Enhancing Cultural Competence Among Dental Students Through Active Teaching and Experiential Learning

Dental schools are required to utilize teaching practices that increase students’ culture competence and ensure their ability to deliver equitable oral care. This study explored the impact of active teaching, an approach that offered comprehensive engagement and experiential learning. Students participated in small group activities, conducted interviews and developed reflective writings. A QUAN→qual sequential mixed method was used to analyze their reflective writings. Quantitative results indicated that students’ cultural competence was significantly enhanced. Qualitative findings showed that students recognized their unconscious biases and reported an increase of cultural competence. This study demonstrates the effectiveness of experiential learning, particularly the addition of small group discussions, in instruction aimed at enhancing cultural competence among 84 first year pre-doctoral dental students

Assessing Participant Group Affiliation and Attitudes Towards CTSI Services

Analyzing open-ended survey text responses holds the capacity to yield greater insight about participants’ perceptions of clinical translational science institute (CTSI) initiatives. Few translational research studies have explored their effectiveness. The aim of this mixed methods analysis was to assess participant perspectives of the impact and effectiveness of our CTSI program and services. We selected two open-ended survey question items (how CTSI benefitted research, and the most important impact of the research facilitated by the CTSI) from a larger set and compared responses by participant affiliations (clinical/non-clinical; lab/non-lab). We used a three-step analysis. First, nodes were generated using NVivo word frequency function. Next, with the aid of Python, we used sentiment analysis to classify each node (as positive, negative, or neutral) to indicate participant ratings toward their experiences with the CTSI and computed the average differences between groups. Third, we selected nodes that met pre-established criteria and report the qualitative distinctions. We recommend using precisely worded open-ended questions in future annual surveys or administering a survey using only opened-ended questions every six months

Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature

The authors reviewed 42 empirical studies of teaching of critical thinking skills in postsecondary education published between 1994 and 2009. The instructional intervention, test measure, and research design of the studies were analyzed. Study results suggest that: (1) the same instructional interventions can lead to different results, depending on the intervention’s implementation; (2) qualitative data can inform researchers about intervention effects that are not easily captured by quantitative instruments; and (3) most studies reviewed are subject to limitations in research design, sample size, or sample representativeness. The following recommendations are made: (1) statistical significance should not be the only criterion for instructors to consider when choosing new teaching methods; (2) multiple test measures, including quantitative and qualitative, should be used to assess changes in students’ critical thinking skills; (3) future research should properly address internal validity threats, e.g. by adopting at least a quasi-experimental design, in order to establish causal relationship between intervention and changes in students’ critical thinking skills

From Contemplation to Action: Mechanisms of Change in the Mentoring Academy

Mentoring is fundamental to the professional development of research scientists in academic health centers (AHC). Qualified mentors can support the development of competencies considered most significant in training research scientists. Yet AHC faculty may have little preparation in and knowledge of how to mentor. Emerging AHC mentor academies provide educational environments whereby faculty can learn the art and practice of mentoring. However, little is known about their effectiveness. Using the Transtheoretical Change Model (TTM), this study explored how 23 mentors used newly learned information to change their communication styles and develop shared expectations with mentees. Based on an inductive analysis of 46 reflective writing assignments, the results showed that the mentor academy enabled progress through the stages of contemplation and preparation, however, mentors rarely implemented new knowledge to make changes in their approach to mentoring. The authors suggest instructional strategies that will promote actionable change and accountability for implementation

What Open-Ended Comments Reveal: An Analysis of a Clinical Translational Science Institute’s Annual Surveys

Analyzing open-ended responses can provide insight regarding participants’ experiences or illuminate organizational issues. The purpose of this study was to qualitatively analyze 1096 open-ended responses to a longitudinal survey and report patterns observed across participants. Word frequency, text search and matrix coding were used to analyze the data. Thematic differences were noted by the college group denoting the participant’s primary appointment. Although perceived gaps between expectations and service delivery were expected, participants’ statements pointed out informational inaccuracies or an absence of awareness. The inherent richness and insight of the analysis yielded complexities, otherwise not discernable using quantitative analyses. The authors offer suggestions for improving the university clinical translational science institute’s delivery of biomedical research services

Migrant Hispanic Families of Young Children: An Analysis of Parent Needs and Family Support

The population served by early interventionists has changed to include more migrant families. Although there has been much research concerning Caucasian families, less is known about culturally and linguistically diverse families. Forming partnerships with families can be aided by understanding how to identify families\u27 needs and support networks. The purpose of this study was to assess the group differences between Hispanic migrant families of young children with and without disabilities (ages birth - 5) regarding their perceptions of needs and use of support systems. The findings indicate that there is little difference between migrant families of young children with and without disabilities. Implications of the findings and suggestions for further research are discussed

Are All Dentiform Teeth with Simulated Caries the Same? A Six-Year Retrospective Study in Preclinical Operative Dentistry

Dentiform teeth with simulated caries (DTSC), frequently used in preclinical courses, should show no variability in the amount of simulated caries from tooth to tooth. However, the level of caries variability among DTSC is currently unknown. The aim of this study was to assess the variation in simulated caries levels in one group of DTSC and determine whether variation among DTSC impacted the preclinical performance of dental students. In the study, 80 commercially available mandibular first molar DTSC with simulated mesio-occluso-distal caries were sectioned in coronal (n=40) and sagittal (n=40) planes where the caries depth/width was greatest. Section images were analyzed for variation in levels of simulated caries using image-processing software. Three years of practical performance data using DTSC were compared with three years of practical performance data using dentiform teeth without simulated caries, for a total of six years (students' performance on two exams, Practical 1 and Practical 2). The results showed that 70% of the coronally sectioned teeth had manufacturing defects that resulted in caries overextension at the dentino-enamel junctions (DEJs). Overextensions were found at the DEJ in 41.3% of the sagittally sectioned teeth. There was a statistically significant decrease in Practical 1 performance of the students who used DTSC as compared with students who used teeth without simulated caries (p=0.0001); there was no statistically significant difference on Practical 2 performance. Of the DTSC evaluated in this study, 56.6% contained manufacturing defects, and more than 80% were found to have excessive caries variation. Prediction of which DTSC will have caries overextension is not possible. Students preparing DTSC that contain caries overextension are therefore at increased risk of receiving undeserved negative summative assessment on practical examinations

Assessing Readiness for Clinical Practice: Students’ Perspectives of their Veterinary Curriculum

Studies describing the effectiveness of a veterinary curriculum from the student perspective are currently sparse. The overall purpose of this investigation was to describe students’ perceived preparedness for clinical practice. Three focus group meetings with fourth year veterinary students were conducted. Data were open-coded and categorized to identify themes. Four main themes emerged: Challenging communications, Un/appreciating curricular experiences, Documenting demands impede case involvement, and Hungering for timely, effective feedback. Overall students felt comfortable talking to clients about medicine but less comfortable discussing euthanasia or money; they appreciated the split clinical curriculum but questioned the value of the 1st/2nd year courses; they felt that paperwork on clinical rotations negatively impacted patient involvement; expressed the need for well-defined expectations regarding grading/assessment and autonomy on clinical rotations. Despite the reported issues, students expressed satisfaction with the split curriculum and readiness to enter their chosen field of study

Exploring How U.S. Dental Schools Teach Removal of Carious Tissues During Cavity Preparations

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153710/1/jddj002203372017811tb06241x.pd