Academic literature on the topic 'Education, Dental, Graduate'
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Journal articles on the topic "Education, Dental, Graduate"
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Baldwin, P. J., M. Dodd, and J. S. Rennie. "Postgraduate dental education and the 'new' graduate." British Dental Journal 185, no. 11 (1998): 591–94. http://dx.doi.org/10.1038/sj.bdj.4809872.
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Cappelli, David. "Competencies in graduate dental public health education." Journal of Public Health Dentistry 76 (September 2016): S3. http://dx.doi.org/10.1111/jphd.12188.
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Lam, Hwai-Tai C., Timothy Ward, Terry G. O'Toole, Patricia E. Arola, and Barbara K. Chang. "Impact of Infrastructure on Graduate Dental Education and Dental Clinic Productivity." Journal of Dental Education 73, no. 2 (2009): 184–91. http://dx.doi.org/10.1002/j.0022-0337.2009.73.2.tb04653.x.
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Brown, JP, JF Williams, and MS Hoppe. "The role of mentorship in dental graduate education." Journal of Dental Education 59, no. 5 (1995): 573–77. http://dx.doi.org/10.1002/j.0022-0337.1995.59.5.tb02946.x.
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Boyd, Linda D., and Angela Bailey. "Dental Hygienists’ Perceptions of Barriers to Graduate Education." Journal of Dental Education 75, no. 8 (2011): 1030–37. http://dx.doi.org/10.1002/j.0022-0337.2011.75.8.tb05147.x.
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Sulimany, Ayman M., Abdulaziz Alsamhan, Abdulrahman Awwad Alawwad, et al. "Knowledge Levels and Educational Experiences among Dental Graduates in Saudi Arabia Regarding Child Abuse and Neglect: A National Study." Children 8, no. 9 (2021): 724. http://dx.doi.org/10.3390/children8090724.
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Background: Child abuse and neglect (CAN) is considered a serious problem worldwide. Dentists have a significant role in recognizing and reporting CAN cases. Aim: The aim of this study was to assess the CAN-related knowledge and educational experiences among Saudi dental graduates. Design: Self-administered questionnaires were distributed to dental graduates from all dental schools in Saudi Arabia (n = 1552). Bivariate and multivariate logistic regression analyses were performed to assess the associations between knowledge level and different predictors. Results: A total of 988 dental graduates completed the questionnaire. The majority of them were dissatisfied with the amount of education they had received in their school (56.4%). Around 60% of the participants had inadequate knowledge regarding CAN. Graduates from government schools who received dental education about CAN and female participants had significantly higher odds of having adequate knowledge scores than others (odds ratio = 2.0, 3.1, and 1.7, respectively). Only 39.5% of the participants felt confident in their ability to identify CAN cases, and only 9.7% knew how to report such cases. Conclusions: Graduate dental students have insufficient knowledge about CAN. More time should be dedicated to educating students about this important topic in dental curricula.
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Saleem, Zakia, Ahsan Sethi, Mohammad Hassan, and Mehreen Wajahat. "Assessments of Dental Students’ Entrepreneurial Self-Efficacy to aid Practice Management." Health Professions Educator Journal 2, no. 2 (2019): 54–59. http://dx.doi.org/10.53708/hpej.v2i2.105.
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Introduction: A dental graduate face difficulties in establishing his private setup after graduation. It is essential to introduce entrepreneurial content in undergraduate education. The efficacy of students to launch their practice is known as Entrepreneurial self-efficacy (ESE). This study is aimed to asses ESE in order to implement practice management education.
 Methodology: A quantitative study was conducted in Lahore by selecting two dental colleges i.e. UCD, University of Lahore and De'montomorency College of Dentistry, Lahore. A Pre-validated questionnaire was used that contains 17 items. Descriptive statics were performed. Results were analyzed using SPSS version 23
 Results: A total of 216 students participated of the dental colleges involved in the study. Mean score of Entrepreneurial Efficacy was 5.1
 Discussion: The students of both institutes somewhat agrees to their entrepreneurial self-efficacy. They felt less confidence in their ability to search, plan and marshal to establish their dental setup.
 Conclusion: There is a need to introduce entrepreneurial education at the undergraduate level to strengthen the practice management skills of our dental graduates.
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Moore, Paul A. "Coda's Accreditation Of Graduate Dental Anesthesiology Programs: A Benefit To All Dental Education." Anesthesia Progress 55, no. 3 (2008): 71–72. http://dx.doi.org/10.2344/0003-3006-55.3.71.
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Aires, Carolina Patrícia, Fernando Neves Hugo, Pedro Luiz Rosalen, and Fernanda Klein Marcondes. "Teaching of bioethics in dental graduate programs in Brazil." Brazilian Oral Research 20, no. 4 (2006): 285–89. http://dx.doi.org/10.1590/s1806-83242006000400001.
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In the field of human research, researchers are faced with unexpected moral dilemmas, as a result of the development of technologies applied to health. Due to the great importance of this issue, our objective was to evaluate bioethics instruction in the education of researchers in Brazilian graduate programs in dentistry. Eighty-seven graduate programs in dentistry, recognized by CAPES (Coordination for the Improvement of Higher Education Personnel) were evaluated in this study. Data were extracted independently by two researchers from the CAPES website, and from the websites of the graduate programs, directly or via links to the programs available at the CAPES website. Forty-eight out of 87 programs had an ethics/bioethics course as part of their curricula. Of the graduation programs graded 5, 6 or 7 by CAPES, 38% included bioethics courses, while 62% of the programs graded 3 or 4 by CAPES had bioethics courses as part of their curricula. These findings are an alert to those involved in dental research education, as they showed that, although resolution 196/96 by the National Council of Health regulating human research in Brazil was published ten years ago, bioethics instruction in Brazilian graduate programs in dentistry is still at an incipient stage. This situation indicates a need for ethics pedagogy in the education of young researchers.
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Gupta, P., SG Gupta, AV Ankola, and V. Jindal. "Computer Use Among Post Graduate Dental Students in India." Journal of Oral Health and Community Dentistry 8, no. 3 (2014): 135–42. http://dx.doi.org/10.5005/johcd-8-3-135.
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ABSTRACT Objective Computers have become an integral component of dentistry finding application in both patient care and dental education. Few studies have been conducted to assess the use of computers in the field of dentistry in India. The present study was conducted to assess the knowledge, skills, practice and attitudes of post graduate dental students towards the use of computers in dentistry. Subjects and Methods A self administered questionnaire was distributed among the post graduate dental students of KLE University, Belgaum, India. 68 out of 82 students responded, the data was analyzed and represented as frequency and percentage. Results Most of the students acquired knowledge about computer through informal training. Internet use was very high among the students. They could perform basic operations on computer but faced problem in some advanced functions like hardware maintenance, software installation, use of spreadsheets and photo editing. 73.5% used computer in both home and college. More than 75% owned their own computer. Only 41.2% felt they were well trained to use computers. More than 90% believed that computer education should be a part of dental curriculum. Conclusion Though computers in being extensively used by the post graduate dental students, they lack formal training and feel the need for the same. Computer training will be helpful in creating better dental professionals.
Dissertations / Theses on the topic "Education, Dental, Graduate"
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Grilli, Jennifer Hubbard. "Curriculum alternatives in graduate dental hygiene education." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2095.
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Thesis (M.S.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains vii, 85 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-60).
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Toassi, Ramona Fernanda Ceriotti. "O embate do processo de implantação de um currículo modular na educação superior : o curso de odontologia da UNIPLAC, Lages - SC." Pontifícia Universidade Católica do Rio Grande do Sul, 2008. http://hdl.handle.net/10923/2848.
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Previous issue date: 2008<br>The aim of the present study was to comprehend the ongoing process of construction and implantation of an integrated curriculum for graduation in dental education, according to the National Curricular Guidelines, in a community university in the south of Brazil. In this sense, it was evaluated the expectations of the engaged students, professors, and the management group of the university. It was employed a qualitative methodology of case study based on the testimonies of the subjects moved ahead on the curricular reform for the graduation degree in Odontology of the Universidade do Planalto Catarinense (UNIPLAC) in Lages, State of Santa Catarina. Data were gathered along 9 months by direct interviews to all the selected participants belonging to the groups of undergraduate students (from the new integrated curriculum), assistant and full professors (from different professional working areas), and members of the directive group in different hierarchical positions. Besides this approach, research data included documental analysis and notes in regard to direct in loco observations. The writing discursive analysis technique was employed as proposed by Moraes and Galiazzi (2007). Results were grouped in the following categories: 1) The curricular reform process: one possible proposal for changing graduation standards; 2) Process-related stress: differences between the imagined theory and the perceived truth (Integration: the crucial condition for an integrated curriculum/ Organization or lack of organization/ Dentists as professors or professors that are also dentists: teaching (non-)capacities of the professors of Odontology; Exams, lessons and curriculum: difficulties for the integration/ Where is the Odontology course coordination group? The new and emergent fact: the challenger changing); 3) The development of the process and its forward steps;4) The ongoing experience of an integrated curriculum: a continuous process of learning and overcoming; 5) The graduation in Odontology at UNIPLAC: what can be foreseen? There was a long and complex process for the elaboration of the new curricular structure, mainly due to the motivation and participation of the professors engaged in the Odontology course. For them and the students, it was not an easy way to realize the rationale of the new curricular proposal. Even though, students from different graduation years felt themselves well adapted to the integrated curriculum and high rated their experience with the new curriculum when asked to. Main limitations that were noted included: - lack of integration, organization and dialogue within and among the modular themes; - professors’ lack of knowledge of the new integrated curriculum proposal; - how is the Univeristy policy for the professor application and selection procedure; - difficulties when evaluating students’ performance; - lack of pedagogical expertise for the course coordinator position; and, - lack of adequate training for the Odontology docent staff prior to and after the beginning of the new integrated curriculum. There is a clear need for redirecting this process of curricular reform aiming a more reliable and consistent way as well as a more participative and collective administration of the UNIPLAC.<br>O propósito da presente pesquisa foi compreender o desenvolvimento do processo de construção e implantação de um currículo modular para o Curso de Odontologia, baseado nas Diretrizes Curriculares Nacionais, em uma universidade comunitária no Sul do Brasil. Dentro desta temática, foi apresentada a perspectiva dos estudantes do curso, dos professores e da equipe diretiva da Universidade. A metodologia qualitativa utilizou um Estudo de Caso, cujo campo de investigação foram os depoimentos de participantes da reforma curricular no curso de graduação em Odontologia da Universidade do Planalto Catarinense (UNIPLAC), em Lages - SC. A coleta de dados aconteceu por meio de entrevistas, ao longo de nove meses, em que participaram os discentes de Odontologia (currículo modular), os docentes, em diferentes áreas de atuação e a equipe diretiva da Universidade (Coordenador de curso, o Chefe de Departamento e o Pró-Reitor de Ensino). Além das entrevistas, a coleta de dados incluiu a análise documental e a observação (registros em diário de campo). Os dados foram analisados por meio da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2007). Os resultados estão reunidos nas seguintes categorias: 1) O processo de reforma curricular: a proposta possível de mudança na formação; 2) As tensões do processo: a diferença entre a teoria pensada e a realidade percebida (A integração: condição essencial no currículo modular / A organização ou a falta dela /Cirurgiões-dentistas professores ou professores cirurgiões-dentistas: o (des) preparo dos professores do curso de odontologia; Avaliações, aprendizagens e currículo: dificuldades de integração / A coordenação do curso de odontologia: onde está? O novo emergente: o desafio da mudança); 3) O caminhar do processo e seus avanços;4) A vivência do currículo integrado: um processo contínuo de aprendizagem e superação; 5) O curso de odontologia da UNIPLAC: o que vemos para o futuro? Foi observado um longo e complexo processo de elaboração da nova estrutura curricular, especialmente no que se referiu à participação e motivação de professores no colegiado do curso de Odontologia. Houve dificuldades no entendimento da proposta por professores e estudantes. Ainda assim, o método proposto foi bem recebido e avaliado pelos estudantes nos diferentes semestres do curso. Os nós de maior densidade do processo de mudança curricular incluem: - falta de integralidade, organização e comunicação dentro dos módulos e entre os módulos; - desconhecimento, por parte dos professores, da proposta curricular; - forma de contratação dos professores na instituição; - dificuldade no processo de avaliação dos estudantes; - despreparo do coordenador do curso; - falta de capacitações para o colegiado do curso de Odontologia (antes e após a implantação do novo currículo). Há necessidade da retomada responsável na condução do processo de reforma curricular e de uma gestão mais partilhada e coletiva na Universidade.
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Kraus, Janine Stillwell. "Evaluating a Doctoral Program in College and University Teaching: A Single Case Study." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5319/.
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This study assessed alumni of the College and University Teaching Program at the University of North Texas and how they perceived the training they received. Three hundred sixty alumni holding a college and university teaching degree were surveyed. One hundred forty-two usable questionnaires were returned. A response rate of 39.4 % was achieved. A survey instrument was used to gather alumni perceptions of learning experiences, academics, and professional benefits as a result of earning a doctorate in the major of college and university teaching at the University of North Texas. Alumni were asked their perceptions on the following: 1) the quality of graduate professional education in college and university teaching degree program, 2) whether they thought the goals and objectives of the program were met, and 3) their recommendations regarding the college and university teaching degree program. It is the overall opinion of the alumni that the quality of the graduate education in college and university teaching degree program was high. The majority of alumni indicated that the program should be reinstated and continued and if the program was still available they would recommend it to others.
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Amorim, Ana Margarida da Costa. "Análise das técnicas e materiais de impressão em prótese total lecionados em programas de pós-graduação em protodontia." Master's thesis, 2016. http://hdl.handle.net/10400.14/22226.
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Uma prótese dentária total removível é um dispositivo protético artificial que substitui toda a dentição e estruturas anexas da maxila ou da mandíbula. É consensual que para se obter uma prótese total removível bem-sucedida, é necessário ter-se suporte, estabilidade e retenção. Para isso, são vários os passos importantes na elaboração das próteses, desde uma impressão preliminar adequada que permita construir as moldeiras individuais, a realização de selamento periférico da moldeira individual e impressões definitivas com detalhe e precisão ótimos. Um selamento periférico e uma extensão da prótese total removível adequados ajudam a conseguir uma “tríade de equilíbrio”, caracterizada por boa retenção, suporte e estabilidade.
O objetivo deste estudo foi identificar quais as tendências atuais nas impressões em prótese total realizadas nas pós-graduações em Prostodontia na Península Ibérica; determinar quais as técnicas de impressão mais utilizadas e determinar quais os biomateriais mais frequentemente usados, através de um questionário enviado por correio eletrónico aos responsáveis de pós-graduações no âmbito da Prostodontia na Península Ibérica. O questionário consistiu em 24 perguntas, divididas em duas partes.
Apesar de ter havido limitações decorrentes da falta de algumas respostas a certas perguntas, que podem ter tido influência na possível inferência estatística dos resultados deste inquérito, foi possível verificar que: em grande parte, as técnicas e materiais utilizados são semelhantes entre Portugal e Espanha. No entanto, verificou-se que existem algumas diferenças, como por exemplo o tipo de moldeira utilizada nas impressões preliminares e o material utilizado para a realização da impressão definitiva. Não sendo conhecidos estudos deste tipo na Península Ibérica, verificou-se que a grande maioria das técnicas e materiais utilizados na Península Ibérica são semelhantes aos encontrados em pós-graduações na área de Prostodontia nos EUA.<br>A complete denture is an artificial prosthetic device that replaces the entire dentition and associated structures of the maxilla or the mandible. There exists consensus that to obtain a successful complete denture it is necessary to have support, stability and retention. It starts from an adequate preliminary impression, that allows building the individual trays, performing peripheral sealing of the individual tray to final impressions with great detail and accuracy. A peripheral sealing and an adequate extension of removable prostheses helps to acomplish a “triad of equilibrium” characterised by good retention, support and stability.
The aim of this study was to identify the current trends in impressions for complete dentures made in post-graduate programs in Prosthodontics in the Iberian Peninsula; establishing the most used impression techniques as well as establishing which biomaterials are the most frequently used, through a survey sent by e-mail to postgraduate directors in Prosthodontics in Iberian Peninsula. This survey comprised 24 questions, divided into two parts.
Although there have been limitations due to the lack of some answers to certain questions, which may have had an influence on the possible statistical inference of the results of this survey, it was found that: largely, the techniques and materials used were similar both in Portugal and Spain. Nevertheless, it was found that there are some differences, such as the type of tray used in the preliminary impression and the material used for final impressions. There aren’t any studies of this kind in the Iberian Peninsula and from the academic point of view it was found that most of the techniques and materials used in the Iberian Peninsula are similar to those found in the postgraduate prosthodontic programs in the United States of America.
Books on the topic "Education, Dental, Graduate"
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West Los Angeles VA Medical Center. Advanced dental education program. The Administration, 1985.
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Center, American Dental Association Survey. Trends in advanced dental education programs: 1991/92 to 2000/01. American Dental Association, Survey Center, 2002.
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American Dental Association. Commission on Dental Accreditation. Accreditation standards for advanced education programs in general dentistry. Commission on Dental Accreditation, American Dental Association, 2001.
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Accreditation, American Dental Association Commission on Dental. Advanced specialty education programs in orthodontics and dentofacial orthopedics. Commission of Dental Accreditation, American Dental Association, 2002.
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Accreditation, American Dental Association Commission on Dental. Accreditation standards for advanced specialty education programs in prosthodontics. Commission on Dental Accreditation, American Dental Association, 2001.
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American Dental Association. Council on Dental Education., ed. Guidelines for teaching the comprehensive control of pain and anxiety in dentistry. The Council, 1992.
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Accreditation, American Dental Association Commission on Dental. Accreditation standards for advanced specialty education programs in dental public health. Commission on Dental Accreditation, American Dental Association, 2001.
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Orthodontic, Educational Development Symposium (1994 Orlando Fl ). Proceedings of the Orthodontic Educational Development Symposium, April 28 and 29, 1994, Orlando, Florida. American Association of Orthodontists, 1994.
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Accreditation, American Dental Association Commission on Dental. Accreditation standards for advanced specialty education programs in endodontics. Commission on Dental Accreditation, American Dental Association, 2002.
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American Dental Association. Commission on Dental Accreditation. Accreditation standards for advanced specialty education programs in endodontics. Commission on Dental Accreditation, American Dental Association, 2005.
Find full textBook chapters on the topic "Education, Dental, Graduate"
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Holsgrove, Gareth, David Stirrups, Peter Mossey, and Elizabeth Davenport. "Key skills in integrated dental care." In Essential Skills for Dentists. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780198526193.003.0029.
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Abstract Key skills are the skills that are commonly needed for success in a range of activities in education and training, work and life in general. They are the generic, transferable skills which all students develop during the course of their academic studies. Other skills, not covered elsewhere in this book, are also needed for successful clinical practice and will be discussed towards the end of this chapter. Communication skills and team working are covered elsewhere in this book. In the GDC’s The First Five Yearsthey state that undergraduate dental education should: And They suggest that the dental graduate needs the following attributes. In relation to information technology they advise: Further advice on expectations on information technology is given in paragraph 70.
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Rose'Meyer, Roselyn, and Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions." In Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3850-9.ch014.
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Digital technologies are an integral component of the allied healthcare curricula, including dental technology, physiotherapy, pharmacy, nutrition, nursing, and laboratory medicine. Various digital technologies are implemented for the education of allied healthcare students. They have been used for curriculum design, engaging and facilitating the understanding of fundamental concepts in various disciplines, the development of active learning strategies, and designing critical thinking and clinical reasoning education. Online digital atlases and libraries provide flexible resources as study tools for students in the classroom and on industry placement. Adaptive digital learning, communication technologies, and virtual reality for teaching have become an essential component of the allied healthcare education. As students develop skills for their profession, the digital technologies have provided a platform for the documentation of their competencies and progress through industry placement, allowing academic staff to chart their progress and employers to assess the graduate competencies.
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Rose'Meyer, Roselyn, and Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch030.
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Digital technologies are an integral component of the allied healthcare curricula, including dental technology, physiotherapy, pharmacy, nutrition, nursing, and laboratory medicine. Various digital technologies are implemented for the education of allied healthcare students. They have been used for curriculum design, engaging and facilitating the understanding of fundamental concepts in various disciplines, the development of active learning strategies, and designing critical thinking and clinical reasoning education. Online digital atlases and libraries provide flexible resources as study tools for students in the classroom and on industry placement. Adaptive digital learning, communication technologies, and virtual reality for teaching have become an essential component of the allied healthcare education. As students develop skills for their profession, the digital technologies have provided a platform for the documentation of their competencies and progress through industry placement, allowing academic staff to chart their progress and employers to assess the graduate competencies.
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Raheel, Dr Syed Ahmed, and Dr Saadath Afzaa S.A. "DENTAL EDUCATION- CURRENT SCENARIO AND FUTURE TRENDS." In Futuristic Trends in Medical Sciences Volume 3 Book 7. Iterative International Publisher, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bfms7p1ch6.
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Policy making in dental education and upgrading the emerging issues in dentistry is a continues process. An impactful dentistry comes from collecting new data on the topic of interest from the Dean, Program directors, Course directors, Faculty, PhD scholars, Post graduates and Undergraduate students. Thus, the latter will help in updating the discreate subject areas for better understanding in the field of academics and dental literature. Highly experienced academicians in dental education system serve as expert panelist, thereby discussing the major ongoing trends which require an emergency need to incorporate them under dental education. There is a basic need and considerations in dentistry as to how improve the quality of education, simultaneously incorporate the newer technologies into the subject or to project the newer emerging trends under continues dental education programs. Centers for dental research are chosen by many dental colleges across India in order to improve the research prospects of dental education for Undergraduate, Post graduates and PhD scholars. Thus, this article aims to provide an easy access with quality oral health care needs by maintaining a steady updated areas for the future dental needs.
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Asanza, Dachel Martínez, Isis Anastasia Rojas Herrera, Anuli U. Njoku, et al. "Study Plans and Programs Supporting Geriatric Dentistry Teaching in Cuba." In Geriatric Dentistry in the Age of Digital Technology. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0260-6.ch007.
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The aging population in the world constitutes one of the greatest challenges of the 21st century across social sectors; dental education is no exception. This review explored the status of geriatric dentistry teaching in Cuba and contrasted it with examples from international curricula and programs. Google Scholar, PubMed, Wiley, and Scielo databases were used to search for articles that address geriatric dentistry topics, focusing on undergraduate curricular issues and the management of postgraduate specialization. The findings highlight the need to update curricula and programs for dentistry studies in Cuba to improve the quality of dental care for the aging population. The evolution of training future Cuban graduates aims to meet the healthcare needs of older adults while preserving their quality of life. Additionally, the incorporation of new information and communication technologies has been observed during this process.
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López Santos, Miriam, and María Luzdivina Cuesta Torre. "“Crime Room El enigma de Larra”: la innovación docente a través de losjuegos deductivos." In Innovación docente en la Universidad de León. Universidad de León. Servicio de Publicaciones, 2024. http://dx.doi.org/10.18002/inndocule.24.
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La acuciante necesidad que se manifiesta en los estudios superiores del cambio de paradigma educativo exige un acercamiento gradual y progresivo a un aprendizaje basado en metodologías activas. La gamificación ofrece la posibilidad de presentar al alumnado superior, dentro de un contexto educativo reglado, actividades innovadoras que trascienden el modelo de clase magistral, en las que los discentes participan desde una postura dinámica que integra el empleo de las TIC y la utilización de los conocimientos enciclopédicos junto con las mecánicas del juego, especialmente motivadoras dentro del aula. El presente trabajo ofrece una experiencia educativa gamificada que hemos denominado crime room: el enigma de Larra y que se basa en las estrategias de las salas de escape room y las dinámicas de los juegos deductivos. La experiencia se desarrolló con 155 alumnos de secundaria de centros de León y provincia y 83 alumnos de la Universidad de León (España) de los grados de Educación Infantil y Lengua Española y su literatura, junto con 13 alumnos del Máster de Formación, responsables del diseño de materiales. Su implementación se ha llevado a cabo en cuatro fases: una primera fase de elaboración de la experiencia a través de la consulta de fuentes bibliográficas y aplicación de la metodología; una segunda fase de lanzamiento; una tercera de presentación de la narrativa y de flujo del juego y prueba inicial de conocimientos; una cuarta de desarrollo de la actividad y una quinta de evaluación. Con este proyecto, a la vez cualitativo y de diseño descriptivo, se ha pretendido que el alumnado se sumerja en una propuesta de innovación educativa real dentro de un contexto reglado. Los cuestionarios ad hoc son muestra del impacto positivo que ha tenido en los participantes, a la luz de los resultados obtenidos y de las posibilidades e interés que han suscitado los contenidos literarios en el alumnado.
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Aller Carrera, Tamara. "El nuevo paradigma de didactización tecnológica: una nueva dimensión pedagógica para el desarrollo de la competencia comunicativa mediática." In Transforming education for a changing world. Adaya Press, 2018. http://dx.doi.org/10.58909/ad18833371.
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El presente trabajo aborda las posibles relaciones entre la competencia comunicativa en el aprendizaje de una lengua extranjera, la educación mediática y los nuevos medios digitales de transmisión. A partir de este marco, se parte de los cambios metodológicos que ha sufrido el campo de la didáctica de una lengua extranjera, a lo largo de su historia, y se propone una propuesta que se adapte el nuevo modelo lingüístico-comunicativo y mediático. Un nuevo enfoque que se adapta a las necesidades y a las características que define a una sociedad que se mueve dentro del entorno digital. En este sentido, la competencia comunicativa mediática se presenta como un nuevo enfoque tecno-metodológico que pretende la sustitución gradual de los materiales de aprendizaje decimonónicos físicos por la recepción de los nuevos inputs digitales. En conclusión, esta investigación ha permitido verificar la necesidad de la convergencia del mundo digital en los materiales de aprendizaje lingüísticos debido a los beneficios que estos producen en el proceso perceptivo de los alumnos.
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Hernández Moreno, Héctor Azael, Jesús Osorio Calderón, and Elizabeth Gálvez Santillán. "La deserción escolar, un abordaje desde el enfoque de la Ecología del Desarrollo Humano de Bronfenbrenner." In Tendencias en la investigación universitaria. Una visión desde Latinoamérica. Volumen XII. Fondo Editorial Universitario Servando Garcés de la Universidad Politécnica Territorial de Falcón Alonso Gamero / Alianza de Investigadores Internacionales S.A.S., 2020. http://dx.doi.org/10.47212/tendencias2020vol.xii.37.
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El presente documento es un esfuerzo de reflexión teórica para analizar el problema de la deserción escolar desde el enfoque de la Ecología del Desarrollo Humano de Urie Bronfenbrenner. El trabajo que se realizó es producto de una revisión documental sobre las posturas de diversos autores con relación a los diferentes factores que propician este fenómeno en el sistema educativo. Dentro de los hallazgos vislumbra que los elementos que repercuten en la deserción escolar del estudiante provienen de los diversos ambientes del modelo ecológico los cuales permiten que el sistema educativo tenga el control y poder para dominar la educación que un estudiante puede lograr. Dado que estos diferentes elementos o factores se encuentran distribuidos en las distintas dimensiones o ambientes del modelo provoca que los filtros sociales sean “imperceptibles” para los estudiantes y la sociedad en su conjunto, llevándolos a pensar que si no lograron terminar sus estudios fue porque lo merecían y no se percaten de que el sistema educativo se encuentra estructurado para que no todos logren concluir sus estudios. Es importante considerar que controlar cuantos pueden graduarse debe acompañarse con medidas para ampliar las oportunidades que puedan tener los desertores para integrarse a la sociedad de la mejor manera y no caigan en actividades que los denigre o que eleven la inseguridad en la sociedad.
Conference papers on the topic "Education, Dental, Graduate"
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Bohinc, Peter, and Vesna Novak. "Spremljanje zaposljivosti diplomantov." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.6.
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The article discusses the employability of the tertiary education graduates. Their increasing number is generating a supply and demand imbalance in health-care personnel markets, leading to employability problems of the tertiary education graduates. In order to monitor the graduates’ employability and to improve their competitive advantage, a study was launched to determine the employability of the tertiary education graduates of the higher professional study programme Laboratory dental prosthetics. The research sample consisted of the graduates who completed their studies by the end of September 2019. The results of the study provided the data on employability of these graduates on the basis of which their competitive advantage could be enhanced. In conclusion, some suggestions and strategies are proposed to improve their employability
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Grosu, Corina, and Marta Grosu. "REAL COMPLEX TRAVEL." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-074.
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One of the main challenges we are facing whenever teaching Mathematics to first year Politehnica University students is how to enable them to establish a connection between abstract notions and their recognition and concrete use in specialized engineering courses or even in post graduate job problems. Such a connection is needed because the multipurpose mathematical models encountered during the first university year are more often than not general notions. Nevertheless, problems with which students are usually confronted later in their work life relate to a well delimited approach in a specific engineering field. In order to serve this purpose, our present paper relies on two key elements. The first one is the visual association between abstract elements (in our case solutions of systems of differential equations) and certain representations in a real world problem (specifically, predefined trajectories of motion). The second, equally important element, is the form in which the above mentioned link is presented. Since the use of mobile technology in higher education offers a very attractive, interactive method, we have chosen to merge the mathematical e-learning dimension with a platform game developed for Android systems (phones and tablets). Consequently, the recognition of abstract notions is encompassed in the levels of the game. The mathematics behind the game deals with systems of first order linear differential equations, their associated matrix and the corresponding eigenvalues. Nevertheless, there is also a captivating story to support the game and engage the player. The main character, RC (RealComplex) has been teleported, by a mad dentist, from his cabinet, straight into the habitat of the Bengali tiger. In fact, the mad dentist had secretly transformed his dental chair into a space traveling machine. RC must travel across grasslands, subtropical rain forests, mangroves and eventually escape to an island where the space traveling machine can be transformed into an escape plane. While the game comprises four levels, two of which are mathematical levels, evolution from one level to the next is only allowed if the previous level has been completed. Thus, no one can avoid going through a mathematical revision before reaching the island and the end of the game. Moreover, a deeper understanding of the geometric representation of complex numbers is also part of the game. In fact, trajectories corresponding to complex eigenvalues are solutions to be avoided by the player since this type of directions, if chosen, disable the character's freedom to move in the game world.
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Alatli, H. Ilke, and Demet Ulusoy Binan. "The Role of University in Local Cultural Development Through Vernacular Architectural Conservation Education: The Case of Havran, Turkey." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15615.
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Since the beginning of 20th century, vernacular settlements are under severe threats of losing authen-ticity and ruin due to changes in human lifestyles, forms of production and worldwide economic devel-opments. Especially in small rural towns, lack of care and abandonment related to loss of young popu-lation is causing rapid deterioration of the vernacular heritage. In such towns, safeguarding is possible through initiatives of local authorities. However, as visionary as the authorities may be, knowledge on sustainable conservation of vernacular architecture is a very specific topic of expertise. At this point, the academic knowledge and experience of universities take on a new significance. Furthermore, col-laboration between academia and local authorities carry great potential for each party. A similar cooperation between Mimar Sinan Fine Arts University and the Local Municipality of Havran, which was inscribed as an urban protected area in the national register in 1995, started with a protocol signed in November 2011. Between 2012 and 2019, extensive surveys were carried out in urban protect-ed area and restoration projects of over 30 traditional buildings were completed by the graduate stu-dents. Some of these buildings are approved by the local council for the conservation of cultural prop-erty and one of which was restored to be used as a town and memory museum. The aim of this study is to discuss the outcome of experiences acquired from the collaboration between universities and local authorities in the past 10 years. Moreover, mutual benefit of interaction between academia, local community, and the municipality will be emphasized. The cultural heritage preserva-tion activities in Havran have an impact on local cultural development in terms of safeguarding the architectural heritage and creating awareness in the community, as well as making a significant contri-bution to the vernacular heritage conservation education.
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S Halibas, Alrence, Rolou Lyn Maata, Mohamed Abdul Kader Varusai, Ali Al-Badi, and Peyman Nouraey. "Design of a Knowledge Management System for the Research-Teaching Nexus: Evidence from Institutional Audit Reports [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4543.
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[This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology," 16, 21-40.] Aim/Purpose: The need for Higher Education Institutions (HEIs) to maximize the use of their intellectual property and strategic resources for research and teaching has become ever more evident in recent years. Furthermore, little attention is paid in developing an enabling system that will facilitate knowledge trans-fer in the Research-Teaching Nexus (RTN). Hence, this study assesses the current state of practice in knowledge management of the nexus in higher education in Oman. It also explores the context of how Knowledge Management System (KMS) for the nexus can be designed and utilized by HEIs and challenges them to rethink their traditional approaches in managing their knowledge assets to boost individual and organizational learning. Background: This study provides a Knowledge Management-based framework and de-sign of a knowledge management system that support the academic community towards the improvement of the nexus. This study sets out ideas from various academic and professional experts on how academic stake-holders in the higher education can improve and promote knowledge transfer and make better use of its knowledge and research assets for teaching and learning. It stressed the importance of having the knowledge assets or resources that can easily be pooled, accessed, and made available to its intended stakeholders. Methodology: Data were gathered from 29 out of 49 institutional quality audit reports of all HEIs in Oman. The panel comments were coded and analysed to ex-tract valuable insights regarding the management of knowledge assets in research. Additionally, data were gathered from the institutional accreditation outcomes page of the same website. Manifest and latent content analyses were used in reporting the findings of the panel. Contribution: The study will contribute to a greater understanding and acceptance of Knowledge Management (KM) in higher education and extended the body of knowledge concerning knowledge management for the RTN. Findings: The reports revealed a very limited practice of the nexus in terms of people and culture, structure ad processes, and computing and web technologies. A few staff are involved in RTN work, there is an uneven understanding of the RTN among staff, limited joint research between staff and students are some of the reasons for this. Significantly, there is no explicit research framework or policy for the RTN, and systems and/or mechanisms are limited. Furthermore, the reports did not account any use of computing and web technologies for the nexus. These limitations can lead to students with less academic, research, and graduate skills. Hence, this study presents a feature design of a KMS that incorporates various RTN best practices, as informed by the reports and literature. The design will allow the staff to utilize the research assets in the classroom, at the same time, engages stu-dents in research and scholarly undertakings. Recommendations for Practitioners: All HEIs must have a innovative system that integrates a formal agenda and approach, and set initiatives, strategies, policies, and procedures for knowledge management in utilizing research assets for teaching and learning. It must be designed so that RTN practices remain up-to-date, relevant, and responsive to the needs of the stakeholders, as well as, address academic accreditation challenges. Recommendation for Researchers: Researchers can evaluate the knowledge management of RTN practices of other HEIs outside of Oman to effectively recommend the proper course of action for teaching and learning improvement. Impact on Society: This study will redefine the role and contribution of HEIs, which are key players in advancing a knowledge economy. HEIs are expected to be powerhouses where academic knowledge is discovered, created, disseminated, shared, and re-invented. They must be able to fully grasp the value of man-aging knowledge to be able to effect positive and purposeful change to the community. Future Research: Future work should include staff and student surveys that examine the knowledge management need of the learning organization to better inform the design of a KMS for the RTN. Thereafter, future research can test the stage to test the effectiveness of the conceptual design.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***