Browsing by Subject "clinical education"

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    Impact of COVID-19 on Medical Education: Perspectives From Students
    (Wolters Kluwer, 2021-11) Walters, Marie; Alonge, Taiwo; Zeller, Matthew; Emergency Medicine, School of Medicine
    This article provides an overview of issues facing medical students in such key areas as communication, preclinical and clinical education, increased isolation, disruption to time-based curricula, inequities in virtual learning, racial trauma, medical student activism, increased conversations surrounding race and racism, LGBTQIA+ students, dual-degree students, and the virtual residency cycle. This article described challenges navigated by medical students during the COVID-19 pandemic, as well as triumphs resulting from the disruption, and actionable recommendations in key areas. While the pandemic presented new challenges for medical students, it also uncovered or exacerbated longstanding problems. The intent is for medical schools and institutions to utilize these recommendations to create learning environments that do not depend on medical student resilience. The main takeaways for medical schools are to: (1) maintain an individualized and learner-centered ethos while remaining dynamic, flexible, and ready to embrace both immediate and incremental change; (2) maintain open lines of communication; (3) implement policies and practices that support students’ academic, physical, and mental well-being; (4) engage and support students who bear historically disadvantaged identities on the basis of race, ethnicity, sexual orientation, gender, or disability; and (5) support creative and collaborative partnerships between medical institutions and students to ensure the ongoing evolution of medical education to meet the needs of learners and patients.
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    Satisfaction of Dental Students, Faculty, and Patients with Tooth Shade-Matching Using a Spectrophotometer
    (ADEA, 2017-05) Ballard, Erin; Metz, Michael J.; Harris, Bryan T.; Metz, Cynthia J.; Chou, Jang-Ching; Morton, Dean; Lin, Wei-Shao; Prosthodontics, School of Dentistry
    The aims of this study were to evaluate dental students’ clinical shade-matching outcomes (from subjective use of shade guide) with an objective electronic shade-matching tool (spectrophotometer); to assess patients’, students’, and supervising faculty members’ satisfaction with the clinical shade-matching outcomes; and to assess clinicians’ support for use of the spectrophotometer to improve esthetic outcomes. A total of 103 volunteer groups, each consisting of patient, dental student, and supervising faculty member at the University of Louisville, were recruited to participate in the study in 2015. Using the spectrophotometer, clinical shade-matching outcome (ΔEclinical) and laboratory shade-matching outcome (ΔElaboratory) were calculated. Two five-point survey items were used to assess the groups’ satisfaction with the clinical shade-matching outcome and support for an objective electronic shade-matching tool in the student clinic. The results showed that both ΔEclinical (6.5±2.4) and ΔElaboratory (4.3±2.0) were outside the clinical acceptability threshold ΔE values of 2.7, when visual shade-matching method (subjective usage of shade guide) was used to fabricate definitive restorations. Characteristics of the patients, dental students, supervising faculty members, and restorations had minimal to no effect on the ΔEclinical. The patients, dental students, and supervising faculty members generally had positive opinions about the clinical shade-matching outcome, despite the increased ΔEclinical observed. Overall, clinical shade-matching outcomes in this school need further improvement, but the patients’ positive opinions may indicate the need to revisit the acceptability threshold ΔE value of 2.7 in the academic setting.