Displaying publications 1 - 20 of 37 in total

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  1. Malaysian dental graduates' competence in holistic care: what do graduates and employers think?
    Yusof ZY, Jaafar N, Jallaludin RL, Abu-Hassan MI, Razak IA
    J Dent Educ, 2010 Dec;74(12):1380-7.
    PMID: 21123505
    The purpose of this study was to explore the University of Malaya (UM) dental graduates' competence in holistic care in real settings from the employers' and graduates' perspectives. A self-administered questionnaire consisting of ten domains was sent to thirty senior dental officers of the Ministry of Health (MOH) and 164 UM graduates. In this article, nineteen major competencies that best represent the graduates' competence in the provision of holistic care are discussed. Each competency was rated on a scale of 1 (very poor) to 4 (very good) and was categorized as "poor and of major concern" (if less than 60 percent of respondents scored good or very good), "satisfactory and of minor concern" (60-69 percent), or "excellent" (70 percent and above). One hundred and six out of 164 graduates (64.6 percent) and twenty-nine out of thirty employers (96.7 percent) responded. Overall, the employers rated the graduates lower than what the graduates rated themselves on all items. While the graduates felt they were excellent and satisfactory in sixteen out of nineteen items (84.2 percent), the employers felt they were poor in fourteen out of nineteen (73.7 percent). Both groups agreed that the graduates were excellent in communication, but poor in life-saving skills, obtaining patient's family and psychosocial histories, and recognizing signs and symptoms (not intraoral) indicating the presence of a systemic disease. In conclusion, although the graduates felt competent in the majority of the holistic care competencies, the employers had some reservations over such claims. Outcomes of the study led to recommendations to incorporate longer community-based learning hours, an improved behavioral science component, a module for special care patients, and multidepartmental collaborative teachings in the new integrated program aimed for implementation in 2011.
  2. Evidence-based practice among a group of Malaysian dental practitioners
    Yusof ZY, Han LJ, San PP, Ramli AS
    J Dent Educ, 2008 Nov;72(11):1333-42.
    PMID: 18981212
    The objective of this study was to assess dentists' knowledge and use of evidence-based practice (EBP), including their attitudes toward and perceptions of barriers that limit the use of EBP. A cross-sectional survey was used with self-administered questionnaires involving dental practitioners in the state of Selangor, Malaysia. One hundred ninety-three replies were returned, for a response rate of 50.3 percent. More than two-thirds (135/193, 69.9 percent) of the respondents had heard of EBP. Out of the 135 respondents who had heard of EBP, a majority agreed it was a decision-making process based on evidence (127/135, 94.2 percent) and involved a series of steps from formulating the research question, locating and assessing the evidence, to applying it if suitable (129/135, 95.6 percent). Out of the 135 respondents who had heard of EBP, a high percentage agreed that EBP improved their knowledge and skills (132/135, 97.8 percent) and treatment quality (132/135, 97.8 percent). For advice, a majority of the 135 respondents frequently consulted friends and colleagues (123/135, 91.1 percent), made referrals (120/135, 88.9 percent), consulted textbooks (112/135, 83.0 percent), and referred to electronic databases (90/135, 66.7 percent). Out of the 135 respondents, many perceived EBP as very important (59/135, 43.7 percent) and important (58/135, 43.0 percent) and were interested to learn further information about EBP (132/135, 97.8 percent). The main reported barriers were lack of time (87/135, 64.4 percent), financial constraints (54/135, 40.0 percent), and lack of knowledge (38/135, 28.1 percent). A majority of the 135 respondents had knowledge of and positive attitudes towards EBP. However, due to barriers, a majority of them preferred colleagues, textbooks, and referrals for advice instead of seeking evidence from electronic databases.
  3. Perspective of students in the Global Citizenship in Dentistry as an international peer learning experience
    Yiu FSY, Yu OY, Wong AWY, Chu CH
    J Dent Educ, 2021 Nov;85(11):1721-1728.
    PMID: 34184258 DOI: 10.1002/jdd.12733
    OBJECTIVE: To explore the achievement and perception of dental students in an international peer learning setting via the Global Citizenship in Dentistry (GCD) program.

    METHODS: In the GCD program, year-2 dental students from universities in Egypt, Hong Kong, Malaysia, UK, and the United States developed a portfolio of a restorative procedure in simulation laboratory and uploaded to an online platform (https://gcd.hku.hk/). Through the platform, the students left comments on each other's portfolios to share and discuss their knowledge and experiences on restorative dentistry. This study invited students from Hong Kong in 2018-2019 to complete an open-ended questionnaire to explore their experience on the GCD program. The feedback was compiled and analyzed.

    RESULTS: All 71 year-2 students completed the questionnaire. Their most dominant comments were positive feelings about learning different clinical principles and methods from universities abroad. The students also enjoyed the cultural exchange from the comfort of their own devices. Other recurrent comments included the improvement of the skills of communication and comments on the peers' work in a professional manner. The students were enthusiastic about being able to apply their critical thinking in evaluating their work. They shared their learning barriers, including the extra time needed for the program, some unenthusiastic responses from groupmates, and delayed replies from peers. They made suggestions to remove the barriers in the learning process of the GCD program.

    CONCLUSION: Students generally welcomed the GCD program and benefitted from the global academic exchange, development of critical thinking, enhancing professional communication skills, as well as opportunities of cultural exchange.

  4. Implementation of online mentoring program in dental education
    Veerabhadrappa SK, Hesarghatta Ramamurthy P, Yadav S, Termizi Bin Zamzuri A
    J Dent Educ, 2020 Oct 10.
    PMID: 33038270 DOI: 10.1002/jdd.12463
  5. COVID-19 drives innovation using free online resources
    Telang A
    J Dent Educ, 2020 Sep 09.
    PMID: 32901944 DOI: 10.1002/jdd.12421
  6. Integrating personal and professional development course to undergraduate dental education
    Tan WW, Lin GSS
    J Dent Educ, 2024 Jan 15.
    PMID: 38223980 DOI: 10.1002/jdd.13438
  7. Jumping hurdles in achieving preclinical skills during a pandemic abbreviated curriculum
    Sivakumar I, Tawfiq O, Chidambaram R, Shaziya A
    J Dent Educ, 2021 Aug 23.
    PMID: 34426970 DOI: 10.1002/jdd.12781
  8. Culture of reflection through case scenarios reversing the Bloom Learning Framework
    Sivakumar I, Arunachalam S, Buzayan MM, Chidambaram R
    J Dent Educ, 2022 Dec;86 Suppl 3:1742-1744.
    PMID: 35412660 DOI: 10.1002/jdd.12945
  9. Draw to learn: Removable partial denture designing through team-based learning
    Sivakumar I, Arunachalam S, Buzayan MM
    J Dent Educ, 2023 Jun;87 Suppl 1:892-894.
    PMID: 36469857 DOI: 10.1002/jdd.13153
  10. Co-design in preclinical skill-based learning: A pandemic plan for continuity and reinforcement
    Saxena K, Arunachalam S, Banavar SR, Dhanaraj S
    J Dent Educ, 2022 Dec;86 Suppl 3:1731-1733.
    PMID: 34958485 DOI: 10.1002/jdd.12872
  11. Assessing the competency of University of Malaya dental graduates: employers' and graduates' perceptions
    Razak IA, Latifah RR, Jaafar N, Abu Hassan MI, Ab Murat N
    J Dent Educ, 2008 Mar;72(3):364-9.
    PMID: 18316541
    A survey was conducted to assess competencies of dental graduates of the Faculty of Dentistry, University of Malaya, as perceived by the graduates and their employers, based on the five-year undergraduate curriculum introduced in 1995. All senior dental officers in the Ministry of Health (MOH), representing employers, and all 164 dental graduates of the years 2000, 2001, and 2002 were sent a self-administered questionnaire covering eight areas of competency. The respondents had to rate these areas on a scale of 1 (very poor) to 4 (very good). The responses for each area were then dichotomized into poor (1 and 2) and good (3 and 4). If less than 60 percent of the respondents rated an area as good, then it was categorized as needing attention; 60-69 percent as satisfactory; and 70 percent and above as excellent. One hundred and six graduates (64.6 percent) and twenty-nine employers (96.7 percent) responded; of the graduates, 73.6 percent were working in the MOH and 22.6 percent in private practice. About 57.1 percent of employers reported that at least five graduates have worked under them. Graduates (85.7 percent) and employers (83.3 percent) agreed that graduates have excellent skills in communication. Although all graduates perceived their competency to be excellent in the four areas (treatment planning; community-based skills; management, administrative skills, and personal management; and professional development skills), employers felt that these are the areas that are of concern and needed attention. In conclusion, whilst generally the graduates' level of competency in almost all areas is acceptable or good, there are areas of concern that need to be addressed to further improve the five-year curriculum at the University of Malaya.
  12. Fulltext Use of a mindfulness application to promote students' mental well-being during COVID-19-era
    Rath A, Wong M, Wong N, Brockman R
    J Dent Educ, 2021 Dec;85 Suppl 3:2049-2051.
    PMID: 33893747 DOI: 10.1002/jdd.12635
  13. Fulltext The impetus to interactive learning: Whiteboarding for online dental education in COVID-19
    Rath A, Sidhu P, Wong M, Pannuti C
    J Dent Educ, 2021 Dec;85 Suppl 3(Suppl 3):1914-1916.
    PMID: 33448378 DOI: 10.1002/jdd.12533
  14. Preparing dental students to use social media as a platform to promote oral health
    Rani H, Yahya NA, Rosli TI, Mohd-Dom TN
    J Dent Educ, 2020 Jul 27.
    PMID: 32717105 DOI: 10.1002/jdd.12349
  15. Fulltext Emotional intelligence and perceived stress in dental undergraduates: a multinational survey
    Pau A, Rowland ML, Naidoo S, AbdulKadir R, Makrynika E, Moraru R, et al.
    J Dent Educ, 2007 Feb;71(2):197-204.
    PMID: 17314380
    This multinational survey investigated the relationship between emotional intelligence (EI) and perceived stress (PS) in seven countries. First-year dental undergraduates attending a dental school in England, Greece, Romania, South Africa, Australia, and the United States and three schools in Malaysia were invited to complete a set of questionnaires on age, gender, academic background, satisfaction with career choice, EI, and PS. Of 860 questionnaires distributed, 596 were fully completed--a response rate of 69.3 percent. Mean EI score was 123.8 (95 percent CI 122.7-124.9), and mean PS score was 19.1 (95 percent CI 18.6-19.7). Significant differences in EI and PS scores were detected between different countries. Females (p<0.05), younger students (p<0.001), those without a previous higher education qualification (p<0.001), and those not satisfied with their decision to study dentistry (p<0.001) were more likely to report PS when compared to their counterparts. A significant inverse relationship (coefficient=-0.29, p=0.001) between EI and PS was detected. Independent significant predictors of PS identified were gender (beta=0.22, t=5.71, p=0.001), previous higher education qualification (beta=-0.14, t=-2.42, p=0.010), satisfaction with decision to study dentistry (beta=-0.20, t=-5.11, p=0.001), and EI (beta=-0.24, t=-6.09, p=0.001), with the latter being relatively the most important predictor. In conclusion, the inverse relationship between EI and PS has been confirmed in this heterogeneous sample representing diverse sociocultural and academic contexts of dental undergraduates.
  16. Indian dental students' preferences regarding lecture courses
    Parolia A, Mohan M, Kundabala M, Shenoy R
    J Dent Educ, 2012 Mar;76(3):366-71.
    PMID: 22383607
    Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneficial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.
  17. Structured student-generated videos for first-year students at a dental school in Malaysia
    Omar H, Khan SA, Toh CG
    J Dent Educ, 2013 May;77(5):640-7.
    PMID: 23658411
    Student-generated videos provide an authentic learning experience for students, enhance motivation and engagement, improve communication skills, and improve collaborative learning skills. This article describes the development and implementation of a student-generated video activity as part of a knowledge, observation, simulation, and experience (KOSE) program at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It also reports the students' perceptions of an activity that introduced first-year dental students (n=44) to clinical scenarios involving patients and dental team aiming to improve professional behavior and communication skills. The learning activity was divided into three phases: preparatory phase, video production phase, and video-watching. Students were organized into five groups and were instructed to generate videos addressing given clinical scenarios. Following the activity, students' perceptions were assessed with a questionnaire. The results showed that 86 percent and 88 percent, respectively, of the students agreed that preparation of the activity enhanced their understanding of the role of dentists in provision of health care and the role of enhanced teamwork. In addition, 86 percent and 75 percent, respectively, agreed that the activity improved their communication and project management skills. Overall, the dental students perceived that the student-generated video activity was a positive experience and enabled them to play the major role in driving their learning process.
  18. Development and implementation of an e-tutorial to provide tobacco cessation training for dental students
    Omar H, Bilal S
    J Dent Educ, 2020 Dec 13.
    PMID: 33314054 DOI: 10.1002/jdd.12520
  19. University of Malaya dental students' attitudes towards communication skills learning: implications for dental education
    Nor NA, Yusof ZY, Shahidan MN
    J Dent Educ, 2011 Dec;75(12):1611-9.
    PMID: 22184601
    The Ministry of Higher Education in Malaysia has called for the implementation of a soft skills module in all public universities in Malaysia. In response to this and as part of curriculum development efforts for a new integrated program for 2011, a study was undertaken to improve the University of Malaya (UM) Faculty of Dentistry's communication skills course. One of the study objectives was to investigate dental students' attitudes towards communication skills learning and the association between their attitudes and demographic and education-related characteristics. A cross-sectional survey--using a self-administered twenty-four-item adapted Communication Skills Attitude Scale (CSAS) that contained both positive (PAS) and negative (NAS) attitude subscales--was carried out targeting all final-year dental students at the UM and the Universiti Kebangsaan Malaysia (UKM). A total of 148 students completed the survey, yielding a response rate of 88.1 percent. Overall, UKM students had significantly more positive attitudes towards communication skills learning (PAS score: mean=48.69, SD=4.48, p<0.001) than UM students (mean=46.03, SD=4.22). There was no statistically significant difference in negative attitudes between the two groups. UKM students with more positive attitudes tended to be female (p<0.05). UM students with more negative attitudes perceived themselves as poor communicators (p<0.05), and UKM students with more negative attitudes tended to have poor English proficiency (p<0.05). This study found that both UM and UKM final-year dental students have positive and negative attitudes towards learning communication skills. These attitudes were significantly associated with certain background and education-related attributes. Outcomes of this study served as a valuable guide in strengthening the communication skills course for the UM's new, integrated dental curriculum.
  20. Virtual student mobility: New opportunity on the horizon of undergraduate dental education
    Nimbalkar S, Seow LL, Babar MG, Arunachalam S
    J Dent Educ, 2023 Dec;87 Suppl 3:1867-1869.
    PMID: 37322855 DOI: 10.1002/jdd.13299
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