Dental students' attitudes and perceptions about intraprofessional collaboration/education.

Objectives: To investigate dental students' attitudes and perceptions about intraprofessional collaboration/education (IPC/IPE) and shared learning, and to explore the impact of IPC/IPE on the personal and professional development of participating students. Methods: A custom-designed questionnaire was used in this cross-sectional study. The questionnaire comprised 17 questions targeting to capture the student's perceptions about IPC/IPE using three factors: (1) dental students' preference/opinion about the IPC/IPE; (2) dental students' experience about the impact of IPC/IPE on learning outcomes and professional development; and (3) students' feedback about the significance of IPC/IPE in clinical/clinical simulation labs and workplace setting. The students rated each of the 17 statements on the 5-point Likert scale (range: 1 = strongly disagree to 5 = strongly agree). Results: A total of 259 responses were analysed (response rate = 65%). All students were aware of IPC/IPE in the field of dentistry (mean score = 4.22). The students preferred collaborative/shared learning with their own classmates. There was a consensus among students about the positive impact of IPC/IPE on enhanced learning, enhancement of communication skills, and enrichment of professional relationships with supporting staff as well as with the patients. There was also improved analytical and psychomotor skills, understanding of complex problems in the clinic, and understanding of strengths and limitations leading to self-improvement and increased efficiency and productivity. Conclusion: IPC/IPE had a compelling, powerful, and positive impact according to the experience of the participating dental students. It is recommended that a standardized curriculum be designed and guidelines set for IPC/IPE at dental institutions for effective interactions among students of all stages.

The Level of Program Learning Outcomes (PLOs) achievements among the Interns and Fresh graduates of the BDS program.

OBJECTIVES: Success of Dental Program depends on the students' performance measured in terms of Program Learning Outcomes (PLOs) achievement. The present study was carried out to evaluate the level of achievement of the PLOs among dental interns and fresh graduates as a direct measure for the success of the BDS program of the College of Dentistry, King Saud University. METHODS: An online survey instrument was used to seek the opinion of male and female dental interns and fresh graduates about the attainment of the PLOs distributed over 6 domains: patients' care, communication & interpersonal skills, professionalism, practice management, information management & critical thinking, and health promotion domains on a five-point Likert scale. The data were analyzed using Minitab Statistical Software version 15.1.31.0. Descriptive as well as Chi-Square statistics were calculated to determine the significance of the responses to the levels of PLOs achievement at 0.05 level of significance. RESULTS: Levels of achievement of PLOs under the 6 domains indicated a good standard of planning, delivery, and evaluation of the BDS program. On an overall average score basis, the achievement of PLOs under the Communication-Interpersonal Skills domain ranked as highest with a score of 4.22 ± 0.88 followed by Professionalism (4.18 ± 0.85), Practice Management (4.03 ± 0.93), Patient care (3.94 ± 0.84) and Information Management-Critical Thinking domain with a score of 3.68 ± 0.96. The lowest score was achieved under Health promotion domain with a score of 3.60 ± 0.93. Statistically, no significant differences were found based on the graduation years and gender of the respondents. CONCLUSION: The study revealed significant achievement of PLOs under all learning domains of the BDS curriculum taught at the College of Dentistry, King Saud University. However, achievement scores for Information Management, Critical Thinking, and Health Promotion domains require further improvement through reinforcement of the curriculum, updating of content, and teaching strategies.

Changes in the nutritional composition of maize flour due to Tribolium castaneum infestation and application of carbon dioxide to manage this pest.

Maize flour was infested with fresh emerged Tribolium castaneum adults, and its nutritional composition was evaluated after 0, 45, and 90 days of the infestation. Furthermore, 99% carbon dioxide was applied to different developmental stages of T. castaneum for its management. There were six treatments and five replicates; for each replicate, maize flour (150 g) was taken in a 250-ml plastic jar container, insects were released in the flour, and jars were placed into the incubator at a temperature of 28 ± 1 °C, 60 ± 5% RH. Similarly, the application of 99% CO2 was done with four exposure times of 12, 24, 48, and 72 h, at 35 °C 65 ± 5% RH. Present results showed major fluctuations in the nutritive composition of maize flour. Increase in the moisture, fat, fiber, protein, and ash contents was directly proportional to the increase in infestation level and time, contrary to the depletion of carbohydrates and total weight loss. The results of CO2 treatment indicated that pupa was the most resilient stage as compared with larvae and adult stage. The observed susceptibility order was as follows: adult > larvae > pupae. The maximum mortality of adult, larval, and pupal stages was recorded after 24, 48, and 72 h of CO2 application, respectively. These findings might be helpful to develop an ecofriendly technique to manage this crucial pest.

Perception of BDS students and fresh graduates about significance of professional ethics in dentistry.

OBJECTIVE: To assess the awareness level of undergraduate dentistry students as well as fresh graduates about the significance of professional ethics. METHODS: The cross sectional study was conducted among the 3rd, 4th and final year male and female BDS students as well as fresh graduate Interns from the College of Dentistry, King Saud University from January to June 2011. The students were asked to give their opinion about need for applications of professional ethics in dental practice on a five point Likert Scale varying from 'strongly agree' to 'strongly disagree'. Minitab statistical software was used for data analysis. RESULTS: Students at all levels considered professional ethics a very important prerequisite for dental practice with overall mean value of 4.42 +/- 0.36. However, the responses from the senior academic levels were significantly on the higher side compared to those from the junior grades. Generally the religious teachings and spirituality was considered as one of the top most motives for practicing professional ethics in dentistry followed by reputation, financial benefits, fear of punishment and self projection, with overall mean values of 3.93 +/- 0.58, 3.81 +/- 0.49, 3.25 +/- 0.94, 3.21 +/- 1.07 and 3.16 +/- 1.04, respectively. CONCLUSION: The present findings revealed that Professional Ethics is appreciated by the students as a highly significant factor for their success in dental practice as well as acquiring a good name and position in the society.

Significance of primary factors influencing students' performance at the College of Dentistry, King Saud University, Saudi Arabia.

OBJECTIVE: To determine the effect of different enabling factors such as curriculum, role of faculty, academic advising and availability of learning resources and supportive services on the performance of students pursuing their Bachelor's degree in dentistry. METHODS: Data was collected from the male and female students of the College of Dentistry, King Saud University, during the academic year 2008-2009. All undergraduate students (576) constituted the total sample size of the study. The respondents were requested to fill a questionnaire form, which was specially designed in accordance with requirements of the Association for Dental Education in Europe (ADEE). The questionnaire comprised 45 questions addressing all aspects of the relevant factors. The five-point Likert scale was used to evaluate the feedback. All the responses (239) were thoroughly examined and only the completely filled forms (169) were subjected to regression analyses, taking student's CGPA as a dependent factor and a depiction of their performance. The t-tests were also worked out to evaluate variations in the responses of male and female students to each sub-factor. RESULTS: The study showed a significant impact of faculty and learning resources and support services on a student's achievement (alpha = 0.05). Surprisingly, academic advising and the dental curriculum had non-significant effect at 95% level of confidence. However, the critical analyses acknowledged that the non-significant impact was due to poor performance of the two factors. CONCLUSION: The role of faculty and learning resources as well as of support services had significant effect on students' performance. However, there is an immense need to improve the level of academic advising and revise the curriculum to have a significant impact of these factors on the student's achievements.