Implementing a Secondary Database as a Teaching Tool to Improve Genomic Literacy Among Dental Students

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Abstract
Background: Recent advancements in precision medicine and precision dentistry have necessitated genomic literacy in healthcare professionals. Both the knowledge of genetics and data in primary biological databases are rapidly expanding beyond what is presented in textbooks. Dental students are often unfamiliar with the growing field of biological data and the tools used to analyse and interpret genetic information. Approach: To improve genomic literacy among dental students, we incorporated ‘Bioinformatics for Dentistry’, a dental‐specific secondary database, as a teaching tool in the first year of the Doctor of Dental Surgery (DDS) program. This study aims to explore students' perspectives on using a secondary database as a tool for teaching and learning. Evaluation: A convergent, parallel mixed‐method study was conducted to explore student perception of the database as a teaching tool. Qualitative and quantitative data were collected from students' reflection assignments and surveys. Descriptive statistics and manifest content analysis were applied to analyse the survey data and reflection assignments, respectively. All (100%) students ( n = 32) completed the assignment with reflective answers; 38% ( n = 12) of the class completed the voluntary survey. Survey participants indicated that ‘Bioinformatics for Dentistry’ was easy to navigate and helpful for learning the genetics of tooth development. Codes from qualitative data were grouped into three categories, representing the benefit of the secondary database attributed by the students. Implications: Dental students positively valued the use of ‘Bioinformatics for Dentistry’ to learn the genetics of tooth development. This secondary database can improve genomic literacy to meet the challenge of the postgenomic era.

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