Simulation and student transition in restorative dentistry

Simulation in the shape of the “phantom head” is an essential part of every dental training programme. It is used to provide the student with practice before he/she is allowed to carry out restorative dental procedures on patients. In theory, this practice promotes patient safety. However, the learning process lacks clarity, and we do not understand fully how well learned skills transfer to clinical activity. This study asks whether in fact the pre-clinical course is a reliable guarantor of patient safety. It does so by examining four facets of the simulation process: purpose, learning, fidelity and transition, using a mixture of research methods, including comparison of pre-clinical and clinical assessment grades, focus groups with students, one-to-one interviews with their teachers and a questionnaire. The results of these investigations indicate a complex inter-relationship between purpose, learning, fidelity and transition. They also suggest that success in simulated restorative dentistry is a poor predictor of clinical ability, a limitation that needs careful consideration in the light of patient safety. The study recommends changes to increase the complexity and authenticity of the pre-clinical course, and suggests that the student transition needs detailed management, perhaps through a blend of pre-clinical and clinical activity

Roles and competences for educators of undergraduate dental students: a discussion paper

Introduction Dental educators are important people who contribute to the development of every aspect of dental education. In part due to the lack of understanding of their roles and competences, dental educator development has so far received little consideration. With the aim of enhancing the dental profession's contribution to the development of undergraduate dental education, this article explores common roles of educators of undergraduate dental students and the competences needed to be effective educators. Methods This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on roles and competences of educators. Results and discussion Roles of educators of undergraduate dental students typically encompass four areas: teaching, research, administration and providing healthcare. Educators may not be involved in every role; they normally perform the roles relevant to their work contexts. Competences for dental educators based on the four main roles comprise 12 domains: educational theories and principles; modes of education; learner issues; educational materials and instructional design; assessment and feedback; curriculum matters; evaluation; educational research; educational management; quality assurance; patient care and healthcare system and professionalism. Not all competences are required by all educators although educators need to be competent in the areas related to their roles and duties. Conclusion Understanding the roles and competences for educators of undergraduate dental students can help individual educators to improve their personal effectiveness and institutions to tailor staff development programmes appropriate to the needs of their staff. Faculty development contributes to sustained enhancement of undergraduate dental education

Learning experiences of oral hygiene students in the clinical environment

To determine how students used daily and term-based clinical assessment tools, students’ experience of clinical teaching and clinical assessment. This was a descriptive, cross-sectional study. The study population included final-year Degree in Oral Health (BOH) students (n = 34). Data were collected by means of a self-administered questionnaire using open- and closed-ended questions.The response rate was 85% (n = 29). Respondents reported that term-based assessment tools were more useful than daily assessment tools in preparing for clinical sessions, in guiding their patient management and as a reflection of their competence