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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Oral Health".

Deadline for manuscript submissions: closed (30 June 2023) | Viewed by 19569

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Special Issue Editor

Dr. Kelvin Ian Afrashtehfar

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Guest Editor

1. College of Dentistry, Ajman University, Ajman, United Arab Emirates
2. Department of Reconstructive Dentistry and Gerodontology, School of Dental Medicine, University of Bern, Bern, Switzerland
Interests: reconstructive dentistry; prosthetic dentistry; aesthetic dentistry; cosmetic dentistry; laminate veneers; implant dentistry; digital dentistry; implant surgery; evidence-based dentistry; medical education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Welcome to the International Journal of Environmental Research and Public Health. As an MDPI journal that publishes comprehensive full-length research papers with the scope to substantively address current issues in education, the journal has a section for healthcare professions’ education. More specifically, the importance of developing and advancing health professions has made researchers and educators aware of the need to produce knowledge and implement new practices related to curriculum design, interventions that facilitate learning, learning assessment, change management, leadership, ethical considerations, and specialists and non-specialists’ communication. Thus, it is necessary to share this information in an open-access format worldwide with our dental colleagues and reduce the inequalities in dental education between developed and developing countries.

This International Journal of Environmental Research and Public Health Special Issue intends to include high-quality articles that are solving educational research problems and that report on the latest developments and findings in education in the fields of medicine, pharmacy, veterinary, physical and occupational therapy, public and community health, psychology, dental medicine, dental hygiene, dental technology, alternative medicine, and other allied health professional areas, including basic science, clinical, continuing, and postgraduate education, as well as patient education.

This Special Issue intends to include original data-based research reports, explications of theory, and reflections from the field. The journal prioritizes innovative, relevant, and multidisciplinary research.

Empirical studies or theoretical contributions that do not include a critical review analysis are also accepted.

Dr. Kelvin Ian Afrashtehfar
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

accreditation
assessment of knowledge and skills
clinical training
curriculum
continuing education
digital technology
dentistry
educational status
fellowship training
interprofessional education
problem-based learning
professional education
leadership
learning
online education
patient education
patient-centered care
professional role
postgraduate education
student education
teacher education
undergraduate education

Published Papers (9 papers)

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Research

Jump to: Review

16 pages, 773 KiB

Open AccessArticle

Psychological State and Exam Performance among Paramedics’ Students in Geneva during the COVID-19 Pandemic: A Mixed Methods Study

by Florian Ozainne, Lou Rauss and Loric Stuby

Int. J. Environ. Res. Public Health 2023, 20(4), 3736; https://doi.org/10.3390/ijerph20043736 - 20 Feb 2023

Viewed by 2170

Abstract

The COVID-19 pandemic forced higher education institutions in Switzerland to move to distance learning, with certain limitations such as “Zoom fatigue” and a lack of interaction with peers and teachers. This has also impacted the development of interprofessional skills and key concepts such as professional acknowledgement, cooperation, and communication skills. This study was conducted using mixed methods, including performance assessment regarding examination notes, the 12-item General Health Questionnaire, and semi-structured interviews, to assess the impact of the pandemic on the performance of paramedic students and their psychological state. The results of the semi-structured interviews provided insight into the impact of the pandemic. The period of the COVID-19 pandemic appears to have had an impact on the psychological state of the paramedic students, most of whom were considered to be either at risk or in psychological distress. There may have been an effect on their theoretical knowledge performance, with pre-pandemic promotions performing better than pandemic promotions. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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12 pages, 5266 KiB

Open AccessArticle

How Well Prepared Are Dental Students and New Graduates in Pakistan—A Cross-Sectional National Study

by Muhammad Qasim Javed, Shazia Nawabi, Usman Anwer Bhatti, Sundus Atique, Mustafa Hussein AlAttas, Ayman M. Abulhamael, Daniel Zahra and Kamran Ali

Int. J. Environ. Res. Public Health 2023, 20(2), 1506; https://doi.org/10.3390/ijerph20021506 - 13 Jan 2023

Cited by 7 | Viewed by 2376

Abstract

The transition of an undergraduate dental student to an actual practicing dentist is a crucial phase and ensuring the preparedness of graduates for the complexity and demands of contemporary dental practice is a challenging task. This study aimed to evaluate the self-perceived preparedness of undergraduate dental students and house officers in the dental colleges of Pakistan. A cross-sectional national study was planned to collect information from dental students and new graduates in Pakistan. The pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS) was used. A purposive sampling technique was utilized to recruit house officers and undergraduate dental students from 27 dental schools in Pakistan. The data analysis was carried out using the R statistical environment for Windows (R Core Team, 2015). A total of 862 responses with 642 females and 219 males were analyzed in the study. Overall, the clinical skills score was 30.56 ± 9.08 and the score for soft skills was 30.54 ± 10.6. The mean age of the participants was 23.42 ± 1.28. Deficiencies were reported in various soft skills and clinical skills attributes. The results highlighted the strengths and weaknesses of dental students and new graduates in Pakistani dental institutions. The findings may be used to further develop and strengthen the teaching and training of dental students in Pakistan. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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9 pages, 3153 KiB

Open AccessArticle

The Status of Digital Dental Technology Implementation in the Saudi Dental Schools’ Curriculum: A National Cross-Sectional Survey for Healthcare Digitization

by Hayam A. Alfallaj, Kelvin I. Afrashtehfar, Ali K. Asiri, Farah S. Almasoud, Ghaida H. Alnaqa and Nadia S. Al-Angari

Int. J. Environ. Res. Public Health 2023, 20(1), 321; https://doi.org/10.3390/ijerph20010321 - 25 Dec 2022

Cited by 4 | Viewed by 2089

Abstract

Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools’ funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school’s sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients’ records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools’ curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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13 pages, 320 KiB

Open AccessArticle

Perception of Synchronized Online Teaching Using Blackboard Collaborate among Undergraduate Dental Students in Saudi Arabia

by Abdul Ahad Khan, Chidozie Ifechi Onwuka, Shahabe Saquib Abullais, Nasser Mohammad Alqahtani, Mohammad Zahir Kota, Abosofyan Salih Atta, Shahi Jahan Shah, Mohammed Ibrahim, Shaik Mohammed Asif and Mohamed Fadul A. Elagib

Int. J. Environ. Res. Public Health 2022, 19(19), 12825; https://doi.org/10.3390/ijerph191912825 - 07 Oct 2022

Cited by 1 | Viewed by 1171

Abstract

Blackboard is a collaborative virtual learning tool used for higher learning that has been found to be an effective and efficient means of interactions between teachers and students and offers effective educational information management. The aim of this research work is to assess the preclinical and clinical dental students’ perception of Blackboard Collaborate as a quality teaching and learning tool as well as to find out areas that might appear as barriers to quality teaching and learning. This cross-sectional study was conducted online using survey monkey involving 245 dental students who had participated in the virtual classroom lectures during the pandemic with 18 students not completing the survey. The survey instrument was a nine-item questionnaire that included the age, sex, and year of study of the students as well as previous exposure to online lectures. The data collated was analyzed using IBM Statistical Package for the Social Sciences (SPSS) Statistics for windows version 22. Among 245 respondents that were enrolled in the study, 227 respondents completed the survey, of which 58.1% (n = 132) were male while 41.9% (n = 95) were females. Of the 227 respondents that completed this study, 74.8% (n = 170) of them experienced minimum to moderate technical problems regarding connectivity during the online sessions while 1.8% (n = 4) of the respondents experienced very severe technical problems. The majority of the respondents 54.2% (n = 123) support the continuation of online lectures even after the pandemic. In conclusion, we found a positive perception of our respondents to online lectures using Blackboard Collaborate. Internet connectivity as well as a decline in the comprehension of the lectures as compared to face-to-face learning were found as barriers to online learning. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

10 pages, 1042 KiB

Open AccessArticle

Clinical Practicum Assessment for Biomedical Science Program from Graduates’ Perspective

by Aarti Sharma, Taghreed Abunada, Sawsan S. Said, Rana M. Kurdi, Atiyeh M. Abdallah and Marawan Abu-Madi

Int. J. Environ. Res. Public Health 2022, 19(19), 12420; https://doi.org/10.3390/ijerph191912420 - 29 Sep 2022

Viewed by 1385

Abstract

The clinical practicum for biomedical science students aims to provide graduates with the knowledge and skills required to work in diagnostic laboratory settings. This study examines graduates’ perspectives on content, teachers and clinical training and their satisfaction rates based on the skills gained during training. The study was conducted on females who graduated from Qatar University between 2015 and 2020. We used a previously validated questionnaire called CPAT-QU. Telephonic interviews were conducted and were analyzed using SPSS. The results showed a high satisfaction rate, of 80%, for the content and organization of the clinical training. The participants’ main concerns included the evaluation criteria, as 8.7% were not satisfied. The students suggested increasing the length of the training in order to obtain experience that was more practical. The students’ satisfaction with the teachers was 70% in terms of their attitude, command of knowledge and ability to convey knowledge. In total, 69.5% of the graduates claimed that their instructors were interested in teaching and 4.4% claimed their instructors conveyed disinterest in teaching. The Qatar University graduates were satisfied with the content of their clinical training. However, they reported some gaps in this training. Identifying these gaps will help in restructuring clinical training to improve student experience. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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14 pages, 703 KiB

Open AccessArticle

Assessment of Biobanking Knowledge and Attitudes towards Biospecimen Donation among Healthcare Providers in Saudi Arabia

by Abdelbaset Buhmeida, Mourad Assidi, Omar Alyazidi, Duaa Ibrahim Olwi, Ahmed Althuwaylimi, Fatimah M. Yahya, Leila Arfaoui, Leena Merdad and Adel Mohammad Abuzenadah

Int. J. Environ. Res. Public Health 2022, 19(19), 11872; https://doi.org/10.3390/ijerph191911872 - 20 Sep 2022

Cited by 1 | Viewed by 1980

Abstract

Background: Biobanking is a critical cornerstone of the global shift towards precision medicine (PM). This transformation requires smooth and informed interaction between a range of stakeholders involved in the healthcare system. In Saudi Arabia, there is still insufficient awareness of the importance of biobanking and its potential benefits for patients, the healthcare system, and society as a whole. The purpose of this study was to determine the biobanking knowledge of Saudi healthcare providers and the potential factors that might influence their self-reported attitudes toward biospecimen donation and biobanking. Methods: A cross-sectional study was conducted targeting 636 healthcare providers in Makkah province using a structured, self-administered questionnaire. Results: The study had a response rate of 61%. The mean knowledge level about biobanks was 3.5 (±1.8) out of 7. About one-third of the participants were aware of the Human Genome Project (HGP) (35%) or the term “biobank” (34%). The mean rating of their attitude was 37.3 (±4.3) out of 55. Most participants (74%) had a positive attitude toward medical research. Job position, general health, previous blood tests, knowledge of biobanking, and attitudes toward biomedical research were significantly related and predictors of willingness to donate biospecimens (p < 0.05). However, concerns about biospecimen misuse and confidentiality were the main reasons for not donating biospecimens. Conclusions: This study has shown that healthcare providers mostly lack basic knowledge about HGP and biobanks and their roles and activities, and therefore are generally disinclined to actively participate in biospecimens’ collection and management. It is recommended that medical trainees receive more education and awareness about biobanks and the latest personalized healthcare approaches to improve translational research outcomes and achieve precision medicine. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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10 pages, 788 KiB

Open AccessArticle

Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program

by Taghreed Abunada, Atiyeh M. Abdallah, Rajvir Singh and Marawan Abu-Madi

Int. J. Environ. Res. Public Health 2022, 19(11), 6651; https://doi.org/10.3390/ijerph19116651 - 30 May 2022

Cited by 2 | Viewed by 1473

Abstract

Student perspectives on their final year clinical placements in biomedical sciences at Qatar University are assessed using the clinical practicum assessment tool (CPAT), which was developed in-house following accreditation body requirements. The tool, which we call the CPAT-Qatar University (CPAT-QU), covers the three clinical practicum domains: practicum content, preceptors, and competencies. Here, we validate this tool. The CPAT-QU has 27 Likert-scale questions and free-text open questions. CPAT-QU readability was calculated using the Flesch–Kincaid Reading Ease (FKRE) instrument. Content validity was assessed using the average and universal average scale-level content validity indices (S-CVI/Average and S-CVI/UA). For construct validity, 50 employed graduates who had completed the practicum were consented for study participation, and the validity was calculated by a principal component analysis (PCA). Reliability was analyzed by Cronbach’s alpha. The S-CVI/Average and S-CVI/UA were 0.90 and 0.59, respectively, indicating that an adequate proportion of the content was relevant. The PCA extracted two core components, which explained 63% of the variance in the CPAT-QU. Cronbach’s alpha values for the items were within the acceptable range of 0.60–1.00, showing that internal consistency has a good level. CPAT-QU appears to be a useful tool for assessing student perspectives on their clinical placements; however, construct validity needs continuous improvement. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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Review

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16 pages, 646 KiB

Open AccessReview

Improving the Evidence-Based Practice Skills of Entry-Level Physiotherapy Students through Educational Interventions: A Scoping Review of Literature

by Arben Boshnjaku, Solveig A. Arnadottir, Adrien Pallot, Marlies Wagener and Marja Äijö

Int. J. Environ. Res. Public Health 2023, 20(16), 6605; https://doi.org/10.3390/ijerph20166605 - 18 Aug 2023

Viewed by 1822

Abstract

Evidence-based practice (EBP) is an essential approach in healthcare, attracting growing interest among both practitioners and researchers. This scoping review aims to (1) systematically investigate the effectiveness of pedagogical methods used to facilitate learning of the EBP approach, and (2) explore the perceptions, experiences, and issues related to these learning methods. The overarching purpose is to identify the state of the art in pedagogical methods, instruments, influences, and barriers in teaching and learning EBP within entry-level physiotherapy education programs. This scoping review was conducted following PRISMA guidelines, with PubMed and Eric databases being searched for peer-reviewed original research articles using a combination of keywords. Excluding non-pertinent articles from the initial 465 identified, 12 were eligible for final inclusion (5 quantitative, 3 qualitative, and 4 mixed-methodology studies). A range of pedagogical methods and instruments for teaching EBP in physiotherapy education were detected, all of which having the capability to positively affect physiotherapy outcomes. Findings from this study support the significant influence that EBP exerts on the improving of the quality of teaching, together with the necessities that the involvement of EBP in physiotherapy education programs provide. Several barriers were identified, which should be taken into consideration when designing population-specific EBP strategies tailored to these particular needs. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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14 pages, 1038 KiB

Open AccessReview

Innovative Pedagogical Strategies in Health Professions Education: Active Learning in Dental Materials Science

by Galvin Sim Siang Lin, Wen-Wu Tan, Hung-Jia Tan, Chia-Wee Khoo and Kelvin I. Afrashtehfar

Int. J. Environ. Res. Public Health 2023, 20(3), 2041; https://doi.org/10.3390/ijerph20032041 - 22 Jan 2023

Cited by 10 | Viewed by 3935

Abstract

Dental materials science education is frequently delivered via traditional didactic lectures in preclinical dental programs. This review aimed to appraise the current evidence on innovative pedagogical strategies in teaching dental materials science courses. English-language articles on teaching methods for dental materials science published between January 1990 to October 2022 were searched in nine online databases (Google Scholar, PubMed, Web of Science [WoS], Science Direct, Cochrane Library, EBSCO, LILACS, Open Grey, and EMBASE) according to PRISMA guidelines. The risk of bias (RoB) was assessed using the Cochrane RoB-2 and ROBIN-I tools, whereas the level of evidence was determined based on the OCEBM guidelines. Only 12 primary studies were included. Two randomized studies (RCTs) were deemed as being of “some concern”, and one showed a high risk of bias (RoB). Three non-randomized controlled studies (NRS) demonstrated a moderate RoB, whereas the remaining seven were low. Most studies were ranked at Levels 2 and 3 of evidence. Several innovative pedagogical strategies were identified: flipped classrooms, clinical-based learning, computer-assisted learning, group discussion, microteaching with the BOPPPS (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) model, and game-based learning. The evidence suggested that students generally showed positive perceptions toward these pedagogical strategies. Dental educators should revise their current undergraduate dental materials science curricula and integrate more effective teaching methods. Full article

(This article belongs to the Special Issue Health Professions Education and Clinical Training)

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