Patients satisfaction with the dental treatment provided at the University of Jordan's student clinics.

INTRODUCTION: To assess patients' satisfaction with the dental care provided to them by the undergraduate students at Jordan University Hospital. In addition, to investigate whether the age or gender of patients had any correlation with the level of satisfaction. MATERIALS AND METHODS: The Dental Satisfaction Questionnaire (DSQ) developed by the RAND Corporation was used to measure patient satisfaction. The questionnaire was translated to Arabic the native language of the country and it consisted of 14 questions, which measure the overall satisfaction and the subscales of access, convenience and availability, continuity of treatment and quality of dental care provided. RESULTS: A total of 94 patients (58.5% female, 41.5% male) answered the DSQ, the Overall Dental Satisfaction Index (DSI) was found to be 86.2%, and there was no correlation between gender or age groups and the DSI (p < .05). All 14 questions scored above 4/5 except the question about whether the schools' building and dental units being modern and well equipped (3.7/5), and the general satisfaction question (3.2/5). CONCLUSIONS: Patients who were treated at the student clinics at the University of Jordan, School of Dentistry were found to be satisfied about both the quality of treatment and the dental environment, while reporting some negative aspects related mainly to the clinics building which they found to be very old and crowded. This study found no correlation between patients' satisfaction and the age or gender of the participants.

Blended Learning with Video Demonstrations Enhances Dental Students' Achievements in Tooth Carving.

Background: Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors' effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student's comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students' university platform. Years later, we decided to perform this retrospective study. Objective: To assess the enhancement in students' tooth carving skills after implementing blended learning with video demonstrations. Methods: The student's total grades were used for comparative purposes. The students' total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups' mean, median, mode, Percentile 75, and Percentile 90 were compared. Results: Group 2 showed higher grades than group 1, and the differences between the two groups' mean and median were statistically significant p<0.001. Moreover, the mode, P75 and P90 favored group 2. Conclusion: Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.

Clinical evaluation of reasons for replacement of amalgam vs composite posterior restorations.

Background: The aim of the present study is to evaluate the most common reasons for replacing posterior amalgam and resin composite restorations in patients attending the university dental restorative clinics. Methods: A total of 318 restorations which needed to be replaced were clinically and radiographically evaluated in a period of nine months. The frequencies of reasons for replacing posterior amalgam and resin composite restorations were calculated; secondary caries, restoration/tooth fracture, marginal discoloration/ditching, proximal overhang/open margin, loss of anatomy, pain/sensitivity, and esthetics. Results: The sample population comprised of 191 females and 106 males. The majority of the sample population fell in the age group of 40-50 years (n = 110). 318 restorations (n = 318) were examined in this study. 82% of examined teeth were restored with amalgam (n = 261), while posterior composite restorations comprised 18% of the examined teeth (n = 57). Among all restorations demanded to be replaced by the patients (n = 318), aesthetic need was the most common reason (n = 98), followed by Ditching or discoloration (n = 64), secondary caries (n = 57), and fracture (n = 44). Loss of anatomy was the least common cause to replace both amalgam and resin composite restorations (n = 5). The different reasons of failure were all significant between amalgam and resin composite restorations as shown in (Fig. 1) (p < 0.005). The most common reason for amalgam replacement was aesthetic. The most common reason for composite replacement was secondary caries and marginal ditching. Conclusion: Both amalgam and composite had different reasons for replacement. Amalgam had lesser risk of developing secondary caries and higher longevity than composite.

Predictability of dental students' performance in clinical courses based on their performance in pre-clinical and academic courses.

OBJECTIVES: Some dental schools depend on the students' academic performance for admission purposes. This research aimed at investigating the correlations between dental students' performance in specific academic courses and their pre-clinical and clinical counterparts and the correlations between students' performance in the pre-clinical practical courses and the clinical courses. METHODS: Academic and practical pre-clinical and clinical grades were retrieved for 811 students who graduated from the School of Dentistry, the University of Jordan, between 2016 and 2018. Ten courses (five academic and five practical) were selected. Pearson's rho test was used to calculate the correlations between the courses. RESULTS: Statistically significant weak-to-moderate positive correlations were found between each academic course and its pre-clinical or clinical counterparts and between pre-clinical and clinical courses. A statistically significant positive moderate correlation (p < .001) was found between students' performance in fourth and fifth year restorative clinics. CONCLUSION: The results of this study suggest that the academic performance could partially predict the practical performance in both the pre-clinical and clinical courses and that the clinical performance could partially be predicted from the pre-clinical practical performance. Moreover, students who can successfully perform the required clinical procedures in fourth year will successfully perform the required clinical procedures in fifth year. However, other confounding factors should be taken into consideration such as manual dexterity and artistic skills even though their intellectual abilities are average.

The predictive value of high school grade point average to academic achievement and career satisfaction of dental graduates.

BACKGROUND: In a country where admission to dental schools is based solely on the cognitive abilities of students, the aim of the study was to investigate the correlation between high school grade point average and graduating academic achievement for dental students; moreover, determine whether a correlation exists between dental students' graduating academic achievement and their career choices and job satisfaction. METHODS: A five-year retrospective cohort study was conducted at the University of Jordan, involving (828) dental graduates first enrolled between 2010 and 2014. Correlations comparing high school grade point average and graduating academic achievement were done for the total sample composed of (736) students. A short survey was constructed to assess the career choices and job satisfaction for recently graduated dentists and correlate them with their graduating academic achievement. RESULTS: Statistically significant but weak positive correlation (0.3) was found between high school grade point average and graduating academic achievement for dental students (p ≤ 0.05). Statistically significant correlations were found between graduating academic achievement and career choices and job satisfaction. CONCLUSION: The significant positive correlation between the high school grade point average and graduating academic achievement of our dental students indicate that our school admission system depending on high school grade point average is a valid system. There was a significant negative correlation between the graduating academic achievement and both the career choices and job satisfaction among fresh graduate dentists in Jordan. This information is required to update the dental school admissions procedures in response to the changing dental educational landscape.