the effects of adding student-directed projects in pre-clinical Dental Anatomy laboratory on improving the predictability of students’ eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. Method All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Results Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Conclusion Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.

Rafael Guerra Lund - One of the best experts on this subject based on the ideXlab platform.

  • Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review
    Anatomical Sciences Education, 2020
    Co-Authors: Daniele B. Conte, Rafael Guerra Lund, Milena Zancanaro, André Guollo, Luana R. Schneider, Sinval Adalberto Rodrigues-junior
    Abstract:

    This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate Dental students. The PubMed-NCBI, Cochrane-CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched, in May 2019, for randomized controlled trials (RCTs) and two-arm non-randomized studies of interventions (NRSI) addressing educational interventions towards the Dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the Dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS-I and the level of evidence was determined with GRADE. Six out of 3,574 studies were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that used flipped classroom (1 study; n = 140) and a student-driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student-driven educational approaches and complementary classes of Dental Anatomy in improving the Dental carving ability of students.

  • optimizing quality of Dental carving by preclinical Dental students through Anatomy theory reinforcement
    Anatomical Sciences Education, 2018
    Co-Authors: Renato De A De Azevedo, Marcos Britto Correa, Marcos Antonio Torriani, Rafael Guerra Lund
    Abstract:

    : Knowledge of Dental Anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training Dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic-theoretical reinforcement on the theoretical and practical knowledge of Dental Anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic-theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about Dental Anatomy was used. To evaluate the effect of didactic reinforcement on Dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three-hour theoretical tutoring on Dental Anatomy, while the control group (G2) did not. The Dental carving scores obtained by the two different groups were compared using Student's t-test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T-test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t-test. Also, scores obtained during the head and neck course were assessed and compared using t-test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the Anatomy course and scores obtained in the Dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the Dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of Dental Anatomy seems to improve the students' carving performance but does not enhance their knowledge about Dental Anatomy. Anat Sci Educ 11: 377-384. © 2017 American Association of Anatomists.

  • comparative effectiveness of Dental Anatomy carving pedagogy a systematic review
    Journal of Dental Education, 2015
    Co-Authors: Renato De A De Azevedo, Wellington Luiz De Oliveira Da Rosa, Adriana Fernandes Da Silva, Marcos Britto Correa, Marcos Antonio Torriani, Rafael Guerra Lund
    Abstract:

    The aim of this study was to review the effectiveness of methods used for teaching Dental Anatomy carving to Dental students in operative dentistry as evaluated in published studies. This systematic review is described in accordance with the PRISMA statement. Two independent reviewers performed a systematic literature search of research published from January 1945 until May 2014. Seven databases were screened: MedLine (PubMed), Lilacs, IBECS, Web of Science, Scopus, SciELO, and The Cochrane Library. After removing duplicates, only studies using Dental carving to assess the practical knowledge of Anatomy were selected. The tabulated data were organized by title of article, names of authors, number of students assessed, assessment method, material used, groups tested, main results, and conclusions. The methodology quality was assessed according to the Cochrane Handbook for Systematic Reviews of Interventions. Initially, 2,258 studies were identified in all databases. Five articles met the eligibility criteria and were included in this review. According to these studies, the geometric method, teaching step-by-step along with the teacher, and adjuvant methods such as the use of tutors and teaching through digital media with DVDs proved to be effective in improving learning. There is no standard technique that is widely accepted for the teaching of Dental carving, nor is there an appropriately validated method of evaluation to verify whether the teaching methods used are effective for the acquisition of skills and expertise in Dental Anatomy by students.

D W Chambers - One of the best experts on this subject based on the ideXlab platform.

  • can performance on summative evaluation of wax added Dental Anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone
    European Journal of Endocrinology, 2016
    Co-Authors: G Radjaeipour, D W Chambers, M Geissberger
    Abstract:

    Purpose The study explored the effects of adding student-directed projects in pre-clinical Dental Anatomy laboratory on improving the predictability of students’ eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. Method All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Results Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Conclusion Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.

  • Can performance on summative evaluation of wax‐added Dental Anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?
    European Journal of Endocrinology, 2015
    Co-Authors: G Radjaeipour, D W Chambers, M Geissberger
    Abstract:

    Purpose The study explored the effects of adding student-directed projects in pre-clinical Dental Anatomy laboratory on improving the predictability of students’ eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. Method All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Results Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Conclusion Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.