bluuebunny/crossref_metadata_2025 huggingface dataset:
Experimental and theoretical study of waste heat recovery from a refrigeration system using a finned helical coil heat exchanger
Authors: Roomi Bahaulddin K. , Theeb Maathe A.
Published: June 2020

This paper is an experimental and theoretical study that aimed at conserving energy by utilizing the waste heat generated from a refrigeration system by calculating the range of condensation after the compression stage for the refrigerant (R410A). A helical coil tube‐shell heat exchanger was designed as a heat recovery unit to use the waste heat from an air conditioner 1TR (split type) in the outdoor unit between the compressor and the condenser to produce hot water and increase the coefficient of performance (COP) of the refrigeration cycle. Two experimental types of the helical coil heat exchanger (conventional and finned) were used in attempts to induce absorption of the rejected heat into tap water. The increase in the COP ranges from 12.5% to 40%, an increase in the water outlet temperatures difference reaches 12°C. A cost–benefit analysis in terms of the net present value and the payback period (PP) has been performed. From the analysis, it has been observed that the use of the designed heat recovery unit will save electrical consumption to produce the required hot water with a PP of about 11.7 months for the conventional heat exchanger and 17.5 months for the finned helical coil heat exchanger.
Continuing education: attitudes, interests, and experiences of practicing dentists
Authors: Cafferata GL , Goldberg HJ , Roghmann K , Fox R
Published: June 2020

This study was designed to examine the determinants of interest in formal continuing education courses of two different types, clinical and practice oriented. Major findings were (1) practice‐oriented and clinically oriented courses differed in attractiveness among different segments of the dental profession, (2) interest in courses of a clinical nature was higher and more widespread throughout the proffession than was interest in management courses, and (3) half of the dentists supported mandatory continuing education for renewal of licenses, but 56% opposed a requirement that examinations in those courses be successfully completed. Interest in practice‐related courses was related to age, income, use of allied health personnel, journal reading, and participation in study clubs. Clinically related courses were slightly more attractive to the sample than were practice‐oriented courses, but current offerings of this type are less attractive to specialists than to general practitioners. Clinical courses generally appeal to the more active segments of the profession, and interest is associated with journal reading, participation in study clubs, and attendance at dental meetings. The appeal of clinical titles was more universal than that of management titles. Few background and practice characteristics were correlated with desire to keep up with the field, and those correlations that existed were smaller than those relating these variables to interest in practice; the only exception was specialization, as was noted above. Support for mandatory continuing education without examination as a requirement for relicensure was substantial. Further, no significant cleavages on this issue could be associated with any of the background or practice characteristics which were studied, a finding that indicate the existence of broad‐based consensus in the sample.
Teaching behavioral principles to dental students: a pilot course
Authors: Linton JC , McCutcheon WR , Stevenson JM
Published: June 2020

In an effort to amalgamate the study of behavior into the dental curriculum at West Virginia University, four primary objectives were set forth by the authors 1) creating a positive learning experience, 2) providing general information concerning behavior as it relates to dentistry, 3) dealing with special problems related to the human developmental continuum, and 4) increasing the students perception of himself and his patients. These objectives were accomplished through a variety of teaching techniques including formal didactic lectures, open and informal discussions, and videotape exercises involving mock clinical situations. There was no formal grading, although the students were requested to evaluate the course. Generally the students were enthusiastic in their regard for the class, emphasizing their feelings that follow‐up courses should be offered.
Plastic replicas as three‐dimensional models of pulps
Authors: Wakkerman HL , The GS , Spanauf AJ
Published: June 2020

It has been found that the plastic models significantly enhance the student's knowledge of the anatomy of teeth as it relates to operative dentistry. The fact that the models are three‐dimensional eliminates guesswork as to the exact position of the pulp, and the rigidity of the plastic cast enhances the recovery of morphological features of the pulp as it existed in the natural tooth.
A taxonomy for behavioral objectives in a dental school
Authors: Kress GC , Dogon IL , Giddon DB , Goldhaber P
Published: June 2020

This paper describes a taxonomy proposed for use by dental school faculties as an aid in specifying their course objectives in behavioral terms. This taxonomy, developed and tried at the Harvard School of Dental Medicine, is simpler than taxonomies previously proposed because it reduces the number of categories. In addition, the categories themselves are designed to communicate to and be interpreted by dental educators. The six categories are (1) knowledge of facts, concepts, and principles; (2) comprehension; (3) perceptual ability; (4) diagnosis and treatment planning skills; (5) motor skills; and (6) interactive skills. Each category is briefly defined and illustrated with two samples from operative dentistry.
Attitudes toward women dental students among male dental students and male dental faculty members
Authors: Rosenberg HM , Thompson NL
Published: June 2020

The results of this study support the following conclusions: 1. Male dental faculty and male dental students have similar perceptions of women enrolled in dental school. 2. Male dental faculty and male dental students rate women dental students high on the evaluative and activity scales of the semantic differential but relatively low in potency measures. 3. Male dental faculty and male dental students perceive women dental students as different from both the sex role of women and the professional role of dentist.
Strong Vocational Interest Blank scores and differential attraction to in individualized curriculum
Authors: O'Connor P
Published: June 2020

Research suggests that preference for and effectiveness of instructional methods vary with individual differences in personality and motivation. Students who had taken the Strong Vocational Interest Blank (SVIB) and were completing an individualized course in preclinical dentistry made a hypothetical choice between individualized and traditional curricula. As compared with students preferring the regular option, those preferring the individualized optipn scored higher on interests in scientific, aesthetic‐cultural, and adventuresome activities and on motivation for academic achievement and professional specialization. On occupational scales, they were more similar to those in biological science and social service and resembled less those in skilled trades, business and accounting, and sales. The groups did not differ in Dental Aptitude Test scores or grades. Findings from the SVIB and questionnaire data suggest that individualized programs are especially suited to students with high intellectual interests, academic motivation, self‐discipline, and organization. Implications for individualized programs are discussed.
Future role of biomaterials in dentistry and dental education
Authors: Phillips RW
Published: June 2020

It is possible to make predictions on materials research and on its impact if one understands the background of materials science and appraises the constraints on research and practice. In the past ten years some significant advances have been implemented in dental practice. On the basis of these advances, some very optimistic predictions can be made for the next ten years. However, in some areas, little progress was made, and there are some reasons to believe that this limited success will continue. Planning in research and dental education must be based on realistic appraisals of research productivity.
Dental learning resources center
Authors: Mast RA , Watson JJ
Published: June 2020

The University of Kentucky College of Dentistry has been operating the Dental Sciences Study Center since 1971 to support a curriculum with a large percentage of individualized instruction. Three crucial aspects of the Study Center were discussed: the facilities, the instructional materials, and the atmosphere. Administrative attention to and support of each aspect are essential to the successful functioning of a learning resources center in a largely individualized dental curriculum.
Suggestions for teaching and evaluating a course in community dentistry
Authors: Giddon DB , Rosenzweig S , Maron DI , Assael L
Published: June 2020

A new approach to the teaching of behavioral sciences has been evaluated with one class of dental students. The findings suggest that educational environment and perceived qualities of instructor supportiveness are essential to the effectiveness of a socially oriented educational program.
Motives to enter the dental profession: students, practitioners, faculty
Authors: Wittemann JK , Currier GF
Published: June 2020

1. The dental student, the private practitioner, and the dental educator have similar self‐motives related to an educational process which includes learning to develop to full potential and having the freedom to carry out one's ideas. 2. The motives perceived by dental students as important for the private practitioner are not the same as those the private practitioner perceives for himself. The student perceives good salary and a community reputation, while the practitioner perceives a continual educational process with freedom to carry out his ideas as the primary motive for entering the profession. The student and the practitioner are aligned on most of their self‐motives. 3. The motives of the dental educator parallel those of the practitioner more than they parallel those of the student.
Postdoctoral research training in cariology: an opportunity initiated by the National Caries Program at the University of Minnesota School of Dentistry
Authors: Schachtele CF , Messer LB , O'Brien TC , Carlos JP
Published: June 2020

In response to the need for development of measures to effectively control human dental caries, a postdocroral research training program in cariology has been established at the University of Minnesota School of Dentistry. This article discusses the concept of cariology, the background leading to the development of the program, and the goals and structure of the program. The recruiting and training of individuals to perform and direct multidisciplinary basic and applied research in cariology are explained. A didactic and clinical program is presented which gives a comprehensive introduction to cariology to trainees with a Ph.D degree and little previous knowledge of the multifactorial nature of dental caries.
Correlates of dentists' attitudes toward continuing education in TEAM
Authors: Cohen LA , Silversin JB , Kress GC , Yacovone JA
Published: June 2020

All dentists in active practice in Rhode Island were surveyed to determine their attitudes toward continuing education in TEAM. A total of 74.6 percent of those surveyed responded to the questionnaire. Only one variable, location in a building with other dental offices, was found to be associated with a perceived need for training in TEAM. Demographic background, practice busyness, practice efficiency, and knowledge and attitude profiles were found to be associated with an interest in attending such continuing education courses.
A comparative analysis of the attitudes of dentists toward the advertising of their fees and services
Authors: Darling  , Bussom RS
Published: June 2020

Restrictions on advertising about services performed by professional groups have recently been questioned by the government and consumers. The purpose of this study was to determine dentists' attitudes about the use of advertising in their profession and to compare the results with responses from physicians, attorneys, and accountants. While a survey of these groups in three metropolitan areas indicates mild support for advertising in general, there was a definite negative reaction to advertising in the respective professions. Participants also reported their attitudes about the effects of advertising on prices and fees, quality of services, and public expectations and governmental regulations.
Survey of the perceived educational needs of dental faculty
Authors: Saroff SA
Published: June 2020

A nationally distributed questionnaire was used to collect data from dental educators regarding their experience with courses in teacher training and the value they place on teacher preparation. Most dental educators have little or no formal training in education either at the undergraduate or the graduate level. Less than 15 percent possess a degree in education. However, over 95 percent indicated a belief that increased knowledge in education is desirable. Most respondents thought that a concentrated course of three to five days would be the most desirable format for in‐service training courses in teaching.
Changes in role perceptions by first‐year dental students
Authors: Rosen AC , Marcus M , Johnson N
Published: June 2020

Dental education combines the learning of technical skills with the professional role of health care provider. The investigation compared first‐year dental students perception of themselves, dental practitioners, dental school upper‐class students, and patients. The study indicated that first‐year students are more likely to identify with upper‐class students than with dental practitioners. They also tended to see themselves as clearly different from dental patients. It is suggested that dental educators should recognize this fact in order to avoid the depersonalization of dental care delivery.
Dental education and early careers of Canadian dentists: changes in attitudes, aspirations, and behavior
Authors: Reid AE
Published: June 2020

Longitudinal data on two cohorts of Canadian dental students are examined in order to determine the nature of the changes in attitudes and aspirations which students experience during their undergraduate dental training and the extent to which attitudes and aspirations which students hold on graduation are consistent with subsequent attitudes and behavior in practice. Data are presented on three dimensions of career‐related attitudes and behavior: (1) aspirations toward and actual involvement in alternative practice settings, (2) attitudes and behavior related to selected professional and community activities, and (3) attitudes toward specific issues in dentistry. The results indicate that the dental school has little influence on students for the dimensions considered and suggest that analysis of both student backgrounds and the early practice experience of dental graduates may be the key to understanding the career behavior of dental graduates.
Preclinical laboratory course in dental behavioral science: changing human behavior
Authors: Weinstein P , Getz T
Published: June 2020

Dental health professionals are frequently frustrated when they present preventive or therapeutic regimens to patients. This paper describes an approach to the teaching of behavioral science designed to familiarize the dental student with applying behavioral change techniques to dental problems. Ninety‐nine second‐year dental students participated in the two‐credit course. Students were taught in six groups, each led by a clinician‐behavioral scientist team. The behavioral science materials were presented in five slide‐tape programs developed by the authors. The key to the course was a behavior change project in which each student identified a problem, designed an intervention strategy, and attempted to manage the problem using the behavioral techniques presented.
Cardiopulmonary resuscitation training in american dental schools and requirement for state licensure
Authors: Steiner M
Published: June 2020

A questionnaire was sent to every American dental school and each state and regional testing agency, requesting information on the teaching of basic cardiopulmonary resuscitation (BCPR) and its inclusion in the requirements for state dental licensure. The data indicates that 81 percent of the schools teach a course in BCPR and the remaining 19 percent may do so in the future. Presently, 5 states require certification in BCPR for licensure and 17 states indicated they will require BCPR certification shortly.
Convergent evidence for the effectiveness of interpersonal skill training for dental students
Authors: Jackson E
Published: June 2020

The Florida Interpersonal Skills Training (FIST) program for dental students has been evolving for five years. This current paper describes the development and current status of the FIST program and several pieces of evidence that indicate that the program is having its desired effect. This evidence includes (1) demonstration of short‐term change in the chairside behavior of students exposed to FIST, (2) more favorable patient perceptions of dentists who behave in accordance with FIST principles (an analog study), (3) student evaluation of the course employing FIST, and (4) practicing dentists' and auxiliaries' evaluation of the usefulness of the course content. It is concluded both that the course seems to be effective and that the evaluation procedures used are both practical and useful.
The teaching of forensic dentistry: a status report
Authors: Herschaft EE , Rasmussen RH
Published: June 2020

A survey was conducted to assess the current status of instruction and curricular content in forensic dentistry in United States dental schools. The dean of each of the 60 dental schools was asked to describe the formal teaching program in forensic dentistry in the predoctoral, postgraduate, resident, and continuing education curriculum. Faculty characteristics and the relationship of the faculty to extramural organizations dealing with forensic science were analyzed. Results indicate that 42 percent of the respondents do not offer formal courses in forensic dentistry at any level of dental education. The remaining 58 percent offer courses that are primarily didactic in nature. The diagnostic dental science departments are responsible for the organization and administration of forensic dental courses at the majority of respondent schools. A significant number of faculty teaching forensic dentistry hold advanced degrees in medicine and law, as well as other disciplines. Although forensic dental faculty are trained to assist law enforcement agencies, their consulting services are not generally used to the fullest extent. Based on the results of this survey, a series of recommendations for structuring the forensic science curriculum in dental schools is offered.
Endodontists: a manpower projection
Authors: Luebke RG , Calvert RN
Published: June 2020

Since endodontics was first recognized as a specialty of dental practice in 1963, numerous postdoctoral programs have been established or expanded to meet a growing demand for endodontic manpower. There is evidence that a serious threat of overproduction now exists. Projections of active dentist and endodontist populations provide a basis for adjusting endodontic program size.
The future of dental specialization: policy issues
Authors: Rovin S
Published: June 2020

There has been a shift in the fundamental values placed by society on its health care system, as reflected by public insistence on greater accountability, a more influential role in policy decisions, and a more effective use of system resources. This change in values will profoundly influence the future of dental specialization. The role of the generalist, expanding as a result of various public and internal pressure, will shape the future role of the specialist more than anything else. No new dental specialties are likely to emerge, but there will be changes in emphasis and consolidation among the specialties. Graduate dental education will require a reorganization and a variety of sharing arrangements for its survival. Some form of demonstrating continuing competence will be required for maintenance of specialty status.
The general practice residency: its effect on specialization in dentistry
Authors: Zucker SB
Published: June 2020

The federal government has assumed an active role in the effort to increase the proportion of dentists choosing general dental practice as a career instead of specialty practice and has encouraged development and expansion of additional general practice residency training programs for this purpose. This paper reports on career decisions of graduates of one dental school for the past ten years. The findings suggest that general practice residencies may in fact lead to an increasing degree of specialization rather than enhancing long range career interests in general dentistry.
Do dental students cheat?
Authors: Fuller JL , Killip DE
Published: June 2020

In a questionnaire survey, dental students from all four classes at The University of Iowa College of Dentistry were asked if they had cheated during their first and second years. They were then asked if they believed that others cheated. Cheating was admitted to by 43 percent of the respondents, but 94 percent believed it was occurring. Plagiarism was delineated as a form of cheating; while fewer students admitted to its use, the reported occurrence should be of concern in technique courses. Responses were analyzed both by year in school and grade point average. Reasons for cheating were described; and some conditions conducive to cheating were found to be under the control of the instructor.
Undergraduate clinical pedodontic education: an overview of two teaching systems
Authors: Vann WF , Fields HW , Pinkham
Published: June 2020

This paper compares and contrasts two clinical teaching systems in undergraduate pedodontics: the block system and the total patient care system (TPC). Descriptions and rationales are given for specific block and TPC systems at two universities. Theoretical advantages and disadvantages are reviewed. Clinical data are presented that represent experiences of the graduating classes of 1978 at The University of Iowa (block) and the University of North Carolina (TPC). From this limited sample there appears to be little quantitative evidence that one system is better than the other when examining clinical experiences in the two schools studied.
The undergraduate dental radiology curriculum
Authors: Mourshed F
Published: June 2020

This paper reviews and analyzes the undergraduate dental radiology curriculum as suggested by the American Academy of Dental Radiology and the Oral Radiology Section of the American Association of Dental Schools. In addition, pertinent findings of the 1976 curriculum study conducted by the American Dental Association are discussed.
A course in physical, clinical, and laboratory diagnosis for dental education
Authors: Dworin AM
Published: June 2020

A basic knowledge of physical diagnosis techniques and an understanding of those parts of clinical medicine (including laboratory diagnosis) most closely related to dentistry are recognized to be important parts of dental education. The course in physical, clinical, and laboratory diagnosis for dentists pursuing specialty training in oral surgery, endodontics, periodontics, oral diagnosis, prosthodontics, and general practice at The University of Michigan School of Dentistry is described.
Bacterial polysaccharide synthesis: an experiment for the dental biochemistry laboratory
Authors: Helleiner CW , Stewart LC
Published: June 2020

A simple experiment is described for demonstrating the formation of a high molecular‐weight polysaccharide from sucrose by a bacterial enzyme. The polysaccharide confers high viscosity on solutions. Dental students are encouraged to consider this as a component of the system leading to the formation of dental plaque and the initiation of carious lesions.
Foreign dental graduates: admission criteria and predicted success in an American dental school
Authors: Browder HC , Wilcox S , Martinoff JT
Published: June 2020

In recent years the flow of foreign dental graduates into the United States has increased markedly. To ensure that these individuals have the knowledge and professional skills necessary to practice dentistry in the United States, several dental schools have established international student programs. Since their beginning, these programs have had many more applicants than openings; this has led to a highly competitive admissions procedure to select the applicants who have the greatest probability of success. Several factors unique to foreign dental schools, such as the lack of an accreditation process or a uniform grading system, have made this selection process difficult. A study was carried out to determine which of certain variables, or combination of variables, collected during the admissions process are most effective as predictors of the success of foreign dental graduates in an international student dental program. The results of this study provide possible admission guidelines for American dental schools with special programs for foreign dental graduates.
A self‐instructional approach to gross anatomy: evaluation of five years experience
Authors: Gregg RV , Fuller PM
Published: June 2020

A largely self‐instructional teaching method in gross anatomy for dental students, developed and tested over five years at the University of Louisville, is presented and evaluated. The merits of the method include reduced faculty teaching load, the potential to accommodate increased numbers of students without comparable increases in faculty or physical plant, apparent improvement in the quality of instruction, student satisfaction, early identification of marginal students, and conservation of cadavers.
The scope and objectives of graduate dental education
Authors: Bawden JW
Published: June 2020

Seven objectives of graduate dental education (GDE) and the current types of GDE programs are defined and discussed. The author recommends that objectives for GDE should be established, and that each GDE program should be designed and designated to meet specific objectives that are appropriate to the setting and resources available. The author further recommends that GDE programs should be evaluated with respect to attainment of their own designated objectives and also against standards set by the Commission on Accreditation of Dental and Dental Auxiliary Education (now the Commission on Dental Accreditation). The author notes that this latter commission must have adequate financial support and staffing to be able to evaluate many diverse GDE programs. Forces that have contributed to the gradual shaping of GDE programs are described, including societal need, institutional motivation, specialty organizations, and the Commission on Accreditation. The availability of money is cited as the catalytic component that often determines the balance among these forces. The author recommends that long‐term objectives should not restrict program diversity and that societal need should be the paramount factor giving shape to future GDE programs. The author suggests that an emphasis on quality research training programs may prove most socially advantageous if advances in knowledge can prevent dental problems. The author also recommends that predoctoral students should have adequate information and counseling resources to enable them to make wise career decisions.
The use of audiovisual procedures in evaluating oral diagnostic and treatment planning skills of dental students
Authors: Silberman SL , Runyon H , Martin LR
Published: June 2020

In the belief that an examination testing the diagnostic and treatment planning capabilities of junior dental students should involve more than the traditional paper and pencil test, a new test was developed at the University of Mississippi School of Dentistry. Interesting and varied stimuli, such as a videotape, visual aids, and relevant dental data were included as part of this exam. The test was administered, and the degree of student anxiety before, during, and after the examination was measured. In general, students performed well; the majority indicated a preference for this type of examination over the usual paper and pencil test. As expected, anxiety levels increased until the examination was completed and then decreased. Student evaluations were not affected by the degree of anxiety. The inclusion of a variety of materials in a test measuring diagnostic and treatment planning skills resulted in a more challenging examination; the use of a videotaped segment simulating a case history provided consistency in the test material.
An interdisciplinary teacher education program
Authors: Little RM , Williams BJ , Fey MR
Published: June 2020

In 1975 the faculty of the University of Washington School of Dentistry, in conjunction with the College of Education and the affiliated Children's Orthopedic Hospital and Medical Center, developed a 36‐month formal teacher education program in combination with joint specialty training in pedodontics and orthodontics. The program goal was to produce a professional dental educator/administrator who could function primarily in the teaching and practice of child and adolescent comprehensive care. After four years and three graduates, the faculty terminated this program. This paper outlines the rationale and structure of the original program and discusses the reasons for its termination.
Women dental students: preferences in support services
Authors: Austin G , Tenzer A
Published: June 2020

Female dental students in 68 American and Canadian dental schools were surveyed to determine their attitudes and concerns about women in dental school, and their preferences in support services. Almost 80 percent of the women reported that their sex did not not hinder them in achieving peak academic success. They believe that qualifications, rather than sex, should be the primary consideration in admitting students and hiring faculty. The majority of respondents indicated that the most beneficial support service for women would be a seminar series specific to their concerns. They also believe that to have women dentists used as role models in lectures and textbooks would be both appropriate and supportive.
Goals, objectives, and outcomes: case study of a program assessment
Authors: Wintner AJ , Hamilton P , Zullo TG , Cose JM
Published: June 2020

This manuscript assesses the outcome of a dental educational program in relation to institutional goals and program objectives. The study, covering the total population of 841 graduates of a dental school from 1972 through 1978, focused on the first classes to complete a significantly revised curriculum. The data identified specific characteristics such as (1) the distribution of dental practices, (2) general practices versus specialization, (3) solo vis‐s‐vis multiple or group practices, (4) residency training and advanced education, (5) faculty positions, (6) publications and research, (7) hospital affiliations, and (8) community activities. A pattern of responses developed that appears to indicate that those outcomes noted above, when combined with end‐of‐course and licensure examinations, supports an assumption of achievement of program objectives and institutional goals.
Evaluation of describing and grading preclinical technical exercises
Authors: Cohen SN , Silvestri AR
Published: June 2020

A student's improvement in technical skill during preclinical technique courses is greatly aided if the student receives accurate descriptive feedback concerning the quality of his practice exercises and how his product could be corrected. A numerical or letter grade alone cannot do this. An evluation form was developed to enable the preclinical faculty to efficiently and effectively give descriptive feedback to large numbers of students. A survey was conducted to evaluate whether students could interpret the descriptive feedback accurately and whether this descriptive feedback was useful in helping them understand where improvements could be made.
Characteristics of predoctoral endodontic education in the United States and Canada
Authors: Mendel RW , Scheetz JP
Published: June 2020

A survey was conducted to assess the current state of predoctoral endodontic education programs in United States and Canadian dental schools. The investigation focused on faculty characteristics, the learning climate for endodontics, and problems of administration. Comparison was made between current learning conditions in the schools and desirability of these conditions. Comparisons also were made between large and small schools. Endodontic program directors identified numerous conditions associated with the enhancement of learning. Problems reported were inadequate time to pursue research and scarcity of full‐time faculty in some programs.
Concerns of entering dental students
Authors: Sachs RH , Zullo TG , Close JM
Published: June 2020

First‐year students from three dental schools were surveyed during their first week of classes to assess their areas of concern. Factor analysis of the data revealed five independent areas of concern–psychosocial, academic, time, isolation, and money. A high degree of similarity was found in the order in which students ranked their concerns. Significant differences in the intensity of concern were found for academics and time. The implications of this study for future research on stress and coping behavior are discussed.
A comparison of attitudes and final grades among freshman dental students
Authors: Lee MM , McClugage S , Weinberg R , Glover JA
Published: June 2020

A study was conducted to determine if a change in dental students' attitudes toward three preselected concepts would occur as a result of a traditionally difficult gross anatomy course. In addition, an attempt was made to determine the predictive value of a student's attitudes in determining his or her final grade. The study employed Campbell and Stanley's one group pretest‐posttest design. The results indicated that students' attitudes toward a difficult course and themselves did not change significantly, but that a significant negative change did occur in their attitude toward the entire dental educational experience. The results also indicated that students' attitudes toward specific concepts can be successfully employed to predict a portion of their final grade.
Academic dismissal for clinical reasons: implications of the Horowitz case
Authors: Nash DA , Moore RN , Andes JO
Published: June 2020

Dismissal of a student from the educational program of a school of dentistry has immeasurable impact on the student and results in considerable emotional trauma to the faculty and administration. The legalistic emphasis of today's society has resulted in an increasing amount of litigation subsequent to student dismissals. The U.S. Supreme Court's recent decision in the case of Ms. Charlotte Horowitz has provided helpful guidance regarding what is fair when considering student dismissal for clinical or academic reasons, or both. Inferences from this and related cases are drawn that can assist dental education administrators in developing sound dismissal procedures for the institutions they manage.
A correlational study of preadmission predictor variables and dental school performance
Authors: Kress GC , Dogon IL
Published: June 2020

The purpose of this study was to determine the predictive validity of preadmission scores on the performance of 131 students from nine successive classes at the Harvard School of Dental Medicine. The predictors included high school rank, SAT Verbal and Quantitative, selectivity of undergraduate college, college GPA, and DAT Academic, and PAT averages. The performance scores included science GPA, clinical GPA, oral examination scores, and scores on Parts I and II of the dental National Board examinations. Correlation coefficients were calculated between each predictor and performance measure. Only one was significantly greater than zero: DAT Academic average was positively related to Part II Board scores (r = .29). The apparent lack of validity of the other predictors was attributed to their restricted range.
Issues in forecasting graduate dental education manpower supply and requirements
Authors: Born DO
Published: June 2020

This paper explores the history of forecasting in dentistry and then focuses on several major forecasting techniques, briefly examining the basic assumptions, data requirements, and strengths and weaknesses of each. In discussing the issues involved in forecasting, the paper isolates three perspectives held by forecasters; health status, social need, and economic. Each approach defines the critical concept of “adequate supply” in a different way. Other issues addressed include: who should engage in forecasting; what methods should be employed; is it worth the effort to forecast requirements for dental specialists; should forecasting be done for small areas; and what is the “political” reality of forecasting.
Ethnic and cultural determinants of the perceptions of female dental students
Authors: Mesa ML , Clark M , Austin G , Barden M
Published: June 2020

A survey of women dental students enrolled in all American and Canadian dental schools during the 1977–78 academic year was conducted to determine their backgrounds, current status, motivation regarding dentistry as a career, perception of the dental school environment, preferences in dental education, and future plans. The data were analyzed on the basis of ethnic or racial derivation to delineate differences in the perceptions of female dental students of various ethnic groups. Recognizing the nature of such differences may prove beneficial to dental educators, who must determine the specific problems faced by female students of various ethnic groups.
Survey of radiographic requirements and techniques
Authors: Farman AG , Shawkat AH
Published: June 2020

A survey of dental schools revealed little standardization of student requirements for dental radiography in the United States. Preclinical laboratories for intraoral radiography were given by 46 schools (87 percent), but such laboratories for panoramic radiography were given by only 11 (21 percent). The majority of schools had requirements for clinical intraoral radiography based upon either clock hours or numbers of full mouth radiographic surveys. However, only 40 percent had clinical requirements for extra‐oral techniques (including panoramic dental radiographs). For intraoral radiography, most emphasis was placed on the paralleling technique. There was a high degree of variability as to what constituted a full radiographic survey, and this has implications concerning the total amount of radiation to which a patient may be exposed.
The dentist writing
Authors: Bjork RE
Published: June 2020

Because research dentists are far removed from formal training in scientific writing, the communication demands of dentistry become especially burdensome for them. Research dentists frequently can greatly benefit from a formal course in writing. This paper describes the philosophy, structure, and content of the professional writing course in the School of Dentistry at the University of California Los Angeles and suggests the major components such courses should have. The courses should be integral parts of the curriculum, should demonstrate the essential place of writing in scientific research, should make students sensitive to language in various contexts, and should emphasize a systematic approach to writing and revision.
Relationship of learning styles to preferences for instructional activities
Authors: Carrier CA , Newell KJ , Lange AL
Published: June 2020

One hundred and sixty‐three dental hygiene students and 26 dental hygiene faculty participated in a study to examine the relationship between learning styles and preference for 13 instructional activities. The results indicated that most students and faculty were located in Kolb's “accommodator” and “diverger” learning style categories. These two learning style groups differed in their preferences for group‐oriented activities. Faculty were able to predict their students' predominant learning styles.
A longitudinal analysis of dentists' attitudes toward advertising their fees and services
Authors: Darling  , Bergiel BJ
Published: June 2020

Over the past five years restrictions on advertising by various categories of professionals have gradually been reduced. A study was conducted in 1976 and replicated in 1981 to provide a basis for comparison of the change in attitudes by dentists toward advertising in general, advertising of fees, advertising of services, and the effect of advertising on various public issues. The attitudes of dentists toward advertising changed significantly during this period, generally becoming more positive.
Professional performance among dental students: a factor analysis
Authors: Potter RH , Sagraves GO , McDonald RE
Published: June 2020

This study uses factor analysis of dental school performance to extract the underlying factors that are inherent in a set of a student's grades and to evaluate whether a given grade may be associated with more than one factor. Results suggest that overall performance is associated with factors that may be identified as basic science, dental science, and manual skill. The dental science factor appears to be developed during professional training and tends to be less clearly defined that the basic science and manual skills factors, respectively, the associations of clinical course grades with the defined factors are generally low, reflecting the complex involvement of dental clinic performance. It is reasonable to speculate, therefore, that dental school grades, when compounded together as overall GPA across the basic abilities of the students, constitute a likely source of variation that accounts for difficulties in prediction studies when they are used as criterion variables.
Field dependence‐independence and dental students' clinical performance
Authors: Suddick RP , Yancey JM , Devine S , Wilson S
Published: June 2020

The construct of field dependence‐independence (FDI) is a bipolar characterization of cognitive style and functioning that has achieved wide interest outside the field of dental education. Since dental educators lack effective preadmission predictors of clinical grades or performance, the authors examined two tests of FDI as potential new predictors. The Embedded Figures Test (EFT) is a recognized FDI descriptor test based on the ability to identify rapidly and accurately a series of simple geometric figures “embedded” in more complex figures; such performance is characteristic of the field‐independent individual. Similarly, rapid and accurate performance on the Inverted Tracing Test (ITT) (mirror tracing of simple figures) may also be characteristic of the field‐independent individual. Multiple regression analyses indicated that the EFT and ITT parameters correlated more closely with clinical grades that did Dental Admission Test (DAT) predictors. The results suggest that individuals who tend to be field‐independent, rather than field‐dependent may hav an advantage in the dental school's clinical curriculum.
Dentists' attitudes toward and knowledge of the elderly
Authors: Kiyak HA , Milgrom P , Ratener P , Conrad D
Published: June 2020

A representative sample of 332 Washington State dentists in private practice was surveyed regarding their practices, the nature and extent of their contact with elderly patients, and their attitudes toward the aged. Results show that the dentists sampled have generally inaccurate perceptions of facts on aging. More experienced dentists, and those who had greater numbers of self‐paying patients, held fewer stereotypes. Dentists who rated their elderly patients as having good oral hygiene held positive stereotypes. Course work in geriatric dentistry did not discriminate between dentists with more or less incorrect perceptions. This paper also discusses implications for dental practice and training in geriatric dentistry.
Current status of direct gold in teaching and licensure
Authors: Miranda FJ , Willer RD
Published: June 2020

A questionnaire on the teaching of direct gold was mailed to each dental school in the United States, and a telephone survey of direct gold requirements on all state and regional licensure examining boards was conducted. While the vast majority of schools still teach direct gold in some form, there is a definite trend toward deemphasis of this material both in dental education and in licensing examinations. Cited as major reasons for this decline are (1) the observation that relatively few practicing dentists offer direct gold as a treatment alternative, (2) the decline in faculty motivation and dedication in teaching the techniques, and (3) the shifting of available curriculum time away from direct gold to other areas of restorative dentistry.
A case study of a nontraditional basic science curriculum
Authors: Roth GI , Bridges RB , Brown AT , Calmes R , Lillich TT , Matheny JL , Sammon PJ , Wynn RL
Published: June 2020

This article presents a critical analysis of the ten‐year experience of the Department of Oral Biology of the University of Kentucky College of Dentistry with a nontraditional basic science curriculum. The factors that led to the adoption of this curriculum are outlined, and its effects on students, faculty, and the college's administration are described. The pitfalls inherent in this approach and in the individualized self‐instructional format for teaching the basic sciences to dental students are discussed. This critical evaluation is aimed at providing information for those contemplating similar sweeping curricular changes in the future to enable them to make rational decisions and to help them predict the effects of such changes on the educational program.
Survey practices in dental education research
Authors: Creswell JW , Kuster CG
Published: June 2020

Approximately 40 percent of the data‐based articles reported in the Journal of Dental Education in the last five years have used survey research procedures. This study examines the use of one type of survey procedure, mailed questionnaires, in research on dental education. Specifically, the discussion identifies several factors that dental education researchers should consider when reporting mailed questionnaire research to journal editors. These factors are discussed using examples of adequate and inadequate procedures reported in the method sections of studies in the Journal of Dental Education in the last five years.
Effect of extramural experiences on dental students' attitudes
Authors: Grantham EV , Block MJ
Published: June 2020

This study was designed to determine the effect of a set of community dentistry extramural experiences on student attitudes. The experiences involved one or more of four underserved or special populations: the mentally retarded, the mentally ill, correctional center inmates, and indigent children. Comparison of student responses to attitude questionnaires before and after the extramural experiences showed both positive and negative changes in attitude.
Establishing a financial counseling and debt management program at Georgetown University School of Dentistry
Authors: Dennis MJ
Published: June 2020

The financial counseling and debt management program described in this paper represents a model that, with modification, could be used in other dental schools. This model, developed specifically for Georgetown University dental students, is based on average economic profiles, average parental income and contribution, employment opportunities in the Washington area, and the average first‐year starting salaries of recent graduates. Any dental school considering such a program should base its model on the profile of its students. It is essential that schools, students, and families begin to address the reality of indebtedness effectively. Creative measures can be taken to ensure that debt levels are manageable and that graduates can realize a return on their dental school investment.