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Introduction of integrated dental training jaw models and rubric criteria
Author(s) -
Tenkumo Taichi,
Fuji Takeshi,
Ikawa Motohide,
Shoji Shigeru,
Sasazaki Hiromi,
IwamatsuKobayashi Yoko,
Okuyama Yayoi,
Matsui Hiroyuki,
Shiraishi Naru,
Furuuchi Toshi,
Higuchi Keisuke,
Hashimoto Wataru,
Takeuchi Yasuhisa,
Simauchi Hidetoshi,
Sasaki Keiichi
Publication year - 2019
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12395
Subject(s) - rubric , competence (human resources) , medical diagnosis , seriousness , medical education , medicine , psychology , medical physics , dentistry , mathematics education , pathology , social psychology , political science , law
Objective The objective of the present study was to evaluate the effectiveness of introducing integrated jaw models, rubric criteria and homework tasks to a total clinical simulation training course to improve the clinical competence of preclinical dental students. Methods A total simulation training course, which involved six clinical dentistry departments, was held for 110 preclinical students in 2014 and 2015. We prepared integrated jaw models having several morbidities along with corresponding medical information and homework tasks. The students formulated diagnoses and devised treatment plans before performing dental treatment on the mannequin under the direction of instructors from the respective clinical departments. Their performance was assessed by both students and instructors using the rubric criteria. Results Based on quantitative evaluations, the introduction of integrated jaw models appeared to improve the students' ability to formulate diagnoses and devise dental treatment plans and to understand the respective clinical dentistry disciplines. The rubric criteria provided immediate feedback for the students. Based on a comparison of rubric scores, students tended to significantly underestimate their own performance compared with instructors. Moreover, the introduction of homework tasks improved student seriousness. Conclusion Introducing integrated jaw models, rubric criteria and homework tasks to a total simulation training course may be a good approach for improving student performance in terms of dental diagnoses and treatment.