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Ketil Hegerstrøm Haugli - One of the best experts on this subject based on the ideXlab platform.

  • Betydningen av ekstern praksis i tannteknikerstudiet (The relevance of internships in the Dental Technology program)
    Nordic Journal of Vocational Education and Training, 2016
    Co-Authors: Hilde Kjærnet Haugen, Ketil Hegerstrøm Haugli
    Abstract:

    Dental Technology is a health profession that manufactures individualized Dental pros- theses. Production primarily takes place in privately run Dental Technology laborato- ries. The Bachelor's degree program and professional identity link to a scientific and craftsmanship tradition. The program organizes a period of 16 weeks internships un- dertaken at external workplaces. To obtain internships is challenging, specifically be- cause the companies receive no compensation for lost production while supervising the students. This also hampers requirements of formal competence for teaching guid- ance in the industry. In 2014 lecturers from the program conducted interviews at for- mer training businesses. The aim of this study was to evaluate the profession relevance of external business practices in the study program, and how the supervisors in the companies perceived their training responsibilities. The results indicate that external practical internships give students a real life experience in a daily professional practice that can't be imitated on the educational institution. Recruitment of potential labour is a clear motivating factor among Dental companies for accepting student interns. The educational institute must continuously secure the relevance of the program, and the students' prerequisites to utilize external practices. Some mutuality in cost-benefit per- spective stimulates the professional field.

Makoto Kawamura - One of the best experts on this subject based on the ideXlab platform.

  • differences in self reported oral health behavior between Dental students and Dental Technology Dental hygiene students in jordan
    Journal of Oral Science, 2004
    Co-Authors: Ahed Alwahadni, Mahmoud K Alomiri, Makoto Kawamura
    Abstract:

    The aim of this study was to compare differences in oral health behavior between Dental students and Dental Technology/Dental hygiene students in Jordan. One hundred and five Dental students and seventy-eight Dental Technology/Dental hygiene students were recruited into this study. All subjects were recruited from the students who were receiving training at the clinics and laboratories that belong to the Faculty of Dentistry, Jordan University of Science and Technology. The Hiroshima University-Dental Behavioral Inventory (HU-DBI) was used to assess the oral heath behavior of the subjects. Significant differences were found between students from different disciplines. Dental students were found to worry more about visiting their dentist, to be less aware of bleeding gums when brushing and were less bothered by the color of their gums compared with Dental Technology and Dental hygiene (DT/DH) students (P < 0.05, P < 0.001 and P < 0.05, respectively). Dental students tended to be more professionally educated about brushing and to have a belief that they cannot clean their teeth well without using toothpaste (P < 0.01 and P < 0.001, respectively). Most of them did not feel they have brushed well unless they brush with strong strokes (P < 0.05). A logistic regression model showed that it might be possible to distinguish Dental students from DT/DH students by using three items of the HU-DBI and the level of Dental education. The difference in the HU-DBI scores was not a major feature. There were significant differences in oral health attitudes/behavior between Dental students and DT/DH students. The findings might reflect differences in students' training experience and education between different specialties. (J. Oral Sci. 46, 191-197, 2004)

  • Differences in self-reported oral health behavior between Dental students and Dental Technology/Dental hygiene students in Jordan
    Journal of oral science, 2004
    Co-Authors: Ahed Al-wahadni, Mahmoud K. Al-omiri, Makoto Kawamura
    Abstract:

    The aim of this study was to compare differences in oral health behavior between Dental students and Dental Technology/Dental hygiene students in Jordan. One hundred and five Dental students and seventy-eight Dental Technology/Dental hygiene students were recruited into this study. All subjects were recruited from the students who were receiving training at the clinics and laboratories that belong to the Faculty of Dentistry, Jordan University of Science and Technology. The Hiroshima University-Dental Behavioral Inventory (HU-DBI) was used to assess the oral heath behavior of the subjects. Significant differences were found between students from different disciplines. Dental students were found to worry more about visiting their dentist, to be less aware of bleeding gums when brushing and were less bothered by the color of their gums compared with Dental Technology and Dental hygiene (DT/DH) students (P < 0.05, P < 0.001 and P < 0.05, respectively). Dental students tended to be more professionally educated about brushing and to have a belief that they cannot clean their teeth well without using toothpaste (P < 0.01 and P < 0.001, respectively). Most of them did not feel they have brushed well unless they brush with strong strokes (P < 0.05). A logistic regression model showed that it might be possible to distinguish Dental students from DT/DH students by using three items of the HU-DBI and the level of Dental education. The difference in the HU-DBI scores was not a major feature. There were significant differences in oral health attitudes/behavior between Dental students and DT/DH students. The findings might reflect differences in students' training experience and education between different specialties. (J. Oral Sci. 46, 191-197, 2004)

Jane Evans - One of the best experts on this subject based on the ideXlab platform.

  • Exploring the consistency, transparency and portability of Dental Technology education: benchmarking across Norway, Ireland and Australia.
    European journal of dental education : official journal of the Association for Dental Education in Europe, 2015
    Co-Authors: T. Myhrer, Jane Evans, H. K. Haugen, Catherine M. Gorman, Y. Kavanagh, Andrew Cameron
    Abstract:

    Abstract Dental Technology programmes of study must prepare students to practice in a broad range of contemporary workplaces. Currently, there is limited evidence to benchmark Dental Technology education - locally, nationally or internationally. This research aims to improve consistency, transparency and portability of Dental Technology qualifications across three countries. Data were accessed from open-source curriculum documents and five calibrated assessment items. Three institutions collaborated with Oslo and Akershus University College, Norway; Trinity College Dublin, Ireland; and Griffith University, Australia. From these, 29-44 students completed 174 assessments. The curricula reflect the community needs of each country and display common themes that underpin professional Dental Technology practice. Assessment results differed between institutions but no more than a normal distribution. Face-to-face assessment moderation was critical to achieve consistency. This collaborative research has led to the development of a set of guidelines for other Dental Technology education providers interested in developing or aligning courses internationally to enhance the portability of qualifications.

  • The value of inter-professional education: a comparative study of Dental Technology students' perceptions across four countries
    British dental journal, 2015
    Co-Authors: Jane Evans, T. Myhrer, Andrew Cameron, Amanda Henderson, Jing Sun, H. Haugen, C. Maryan, K. N. Ivanow, Newell Walter Johnson
    Abstract:

    The ability to function as an effective member of a Dental care team is a highly desirable – frequently mandated – attribute of Dental Technology (DT) graduates. Currently, there is little rigorous examination of how the learning of team-working skills might best be structured in a DT curriculum. This research compares DT curricula, and students' attitudes and perceptions regarding collaboration in practice, from four countries. Students (n = 376) were invited to complete an education profile questionnaire, and the standardised measure – the shared learning scale. There were 196 (52%) responses. Students given opportunities to engage with others had better perceptions of inter-professional learning (IPL). Most believed that team-work and collaborative skills were best acquired by learning together with other Dental care professionals, preferably sharing cases for real patients. Curricula should maximise opportunities for Dental Technology students to experience authentic IPL. Collaboration and team-work needs to be embedded through the whole undergraduate programme.

  • Traditional and interprofessional curricula for Dental Technology: perceptions of students in two programs in Australia.
    Journal of dental education, 2013
    Co-Authors: Jane Evans, Amanda Henderson, Newell Walter Johnson
    Abstract:

    Collaboration between Dental technicians and other members of the Dental care team is essential to achieve optimal outcomes for patients in prosthetic care. Interprofessional education can be effective in improving attitudes, communication, and practices within such teams. This study compared and contrasted the perceptions of role, responsibilities, communication, and teamworking of Dental Technology students in a traditional curriculum with those in an interprofessional curriculum, both in Australia. A social demographic questionnaire and two standard self-report measures were used to collect data from each year group of the two programs. Thirty to thirty-two of the thirty-nine students enrolled in a traditional Dental Technology program and nineteen to twenty-two of twenty-five students enrolled in an interprofessional curriculum completed surveys. Statistical analysis of self-report measures identified a significant difference in professional identity, development of roles, and perception of enhanced opportunities for collaboration of Dental technologists with the wider oral health professions in those undertaking the interprofessional curriculum. This study suggests that interprofessional learning can shift traditional attitudes and, potentially, improve opportunities for collaboration between dentists and Dental technicians. It also supports the idea that adoption of an interprofessional curriculum can significantly enhance communication and teamwork skills essential for readiness in the workplace.

  • An Evaluation of Interprofessional Education in the Teaching of Dental Technology
    2011
    Co-Authors: Jane Evans
    Abstract:

    It is now fifteen years since Australia’s National Health and Medical Research Council called for a collaborative approach to the education of Dental health professionals. In spite of this, challenges remain in improving the cohesiveness of the oral health team. While the potential value of interprofessional education is strongly asserted by various stakeholders, in reality a paradigm shift still needs to occur at educational, professional and organisational levels. To contribute to the limited knowledge in the field of Dental Technology education, this research compares the attitudes and perceptions of Dental Technology students and graduates from two different curricula about collaborative working as a member of an oral health team. Differences in curriculum structure and content between the Technical and Further Education (TAFE) and University sectors were analysed in relation to the extant literature on interprofessional education. A mixed method approach then explored attitudes and readiness of students and graduates for collaborative professional practice. Both quantitative and qualitative approaches were used. Cross-sectional data were collected from participants during and after the completion of the Bachelor of Oral Health in Dental Technology at Griffith University, Gold Coast, and Diploma of Dental Technology at Southbank Institute of Technology, Brisbane. Third and fifth year Dental students at Griffith University were also included, as exemplars of other members of the oral health team who learn alongside Dental Technology students.

  • the future of education and training in Dental Technology designing a Dental curriculum that facilitates teamwork across the oral health professions
    British Dental Journal, 2010
    Co-Authors: Jane Evans, Amanda Henderson, Newell Walter Johnson
    Abstract:

    Teamwork is essential for the provision of contemporary, high quality oral health care. Teamwork skills need to be taught and learnt and therefore ought to be one of the core competencies in all Dental education programmes: dentistry, oral health therapy, Dental Technology and Dental assisting. Currently, lack of opportunities for collaborative learning and practice within educational establishments, and in the practising professions, hamper the development of effective teamwork. For students across oral health care, learning 'together' requires positive action for teamwork skills to be developed. Interprofessional curricula need to be formally developed, based on evidence from the wider education literature that demonstrates how to maximise the engagements needed for teamwork in practice. Rigorous study of interprofessional education within dentistry and oral health is in its infancy. Anecdotal evidence indicates that Dental Technology students who experience an interprofessional curriculum are better prepared for collaborative practice. Formalised interprofessional education is posited as an effective strategy to improve interactions among oral health professionals leading to improved patient care. This paper reviews the extant literature and describes the approach currently being trialled at Griffith University.

Newell Walter Johnson - One of the best experts on this subject based on the ideXlab platform.

  • The value of inter-professional education: a comparative study of Dental Technology students' perceptions across four countries
    British dental journal, 2015
    Co-Authors: Jane Evans, T. Myhrer, Andrew Cameron, Amanda Henderson, Jing Sun, H. Haugen, C. Maryan, K. N. Ivanow, Newell Walter Johnson
    Abstract:

    The ability to function as an effective member of a Dental care team is a highly desirable – frequently mandated – attribute of Dental Technology (DT) graduates. Currently, there is little rigorous examination of how the learning of team-working skills might best be structured in a DT curriculum. This research compares DT curricula, and students' attitudes and perceptions regarding collaboration in practice, from four countries. Students (n = 376) were invited to complete an education profile questionnaire, and the standardised measure – the shared learning scale. There were 196 (52%) responses. Students given opportunities to engage with others had better perceptions of inter-professional learning (IPL). Most believed that team-work and collaborative skills were best acquired by learning together with other Dental care professionals, preferably sharing cases for real patients. Curricula should maximise opportunities for Dental Technology students to experience authentic IPL. Collaboration and team-work needs to be embedded through the whole undergraduate programme.

  • Traditional and interprofessional curricula for Dental Technology: perceptions of students in two programs in Australia.
    Journal of dental education, 2013
    Co-Authors: Jane Evans, Amanda Henderson, Newell Walter Johnson
    Abstract:

    Collaboration between Dental technicians and other members of the Dental care team is essential to achieve optimal outcomes for patients in prosthetic care. Interprofessional education can be effective in improving attitudes, communication, and practices within such teams. This study compared and contrasted the perceptions of role, responsibilities, communication, and teamworking of Dental Technology students in a traditional curriculum with those in an interprofessional curriculum, both in Australia. A social demographic questionnaire and two standard self-report measures were used to collect data from each year group of the two programs. Thirty to thirty-two of the thirty-nine students enrolled in a traditional Dental Technology program and nineteen to twenty-two of twenty-five students enrolled in an interprofessional curriculum completed surveys. Statistical analysis of self-report measures identified a significant difference in professional identity, development of roles, and perception of enhanced opportunities for collaboration of Dental technologists with the wider oral health professions in those undertaking the interprofessional curriculum. This study suggests that interprofessional learning can shift traditional attitudes and, potentially, improve opportunities for collaboration between dentists and Dental technicians. It also supports the idea that adoption of an interprofessional curriculum can significantly enhance communication and teamwork skills essential for readiness in the workplace.

  • the future of education and training in Dental Technology designing a Dental curriculum that facilitates teamwork across the oral health professions
    British Dental Journal, 2010
    Co-Authors: Jane Evans, Amanda Henderson, Newell Walter Johnson
    Abstract:

    Teamwork is essential for the provision of contemporary, high quality oral health care. Teamwork skills need to be taught and learnt and therefore ought to be one of the core competencies in all Dental education programmes: dentistry, oral health therapy, Dental Technology and Dental assisting. Currently, lack of opportunities for collaborative learning and practice within educational establishments, and in the practising professions, hamper the development of effective teamwork. For students across oral health care, learning 'together' requires positive action for teamwork skills to be developed. Interprofessional curricula need to be formally developed, based on evidence from the wider education literature that demonstrates how to maximise the engagements needed for teamwork in practice. Rigorous study of interprofessional education within dentistry and oral health is in its infancy. Anecdotal evidence indicates that Dental Technology students who experience an interprofessional curriculum are better prepared for collaborative practice. Formalised interprofessional education is posited as an effective strategy to improve interactions among oral health professionals leading to improved patient care. This paper reviews the extant literature and describes the approach currently being trialled at Griffith University.

  • The Impact of An IPE Curriculum on Dental Education
    2010
    Co-Authors: Jane Evans, Amanda Henderson, Newell Walter Johnson
    Abstract:

    Aim This research is the first of its kind in Australia and aims to improve our understanding regarding the strengths and limitations of interprofessional Dental curricula. Background Teamwork and collaboration are imperative for the Dental team to achieve the best possible outcomes in patient care. Griffith University has taken an innovative approach through the introduction of an interprofessional curriculum for a range of undergraduate Dental care professionals. Dentistry, oral health therapy and Dental Technology students experience common lectures, group work and clinical and laboratory team work. Method A quasi experimental design was used to compare a traditional and an interprofessional Dental Technology curriculum. Three standard self report measures and focus groups were used to collect perceptions and attitudes of dentistry and Dental Technology students who experienced an interprofessional curriculum and Dental Technology students from a traditional curriculum. Results Interprofessional education was found to positively influence professional identity, development of roles and improved communication among dentistry and Dental Technology students and graduates in both professions. Teamwork was not promoted in the traditional Dental Technology curriculum despite it being a component of the training package Conclusion Further development of the curriculum is needed to maximize such interprofessional learning opportunities, to shift traditional attitudes and, potentially, to improve patient care outcomes. To enable this, individual academics and, crucially, academic and clinical management needs to embrace the ideals of interprofessional education. This is the first study of its kind involving Dental education in Australia, and work is ongoing to further invigorate interprofessional relationships between oral health care students and professionals in the workplace.

Hu Fei-qin - One of the best experts on this subject based on the ideXlab platform.