Abstract: First-year dental students in a new problem-based learning (PBL) course, the Bachelor o... more Abstract: First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistry (BDent) Program at the University of Sydney, Australia, completed the Study Process Questionnaire and two other questionnaires in this study. The study aimed to identify student perceptions of a written formative assessment and the helpfulness of various learning aids used to prepare for this assessment and preparing to be a dental clinician. Correlations between approach to learning and perceptions of assessment and learning aids showed theoretically expected associations. Surface learning was associated with students ’ concerns regarding whether assessment items reflected curriculum content, a valuing of lectures as a learning aid, and low scores for theme sessions. Deep learning was associated with a perception that the assessment tested application of basic and clinical sciences and a valuing of both independent study groups and learning topics as learning aids. An achiev...
Student use and perceptions of different learning aids in a problem-based learning (PBL) dentistr... more Student use and perceptions of different learning aids in a problem-based learning (PBL) dentistry course
study of the effects of a multimodal educational intervention for primary care providers at setti... more study of the effects of a multimodal educational intervention for primary care providers at settings. Skapetis et al. BMC Medical Education 2012, 12:103
The following two papers reflect examples of recent learning and teaching innovations that are un... more The following two papers reflect examples of recent learning and teaching innovations that are underway in the Faculty of Dentistry–primarily through the work of a newly formed research group in Dental Education. While both papers relate to, and are about improving aspects of clinical learning and teaching, a common context in the health professions, the first articulates both a rationale and a research study designed to exploit the affordances of technology for supporting student learning through assessment. The second explores students ’ and clinical supervisors ’ perceptions of clinical teaching for curriculum enhancement. In each case, there is a clear emphasis on a scholarly and research-based approach to pedagogical innovation and there is also a care for, and a concern to take account of, students ’ experiences of learning in ongoing curriculum development. The dental clinic is a learning environment where patient care is the highest priority, shared by both student clinician...
Results: Thirty percent of clinicians had used the dental emergencies resource within the six-mon... more Results: Thirty percent of clinicians had used the dental emergencies resource within the six-month follow-up period. Significance was demonstrated between professional category and use of the resource, with emergency registrars utilising this resource most and GPs the least. The Dental Handbook, specifically designed for ED use, and tooth-filling material contained within this resource, were deemed the most useful components. There were overall positive open-ended question responses regarding the usefulness of the resource, especially when it was made available to clinicians who had attended the education workshops. Conclusion: Utilisation and perceived usefulness of a supporting resource at 6 months are indicators of the effectiveness of a short workshop educational intervention in the management of dental emergencies by primary care providers. This education may have greater relevance to rural and remote practice where dental services may be limited.
Focus on Health Professional Education: A Multi-Professional Journal, 2019
Introduction: The explosion of health information accessible to consumers through multimedia has ... more Introduction: The explosion of health information accessible to consumers through multimedia has supported the merit and value of evidence-based practice (EBP). Both informed interest from patients and medico-legal considerations of patient care and safety have also contributed to the increased importance of EBP for health practitioners. An EBP curriculum was implemented as part of the Bachelor of Oral Health program at the University of Sydney. The evaluation of student perspectives was previously completed by using questionnaires and focus group interviews. The objectives of this study were to further explore and analyse the potential impact of the EBP curriculum on oral health graduates' clinical practice. Methods: Semi-structured interviews were conducted to allow for elaboration and clarification to assess oral health graduates' perception of EBP. Graduates (n = 12) from both the private and public sectors were invited to participate. Qualitative responses were transcribed and analysed using thematic analysis. Triangulation was used to cross-validate and confirm the findings of previous quantitative data and focus group responses to provide a broader understanding of the subject. Results: Graduates reported that EBP increased their confidence and empowered them to make clinical decisions. Challenges included limited online resources for literature search, lack of evidence in some aspects of dentistry and difficulty gaining full-text access. Conclusions: The triangulation approach has enhanced the analysis and interpretation of the impact of the EBP curriculum on oral health graduates' clinical practice. This study has shed light on the possibility of introducing and implementing EBP in other healthcare educational institutions and supports translational science by bridging the gap between research and clinical practice.
First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistr... more First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistry (BDent) Program at the University of Sydney, Australia, completed the Study Process Questionnaire and two other questionnaires in this study. The study aimed to identify student perceptions of a written formative assessment and the helpfulness of various learning aids used to prepare for this assessment and preparing to be a dental clinician. Correlations between approach to learning and perceptions of assessment and learning aids showed theoretically expected associations. Surface learning was associated with students' concerns regarding whether assessment items reflected curriculum content, a valuing of lectures as a learning aid, and low scores for theme sessions. Deep learning was associated with a perception that the assessment tested application of basic and clinical sciences and a valuing of both independent study groups and learning topics as learning aids. An achievement orientation to learning was associated with a valuing of formative assessment as a learning aid and an intention to modify study habits as a result of participating in formative assessment. The findings provide insight into student learning in a PBL context that will help teachers and curriculum developers better understand the value of teaching aids provided in the program and the impact assessment has on study styles.
Evidence-based Practice (EBP) provides an approach to oral health care that incorporates a struct... more Evidence-based Practice (EBP) provides an approach to oral health care that incorporates a structured process of systematically reviewed and critically appraised scientific evidence to answer specific clinical questions. The need to integrate EBP concepts in the undergraduate oral health curriculum is evident as the profession transitions into using research evidence to inform clinical decision-making. The didactic component provides an overview of the theory while the application component offers opportunities to incorporate valid scientific evidence into clinical practice. Objectives: To evaluate undergraduate oral health students' perspectives on integrating EBP into clinical practice in the [Blinded Version]. Methods: A structured questionnaire using a five-point Likert scale was designed to align with the course-specific outcomes. It focused on knowledge and understanding of EBP, the process of accessing evidence, student confidence in critical appraisal skills and clinical application. Sixty-two (97%) undergraduate oral health students from two-year cohorts participated in the questionnaire. Results: All students agreed that EBP influenced their clinical decision. Over 90% of students agreed EBP should be an integral part of clinical practice. 80% of students reported they were confident in EBP application. There is a significant positive correlation between teaching EBP in clinical practice and students' perceived confidence in the EBP process. Conclusion: The clinical educators are instrumental in providing guidance and support to oral health student learning of EBP. The evaluation supported integrating EBP into clinical practice but revealed some issues with implementation in this study.
This study examined the hypothesis that components of crown cements may be forced through acidtre... more This study examined the hypothesis that components of crown cements may be forced through acidtreated dentin during cementation. Freshly extracted, human third molar teeth were prepared to accept full crowns. Roots were removed to allow irrigation of the pulp chamber with saline before, during, and after crown placement with resin dentin bond and resin composite cement. Saline samples were collected and analyzed by high performance liquid chromatography to identify and quantify resin components arriving in the pulp space. Two components of the bond-cement system used were identified in the pulp space samples immediately after crown cementation. These were 2-hydroxyethylmethacrylate and 2,2-bis[4-(2-hydroxy-3-methacryloyloxypropoxy)phenyl]propane. The amounts of these components in the pulp space decreased when the bonding agent was cured prior to crown placement. The results of this study supported the hypothesis that crown cementing components may flow through acid-treated dentin during crown cementation.
Introduction: Professional work-integrated learning (WIL) that integrates the academic experience... more Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, preservice teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students' work during WIL placement by assessors. After~12 months of implementation of the rubrics, assessors' reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes. Conclusion: Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.
This book is for health professionals who are becoming involved in the education of people enteri... more This book is for health professionals who are becoming involved in the education of people entering their professions. It introduces many of the challenges that educators must engage with in the twenty-first century; challenges that will preoccupy our attention for many years to come. The world of professional practice in healthcare is changing and the education we provide to prepare people for that practice is also changing. How do we prepare professional practitioners for this changing world? How do we prepare them for the changes that are yet to come? What challenges and changes do they need to be aware of? How do we prepare educators – both academics and workplace educators for these challenges? This volume opens up and articulates the issues we face in preparing people to enter the contemporary world of healthcare. Experienced educators should also find much of interest in these pages. Practice-based education provides an overarching framework for consideration of the issues in...
A major problem confronting the education of students in many health professions is assessing wha... more A major problem confronting the education of students in many health professions is assessing what they do on clinical placements in (often) non-university clinical facilities. Like campus-based assessment, such assessments need to be conducted in a manner that is objective and fair, and is seen to be objective and fair. These assessments are usually undertaken by non-university staff working at the clinical placement.
The core purpose of health professional education is to prepare practitioners who can cope with t... more The core purpose of health professional education is to prepare practitioners who can cope with the many demands of working in a range of health settings, not only as these settings exist today but also as they might exist tomorrow. This can include traditional clinical roles in metropolitan and regional hospitals, suburban and rural clinics, specialist centres and the many varieties of community care.
University teachers are a heterogeneous group, reflective of the society from which they are draw... more University teachers are a heterogeneous group, reflective of the society from which they are drawn, but can be considered in three loose groupings. One group is made up of people who are primarily educators and who hold educational qualifications in support of their academic roles. Another group hold qualifications in a health profession such as nursing and forego their professional practice in order to become full-time university teachers.
Health professionals who teach may be salaried health sector employees who are directly engaged b... more Health professionals who teach may be salaried health sector employees who are directly engaged by a higher education institution in adjunct or conjoint academic appointments. Many teaching health professionals also provide learning activities through good will and altruism. Another group consists of academics with health professional degrees for whom academia is the primary employment; these professionals may engage in professional clinical practice in only a limited capacity.
Abstract: First-year dental students in a new problem-based learning (PBL) course, the Bachelor o... more Abstract: First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistry (BDent) Program at the University of Sydney, Australia, completed the Study Process Questionnaire and two other questionnaires in this study. The study aimed to identify student perceptions of a written formative assessment and the helpfulness of various learning aids used to prepare for this assessment and preparing to be a dental clinician. Correlations between approach to learning and perceptions of assessment and learning aids showed theoretically expected associations. Surface learning was associated with students ’ concerns regarding whether assessment items reflected curriculum content, a valuing of lectures as a learning aid, and low scores for theme sessions. Deep learning was associated with a perception that the assessment tested application of basic and clinical sciences and a valuing of both independent study groups and learning topics as learning aids. An achiev...
Student use and perceptions of different learning aids in a problem-based learning (PBL) dentistr... more Student use and perceptions of different learning aids in a problem-based learning (PBL) dentistry course
study of the effects of a multimodal educational intervention for primary care providers at setti... more study of the effects of a multimodal educational intervention for primary care providers at settings. Skapetis et al. BMC Medical Education 2012, 12:103
The following two papers reflect examples of recent learning and teaching innovations that are un... more The following two papers reflect examples of recent learning and teaching innovations that are underway in the Faculty of Dentistry–primarily through the work of a newly formed research group in Dental Education. While both papers relate to, and are about improving aspects of clinical learning and teaching, a common context in the health professions, the first articulates both a rationale and a research study designed to exploit the affordances of technology for supporting student learning through assessment. The second explores students ’ and clinical supervisors ’ perceptions of clinical teaching for curriculum enhancement. In each case, there is a clear emphasis on a scholarly and research-based approach to pedagogical innovation and there is also a care for, and a concern to take account of, students ’ experiences of learning in ongoing curriculum development. The dental clinic is a learning environment where patient care is the highest priority, shared by both student clinician...
Results: Thirty percent of clinicians had used the dental emergencies resource within the six-mon... more Results: Thirty percent of clinicians had used the dental emergencies resource within the six-month follow-up period. Significance was demonstrated between professional category and use of the resource, with emergency registrars utilising this resource most and GPs the least. The Dental Handbook, specifically designed for ED use, and tooth-filling material contained within this resource, were deemed the most useful components. There were overall positive open-ended question responses regarding the usefulness of the resource, especially when it was made available to clinicians who had attended the education workshops. Conclusion: Utilisation and perceived usefulness of a supporting resource at 6 months are indicators of the effectiveness of a short workshop educational intervention in the management of dental emergencies by primary care providers. This education may have greater relevance to rural and remote practice where dental services may be limited.
Focus on Health Professional Education: A Multi-Professional Journal, 2019
Introduction: The explosion of health information accessible to consumers through multimedia has ... more Introduction: The explosion of health information accessible to consumers through multimedia has supported the merit and value of evidence-based practice (EBP). Both informed interest from patients and medico-legal considerations of patient care and safety have also contributed to the increased importance of EBP for health practitioners. An EBP curriculum was implemented as part of the Bachelor of Oral Health program at the University of Sydney. The evaluation of student perspectives was previously completed by using questionnaires and focus group interviews. The objectives of this study were to further explore and analyse the potential impact of the EBP curriculum on oral health graduates' clinical practice. Methods: Semi-structured interviews were conducted to allow for elaboration and clarification to assess oral health graduates' perception of EBP. Graduates (n = 12) from both the private and public sectors were invited to participate. Qualitative responses were transcribed and analysed using thematic analysis. Triangulation was used to cross-validate and confirm the findings of previous quantitative data and focus group responses to provide a broader understanding of the subject. Results: Graduates reported that EBP increased their confidence and empowered them to make clinical decisions. Challenges included limited online resources for literature search, lack of evidence in some aspects of dentistry and difficulty gaining full-text access. Conclusions: The triangulation approach has enhanced the analysis and interpretation of the impact of the EBP curriculum on oral health graduates' clinical practice. This study has shed light on the possibility of introducing and implementing EBP in other healthcare educational institutions and supports translational science by bridging the gap between research and clinical practice.
First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistr... more First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistry (BDent) Program at the University of Sydney, Australia, completed the Study Process Questionnaire and two other questionnaires in this study. The study aimed to identify student perceptions of a written formative assessment and the helpfulness of various learning aids used to prepare for this assessment and preparing to be a dental clinician. Correlations between approach to learning and perceptions of assessment and learning aids showed theoretically expected associations. Surface learning was associated with students' concerns regarding whether assessment items reflected curriculum content, a valuing of lectures as a learning aid, and low scores for theme sessions. Deep learning was associated with a perception that the assessment tested application of basic and clinical sciences and a valuing of both independent study groups and learning topics as learning aids. An achievement orientation to learning was associated with a valuing of formative assessment as a learning aid and an intention to modify study habits as a result of participating in formative assessment. The findings provide insight into student learning in a PBL context that will help teachers and curriculum developers better understand the value of teaching aids provided in the program and the impact assessment has on study styles.
Evidence-based Practice (EBP) provides an approach to oral health care that incorporates a struct... more Evidence-based Practice (EBP) provides an approach to oral health care that incorporates a structured process of systematically reviewed and critically appraised scientific evidence to answer specific clinical questions. The need to integrate EBP concepts in the undergraduate oral health curriculum is evident as the profession transitions into using research evidence to inform clinical decision-making. The didactic component provides an overview of the theory while the application component offers opportunities to incorporate valid scientific evidence into clinical practice. Objectives: To evaluate undergraduate oral health students' perspectives on integrating EBP into clinical practice in the [Blinded Version]. Methods: A structured questionnaire using a five-point Likert scale was designed to align with the course-specific outcomes. It focused on knowledge and understanding of EBP, the process of accessing evidence, student confidence in critical appraisal skills and clinical application. Sixty-two (97%) undergraduate oral health students from two-year cohorts participated in the questionnaire. Results: All students agreed that EBP influenced their clinical decision. Over 90% of students agreed EBP should be an integral part of clinical practice. 80% of students reported they were confident in EBP application. There is a significant positive correlation between teaching EBP in clinical practice and students' perceived confidence in the EBP process. Conclusion: The clinical educators are instrumental in providing guidance and support to oral health student learning of EBP. The evaluation supported integrating EBP into clinical practice but revealed some issues with implementation in this study.
This study examined the hypothesis that components of crown cements may be forced through acidtre... more This study examined the hypothesis that components of crown cements may be forced through acidtreated dentin during cementation. Freshly extracted, human third molar teeth were prepared to accept full crowns. Roots were removed to allow irrigation of the pulp chamber with saline before, during, and after crown placement with resin dentin bond and resin composite cement. Saline samples were collected and analyzed by high performance liquid chromatography to identify and quantify resin components arriving in the pulp space. Two components of the bond-cement system used were identified in the pulp space samples immediately after crown cementation. These were 2-hydroxyethylmethacrylate and 2,2-bis[4-(2-hydroxy-3-methacryloyloxypropoxy)phenyl]propane. The amounts of these components in the pulp space decreased when the bonding agent was cured prior to crown placement. The results of this study supported the hypothesis that crown cementing components may flow through acid-treated dentin during crown cementation.
Introduction: Professional work-integrated learning (WIL) that integrates the academic experience... more Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, preservice teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students' work during WIL placement by assessors. After~12 months of implementation of the rubrics, assessors' reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes. Conclusion: Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.
This book is for health professionals who are becoming involved in the education of people enteri... more This book is for health professionals who are becoming involved in the education of people entering their professions. It introduces many of the challenges that educators must engage with in the twenty-first century; challenges that will preoccupy our attention for many years to come. The world of professional practice in healthcare is changing and the education we provide to prepare people for that practice is also changing. How do we prepare professional practitioners for this changing world? How do we prepare them for the changes that are yet to come? What challenges and changes do they need to be aware of? How do we prepare educators – both academics and workplace educators for these challenges? This volume opens up and articulates the issues we face in preparing people to enter the contemporary world of healthcare. Experienced educators should also find much of interest in these pages. Practice-based education provides an overarching framework for consideration of the issues in...
A major problem confronting the education of students in many health professions is assessing wha... more A major problem confronting the education of students in many health professions is assessing what they do on clinical placements in (often) non-university clinical facilities. Like campus-based assessment, such assessments need to be conducted in a manner that is objective and fair, and is seen to be objective and fair. These assessments are usually undertaken by non-university staff working at the clinical placement.
The core purpose of health professional education is to prepare practitioners who can cope with t... more The core purpose of health professional education is to prepare practitioners who can cope with the many demands of working in a range of health settings, not only as these settings exist today but also as they might exist tomorrow. This can include traditional clinical roles in metropolitan and regional hospitals, suburban and rural clinics, specialist centres and the many varieties of community care.
University teachers are a heterogeneous group, reflective of the society from which they are draw... more University teachers are a heterogeneous group, reflective of the society from which they are drawn, but can be considered in three loose groupings. One group is made up of people who are primarily educators and who hold educational qualifications in support of their academic roles. Another group hold qualifications in a health profession such as nursing and forego their professional practice in order to become full-time university teachers.
Health professionals who teach may be salaried health sector employees who are directly engaged b... more Health professionals who teach may be salaried health sector employees who are directly engaged by a higher education institution in adjunct or conjoint academic appointments. Many teaching health professionals also provide learning activities through good will and altruism. Another group consists of academics with health professional degrees for whom academia is the primary employment; these professionals may engage in professional clinical practice in only a limited capacity.
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Papers by Tania Gerzina