UWCScholar :: Browsing by Author "Maart, Ronel"

Browsing by Author "Maart, Ronel"

Now showing 1 - 9 of 9

Adapting an undergraduate dental objectively structured clinical examination (OSCE) during COVID‑19
(Health and Medical Publishing Group, 2021) Maart, Ronel; Ahmed, Rukshana; Mulder, Riaan
In the 5-year dentistry curriculum at the University of the Western Cape, South Africa (SA), prosthetic dentistry is presented as modules, starting in the 2nd year and culminating in the final module in the 5th year. Students are taught theory, and laboratory and clinical skills of removable (complete or partial) prostheses. Thus, acquiring psychomotor, clinical and problem-solving skills are an essential part of dental students’ education and training.[1] For trainee dentists, assessments include providing treatment for ‘real patients’, allowing them to demonstrate how theoretical knowledge of clinical procedures may be integrated with clinical skills in the clinical setting.[1] Teaching of clinical skills was completely interrupted during SA’s initial response to the COVID-19 pandemic, although theoretical teaching continued on various virtual platforms. Educators uploaded clinical cases, and narrated and scaffolded clinical procedures aligned with module outcomes to provide continued training for students, even though the impact in terms of clinical competence was limited.
Clinical assessment strategies for competency-based education in prosthetic dentistry
(John Wiley and Sons Inc, 2024) Khan, Saadika B; Maart, Ronel
Reflective practice is viewed as a theoretical and pedagogical concept in higher education having several diverse approaches and interpretations. The most important aspect of reflective practice is that it is a necessary quality assurance aspect of higher education which should occur recurrently and at different stages of the program. It usually entails an evaluation of advanced instructions which has become the norm in an educational setting, in order to improve the learning outcomes. Reflective practice must therefore be seen as a tool which allows continuous improvement, modifications, and changes to educational approaches, which include theoretical and clinical assessment strategies. Academics in prosthetic dentistry at a research-led university reflected on their current assessment strategies used in the senior undergraduate dental program as part of a quality assurance process and its global comparability. This paper aims to share and explain the importance of reviewing assessment strategies in higher education, especially in such a clinical program using reflective practice as a framework. Different assessment strategies used over a 5-year period are explored and their different structures, expectations, and appropriateness for a clinical program are reported from the literature. The concerns were addressed in a cyclical manner within this framework, and Blooms and blueprinting implemented where appropriate. We conclude that without a validated definition and framework for regular reflective practices, and guidelines to modify the included assessment strategies, the quality assurance within a competency-based dental program may be compromised.
COVID-19 in dentistry - Ethical considerations
(South African Dental Journal, 2020) Maart, Ronel; Mulder, Riaan; Saadika, Khan
The reach of Coronavirus Disease - 2019 (COVID-19) has even reached the ethical guidelines for good practice from the Health Professions Council of South Africa (HPCSA).1 The health care worker should carefully consider the guidance outlined in several of the booklets as patient treatment has multiple dimensions where COVID-19 had impacted on clinical practice. Due to the nature of dentistry and aerosol generation, special care must be taken when treating healthy patients and patients that are carriers but do not realise that they are COVID-19 positive. COVID-19 transmission and aerosol dissemination may expose the practice team to hazards of infection. The risk is elevated when implementing aerosol generating procedures without any protective equipment. The oral health care worker (OHCW) and staff thus require the appropriate personal protective equipment (PPE) as suggested by country-specific guidelines, for example, The South African Dental Association (SADA).2 To this extent, practicing dentistry in the 21st century is complex3 and amidst the current COVID-19 pandemic the OHCW is presented with more pitfalls. As the pandemic is showing no sign of abating in SA, this has presented the OHCW with a range of additional ethical considerations. These dilemmas may be resolved in a variety of ways following an understanding of the basic knowledge of core ethical values and standards for good practice outlined by the HPCSA guidelines
Current prevalence and preferences for immediate loading of fixed completearch implant-supported prostheses: A survey among South African Prosthodontists
(University of Western Cape, 2021) Julyan, Jennifer; Maart, Ronel
Edentulism negatively impacts patients􀂶 quality of life. A fixed complete-arch implant-supported prosthesis is proven to restore function and aesthetics and is associated with high patient satisfaction. An immediate loading protocol can provide patient satisfaction in a shorter period, as the time between surgical implant placement and connection of a prosthesis is lessened. The many considerations involved in this type of treatment are either based on available evidence or the preferences of the clinicians themselves.
Curriculum mapping: A tool to align competencies in a dental curriculum
(Health and Medical Publishing Group, 2021) Maart, Ronel; Adam, R Z; Frantz, J
In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula.To describe curriculum mapping as a tool to demonstrate the alignment of an undergraduate dental curriculum with a competency framework, such as AfriMEDS, in preparation for accreditation and curriculum review.All the module descriptors (n=59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outcomes. AfriMEDS core competencies were quantified and illustrated in the form of a curriculum map.
Dental clinical teachers' perceptions of their teaching role
(South African Dental Association, 2018) Maart, Ronel; Gordon, Natalie
Introduction: Clinicians often occupy a clinical teaching role without being adequately prepared for or orientated to the associated demands. Aim: Explore perceptions of clinical teachers at the Faculty of Dentistry (UWC). Method: A cross-sectional research design was used. Full and part-time clinical teachers (n=66) employed in 2014 were included. Data was gathered using a questionnaire administered via the online Survey Monkey® system. Results: The response rate was 47% (n=31). The top five qualities of a clinical teacher were -understanding students, patience, subject knowledge, passion/commitment and communication. The top five competencies were: clinical skills and experience, subject knowledge, good communication, good teacher, role modal. All respondents selected "availability throughout a clinical session, punctuality at a clinical session and identifying gaps in procedural aspects in the patient care" as important roles of a good clinical teacher. Differences in perceptions of clinical roles were seen between full and part-time clinical teachers. Conclusion: Clinical teachers' perceptions of their teaching role was to a great extent In line with bast practice as Indicated In the literature. Faculty teaching and learning Initiatives should highlight the clinical teacher role, harness the unique perspectives of full and part-time clinical teachers and address barriers that may hinder this process
Experiential learning through virtual and augmented reality in higher education
(ACM, 2018) Jantjies, Mmaki; Moodley, Trevor; Maart, Ronel
Educational technology can enhance learning by supporting the learning environment through various digital resources. There have been numerous emerging technologies which are able to bridge the resource gap in learning environments enabling students to get access to an abundance of resources on digital platforms. This paper presents a literature review, exploring the potential of using Mobile Augmented Reality (AR) and Virtual Reality (VR) technologies to support experiential learning in South African institutions. While there have been studies which aim to assess the use of AR and VR for educational purposes such as in mining safety education in South Africa, there is a need for studies that look at the potential of AR and VR in augmenting higher educational institutions such as universities and Technical and Vocational Education and Training (TVET) colleges which require students to complete an experiential learning component in their studies in order to complete their qualifications. The study aims to establish the potential role that AR and VR can provide in enhancing experiential learning by providing students with practical experience in various educational fields, leveraging augmented and virtual reality technologies to simulate such learning environments.
‘Going virtual’: Innovative online faculty development during COVID‑19
(Health and Medical Publishing Group, 2021) Maart, Ronel; Rhoda, A; Titus, Simone
In response to the national lockdown in South Africa due to the COVID‑19 pandemic, educational institutions adapted their programmes to meet the challenges of the disruption in teaching and learning. In line with this need, the Sub-Saharan African FAIMER Regional Institute (SAFRI) was faced with the challenge of exploring innovative ways to continue faculty development workshops. The SAFRI programme focuses on developing African health professions educators as leaders, teachers, scholars and advocates for change at multiple levels, including individual, school and university, and the health professions.[1] The faculty development workshops, which are traditionally face-to-face, are placed at the end of the 18-month fellowship. Playing a leadership role in developing and facilitating these workshops provides a meaningful learning experience for the fellows to become active role-players and change agents in their own institutions and the broader community of practice. Participation may foster capacity development in areas such as leadership for educational interventions and support for academic activities. It also provides fellows with authentic opportunities to draw on the theories and exposures that were gained during the fellowship. Some of the competencies to plan and implement the faculty development workshops include self and team management, leadership, conflict management and the application of educational skills.
Oral health community engagement programs for rural communities: A scoping review
(Public Library of Science, 2024) Nghayo, Hlulani Alloy; Palanyandi, Celeste Ellouise; Ramphoma, Khabiso Jemima; Maart, Ronel
This scoping review aims to identify the available literature on oral health community engagement programs that have been developed to guide oral health care in rural communities and to summarize their outcomes. This review was conducted using the 5-stage scoping review framework outlined by Arksey and O’Malley. We conducted a literature search with defined eligibility criteria through electronic databases such as Science Direct, PubMed, ProQuest, Scopus, EBSCOhost, and Wiley Online; other well-established online scientific health and dental organizations such as the WHO, the fédération dentaire internationale of the World dental federation, the American dental association, and the South African dental association; and grey literature spanning the time interval from January 2012 to August 2023. The charted data were classified, analysed, and reported using descriptive and thematic analyses. A total of 19 records were included in the final review. These records were classified into four categories of interventions: community-based, school-based, integrated dental-based, and non-dental volunteer oral health programs. The findings imply that there is a growing appreciation for the significance of qualitative data in enhancing oral healthcare interventions and outcomes. Furthermore, the study showed that oral health strategies were successful in shaping the understanding and perception of oral health among children and mothers/caregivers, and in improving the oral health and quality of life of edentulous older adults and children living in rural communities.

Browsing by Author "Maart, Ronel"

Results Per Page

Sort Options