Development, application, and evaluation of interactive simulation materials for learning the dental hygiene process of care

Dental hygiene students find it challenging to understand and perform the dental hygiene process of care (DHPC) after only a limited amount of clinical training; they generally improve their DHPC skills through clinical experience after graduation. In this study, we developed and evaluated interactive learning materials that simulate the DHPC. We divided the learning contents of the DHPC into six components and created five simulation materials. Using these materials, students could experience a typical DHPC virtually. In total, 30 third-year university dental hygiene students were divided into two groups (A and B), and then pre-quizzes were carried out for each group (group A: Quiz I, group B: Quiz II). Next, the students learned using the developed materials and took post-quizzes (group A: Quiz II, group B: Quiz I) to clarify their understanding of the DHPC. After the post-quizzes, a questionnaire survey was conducted. Both groups showed significantly higher scores on the post-quiz than on the pre-quiz (Group A: p = 0.0451 vs. Group B: p = 0.0090, paired Student’s t-test). In addition, more than 80% of the responses to the questionnaire were favorable. These results suggest that the simulation materials developed in this study are effective for learning the DHPC

Development and evaluation of an English learning system using smartphones in Japanese dental hygiene education

Purpose: To develop and evaluate the effects of an English learning system using smartphones in Japanese dental hygiene education.Methods: Forty-three third-year undergraduate university dental hygiene students took a preliminary examination and then were randomly divided into two groups, Group I or II, according to their results to make the English level of each group approximately equal. Group I took examination A as a pre-examination and examination B as a post-examination. Group II took examination B as a pre-examination and examination A as a post-examination. Each examination was composed of dental terminology and speaking sections. All participants studied English learning materials via a learning management system, which included a series of four subtopics related to dental caries prevention, as re- and self-learning.Results: In the terminology section, both groups showed significantly higher post-examination scores than pre-examination scores, regardless of which examination (A or B) was taken as the pre-examination (Group I: p < 0.0001, Group II: p =0.0025).Conclusions: The English learning system using smartphones developed in this study effectively increased participants’ dental English vocabulary. English speaking skills showed no improvement and another learning style should be evaluated in a future study

Including clinic-based English education in dental curriculum, supplemented by e-learning

This study aimed to construct proposals for improving dental English education by assessing the need and importance of dental English proficiency in practical settings and how e-learning might supplement such education in Japan. With the understanding that the dental English education in the Japanese undergraduate dental curricula has been under addressed, computer-assisted simulation modules have been developed. Fourteen fourth-year dental undergraduates were given access to these clinical settings’ modules, designed to take learners through decision-making processes for emergency services with the added bonus of learning dental English. Pre- and post-quizzes, a post-questionnaire, and self-rating scale were used to assess the knowledge gained and the perceived need for dental English. Post-quiz scores were significantly higher than the pre-quiz scores (p=0.004), and the questionnaire results (response rate of 100%) provided favorable feedback for this learning method. Results indicated that for improved learning outcome, the interlacing of dental English learning opportunities alongside the regular Japanese dental courses might be the best-case scenario. Practical knowledge and skills, both in one’s native tongue and English, were important; and that increasing the amount of clinical/practical training in English may be necessary, while e-learning might be a suitable method for supplementing current dental English education deficiency

Associations between demographic factors and the academic trajectories of medical students in Japan.

BACKGROUND:Group-based trajectory modeling is a useful tool for categorizing students' academic trajectories and their determinants. Using insights gained from the analyses, we can identify students at risk for poor academic performance and monitor them to provide support. To date, studies investigating the associations between demographic factors and academic performance trajectories among medical students are scarce. The study objective was to examine the associations between demographic factors and academic performance trajectories in medical students using group-based trajectory modeling. METHODS:Participants included all medical students admitted to Tokyo Medical and Dental University in Japan in 2013 and 2014 (n = 202). Academic performance was evaluated by biannual grade point average (GPA) scores in preclinical years. We used group-based trajectory modeling to categorize students into GPA trajectories. Multinomial logistic regression was used to examine the association between the odds of being in a certain GPA trajectory group and demographic factors such as high school type, high school geographical area, admission test type, high school graduation year, whether the student was a biology major, and sex. RESULTS:Students' GPA trajectories were classified into four trajectory groups as well as another group that consisted of students who withdrew or repeated years. We found that students whose high school geographical area was outside the National Capital Region were 7.2 times more likely to withdraw or repeat years in comparison with students whose school was inside the National Capital Region (OR: 7.21, 95% CI: 1.87, 27.76). In addition, admission test type, high school graduation year, and sex were associated with GPA trajectories. CONCLUSIONS:High school geographical area, admission test type, high school graduation year, and sex were associated with GPA trajectories. These findings provide important insights into identifying students at risk for poor academic performance and strategies for monitoring them to provide adequate and timely support

Standardization of examiners using a dental model for pocket probe training: Adequacy of evaluation with a model and standard accuracy rate of skilled examiners

Objective: To standardize examiners using a dental model, we developed a dental model and conducted a study that found the model was feasible and effective for student practice. However, it remains unclear whether the skill of measuring probing depth (PD) in this model correlates with the skill of measuring PD in patients. Thus, this study was designed to clarify this point and to determine the accuracy rate of a skilled examiner. Material and Methods: Study 1: Fifty-one students measured PD in patients with more than 4 teeth having a pocket equal to or deeper than 4 mm and PD in the model. On the same day, their instructor remeasured PD in these patients. Study 2: Ninety- nine students and 11 Certified Periodontists measured PD in the model. Results: Study 1: The accuracy rate of students measuring patients’ PD equal to or deeper than 4 mm and PD in the model showed a significant positive correlation. Study 2: Based on the receiver operating characteristic curve analysis, the accuracy rate equivalent to the skill level of Certified Periodontists was found to be 84.7%. Conclusion: Standardization of examiners was confirmed with this model. The standard accuracy rate of skilled examiners was found to be 85%