Displaying publications 1 - 20 of 37 in total

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  1. 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.
  2. Utilization of debate as an educational tool to learn health economics for dental students in Malaysia
    Khan SA, Omar H, Babar MG, Toh CG
    J Dent Educ, 2012 Dec;76(12):1675-83.
    PMID: 23225687
    Health economics, a special branch of science applying economic principles to the health delivery system, is a relatively young subdiscipline. The literature is scanty about teaching health economics in the medical and dental fields. Delivery methods of this topic vary from one university to another, with lectures, seminars, and independent learning reported as teaching/learning tools used for the topic. Ideally, debates should foster the development of logical reasoning and communication skills. Health economics in dentistry is taught under the community oral health module that constitutes part of an outcome-based dental curriculum in a private dental school in Kuala Lumpur, Malaysia. For this study, the students were divided into two groups: active participants (active debaters) and supporting participants (nonactive debaters). The debate style chosen for this activity was parliamentary style. Active and nonactive debaters' perceptions were evaluated before and after the activity through a structured questionnaire using a five-point rating scale addressing the topic and perceptions about debate as an educational tool. Cronbach's alpha coefficient was used as a measure of internal consistency for the questionnaire items. Among a total of eighty-two third-year dental students of two successive cohorts (thirty-eight students and forty-four students), seventy-three completed the questionnaire, yielding a response rate of 89 percent. Students' responses to the questionnaire were analyzed with the Kruskal-Wallis analysis of variance test. Results revealed that the students felt that their interest in debate, knowledge of the topic, and reinforcement of the previous knowledge had improved following participation in the debate. Within the limitations of this study, it can be concluded that debate was a useful tool in teaching health economics to dental students.
  3. 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
  4. COVID-19 drives innovation using free online resources
    Telang A
    J Dent Educ, 2020 Sep 09.
    PMID: 32901944 DOI: 10.1002/jdd.12421
  5. 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.
  6. 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
  7. 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.
  8. Near-peer teaching through work shadowing: Developing confidence and camaraderie
    Mohan M, Saxena K
    J Dent Educ, 2024 Apr 01.
    PMID: 38558413 DOI: 10.1002/jdd.13541
  9. 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.
  10. 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.
  11. Clinical audit teaching in record-keeping for dental undergraduates at International Medical University, Kuala Lumpur, Malaysia
    Chong JA, Chew JK, Ravindranath S, Pau A
    J Dent Educ, 2014 Feb;78(2):206-12.
    PMID: 24489028
    This study investigated the impact of clinical audit training on record-keeping behavior of dental students and students' perceptions of the clinical audit training. The training was delivered to Year 4 and Year 5 undergraduates at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It included a practical audit exercise on patient records. The results were presented by the undergraduates, and guidelines were framed from the recommendations proposed. Following this, an audit of Year 4 and Year 5 students' patient records before and after the audit training was carried out. A total of 100 records were audited against a predetermined set of criteria by two examiners. An email survey of the students was also conducted to explore their views of the audit training. Results showed statistically significant improvements in record-keeping following audit training. Responses to the email survey were analyzed qualitatively. Respondents reported that the audit training helped them to identify deficiencies in their record-keeping practice, increased their knowledge in record-keeping, and improved their record-keeping skills. Improvements in clinical audit teaching were also proposed.
  12. 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
  13. Application of two systems to classify the root and canal morphology in the human dentition: A national survey in India
    Karobari MI, Ahmed HMA, Khamis MFB, Ibrahim N, Noorani TY
    J Dent Educ, 2023 Aug;87(8):1089-1098.
    PMID: 37164913 DOI: 10.1002/jdd.13236
    PURPOSE: To assess the application and accuracy of two systems (Vertucci et al. 1974 and Ahmed et al. 2017) in classifying the root and canal morphology of human dentition among final-year undergraduates, interns, and postgraduate dental students in India.

    METHODS: The survey was conducted using physical and online presentation modes in two phases. Phase 1; PowerPoint presentation (PPT), describing the most used classification system (Vertucci et al. 1974) and its supplementary types and Ahmed et al. (2017) classification. A single presenter delivered the PPT to participants, using either a projector in an auditorium/seminar hall (face-to-face) or an online platform (zoom meeting software). Phase 2 involved determining the students' responses. A questionnaire was distributed amongst the participants after the lecture and collected for analysis. Fisher's exact test was used to analyze the data statistically, and the significance level was set at 0.05 (p 

  14. Students' perception on flipped classroom in contrast to live demonstration for teaching orthodontic wire-bending skills: A focus group study
    Lau MN, Sivarajan S, Kamarudin Y, Othman SA, Wan Hassan WN, Soh EX, et al.
    J Dent Educ, 2022 Nov;86(11):1477-1487.
    PMID: 35650663 DOI: 10.1002/jdd.12954
    OBJECTIVE: This study aimed to explore students' perceptions of flipped classroom (FC) compared to live demonstration (LD) in transferring skills of fabricating orthodontic wire components for orthodontic removable appliances.

    METHODS: Forty third-year undergraduate dental students were randomly assigned to two groups: FC (n = 20) and LD (n = 20). Students in group FC attended FC, while students in group LD attended LD. Both groups underwent a series of standardized teaching sessions to acquire skills in fabricating six types of orthodontic wire components. Eight students (four high achievers and four low achievers) from each group were randomly selected to attend separate focus group discussion (FGD) sessions. Students' perceptions on the strengths, weaknesses, and suggestions for improvement on each teaching method were explored. Audio and video recordings of FGD were transcribed and thematically analyzed using NVivo version 12 software.

    RESULTS: Promoting personalized learning, improvement in teaching efficacy, inaccuracy of three-dimensional demonstration from online video, and lack of standardization among instructors and video demonstration were among the themes identified. Similarly, lack of standardization among instructors was one of the themes identified for LD, in addition to other themes such as enabling immediate clarification and vantage point affected by seating arrangement and class size.

    CONCLUSIONS: In conclusion, FC outperformed LD in fostering personalized learning and improving the efficacy of physical class time. LD was more advantageous than FC in allowing immediate question and answer. However, seating arrangement and class size affected LD in contrast to FC.

  15. 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
  16. Dental students' perception on Disability Equality Training as part of the special care dentistry curriculum
    Mohamed Rohani M, Mohd Nor NA
    J Dent Educ, 2021 May;85(5):690-698.
    PMID: 33476414 DOI: 10.1002/jdd.12528
    INTRODUCTION: The Special Care Dentistry (SCD) undergraduate program increasingly aims to address student attitudes toward people with disabilities (PWD). One of the efforts made by the Faculty of Dentistry, University of Malaya (FODUM), is to introduce Disability Equality Training (DET) as part of the learning activity in the SCD curriculum. This study aimed to explore students' perception about the DET program.

    METHODS: This was a qualitative research project exploring students' perception toward DET in 2 cohorts of third-year dental students from FODUM (n = 100). The reflection notes were analyzed using Luborsky's method of thematic analysis. Identification of themes was based on statements that were most frequently reported by students.

    RESULTS: The majority of the students gave positive feedback for the training, which includes enhanced knowledge, attitudes, and skills about treating PWD. They also reflected that the DET improved their understanding of social and professional responsibility. In terms of learning experience, many reported that the training was useful and enjoyable. Students' suggestions for improvement included learning "sign language", visiting special needs centers, and providing simulation exercises involving real PWD.

    CONCLUSION: Students' comments on the DET were positive and they enjoyed the learning experience. The findings support the continuation of DET as part of the undergraduate dental curriculum. Dental institutions seeking to implement or refine the SCD curriculum are encouraged to include DET based on its potential benefits for undergraduate students.

  17. Lesson plan on new method of teeth identification introduced at dental schools in Malaysia and Pakistan
    Akram A, Salam A, Bashir U, Maarof N, Meerah SM
    J Dent Educ, 2012 Dec;76(12):1691-6.
    PMID: 23225689
    This article describes a new tooth notation system designed to be implemented for educational purposes in dental schools in Malaysia and Pakistan for identification of teeth and subsequently dental communication for wellness of dental patients. Its format is constructed as a lesson plan to present an uncomplicated tooth notation system by first letter of each tooth class (I-incisor, C-canine, P-premolar, and M-molar) to describe and communicate dental information. The new system is a promising and potential educational lesson that is innovative in its contents, easily understandable, and usable in dental charting as indicated by the results of a pilot study. However, further studies are required to investigate the strength of this new system.
  18. An assessment of the prescribing skills of undergraduate dental students in malaysia
    Akram A, Zamzam R, Mohamad NB, Abdullah D, Meerah SM
    J Dent Educ, 2012 Nov;76(11):1527-31.
    PMID: 23144489
    Most dental schools lack a module on prescription writing in pharmacology. This study assessed the prescription writing skills of a group of Malaysian dental students at the end of their undergraduate training program. A quantitative study of a two-group posttest experiment was designed, and thirty-seven fifth-year (final-year) dental students were divided into two groups (A [n=18] and B [n=19]). Group A received a didactic lecture on how to write a complete prescription, while Group B served as a control group. For prescription writing, three standardized dental scenarios with a diagnosis of irreversible pulpitis associated with a child and a pregnant woman and periapical pulpitis for an adult man were administered. Thus, a total of 111 prescriptions (Group A [n=54] and Group B [n=57]) were collected. Twelve elements in each prescription were assessed by frequency and a chi-square test. Improvements in eight out of the twelve elements were observed in prescriptions written by students in Group A. The significantly improved elements were provision of the symbol R(x) (39.8 percent) (p<0.001), inclusion of the prescriber's signature (75.3 percent) (p<0.001), inclusion of the date with the prescriber's signature (54.6 percent) (p<0.001), and inclusion of the prescriber's registration (30.5 percent) (p<0.001). Overall, Group A gained almost a 50 percent improvement in writing complete prescriptions due to the intervening lecture. It appeared a traditional lecture led to the more accurate writing of a complete prescription. It was suggested that a module on prescription writing be added to the school's pharmacology curriculum, so that dental graduates will be competent in prescription writing for the sake of their patients' health.
  19. 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
  20. Assessing grit as a potential additional domain for dental students' selection
    Baharuddin IH, Khrul Fazri KH, Mohamad Safran H, Abdul Rahim MA, Ismail IH
    J Dent Educ, 2021 Nov;85(11):1695-1701.
    PMID: 34250603 DOI: 10.1002/jdd.12741
    BACKGROUND: Unhappiness, stress, and burnout will often lead to low academic performance among dental students. Perseverance and passion for long-term goal, known as grit, could overcome these despondent emotions. Our Study is looking at whether grit should be added as another domain during the interview process. The main objective of this study was to determine the association between grit and happiness among Universiti Teknologi MARA (UiTM) dental students. In addition to that, the prevalence of gritty and happy dental students in UiTM was also determined and compared across the years of study.

    METHODS: This was a cross-sectional study. Validated Short Grit Scale (Grit-S) and Pemberton Happiness Index (PHI) were distributed to all 409 undergraduate dental students in Faculty of Dentistry, UiTM through their class representatives. Scores for both grit and happiness were calculated according to their instruction manual. Data were analyzed using SPSS Version 25 by descriptive analysis, one-way ANOVA, independent t-test, Pearson's correlation, and linear regression.

    RESULT: Two hundred sixty-six students returned the answered questionnaires, yielding a response rate of 65%. Prevalence of gritty and happy UiTM dental students was found to be at 79% and 41%, respectively. There was a significant positive fair linear correlation between grit and happiness among dental students (r = 0.225, p 

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