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  1. Article ; Online: Factor analysis of risk perceptions of using digital and social media in dental education and profession.

    Sharka, Rayan / San Diego, Jonathan / Nasseripour, Melanie / Banerjee, Avijit

    Journal of dental education

    2022  

    Abstract: Purpose: This study explored how dental students and dental professionals perceive risks of using digital and social media (DSM) in a dental professional context and validated a questionnaire to measure DSM perceived risks specifically among dental ... ...

    Abstract Purpose: This study explored how dental students and dental professionals perceive risks of using digital and social media (DSM) in a dental professional context and validated a questionnaire to measure DSM perceived risks specifically among dental students and dental professionals.
    Methods: A cross-sectional survey study was carried out amongst dental students (undergraduate and postgraduate) and dental professionals at a dental school in the UK. Data were collected using a 38-item questionnaire developed using interviews, experts' evaluation, and previous perceived risks studies of internet services and social media. Risk factors were identified using exploratory factor analysis (EFA). The internal consistency of the extracted factors was determined by Cronbach's α-coefficient reliability test.
    Results: A total of 301 dental students and dental professionals completed the questionnaire. EFA identified eight factors perceived by dental students and professionals as critical to their DSM use. Some identified perceived risks were associated with all DSM users in the general context (e.g., personal privacy, and negative impact on self-image), but others were specific to the dental professional context (e.g., breaches of patients' confidentiality, public deception, and reputational damage). The identified factors explained 63.55% of the variance with eigenvalues >1. Cronbach's alpha for the total questionnaire was 0.9.
    Conclusions: This study data has deepened the understanding of perceived risks that influence dental students and professionals' DSM use. This will help develop education, training, and guidance to mitigate and manage the risks associated with DSM use in the dental professional context.
    Language English
    Publishing date 2022-08-29
    Publishing country United States
    Document type Journal Article
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
    DOI 10.1002/jdd.13085
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 428: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  2. Article ; Online: Clinical experiences of staff and students in transitioning from in-person to blended teaching.

    Nasseripour, Melanie / Angelova Volponi, Ana / Rajadurai, Susha / Turner, Jonathan / Dahir Hassan, Muna / Bartlett, Anitha / San Diego, Jonathan

    Frontiers in oral health

    2024  Volume 5, Page(s) 1306421

    Abstract: This paper describes some of the lessons learned during the COVID-19 pandemic from a study conducted with a group of clinical teachers and undergraduate dental students at the Faculty of Dentistry, Oral & Craniofacial Sciences (FoDOCS) at King's College ... ...

    Abstract This paper describes some of the lessons learned during the COVID-19 pandemic from a study conducted with a group of clinical teachers and undergraduate dental students at the Faculty of Dentistry, Oral & Craniofacial Sciences (FoDOCS) at King's College London about the use of a combination of remote, online and in-person teaching methods that resumed from June 2020. In the narrative research, participants shared their experiences delivering online clinical workshops and their previous experiences delivering face-to-face sessions online, both during and before the pandemic. We conducted remote interviews with the participants via video conferencing, which were recorded, transcribed, and analysed using thematic analysis. Narrative accounts revealed commonalities organised into seven themes, highlighting some of the challenges encountered during the pandemic and providing insights into addressing different curricular constraints and concerns when utilising various delivery modes during emergency situations, such as pandemics. In our study, we concluded that students and teachers benefit from dissociating clinical learning from clinical treatment sessions to focus on the educational intent and content before applying them chairside with patients. Throughout the course, students and teachers were challenged by a lack of engagement. In addition, it is important to examine the online fatigue highlighted by both students and teachers and identify ways to improve time, literacy, and facilitation to create a more conducive learning environment.
    Language English
    Publishing date 2024-03-11
    Publishing country Switzerland
    Document type Journal Article
    ISSN 2673-4842
    ISSN (online) 2673-4842
    DOI 10.3389/froh.2024.1306421
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  3. Article ; Online: Identifying Risk Factors Affecting the Usage of Digital and Social Media: A Preliminary Qualitative Study in the Dental Profession and Dental Education.

    Sharka, Rayan / San Diego, Jonathan P / Nasseripour, Melanie / Banerjee, Avijit

    Dentistry journal

    2021  Volume 9, Issue 5

    Abstract: Aims: This study aimed to identify the risk factors of using DSM to provide an insight into the inherent implications this has on dental professionals in practice and trainee professionals' education.: Materials and methods: Twenty-one participants ( ... ...

    Abstract Aims: This study aimed to identify the risk factors of using DSM to provide an insight into the inherent implications this has on dental professionals in practice and trainee professionals' education.
    Materials and methods: Twenty-one participants (10 dental professionals and 11 undergraduate and postgraduate dental students) participated in this qualitative study using semi-structured interviews in a dental school in the UK. The interviews were analysed and categorised into themes, some of which were identified from previous literature (e.g., privacy and psychological risks) and others emerged from the data (e.g., deceptive and misleading information).
    Results: The thematic analysis of interview transcripts identified nine perceived risk themes. Three themes were associated with the use of DSM in the general context, and six themes were related to the use of DSM in professional and education context.
    Conclusions: This study provided evidence to understand the risk factors of using DSM in dental education and the profession, but the magnitude of these risks on the uptake and usefulness of DSM needs to be assessed.
    Language English
    Publishing date 2021-05-08
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2681351-8
    ISSN 2304-6767 ; 2304-6767
    ISSN (online) 2304-6767
    ISSN 2304-6767
    DOI 10.3390/dj9050053
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Learning Clinical Skills Using Haptic vs. Phantom Head Dental Chair Simulators in Removal of Artificial Caries: Cluster-Randomized Trials with Two Cohorts' Cavity Preparation.

    San Diego, Jonathan P / Newton, Tim J / Sagoo, Anika K / Aston, Tracy-Ann / Banerjee, Avijit / Quinn, Barry F A / Cox, Margaret J

    Dentistry journal

    2022  Volume 10, Issue 11

    Abstract: Dental task trainer simulators using haptics (virtual touch) offers a cost-effective method of teaching certain clinical skills. The purpose of this study is to evaluate students' performance in removing artificial caries after training with either a ... ...

    Abstract Dental task trainer simulators using haptics (virtual touch) offers a cost-effective method of teaching certain clinical skills. The purpose of this study is to evaluate students' performance in removing artificial caries after training with either a haptic dental chair simulator with virtual reality or a traditional dental chair simulator with a mannequin head. Cluster Randomized Controlled Trials in two cohorts, both Year 1 dental students. Students taught using traditional dental chair simulators were compared with students taught using haptic-based simulators on their ability to cut a cavity in a plastic tooth following training. Across both cohorts, there was no difference in the quality of cavity cut, though students' technique differed across the two simulator groups in some respects. No difference was seen across both cohorts in the quality of cavity cut for a simple preparation, though students in the haptic condition performed less well in the more demanding task. Moreover, students in the haptic group were also less likely to be perceived to be 'holding the instrument appropriately'. These findings suggest further investigation is needed into the differences in handling of instruments and level of clinical task difficulty between the simulators.
    Language English
    Publishing date 2022-10-24
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2681351-8
    ISSN 2304-6767 ; 2304-6767
    ISSN (online) 2304-6767
    ISSN 2304-6767
    DOI 10.3390/dj10110198
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: Scaffolding competence-based learning design in the dental simulation curriculum.

    Foxton, Richard / San Diego, Jonathan P / Lu, Emily / Rajadurai, Susha / Bartlett, Anitha / McIlwane, Clare / Austin, Rupert / Srisontisuk, Pinsuda / Sagoo, Anika K / Piper, Kim

    European journal of dental education : official journal of the Association for Dental Education in Europe

    2023  

    Abstract: Introduction: Learning in a clinical domain in dentistry is complex and learners may face uncertain clinical scenarios. A simulation curriculum can be designed to have simple clinical scenarios and learning activities which progress in complexity and ... ...

    Abstract Introduction: Learning in a clinical domain in dentistry is complex and learners may face uncertain clinical scenarios. A simulation curriculum can be designed to have simple clinical scenarios and learning activities which progress in complexity and employ competence assessments of simulated clinical practice before students can undertake authentic practice on patients. This paper presents how scaffolding of competence can be used for designing learning with simulators (haptics and phantom head) demonstrated in a specific domain in restorative dentistry.
    Methods: A collaborative workshop as a research approach was undertaken to inform the iterative analysis, development, and discussion on scaffolding the learning design with respect to competence assessments of learning cavity preparation with simulation-based learning technologies. A workshop was conducted, which was collaborative and involved design negotiations between researchers, technologists, and teachers/practitioners in developing the simulation curriculum.
    Results: A competence assessment with feedback in a specific domain in preparing interproximal caries was used as a context to describe how the learning activities and outcomes were designed to meet assessment of competence with varied levels of simple to complex learning activities and structured sessions.
    Conclusion: Simulation curriculum can be designed and implemented by scaffolding the level of competence that can be learned using simulation between haptics and phantom-head. This brings impetus to the need in meeting the relevant competence criteria in context to a specific affordance of the simulation-based learning technologies to provide optimal patient-centred holistic care.
    Language English
    Publishing date 2023-12-26
    Publishing country England
    Document type Journal Article
    ZDB-ID 1386587-0
    ISSN 1600-0579 ; 1396-5883
    ISSN (online) 1600-0579
    ISSN 1396-5883
    DOI 10.1111/eje.12985
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 5359: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (2.OG)
    ab Jg. 2022: Lesesaal (EG)

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  6. Article: COVID 19 and Dental Education: Transitioning from a Well-established Synchronous Format and Face to Face Teaching to an Asynchronous Format of Dental Clinical Teaching and Learning.

    Nasseripour, Melanie / Turner, Jonathan / Rajadurai, Susha / San Diego, Jonathan / Quinn, Barry / Bartlett, Anitha / Volponi, Ana Angelova

    Journal of medical education and curricular development

    2021  Volume 8, Page(s) 2382120521999667

    Abstract: The Covid-19 pandemic made it necessary to adopt and establish complete or partial online delivery of our clinical teaching and learning. We developed an alternative approach with a combination of Problem based Learning asynchronous fora and Teacher- ... ...

    Abstract The Covid-19 pandemic made it necessary to adopt and establish complete or partial online delivery of our clinical teaching and learning. We developed an alternative approach with a combination of Problem based Learning asynchronous fora and Teacher-facilitated synchronous online discussions. Our aim is to share our educational practice and highlight the requirements and constraints, advantages and challenges of such an approach. It allowed a more student-centred experience, but clinical simulation and face-to-face patient care remain necessary. The Covid-19 pandemic has changed the landscape of dental education for the foreseeable future, with a reduced number of patients in dental clinics. Further study is therefore necessary to understand the lived experience of students and teachers to the adopted online teaching and learning approach.
    Language English
    Publishing date 2021-03-15
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2798123-X
    ISSN 2382-1205
    ISSN 2382-1205
    DOI 10.1177/2382120521999667
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  7. Article ; Online: A Scoring System for Assessing Learning Progression of Dental Students' Clinical Skills Using Haptic Virtual Workstations.

    Ria, Sama / Cox, Margaret J / Quinn, Barry F / San Diego, Jonathan P / Bakir, Ali / Woolford, Mark J

    Journal of dental education

    2018  Volume 82, Issue 3, Page(s) 277–285

    Abstract: The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task ...

    Abstract The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3-5), scores were 12.4, 6.7, and 5.0, respectively (p<0.001). The average performance on task 3, which was attempted in similar numbers during both sessions, improved from the first to the second session (8.14 vs. 12.38; p=0.009). Using the HapTEL system in a first-year BDS curriculum improved the students' performance of simulated cavity preparation after practicing over two sessions. Use of the ACE scoring system enabled tutors to make consistent assessments across a large student cohort and provided an objective method of formative assessment.
    MeSH term(s) Clinical Competence/standards ; Dental Cavity Preparation/standards ; Education, Dental/standards ; Educational Measurement/methods ; Humans ; Students, Dental ; User-Computer Interface
    Language English
    Publishing date 2018-03
    Publishing country United States
    Document type Journal Article
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
    DOI 10.21815/JDE.018.028
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 428: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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