Effect of constant versus variable small-group facilitators on students' basic science knowledge in an enquiry-based dental curriculum.

INTRODUCTION: The role of small-group facilitators is of pivotal importance for the success of curricula based on active learning. Disorganised tutorial processes and superficial study of the problem have been identified as main hindering factors for students' learning. The aim of this study was to evaluate the influence of consistency of facilitation on students' performance in knowledge-based basic science assessments in a hybrid, enquiry-based (EBL) undergraduate dental curriculum. MATERIALS AND METHODS: This was a retrospective study of 519 first- and second-year undergraduate dental students, enrolled at Peninsula Dental School between 2013 and 2018. Twice in each academic year, students sat a 60-item single-best-answer, multiple-choice examination. Percentage and Z-scores were compared between students whose EBL groups had the same facilitator throughout the academic year, and those whose EBL group was facilitated by different members of staff. All EBL facilitators were dentally qualified but with different levels of expertise in basic dental sciences, prior EBL facilitation, involvement in the curriculum design and university affiliation. RESULTS: No statistically significant difference was observed in the percentage or Z-scores of students whose EBL sessions were supported by consistent or variable facilitators in any of the 18 MCQ tests. Z-scores of first-year students were more variable than for second-year students. In addition, pairwise comparisons revealed no statistically significant differences in students' Z-scores between any of the permanent facilitators' groups. CONCLUSIONS: The results of our study may influence the design and delivery of enquiry-based curricula as well as human resources management by shifting the focus from maintaining facilitator consistency to ensuring comparable training and approaches across facilitators.

Use of Progress Testing in a UK Dental Therapy and Hygiene Educational Program.

Progress testing provides a longitudinal assessment of the development and sustainability of students' knowledge at regular intervals over the duration of an educational program. Comparisons of performance on successive tests are used to monitor growth in knowledge. The aim of this study was to evaluate the effects of progress testing in an undergraduate program for dental therapy and hygiene (DTH) students in the United Kingdom as the main tool for academic assessment. Data were collected for progress tests of all 38 DTH students from 2015 to 2017. Each test consisted of 100 single best answer multiple-choice items with accompanying vignette. The students chose their answer from five options. A score of 1 was awarded for a correct answer, -0.25 for an incorrect answer, and 0 for don't know (DK). Three cohorts of DTH students were included in the study, and seven progress tests were conducted over a period of three years. Analysis of performance showed growth in knowledge across successive years, with the largest increase in knowledge in the transition from Year 1 to Year 2 and concomitant reduction in incorrect and DK responses. This was a pioneering study to report the establishment and use of progress testing among undergraduate DTH students. Notwithstanding the challenges involved, the study found merit in further exploring the use of progress testing for students in the DTH program.

Mycobacterium chelonae in a tectonic corneal graft.

Atypical mycobacterial infections of the cornea can present with nonspecific inflammatory changes and graft rejection, with no obvious focus to culture and a subsequent delay to diagnosis. These pathogens are well documented in the literature following laser-assisted in situ keratomileusis but have rarely been described following corneal transplant surgery. We report a single case of Mycobacterium chelonae keratitis 1 year after tectonic keratoplasty.

Noise at night in hospital general wards: a mapping of the literature.

English NHS inpatient surveys consistently identify that noise at night in hospitals and its impact on patients' sleep is a persisting problem that needs addressing. To identify how noise at night in hospital affects patients on general wards and the range of interventions aimed at reducing the problem, a systematic mapping of the literature was undertaken. All primary studies and relevant literature published January 2003-July 2013 were included. Key issues identified in the literature included noise levels and causes, impact on patient experience, and lack of staff awareness. Interventions to reduce noise were targeted at staff education, behaviour modification, care organisation and environmental solutions. The scoping suggested that when compared with specialist units, there is little evidence on effective interventions reducing disturbance from night-time noise on general wards. The available evidence suggests a whole systems approach should be adopted to aid quality sleep and promote recovery.

Myths and realities of online clinical work.

An international, multi-disciplinary group of online mental health professionals, under the auspices of the International Society for Mental Health Online, presents this 3rd-year report. This article highlights the experiences of ISMHO's Clinical Case Study Group members with regard to online clinical work across several Internet-based modalities as well as integrated online/offline approaches to mental health treatment and consultation. A number of online approaches and paradigms are presented, often combining several aspects of synchronous and asynchronous online mental health practice. The discussion is organized around case presentation material shared among colleagues as part of a unique model combining peer supervision with systematic efforts to further develop a body of shared experience and observation relevant to online clinical practice. Readers are invited to virtually "listen in" to the collective voice of the group as it reconsiders whether 10 common conceptions of Internet-based practice are in fact myth or reality. Topics range from the nature of online behavior, communication, and technology, to cultural and ethical issues, to working with populations commonly seen as not being amenable to online clinical work.