Longitudinal assessment of undergraduate dental students: Building evidence for validity.

Purpose: To investigate the content and criterion validity, and reliability of longitudinal clinical assessment of undergraduate dental student clinical competence by determining patterns of clinical performance and comparing them with validated standalone undergraduate examinations.

Methods: Group-based trajectory models tracking students' clinical performance over time were produced from LIFTUPP© data for three dental student cohorts (2017-19; n = 235) using threshold models based on the Bayesian information criterion. Content validity was investigated using LIFTUPP© performance indicator 4 as the threshold for competence.

Adaptation to Virtual Assessment during the COVID-19 Pandemic: Clinical Case Presentation Examination.

Background: Case presentation assessment is common in both medicine and dentistry and is known under various names depending on the country and institution. It relates mainly to aspects of diagnosis and treatment planning and is considered highly authentic and useful. The COVID-19 pandemic necessitated the movement of this assessment from face-to-face to online.

COVID-19 Adaptations for Biomedical Teaching and Assessment Within the Undergraduate Dental Curriculum.

The COVID-19 pandemic has profoundly affected the provision of teaching and assessment on the undergraduate dental programme in many institutions worldwide, and for a prolonged period resulted in the cessation of face-to-face teaching. This resulted in significant changes in the way that didactic and preclinical skills have been taught and required novel thinking to overcome the issues that COVID-19 restrictions presented.Dentistry is a very practical subject and at this institution, the University of Glasgow Dental Hospital and School, we had to quickly develop new ways of teaching that allowed us to cover teaching and assessment of the required Intended Learning Outcomes.

The changing landscape of dental education - Glasgow Dental School.

Glasgow Dental School was set up in 1879, and since that time, dental education has been changing and evolving into the current landscape we recognise today. Changes in demographics and numbers of dental students have led to a more diverse community of students from wide and varied backgrounds. The years have also seen the development of educational theory and practice, and in more recent times, the introduction and expansion of digital and technology-enhanced learning and teaching have revolutionised the delivery of the dental curriculum.

Management of patients at risk of adrenal crisis in the dental setting: a review of current practice in UK dental teaching hospitals.

Introduction Patients with impaired corticosteroid response due to Addison's disease or systemic glucocorticoid use are at risk of adrenal crisis when undergoing dental treatment. There is a lack of conclusive evidence to support dental teams in identifying patients at risk and their management to prevent an adrenal crisis.Aim To review the current practice in UK dental teaching hospitals regarding the management of patients at risk of adrenal crisis in the dental setting.

Virtual objective structured clinical examination during the COVID-19 pandemic: An essential addition to dental assessment.

Introduction: COVID-19 has profoundly affected dental undergraduate teaching and assessment. The pandemic resulted in cessation of face-to face teaching and assessment in many countries, with an associated move online. Objective structured Clinical Examination (OSCE), an important modality for clinical assessment in dentistry and medicine, is not possible with pandemic restrictions in place.

The impact of wrong-site surgery on dental undergraduate teaching: a survey of UK dental schools.

Introduction: Patient safety within dental education is paramount. Wrong-site surgery (WSS) tooth extraction is not uncommon and is a significant never event (NE) in dentistry. This study aimed to explore dental schools' undergraduate experience of NEs, safety interventions implemented and the impact on student experience.

A pilot of a Virtual Objective Structured Clinical Examination in dental education. A response to COVID-19.

Introduction: The outbreak of COVID-19 necessitated a move to online teaching and assessment. The objective structured clinical examination (OSCE) has been an integral part of dental examinations for several decades. The COVID-19 pandemic stopped face to face examinations around the world.

An Innovative Assessment of the Dynamics of Facial Movements in Surgically Managed Unilateral Cleft Lip and Palate Using 4D Imaging.

Objective: Assess facial asymmetry during maximum smile in patients with surgically managed unilateral cleft lip and palate (UCLP), using a dynamic 3-dimensional (3D) imaging (4-dimensional) system.

Design: Prospective 2 cohort comparative study.

Methods: Twenty-five surgically managed UCLP cases and 75 controls at 8 to 10 years of age were recruited.

Three-dimensional assessment of facial appearance following surgical repair of unilateral cleft lip and palate.

Background And Objective: Objective assessment of postsurgical facial asymmetry can be difficult, but three-dimensional (3D) imaging techniques have made this possible. The objective of this study was to assess residual asymmetry in surgically repaired unilateral cleft lip (UCL) and unilateral cleft lip and palate (UCLP) patients and to compare this with noncleft controls.

Design: Retrospective multicohort comparative study.

Psychological status as a function of residual scarring and facial asymmetry after surgical repair of cleft lip and palate.

Objective : Objective measure of scarring and three-dimensional (3D) facial asymmetry after surgical correction of unilateral cleft lip (UCL) and unilateral cleft lip (UCLP). It was hypothesized that the degree of scarring or asymmetry would be correlated with poorer psychological function. Design : In a cross-sectional design, children underwent 3D imaging of the face and completed standardized assessments of self-esteem, depression, and state and trait anxiety.

3D assessment of lip scarring and residual dysmorphology following surgical repair of cleft lip and palate: a preliminary study.

Objective: To evaluate lip scarring and the three-dimensional (3D) lip morphology following primary reconstruction in children with unilateral cleft lip and palate (UCLP) relative to contemporaneous noncleft data.

Design: Retrospective, cross-sectional, controlled study.

Setting: Glasgow Dental Hospital and School, University of Glasgow, U.

Dentoalveolar trauma in Glasgow: an audit of mechanism and injury.

Traumatic dental injuries in children often require multiple follow-up visits to the dentist and may have long-term consequences for the developing dentition. The aim of this audit was to examine age, gender, location, time of year, mechanism of injury and type of injury sustained in relation to dentoalveolar trauma in children attending the paediatric dental trauma clinic at Glasgow Dental Hospital from 2002 to 2004, and to compare our findings with data in the published literature. Males suffered 60% of all dental trauma, 79% of sporting injuries and 85% of assaults.