Comparison of digitally assessed quality of posterior crown preparations performed with and without previous practice on patient-specific three-dimensional-printed teeth models.

INTRODUCTION: Three-dimensional (3D)-printing technology can provide customizable simulations, but its effects on patient care quality have not been well studied. This study aimed to assess the impact of practicing with patient-specific 3D-printed teeth models on the quality of patients' dental preparations performed by students transitioning to clinical training. Accordingly, the quality of posterior crown preparations was evaluated by objectively analyzing digital scans and grades in two groups: the study group, which practiced beforehand with patient-specific 3D-printed teeth models, and the control group, which did not practice with these models. METHODS: All 78 fourth-year dental students who had just finished their fixed prosthodontics course at the simulation laboratory with training on phantom heads and without previous clinical experience in crown preparations were invited to participate in the study. Sixty-eight agreed to take part and were randomly divided into a study group that practiced crown preparations on 3D-printed models of their own patient's teeth and a control group that did not practice with 3D-printed models and started their clinical work straightforwardly after simulation training. Students completed validated perception questionnaires on self-confidence and clinical skills before and after the protocol, which were compared using a chi-squared test. Crown preparations performed on 3D-printed models and then on patients were digitally scanned and objectively graded by prepCheck software for critical parameters, such as undercuts, taper, and occlusion reduction. Non-parametric tests were used to compare preparations on 3D-printed models and on patients performed by the study group and those on patients made by the control group. RESULTS: Initially, both groups reported similar perceptions of self-confidence and clinical skills levels. The study group significantly improved both aspects after the protocol. Analysis of the scanned preparations demonstrated that the study group removed less tooth structure from actual patients than from the initial 3D-printed models. In contrast, the control group showed excess occlusal clearance in their patients compared to the study group. CONCLUSIONS: Practicing patient-specific 3D-printed teeth before performing procedures clinically appears to enhance preparation quality and minimize unnecessary tooth reduction in early clinical experiences.

Desarrollo de la Psicomotricidad en Estudiantes de Odontología Durante el Confinamiento por COVID-19

Las habilidades psicomotrices son un pilar fundamental del aprendizaje en odontología y clásicamente han sido trabajadas a través de la simulación o atención de pacientes. Durante el confinamiento debido a COVID-19, los estudiantes no tuvieron factibilidad de realizar procedimientos preclínicos. Debido a esto, se implementaron sesiones de entrenamiento de habilidades psicomotrices, en formato online, que permitieran preparar a los estudiantes durante el confinamiento para el retor no a la clínica. Se implementaron sesiones de entrenamiento psicomotriz a través de la utilización de materiales de artes plástica s e instrumental odontológico en formato online y guiados por una Terapeuta ocupacional. Para su medición, se realizó un estudio de casos y controles, donde los grupos se seleccionaron por conveniencia entre estudiantes que participaron de las sesiones y aquellos que tuvieron la formación virtual tradicional. La experiencia se evaluó a través cuestionario de autopercepción contestado por los estudiantes con respuestas en una escala de Likert y se comparó a través de pruebas estadísticas no paramétricas. Se recolectó una muestra total de 27 estudiantes, con una edad promedio de 23,7 años. Al comparar las respuestas de ambos grupos, los estudiantes del grupo casos percibieron significativamente una mejor sujeción de objetos pequeños utilizando pinzas, manipulación de instrumentales manuales y rotatorios de manera más precisa y mejor coordinación entre ambas manos durante un procedimiento simple en boca en comparación al grupo que no participó de las mismas. El entrenamiento de habilidades psicomotrices realizadas durante el periodo de confinamiento mostró resultados positivos en la percepción de las habilidades psicomotrices de los estudiantes, siendo una estrategia de bajo costo para ser implementada durante la formación de destrezas de los estudiantes de odontología en diferentes contextos. Sin embargo, para una mejor implementación debe estar en conjunto a estrategias de simulación para ser totalmente efectiva.

Psychomotor skills are a fundamental pillar of learning in dentistry and traditionally have been worked on through simulation or patient care. During the confinement due to COVID-19, students were not able to perform preclinical procedures. Due this, psychomotor skills training sessions were implemented, in online format to prepare students during confinement for the return to the patient care. Psychomotor training sessions were implemented using plastic arts materials and dental instruments in online format and guided by an occupational therapist. For its measurement, a case-control study was carried out, where the groups were selected by convenience between students who participated in the sessions and those who had traditional virtual training. The experience was evaluated through a self- perception questionnaire answered by the students with answers on a Likert scale and compared through non- parametric statistical tests. A total sample of 27 students was collected, with an average age of 23.7 years. When comparing the responses between groups, the students in the case group perceived significantly better grasping of small objects using forceps, more precise manipulation of hand and rotary instruments and better coordination between both hands during a simple mouth procedure compared to the group that did not participate in the same. The psychomotor skills training performed during the confinement period showed positive results in the perception of psychomotor skills of the students, being a low-cost strategy to be implemented during the skills training of dental students in different contexts. However, for a better implementation it should be in conjunction with simulation strategies to be fully effective.

Dental students' perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations.

OBJECTIVE: To study the utility of simulation videos with embedded quiz items compared and in combination with live hands-on demonstrations of dental procedures. METHODS: Thirty-three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017-2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands-on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. RESULTS: Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017-2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy-nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. CONCLUSIONS: Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students.

The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis.

PURPOSE: In health professions education (HPE), the effect of assessments on student motivation for learning and its consequences have been largely neglected. This is problematic because assessments can hamper motivation and psychological well-being. The research questions guiding this review were: How do assessments affect student motivation for learning in HPE? What outcomes does this lead to in which contexts? METHOD: In October 2020, the authors searched PubMed, Embase, APA PsycInfo, ERIC, CINAHL, and Web of Science Core Collection for "assessments" AND "motivation" AND "health professions education/students." Empirical papers or literature reviews investigating the effect of assessments on student motivation for learning in HPE using quantitative, qualitative, or mixed methods from January 1, 2010, to October 29, 2020, were included. The authors chose the realist synthesis method for data analysis to study the intended and unintended consequences of this complex topic. Assessments were identified as stimulating autonomous or controlled motivation using sensitizing concepts from self-determination theory and data on context-mechanism-outcome were extracted. RESULTS: Twenty-four of 15,291 articles were ultimately included. Assessments stimulating controlled motivation seemed to have negative outcomes. An example of an assessment that stimulates controlled motivation is one that focuses on factual knowledge (context), which encourages studying only for the assessment (mechanism) and results in surface learning (outcome). Assessments stimulating autonomous motivation seemed to have positive outcomes. An example of an assessment that stimulates autonomous motivation is one that is fun (context), which through active learning (mechanism) leads to higher effort and better connection with the material (outcome). CONCLUSIONS: These findings indicate that students strategically learned what was expected to appear in assessments at the expense of what was needed in practice. Therefore, health professions educators should rethink their assessment philosophy and practices and introduce assessments that are relevant to professional practice and stimulate genuine interest in the content.

The development of a reporting form for peer observation of online learning courses: An e-Delphi consensus study of educators working in health professions education.

INTRODUCTION: Peer observation of online teaching has been suggested to maintain and monitor online learning standards. However, this practice and the designed peer observation forms have been almost exclusively restricted to face-to-face or stand-alone synchronous/asynchronous sessions. This study, therefore, aimed to identify criteria for the successful design and delivery of online courses and develop a rigorous form specifically designed for peer observation of teaching in online learning environments applicable to the Health Professions Education context. MATERIALS AND METHODS: A three-round e-Delphi technique was used to gather consensus on categories/items and process/structure of the peer observation form. A total of 21 international, experienced online educators working in Health Professions Education were recruited. A 75% consensus was considered as the minimum agreement level. RESULTS: Response rates were 100% (n = 21), 81% (n = 17) and 90% (n = 19) respectively. The intensity of consensus was 38%-93%, while the agreement/disagreement consensus was 57%-100%. In Round 1, the 13 topics proposed as major categories for design and delivery reached agreement consensus. One option reached agreement on how to approach and structure the peer-observation process. All items within major categories reached agreement in Rounds 2 and 3. The resulting form presents 13 major categories with 81 items. CONCLUSION: The identified criteria and developed form address relevant educational principles such as constructive alignment, online instructional design, retrieval practice and spaced learning, cognitive load, and constructive feedback and authentic assessment, all of which have been suggested as critical aspects to ensure a high-quality learning experience. This adds to the literature and to educational practice as clear, evidence-based guidance for the design and delivery of online courses, which differ distinctly from traditional face-to-face teaching. The developed form expands the options for peer observation, from face-to-face and stand-alone synchronous/asynchronous sessions to fully online courses.

Effect of an online module designed to promote first-year dental students' evidence-based study strategies.

OBJECTIVE: The aim of this study was to investigate the effect of an online module in promoting study strategies based on neuroscience applied to education for first-year dental students at the University of the Andes in Santiago, Chile. METHODS: Four weeks after the start of the 2018 first academic semester, all 82 first-year dental students (72% females, 28% males, average 19.0 years old) were invited to voluntarily and anonymously complete the self-reported Study Strategies Questionnaire (SSQ) in a session of an Introduction to Dentistry course, which served as a baseline. Subsequently, the session included an interactive workshop on learning how to learn so that students could analyse how the human brain learns and relate this information to mental tools to foster learning. Furthermore, during the semester, students were sent information via email to reinforce the content they were exposed to during the learning how to learn activity so that they could use the toolbox of study techniques to improve their learning in all subjects. At the end of the semester, students were invited to voluntarily and anonymously complete a second SSQ to assess the effects of the study intervention. Exam marks from the previous (2017) and studied year (2018), as well as both SSQ results, were compared and analysed using IBM Statistical Package for the Social Sciences (SPSS). RESULTS: A total of 75 and 71 students answered the SSQ before and after the intervention, respectively. The mean exam mark from 2017 was 63.7% (SD = 8.8), whilst in 2018, it was 69.6% (SD = 5.0) (p < .044); the effect size of the intervention was 0.75. The most significant changes observed after the intervention were reductions in the number of students who studied whilst checking messages on their smartphones (p = .001), studied by highlighting and/or underlining in their notes or textbooks (p ≤ .0001) and studied the day before an examination (p ≥ .0001). On the contrary, there were significant increases in the number of students who studied without access to social networks (p = .046), wrote notes or words in the margins of texts (p = .001), practised self-testing (p = .001) and studied the day before an examination (p ≤ .0001). CONCLUSIONS: An online module to promote evidence-based study strategies in first-year dental students can have an impact on increasing students' marks as well as on some practices that can improve their academic achievements and learning.

Contrasting student and staff perceptions of preclinical-to-clinical transition at a Chilean dental school.

INTRODUCTION: Dental education is a challenging and demanding field of study as students are expected to acquire various competencies to fulfil their professional requirements after graduation. The objective of this study was to investigate and compare dental students' and clinical staff instructors' perceptions of the preclinical-to-clinical transition training at a Dental School in Santiago, Chile. MATERIAL AND METHODS: Two questionnaires containing 11 quantitative and one qualitative item were developed to assess our year three, four and five (n = 244) dental undergraduate students' challenges when they begin treating patients, and clinical staff (n = 78) perceptions of the preparedness to treat patients of the same students. Both questionnaires were voluntarily and anonymously implemented eight weeks after the beginning of the 2019 academic year. Responses were analysed using a Chi-squared test for each quantitative question, while qualitative comments were studied to form themes and dimensions. RESULTS: A total of 234 (96%) students and 60 (77%) instructors completed their respective questionnaire. There were considerable variations between students in the different years of the programme, as well as between students and staff members. Students and instructors felt the former had enough knowledge to treat patients though it was difficult for them to apply it in clinical practice. Again, both believed they could communicate with patients, but third year students asked for more training on this. Regarding practical skills, fourth- and fifth-year students felt prepared but not third year students, who preferred to work in pairs with senior students, a preference that was shared by the instructors. All student groups asked clinical staff to provide more frequent, constructive and consistent feedback and felt that the difference between simulation and clinical environments and the amount of clinical work to fulfil clinical requirements made them feel stressed. Another mentioned stressor was students' low self-confidence when working with patients. Among the requested improvements, students requested better training on how the dental clinic works to save time. CONCLUSIONS: Preclinical-to-clinical transition training presents several challenges. Some of the problems highlighted by both students and clinical staff members persisted with the transition after three, four and even five years of training, which needs to be addressed.

Common models and approaches for the clinical educator to plan effective feedback encounters.

Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

Students' and tutors' perceptions of a deliberate simulated practice using patient-specific virtual and three-dimensional printed teeth models: A pilot study.

OBJECTIVE: This pilot study aimed to investigate the perceptions of dental students and their tutors of a deliberate simulated practice using patient-specific virtual and three-dimensional (3D) printed teeth models. This is before they perform their first indirect posterior tooth restoration on their patients. METHODS: Seventy-eight fourth-year dental students from the 2021 Comprehensive Clinic I course at the University of the Andes, Chile, were invited to participate in a deliberate practice protocol. This consisted of digitally scanning their patients' teeth, printing the files three-dimensionally, and loading them into a virtual reality (VR) dental simulator to create patient-specific models. Subsequently, they practiced the same indirect posterior restorations on these models before performing them on their actual patients. Perceptions about students' preparedness to perform tooth preparations before and after the protocol were collected from students and their tutors through surveys. RESULTS: Sixty-three students (43 female) and six clinical tutors (all male) participated in the study. Before practicing with their patient-specific models, most students believed they had the knowledge, practical skills, and self-confidence to perform indirect restorations on their patients. However, after the protocol, most students thought their self-confidence increased and felt better prepared to treat their patients. Most students preferred the 3D-printed models over the VR models to practice but mentioned that it did not feel like drilling dental enamel. Tutors believed that participating students had higher self-confidence when treating their patients and were more autonomous. CONCLUSIONS: This study demonstrated that students and clinical tutors had positive perceptions of practicing with patient-specific virtual and 3D-printed teeth models before students performed their first indirect restorations on their patients.

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021.

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

El rendimiento académico de estudiantes de odontología en la asignatura de morfología como predictor del tiempo real de titulación y rendimiento académico en asignaturas de alto crédito / Academic performance of dental students in the subject of morphology as a predictor of their actual graduation time and academic performance in high credit subjects

RESUMEN: La relevancia de las ciencias básicas como predictor de rendimiento académico presenta gran importancia en el área de la salud. Por lo tanto, el objetivo de este estudio fue analizar el rol predictivo del desempeño de los estudiantes de Odontología en la asignatura de Morfología sobre las asignaturas de alto crédito en la fase preclínica y clínica, y sobre el tiempo real de titulación. Se llevó a cabo un estudio correlacional retrospectivo, con 672 estudiantes de Odontología (2002 a 2012) de la Universidad de los Andes, Chile. Las variables estudiadas fueron sexo, año de ingreso y de titulación, y rendimiento académico en las asignaturas de Morfología (primer año), Preclínico del Adulto (tercer año), y Clínica Integral del Adulto de cuarto y quinto año. El rol predictivo se analizó mediante pruebas de correlaciones de Pearson y análisis de ecuaciones estructurales. Se observó que el rendimiento académico de Morfología se asocia y predice de forma significativamente positiva el rendimiento académico en Preclínico del Adulto (r=0,25 p<,01, b=0,250 p<,001), Clínica del Adulto de cuarto año (r=0,20 p<,01, b=0,198 p<,001) y Clínica del Adulto de quinto año (r=0,14 p<,01, b=0,138 p<,001), y se asoció y predijo de forma significativamente negativa el tiempo real de Titulación (r=-0,48 p<,01, b=-0,258 p<,001). El modelo de rendimiento académico de la asignatura de Morfología y su influencia sobre las otras asignaturas explicó un 68,5 % de varianza en el tiempo real de titulación. Los resultados de este estudio contribuyen a robustecer la evidencia disponible en relación a la relevancia del estudio y buen desempeño en Morfología para el desarrollo y formación de los estudiantes a lo largo del currículo Odontológico, además de justificar la identificación oportuna y apoyo para aquellos estudiantes que estén experimentando dificultades en esta asignatura.

SUMMARY: The relevance of basic sciences as predictors of students' academic performance has great impact in healthcare education. Therefore, the aim of this study was to analyze the predictive role of dental students' academic performance in the subject of Morphology on high credit subjects in the preclinical and clinical phase, and on real time of graduation. A retrospective correlational study was conducted with 672 dental students (2002 to 2012) at the Universidad de los Andes, Chile. The variables studied were sex, year of admission and graduation, and academic performance in the subjects of Morphology (first year), Preclinics (third year), and Integral Adult Clinics of fourth and fifth year. Data analysis were conducted by means of Pearson's correlation tests and structural equation modeling. Morphology academic performance was significantly associated, and predicted the academic performance in Adult Preclinical (r=0.25 p<.01, b=0.250 p<.001), fourth-year Adult Clinic (r=0.20 p<.01, b=0.198 p<.001) and fifth-year Adult Clinic (r=0.14 p<.01, b=0.138 p<.001), and was negatively with real graduation time. The model analyzed explained a 68.5 % variance in real time of the graduation. The results of this study contribute to strengthening the available evidence in relation to the relevance of students' performance in the subject of Morphology for their development and training throughout the dental curriculum, as well as justifying the timely identification and support for those students experiencing difficulties in this subject.

Supporting motivation in teams working remotely: The role of basic psychological needs.

The current disruptive and abrupt transition to remote activities that educational institutions are facing represents a major challenge for the entire academic community. While most concerns have centred on how learning activities may successfully transit from face-to-face to remote delivery, little attention has been given to how educators can be supported in this new unchartered territory. In this article, we discuss the crucial role of team leaders and how their management and leadership style may have great potential to support educators' motivation. Based on Self-determination Theory, we offer a framework through which team leaders may contribute to create optimal remote working environments for educators. We argue that educators' autonomous motivation depends on how they perceive their remote work environment as supportive of their basic psychological needs of autonomy, competence and relatedness. Then, we highlight a series of practical recommendations by which team leaders may be more needs-supportive. Working from home requires space, trust, open communication and flexibility, especially considering that team members may have different clinical or personal circumstances. We therefore hope these suggestions are helpful to cultivate educators' autonomous motivation, which is beneficial not only for themselves but also for others in their institution, including their co-workers and students.

Exploring teachers' motivation to teach: A multisite study on the associations with the work climate, students' motivation, and teaching approaches.

PURPOSE: Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. RESULTS: Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. CONCLUSIONS: These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.

How dental students' course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile.

PURPOSE: This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students' study strategies. METHODS: A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university. RESULTS: Students' general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies. CONCLUSION: Dental students' optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students' basic needs and harmonious passion for studying, both in classroom and chair-side teaching.

Motivation as a Predictor of Dental Students' Affective and Behavioral Outcomes: Does the Quality of Motivation Matter?

Since the motivation to study and engage in academic activities plays a key role in students' learning experience and well-being, gaining a better understanding of dental students' motivations can help educators implement interventions to support students' optimal motivations. The aim of this study, grounded in self-determination theory, was to determine the predictive role of different types of motivation (autonomous motivation, controlled motivation, and amotivation) in the affective and behavioral outcomes of dental students. Amotivation is the absence of drive to pursue an activity due to a failure to establish relationships between activity and behavior; controlled motivation involves behaving under external pressure or demands; and autonomous motivation is an internalized behavior with a full sense of volition, interest, choice, and self-determination. A cross-sectional correlational study was conducted in 2016, in which 924 students (90.2% response rate) from years one to six agreed to participate, granting permission to access their current GPAs and completing four self-reported questionnaires on academic motivation, study strategies, vitality, and self-esteem. The results showed that self-determined motivation (i.e., autonomous over controlled motivation) was positively associated with vitality, self-esteem, and deep study strategies and negatively associated with surface study strategies. The contrary results were found for amotivation. In the motivational model, deep study strategies showed a positive association with students' academic performance. Contrary results were found for surface study strategies. This study extends understanding of the differentiation of motivation based on its quality types and suggests that being motivated does not necessarily lead to positive educational outcomes. Autonomous motivation, in contrast to controlled motivation and amotivation, should be supported to benefit students with regard to their approaches to learning and well-being since it can promote students' vitality, self-esteem, deep over surface study strategies, and enhanced academic performance.

La importancia de la educación interprofesional en la enseñanza de la odontología: una revisión sistemática exploratoria analizando el dónde, el porqué y el cómo / The importance of inter-professional education in the teaching and learning of dentistry: A scoping systematic review analysing the where, why and how

En años recientes, la educación interprofesional ha aumentado su popularidad en la formación de odontólogos con el fin de facilitar la colaboración entre los miembros del equipo de salud y mejorar la calidad en la atención profesional. Por consiguiente, el propósito de este estudio es describir y analizar dónde, por qué y cómo se está realizando la educación interprofesional en la enseñanza de la odontología. Se realizó una revisión sistemática exploratoria a través de la búsqueda en diversas bases de datos, revistas relevantes, y literatura gris. Posteriormente se llevó a cabo un análisis temático para sintetizar la información. Treinta artículos fueron seleccionados, en su mayoría realizados en contextos norteamericanos y europeos, y en conjunto principalmente con estudiantes de medicina, enfermería y farmacia. La principal justificación para incorporar este tipo de enseñanza fue la necesidad de fomentar y valorar el trabajo en equipo para responder a las necesidades de salud de la actual población. El aprendizaje en equipos, la resolución de problemas, y el método de casos fueron las estrategias comúnmente empleadas, reportándose cambios positivos en habilidades de comunicación y colaboración entre los estudiantes. La discusión se centra en los beneficios y recomendaciones al planificar instancias de educación interprofesional en la enseñanza de la odontología

In recent years, inter-professional education has increased its popularity in the teaching and learning of dentists, with the aim of improving collaboration and quality of service. The purpose of this study, therefore, is to describe and analyse the where, why and how of inter-professional education in dental education. A scoping systematic review was conducted by searching multiple databases, a manual search of relevant journals, and in the grey literature. A thematic analysis was then performed on the data. Most of the 30 articles retrieved were produced in North American and European settings, and mainly jointly with medical, nursing and pharmacy students. The main justification was the need to promote and value teamwork in order to meet the needs of patients. Team-based, problem-based, and case-based learning were the most common learning strategies found. These reported positive changes with regards to communication and collaboration between inter-professional students. The discussion is centred on the benefits and recommendations when planning inter-professional education interventions in dental education

Student experiences of two small group learning-teaching formats: Seminar and fishbowl.

INTRODUCTION: As teaching strategies, the seminar and fishbowl approaches promote active learning and shift the focus from the teacher to the learner. The aim of this study was to compare the self-reported perceptions of each student-centred teaching technique amongst a group of dental students as well as resultant quiz scores after each teaching technique. MATERIAL AND METHODS: During the first semester of 2017, all year-3 (N = 88) Semiology and year-5 (N = 71) Oral Surgery students participated in weekly seminars in which teams of students from both cohorts were given an actual clinical case to study; a diagnosis and treatment plan would be rendered, and an oral case presentation would be presented to the rest of the class. In the second semester, the same students tried to solve similar clinical cases using the fishbowl training format. A course coordinator provided final feedback, and the session culminated with a quiz. Students were invited to provide quantitative and qualitative perceptions whilst quiz scores obtained during seminar and fishbowl teaching formats were compared. RESULTS AND DISCUSSION: A total of 97 (61%) seminar and 92 (58%) fishbowl students provided insights regarding these teaching techniques. Both cohorts believed the fishbowl format allowed them to be actively involved. However, only year-3 students gave the fishbowl format a significantly higher score than the seminar format, considering it an attractive format that allowed them to learn. In contrast, year-5 students believed the seminars met their expectations better than the fishbowl format. Interesting clinical cases as well as the final round of feedback were qualitative themes reported by both cohorts. The mean seminar and fishbowl quiz scores were statistically significant different for year-3 students (P < 0.0001), but not for year-5 students (P = 0.09). CONCLUSIONS: These findings suggest that a more structured small-group learning-teaching format can be implemented for younger students whilst at the same time allowing more flexible organisation for senior students.

Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile.

PURPOSE: To determine dental students' motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. METHODS: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students' academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. RESULTS: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students' motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. CONCLUSION: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students' motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.