Strengthening material about bone graft in the USU FKG preclinical education curriculum

Oct 13, 2025 by miodeya.com 143 views

The Level of Knowledge in USU FKG Preclinical Students on Bone Graft Material: A Descriptive-Analytic Study

Introduction

The field of dental surgery has witnessed significant advancements in recent years, with bone grafting emerging as a crucial procedure for bone regeneration. As a result, dental students require a comprehensive understanding of bone graft materials to effectively apply their knowledge in clinical practice. The Faculty of Dentistry, University of North Sumatra (FKG USU), plays a vital role in equipping preclinical students with the necessary knowledge to become competent dentists. This study aims to investigate the level of knowledge among USU FKG preclinical students regarding bone graft materials.

Background

Bone grafting is a complex procedure that involves the transfer of bone tissue from one part of the body to another to repair damaged or diseased bone. The use of bone graft materials has become increasingly widespread in dental surgery, making it essential for dental students to have a thorough understanding of the various types of available bone graft materials. The development of dental science has led to the introduction of new bone graft materials, which has further emphasized the need for dental students to be equipped with adequate knowledge in this area.

Methodology

This descriptive-analytic study employed a cross-sectional approach, using a closed questionnaire that had been tested for validity and reliability. A total of 284 USU FKG preclinical students were selected as respondents through a simple random sampling technique, with specified inclusion criteria. The questionnaire consisted of 16 questions that aimed to assess the students' knowledge about bone graft materials.

Results

The analysis of the questionnaire data using the Chi-Square test revealed a significant difference (P-Value 0.000, P < 0.05) in knowledge about bone graft materials between groups of students who had received material related to bone graft and those who had not received the material. This finding suggests that the presentation of material about bone graft has a positive influence on the level of student knowledge.

Discussion

The results of this study have significant implications for dental education. The need for strengthening material about bone graft in the USU FKG preclinical education curriculum is evident, as it is essential to ensure that prospective dentists have a sufficient understanding of various types of bone graft materials. This will enable them to apply their knowledge appropriately and safely in clinical practice later.

Furthermore, this research highlights the need for the development of more interactive and innovative learning methods to increase students' interests and understanding of bone graft materials. Learning methods such as simulation, demonstrations, and case studies can be an effective alternative to increasing knowledge retention and students' skills in this field.

Conclusion

In conclusion, this study has provided valuable insights into the level of knowledge among USU FKG preclinical students regarding bone graft materials. The findings of this study have significant implications for dental education, emphasizing the need for strengthening material about bone graft in the curriculum and the development of more interactive and innovative learning methods. Future research with a broader scope and more complex methodologies is needed to examine other factors that can affect the level of student knowledge about bone graft, such as student demographic characteristics, motivation learning, and clinical experience.

Recommendations

Based on the findings of this study, the following recommendations are made:

Strengthening material about bone graft in the USU FKG preclinical education curriculum: The curriculum should be revised to include more comprehensive and interactive material about bone graft, to ensure that prospective dentists have a sufficient understanding of various types of bone graft materials.
Development of more interactive and innovative learning methods: Learning methods such as simulation, demonstrations, and case studies can be an effective alternative to increasing knowledge retention and students' skills in this field.
Further research with broader scope and more complex methodologies: Future research should examine other factors that can affect the level of student knowledge about bone graft, such as student demographic characteristics, motivation learning, and clinical experience.

Limitations

This study has several limitations, including:

Sample size: The sample size of 284 students may not be representative of the entire population of USU FKG preclinical students.
Sampling method: The simple random sampling technique used in this study may not have captured the diversity of the student population.
Questionnaire design: The questionnaire used in this study may not have been comprehensive enough to capture the full range of knowledge about bone graft materials.

Future Directions

Future research should aim to address the limitations of this study by:

Increasing the sample size: A larger sample size would provide a more representative sample of the USU FKG preclinical student population.
Using more complex sampling methods: More complex sampling methods, such as stratified sampling, could be used to capture the diversity of the student population.
Developing a more comprehensive questionnaire: A more comprehensive questionnaire would be needed to capture the full range of knowledge about bone graft materials.

Conclusion

In conclusion, this study has provided valuable insights into the level of knowledge among USU FKG preclinical students regarding bone graft materials. The findings of this study have significant implications for dental education, emphasizing the need for strengthening material about bone graft in the curriculum and the development of more interactive and innovative learning methods. Future research with a broader scope and more complex methodologies is needed to examine other factors that can affect the level of student knowledge about bone graft.
Q&A: The Level of Knowledge in USU FKG Preclinical Students on Bone Graft Material

Introduction

In our previous article, we discussed the level of knowledge among USU FKG preclinical students regarding bone graft materials. This Q&A article aims to provide further clarification and insights into the study's findings and implications for dental education.

Q: What is the significance of bone grafting in dental surgery?

A: Bone grafting is a crucial procedure in dental surgery that involves the transfer of bone tissue from one part of the body to another to repair damaged or diseased bone. The use of bone graft materials has become increasingly widespread in dental surgery, making it essential for dental students to have a thorough understanding of the various types of available bone graft materials.

Q: What are the different types of bone graft materials?

A: There are several types of bone graft materials, including:

Autografts: Bone tissue taken from one part of the body and transplanted to another.
Allografts: Bone tissue taken from a donor and transplanted to another person.
Xenografts: Bone tissue taken from an animal and transplanted to a human.
Synthetic grafts: Artificial bone tissue made from materials such as ceramics or polymers.

Q: What are the implications of the study's findings for dental education?

A: The study's findings have significant implications for dental education, emphasizing the need for strengthening material about bone graft in the curriculum and the development of more interactive and innovative learning methods. This will ensure that prospective dentists have a sufficient understanding of various types of bone graft materials and can apply their knowledge appropriately and safely in clinical practice later.

Q: What are some effective learning methods for increasing knowledge retention and students' skills in bone grafting?

A: Some effective learning methods for increasing knowledge retention and students' skills in bone grafting include:

Simulation: Using computer simulations or virtual reality to practice bone grafting procedures.
Demonstrations: Watching experienced dentists perform bone grafting procedures.
Case studies: Analyzing real-life case studies of bone grafting procedures.
Hands-on training: Practicing bone grafting procedures under the supervision of experienced dentists.

Q: What are some potential limitations of the study?

A: Some potential limitations of the study include:

Sample size: The sample size of 284 students may not be representative of the entire population of USU FKG preclinical students.
Sampling method: The simple random sampling technique used in this study may not have captured the diversity of the student population.
Questionnaire design: The questionnaire used in this study may not have been comprehensive enough to capture the full range of knowledge about bone graft materials.

Q: What are some potential future directions for research?

A: Some potential future directions for research include:

Increasing the sample size: A larger sample size would provide a more representative sample of the USU FKG preclinical student population.
Using more complex sampling methods: More complex sampling methods, such as stratified sampling, could be used to capture the diversity of the student population.
Developing a more comprehensive questionnaire: A more comprehensive questionnaire would be needed to capture the full range of knowledge about bone graft materials.

Conclusion

In conclusion, this Q&A article has provided further clarification and insights into the study's findings and implications for dental education. The study's findings have significant implications for dental education, emphasizing the need for strengthening material about bone graft in the curriculum and the development of more interactive and innovative learning methods.