ADEE 2019 Berlin FREESTAGE Presentation Schedule - the Association for Dental Education in ...

ADEE 2019 Berlin FREESTAGE Presentation Schedule - the Association for Dental Education in ...
ADEE 2019 Berlin
      FREESTAGE Presentation Schedule

ADEE LOC Berlin                         Issued August 9th 2019
ADEE 2019 Berlin FREESTAGE Presentation Schedule - the Association for Dental Education in ...
Conceptualised as, an informal and
interactive short oral presentation
followed by a questions and answer
session       to   share     new/evolving
initiatives in education, (sometimes still
in the process of development), and
discuss possibilities with colleagues
and peers; FREEStage at ADEE                 FREEStage 2019 has three sessions
continues to prove popular with              over two days of the Berlin programme
delegates and presenters alike.              and you can find the allocated time for
                                             each presenter in the following tables.
It allows academics share their current
education activities in a more relaxed       We hope you enjoy the sessions and
and supportive environment.                  we encourage you to engage with the
                                             presented   in  a    collegial and
Each selected participant will be            encouraging manner.
allowed up to 15 minutes (including
questions and answers, presentation          FREEStage Session 1; Thursday 22nd
should be no more than 7 minutes in          August 09:30
duration) to present their work and
findings and engage with the audience        FREEStage Session 2: Thursday 22nd
in an interactive manner.                    August 16:15

Sessions will be chaired by ADEE             FREEStage Session 3: Friday 23rd
Executive Committee Member Dr                August 14:00
Ronald Gorter who will encourage a
facilitative, supportive and collaborative
platform for discussion, with an ultimate
aim to share your research, best
practice and evolving concepts with
your peers.

Places are limited and successful
delegates have been selected through
evaluation of the abstract submitted
based on:

   1. Creativity of concept
   2. Relevance to dental education
   3. Possibility for transfer within the
      European environment
   4. Alignment with the aims and
      objectives of ADEE
FREEStage Abstract Booklet                                ADEE Berlin August 2019

FREEStage Session 1: Timetable               College
                                             Title: e-Learning @PIDC #4IR
Presentation 1.1: 09:30                      Presentation 2.5: 17:15
Presenter: Mr Douglas P Bean
                                             Presenter: Dr Melanie Nasseripour
Institution: University of Aberdeen Dental
                                             Institution: King’s College London
Title: Scottish Dental Education Online      Title: Impact of educational changes on
                                             caries risk assessment and patient
                                             focused care
Presentation 1.2: 09:45
Presenter: Dr Clement Seeballuck             Presentation 2.6: 17:30
Institution: University of Dundee            Presenter: Dr Sally Hanks
Title: Dental M.U.M.S., unusual pens and
                                             Institution: Peninsula Dental School
the challenges of invention.                 Title: Developing a national group to
                                             support dental professionalism teaching
Presentation 1.3: 10:00                      and teachers
Presenter: Mr Maarten Wieberdink
Institution: Radboudumc Nijmegen             Presentation 2.7: 17:45
Dental School
                                             Presenter: Dr Marco Antonio Dias da
Title: Interprofessional education: not a
goal on its own.                             Institution: Birmingham Dental Hospital
                                             Title: A smartphone and £20 in equipment
Presentation 1.4: 10:15                      is all that is required to start producing
Presenter: Dr Matthew Dingle                 dental educational video content.
Institution: Liverpool University Dental
Hospital                                     Presentation 2.8: 18:00
Title: AUTOTRANSPLANTATION -                 Presenter: Mr Nicholas Beacher
EQUIPPING OUR STUDENTS TO BE                 Institution: Glasgow Dental Hospital and
                                             Title: The Learner's Perspective in the
FREEStage Session 2: Timetable               Comparison of Traditional Case Based
Presentation 2.1: 16:15                      Learning and Technology Enhanced Case
Presenter: Dr Nina Lundegren                 Based Learning
Institution: Malmö University
Title: Examination outcomes after
changing the Malmö Modell in 2019 from
strict problem-based learning (PBL) to       FREEStage Session 3: Timetable
modified case-based learning (CBL)           Presentation 3.1: 14:00
                                             Presenter: Dr Shabana Younas
Presentation 2.2: 16:30                      Institution: The Royal London Dental
Presenter: Withdrawn                         school
                                             Title: How students make connections
Presentation 2.3: 16:45                      between different kinds of learning and
Presenter: Dr Vivian I Binnie                prepare for labs, my thinking journey.
Institution: Glasgow Dental Hospital and
School                                       Presentation 3.2: 14:15
Title: CiDERS: Designing a Community in      Presenter: Withdrawn by author
Dental Educational Research and
Scholarship: benefits and barriers           Presentation 3.3: 14:30
                                             Presenter: Dr Lydia Eberhard
Presentation 2.4: 17:00                      Institution: University of Heidelberg
Presenter: Assoc Prof Ajay Telang            Title: German Admission Test for Medical
Institution: Penang International Dental

FREEStage Abstract Booklet                             ADEE Berlin August 2019

Studies – application and predictive value   Abstracts for each presentation are
in studies of dentistry                        listed in the following pages.

Presentation 3.4: 14:45
Presenter: Dr Susan Parekh
Institution: UCL Eastman Dental Institute
Title: Distance Learning post-graduate
clinical teaching: developing a model of

Presentation 3.5: 15:00

Presenter: Dr Gillian Barker
Institution: University of Liverpool
Department of Dental Sciences
Title: Left and right-handed dominance in
Oral Surgery and its perceived effects on
undergraduate dental education

Presentation 3.6: 15:15
Presenter: Miss Paulina Hofer
Institution: Universidad de La Frontera
Title: Controlled Professional Dental
Practice. A Chilean experience from
University of La Frontera.

Presentation 3.7: 15:30
Presenter: Dr Tarik Shembesh
Institution: University of Brescia
Title: The affordances of learning
technologies in enhancing the reflective
practices and learning experience of
European Dental Students

Presentation 3.8: 15:45
Presenter: Dr Michael Botelho
Institution: Hong Kong University
Title: Video Vox – a contemporaneous,
interactive video player and learning
management tool.

Presentation 3.9: 16:00
Presenter: Prof. Dr. Francesc Pérez
Institution: Escola Universitària
d’Odontologia ADEMA
Title: Experiences in launching a new
Dental School

FREEStage Abstract Booklet                                        ADEE Berlin August 2019

Freestage Session 1:                               Presentation 1.2: 09:45

Thursday 22nd August at 09:30                      Presenter: Dr Clement Seeballuck
                                                   Institution: University of Dundee
Presentation 1.1: 09:30                            Title: Dental M.U.M.S., unusual pens and the
                                                   challenges of invention.
Presenter: Mr Douglas P Bean
Institution: University of Aberdeen Dental                            Abstract:
Title: Scottish Dental Education Online (SDEO)
                                                   You have a few ideas on how to teach
                                                   students prior to clinical practice the basics of
                  Abstract:                        managing indirect vision and contra angled
                                                   instruments/ handpieces, disconnected from
Scottish Dental Education Online (SDEO) is an      the oral environment, yet still developing these
innovative collaborative project funded by the     core skills. How do you put these ideas into
Scottish Government, aimed at developing           practice?
bespoke,      high-quality    digital   dental
undergraduate and postgraduate learning and        We implemented a new undergraduate dental
teaching resources.                                curriculum for the 2018-2019 academic year.
                                                   As part of the new curriculum, students
It has recently been made available to anyone      undertook an early rotary skills development
in the world and is free to access.                course. One of the challenges in this was
                                                   organising how to engage the students and
Resources include a range of topic based and       teach these skills at such an early stage in the
scenario     based      e-learning   modules,      course.
incorporating video, animation, quizzes and
laboratory simulations, over a range of dental     Pens were designed to replicate the form of a
disciplines.                                       contra angled handpiece. We also created
                                                   mazes that the students completed using
SDEO has a growing collection of 3D models         indirect vision.
and animations, all of which are available to
view, some are available to download and 3D        We developed the Ambidextrous Modular
print if desired.                                  Universal Mounting System (M.U.M.S), using a
                                                   readily available, well known construction toy.
SDEO also has a bespoke virtual microscopy         This allowed us to reuse teeth from previous
platform with over 40 slides. This collection is   clinical skills courses. Students could orientate
also still growing.                                these teeth in a number of ways, making it
                                                   possible for them to cut the previously unused
This ‘FreeStage’ event would aim to:               root surface, and undertake work both on a
                                                   worktop and intra orally in a cost effective,
                                                   environmentally friendly way.
       Demonstrate some of the resources
        available on SDEO
       Demonstrate the virtual microscope         This presentation details the progression from
                                                   early conception, through failed prototypes to
       Show people how to login
                                                   final execution of how we developed the tools
       Discuss some of our e-learning ‘best
                                                   for this course; modelling contra angled
                                                   “handpiece pens” from denture acrylic, and
       Discuss our e-learning ‘lessons
                                                   raiding the toy box to make a novel mounting
                                                   system for students to practice cavity
       Outline      SDEO’s      collaboration     preparation.
                                                   Examples of the activities that the students
                                                   undertook with these materials will also be
                                                   discussed as well as how we can improve the
                                                   course for future years.

FREEStage Abstract Booklet                                          ADEE Berlin August 2019

Presentation 1.3: 10:00                              Interactive discussion: We would like to invite
                                                     you to join our freestage presentation to discuss
Presenter: Mr Maarten Wieberdink                     our successes and challenges. And share your
Institution: Radboudumc Nijmegen Dental              experiences in order to learn from each other.
Title: Interprofessional education: not a goal on    Presentation 1.4: 10:15
its own.
                                                     Presenter: Dr Matthew Dingle
                                                     Institution: Liverpool University Dental
                                                     Title: Autotransplantation - Equipping Our
Background and objective: Society increasingly       Students To Be Dentists Of The Future
asks an interprofessional team approach of
patients and their (dental) care. Training
students in an interprofessional setting
contributes to their competencies regarding
working within this team. Moreover it                Aims & Objectives:         Currently, in our
contributes to the knowledge of each other’s         undergraduate curriculum at the Liverpool
competencies, which are used to the benefit of       University Dental Hospital, there is limited
themselves and their patients.                       emphasis on autotransplantation as a treatment
                                                     modality. This treatment option has sound
                                                     evidence base for success and predictability in
During the freestage presentation we would like
                                                     the management of dental trauma and missing
to present the unique Student Run Dental Clinic
                                                     teeth.    In the UK, knowledge amongst
(SRDC) in Nijmegen, share our experiences in
                                                     undergraduate dental students on the subject is
interprofessional education and discuss our
                                                     varied and is often dependent on the University
                                                     in which the dentistry programme was
The Student Run Dental Clinic: The SRDC in
Nijmegen       (the    Netherlands)      is    an
                                                     Aim: To evaluate and improve undergraduate
interprofessional clinical workplace where 4th,
                                                     knowledge on Autotransplantation, through
5th, 6th years undergraduate dental students
                                                     delivery of an educational package.
work together with 3rd, 4th years students of
Oral Hygiene (OH). Supervised by teachers of
both professions, they take care of about 600        Materials and Methods: An autotransplantation
patients. Working in the SRDC consists of            educational package in the form of an
clinical sessions (patient treatment) as well as     interactive symposium has been designed at
theoretical sessions (clinical reasoning).           LUDH for delivery to undergraduate dental
Emphasis is on the professional development          students. Knowledge was assessed both prior
of the individual students, which is monitored by    to delivery of the intervention and again
the use of Entrustable Professional Activities       immediately after the session through a
(EPAs),        Canmeds          reports      and     questionnaire. The data was collated with
(interprofessional) peerfeedback sessions.           polling software digitally. The resource was
                                                     then uploaded to the virtual learning
                                                     environment for future reference and self
Lessons learned & challenges: In the Nijmegen
                                                     learning for undergraduates. Following this, a
master dental curriculum, we have been
                                                     modified version will be delivered to DCTs,
working in the SRDC for almost two years now.
                                                     SpRs and GDPs with a summary hand-out
Evaluation shows that students tend to work
                                                     provided for use in practice.
together quite naturally. Focus on the
educational framework instead of the content
alone is a prerequisite to make a SRDC work.         Results: Knowledge was assessed before and
                                                     after the delivery of the educational package
                                                     and the symposium successfully facilitated
In addition, it seems difficult to grade a student
                                                     undergraduate education with evidence of
within a team, let alone within a team across
                                                     increased knowledge.
both curricula with different culture and exam
rules. Challenges are how to create equal and
enough attention for both curricula and              Conclusions: This educational package has
equivalence for students and teachers of both        considerably      increased     undergraduate
professions.                                         knowledge in this area, and therefore ratifies
                                                     the inclusion of this educational package into
                                                     the BDS undergraduate curriculum at Liverpool

FREEStage Abstract Booklet                         ADEE Berlin August 2019

University Dental Hospital and will be
developed for the wider dental community.
Information will be delivered through
engagement with local dental networks,
regional specialist committees and study
groups. Through distribution of this package, it
is anticipated that knowledge and awareness of
autotransplantation in the region will increase,
leading to increased referrals and optimisation
of patient outcomes.

FREEStage Abstract Booklet                                          ADEE Berlin August 2019

                                                    with introduction and clear and direct
Freestage Session 2:                                instructions, will better engage our millennial
Thursday 22nd August at 16:15                       students.

Presentation 2.1: 16:15
                                                    Presentation 2.2: 16:30
Presenter: Dr Nina Lundegren                        Presenter: Dr Nina Lundegren
Institution: Malmö University                       Institution: Malmö University
Title: Examination outcomes after changing the      Title: Can the results of recurrent quizzes
Malmö Modell in 2019 from strict problem-           during a semester in a dentistry program predict
based learning (PBL) to modified case-based         examination results?
learning (CBL)
                                                    Aims and Objectives: The curriculum for a
Aims and Objectives: Over recent years an           course entitled “Diagnosis and treatment of
increased failure rate at examinations, and         simple periodontal disorders” in the second
subsequent involuntary dropout, has been seen       semester of the first year, at the program in
at the Faculty of Odontology, Malmö University.     dentistry at Malmö University is undergoing a
This has created a need to revise the curriculum    curriculum change from PBL to modified CBL.
to better engage our millennial students. Focus     Recurrent quizzes were introduced to promote
has been to find ways of creating an active         continuous learning and increase student
learning environment with clear instructions for    activity. The aim was to study possible
the students and to make the seminars a better      associations between quiz results during the
activity for helping the students to understand     course and the results of the final examination.
threshold concepts and stimulate reflection and
deeper learning. The aims of this study were to     Materials and methods: The 65 students were
evaluate if examination results improved after a    invited to participate in 11 quizzes. These were
curricular change and determine to what             undertaken in conjunction to flipped classroom
degree the students perceived that the cases        seminars and sometimes in connection with
and seminars helped in the learning process.        cases and concluding lectures. Each quiz
                                                    comprised 5 to 15 questions with four
Materials and Methods: The curriculum was           alternative answers according to the “single
changed from PBL to another form of challenge       best     answer”     principle.   The    learning
based learning; a modified CBL with continuous      management system Canvas, a platform that
quizzes, flipped classroom seminars and             could be accessed via computer or
concluding lectures. The modification consisted     smartphone, was used. The total result (%), of
of study instructions with learning outcomes        all the quizzes combined, for each student was
and recommended literature with a clinical          compared with the result of the final course
application in cases introduced later in the        examination for the same student using
learning process. There was time for self-          Wilcoxon rank-sum test. Comparisons were
studies and in between the students met in          made between the sexes as well as between
study groups without a facilitator, to strengthen   students newly graduated from upper
the collaborative learning. The results of the      secondary school and students with other
examination and the parts of the course             experiences in-between.
evaluation concerning student satisfaction with
cases (with or without study instructions) and      Results: The mean number of students taking
seminars (flipped or non-flipped) in 2019 was       each quiz was approximately 90%. Preliminary
compared with the results from 2018 and 2017.       results suggest that it will be possible to identify
                                                    different groups of students; performing well,
Results: Students’ satisfaction with the learning   performing badly, and those in-between. The
activities, with clearer instructions and flipped   results will be finalized after the examination in
classroom, show positive results in the form of     June 2019.
increased security and tolerance. Results for
student performance will be finalized after the     Conclusion: Recurrent quizzes may provide a
examination in June 2019.                           valuable tool for students to self-evaluate their
                                                    progress prior to the high stakes final
Conclusions: We predict that a revised              examination.
curriculum with active learning in combination

FREEStage Abstract Booklet                                          ADEE Berlin August 2019

Presentation 2.3: 16:45                              Plans to evaluate this model will be described,
                                                     and include consideration of different metrics
Presenter: Dr Vivian I Binnie                        such as educational papers published,
Institution: Glasgow Dental Hospital and             educational doctorates completed, acquisition
School                                               of grant funding, both internal and external, and
Title: CiDERS: Designing a Community in              qualitative indicators drawn from planned
Dental Educational Research and Scholarship:         interviews with staff and students.
benefits and barriers
                                                     Presentation 2.4: 17:00
                                                     Presenter: Assoc Prof Ajay Telang
Many European dental schools are looking to          Institution: Penang International         Dental
develop or expand educational research and           College
scholarship as part of their portfolio of work       Title: e-Learning @PIDC #4IR
related to dental education. This paper will
outline the process taken during Glasgow                                Abstract:
Dental School (UK)’s development of a strategy
to address the requirements of the institution       e-Learning in Dental Education is now a norm
from    student,   staff   and     educational       globally to support student learning. As we
perspectives.                                        move faster than we can comprehend into the
                                                     4th Industrial Age, higher education in Dentistry
Following meetings with staff, two ways forward      stands at crucial point and we at Penang
were investigated; a focussed approach               International Dental College, Malaysia have
whereby a small number of educational areas          developed a unique e-Learning portal that is
would be prioritised, versus an inclusive            very different from the regular Learning
approach encompassing a wider programme of           Management System (LMS) to support our
work. Various ideological frameworks were            students. The LMS generally is used by most
also considered.                                     dental schools to primarily share information.
                                                     Our e-learning, however was developed in
The ideological framework adopted was based          house through feedback of students and staff
on Community of Practice, as defined by              and is a forum that has evolved over the last
                                                     few years into a online platform for learning,
Wenger and Wenger -Trayner (2015) which
                                                     interaction and helped us build an online
identifies mutual engagement, joint enterprise
and a shared repertoire as important.                community for collaborative learning. This
                                                     presentation looks at sharing our idea and
                                                     experience in developing and implementing this
The outcome of the process resulted in the           unique e-Learning portal that supports dental
development of a strategic map outlining three       undergraduate learning for digital natives now
main areas of focus- Recruitment, Learning and       and in the future.
Teaching, and Assessment, in addition to three
cross-cutting and supporting themes- Student
Participation, Student Support and Simulation &
Technology. Ideally, relevant teaching staff
would develop scholarship in one of the              Presentation 2.5: 17:15
designated focus areas, aligned to their skill set
and experience.                                      Presenter: Dr Melanie Nasseripour
                                                     Institution: King’s College London FoDOCS
Benefits to date include enabling innovation         Title: Impact of educational changes on caries
and evaluation of teaching & learning that           risk assessment and patient focused care
aspires to deliver an excellent educational
experience for students, in addition to                                 Abstract:
developing interest, skills and motivation in
teaching staff.                                      Introduction: The paradigm change towards a
                                                     minimally invasive, patient-focused model of
Barriers include staff who face many conflicting     caries management requires education on oral
priorities and time pressures, making time for       health risk assessment. The aim of this study
scholarly output, as well as building                was to evaluate the knowledge, perception and
sustainability into the system for the future.       behaviour of clinical dental students before and
                                                     after implementation of changes in the caries

FREEStage Abstract Booklet                                       ADEE Berlin August 2019

risk assessment (CRA) education programme         Professionalism is a key area of the curriculum
in years 3, 4 and 5 of the BDS undergraduate      for the development of dental professionals.
curriculum at a UK dental school. The             Despite this, no single approach has been
enhanced teaching in CRA was expected to          recognised for teaching, learning and
improve students’ practice of caries risk         assessment in this area. In addition,
assessment and patient risk appropriate care      professionalism issues with students can be
plan.                                             particularly challenging to deal with and in some
                                                  countries can affect a student’s ability to
Method: After ethics approval (Ref: MR/16/17-     register as a dental professional.
629), anonymous questionnaires, before and
after implementation of 2 seminars in year 3/4    This project aimed to develop a UK national
and 1 lecture in year 5, were used to collect     forum for the education of professionalism.
data on students’ behaviour, perception and       This forum aims to provide help and advice, a
knowledge of CRA. This was analysed using         network and resources to facilitate this area of
SPSS software. Anova and Bonferroni post hoc      education and support for those required to
tests were conducted exploring the answers by     teach it.
age, gender, previous degree and year groups.
                                                  Work was undertaken to determine the nature
Results: Statistically significant differences    of the platform to be developed, this involved
were found (p
FREEStage Abstract Booklet                                           ADEE Berlin August 2019

                    Abstract:                         Aim: To compare the student perspective of
                                                      traditional CBL and technology enhanced CBL
Students have reinvented the way learn. For           (TECBL).
instance, Google consumer surveys have
shown that 18% of its viewers visit YouTube to        Objectives:
improve their professional skills. It is similar in
dentistry and up to 90% of the dental
                                                         To understand how learners perceive their
procedures found on YouTube come from non-
                                                          experience of CBL with and without the use
academic/independent sources. The low
                                                          of technology and the effects on
interaction by academic institutions on this
                                                          assessment performance
platform may be a result of local difficulties in
                                                         To understand the advantages and
video production, such as lack of equipment,
                                                          limitations of TECBL when compared to
technical support and training. Easy access
                                                          traditional CBL
encourages       high     participation        and
undergraduate students are quick to turn to              To understand if technology can overcome
YouTube for information rather than utilising             the limitations of traditional case-based
material from their dental course closed                  learning
                                                      Methods: A TECBL resource was designed and
The aim of this study is to demonstrate how to        developed to be used in the project. Students
produce preclinical dental educational video          from year three of an undergraduate dental
content using a smartphone and £20 in                 programme were recruited into a two-armed
equipment. YouTube dental educational video           study. Each group was exposed to traditional
usage evaluations were used to discuss the            and technology enhanced CBL.
implications of the video features on cognitive
load management, user engagement, and the             Four questionnaires were developed, piloted
promotion of active learning. The introduction of     and administered to obtain the student
guidelines for the production of educational          perspective of the different pedagogical
videos will improve the student learning              approaches. A combination of Likert Scale
experience in a structured and relevant               questions and open-ended questions were
manner.                                               used to enable qualitative analysis. Comments
                                                      provided by students were collated and
                                                      thematic analysis was undertaken. Additionally,
                                                      assessment was utilised to determine if
Presentation 2.8: 18:00                               technology had an impact upon student
Presenter: Mr Nicholas Beacher
Institution: Glasgow Dental Hospital and              Results: Fifty-eight participants were recruited.
School                                                This research found that TECBL has no impact
Title: The Learner's Perspective in the               upon results obtained in objective assessment.
Comparison of Traditional Case Based                  Technology was found to improve educational
Learning and Technology Enhanced Case                 access and can facilitate active learning and
Based Learning                                        subsequently deep learning.

                    Abstract:                         Whilst learners develop online skills, the
                                                      inability of technology to develop face to face
Introduction: Technology is infiltrating all walks    communication skills was a significant
of life including Learning and Teaching in            limitation. Learners appreciate peer and
Higher Education. Case Base Learning (CBL)            teacher fellowship in education. TECBL is one
is a recognised pedagogical approach in               method to provide teaching within a blended
learning and teaching which can foster active         learning model.
learning and enable deep learning. Founded in
action research a mixed methods methodology
was utilised to understand if from a student
perspective, technology could improve the
teaching and learning experience of CBL.

FREEStage Abstract Booklet                                             ADEE Berlin August 2019

                                                       potential to help students make valuable
Freestage Session 3:                                   connections between the classroom and labs.
Friday 23rd August at 14:00
                                                       Presentation 3.2: 14:15
Presentation 3.1: 14:00
Presenter: Dr Shabana Younas
Institution: The Royal London Dental school
                                                       Presentation 3.3: 14:30
Title: How students make connections between
different kinds of learning and prepare for labs,
my thinking journey.                                   Presenter: Dr Lydia Eberhard
                                                       Institution: University of Heidelberg
                                                       Title: German Admission Test for Medical
                                                       Studies – application and predictive value in
                                                       studies of dentistry
Much of dental education is predicated on
conceptions of transfer, with students expected
to apply theory to practice with little
consideration of the teaching and learning
strategies we might adopt to enable them to do         Aims and Objectives: Studies of dentistry are
this. I was curious about creating an e-learning       highly practical and pre-dental school grades as
package to help support learning in labs, but in       well as simple dexterity tests seem to have low
doing so I had to question my assumptions              predictive rates for academic success. In
about how students make connections between            Germany, the Test for Medical Studies (TMS) is
different kinds of learning and prepare for labs.      an admission test frequently used for dentistry.
                                                       Aim of our study was to determine the predictive
                                                       validity of the TMS as well of the other
For students to perform invasive procedures
                                                       admission criteria like school grades (GPA) and
safely on patients, they must first acquire the
                                                       relevant prior professional training.
psycho motor skills to do so, in a simulated
environment of clinical skills labs. After several
years of observing staff and students in this          Material and Methods: In a preliminary analysis,
environment, the difficulty of this process was        three cohorts of dental students (N=221) were
apparent. We are behind the curve of what              followed for five semesters into their preclinical
works according to the pedagogic literature, this      training and evaluated regarding the outcome
was the 'gap' I needed to explore.                     measures a) practical preclinical examination
                                                       (1st state exam) b) oral preclinical examination
                                                       (1st state exam) and c) duration of preclinical
Theory alone is not enough to learn skills,
                                                       dental studies. The effects of TMS, GPA and
alternatively practice alone is not sufficient for a
                                                       professional training were analyzed using factor
profession such as Dentistry, combining these
                                                       analysis with Varimax-rotation, Spearman
has evolved work place learning theories,
                                                       correlation and MANOVA (IBM SPSS Statistics
(Evans et al 2011) which have not been fully
incorporated into all aspects of university
education. How can we bridge this gap between
theory and practice and provide students with a        Results: The factor analysis of the TMS yielded
link to help guide them through this difficult         three     components:      verbal-mathematical
process, based upon the pedagogic theories             (TMS_C1), spatial-figural (TMS_C2) and
we know work?                                          factual memory (TMS_C3). Only spatial-figural
                                                       items (TMS_C2) correlated mildly with the GPA
                                                       (r=0.26) and with practical (r=0.13) and oral
Re-contextualisation of knowledge by learners
                                                       (r=0.11) preclinical examination. All other
lies at the centre of understanding what allows
                                                       correlations were negligible. The MANOVA
students to move knowledge from lectures to
                                                       revealed a significant influence of GPA
labs, and challenges the concept of 'transfer' as
FREEStage Abstract Booklet                                           ADEE Berlin August 2019

Discussion: The TMS seems to have low                Title: Left and right-handed dominance in Oral
predictive validity for academic success in          Surgery and its perceived effects on
studies of dentistry. Specifically, according to     undergraduate dental education
this pilot study, practical psychomotor
competences seem not covered by the above                               Abstract:
mentioned admission criteria. Collection of
further data is essential to substantiate these      Introduction: Training dental undergraduate
results. Adequate admission tests for dental         students to perform Oral Surgery procedures
students in Germany would be desirable.
                                                     requires the use of specifically designed dental
                                                     equipment. The use of extraction forceps,
                                                     needle holders and scissors are generally hand
                                                     specific and anecdotally a level of adaptation is
Presentation 3.4: 14:45                              required by left-handed students when teaching
                                                     occurs with right-handed equipment; leading to
Presenter: Dr Susan Parekh                           more challenging teaching, physical issues and
Institution: UCL Eastman Dental Institute            a perceived disadvantage in training.          A
Title: Distance Learning post-graduate clinical      literature search of English language journals
teaching: developing a model of delivery             did not produce any papers focusing on this
                                                     topic in the Oral Surgery setting.
                                                     Aims/ objectives: This study aims to explore
Introduction: A flexible approach to post-           left-handedness    amongst      undergraduate
graduate teaching is needed to meet the              dental students and the perceived issues which
demands of prospective students. The distance        arise when trained in a right-handed Oral
learning Paediatric Dentistry MSc was                Surgery environment within a dental school.
developed and has been running for 4 years.
The aim of this study was to evaluate methods        Methods: The study design was a
of distance learning teaching preferred by           questionnaire. Ethical approval was granted.
students,    including    synchronous     and        All dental undergraduate students at Liverpool
asynchronous methods.                                Dental School in academic years 3/4/5 (217
                                                     students in total) were invited to voluntarily
Methods: Survey of final year and completed          participate, with pre-clinical years 1/2 excluded.
students to determine what teaching methods          All data was collated and analysed using simple
they preferred and why. Reasons for                  statistical methods.
undertaking distance learning vs face-to-face
were also explored.                                  Results: A response rate of 78%(169) was
                                                     achieved. The level of left-handedness was
Results: A total of 24/27 students responded         8%(13) within the dental student cohort.
(89%). The most preferred methods were pre-          19%(32) of students were aware of the
recorded online lectures, and online resources       existence of left-handed equipment. Of the
for self- guided learning. The least effective was   issues experienced by left-handed students
real time interactive webinars, and a twitter        using right-handed instruments, 32% noted the
based journal club.                                  procedure being more difficult, 36% expressing
                                                     discomfort during procedures, 14% reported
                                                     musculo-skeletal problems post procedures
Conclusion: Students had a high level of             and 18% felt their adaptation compromised
confidence in using lecturecasts and online
                                                     patient treatment. 46% of left-handed students
resources.It is important to design opportunities
                                                     resorted to using their non-dominant hand
for students to interact face-to-face early in the   when adapting their technique.
course to promote engagement, and enhance
student learning.
                                                     Conclusion: We found a high incidence of
                                                     perceived issues from left-handed students
Presentation 3.5: 15:00                              when completing Oral Surgery procedures with
                                                     right-handed instruments. This study raises the
Presenter: Dr Gillian Barker                         question as to whether these issues are
                                                     disadvantaging left-handed students in their
Institution: University of Liverpool Department      training and provides further insight into
of Dental Sciences                                   approaches to maximise dental education for all
                                                     undergraduate students.

FREEStage Abstract Booklet                                         ADEE Berlin August 2019

Presentation 3.6: 15:15                             where they worked, grades from clinical
                                                    supervision and a final oral exam in front a
Presenter: Miss Paulina Hofer                       commission       conformed       by    university
Institution: Universidad de La Frontera             authorities, dental public health authorities and
(UFRO)                                              special guests related to the academia or dental
Title: Controlled Professional Dental Practice.     specialties.
A Chilean experience from University of La
Frontera.                                           Presentation 3.7: 15:30
                                                    Presenter: Dr Tarik Shembesh
The controlled professional practice (CPP) is a     Institution: University of Brescia
dental program subject that includes the final      Title: The affordances of learning technologies
level of preparation of undergraduate dental        in enhancing the reflective practices and
students, and it is a requirement to obtain the     learning experience of European Dental
title of general dentist. CPP is a one year         Students
subject divided in two semesters (CPP I and
CPP II). In both semesters the students can                            Abstract:
applied to national or international mobility.
                                                    Reflection is regarded as a core aspect of
Its learning results are: Design collectives        learning. Moreover, reflective practice is
interventions of promotion, fomentation and         regarded as an essential quality of being a
prevention in oral health; to demonstrate           competent dental health professional.
integral management of dental programs in life
cycle; demonstrations of clinical, ethical and      Mann et al conducted a literature review that
management skills on patients dental                has found reflection to be common to inform
interventions.                                      practice among healthcare professionals.
                                                    However, with different orientations and varying
CPP     teaching-learning    strategies   and       degree of depth and less practiced the more
methodologies are developed through risk            junior the professional. In health professions
approach clinical care, under professional          educational activities are being incorporated in
supervision of dental teams, through clinical       modern curriculums to foster reflective practice
dental public health agreements throughout the      with mainly theoretical evidence to support its
country and Universidad de La Frontera.             use. Moreover, that reflective practice can be
                                                    confidently assessed and that it can be fostered
The activities developed by the students in         and developed with certain interventions.
national CPP, includes: clinical dental public      Nonetheless, research on the effectiveness of
health attention, communitarian activities,         strategies to foster reflection was in early
training oral health monitors in primary schools.   development.

The activities developed by the students in         The use and development of a variety of
international mobility will depend to the rules     teaching and learning techniques that engage
and agreements of the foreign dental program        students in reflection are popular in medical and
that received them (Latin-Americans and/or          dental education. Evidence informed higher
European dental programs).                          education practice is essential to the adoption
                                                    and implementation of such techniques. In
The aim of the primary schools training is to       addition it would allow their use with confidence
promote self care dental health by training oral
health monitors on different variables:             The aim of the presentation will be to explore
education, oral hygiene, diet, fluorides, etc.      how can we empower the future European
                                                    dental students with technologically enhanced
The aim of communitarian activities is to           solutions and practices to enhance their
integrate the student on the community where        reflective practice as well as allow them to
will develop clinical activities throughout the     develop as professionals and life long learners
semester not only on dental activities but also
on social activities.                               Presentation 3.8: 15:45

The evaluation process of both CCP I and II, it     Presenter: Prof Michael Bothelo
develops through a full report of the community     Institution: Hong Kong University

FREEStage Abstract Booklet                                          ADEE Berlin August 2019

Title: Video Vox – a contemporaneous,                Besides sharing a common language and
interactive video player and learning                background with other countries, we think that
management tool.                                     we have to look towards Europe where the
                                                     mainstream of knowledge, culture and
                   Abstract:                         advancements have come from.

Demands on curricular and student time is            As you already know, ADEMA-UIB is brand
striving for more efficient and effective teaching   new. We are young and we want to grow.
and learning opportunities. Students are             We want you to be part of our present and
voracious video consumers and the potential to       future. We want your advice and credit, but also
enhance learning through innovative methods          your criticism and complaints to create a dental
are needed.                                          school that will educate people who will
                                                     contribute to the progress and welfare of our
Video Vox has been created to allow interaction      European society.
with video content allowing in-the-moment
questions, feedback or comments in a time-           In our presentation we’ll expose the challenge
stamped message board that contextualizes            of launching a new dental school, our
interactions for teaching and learning. The          experiences so far, the problems we have
utility of this is determined by the learning task   walked into and those that are drawing up.
design and whose video is being used…the
teachers or the students. In addition,
                                                     The teaching project in which the members of
customizable keyword buttons can be created
                                                     our educational community participate, includes
for a particular video activity and “clicked” by
                                                     lines of work that seek to offer an integral
viewers to allow particular types of engagement      formation and gives support to:
with the video for feedback or assessment.

This novel platform has been used by non-               Learning based on research projects
dental Faculty at the University of Hong Kong to        The incorporation of the most advanced
deliver content and for students to receive peer         technologies, digitization, making the latest
and teacher feedback on their own authentic              generation technical resources available to
teaching practices in school classrooms. This            teachers and students: Digital innovation.
platform allows novel interaction with video            And the idea of openness to international
content to provide new learning experiences for          trends in the global context of knowledge of
teachers and students.                                   dentistry which is why it is committed to

Presentation 3.9: 16:00                                                 Notes
Presenter: Prof. Dr. Francesc Pérez Pastor
Institution: Escola Universitària d’Odontologia
Title: Experiences in launching a new Dental


ADEMA-UIB, our Dental School, and also yours
now, fully endorses the mission statements of
the Association for Dental Education in Europe
(ADEE). In this sense, we are committed to the
advancement of the highest level of health care
for the people of the Balearic Islands as part of
citizens of Europe. Particularly, the promotion
of the advancement and fostering convergence
towards high standards of dental education; the
exchange of staff, students and programmes
and the dissemination of knowledge and
understanding on education.

FREEStage Abstract Booklet   ADEE Berlin August 2019

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