Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study
Abstract Background Developing competency in removable prosthodontics (RP) is challenging for undergraduate dental students because it involves threshold concepts and tacit knowledge. Understanding this process can enhance learning and professional development in RP. The objective of this study was...
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| Format: | Article |
| Language: | English |
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BMC
2024-01-01
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| Series: | BMC Oral Health |
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| Online Access: | https://doi.org/10.1186/s12903-024-03874-x |
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| author | Watcharapong Mongkolrattanasit Veerit Tanvarasethee Kittapob Thangjantaraprapab Supachai Chuenjitwongsa Nareudee Limpuangthip |
| author_facet | Watcharapong Mongkolrattanasit Veerit Tanvarasethee Kittapob Thangjantaraprapab Supachai Chuenjitwongsa Nareudee Limpuangthip |
| author_sort | Watcharapong Mongkolrattanasit |
| collection | DOAJ |
| description | Abstract Background Developing competency in removable prosthodontics (RP) is challenging for undergraduate dental students because it involves threshold concepts and tacit knowledge. Understanding this process can enhance learning and professional development in RP. The objective of this study was to identify the barriers hindering knowledge (threshold concept) and skill (tacit knowledge) development, and to propose strategies for achieving RP competency. Methods Adopting critical theory, quantitative and qualitative approaches were implemented. The participants were third- to sixth-year dental students and recent dental school graduates. An online questionnaire was used to investigate the knowledge and skills required for achieving RP competency and barriers to RP competency development. Four focus groups were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis. Results A total of 322 respondents completed the questionnaire (67% response rate), and 26 of them participated in focus group interviews. The four threshold concepts to achieve RP competency were the basic principles of RP, removable partial denture design, occlusion, and dental materials. The two main tacit knowledges were impression making and material handling skills. The curriculum should integrate strategies to assist dental students in overcoming intrinsic barriers such as self-experience, revision, and spatial-temporal relationship, along with extrinsic factors such as clinical correlations of content, discussions, and immediate feedback. Conclusions Threshold concepts and tacit knowledge in RP for undergraduate dental students have been proposed The strategies to overcome barriers comprise intrinsic and extrinsic factors that include the adoption of experiential learning. This study suggests effective teaching methods and learning strategies to maximize student learning and RP competency development when designing the undergraduate RP curriculum in dental education. |
| first_indexed | 2024-03-07T15:25:34Z |
| format | Article |
| id | doaj.art-4060fc5d6fc844a8b6d475693e8c3bc0 |
| institution | Directory Open Access Journal |
| issn | 1472-6831 |
| language | English |
| last_indexed | 2024-03-07T15:25:34Z |
| publishDate | 2024-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Oral Health |
| spelling | doaj.art-4060fc5d6fc844a8b6d475693e8c3bc02024-03-05T17:07:31ZengBMCBMC Oral Health1472-68312024-01-0124111210.1186/s12903-024-03874-xIdentifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method studyWatcharapong Mongkolrattanasit0Veerit Tanvarasethee1Kittapob Thangjantaraprapab2Supachai Chuenjitwongsa3Nareudee Limpuangthip4Faculty of Dentistry, Chulalongkorn UniversityFaculty of Dentistry, Chulalongkorn UniversityFaculty of Dentistry, Chulalongkorn UniversityDepartment of Biochemistry, Faculty of Dentistry, Chulalongkorn UniversityDepartment of Prosthodontics, Faculty of Dentistry, Chulalongkorn UniversityAbstract Background Developing competency in removable prosthodontics (RP) is challenging for undergraduate dental students because it involves threshold concepts and tacit knowledge. Understanding this process can enhance learning and professional development in RP. The objective of this study was to identify the barriers hindering knowledge (threshold concept) and skill (tacit knowledge) development, and to propose strategies for achieving RP competency. Methods Adopting critical theory, quantitative and qualitative approaches were implemented. The participants were third- to sixth-year dental students and recent dental school graduates. An online questionnaire was used to investigate the knowledge and skills required for achieving RP competency and barriers to RP competency development. Four focus groups were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis. Results A total of 322 respondents completed the questionnaire (67% response rate), and 26 of them participated in focus group interviews. The four threshold concepts to achieve RP competency were the basic principles of RP, removable partial denture design, occlusion, and dental materials. The two main tacit knowledges were impression making and material handling skills. The curriculum should integrate strategies to assist dental students in overcoming intrinsic barriers such as self-experience, revision, and spatial-temporal relationship, along with extrinsic factors such as clinical correlations of content, discussions, and immediate feedback. Conclusions Threshold concepts and tacit knowledge in RP for undergraduate dental students have been proposed The strategies to overcome barriers comprise intrinsic and extrinsic factors that include the adoption of experiential learning. This study suggests effective teaching methods and learning strategies to maximize student learning and RP competency development when designing the undergraduate RP curriculum in dental education.https://doi.org/10.1186/s12903-024-03874-xDental educationCompetencyProsthodonticsTacit knowledgeThreshold concept |
| spellingShingle | Watcharapong Mongkolrattanasit Veerit Tanvarasethee Kittapob Thangjantaraprapab Supachai Chuenjitwongsa Nareudee Limpuangthip Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study BMC Oral Health Dental education Competency Prosthodontics Tacit knowledge Threshold concept |
| title | Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study |
| title_full | Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study |
| title_fullStr | Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study |
| title_full_unstemmed | Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study |
| title_short | Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study |
| title_sort | identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students a mixed method study |
| topic | Dental education Competency Prosthodontics Tacit knowledge Threshold concept |
| url | https://doi.org/10.1186/s12903-024-03874-x |
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