جستجوی مقالات مرتبط با کلیدواژه « آموزش دندان پزشکی » در نشریات گروه « پزشکی »

The aim of this study was to evaluate the educational environment of the School of Dentistry from the perspective of Ardabil dental students based on the DSLES model.

In this descriptive cross-sectional study, 197 pre-clinical and clinical students participated who studied in Ardabil Dentistry School in 2022. A 48-item DSLES questionnaire was used to collect data. Data analysis was performed using descriptive statistics and T-test.

The results of the analysis of 7 components of the educational environment based on the DSLES questionnaire showed the results as followings: the mean and standard deviation of student-student (2.18 ± 0.50), the organization of the educational program (2.16 ± 0.49), meaningful experience (1.81 ± 0.46), supportiveness (1.70 ± 0.49), breadth-interest (1.66 ± 0.47), flexibility (1.61 ± 0.43) and emotional climate (1.54 ± 0.41). Also, the mean and standard deviation in the whole questionnaire (educational environment) were estimated to be (1.82 ± 0.30). The results also showed that there is no significant difference in the educational environment of Ardabil Dental School from the perspective of Ardabil dentistry students based on gender (p value > 0.05); But there was a significant difference based on pre-clinic and clinic training course (p value < 0.05).

Based on the results, it is suggested that more attention should be paid to flexibility in the content of the curriculum and also to more communication channels between students and faculty officials to respond to their concerns.

Evaluating on structure of education from their perspectives of Students can be an important source for educational managers. Therefore, this study was carried out with the aim of evaluating the quality of education in each clinical department from the perspective of fifth and sixth year dental students in 1399.

In this analytic cross-sectional study, all fifth and sixth year dental students of Rasht School of Dentistry (88 students) were studied.. The tool for collecting information was a two section questionnaire including demographic information and a questionnaire (Momeni danaei et al) about professors' knowledge and performance, the professors and personnel's attitude, clinical facilities and overall students' satisfaction. Validity and reliability of the study was assessed. Spss 24 software was used. Descriptive and inferential statistics Independent t-test and spearman correlation test were used for statistical analysis. The meaningfulness level was considered 0. 05.

Results showed that the mean age of the students was 24.59 ± 1.36, 78 were single (6.88%) and the average score of students was 15.73 ± 1.19. Comparison of quality of education from students' perspectives in each clinical department showed that pediatrics' department had the highest score in professors' knowledge and performance whereas department of removable prosthetics, which had the lowest score (p < 0.001), pediatrics department had the highest score in professors and personnel's attitude, while Endodontics had the lowest (p < 0.001), clinical facilities in pediatrics department acquired the highest score but in removable prosthetics the score declined (p < 0.001). In terms of overall satisfaction, pediatrics department got the highest and removable prosthetics had the lowest score (p < 0.001).

The results necessitate the need for promoting professors' performance, enhancement in clinical facilities in educational departments, improving professors and personnel's relationship with students, and paying attention to causes of students' dissatisfaction in professional departments to improve clinical education

Root canal therapy is one of the most important treatments for oral and dental health. To a large extent, the success of treatment is dependent on endodontic treatment errors, and since the treatment errors are affected by the type of dental education, the aim of this study was to compare the prevalence of errors during root canal treatment by students, entering the university in 2010-2012, who were trained with and without the use of a head phantom in the Faculty of Dentistry, Isfahan University of Medical Sciences. In this descriptive-analytical study (historical cohort), 400 records were collected from the students entering the university in 2010, who were trained without a head phantom, and 400 cases related to students entering the university in 2012, who were trained with a head phantom. The records were first coded by one of the members of the admission department and then examined by two researchers for the root canal errors during the stages of access cavity preparation, root canal preparation and obturation of the root canals. These errors were collected in a double-blind manner and analyzed with SPSS 20, using Chi-squared test. Statistical significance was set at p value < 0.05. In this study, root canal treatments rendered by dental students of Isfahan University of Medical Sciences were proper in 67.5% of the cases and the prevalence of root canal treatment error was 32.5% among students. The highest frequency of root canal errors among students was related to overfilling (43.9%) and the least error was related to furcal perforation (0.37%). The prevalence of root canal treatment errors among students entering the university in 2010 and 2012 were 41.6% and 24.4%, respectively. The present study showed that the prevalence of endodontic treatment errors by students trained with a head phantom was significantly less than that by those who were trained without a head phantom. Therefore, it can be concluded that the teaching of dental students using head phantoms can reduce root canal treatment errors by students.

Continuous evaluation of educational services is important to maintain and promote the quality of education. Students are the main sources of analyzing the strengths and weaknesses of education. This study was done to investigate the educational problems of Mashhad dental school from the students’ viewpoint. Participants & In this qualitative study from April 2012 to June 2012، 25 dental students of Mashhad Dental School in 3 basic sciences، physiopathology and externs stages were participated and were attended in group discussions and their comments on the main goal of the study were recorded. Then the data was given to the students in terms of “a Q sort sample” and results were analyzed using exploratory factor analysis specific to Q analysis. In the first stage of Q analysis the students were classified based on their mindset about educational problems. However، due to the low correlation between the phrases، exploratory factor analysis did not help much to identify the mentalities. Thus، the phrases were classified in four areas by phenomenological method; professionalism، training facilities، training management and evaluation. The most important educational problems of Mashhad dental school from the students’ viewpoint were: lack of sufficient education in professional ethics، the disproportion between the number of student and educational facilities in clinic and preclinic، inappropriate condition of scientific library، not using new techniques for students participation، insufficiency of some clinical courses and criterionless scoring.

To accomplish treatment successfully, dentists should use a variety of techniques to control the behavior of children. The aim of this study was to examine the effect of educational films and theoretical education of conventional behavior control methods on the attitudes of dental students toward behavior management techniques. In this experimental-interventional study, first, the operator explained every technique and the students filled out a questionnaire that included questions about behavior management techniques and demographic data. Then a videotape that explained and implemented the techniques was presented to them. Then the students filled out the questionnaire again. Theoretical education about behavior management techniques included four 2-hour meetings. After these meetings the students filled out the questionnaire again. Finally, means of scores for every technique were compared in the three intervals (before film, after film and after education). Data was analyzed with SPSS software and one-way ANOVA, and Tukey HSD (α = 0.05). The most acceptable technique in the three periods was tell-show-do and voice control. Watching the film did not result in any significant differences in any methods. The effect of education on voice control, passive restraint and general anesthesia techniques was significant and resulted in their acceptance. According to the results of this study, educational films prepared students to accept education. Theoretical education can increase acceptance of some techniques.