FoMD Celebration of Teaching and Learning

School of Dentistry receives best student poster and best faculty poster award during the celebration.

7 November 2017

Congratulations to everyone who took part in FoMD's Celebration of Teaching and Learning Awards, Nov. 7. The school received the best student poster and the best faculty poster award! Minn Yoon, Alexandra Sheppard, Susan Cauti, Janelle Duquette and Susan Fawcett won the faculty poster with the presentation titled "A dental hygiene radiation therapy interprofessional student shadowing session" and Tanushi Ambekar won the student poster with her poster titled "The use of active learning in dentistry: A systematic review."

Introduction paragraphs for Celebration of Teaching and Learning Posters

1. The Use of Active Learning in Dentistry: Systematic Review

Authors: Tanushi Ambekar, Jacqueline Green, Dr. Seema Ganatra, Dr. Kari Rasmussen

Historically, dental courses have been taught using traditional didactic teaching methods. While the acquisition of the factual knowledge is necessary, it is not enough for our learners to fully understand the complexities involved in this area of study. Active Learning has been shown to be an effective method of teaching, therefore incorporating it into dental seminars may be of benefit to students as it allows them to fully grasp the complexity of the discipline and to integrate this knowledge into their practice.

The purpose of this study is to evaluate if active learning is being incorporated as a teaching methodology among undergraduate dental or medical students, and if it is, the impact this has on the students' learning.


2. Active Case Based Learning in Oral Pathology: The confluence of multiple teaching and learning techniques

Authors: Dr. Seema Ganatra, Dr. Tania Doblanko, Jacqueline Green, Dr. John Valentine, Patrick von Hauff, Dr. Kari Rasmussen

Traditionally, oral pathology courses have been taught didactically. Recognizing that this approach was not ideal for student learning, a seminar session that embraces multiple teaching and learning techniques was created. This innovation in the seminar's design and delivery focused on providing opportunities for learners to:

  • Demonstrate clinical judgement
  • Demonstrate management of medically compromised patients
  • Demonstrate their understanding of oral lesions
  • Assess their own knowledge gaps
  • Reflect on the development of a diagnosis and treatment plan and how it relates to that of expert clinicians
  • Recognize their role as advocates for their patients


3. The Potential of Using an Ethic of Care Framework for Educational Research

Author: Dr. Kari Rasmussen

The widespread use of technology has enabled a multitude of options for the teaching and learning environment, resulting in a myriad of research initiatives into specific interventions, processes, and justifications for the use of technology enhanced learning.

This focus on technological innovation has, unfortunately, resulted in the subjugation of the learner. The learner is only viewed as a component of the research on the technological innovation.

Most research does not allow us to view the learner outside of their role as a user of the technology. Their "role" as a human being with multiple responsibilities is rarely acknowledged.


4. A Blended Learning Radiology Interpretation Laboratory

Authors: Dr. Camila Pacheco-Pereira, Anita Parker, Dr. Kari Rasmussen, Ellen Watson

To improve students' confidence with interpretation, a radiology interpretation laboratory, designed using a blended-learning model, was added to the radiology program.

This study aims to raise the students' perceptions of their own level of confidence in interpreting dental x-rays after engaging in the laboratory session.

Learning Outcomes:

  • Increase students' confidence and motivation
  • Improve academic performance by integration of online and small groups learning
  • Recognize abnormalities and incidental findings on oral radiographs
  • Apply a standardized screening methodology for radiographic interpretation


5. Treatment and 3-D Image Follow-up of a Recurrent Keratocyst - Case Report

Authors: Claudine Thereza-Bussolaro; Aburad, A; Dr. Camila Pacheco-Pereira; Dr. Carlos Flores-MIR

Keratocystic odontogenic tumour (KCOT) has been considered as a neoplasm since the World Health Organization classified it in 2015 as a tumour. Recently, the latest WHO edition - in 2017- renamed KCOT as simple Odontogenic Keratocyst (OKC).

We present here a case where surgical treatment and follow-up of a OKC was achieved by a combination of minimal-invasive approaches.

The objective of this study is to report on how clinical reasoning and patient's collaboration during a staged treatment and long-term follow-up were of crucial importance for improved management outcomes.


6. Creating Conflict: Developing and using simulation to work through communication and conflict

Authors: Dr. Minn Yoon; Dr. Marianne Howell; Dr. Gisele Gaudet-Amigo

  • A core competency for collaborative practice is interprofessional communication:
    • Sub competency is "the use of respective language appropriate for a given difficult situation, crucial conversation, or conflict."

There are limited studies addressing the connection between power, hierarchy, and conflict in an interprofessional education setting. As well, there are limited educational experiences incorporating power related interactions. Although role clarification is a component of interprofessional education, the power and hierarchy of these roles, and associated interactions, are often not addressed.


7. Blueprinting Dental Hygiene Competencies to Facilitate Improved Student Feedback

Authors: Alix Clarke, Alexandra Sheppard, Dr. Hollis Lai, Dr. Minn Yoon

Clinical examinations in dental hygiene education assess a variety of student competencies regarding application of knowledge and skills in an authentic setting. However, this analysis of competence is rarely returned to students in the form of constructive feedback. Confidentiality and time constraints often limit feedback for these intensive examinations. The purpose of this research study was to develop an assessment blueprint for providing structured quality feedback following a dental hygiene clinical examination.


8. A Dental Hygiene - Radiation Therapy Interprofessional Student Shadowing Session

Authors: Alexandra Sheppard RDH MEd, Minn Yoon PhD, Susan Cauti BEd MEd, Janelle Duquette BSc MRT(T), Susan Fawcett MRT(T), BSc.(Hons), MA

Head and neck cancer (HNC) accounts for approximately 4% of all new cancer cases in Canada and 3% of all cancer deaths. While a moderate decrease in HNC has been documented, the incidence of oropharyngeal cancers related to human papillomavirus (HPV) is increasing and is predicted to surpass the prevalence rate of cervical cancer by 2020. Dental hygienists are educated to identify HNC risk factors and how to communicate these oral health risks to patients. Routine HNC screenings facilitate earlier detection and can improve survival rates. Radiation therapy is often used in the treatment of HNC resulting in acute and chronic side effects. As well as planning and delivering radiation treatments, radiation therapists play an important role in assessing side effects and educating patients and their families on management strategies. Educating patients to seek pre and post radiation.


9. E-TEXTBOOKS IN DENTAL HYGIENE: Utilization and Perspectives of Students and Faculty

Authors: Dr. Sharon Compton, Dr. Kari Rasmussen, Rachelle Pratt.

Electronic textbooks (e-textbooks) have become a commonly used form of educational technology in
North American universities. Transitioning from paper texts to e-textbooks has been considered revolutionary in terms of enhancing student learning. Students termed the 'net generation' have grown up with technology and it is assumed they embrace technological options such as
e-textbooks. However, this technology in higher learning has been met with hesitation.

After adopting a single-source platform for all textbooks in the Dental Hygiene program, a study was launched to evaluate the use of this platform from both the instructor and student perspective.


10. Pre-liminal variation of experience of dental hygiene diploma students embarking on their degree completion program

Authors: Samantha Dalpe, Dr. Sharon M Compton, Dr. Ava K Chow, Dr. Kari Rasmussen

Dental hygiene diploma graduates who continue directly into degree-completion studies undergo a change from a clinically focused, hands-on learning environment to one focused on more abstract concepts such as advocacy, research use, and critical thinking.

As students move into their degree-completion year they must navigate this change of focus; their ability to smoothly transition can be impacted by their expectations and motivations regarding the attainment of a degree.

The purpose of this project was to examine perceptions of dental hygiene students on the pre-liminal phase experienced when transitioning from diploma to baccalaureate education. The pre-liminal phase of any human experience is the predictions made by those entering a new phase; in this case a change in academic experience.