ABSTRACT
INTRODUCTION: COVID-19 has profoundly affected dental undergraduate teaching and assessment. The pandemic resulted in cessation of face-to face teaching and assessment in many countries, with an associated move online. Objective structured Clinical Examination (OSCE), an important modality for clinical assessment in dentistry and medicine, is not possible with pandemic restrictions in place. As a result, interest in virtual objective structured clinical examination (VOSCE) has been revived. Student and staff evaluation of any assessment process is important, where the views of all involved are required in establishment of authenticity. This papers aims to explore and describe the views of undergraduate dental students and staff in relation to VOSCE MATERIALS AND METHOD: Qualitative methods utilising online focus groups and video recording were used in this study. Five focus groups, involving 24 participants were undertaken. RESULTS: Thematic analysis following a deductive semantic approach was carried out resulting in the identification of six themes relating to the VOSCE: VOSCE preconceptions, examination preparation, examination process, fairness, comparison with OSCE and possible improvements. Consideration of these themes, and their interaction, is likely to prove important for optimisation of this assessment modality. CONCLUSIONS: Overall, both staff and students considered the VOSCE a useful and fair examination and a suitable alternative to OSCE. The potential for a number of improvements in the assessment process was identified.
Subject(s)
COVID-19 , Educational Measurement , Humans , Educational Measurement/methods , Pandemics , Clinical Competence , Education, DentalABSTRACT
INTRODUCTION: The outbreak of COVID-19 necessitated a move to online teaching and assessment. The objective structured clinical examination (OSCE) has been an integral part of dental examinations for several decades. The COVID-19 pandemic stopped face to face examinations around the world. An Online Virtual OSCE (VOSCE) was developed and piloted for dental undergraduate assessment. MATERIALS AND METHODS: This initial report outlines the steps required to run an OSCE online. Planning and preparation required in adaptation of an OSCE for the online environment is dreported. The necessity for familiarisation sessions is addressed, and VOSCE logistics described. RESULTS: With careful planning, the VOSCE is a useful assessment method in difficult times. Feedback from staff and students was favourable. CONCLUSION: Although significant organisation was required, the examination process worked well for both students and examiners. Despite limitations in relation to technical dental procedures, the VOSCE could be a viable alternative to face to face clinical examination.
Subject(s)
COVID-19 , Clinical Competence , Education, Dental , Educational Measurement , Humans , Pandemics , SARS-CoV-2ABSTRACT
Endodontic disease, a biofilm infection of the root canal space, is a significant cause of dental morbidity worldwide. Endodontic treatment, or root canal treatment, as it is commonly known is founded on the ability to eradicate microbial biofilm infection and prevent re-infection of the highly complex root canal space. Despite many "advances" in clinical endodontics we have seen little improvement in outcomes. The aim of this critical review paper is to provide a contemporary view of endodontic microbiology and biofilm polymicrobiality, provide an understanding of the host response, and how together these impact upon clinical treatment. Ultimately, it is intended to provide insight into novel opportunities and strategies for the future diagnostics, treatment, and prevention of endodontic disease.
