Self-efficacy of undergraduate dental students in endodontics within Aarhus and Amsterdam

Aim: To understand whether the self-efficacy of undergraduates is associated with the extent of the endodontic education they received. Methodology: Data were obtained from three undergraduate endodontic programmes in two universities: Aarhus University (AU), Denmark and the Academic Centre for Dentistry Amsterdam (ACTA), the Netherlands. Just before their graduations in 2016 or 2017, students completed a questionnaire that contained the Endodontic General Self-Efficacy Scale and questions on how they valued the education they received in Endodontics. The information on the number and type of root canal treatments participants had performed on patients was collected from dental clinic management systems. Data were ana-lysed using non-parametric tests and multiple regression analyses. Results: The median number of treated root canals on patients per student was 5 in the standard programme at ACTA, 10 in AU, and 14.5 in the extended programme at ACTA. Students’ self-efficacy increased with the number of treated root canals; however, retreatments and root canal treatments in molars were negatively associated with self-efficacy. All students wanted more experience in performing root canal treatment on patients. Conclusions: The endodontic self-efficacy of students from the standard programmes of the two participating universities was comparable. Students’ self-efficacy was influenced mostly by their clinical experience when performing root canal treatment. It seems that the more root canal treatments students perform on patients, the greater their self-efficacy is at graduation. However, treating difficult cases (molars and retreatments) might reduce their self-efficacy

3D visual data mining - goals and experiences

The visual exploration of large databases raises a number of unresolved inference problems and calls for new interaction patterns between multiple disciplines-both at the conceptual and technical level. We present an approach that is based on the interaction of four disciplines: database systems, statistical analyses, perceptual and cognitive psychology, and scientific visualization. At the conceptual level we offer perceptual and cognitive insights to guide the information visualization process. We then choose cluster surfaces to exemplify the data mining process, to discuss the tasks involved, and to work out the interaction patterns. © 2003 Elsevier B.V. All rights reserved

E-collaborating for environmentally sustainable health curricula

Purpose This chapter aims to demonstrate how medical educators can use e-collaborative tools to collaborating internationally and cross-institutionally towards designing environmental sustainability and health (ESH) education. The main focus of the chapter is on sustainable medical curricula. Methodology The chapter uses a case-study approach to bridge these broader e-collaborative principles with the specifics of implementation driven and supported by e-collaboration. Findings The case study describes the evolution of the Sustainable Healthcare Education (SHE)-network into a network collaborative. Finally, the chapter discusses e-collaboration for education development through an illustrative case. The case concerns an UK-Greek University e-collaboration aimed at combating obesity and promoting climate literacy. Research implications E-collaboration is central at all levels of the ESH curriculum design process from forming a network collaborative around the curriculum process, alignment of assessment and learning activities with objectives, discussing and agreeing on a vision to the actual implementation plan. Practical implications E-collaboration aids the curriculum design process such that people feel that their participation and interests are valued, as well as providing resources and input to resource stressed academics and institutions. E-collaboration is not an end in itself, but a means of enabling a global network collaborative to address an issue that suits this type of collaboration towards sustainable healthcare education. Originality This chapter is inventive in showing how the promotion of climate literacy can be a component of a sustainable medical curriculum and how this process is facilitated with e-collaborative tools. The chapter demonstrates how health education should educate climate literate health professionals who are able to address and reduce public health impacts of climate change