METHODS: A cross-sectional study was conducted on 72 s-year dental students, who attended preclinical fixed prosthodontic training. Participants were randomly segregated into conventional teaching (n = 36) and blended learning (n = 36). All participants were evaluated for learning preferences using Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire and performed a project as their baseline skill assessment. They performed another two preclinical projects (easy and difficult level) after the allocated teaching approach. Learning preferences were analysed using Fisher's exact test and performance in preclinical projects were analysed with an independent t test (significant at p .05) between groups. No significant differences found between both teaching approaches for easy (p = .319) and difficult projects (p = .339). In the blended learning group, no significant difference was found in both difficulty level of projects (p = .064).
CONCLUSION: The participants performed equally on both teaching approaches. However, blended learning for preclinical fixed prosthodontics is anticipated as the new norm of learning, especially in the current pandemic with reduced face-to-face time.
MATERIALS AND METHODS: This is an in vitro study using two extracted sound human mandibular molars. One tooth was prepared to receive the metal onlays and another one for the RNC onlays which were fabricated using the computer-aided design and computer-aided manufacturing (CAD/CAM) technology. Twelve metals and 12 ceramic onlays were fabricated before they were placed at their respective preparation and examined under the Leica stereomicroscope, M125C (Leica Microsystems, Wetzlar, Germany) for a marginal analysis. The gap width was measured at 10 predefined landmarks which included 3 points on the buccal and lingual surfaces each and 2 points each on the mesial and distal surfaces, respectively.
STATISTICAL ANALYSIS: Mann-Whitney post hoc test was used for statistical analysis (P ≤ 0.05).
RESULTS: Overall, the RNC onlays showed significant lower marginal gap with the exception of the landmarks 5 and 6 (on distolingual) and no significant difference at landmark 7 (on midlingual). It was observed that the marginal gap were all within the clinically acceptable limit of 120 μm.
CONCLUSIONS: Based on the results obtained, it can be concluded that the RNC CAD/CAM onlays are a promising alternative to the metal onlays.
METHODS: A cross-sectional study was conducted using validated modified-communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI) and Clinical Communication Assessment Instruments (CCAI) which included four communication domains. One hundred and seventy-six undergraduate clinical year students were recruited in this study whereby each of them was assessed by a clinical instructor and a randomly selected patient in two settings: Dental Health Education (DHE) and Comprehensive Care (CC) clinic.
RESULTS: Comparing the three perspectives, PCAI yielded the highest scores across all domains, followed by SCAI and CCAI (p
METHODS: Final-year dental undergraduate students from six dental public universities in Malaysia were invited to participate in an online study using a validated Dental Undergraduates Preparedness Assessment Scale DU-PAS.
RESULTS: In total, about 245 students responded to the online questionnaire yielding a response rate of 83.05%. The age range of the respondents was 23-29 years with a mean age of 24.36 (SD 0.797). The total score obtained by the respondents was ranged from 48 to 100 with a mean score of 79.56 (SD 13.495). Weaknesses were reported in several clinical skills, cognitive and behavioural attributes.
CONCLUSIONS: The preparedness of undergraduate students at six dental institutions in Malaysia was comparable to students from developed countries. The dental undergraduate preparedness assessment scale is a useful tool, and dental institutions may be used for self-assessment as well as to obtain feedback from the supervisors.