Impact of the Dental Anatomy Course Trainings on the Psychomotor Skills of Students

Abstract

Objective: To evaluate the impact of the dental anatomy course on the psychomotor skills of dental students.
Material Methods: The study was carried on 121 volunteer students of the dental anatomy course. The 9-hole-peg- test (9-HPT) was used for psychomotor skills assessment at the beginner vs. experienced status (fall vs. spring terms). Test completion time in seconds (sec) was used as primary data. Dominant (DH), and non-dominant hand (N-DH), gender, academic success at the higher education admission test (GPA), and the course’s final assessment scores of training were used as variables. Data were analyzed with IBM SPSS V23. Paired samples t-test, the MANOVA test, and Spearman's rho correlation were used for statistical analyses (p<0.05).
Results: The participants' DH scores improved from 20.55±2.48 to. 18.32±1.84 sec (p≤0.001), while N-DH scores improved from 22.78±2.66 to 20.52±2.52 sec (p≤0.001). Female's DH scores were 20.16 ± 2.37 vs. 17.90 ± 1.59 sec (p≤0.001), the N-DH scores were 22.40 ± 2.48 vs. 19.83 ± 1.95 sec (p≤0.001) among the fall and spring terms, respectively; while males’ DH scores were 21.30 ± 2.56 vs. 19.13 ± 2.04 sec (p≤0.001), and the N-DH scores were 23.52 ± 2.86s vs. 21.88 ± 2.95 sec (p=0.003). Females’ DH scores were better than males for fall (p=016) and spring (p≤0.001) terms, and N-DH scores were better for fall (p=027) and spring (p≤0.001) terms. Neither GPA nor 9-HPT scores affected the course’s end-of-term practical exam notes.
Conclusion: The dental anatomy course significantly contributes to the psychomotor proficiency development of the students.

Keywords

• dentistry
• education
• dental anatomy course
• psychomotor skills

Diş Anatomisi Dersi Uygulamalarının Öğrencilerin Psikomotor Becerileri Üzerindeki Etkisi

Abstract

Amaç: Diş Anatomisi ve Morfolojisi uygulamalı dersinin öğrencilerin psikomotor beceri gelişimi üzerindeki etkisini değerlendirmek.
Materyal-Metot: Çalışma, uygulamalı bir eğitim içeriği olan Diş Anatomisi ve Morfolojisi dersinde eğitim gören 121 gönüllü öğrencinin katılımı ile gerçekleştirildi. Öğrencilerin başlangıç ve deneyimli durumlarındaki (güz-bahar yarıyılları) psikomotor durum değerlendirmesi için 9-Delikli Çubuk-Testi (9-HPT) uygulandı. Test tamamlama süresi (sn) temel veri seti olarak kullanıldı. Baskın ve baskın olmayan el, cinsiyet, dersin sene sonu pratik not ortalaması ve üniversiteye giriş sıralaması ise değişken olarak değerlendirildi. Veriler, IBM SPSS V23 uygulamasında analiz edildi. İstatistiksel analiz için eşleştirilmiş örnek T-testi, MANOVA testi ve Spearman rho korelasyonu kullanıldı (p p<0.05).
Bulgular: Başlangıç ve deneyimli dönem ölçümlerine göre katılımcılar baskın el skorlarında (20,55±2,48 / 18,32±1,84) ve baskın olmayan el skorlarında (22,78±2,66 / 20,52±2,52) anlamlı bir gelişim gösterdi (p≤0,001). Kadın katılımcıların başlangıç ve deneyimli hallerindeki baskın (20,16 ± 2,37 / 17,90 ± 1,59) ve baskın olmayan (22,40 ± 2,48 vs. 19,83 ± 1,95) el skorları anlamlı bir gelişim gösterdi (p≤0,001). Erkek katılımcıların başlangıç ve deneyimli hallerindeki baskın (21,30 ± 2,56 / 19,13 ± 2,04) ve baskın olmayan (23,52 ± 2,86 / 21,88 ± 2,95) el skorları anlamlı bir gelişim gösterdi (p=0,003). Kadın katılımcılar, baskın el skorlarında başlangıç ve deneyimli hal ölçümlerinde erkek katılımcılara göre daha iyi bir psikomotor beceri gösterdiler (p=0,016 / p≤0,001). Dönem sonu pratik not ortalaması ve üniversiteye giriş sıralaması ile psikomotor beceri gelişimi arasında anlamlı bir bağıntı bulunamadı.
Sonuç: Diş Anatomisi ve Morfolojisi dersi uygulamaları öğrencilerin psikomotor beceri gelişimleri üzerinde anlamlı bir katkı sağlamaktadır.

Keywords

• diş hekimliği
• eğitim
• diş anatomisi ve morfolojisi dersi
• psikomotor beceri

References

1. [1] Kellesarian, SV. Flipping the Dental Anatomy Classroom. Dent J (Basel). 2018 Jun 21;6(3):23.
2. [2] De Azevedo Rde, A.; da Rosa, W.L.; da Silva, A.F.; Correa, M.B.; Torriani, M.A.; Lund, R.G. Comparative effectiveness of dental anatomy carving pedagogy: A systematic review. J. Dent. Educ. 2015, 79, 914–921.
3. [3] Ales Obrez, Charlotte Briggs, James Buckman, Loren Goldstein, Courtney Lamb, William G Knight. Teaching clinically relevant dental anatomy in the dental curriculum. J Dent Educ. 2011 June;75(6):797-804
4. [4] Okeson J, Buckman J; Section on Dental Anatomy and Occlusion, American Association of Dental Schools. Curriculum guidelines for dental anatomy. J Dent Educ 1993;57(5):382
5. [5] De Azevedo, R.A.; Correa, M.B.; Torriani, M.A.; Lund, R.G. Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement. Anat. Sci. Educ. 2017.
6. [6] Wang Y-C, Magasi SR, Bohannon RW, Reuben DB, McCreath HE, Bubela DJ, et al. Assessing dexterity function: a comparison of two alternatives for the NIH Toolbox. Journal of Hand Therapy. 2011;24(4):313-21.
7. [7] Volman M, van Schendel BM, Jongmans MJ. Handwriting difficulties in primary school children: A search for underlying mechanisms. American Journal of Occupational Therapy. 2006;60(4):451-60.
8. [8] Lugassy D, Levanon Y, Pilo R, Shelly A, Rosen G, Meirowitz A, et al. Predicting the clinical performance of dental students with a manual dexterity test. PloS one. 2018;13(3):e0193980.

9. [9] Grice KO, Vogel KA, Le V, Mitchell A, Muniz S, Vollmer MA. Adult norms for a commercially available Nine Hole Peg Test for finger dexterity. American Journal of Occupational Therapy. 2003;57(5):570-3.
10. [10] Admission requirements for dentistry program. Süleyman Demirel University Faculty of Dentistry (date of access: 02.08.2021). https://obs.sdu.edu.tr/Public/EctsShowProgramDetailsAdmission.aspx
11. [11] National core education program in dentistry (date of access: 02.08.2021). https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/dis_hekimligi.pdf /
12. [12] Süleyman Demirel University Faculy of Dentistry program contents (date of access: 02.08.2021). https://obs.sdu.edu.tr/Public/EctsShowProgramDetailsCourseContent.aspx
13. [13] Süleyman Demirel University Faculy of Dentistry, dental anatomy course lecture form (date of access: 02.08.2021).https://obs.sdu.edu.tr/Public/EctsCourseDetails.aspx?DersNo=210100121160&BolumNo=0&BirimNo=21&DersBolumKod=DIS121
14. [14] Giuliani M, Lajolo C, Clemente L, Querqui A, Viotti R, Boari A, et al. Is manual dexterity essential in the selection of dental students? British Dental Journal. 2007;203(3):149.
15. [15] Urbankova A, Eber M, Engebretson SP. A complex haptic exercise to predict pre-clinical operative dentistry performance: a retrospective study. Journal of dental education. 2013;77(11):1443-50
16. [16] Gillet D, Quinton A, Jeannel A. Is there a link between writing ability, drawing aptitude and manual skills of dental students? European Journal of Dental Education. 2002;6(2):69-73
17. [17] Gansky SA, Pitchard H, Kahl E, Mendoza D, Bird W, Miller AJ, Graham D. Reliability and validity of a manual dexterity test to predict preclinical grades. J Dent Educ 2004;68(9):985-94
18. [18] Kramer GA. Predictive validity of the Dental Admission Test. J Dent Educ 1986;50:526-31.
19. [19] deAndres AG, Sanchez E, Hidalgo JJ, Diaz MJ. Appraisal of psychomotor skills of dental students at University Complutense of Madrid. Eur J Dent Educ 2004;8(1): 24-30.
20. [20] Oudshoorn WC. The utility of Canadian DAT Perceptual Ability and Carving Dexterity scores as predictors of psychomotor performance in first-year operative dentistry. J Dent Educ 2003;67(11):1201-8.
21. [21] Okan University Faculty of Dentistry Syllabus (date of access: 02.08.2021). https://www.okan.edu.tr/uploads/pages/ders-programi-2/dhf-1-sinif-2019-2020-bahar-donemi-ders-programi-27012020.pdf
22. [22] Yeditepe University Faculty of Dentistry Syllabus (date of access: 02.08.2021). https://dishekimligi.yeditepe.edu.tr/tr/dersler/2244
23. [23] Bezmialem University Faculty of Dentistry Syllabus (date of access: 02.08.2021). https://bezmialem.edu.tr/dis-hekimligi-fakultesi/tr/PublishingImages/Sayfalar/lisans-egitimi/lisans-egitimi-ders-programi/2019-2020-guz-1-Sinif-ders-programi-v2.pdf