bluuebunny/crossref_metadata_2025 huggingface dataset:
Student Learning Preferences and Teaching Implications
Authors: Murphy Robert J. , Gray Sarah A. , Straja Sorin R. , Bogert Meredith C.
Published: June 2020

One of the most serious challenges that dental educators face today is improving the level of student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preference survey linked to sensory modalities was given to students in the four classes of the Temple University School of Dentistry. New Zealand educator Neil Fleming developed the survey called VARK (an acronym for Visual, Aural, Read/Write, and Kinesthetic) in 1998. The purpose of this study was to measure the distribution of learning preference mean scores of the dental students and note any significant differences among classes, gender, and a sample population determined using 31,243 participants on the VARK website. Results clearly demonstrate that the dominant preference distributions for the two populations (dental student and sample population) are different. In particular, the proportions of learners who selected visual or kinesthetic are significantly different for the two populations, while the proportions of learners who selected aural or read/write are not significantly different. Dental students prefer visual learning at a higher percentage and kinesthetic learning at a lower percentage than the sample population measured in the VARK website. Inter‐class differences varied, and gender differences were not significant. The distribution of dental student scores shows a preference for instructors who use strong visual presentations and facilitate note‐taking during lectures. Dental educators should be aware of these differences in order to explore opportunities for making the educational experience more productive and enjoyable.
Applicants to U.S. Dental Schools: An Analysis of the 2002 Entering Class
Authors: Weaver Richard G. , Ramanna Satyan , Haden N. Karl , Valachovic Richard W.
Published: June 2020

In 2002, there were 7,537 applicants to all entering dental school classes in the United States. This represents a 1.7 percent increase over the number of applicants in 2001. Between the peak of applicants in 1997 (at 9,829) and 2001, the number declined 25.0 percent. (This is similar to the percent decline that occurred in medical school applicants since their peak in 1996, at 46,968.) Dental schools reported 4,372 first‐time, first‐year enrollees in 2002. This is an increase of 105 first‐time, first‐year enrollees over the number reported in 2001. With the 1.7 percent increase in applicants and the 2.5 percent increase in first‐time, first‐year enrollees over last year, 58 percent of the dental school applicants were enrolled in 2002. This is up very slightly from 57.6 percent in 2001. Since 1989 when dental school enrollment once again began to increase, the number of first‐time, first‐year enrollees has increased 17.7 percent. (Total first‐year enrollment, which includes first‐time enrollees and repeat students, has increased 11.8 percent since 1989.) The number of applicants per first‐time, first‐year position was 1.72 in 2002. It was 2.31 in 1997. (The most recent low was 1.34 in 1989.) The average GPA and DAT scores of first‐time, first‐year enrollees in 2002 were essentially unchanged from what they were in 2001. Women were 43.7 percent of the applicants and 42.7 percent of first‐time, first‐year enrollees in 2002, slight increases from what they were in 2001. Underrepresented minorities comprised 12.8 percent of the applicants and 11.4 percent of the first‐time, first‐year enrollees in 2002. These percentages are little changed from those reported in 2001.
The Dental Curriculum at North American Dental Institutions in 2002–03: A Survey of Current Structure, Recent Innovations, and Planned Changes
Authors: Kassebaum Denise K. , Hendricson William D. , Taft Thomas , Haden N. Karl
Published: June 2020

This study examined the current format of curricula at North American dental schools, determined curriculum evaluation strategies, and identified recently implemented changes as well as planned future innovations. The academic affairs deans of sixty‐four North American dental schools received an email survey in August 2002; a second, follow‐up survey was sent to nonresponders in February 2003. Online responses were collected and analyzed using SurveyTracker software. The final response rate was 87 percent, with forty‐eight U.S. schools and eight Canadian schools responding. Respondents were asked to select descriptive statements about the general organization of their curricula and the degree to which problem‐based learning (PBL), case‐reinforced learning (CRL), curricular integration, and community‐based clinical treatment experiences were incorporated. They were also requested to identify strategies employed to evaluate the curriculum and to report recently completed and desired future curriculum modifications. In regard to desired future curriculum innovations, respondents identified why they were considering curriculum changes and identified resources needed to implement the planned changes. Sixty‐six percent of those who responded defined their current curriculum organization as primarily discipline‐based with a few interdisciplinary courses. Nearly 60 percent of schools reported that they used PBL and CRL in specific courses or for components of certain courses, but only 5 percent of the respondents indicated that all of their courses used PBL. Regarding integration of major sections of the curriculum, only 7 percent reported that their entire curriculum was organized around themes of interrelated topics. Sixty‐four percent reported that their curriculum had required community‐based clinical treatment experiences for students. The most frequent innovations in the past three years were increased use of computer and web‐based learning (86 percent), creation of patient care experiences early in the curriculum (84 percent), enhancement of competency evaluation methods (84 percent), and curriculum decompression (79 percent). These items plus increased community‐based care were the most frequently identified future curricular innovations. There were virtually no differences between the responses of Canadian and U.S. dental schools. The results of this study help to broadly characterize dental curricula at North American dental institutions and identify curriculum modifications anticipated by the academic dean respondents.
Evaluation of Applicants to Predoctoral Dental Education Programs: Review of the Literature
Authors: Ranney Richard R. , Wilson Margaret B. , Bennett Robert B.
Published: June 2020

This review finds that college GPA and DAT scores provide dental schools in the United States and Canada with defensible methods for selecting students. College GPA seems the best predictor of academic performance in dental school. The academic average (AA) of the DAT is a better predictor than is the perceptual ability test (PAT), but dental educators who believe that evidence of manual dexterity or perceptual ability must be a part of the admissions decision can find enough supporting evidence to justify doing so. When added to college GPA and the AA, information from the PAT may in fact enhance predictability. There is also evidence, however, that manual skills can be learned during routine dental curricular experiences. Overall, conventional admissions criteria at best account for about 40 percent of the variance in dental school performance, and most of this variance occurs during the early years of the curriculum. Studies are lacking for evaluating criteria that may predict success in admitting students for preferentially addressing current challenges, including achieving diversity of the workforce, ensuring access to care for all, interprofessional health care, ethics and professionalism, filling faculty positions, and conducting needed research. Schools should periodically validate all of their admissions criteria against expected performances and make corresponding adjustments.
Personality as a Predictor of Professional Behavior in Dental School: Comparisons with Dental Practitioners
Authors: Chamberlain T.C. , Catano V.M. , Cunningham D.P.
Published: June 2020

The purpose of this study was to examine the use of personality measures to predict the success of dental students (N=87) in clinical and academic courses and to compare their personality profiles to those of dental practitioners (N=130). A second purpose of the study was to develop a new criterion measure, the Student Professionalism Scale, based on competencies previously identified as necessary for professional success. The Canadian Dental Aptitude Test (DAT) predicted first‐year, preclinical academic success; the DAT Reading Comprehension component predicted third‐year clinical performance; and Perceptual Ability, the ability to deal with two‐ and three‐dimensional objects, predicted student professionalism. Results from the personality measure indicated that Conscientiousness and Neuroticism, and to a lesser extent Agreeableness, were significant predictors of both first‐year academic performance and professional behavior. In comparing the personality profiles of dental students to dental practitioners, students who were more similar to the dentists did better in their first year of coursework. Implications of the findings are discussed in the context of the dental admissions process.
Dentistry, Nursing, and Medicine: A Comparison of Core Competencies
Authors: Spielman Andrew I. , Fulmer Terry , Eisenberg Elise S. , Alfano Michael C.
Published: June 2020

Health care, including oral health care and oral health education, is under great stress in the United States. The cost of and access to care, the cost of dental education, and a shortage of educators have led leaders in dental education, organized dentistry, and the public sector to underscore the problem. One of the proposed solutions is to find synergies and new health care and education models by building bridges among the health professions. One potential solution is being implemented at the NYU College of Dentistry (NYUCD). Dentistry and nursing are seemingly unrelated professions, and they are rarely if ever modeled together. That is about to change with the joining together of NYUCD and the Division of Nursing of the NYU Steinhardt School of Education in creating a College of Nursing within the College of Dentistry. This process has not been without controversy. Following the Division of Nursing's request to join NYUCD, and the subsequent announcement of the proposed combination by NYU in December 2004, some members of the dental profession responded by questioning the appropriateness of the merger and the similarity of the two programs. Nevertheless, substantial parallels exist in the education and practice of dentists and nurse practitioners (NP) including basic, social, and some clinical science education, practice models, research synergies, and community service. However, similarities in the core competencies of these professions have not been analyzed formally and in detail. Accordingly, the purpose of this study was to compare the core competencies of nurse practitioner and dental education programs. The results show a surprising overlap of the core competencies of the dental and nursing professions (38 percent partial or total overlap). A similar overlap with medicine also exists, albeit lower (25.4 percent). These results are notable because they demonstrate that the three health professions, independently of one another, developed very similar basic competencies and learning objectives. These data should encourage other health professions programs to seek new collaborative models for education, beyond the current silos of training, and new health care delivery systems as has been strongly recommended by the Institute of Medicine. Such collaborative education redirects health care toward providing truly interdisciplinary comprehensive primary care for patients.
The Need for Tobacco Education: Studies of Collegiate Dental Hygiene Patients and Faculty
Authors: Davis Joan M. , Stockdale Margaret S. , Cropper Martha
Published: June 2020

The need for inclusion of comprehensive tobacco control education/training for health care providers continues to be stressed in publications addressing cessation services. The dental appointment presents an excellent opportunity to provide tobacco interventions to basically healthy people on regular intervals. The purpose of this study was twofold: 1) to assess the need (stage of change and concomitant need for tobacco cessation intervention) of dental hygiene patients at a Midwest dental hygiene clinic, and 2) to assess and compare the level of tobacco intervention education currently being offered by dental hygiene educators in a Midwestern state. Patients (n=426) of a collegiate dental health clinic completed a survey that assessed the level and type of tobacco cessation intervention patients might require. A statewide sample of dental hygiene faculty (n=97) were surveyed to determine the attitudes, perceived barriers, and current practices in tobacco education offered in their programs. Of patients who currently smoked (34.5 percent), 24.7 percent indicated being in the Action stage of change; 14.2 percent were in Preparation; 22.2 percent were in Contemplation; and 29 percent were in Precontemplation. Although faculty indicated tobacco education was very important (5.03 on 1–6 scale), they felt only moderately confident delivering tobacco education (3.18 on a 1–5 scale). Only 16 percent to 35 percent of faculty reported that their curriculum included brief motivational interviewing, pharmacotherapies, or setting‐up a private practice tobacco control program. The results strongly suggest the need for a comprehensive, competency‐based tobacco curriculum to enhance and expand existing dental hygiene programs.
Dental Clinical Teaching: Perceptions of Students and Teachers
Authors: Gerzina Tania M. , McLean Tim , Fairley Jo
Published: June 2020

The objective of this study was to explore perceptions of dental student clinicians and clinical teachers about dental clinical teaching to provide primary data for dental researchers and educators. Student focus group data provided background for development of a questionnaire that explored three themes related to clinical teaching. Twenty‐one teachers and forty‐five student respondents completed the twenty‐five‐item questionnaire in 2003. In the theme of the teacher/student relationship, no statistically significant differences were seen between teacher and student group perceptions. In the theme of educational theory applied in dental clinical teaching, a statistically significant difference was seen between teacher and student groups in the value of preclinical instruction in senior clinical years and in the value of a clinical log book. In the theme of skills required for clinical dental practice, a statistically significant difference was seen between teacher and student groups in the value of a critical appreciation of evidence‐based practice as one of the skills. The study overall indicates that the dental clinical learning environment supports close perceptual conformity between students and clinical teachers in regard to what each group considers to be “good practice” in clinical teaching. The findings of this study indicate that some techniques that have been advocated to enhance clinical learning, such as evidence‐based teaching methods, require further investigation.
Enhancing Ethical Behavior: Views of Students, Administrators, and Faculty
Authors: Koerber Anne , Botto Ronald W. , Pendleton Darryl D. , Albazzaz Michael B. , Doshi Siddhi J. , Rinando Victoria A.
Published: June 2020

In an article published in the April 2004 issue of theJournal of Dental Education, Dr. Charles Bertolami proposed that our ethics curricula don't work due to the limitations of didactic education. He suggested that ethics should be taught as a “precurriculum” course prior to entering dental school and that the dental school ethics course should be elective and consist of small groups of students who are guided to introspection to understand their true self‐interest. He argued that “enlightened” self‐interest is the best means to motivate students to behave ethically. Our article was stimulated by Bertolami's contentions. Six essays are presented that offer perspectives on the issue of professional ethics and ethics instruction from the viewpoints of students, administrators, and faculty at one dental school. The student essays support the difference between teaching about ethics and changing behavior and discuss the pressures to cheat in dental school. Bertolami's proposition regarding the role of self‐interest in ethical decision making is examined. The final essays discuss the ways that ethics curricula and dental schools can encourage students to internalize the values of dentistry. They conclude that while some of Bertolami's propositions may have merit, many do not seem to accomplish the desired goals of inculcating ethics or enhancing ethical behavior in dental students, and they encourage further discussion of ethical instruction.
Pipeline, Profession, and Practice Program: Evaluating Change in Dental Education
Authors: Andersen Ronald M. , Davidson Pamela L. , Atchison Kathryn A. , Hewlett Edmond , Freed James R. , Friedman Judith‐Ann , Thind Amardeep , Gutierrez John J. , Nakazono Terry T. , Carreon Daisy C.
Published: June 2020

This article describes the conceptual and analytical framework that will be used to assess the effectiveness of the Pipeline, Profession, and Practice: Community‐Based Dental Education Program. The evaluation will use a mixed method qualitative and quantitative data collection, analysis, and triangulation. Baseline measures are reported using data from the 2003 ADEA survey of dental school seniors. Baseline measures show the dental schools are confronting a major recruitment challenge that will require short and long pipeline efforts to attract and retain underrepresented and low‐income (URM/LI) persons. Gaps were found between the perceptions of URM and non‐URM students in the adequacy of the curricula. The majority of all seniors described the current extramural clinical rotations as positive experiences, but URMs were more likely to report the experience improved their ability to care for diverse groups.
Evaluation of Screening Strategies for Improving Oral Cancer Mortality: A Cochrane Systematic Review
Authors: Kujan Omar , Glenny Anne‐Marie , Duxbury John , Thakker Nalin , Sloan Philip
Published: June 2020

Worldwide, oral cancer has one of the lowest survival rates. It is well recognized that survival rates are improved if the disease is treated in its early stages. The aim of this study was to assess the effectiveness of screening methods in decreasing the mortality of oral cancer. A systematic review on the effectiveness of oral cancer screening was performed using all publications in MEDLINE, CANCERLIT, EMBASE, and Cochrane CCTR between 1966 and September 2002. The evidence was evaluated using the standardized methodology of the Cochrane Collaboration. The search strategy revealed 1,389 citations. From these, 100 potentially relevant articles were selected for review. However, only one randomized controlled study using visual examination as the method for screening fulfilled the selection criteria. Given the limitation of evidence and the potential methodological weakness in the included study, it is valid to say that there is no evidence to recommend inclusion or exclusion of screening programs for oral cancer using visual examination in the general population. In addition, no robust evidence exists that indicates whether other screening methods including toluidine blue, fluorescence imaging, or brush biopsy are either beneficial or harmful. Further high‐quality studies to assess the efficacy and effectiveness of screening are required. Additional investigations aimed at elucidating the natural history of oral cancer and evaluating the effectiveness of prevention and opportunistic screening in high‐risk groups are needed. A greater understanding of the genetic basis of oral cancer is an essential prerequisite to the development of molecular markers for screening.
Improvement in the Interpersonal Communication Skills of Dental Students
Authors: Hottel Timothy L. , Hardigan Patrick C.
Published: June 2020

This study compared the interpersonal communication skills of seventy‐eight third‐year dental students when interacting with their patients before and after they participated in a thirty‐five‐hour course that addressed recognition of anxiety, interviewing techniques, patient records, behavior management, and patient relations. Students were evaluated before and after attending the course by psychology graduate students who used a behavioral observation form that measured expressive and receptive communication skills, nonverbal communication skills, professional presentation, and sensitivity to cultural, ethnic, and gender diversity. At the conclusion of this course, students’ interpersonal skills were rated significantly higher than prior to the course at the p<.0001 level. The outcomes of this study indicate that effective communication between dental students and their patients may be acquired and refined through a course that addresses basic interviewing skills.
Dental School Vacant Budgeted Faculty Positions: Academic Year 2003–04
Authors: Weaver Richard G. , Chmar Jacqueline E. , Haden N. Karl , Valachovic Richard W.
Published: June 2020

The total number of vacant budgeted positions (296) fell by eleven positions between 2002–03 and 2003–04. However, the reported number of lost positions increased from thirty‐nine to 147. The average number of vacancies per school was 5.3. The average number of vacancies reported to be usual and normal at any one time was 3.6 per school, the same as last year. Forty‐three percent of the vacancies had been vacant less than seven months, a decline from 55 percent in 2002–03, indicating an increase in the number of positions vacant longer than six months. Meeting position requirements was the most frequently reported factor cited as influencing the ability to fill a position. This is a change from recent previous years when the most influencing factors were salary/budget limitations and lack of response to position announcements. While there was no indication expressed in the survey that vacancies were adversely affecting the quality of dental education, almost 50 percent of the deans reported faculty recruitment and retention was a problem at their school, and over 55 percent indicated that they anticipated it would become more difficult over the next five years to fill vacated positions. Faculty recruitment, development, and retention remain priority issues in meeting the teaching, research, patient care, and administrative needs of the dental education community.
Variation in Periodontal Diagnosis and Treatment Planning Among Clinical Instructors
Authors: Lanning Sharon K. , Pelok Scott D. , Williams Brent C. , Richards Philip S. , Sarment David P. , Oh Tae‐Ju , McCauley Laurie K.
Published: June 2020

Consistency in clinical decision making may be necessary for reliable assessment of student performance and teaching effectiveness, yet little has been done to examine variation in periodontal diagnosis and treatment planning among dental school faculty. The purpose of this investigation was to examine variation among faculty in diagnosis and management of common periodontal diseases. Twenty‐seven clinical instructors (periodontists, general dentists, dental hygienists, and first‐ and second‐year periodontal graduate students) reviewed three web‐based cases and answered a brief questionnaire focusing on radiographic interpretation, periodontal diagnosis, and treatment planning. Response rates for the three cases ranged from 62 percent to 70 percent. Clinical instructors’ rating of percent bone loss in the majority of cases varied between three descriptive categories for the same tooth. Greater consistency in periodontal diagnosis was noted within the graduate student group as compared to periodontal and dental hygiene faculty groups. Diagnoses offered for one of the three patients varied between gingivitis and chronic and aggressive periodontitis. Six to nineteen different treatment plans (many with subtle differences) were submitted for each of the three cases. Inter‐rater variation was qualitatively more prevalent than intra‐rater variation. To our knowledge, this is the first study to document substantial variation among instructors in radiographic interpretation, diagnosis, and treatment planning for common periodontal diseases. Qualitative judgments speculating on the impact of variability among dental school faculty on student performance and patient care can be made but as yet remain unknown. Consistent use of accepted practice guidelines and greater consensus‐building opportunities may decrease variation among faculty and enhance dental education.
Knowledge of Oral and Physical Manifestations of Anorexia and Bulimia Nervosa Among Dentists and Dental Hygienists
Authors: DeBate Rita D. , Tedesco Lisa A. , Kerschbaum Wendy E.
Published: June 2020

Despite the crucial role oral health care providers can have in the early identification of eating disorders and the referral and case management of patients with these disorders, little is known concerning their knowledge of oral complications of these disorders. The purpose of this study was to determine the knowledge among dentists and dental hygienists concerning the oral and physical manifestations of eating disorders. Employing a randomized cross‐sectional study, data were collected from 576 dentists and dental hygienists randomly selected from the American Dental Association and the American Dental Hygienists’ Association. Results indicated low scores concerning knowledge of oral cues, physical cues of anorexia, and physical cues of bulimia among study participants. More dental hygienists than dentists correctly identified oral manifestations of eating disorders (p=.001) and physical cues of anorexia (p=.010) and bulimia (p=.002). As the first health professional to identify oral symptoms of eating disorders, the most important task of the dental care provider when identifying oro‐dental signs of eating disorders is to ensure that the patient receives treatment. Implications for education include the addition of conceptual, procedural, and skill‐based curricula objectives addressing etiologic assessment and patient communication—thus increasing behavioral capacity for delivery of restorative care and patient referral.
What Determines Positive Student Perceptions of Extramural Clinical Rotations? An Analysis Using 2003 ADEA Senior Survey Data
Authors: Thind Amardeep , Atchison Kathryn , Andersen Ronald
Published: June 2020

Extramural clinical rotations are an integral part of many dental school curricula. Schools in The Robert Wood Johnson Foundation/The California Endowment Pipeline, Profession, and Practice program are increasing student extramural opportunities to expose students to patients of different needs, cultures, and dental delivery modes. Using data from the American Dental Education Association (ADEA) 2003 Senior Survey, the Pipeline, Profession, and Practice National Evaluation Team studied graduating dental students’ perceptions about their extramural rotations. This analysis was designed to determine the factors associated with students’ perception of their extramural clinical rotations: was it a positive experience in their dental education, and did it improve students’ perceptions of their ability to provide care for racially, ethnically, and culturally diverse groups? The respondents were 2,950 graduating seniors who reported at least one week of extramural rotation experience. After controlling for both individual and school level characteristics, this study found that race/ethnicity, a stronger socially conscious attitudes score, number of weeks spent in extramural rotations, and the student's rating of time spent in extramural rotations were significant determinants of the extramural rotations being reported as positive experiences. With respect to improving students’ ability to provide care to racially, ethnically, and culturally diverse groups, more positive student socially conscious attitudes, a greater number of weeks spent in the rotations, a stronger service orientation for selecting dentistry as a career, and the students’ rating of their time spent in extramural rotations were significant determinants. In conclusion, there is some evidence that time spent in extramural rotations may be perceived as positive dental school experiences and, for some students, may prepare them to work effectively with culturally diverse patients by the time of dental school graduation.
Does School‐Based Dental Screening for Children Increase Follow‐Up Treatment at Dental School Clinics?
Authors: Hebbal Mamata , Nagarajappa Ramesh
Published: June 2020

The purpose of this study was to evaluate the effectiveness of a screening program and referral system in stimulating dental attendance of children in need of treatment at Bapuji Dental College and Hospital of Davangere, India. A total of fourteen schools in the Davangere area were selected randomly and divided into two groups: seven schools that had a dental screening program (study group, n=2100 children), and seven schools that did not have one (control group, n=2400 children). The attendance rate by members of the study group was determined during the three‐month period from the date of initiating the school screening program. During this same period the students who visited the college from the control group underwent a dental examination. Chi‐square tests were used to test the difference between different variables. The response rate for seeking treatment was 31 percent for the study group (34.2 percent for males; 26.2 percent for females) and 10 percent for the control group (9.6 percent for males; 10.5 percent for females). In both the groups, the treatment need was highest for dental caries (study group=36.3 percent, control group=11.1 percent) and least for fluorosis (study group=21.2 percent, control group=1.2 percent). The study demonstrated that screening and motivation significantly improved the percentage of school children who sought dental care.
Use of Information and Communication Technology Among Dental Students at the University of Jordan
Authors: Rajab Lamis D. , Baqain Zaid H.
Published: June 2020

The aim of this study was to investigate the current knowledge, skills, and opinions of undergraduate dental students at the University of Jordan with respect to information communication technology (ICT). Dental students from the second, third, fourth, and fifth years were asked to complete a questionnaire presented in a lecture at the end of the second semester in the 2002–03 academic year. The response rate was 81 percent. Besides free and unlimited access to computers at the school of dentistry, 74 percent of the students had access to computers at home. However, 44 percent did not use a computer regularly. Male students were more regular and longer users of computers than females (p<0.001). A significant number of students (70 percent) judged themselves competent in information technology (IT) skills. More males felt competent in basic IT skills than did females (p<0.05). More than two‐thirds acquired their computer skills through sources other than at the university. The main educational use of computers was accessing the Internet, word processing, multimedia, presentations, Medline search, and data management. More clinical students felt competent in word‐processing skills (p<0.05) and many more used word processing for their studies (p<0.001) than did preclinical students. More males used word processing for their studies than females (p<0.001). Students used computers for personal activities more frequently than for academic reasons. More males used computers for both academic (p<0.01) and personal activities (p<0.001) than did females. All students had access to the Internet at the university, and 54 percent had access at home. A high percentage of students (94 percent) indicated they were comfortable using the Internet, 75 percent said they were confident in the accuracy, and 80 percent said they were confident in the relevance of information obtained from the Internet. Most students (90 percent) used email. Most students (83 percent) supported the idea of placing lectures on the web, and 61.2 percent indicated that this would not influence lecture attendance. Students used the Internet more for personal reasons than for the study of dentistry. More clinical students used the Internet for dentistry than preclinical students (p<0.001). More males than females used the Internet for dentistry (p<0.01) as well as for pleasure (p<0.01). Time and availability were the main obstacles to Internet use. Dental students at the University of Jordan have access to substantial IT resources and demonstrated attitudes toward the computer and Internet technology and use that were similar to other students in other nations. However, the educational use of ICT among Jordanian students remains low.
Understanding Dental Students’ Knowledge and Perceptions of Older People: Toward a New Model of Geriatric Dental Education
Authors: Fabiano Jude A. , Waldrop Deborah P. , Nochajski Thomas H. , Davis Elaine L. , Goldberg Louis J.
Published: June 2020

Increasing numbers of older people and the decreasing rates of edentulism highlight the importance of dental education that focuses on oral health and aging. This evaluation study assessed dental students’ knowledge and beliefs about older people as well as their awareness of the biopsychosocial concerns that are potential barriers to oral health care. Dental students’ (N=202) knowledge and perceptions of older people were evaluated before and after the first year of a new educational program. Students completed the Palmore Facts on Aging Quiz II (FAQ II) and answered questions about health problems and social concerns that may influence patient care. The intervention was twofold: 1) the CARES (Counseling, Advocacy, Referral, Education, and Service) Program, a clinical collaboration between the schools of Dental Medicine and Social Work, was initiated; and 2) all students were exposed to geriatric educational interventions. FAQ II scores did not significantly change, but dental students’ awareness of mental health, independence, and social concerns increased between Times 1 and 2. The results of the study suggest that positive interactions with older adults by health care providers may depend more on positive perceptions toward older people than increased knowledge about aging. Future research will focus on positive experiences with older adults and attitudes of dental students toward the elderly.
The Effects of Finger Rest Positions on Hand Muscle Load and Pinch Force in Simulated Dental Hygiene Work
Authors: Dong Hui , Barr Alan , Loomer Peter , Rempel David
Published: June 2020

One of the techniques taught in dental and dental hygiene programs is to use finger rests to stabilize the instrument while performing dental scaling or other types of dental work. It is believed that finger rests may also reduce muscle stress and prevent injury due to muscle fatigue. In this study the effects of three different finger rest positions on hand muscle activity and thumb pinch force were compared. Twelve predental students performed simulated dental scaling tasks on a manikin using three different finger rest positions: 1) no finger rest, 2) one finger rest, and 3) two finger rests. Muscle activity and thumb pinch force were measured by surface electromyography and a pressure sensor, respectively. Using two finger rests was always associated with reduced thumb pinch force and muscle activity, as compared to not using any finger rests (p<0.05), while using one finger rest reduced thumb pinch force and muscle activity in most cases. Hence, using finger rests plays an important role in reducing the muscle load of the hand in students performing simulated dental hygiene work. It is concluded that dental and dental hygiene students may benefit from instructions for using finger rests at an early stage of their clinical training. Including biomechanical and ergonomic principles in dental and dental hygiene curricula will raise awareness of ergonomics among dental practitioners and help them incorporate these principles into daily practice.
Compliance with Infection Control Programs in Private Dental Clinics in Jordan
Authors: Al‐Omari Mohammad Ahmad , Al‐Dwairi Ziad Nawaf
Published: June 2020

The aim of this study was to assess the compliance of general dental practitioners (GDPs) in the private sector in North Jordan with infection control measures. A pilot‐tested questionnaire about infection control measures was distributed in March 2004 to 120 private practices. The response rate was 91.66 percent. About 77 percent of dentists usually ask their patients about medical history, 36 percent were vaccinated against hepatitis B, 81.8 percent wear and change gloves during treatment and between patients, and 54.5 percent wear and change masks during treatment and between patients. Most dental practitioners (95.4 percent) reported that they changed extraction instruments and burs between patients. All dental practitioners reported that they changed saliva ejectors between patients, but only 41.8 percent changed handpieces between patients. Approximately 63 percent (69/110) used autoclaves for sterilization, 47.3 percent (52/110) used plastic bags to wrap sterilized instruments, and only 18 percent (20/110) disinfected impressions before sending them to dental labs. Fourteen percent used rubber dams in their clinics, and only 31.8 percent had special containers for sharps disposal. Based on these responses, approximately 14 percent of general dentists in this sample were considered to be compliant with an inventory of recommended infection control measures. In Jordan, there is a great need to provide formal and obligatory infection control courses and guidelines for private dentists by the Ministry of Health and the dental association in addition to distribution of standard infection control manuals that incorporate current infection control recommendations.
Strategies for Making Research More Accessible to Dental Students
Authors: Edmunds Ryan K.
Published: June 2020

Increasing student involvement in research has potential rewards for both faculty and students. Both groups have demands on their time, interest, and commitment that frequently result in low student research activity. Dental schools can make research more accessible to students by increasing student understanding of the importance of research, establishing rotating research positions, providing compensation, pursuing projects that interest students, and providing time in the curriculum for research by restructuring the basic sciences curriculum during the first two years of dental school. No attempt to make the research process easier or more accessible should compromise the integrity of the scientific process, but increasing students’ research involvement will pay long‐term dividends for dental schools and the profession.
Cancer Therapy‐Related Oral Mucositis
Authors: Redding Spencer W.
Published: June 2020

Oral mucositis is a common side effect of cancer therapies, particularly radiation therapy for head and neck cancer and various forms of chemotherapy. It commonly results in severe oral pain that can compromise the duration and success of cancer management. Hospitalizations are common because patients lose the ability to take anything by mouth due to severe pain and must have alimentation supported during this period. Pain management usually requires potent narcotic analgesia. Cancer therapy‐related oral mucositis is commonly described as the most significant and debilitating acute complication associated with radiation therapy and chemotherapy. Until recently, cancer therapy‐induced oral mucositis was thought to be a process involving the epithelium only. Evidence is building that the process of oral mucositis involves far more than just the epithelium, but includes multiple cellular processes of the submucosa as well. Many strategies have been evaluated to prevent oral mucositis, but the data is confusing since it is often conflicting. Therapy with the growth factor, KGF1, appears promising, as it is the only medication currently approved by the FDA. A multifaceted approach that targets the entire mucositis process will probably be needed to optimize overall prevention.
Financing and Reimbursement of Elders’ Oral Health Care: Lessons from the Present, Opportunities for the Future
Authors: Jones Judith A.
Published: June 2020

This article describes current financing and reimbursement for elders’ oral health care and presents innovative options and opportunities for the future. Current health and dental care financing data from the Centers for Medicare and Medicaid Services and Agency for Health Care Research and Quality are reviewed. Existing and potential reimbursement options for the future are presented. Options for future financing and reimbursement include extending dental insurance into retirement, inclusion of oral health care into existing comprehensive health care plans, developing retiree plans for selected, well‐defined (by the sponsor) groups of retirees, prepaying dental care during employment, development of an Elders Health Insurance Program for the poor and near poor, and developing optional “Part D (for Dental)” plans within the Medicare program. Given the absence of universal oral health insurance, a mix of financing options and reimbursement schema will be required to cover the costs of oral health care and eliminate disparities in oral health access and outcomes for the growing elderly population.
Dental Student Enrollment and Graduation: A Report by State, Census Division, and Region
Authors: Byck Gayle R. , Kaste Linda M. , Cooksey Judith A. , Chou Chiu‐Fang
Published: June 2020

The purpose of this study is to provide descriptive data on the presence of dental schools, dental school graduates, instate enrollment, and interstate dental education agreements for U.S. states, districts, and regions. This information may be helpful in deciding to open or maintain a dental school. Data from the American Dental Association (ADA), American Dental Education Association (ADEA), and U.S. Census Bureau were used to conduct cross‐sectional comparisons for states, census divisions, and regions for 2000. In 2000, there were fifty‐four dental schools in thirty‐two states and the District of Columbia. Total graduation across 1990–2000 was 43,289 dentists. Over half (56 percent) of the graduates were from public schools. The distribution of schools and graduates differed by geographic region. Alaska, Utah, Hawaii, and Nebraska were outliers with respect to high and low numbers of dental schools in states, in‐state enrollment, and dentists to population. U.S. states, districts, and regions vary widely on the number of dental schools, dentists to population, first‐year dental school enrollees, and dental school graduates. Further assessment on additional factors such as dental health provider shortage areas, state oral health status, and attractiveness of locations to dentists is needed to more fully understand the impact of these factors.
Radiographs Associated with One Episode of Orthodontic Therapy
Authors: Hujoel Philippe , Hollender Lars , Bollen Anne‐Marie , Young John D. , McGee Molly , Grosso Alex
Published: June 2020

Obtaining lifetime diagnostic radiation histories in head and neck cancer studies is often challenging due to the almost universal lack of centralized registries on X‐ray utilization in medicine and dentistry. Both the common nature of orthodontics and the young age at which orthodontics typically occurs make it important to quantify what diagnostic radiographs are typically taken during orthodontic therapy. The aim of this study was to assess the number and type of radiographic films associated with one episode of orthodontic therapy in an educational setting. Charts stored in an orthodontic clinic at one academic setting were randomly sampled, and the type and number of radiographic examinations were tallied for the 325 individuals who were in orthodontic therapy for at least one year. Being under orthodontic therapy for one or more years was associated with a median number of seven extra‐oral radiographs and twenty‐four intra‐oral radiographic films. The extra‐oral radiographs included three panoramic radiographs and three cephalometric radiographs. Less than 10 percent of the variability was explained by factors such as age, gender, calendar year, surgical orthodontic therapy, and duration of therapy. Head and neck cancer etiology studies should take into account the ionizing radiation during episodes of orthodontic care. The substantial variability in radiographic practices in orthodontics could be reduced by research into clinical utility and by establishing guidelines.
Four Ways We Approach Ethics
Authors: O’Toole Brian
Published: June 2020

Most people use four different approaches when making ethical decisions. Some people use one approach predominantly, while others vary their approaches according to the circumstances. In either case, the approaches usually are chosen unconsciously. A main source of conflict in decision making occurs when two parties argue or negotiate their positions from different moral approaches, for these different moral approaches are not convincing to one another. People may be persuaded to change their minds only when a stronger position is raised within their own moral approach. The different moral approaches are the principle, consequences, virtue/character, and moral sentiment approaches. Conflicts in decision making can become easier to resolve when decision makers first recognize they are using different moral approaches and then choose to negotiate within the same moral approach.
Caries Risk Assessment in an Educational Environment
Authors: Doméjean‐Orliaguet Sophie , Gansky Stuart A. , Featherstone John D.
Published: June 2020

This study was designed to assess, retrospectively using dental records, the impact on the management of dental caries of new caries risk assessment (CRA) forms and procedures introduced into a predoctoral dental school clinic. Of 3,659 patients with a new patient visit (NPV) and baseline exam (BE) in the two‐year period of July 2003 through June 2005, 69 percent (n= 2,516) had a baseline CRA. “Visible cavitation or caries into dentin by radiograph” was significantly correlated to most items included in the CRA form, for example, “frequent between meal snack of sugars/cooked starch” (p<0.001), “inadequate saliva flow” (p=0.03), and “deep pits and fissures or developmental defects” (p<0.001). Fluoride toothpaste use (odds ratio, OR=0.7) was negatively related to cavitation risk while “readily visible heavy plaque on teeth” (OR=2.0), “frequent between meal snack of sugars/cooked starch” (OR=1.6), “interproximal enamel lesions or radiolucencies” (OR=11.8), and “white spots or occlusal discoloration” (OR=1.50) were positively related. CRA use at follow‐up, the use of bacterial tests, antibacterial therapy, and specific patient recommendations were all very low. While the content and usefulness of the CRA procedures were validated, the study highlighted the difficulties of implementing such programs in educational establishments even with an extensive student didactic program and faculty training.