bluuebunny/crossref_metadata_2025 huggingface dataset:
Tobacco Cessation, the Dental Profession, and the Role of Dental Education
Authors: Christen Arden G.
Published: June 2020

This article describes the development of a comprehensive, interdisciplinary, tobacco cessation program based on twenty years of experience at the Indiana University (IU) School of Dentistry. It reviews the relationship between tobacco use and oral health, the nature of nicotine addiction and cessation approaches involving nicotine replacement therapy. In the early 1980s, tobacco control curriculum and cessation guidelines were introduced at the IU School of Dentistry and cooperative efforts initiated with other U.S. and Canadian dental schools. During the past decade, an interdisciplinary Nicotine Dependence Program has been developed to serve outpatients receiving treatment at all hospitals on the IU Medical Center campus. It is hoped that the models described here will be of value to other dental schools developing educational curricula and tobacco control and cessation programs.
Rationalizing the Dental Curriculum in Light of Current Disease Prevalence and Patient Demand for Treatment: Form vs. Content
Authors: Bertolami Charles N.
Published: June 2020

The premise of this paper is that the form and content of dental education do not reinforce each other. What results is suboptimal learning; dissatisfied students; difficulty generating excitement among the brightest to consider careers in dental education; erosion of dentists' self‐identity as men and women of science; and doubts over whether dental schools can continue as the primary providers of oral health education. A need for reform exists because dental curricula must be responsive to changes in current and projected disease demographics, to advances in science and technology, and to a changing societal culture affecting patient demand for treatment. Today's dilemma is that dental schools need to continue to graduate competent practitioners to meet present clinical needs while also preparing students for a radically different kind of practice in the future. Possible approaches to resolve this dilemma include: a shift between what constitutes general practice and what constitutes specialty practice; and, the implementation of an asynchronous‐distributed model of dental education. Such changes will likely be independently accompanied by changes in the role of universities in society in general that could make feasible many, now‐unthinkable, alternative vehicles for providing dental education.
Responding to the Need for Faculty Development: A Survey of U.S. and Canadian Dental Schools
Authors: O'Neill Paula N. , Taylor C. David
Published: June 2020

The Office of Professional Development at The University of Texas‐Houston Health Science Center Dental Branch was established in November 1996 in order to meet the professional development needs of the faculty, staff, and administration. Although other dental schools share similar needs, our research revealed no study to determine how dental schools managed their faculty development needs. Therefore, a preliminary survey to collect data about offices similar to ours was developed and sent to the deans of fifty‐four U.S. schools including Puerto Rico and ten Canadian schools. Thirty‐seven schools (58 percent) responded, and it was determined that five schools (14 percent) had Offices of Professional Development and seven (19 percent) had Offices of Faculty Affairs. Based on these results, an expanded follow‐up survey was conducted. The respondents were asked to indicate 1) which entity within the school was primarily responsible for handling faculty development, and 2) which entity actually sponsored each of eighteen faculty development activities. With a response from thirty‐three U.S. schools (61 percent) and six Canadian schools (60 percent), six administrative structures (models) for faculty development were identified: 1) Office of Academic Affairs, 2) Departmental Chair, 3) a Faculty Development Committee, 4) an Office of the Dean, 5) an Office of Faculty/Professional Development, and 6) Other Resources.
Small Business Needs Assessment: A Comparison of Dental Educators' Responses with SBDC Survey Results
Authors: Comer Robert W. , Callan Richard S. , Blalock John S. , Turner Jason E. , Trombly Robert M.
Published: June 2020

A primary focus of dental education is to teach students the knowledge, skills, and values essential for practicing dentistry. However, the preparation of dentists to manage a business is frequently cited as inadequate. A survey was prepared to assess teachers' opinions of business instructional topics: challenges; desired training; employee benefits; learning resources; importance of business topics; and appropriateness of time allocations. The purpose of this project is to compare opinions of teachers of dental practice management with key management aspects reported for service businesses by the Small Business Development Center (SBDC). Practice management teachers from forty‐eight (89 percent) schools responded to the survey. They indicated that several challenges confronting dentists are similar to other service businesses. Dentists, however, rank customer relations appreciably higher. In order of importance of teaching topics, the practice management teachers rank ethics and personnel management as a high priority and planning as a low priority. Awareness of the similarities and differences in the perceptions of practice management teachers and businesspeople may result in instructional improvements.
Effect of Perceived Stress on Student Performance in Dental School
Authors: Sanders Anne E. , Lushington Kurt
Published: June 2020

A commonly held view is that chronic stress has an adverse affect on academic performance. Because dental students typically report high levels of stress, they may be at particular risk. This research examined the relationship between perceived stress and academic performance in 202 dental students enrolled in an Australian dental school. In this study, four key stress factors labelled “self‐efficacy beliefs,” “faculty and administration,” “workload,” and “performance pressure” previously identified by our group from principal components analysis of the Dental Environment Stress (DES) questionnaire, together with gender, ethnicity, and stage of course, were entered as independent variables into multiple regression analyses. Three measures of academic performance (basic and applied science knowledge, clinical competency, and contextual understanding) were entered as dependent variables. Regression analysis revealed little support for the assumption that chronic stress predicted academic performance. The only finding of note was that students reporting higher levels of stress on the DES factor “faculty and administration” tended to show lower grades for clinical competency and contextual understanding. In summary, although the DES factor solution used in the present study remains to be validated, we found little support for an association between increased DES factor stress scores and reduced academic performance in dental students.
Comparison of Orthodontic Treatment Outcomes in Educational and Private Practice Settings
Authors: Mascarenhas Ana Karina , Vig Katherine
Published: June 2020

An accredited graduate orthodontic program provides advanced specialty education to meet standards of care mandated by the ADA, including both didactic and clinical components with defined outcome measures. To quantify these measures, the quality of care provided by graduate orthodontic students was compared to that of orthodontists in private practice. The quality of care was studied in two different delivery settings in the Columbus, Ohio, area—private practice orthodontists (PPO) and the OSU graduate orthodontic clinic (GOC). The Peer Assessment Rating (PAR) Occlusal Index was used as a measure of malocclusion severity and post‐treatment occlusal outcome. Quality of care was measured using post‐treatment PAR, percent PAR reduction, and treatment duration. At baseline, no differences were seen in the gender and pre‐PAR scores of patients treated by the PPO and GOC, but statistically significant differences were seen in patients' pre‐treatment age, race, and starting dentition. When the post‐treatment occlusal results were compared, no statistically significant differences were seen in post‐PAR scores and percent PAR reduction between the PPO and GOC. A statistically significant difference was seen in treatment duration (p=0.002), which was longer in the PPO even after controlling for confounding factors such as pre‐treatment age, gender, race, starting dentition, and treatment stages. Our conclusion is that there was no statistically significant difference in the occlusal outcome between the PPO and GOC, but there was a significant difference in the treatment duration.
Predictors of Success in Dental Hygiene Education: A Six‐Year Review
Authors: Downey Mary C. , Collins Marie A. , Browning William D.
Published: June 2020

The purpose of this study was to examine the predictive reliability of incoming grade point average (GPA), incoming math/science GPA, and Scholastic Aptitude Test (SAT) scores in predicting success in dental hygiene education. Success in dental hygiene education was defined in terms of Dental Hygiene National Board score (N‐BRD) and dental hygiene GPA at graduation (DH‐GPA). Academic transcripts and admissions documents of 134 students comprising the Medical College of Georgia dental hygiene classes of 1996‐2001 were reviewed. Incoming college GPA (I‐GPA), incoming college math/science GPA (MS‐GPA), total SAT score (T‐SAT), verbal SAT score (V‐SAT), math SAT score (M‐SAT), N‐BRD score, and DH‐GPA were documented for each student. A forward, step‐wise, multiple linear regression was used to analyze the data. I‐GPA was the most significant predictor of success. Analysis showed that DH‐GPA was best predicted by both the I‐GPA (p<.001) and T‐SAT (p< .004). Only the I‐GPA (p< .001) was significant in predicting N‐BRD scores. Data from this study will be used to evaluate the admissions process in dental hygiene at the Medical College of Georgia.
Electronic Patient Records for Dental School Clinics: More Than Paperless Systems
Authors: Atkinson Jane C. , Zeller Gregory G. , Shah Chhaya
Published: June 2020

The Electronic Patient Record (EPR) or “computer‐based medical record” is defined by the Patient Record Institute as “a repository for patient information with one health‐care enterprise that is supported by digital computer input and integrated with other information sources.” The information technology revolution coupled with everyday use of computers in clinical dentistry has created new demand for electronic patient records. Ultimately, the EPR should improve health care quality. The major short‐term disadvantage is cost, including software, equipment, training, and personnel time involved in the associated business process re‐engineering. An internal review committee with expertise in information technology and/or database management evaluated commercially available software in light of the unique needs of academic dental facilities. This paper discusses their deficiencies and suggests areas for improvement. The dental profession should develop a more common record with standard diagnostic codes and clinical outcome measures to make the EPR more useful for clinical research and improve the quality of care.
Development of a Mission‐Focused Faculty Evaluation System
Authors: Chambers David W. , Boyarsky Harvey , Peltier Bruce , Fendler Frederick
Published: June 2020

The development of a new system for annual evaluation of faculty members is described. A narrative of the procedure, including accounts of the problems encountered, is used to show that such a process is too complex and too close to the fundamental identity of a dental school and the self‐image of faculty members to be created in a one‐time, rational effort or imposed by administrative edict. The process required five years to complete and involved an intermediate model. The goals of the new performance appraisal system were to minimize the extreme rating inflation and significant discrepancies from one chair rater to another that had existed previously. It was also a goal that the new system would create rich and effective feedback for faculty and would orient faculty members toward the mission of the school as a common focus. In achieving these goals, it is the authors' perception that faculty members at this dental school value procedural justice (fairness in the process), that evaluation is a political process, and that a performance appraisal system grounded in organizational mission rather than individual tasks of faculty members fits the emerging career model of knowledge professionals.
Issues Regarding Practical Validity and Gender Bias of the Perceptual Abilities Test (PAT)
Authors: Coy Kenneth , McDougall Hugh , Sneed Mark
Published: June 2020

A brief history of the Dental Admission Test is provided, with emphasis on the development and utilization of the Perceptual Abilities Test (PAT). Concerns regarding the predictive utility of the PAT are discussed, and alternative approaches to assessing perceptual and motor skills are examined. To assess the predictive validity of the PAT, scores were collected for 492 students who graduated from the University of Oklahoma College of Dentistry over a ten‐year period. Scores were compared to Preclinical Operative Dentistry practical exam scores for each subject. Correlational analysis indicated the PAT maintains a statistically significant capacity for predicting technical performance in dental school, but the practical significance of the predictive capacity is limited. The results also indicate a gender bias favoring male applicants. Implications regarding continued reliance by admissions committees on the Perceptual Abilities Test are discussed and recommendations are provided, including modification of the PAT, use of the PAT only as a gross screening tool, and discontinuing the use of the PAT in making dental school admission decisions.
Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students
Authors: Lopez Naty , Wadenya Rose , Berthold Peter
Published: June 2020

This study was designed to identify reasons underrepresented minority (URM) dental students select a dental school and to determine the factors that contribute to their resolve to complete their programs. A survey questionnaire developed from interviews with URM students was sent to Minority/Admissions Officers or deans of dental schools that enrolled URM students for distribution to their minority students. A total of 198 questionnaires were received from minority students in all levels of dental school. The results were that 74 percent said they selected a school for its reputation, and 49.5 percent chose a dental school even if the financial aid package was less than what was offered in other schools. African American, Hispanic, and Native American students prefer integrated interview days with nonminority applicants and disapprove of “special” days designated for URMs. The presence of other minority students was not an important factor in the selection of a school but is an important source of support while attending dental school. Dental school minority alumni also play a significant role in the selection of a school. Results of the study can be useful in planning recruitment and retention programs.
The Utility of Canadian DAT Perceptual Ability and Carving Dexterity Scores as Predictors of Psychomotor Performance in First‐Year Operative Dentistry
Authors: Oudshoorn Wilhelm C.
Published: June 2020

This study sought to determine if Canadian Dental Aptitude Test Perceptual Ability (PA) and Carving Dexterity (CD) scores have any practical utility as predictors of psychomotor performance. Simple linear regression and multiple regression analyses were performed and prediction intervals plotted. Efforts were made to expand the range of the predictor and dependent variables and to improve the accuracy and consistency and prevent contamination of the dependent variables. Results for both PA and CD varied markedly across years. Weak, but statistically extremely significant, correlations were observed for both PA and CD with specific technique grades and the year‐overall pooled data. PA correlations loaded on exams at the start, and CD correlations loaded on exams at the end of the year. Manual average scores exhibited the strongest correlation with year‐overall technique grades, but could explain no more than 7.2 percent of observed variance. Prediction intervals for year‐end grades spanned at least 38 percentage grade points for both PA and CD. Within the context of the present study, PA and CD scores demonstrated no practical utility as predictors of psychomotor performance.
Developing High‐Quality Educational Software
Authors: Johnson Lynn A. , Schleyer Titus K.L.
Published: June 2020

The development of effective educational software requires a systematic process executed by a skilled development team. This article describes the core skills required of the development team members for the six phases of successful educational software development. During analysis, the foundation of product development is laid including defining the audience and program goals, determining hardware and software constraints, identifying content resources, and developing management tools. The design phase creates the specifications that describe the user interface, the sequence of events, and the details of the content to be displayed. During development, the pieces of the educational program are assembled. Graphics and other media are created, video and audio scripts written and recorded, the program code created, and support documentation produced. Extensive testing by the development team (alpha testing) and with students (beta testing) is conducted. Carefully planned implementation is most likely to result in a flawless delivery of the educational software and maintenance ensures up‐to‐date content and software. Due to the importance of the sixth phase, evaluation, we have written a companion article on it that follows this one. The development of a CD‐ROM product is described including the development team, a detailed description of the development phases, and the lessons learned from the project.
Confirming the Validity of Part II of the National Board Dental Examinations: A Practice Analysis
Authors: Kramer Gene A. , Neumann Laura M.
Published: June 2020

Successful completion of Part II of the National Board Dental Examinations is a part of the licensure process for dentists. Good testing practice requires that the content of a high stakes examination like Part II be based on a strong relationship between the content and the judgments of practicing dentists on what is important to their practice of dentistry. In an effort to demonstrate this relationship for Part II, the Joint Commission conducted a practice analysis, which involved a two‐dimensional model. The sixty‐three Competencies of the New Dentist, developed and promulgated by the American Dental Education Association, were used for one dimension, and the current content specifications were used for the other. A survey of 520 practicing dentists was conducted to determine the importance of each of the competencies for patient care. These dentists were recent graduates of accredited programs and passed Part II three to five years prior to the conduct of the practice analysis. The survey directed the respondents to rate the importance of the competencies on a scale from 1 to 5. Of the 520 in the sample, 244 dentists responded. The reliability index was above 0.90. The importance rating for each competency was translated into the associated number of items. The number of items devoted to each competency was allocated to the current content elements that are related to the knowledge and problem‐solving skills that support each competency. The findings specified revisions in the relative number of items dedicated to the various elements in the specifications. These findings indicate that the items on the examination under the current distribution adequately reflected practice. In general, there were relatively small changes in the content specifications. The total number of changes in items was forty‐eight, which represents changes in slightly less than 10 percent of the overall number of items.
Developing a Group Practice Comprehensive Care Education Curriculum
Authors: Licari Frank W. , Knight G. William
Published: June 2020

In fall 2002 the University of Illinois at Chicago College of Dentistry implemented a Group Practice Comprehensive Care Clinical Education Curriculum. The primary responsibility for patient care has shifted in this comprehensive care curriculum from the students to the faculty and staff. Students have a primary responsibility for learning. This competency‐based education curriculum utilizes a variety of student evaluation methods including self‐evaluation, OSCE, and portfolio to verify competence. Formative evaluation methods are utilized in daily assessment of student performance. On‐time graduation rates have increased from 60‐70 percent to 96 percent, and regional board first‐time pass rates have been maintained at 90+ percent. Overall predoctoral clinical productivity in the first full year of the program has increased by over $300,000.
Alumni Perspectives on Community‐Based and Traditional Curricula
Authors: DeCastro Jeanette E. , Matheson Pamela B. , Panagakos Fotinos S. , Stewart Denice C. , Feldman Cecile A.
Published: June 2020

In 1994, the University of Medicine and Dentistry of New Jersey‐New Jersey Dental School (UMDNJ‐NJDS) launched the Community‐Oriented Dental Education (CODE) program. The CODE program provides senior dental students the opportunity to spend four days per week providing dental care in a community‐based clinic. A survey of graduates of CODE (n=55) and randomly selected graduates of the traditional curriculum (n=110) was conducted via mail to determine attitudes relating to community service (CS), community‐based learning (CBL), reasons for participating in their clinical program, perceived levels of clinical preparedness at graduation, and practice choices. A total of 111 surveys (66.9 percent) were returned to NJDS, with 84.6 percent of CODE alumni responding and 59.0 percent of traditional alumni (TA) responding. Of the 111 surveys returned, sixty‐five (58.6 percent) were completed by TA, and forty‐six (41.4 percent) were completed by CODE alumni. There were no differences among CODE and TA regarding attitudes toward CS and tendency to practice in underserved areas or to accept Medicaid payments. There were, however, some differences in attitudes toward CBL, reasons for applying or not applying to the CODE program, perceived impact of clinical education on graduates' preparedness, views of the extent to which the programs encouraged students to choose public or private areas of practice, and perceptions of how the desire to help communities influenced career and practice decisions. Some of these findings may be useful to schools as they plan extramural education programs.
Self‐Reported Mental Illness in a Dental School Clinic Population
Authors: Woods Craig D.
Published: June 2020

The purpose of this study is to assess the prevalence of mental illness in a university‐based dental clinic population. Dentists routinely review the patient's medical history to identify any physical disease or condition that may impact dental treatment. Mental illness may also affect dental treatment and patient management. This study examined the degree to which patients seeking routine dental care report these diagnoses. Data was gathered from records of 508 consecutive new patients whose treatment plans were submitted for faculty approval. The patient's self‐reported mental illness was obtained from the patient questionnaire and physical evaluation forms of the dental record. One hundred thirty‐six patients (26.77 percent) reported at least one mental illness. Of all diseases and disorders recorded in the medical history, self‐reported depression was second only to hypertension in frequency. Substance abuse, anxiety, anorexia, bulimia, insomnia, bipolar disorder, and post‐traumatic stress disorder were also common findings. This study establishes the need for training of dental students to recognize and manage psychologically compromised patients. The dental curriculum must address these issues.
Canadian Dentists' View of the Utility and Accessibility of Dental Research
Authors: Allison Paul J. , Bedos Christophe
Published: June 2020

As part of a major reorganization of health and health care research in Canada, a study was performed to investigate the views of Canadian dentists on the utility and accessibility of the results of dental research. A cross‐sectional survey design was used. Questionnaires and a postage‐prepaid reply envelope were mailed with the December 2001 issue of the Journal of the Canadian Dental Association (JCDA) to all registered Canadian dentists. No second mailing occurred. Of 17,648 questionnaires distributed, 2,797 were returned representing a 15.8 percent response rate. In this sample, 64.3 percent found research findings easily available, 88.8 percent found research findings useful, and 95.8 percent had already changed one or more aspects of their clinical practice due to research findings. Significant differences in preferred means of learning the results of research and preferred formats for written reports of research findings were evident between generalist/clinicians and specialist/researchers. These results suggest that Canadian dentists are interested in the results of research and apply them to their practice, but that there are two main groups (generalist/clinicians and specialist/researchers) with different needs for learning the results of that research.
Stress Management for Dental Students Performing Their First Pediatric Restorative Procedure
Authors: Piazza‐Waggoner Carrie A. , Cohen Lindsey L. , Kohli Kavita , Taylor Brandie K.
Published: June 2020

Research has demonstrated that dental students experience considerable stress during their training. Students' anxiety is likely to be especially high when they perform their first pediatric restorative procedure. The aims of this study were to provide a description of dental students' level of anxiety and typical coping strategies and to evaluate the use of a distress management intervention for reducing anxiety around their first pediatric restorative procedure. Dental students were randomly assigned to either an Anxiety Management or an Attention Control group. The management group received training on relaxation strategies (i.e., deep breathing, progressive muscle relaxation). The control group attended a lecture on the relation among stress, anxiety, and health. No significant differences were found between group levels of anxiety related to their first pediatric restorative procedure. Information is provided on students' reported level of anxiety and general coping strategies. Limitations of the current study and suggestions for future research are provided.
Genetics in Dental Practice: Social and Ethical Issues Surrounding Genetic Testing
Authors: Gettig Elizabeth , Hart Thomas C.
Published: June 2020

It is evident that human genetic variation is associated with many if not all human diseases including the more prevalent chronic diseases. As a result, genetics is becoming integrated into health care in all medical specialties, including oral medicine and its specialties. At the level of public health, genetic information will become increasingly important in research, policy, and program development. As application of genome technologies moves from the research laboratory to the clinical setting, a complex array of challenges will face dental clinicians in their efforts to use genetic information to improve health care and prevent disease on an individual, family, and community level. The broader social, ethical, and legal implications raised by the clinical use of genomic information have not received the same attention as did recent gene identification aspects of the Human Genome Project. The goal of this review is to foster attention and dialogue within the dental community of the ethical and social issues emerging from the availability of genetic information. Specific areas addressed include genetic testing, confidentiality, discrimination, informed consent, risk communication, and professional education.
Orthodontic Training in Pediatric Dental Residencies
Authors: Hilgers Kelly K. , Redford‐Badwal Deborah , Reisine Susan , Mathieu Gregory P.
Published: June 2020

The purpose of this study was to determine the amount and types of orthodontic training in pediatric dental residencies. A twenty‐one‐item survey was mailed to sixty directors of pediatric dental residencies. Follow‐up surveys were sent to those who had not responded. Fifty‐two surveys were returned for a response rate of 87 percent. Most programs provided forty‐eight formal orthodontic course hours, one‐half to one day of clinical orthodontic experience per week, and six to ten case starts for each resident. Most program directors anticipated this amount of experience would increase or stay the same in the future. Though most programs had an affiliated graduate orthodontic program, fewer than half of the programs had an orthodontist on faculty from the affiliated program (43 percent). As expected, orthodontic training varies with different program characteristics. The faculty members teaching orthodontics in pediatric dental residencies are often not from affiliated graduate orthodontic programs. Most program directors do not anticipate a decrease in the didactic or clinical components in the next five years.
Work Environment Perceptions of Full‐Time Dental Educators: Does Gender Matter?
Authors: Nesbitt Paula E. , Inglehart Marita R. , Sinkford Jeanne C.
Published: June 2020

This study investigates whether female and male full‐time dental faculty members in U.S. dental schools differ in their workplace experiences and perceptions. A questionnaire was mailed to the 2,203 U.S. members of the American Dental Education Association (ADEA) in May 2001, and 870 faculty members responded (response rate: 40 percent). The data of the 738 full‐time employed faculty members (female: 257, 34.8 percent; male: 481, 65.1 percent) were analyzed. The results showed that male and female faculty did not differ significantly in the average hours per week worked (men: 46.1 vs. women: 47.1), in the amount of time spent on research (11.67 percent vs. 12.76 percent), and in available grant support (20.1 percent vs. 19.7 percent). Men were more likely than women to have office space (99.2 percent vs. 96.5 percent; p=.012), secretarial support (87 percent vs. 75.8 percent; p=.000), protected time for research (37.8 percent vs. 31.6 percent; p=.056), and lab space (23.2 percent vs. 10.6 percent; p=.000). Compared to men, women spent more time on teaching (men: 16.84 percent vs. women: 19 percent; p=.078), and perceived the work environment as less supportive (30 percent vs. 9.3 percent; p=.000). While 73.8 percent of men felt welcome as members of the dental school community, only 50.2 percent of the women felt welcome (p=.000). Male and female respondents differed significantly in the degree of experienced and perceived harassment. We thus concluded that female and male faculty members differ in their experiences and perceptions of the academic climate at U.S. dental schools. These results may be useful when school leaders explore effective recruitment and retention strategies for dental faculty members.
General Dentists' Perceptions of Educational and Treatment Issues Affecting Access to Care for Children with Special Health Care Needs
Authors: Casamassimo Paul S. , Seale N. Sue , Ruehs Kelley
Published: June 2020

This study analyzed a data subset of a national survey of general dentists conducted in 2001 to determine their overall care of children with special health care needs (CSHCN). In the survey, dentists were asked to respond to questions in the following areas: did they provide care for CSHCN (children with cerebral palsy, mental retardation, and those who are medically compromised); what were their perceptions of the training they received in dental school related to CSHCN; what was their interest in additional training for CSHCN; and what factors influenced their willingness to provide care for CSHCN? Only about 10 percent see CSHCN often or very often, and only one in four respondents had hands‐on experience with these patients in dental school. Postgraduate education in general practice or advanced general dentistry residency had no effect on willingness to care for CSHCN. Older dentists, those accepting Medicaid for all children, and those practicing in small communities were more likely to see CSHCN. Dentists willing to see CSHCN also were more likely to perform procedures associated with special needs and underserved child populations including pharmacologic management and stainless steel crowns. Dentists with hands‐on educational experiences in dental schools with CSHCN were less likely to consider such factors as level of disability and patient behavior as obstacles to care and were more likely to desire additional education in care of CSHCN.
Preserving the Pipeline: A Model Dental Curriculum for Research Non‐Intensive Institutions
Authors: Iacopino Anthony M. , Lynch Denis P. , Taft Thomas
Published: June 2020

Current advanced degree and research training programs no longer attract adequate numbers of students. The present system of dental education severely limits the appeal of these programs due to overcrowded curricula and clinical components that operate in an environment segregated from the academic/research enterprise. To make research‐oriented education/training programs more accessible and increase the number of interested students, the culture of dental schools and dental education must change. Programs for future dental researchers and academicians must be supported by curricula that foster an appreciation of research/discovery, an interest in academic/research careers, and the application of biomedical/clinical advances to practice. The Marquette University School of Dentistry has designed a comprehensive new curriculum that supports student research and scholarly activity throughout all four years of dental education. The curriculum minimizes discipline‐based courses and is structured into interdisciplinary content tracks that integrate biomedical, behavioral, and clinical sciences while emphasizing the application of science to patient care. A specific research/scholarly track represents dedicated didactic time that exposes all dental students to material not traditionally included in dental curricula. This track includes mentored research/scholarly experiences at local and national sites that are individually structured for each student. Customized student schedules facilitate participation in these experiences without hardship or penalty. This curriculum structure may serve as a model for research non‐intensive institutions seeking to increase student interest in academic and research careers.
Early Clinical Experience for First‐Year Dental Students
Authors: Lalumandier James A. , Victoroff Kristin Zakariasen , Thuernagle Oliver
Published: June 2020

Over the past three years we have exposed our first‐year dental students at Case Western Reserve University School of Dental Medicine to an early clinical experience. Following a seventy‐two‐hour didactic and laboratory course, first‐year students spend over 100 hours treating school children in twenty‐eight elementary and middle schools in the Cleveland Municipal School District. Not only do dental students learn a clinical procedure, but more importantly they experience the need for health care, in particular, dental care among those less fortunate than themselves. The experience strengthens their desire to help the under‐served, their understanding of the problems many face in obtaining oral health care, and their commitment to addressing these issues. Themes from student reflection papers are summarized.
Incorporating Bioterrorism Training into Dental Education: Report of ADA‐ADEA Terrorism and Mass Casualty Curriculum Development Workshop
Authors: Chmar Jacqueline E. , Ranney Richard R. , Guay Albert H. , Haden N. Karl , Valachovic Richard W.
Published: June 2020

Numerous areas have been identified in which the dental profession may be called upon to assist in the event of a major terrorism attack. In order to successfully fulfill these roles, dentists and dental students must be adequately prepared. Dental schools play a vital role in this preparation. Participants in an ADA‐ADEA workshop reached consensus that all dental students should be trained in a core set of competencies enabling them to respond to a significant bioterrorism attack, help contain the spread of the attack, and participate in surveillance activities as appropriate upon direction of proper authorities. Further emergency response training should be available to individuals interested in gaining additional knowledge and skills to assist in response to an attack. Participants also concluded that, where possible, training should be seamlessly implemented into the current curriculum without the addition of new courses; however, the group also recognized the possible need for alternative models at some dental schools. Challenges to implementing bioterrorism training into the dental school curriculum include regional variation, management of the basic science curriculum, and financial considerations. The development of an exportable training package will be considered and funding sources explored in moving forward with the development of a curriculum.
Issues to Consider When Planning and Conducting Educational Research
Authors: Eva Kevin W.
Published: June 2020

This article is intended to provide students and clinicians aspiring to perform educational research with some background information pertaining to many of the issues inherent in performing research within this domain. It is not intended to provide a comprehensive review of the quantitative methods one might adopt, nor will it fully reflect all of the debate that currently exists within the educational research community. Rather, it is intended to offer an overview of issues and controversies within the field that will hopefully provide a starting point from which interested individuals can begin to engage in the study of educational effectiveness. Using investigations of the efficacy of problem‐based learning as background, the article represents an attempt to guide new researchers through the process of generating and refining scientific research questions, identifying appropriate outcome measures, and selecting or adapting the optimal research design for the questions to be addressed. The article focuses on quantitative methods in general with particular attention paid to experimental designs.
A Predoctoral Clinical Geriatric Dentistry Rotation at the University of the Pacific School of Dentistry
Authors: Chávez Elisa M. , LaBarre Eugene E.
Published: June 2020

Predoctoral dental students from University of the Pacific School of Dentistry provide initial and yearly dental evaluations for participants of On Lok Senior Health Services on site at On Lok centers. Student dentists also complete some dental procedures including denture fabrication, adjustments and repairs, hard and soft relines, scaling/root planing, polishing, and limited restorative treatments. A wide range of age‐prevalent oral conditions such as candidiasis and xerostomia are identified and treated or managed. Students may also be called upon to present patient needs weekly to a member of the interdisciplinary team for discussion. Students periodically review instructions and devices for oral health care with the On Lok staff. The program is intended to be mutually beneficial to the participants of On Lok and Pacific student dentists. While the majority of comprehensive and emergency services are provided by On Lok staff dentists and contract specialists, the student dentist program has broadened the scope of the oral health program at On Lok and has been well integrated with the other day services. Meanwhile, Pacific students gain experience identifying and managing the complex social, economic, and health needs of frail elders in San Francisco.
An Academic Dental Center Grapples with Oral Cancer Disparities: Current Collaboration and Future Opportunities
Authors: Kerr A. Ross , Changrani Jyotsna G. , Gany Francesca M. , Cruz Gustavo D.
Published: June 2020

This article reviews the epidemiology of oral cancer in the United States, explores the complex reasons for its disproportionate burden in minority groups, and describes the efforts of New York University's College of Dentistry to address these oral cancer disparities. These efforts include the development of state and regional consortia and networks, public education and community screening efforts, undergraduate dental curriculum development, professional education, intensive research efforts, and significant dental‐medical collaborations. Future directions include the need to develop and assess oral cancer education/ awareness programs, specifically customized to the various dental‐medical professionals/trainees and to populations at risk. Improving the quality of life of patients during and following treatment for oral cancer is another important area that has great opportunity for dental‐medical collaboration.
Strategies for Student Services for Lesbian, Gay, Bisexual, and Transgender Students in Dental Schools
Authors: More Frederick G. , Whitehead Albert W. , Gonthier Mark
Published: June 2020

The purpose of this article is to explore issues that pertain to the needs of gay men, lesbians, and bisexual and transgender (GLBT) students as a subgroup in U.S. dental schools. The increasing visibility of GLBT persons in all aspects of life is one aspect of the changing face of the U.S. population. Increasingly, there is dialogue about issues related to GLBT persons, their nontraditional families, and their full engagement in society. Recent court decisions, changing policies in states and municipalities, and increasing acceptance in society promote inclusion. Likewise, this dialogue has extended into academic life. In medicine and nursing, GLBT issues include the needs of GLBT patients, the mentoring of faculty and administration, and acculturation of students in a dynamic college environment. Increasing the acceptance of GLBT persons and enhancing the value of diversity throughout the community and within the profession are challenges that must be met. In addition, fostering positive behaviors in a multicultural environment is a priority that is recognized in business and academe. In an effort to assess the present situation in U.S. dental schools, a survey was developed to gather data about support services provided for GLBT students. Based on the results of the survey, a series of recommendations are made to meet the needs of GLBT students, faculty, staff, and administrators in dental education institutions.
A Comparison of Retreatment Decisions Among General Dental Practitioners and Endodontists
Authors: Balto Hanan Abdul Ghafour , Al‐Madi Ebtissam Mohammed
Published: June 2020

This study compared the difference in decision making regarding retreatment of endodontically treated teeth by general dental practitioners and endodontists. Thirty radiographs of endodontically treated teeth taken from undergraduate records with their respective case descriptions were submitted to fifteen endodontists and fifteen general dental practitioners. Seven treatment alternatives were given as choices; reasons for retreatment, if chosen, were also requested and presented as choices. The results showed statistically different decisions among these two groups regarding retreatment cases. More endodontists opted for retreatment of cases, while higher percentages of general dentists decided to observe, not treat or extract. To prevent misdiagnosis and eventually mistreatment, endodontic decision making should be taught. Currently, there are no specific guidelines for management of failed root canal retreatment. It is suggested that guidelines generated by evidence‐based dentistry may produce less variation in clinical decision making.
The Pathway to Dentistry for Minority Students: From Their Perspective
Authors: Veal Keith , Perry Michael , Stavisky Judith , Herbert Kim D'Abreu
Published: June 2020

The small number of minorities in the field of dentistry is a serious concern. While the United States as a whole has become more diverse with minorities making up 25 percent of the total U.S. population, only a handful (14 percent) are currently practicing dentistry, and only 11 percent entering dental schools are underrepresented minorities. Pipeline, Profession, & Practice: Community‐Based Dental Education is a national foundation‐sponsored program designed to address this issue in dental education. To understand the reasons why dentistry attracts so few underrepresented minority (URM) students, we conducted focus groups and in‐depth interviews to determine the challenges facing minority students when they apply to and attend dental school. Ten focus groups were conducted with a total of ninety‐two minority students (fourteen undergraduate students and seventy‐eight students currently enrolled in dental schools) at six universities in four geographic regions. In addition, four in‐depth interviews were held with faculty advisors who teach, mentor, and recruit minority students. The major findings of the study are as follows: 1) early and frequent exposure to dentistry and dentists in practice is essential for minority students to consider this profession; 2) while many dental schools have earnestly tried to recruit minority applicants, most URM students find out about dental programs by a family member or friend and not as a result of an intentional recruiting effort; and 3) hearing directly from minority students could be a solid first step in understanding the dental school experience from a different vantage point. This study has important implications for the methods dental schools use to both recruit minority students and foster a learning environment that is sensitive to students from diverse backgrounds.
A Communication Skills Course for Undergraduate Dental Students
Authors: Hannah Annette , Millichamp C. Jane , Ayers Kathryn M.S.
Published: June 2020

Sixty‐seven third‐year dental students in Dunedin, New Zealand, participated in a communication skills course, using simulated patients, case‐based scenarios, videotaped interviews, and class roleplays. The course introduced active listening techniques, taking a medical history, and emotion‐handling skills. This course was adapted from an existing course for medical students run by the Department of Psychological Medicine, Dunedin School of Medicine. The results of the student evaluation questionnaire (n = 59) indicated that students rated the course very highly. Retrospective ratings indicated that the students considered communication skills to be significantly more important as a component of their undergraduate training after completion of the course than prior to it. As might be expected, students whose ratings were higher after the course also reported that the course helped them to develop new communication skills and techniques; increased their interest in the subject and their self‐confidence; rated the tutor as more effective and the course materials as more helpful; and considered the course to be significantly more stimulating than those students whose ratings of the importance of communication skills remained the same or decreased.