{"id":72296,"date":"2023-11-27T13:47:20","date_gmt":"2023-11-27T05:47:20","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=72296"},"modified":"2024-04-02T08:13:17","modified_gmt":"2024-04-02T00:13:17","slug":"integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/","title":{"rendered":"Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions"},"content":{"rendered":"<p>Submitted: 5 April 2023<br \/>\r\nAccepted: 17 August 2023<br \/>\r\nPublished online: 2 January, TAPS 2024, 9(1), 28-35<br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2024-9-1\/OA3035\">https:\/\/doi.org\/10.29060\/TAPS.2024-9-1\/OA3035<\/a><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Aminda Faizura Omar, Tun Yasmin Iffah Mohd Suria Affandi, Mohd Isyrafuddin Ismail, Mas Suryalis Ahmad<sup> <\/sup>&amp; Ilham Wan Mokhtar<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">Comprehensive Care Centre of Studies, Faculty of Dentistry, Universiti Teknologi MARA, Malaysia<\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract <\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Introduction:<\/span><\/b><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">This study was undertaken to investigate students\u2019 perceptions of innovation-integrated learning, adopted as an alternative approach for special care dentistry (SCD) training.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Methods:<\/span><\/b><span lang=\"EN-US\"> Ninety final-year dental students from the 2021 cohort were divided into eight groups to complete an innovation project dedicated to eight categories of patients with special health care needs. Discussion and final presentations, involving related experts were conducted remotely via an online platform. Then, students were invited to answer a validated online feedback survey on their perceptions of the learning approach.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Results:<\/span><\/b><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">The response rate for the feedback survey was 91.1% (n=82). Most students agreed that the activity was interesting, improved their knowledge and understanding of SCD, allowed engagement between peers, supported sharing of ideas and experiences, encouraged student\u2013lecturer interactions, and enhanced knowledge integration and application. Students also expressed that the activity enhanced creativity and innovation, instilled an interest and positive attitude toward learning SCD, and encouraged teamwork. However, a few students noted facing some limitations in completing their projects (i.e., technological challenges and reduced physical access to purchase materials). Around half felt neutral about having an increased workload from this activity. Moreover, perceptions differed regarding time and financial commitments, as well as supervisors\u2019 and patients\u2019 involvement during the project development process.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Conclusion:<\/span><\/b><span lang=\"EN-US\"> Students perceived that the innovation-oriented learning activity, was beneficial in multiple aspects of SCD training.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Keywords<\/span><\/b><b><span lang=\"EN-GB\">:<\/span><\/b><span lang=\"EN-GB\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i><span lang=\"EN-GB\">Innovation, Learning, Dental Students, Perception<\/span><\/i><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Practice Highlights <\/span><\/strong><b><span lang=\"EN-GB\"><\/span><\/b><\/p>\r\n<ul>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">We have developed a new integrated teaching method via the utilisation of innovation development for special needs groups.<\/span><span lang=\"EN-GB\"><\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Students\u2019 perceptions of this learning method were explored using both quantitative and qualitative methods via an online feedback questionnaire.<\/span><span lang=\"EN-GB\"><\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Overall, students positively responded to the teaching method when it came to <\/span><span lang=\"EN-US\">improving their knowledge and understanding of SCD, engagement between peers, sharing of ideas and experiences, student\u2013lecturer interactions, and knowledge integration and application.<\/span><span lang=\"EN-GB\"><\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">This novel teaching method achieves the highest level of Bloom\u2019s Taxonomy which is to create something new.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><strong>I. INTRODUCTION<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Special care dentistry (SCD) involves managing patients with special health care needs, such as those with physical, intellectual, psychological impairments as well as complex medical conditions (Royal Australasian College of Dental Surgeons, 2021). At the undergraduate level, many teaching and learning activities have been conducted to provide students with learning experience in this area of patient care. These activities include lectures, community-based learning, simulation exercises and clinical training (Ahmad, Mokhtar, et al., 2020<\/span><span lang=\"EN-US\">; Mohamed Rohani &amp; Mohd Nor, 2021). Students who received training in SCD were found to have demonstrated better comfort and attitudes in managing patients with special health care needs (Mohamed Rohani et al., 2021).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">However, these learning activities may be compromised by situations that limit face-to-face interactions, either among students, between teacher and learners, as well as with the patients. Such situations may happen due to disease (such as the recent COVID-19 pandemic), geographical barriers and accessibility issues (Amir et al., 2020). It was found that limitations of dental training that requires physical contact may compromise students\u2019 learning experience, thus affecting their competency, knowledge and confidence in patient care (Chang et al., 2021).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Meanwhile, it has become incumbent on dental education providers to prepare future graduates with essential skills that are deemed beneficial for practicing health care professionals. These skills include innovation, leadership, critical thinking and enterpreneurial abilities (Malaysian Dental Council, 2021). Acquisition of these abilities have been associated with many aspects of personal and professional development including emotional intelligence and practice management (Saleem et al., 2019; Wang et al., 2020).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">In view of the various challenges and demands of the current (and future) educational environment and healthcare needs, an innovation-integrated educational approach was developed and adopted as an alternative teaching and learning method to teach SCD. This approach, undertaken mostly remotely using an online learning platform, involved the integration of students\u2019 cognitive function, psychomotor ability, and affective skills through the development of innovative products to address oral health issues experienced by the different categories of patients with special health care needs. As a novel educational approach, assessment of its effectiveness is therefore essential. This study was undertaken to investigate students\u2019 perceptions of the innovation-integrated learning, conducted remotely via an online platform, developed during the COVID-19 pandemic, as an alternative approach for SCD training.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">II. METHODS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Study design<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This was a descriptive, cross-sectional, quantitative and qualitative study, using a validated online feedback questionnaire involving the final-year undergraduate students of the Bachelor of Dental Surgery program of the Faculty of Dentistry, Universiti Teknologi MARA.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Study Population<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Because this module is a compulsory component of the final-year undergraduate dental curriculum (Faculty of Dentistry, 2022), all students were required to be involved with the group innovation project. However, participation in the online feedback survey was voluntary. At the beginning of the semester, the students were made aware of the study and that their participation in the innovation program and the research were treated separately.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">All students who agreed to participate in the online feedback survey provided informed consent, attached to the information sheet supplied to all potential participants via their official university email. To avoid coercion, students were provided with an explanation in the information sheet that their participation was entirely voluntary and anonymous. Those who wished not to participate in the online feedback survey would not be <span><ins cite=\"mailto:Author\">penalised<\/ins><\/span>, and they could withdraw their participation at any point without having to provide a justification. <\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Study Instrument<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The questionnaire used for the online feedback survey was adopted from the study by Rowe and Wood (2008). It was content-validated by a panel of 2 experts in dental education before its use in the main survey. From the item-level content validatiy index (I-CVI) for each item as well as a summation of the I-CVI divided by the number of average (S-CVI\/Ave), a \u00a0score of 1 was obtained for both indices as the\u00a0 panelists rated all items with a score of 3 or 4. The questionnaire consisted of nine items about the perception of students towards this teaching method, measured using a 5-point Likert scale (strongly disagree, disagree, neutral, agree, and strongly agree). Open-ended questions were included at the end of the questionnaire to further explore students\u2019 perceptions of the learning activities.<\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">D. Study Conduct<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">For the group innovation project, all final-year students (n=90) were divided into eight groups, based on their assigned clinical groupings. Each group was assigned to an academic or clinical specialist in SCD, who acted as a supervisor. Eight categories of patients with special health care needs were identified and randomly allocated to the different groups. The categories of patients were 1) hearing disability, 2) speech disability, 3) visual disability, 4) geriatric, 5) Down syndrome, 6) autism, 7) cerebral palsy, and 8) dementia.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Students were given three months to develop innovative products. They were expected to engage with their supervisors during the whole development process, which involved 1) identification of health complications related to the condition and its impact on oral health, 2) understanding of issues related to patients\u2019 oral health care; 3) creation of a prototype to address the related oral health\u2013related complications. Because all students were at the time subjected to restrictions in having physical classes due to COVID-19 (Samat et al., 2020), large-group discussions and final presentations were undertaken remotely online.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">At the end of this group activity, an online presentation, judged by experts in related fields, was conducted as a form of assessment, as well as constructive feedback on improvements and the marketability of the product. Students were then invited to participate in the online feedback questionnaire, which was distributed via their official university email. An English language questionnaire was used as the respondents were undergraduate dental students with a good command and understanding of the language. A reminder email was sent a week later, with another reminder sent the following week. <b><i><\/i><\/b><\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">E. Data Analysis<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">To <span><ins cite=\"mailto:Author\">maximise <\/ins><\/span>the outcome, quantitative data were simplified into a 3-point Likert scale (agree, neutral, and disagree). Using SPSS version 27, the frequency of the data was <span><ins cite=\"mailto:Author\">analysed <\/ins><\/span>to compare students\u2019 responses for each item. For analysis of the benefits, the nine items of the questionnaire were further <span><ins cite=\"mailto:Author\">categorised <\/ins><\/span>into different themes: Theme 1\u2014Acceptance of the teaching method concept (Item 1), Theme 2\u2014Effectiveness of teaching method (Items 2, 3, 6, and 7), Theme 3\u2014Important role of supervisors (Items 4, 5, and 8), and Theme 4\u2014Impact on students\u2019 workload (Item 9).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">For the qualitative component, data were <span><ins cite=\"mailto:Author\">analysed <\/ins><\/span>via thematic analysis involving open and closed coding. Emerging themes were then identified based on these codes, which were then validated through comparisons amongst researchers.<\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">F. Ethical Approval<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Ethics approval was obtained from the Research Ethics Committee (REC) Universiti Teknologi MARA, Malaysia, in accordance with the Declaration of Helsinki (REC12\/2021 [MR 1004]).<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">III. RESULTS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">A total of 82<\/span><span lang=\"EN-US\"> out of 90 students returned the questionnaire, giving a response rate of 91.1%. The frequency of responses for each question or item, <span><ins cite=\"mailto:Author\">categorised <\/ins><\/span>into the different themes, is shown in Table 1.<\/span><\/p>\r\n<div align=\"center\">\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\" style=\"width: 100%;\" class=\"aligncenter\">\r\n<tbody>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Items<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p><span lang=\"EN-GB\">Questions<\/span><\/p>\r\n<\/td>\r\n<td width=\"105\" valign=\"top\" style=\"width: 16.5884%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Themes<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Negative (%)<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Neutral (%)<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Positive (%)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 1<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The program is an interesting new teaching method to learn about Special Care Dentistry.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"105\" valign=\"top\" style=\"width: 16.5884%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Acceptance of teaching methods\/ concept<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">1.2<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">8.5<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">91.3<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 2<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The program has provided me a clear understanding of the Special Care Dentistry concept.<\/span><\/p>\r\n<\/td>\r\n<td width=\"105\" rowspan=\"4\" style=\"width: 16.5884%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Effectiveness of teaching method<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">1.2<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">9.8<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">89.0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 3<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The teaching method managed to integrate the knowledge and clinical implication in Special Care Dentistry.<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">1.2<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">4.9<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">93.9<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 6<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The method of teaching allows me to interact effectively with my fellow group mate and the rest of the batch.<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">2.4<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">7.3<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">91.3<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 7<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The teaching method supports ideas and experience sharing between students<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">0.0<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">2.4<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">97.6<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 4<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The supervisors encourage and accept different opinion.<\/span><\/p>\r\n<\/td>\r\n<td width=\"105\" rowspan=\"3\" style=\"width: 16.5884%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Important role of supervisors<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">0.0<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">3.7<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">96.3<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 5<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The teaching method provide opportunities for discussion between students and supervisors.<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">2.4<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">2.4<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">95.2<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 8<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The supervisors explained the purpose of the program well and structured.<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">0.0<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">7.3<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">92.7<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"66\" valign=\"top\" style=\"width: 10.4851%;\">\r\n<p><span lang=\"EN-GB\">Item 9<\/span><\/p>\r\n<\/td>\r\n<td width=\"245\" valign=\"top\" style=\"width: 37.8717%;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">The teaching method increase the workload of students compared to classroom learning.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"105\" valign=\"top\" style=\"width: 16.5884%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">Impact on students\u2019 workload<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">7.3<\/span><\/p>\r\n<\/td>\r\n<td width=\"69\" valign=\"top\" style=\"width: 10.9546%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">53.7<\/span><\/p>\r\n<\/td>\r\n<td width=\"76\" valign=\"top\" style=\"width: 12.0501%;\">\r\n<p align=\"center\"><span lang=\"EN-GB\">39.1<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p style=\"text-align: center;\">Table 1. Frequency of responses for items, categorised into different themes.<\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Overall, most students provided positive responses regarding activity acceptance and effectiveness and the supporting role of supervisors. However, slightly more than half of the students felt neutral about the learning activity causing an increased workload compared to classroom learning.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The thematic analysis of qualitative data yielded multiple themes that can be <span><ins cite=\"mailto:Author\">categorised <\/ins><\/span>into three main areas: 1) benefits of this education method, 2) limitations of this learning intervention, and 3) differing opinions on the integration of the group innovation project into the dental curriculum.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Benefits of The Study<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Within this area, the students expressed four main themes.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">1) Enhances creativity and innovation<\/span><\/i><span lang=\"EN-US\">: Most students felt that this teaching method had enhanced their creativity in finding methods to manage patients with special dental needs as well as in developing innovations for the group of interest.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cThis integrated learning helps me with my creativity<b> <\/b>and critical thinking so we could create an innovation that is appropriate with the current technology.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 10<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">2) Improves knowledge and understanding of SCD<\/span><\/i><span lang=\"EN-US\">: Using innovation in teaching made students delve into the subject matter, thus improving their knowledge of their patients and gaining a deeper understanding of SCD.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cA good approach indeed. I have a chance to challenge my understanding and gain new information<b> <\/b>from my friends, supervisors, and postgraduate students. This helped me develop a new way of thinking<b> <\/b>and find good literature on SCD.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 35<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Subtheme 1: Encourages independent information-gathering about SCD<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Some students noted that they had to rely on the resources they had and work by themselves due to the pandemic, which made them more independent when researching topics about SCD.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cIn my opinion, this teaching method is helpful to help the students to understand the special needs module by asking the student to develop products according to the difficulties of the disabilities required.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 25<\/span><\/i><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Subtheme 2: Development of critical thinking and problem-solving skills in SCD<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">By giving students the task of developing information, they were forced to solve problems the special interest group faced. Therefore, students believed this made them learn better critical thinking and problem-solving skills.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cGood to brainstorm ideas and put us in their shoes in order to address their different needs.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 74<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">3) Instils interest and positive attitudes towards learning SCD: <\/span><\/i><span lang=\"EN-US\">Due to their minimal patient experience, most students felt this task made them more interested in their special interest group, which improved their attitudes to learning SCD.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cThe integrated learning approach gives me ideas on how situations should be handled in real life on aspects like the expectation from special care patients and preparedness as a future dentist to have a special care patient.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 12<\/span><\/i><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">4) Encourages teamwork<\/span><\/i><span lang=\"EN-US\">: Some students noted that, even with the isolation, they felt that this type of teaching method had encouraged them to work more closely with not only their teammates but supervisors as well.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cInnovative program. Good. Made students and supervisors unite as teammates.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 62<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Limitations of this Learning Intervention<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Regarding limitations, two themes were noted.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">1) Technological challenges: <\/span><\/i><span lang=\"EN-US\">Several students experienced poor internet connection throughout the process, which hindered their efficiency.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201dVery helpful, but internet connection and environment are some of the barriers for me for not study effectively, I prefer face-to-face learning approach. \u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 72<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">2) Reduced physical access to purchasing of materials: <\/span><\/i><span lang=\"EN-US\">The movement control order that was implemented throughout most of the pandemic left most students restricted from being able to access appropriate materials from local or distant suppliers.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cWe faced problems buying materials due to the movement control order.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 77<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Differing Opinions on the Integration of the Group Innovation Project into the Dental Curriculum<\/span><\/i><b><i><span lang=\"EN-US\"><\/span><\/i><\/b><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Students had differing opinions on the following aspects.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">1) Time commitment and workload: <\/span><\/i><span lang=\"EN-US\">Despite the lack of face-to-face sessions, some students believed they were given adequate time to create and execute ideas comfortably.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cSince the project is given so much earlier than the deadline, we are able to create a better project without feeling any burden in completing the module.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 36<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">However, a handful of students felt they needed more time to be able to have performed better for the task.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cIt is an interesting method and helpful to learn special care dentistry, but it is quite time-consuming, and we have restrictions due to COVID-19.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 65<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">2) Financial demands: <\/span><\/i><span lang=\"EN-US\">Depending on the type of innovation they designed, some students felt that the funding provided was not sufficient for them to prepare a good product.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cSome innovations need to create prototype only because low budget, but it is understandable.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 74<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">However, a few students believed the financial assistance was enough for them to complete their innovation.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cThe funding provided was sufficient.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 43<\/span><\/i><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">3) Guidance from supervisors: <\/span><\/i><span lang=\"EN-US\">Many students noted that their supervisor provided ample guidance throughout the project.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cExcellent. Students and supervisors can communicate and deliver knowledge well through this method.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 19<\/span><\/i><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cOur supervisor introduced us to some deaf patients. So we were able to get the patient\u2019s feedback on our product.&#8221;<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 52<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">However, some students believed the transition from face-to-face to online consultations was not ideal for the guidance they needed.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cHowever, there is lacking in communication and discussion between students and supervisors as this is still new to some students.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 47<\/span><\/i><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">4) Exposure to SCD practice: <\/span><\/i><span lang=\"EN-US\">Because the students were supposed to have exposure to special care patients in their final year, they believed that this teaching module was sufficient to help them understand patients.<\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cI think this method actually gives a realistic overview of how to work with patients.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 43<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">On the other hand, a few felt that clinical sessions were more beneficial for them to apply the knowledge they have.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cIn my opinion, direct exposure to SND patients would be better so we can apply the knowledge and innovation.\u201d<\/span><\/i><\/p>\r\n<p align=\"right\" style=\"text-align: right;\"><i><span lang=\"EN-US\">Student 76<\/span><\/i><span lang=\"EN-GB\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">IV. DISCUSSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study involved the undergraduate teaching of SCD for students in a Malaysian dental school. In Malaysia, SCD education has yet to become a compulsory component of the five-year undergraduate curriculum (Naimie et al., 2020). This may be related to various barriers to providing training in this area of dentistry, including a lack of clinical expertise and educational resources (Ahmad et al., 2014). Despite this, Universiti Teknlologi MARA, Malaysia has taken a proactive approach to provide training in SCD, at both undergraduate and postgraduate levels (<\/span><span lang=\"EN-US\"><span>https:\/\/dentistry. uitm.edu.my\/index.php\/en\/<\/span><\/span><span lang=\"EN-US\">). For undergraduate students, teaching and learning of SCD are provided in the final year, as part of the Comprehensive Care Dentistry course (Faculty of Dentistry, 2022). Students undergo a series of lectures, hands-on demonstrations, problem-based learning, tutorials, a clinical rotation in the SCD specialist clinic, and a community engagement activity project (Faculty of Dentistry, 2022).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Although various teaching and learning interventions have been successfully conducted in the undergraduate training of SCD in previous years (Naimie et al., 2020), the transition from face-to-face training to online distance learning imposed on higher learning institutions in this country during the COVID-19 pandemic (Halim et al., 2021) may lead to compromised learning experiences. This is especially pertinent for SCD training, which involves clinical exposure to various groups of patients (Dougall et al., 2014)<\/span><span lang=\"EN-US\">. As clinical training was limited at that point of time, alternative teaching and learning approaches were designed to ensure students were exposed to issues in managing patients with special health care needs, which in this case was achieved by developing an innovative product to address patients\u2019 difficulty in maintaining satisfactory oral health.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study found that students demonstrated favorable responses toward acceptance of such an education intervention.<b> <\/b>With dental students experiencing physical and mental health deterioration with online distance learning during the COVID-19 pandemic (Lestari et al., 2022), it was encouraging to observe that students in this study found the learning activities interesting. They also opined that the educational method enhanced creativity and innovative skills, which are the highest level of learning domains (Bloom et al., 1964; Miller, 1990). Therefore, acceptance of this training approach has positive implications for its future development and implementation in the undergraduate dental curriculum.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Various benefits of this learning activity, as reported by students in this study, also further supports the use of innovation-integrated learning for teaching SCD. Participants cited improved knowledge and understanding of SCD, which has been reported as lacking among members of the dental fraternity around the world (Ahmad et al., 2015; Borromeo et al., 2018; Mandasari et al., 2021). They also opined that this learning intervention allowed integration of SCD theory and clinical practice, supporting its effectiveness, which is comparable to a similar approach previously undertaken via face-to-face learning (Ahmad et al., 2020<\/span><span lang=\"EN-US\">).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The enhanced student attitude and interest in learning SCD reported in this study suggest a positive impact of learning that could potentially be translated into practice. Those with educational experience in SCD have been found to feel more comfortable and positive in managing patients with special health care needs (Mohamed Rohani et al., 2021). Dental practitioners who received exposure to SCD during university education were also more likely to have provided care to these patients, in comparison with their colleagues without such training experience (Alumran et al., 2018).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">To further enhance students\u2019 attitudes and interest in learning, the role of academicians as supervisors is integral. Academicians who play an effective role could influence students\u2019 active engagement in learning, guide students in achieving learning goals, and enhance their overall learning experience (S\u00f8lvik &amp; Glenna, 2021). It was evident in the present study that despite being conducted virtually, this learning activity was successful in encouraging engagement between students and supervisors. Some students also reported receiving assistance from their supervisors in gaining access to patients, whose feedback was sought for improvement of their products. This is an encouraging finding, given previous studies reporting negative implications of virtual and remote learning on student\u2013teacher relationships (Halim et al., 2021). To ensure that all students receive quality supervision, the faculty must monitor the roles and engagement of every academician, especially during learning activities that involve remote delivery.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Besides improving student\u2013teacher engagement, this learning activity was also beneficial in enhancing peer interactions and teamwork, while allowing sharing of experiences and ideas between students. Although social interaction and group dynamics in learning have been reportedly compromised during the COVID-19 pandemic (Walker &amp; Koralesky, 2021), this education activity was perceived to have overcome this issue. Enhanced teamwork and communication brought about by this activity could provide opportunities for students to develop professionalism, which is integral to the practice of dentistry. Teamwork and effective communication are especially important in the practice of SCD, where multidisciplinary collaboration is mandatory in addressing patients\u2019 complex health care needs (Glassman et al., 2016). The development of skills (e.g., independent information-gathering, critical thinking, problem-solving skills) reported by the study participants is also beneficial in preparing them as competent practitioners who can function at a high level of professionalism.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Challenges reported by students while undergoing this learning activity (technological difficulties and reduced physical access to purchase materials) demand the attention of faculty and supervisors to be more proactive in addressing the related issues. Nevertheless, with allowance of physical classes recently, this issue would not compromised students\u2019 learning experience should the faculty decide to continue such this approach. Differing opinions about time constraints, heavy workloads, and increased financial demands expressed by students in this study require further investigation and planning by the faculty to ensure that the students receive adequate assistance to support their learning process. Feedback from patients regarding the developed innovative products could be gained through the conduct of proper research that assesses the effectiveness and benefit of the intervention. Consequently, students\u2019 innovative ideas could be further developed for commercialisation, thus equipping them with entreperneurial skills, which is highly recommended to be taught in the higher education curriculum (Tuononen et al., 2022).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study also indicates that integrating innovation in the teaching and learning of SCD supports many aspects of student learning that targets the recommended core contents as recommended in the IADH guidelines. These contents include 1) Identifying and\u00a0 addressing access and barriers to oral health faced by people with special needs (Domain 2), 2) Demonstrating appropriate communication skills when managing patients with special needs (Domain 4),\u00a0 3) Understanding the impact of impairments, disabilities and systemic conditions on oral health and functions (Domain 5), as well as 4) Developing and applying effective methods when managing patient with special needs, including in planning oral health education program and designing interventions for clinical treatment (Domain 6) (Daly et al., 2014).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study is limited by the non-participation of some students, whose responses were not included in the investigation. Nevertheless, the high response rate indicates the representativeness of the study population, hence supporting the validity of the study findings.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The results of this study provided important information for program developers, faculty, and the dental education fraternity at large. It identified the potential of innovation-integrated learning, for providing SCD training to undergraduate students, including in circumstances that may limit physical access to education.<\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">V. CONCLUSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Students\u2019 acceptance of this teaching method proves it is sufficient and beneficial in improving their creativity and innovation, enhancing their knowledge and understanding of SCD, instilling interest and positive attitudes in learning SCD, and encouraging teamwork and effective communication between peers and supervisors. However, they provided differing opinions on the impact of the learning activity on their workload, time and financial demands, and exposure to SCD practice. Some faced technological challenges and reduced physical access to purchase materials.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">Aminda F. Omar was involved in literature search, data acquisitions and analysis and the manuscript preparation. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">Tun Yasmin Iffah Mohd Suria Affandi was involved in data acquisitions and analysis.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">Mohd Isyrafuddin Ismail was involved indata acquisition.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">Mas S. Ahmad was involved in study conception and design, data analysis, manuscript editing and review.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">Ilham W. Mokhtar was involved in the study conception and design and manuscript review. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">All the authors approved the final version of the manuscript publication.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Ethics approval was obtained from the Research Ethics Committee (REC) Universiti Teknologi MARA, Malaysia in accordance with the Declaration of Helsinki (REC12\/2021 [MR 1004]).<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Data Availability<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-MY\">As per the requirement of the local ethics, data will be kept in an enclosed and dedicated facility in the faculty building.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Acknowledgement<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The authors wish to thank the dental students from Universiti Teknologi MARA, Malaysia for participating in this study. The authors confirm that no financial support was received to fund this work. The authors also confirm they have no interests to declare.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Funding<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">No funding was provided for this study.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">There are no conflicts of interests.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ahmad, M. S., Mokhtar, I. W., &amp; Khan, N. L. A. (2020). Extramural oral health educational program involving individuals with disabilities: Impact on dental students&#8217; professionalism. <i>Journal of International Society of Preventive &amp; Community Dentistry, 10<\/i>(3), 323-328. <\/span><a href=\"https:\/\/doi.org\/10.4103\/jispcd.JISPCD_74_20\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.4103\/jispcd.JISPCD_74_20<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ahmad, M. S., Radhi, D. S. M., Rusle, F. F., Zul, M. F., Jalaluddin, J., &amp; Baharuddin, I. H. (2020). Photodentistry \u2013 An innovative approach to improving students\u2019 empathy and learning experiences in comprehensive patient care. <i>Journal of Dental Education, 84<\/i>(11), 1219-1229.<\/span><a href=\"https:\/\/doi.org\/10.1002\/jdd.12295\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1002\/jdd.12295<\/span><\/a><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ahmad, M. S., Razak, I. A., &amp; Borromeo, G. L. (2014). Undergraduate education in special needs dentistry in Malaysian and Australian dental schools. <i>Journal of Dental Education, 78<\/i>(8), 1154-1161. <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ahmad, M. S., Razak, I. A., &amp; Borromeo, G. L. (2015). Special needs dentistry: Perception, attitudes and educational experience of Malaysian dental students. <i>European Journal of Dental Education, 19<\/i>(1), 44-52. <\/span><a href=\"https:\/\/doi.org\/10.1111\/eje.12101\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1111\/eje.12101<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Alumran, A., Almulhim, L., Almolhim, B., Bakodah, S., Aldossary, H., &amp; Alakrawi, Z. (2018). Preparedness and willingness of dental care providers to treat patients with special needs. <i>Clinical, Cosmetic and \u00a0Investigational Dentistry, 10<\/i>, 231-236. <\/span><a href=\"https:\/\/doi.org\/10.2147\/CCIDE.S178114\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.2147\/CCIDE.S178114<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., &amp; Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. <i>BMC Medical Education, 20<\/i>(1), Article 392. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-020-02312-0\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1186\/s12909-020-02312-0<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Bloom, B. S., College, C. O., &amp; Examiners, U. (1964). <i>Taxonomy of educational objectives<\/i> (Vol. 2). Longmans.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Borromeo, G. L., Ahmad, M. S., Buckley, S., Bozanic, M., Cao, A., Al-Dabbagh, M., &amp; Athale, A. (2018). Perception of Special Needs Dentistry education and practice amongst Australian dental auxiliary students. <i>European Journal of Dental Education, 22<\/i>(3), e321-e326. <\/span><a href=\"https:\/\/doi.org\/10.1111\/eje.12296\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1111\/eje.12296<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Chang, T.-Y., Hsu, M.-L., Kwon, J.-S., Kusdhany, M. F. L. S., &amp; Hong, G. (2021). Effect of online learning for dental education in Asia during the pandemic of COVID-19. <i>Journal of Dental Sciences, 16<\/i>(4), 1095-1101. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.jds.2021.06.%20006\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1016\/j.jds.2021.06. 006<\/span><\/a><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Daly, B., Boyle, C., Mc Pherson, A., &amp; Thompson, S. (2014). Core content for a curriculum in Special Care Dentistry at the undergraduate level mapped to the learning outcomes for \u201cPreparing for practice\u201d (GDC-UK, 2011). <i>British Society for Disability and Oral Health<\/i>, <i>March<\/i>, 1\u201323. <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Dougall, A., Thompson, S. A., Faulks, D., Ting, G., &amp; Nunn, J. (2014). Guidance for the core content of a curriculum in Special Care Dentistry at the undergraduate level. <i>European Journal of Dental Education, 18<\/i>(1), 39-43. <\/span><a href=\"https:\/\/doi.org\/10.1111\/eje.12054\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1111\/eje.12054<\/span><\/a><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Faculty of Dentistry. (2022). DS240- Bachelor of Dental Surgery Program Structure. Retrieved from <\/span><a href=\"https:\/\/dentistry.uitm.edu.my\/index.php\/en\/programme\/programme-offered\/2-uncategorised\/67-ds240-programme-structure\"><span lang=\"EN-US\">https:\/\/dentistry.uitm.edu.my\/index.php\/en\/programme\/programme-offered\/2-uncategorised\/67-ds240-programme-structure<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Glassman, P., Harrington, M., Namakian, M., &amp; Subar, P. (2016). Interprofessional collaboration in improving oral health for special populations. <i>Dental Clinics of \u00a0North America, 60<\/i>(4), 843-855.<\/span><a href=\"https:\/\/doi.org\/10.1016\/j.cden.2016.05.004\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1016\/j.cden.2016.05.004<\/span><\/a><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Halim, M., Noorani, T., Karobari, M., &amp; Kamaruddin, N. (2021). COVID-19 and dental education: A Malaysian perspective. <i>Journal of International Oral Health, 13<\/i>(3), 201-206. <\/span><a href=\"https:\/\/doi.org\/10.4103\/jioh.jioh_8_21\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.4103\/jioh.jioh_8_21<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Lestari, W., Yazid, N. H., Azhar, Z. N., Ismail, A., &amp; Sukotjo, C. (2022). Impact of COVID-19 on Malaysian dental students\u2019 physical, mental, financial and academic concerns. <i>BMC Oral Health, 22<\/i>(1), Article 46.<\/span><a href=\"https:\/\/doi.org\/10.1186\/s12903-022-02081-w\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1186\/s12903-022-02081-w<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Malaysian Dental Council. (2021). Code of Practice for Programme Accreditation &#8211; Undergraduate dental degree. (2019, effective, April 1, 2021). <\/span><a href=\"http:\/\/mdc.moh.gov.my\/modules\/mastop_publish\/?tac=COPPA\"><span lang=\"EN-US\">http:\/\/mdc.moh.gov.my\/modules\/mastop_publish\/?tac=COPPA<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Mandasari, M., Rahmayanti, F., Derbi, H., &amp; Wimardhani, Y. S. (2021). Special care dentistry perception among dentists in Jakarta: An online survey study. <i>PloS ONE, 16<\/i>(4): e0249727. <\/span><a href=\"https:\/\/doi.org\/10.1371\/journal.pone.0249727%0d%0d\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1371\/journal.pone.0249727<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Miller, G. E. (1990). The assessment of clinical skills\/competence \/performance. <i>Academic Medicine, 65<\/i>(9), S63-S67. <\/span><a href=\"https:\/\/doi.org\/10.1097\/00001888-199009000-00045\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1097\/00001888-199009000-00045<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Mohamed Rohani, M., Ahmad Fuad, N., Ahmad, M. S., &amp; Esa, R. (2021). Impact of the special care dentistry education on Malaysian students&#8217; attitudes, self-efficacy and intention to treat people with learning disability. <i>European Journal of Dental Education, 26<\/i>(4), 741-749.<\/span><a href=\"https:\/\/doi.org\/10.1111\/eje.12756\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1111\/eje.12756<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Mohamed Rohani, M., &amp; Mohd Nor, N. A. (2021). Dental students\u2019 perception on Disability Equality Training as part of the special care dentistry curriculum. <i>Journal of Dental Education, 85<\/i>(5), 690-698.<\/span><a href=\"https:\/\/doi.org\/10.1002\/jdd.12528\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1002\/jdd.12528<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Naimie, Z., Ahmad, N., Shoaib, L., Safii, S., &amp; Mohamed Rohani, M. (2020). Curriculum for Special Care Dentistry: Are we there yet? <i>Journal of International Oral Health, 12<\/i>(1), 1-7.<\/span><a href=\"https:\/\/doi.org\/10.4103\/jioh.jioh_146_19\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.4103\/jioh.jioh_146_19<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Rowe, A. D., &amp; Wood, L. N. (2008). Student perceptions and preferences for feedback. <i>Asian Social Science, 4<\/i>(3), 78-88. <\/span><a href=\"https:\/\/doi.org\/10.5539\/ass.v4n3p78\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.5539\/ass.v4n3p78<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Royal Australasian College of Dental Surgeons. (2021). <i>Specialist Dental Practice<\/i>. <\/span><a href=\"https:\/\/racds.org\/sdp\/\"><span lang=\"EN-US\">https:\/\/racds.org\/sdp\/<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Saleem, Z., Sethi, A., Hassan, M., &amp; Wajahat, M. (2019). Assessments of dental students\u2019 entrepreneurial self-efficacy to aid practice management. <i>Health Professions Educator Journal, 2<\/i>(2), 54-59.<\/span><a href=\"https:\/\/doi.org\/10.1111\/eje.12756\"><span lang=\"EN-US\"> \u00a0<\/span><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">1<\/span><span lang=\"EN-US\">0.53708\/hpej.v2i2.105<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Samat, M. F., Awang, N. A., Hussin, S. N. A., &amp; Mat Nawi, F. A. (2020). Online distance learning amidst Covid-19 pandemic among university students. <i>Asian Journal of University Education 16<\/i>(3), 220-233.<\/span><a href=\"https:\/\/doi.org\/10.24191\/ajue.v16i3.9787\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.24191\/ajue.v16i3.9787<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">S\u00f8lvik, R. M., &amp; Glenna, A. E. H. (2021). Teachers\u2019 potential to promote students\u2019 deeper learning in whole-class teaching: An observation study in Norwegian classrooms. <i>Journal of Educational Change, 23,<\/i> 343-369.<\/span><span lang=\"EN-US\"> <\/span><a href=\"https:\/\/doi.org\/10.1007\/s10833-021-09420-8\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1007\/s10833-021-09420-8<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Tuononen, T., Hyytinen, H., Kleemola, K., Hailikari, T., M\u00e4nnikk\u00f6, I., &amp; Toom, A. (2022). Systematic review of learning generic skills in higher education\u2014Enhancing and impeding factors. <i>Frontiers in Education, 7, <\/i>1-13. <\/span><a href=\"https:\/\/doi.org\/10.3389\/feduc.2022.885917\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.3389\/feduc.2022.885917<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Walker, K. A., &amp; Koralesky, K. E. (2021). Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID\u201019. <i>Natural Sciences Education, 50<\/i>(1), e20038.<\/span><a href=\"https:\/\/doi.org\/10.1002\/nse2.20038\"><span lang=\"EN-US\"> https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1002\/nse2.20038<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Wang, J., Peng, B., Zhou, H., &amp; Zhang, J. H. (2020). Dentists\u2019 entrepreneurial intention and associated factors in public hospitals in major cities in Guangdong (South China): A cross-sectional study. <i>BMC Oral Health, 20<\/i>, 334<\/span><span lang=\"EN-US\"> <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12903-020-01331-z\"><span lang=\"EN-US\">https:\/\/doi.org\/<\/span><span lang=\"EN-US\">10.1186\/s12903-020-01331-z<\/span><\/a><span lang=\"EN-US\"> <\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: left;\">*Ilham Wan Mokhtar<br \/>\r\nFaculty of Dentistry, Universiti Teknologi MARA,<br \/>\r\n47000, Jln Hospital, Sungai Buloh<br \/>\r\nSelangor, Malaysia<br \/>\r\nEmail: ilham@uitm.edu.my<\/p>\r\n<\/div>","protected":false},"featured_media":0,"parent":0,"menu_order":4,"template":"","issues_category":[12],"archive_category":[],"issue_type":[25],"volume_category":[61881],"class_list":["post-72296","issues","type-issues","status-publish","hentry","issues_category-original-articles","issue_type-past-issue","volume_category-volume-9-number-1-january-2024"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 5 April 2023 Accepted: 17 August 2023 Published online: 2 January, TAPS 2024, 9(1), 28-35 https:\/\/doi.org\/10.29060\/TAPS.2024-9-1\/OA3035 Aminda Faizura Omar, Tun Yasmin Iffah Mohd Suria Affandi, Mohd Isyrafuddin Ismail, Mas Suryalis Ahmad &amp; Ilham Wan Mokhtar Comprehensive Care Centre of Studies, Faculty of Dentistry, Universiti Teknologi MARA, Malaysia Abstract Introduction: This study was undertaken to [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2024-04-02T00:13:17+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"25 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/\",\"name\":\"Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions - The Asia Pacific Scholar\",\"isPartOf\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\"},\"datePublished\":\"2023-11-27T05:47:20+00:00\",\"dateModified\":\"2024-04-02T00:13:17+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/medicine.nus.edu.sg\/taps\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/\",\"name\":\"The Asia Pacific Scholar\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/medicine.nus.edu.sg\/taps\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions - The Asia Pacific Scholar","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/integrating-innovation-in-teaching-of-special-care-dentistry-exploration-of-students-perceptions\/","og_locale":"en_US","og_type":"article","og_title":"Integrating innovation in teaching of special care dentistry: Exploration of students\u2019 perceptions - The Asia Pacific Scholar","og_description":"Submitted: 5 April 2023 Accepted: 17 August 2023 Published online: 2 January, TAPS 2024, 9(1), 28-35 https:\/\/doi.org\/10.29060\/TAPS.2024-9-1\/OA3035 Aminda Faizura Omar, Tun Yasmin Iffah Mohd Suria Affandi, Mohd Isyrafuddin Ismail, Mas Suryalis Ahmad &amp; 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