bluuebunny/crossref_metadata_2025 huggingface dataset:
Using Multiple Methods to Assess Learning and Outcomes in an Online Degree‐Granting Dental Hygiene Program
Authors: Springfield Emily , Gwozdek Anne E. , Peet Melissa , Kerschbaum Wendy E.
Published: June 2020

Program evaluation is a necessary component of curricular change and innovation. It ascertains whether an innovation has met benchmarks and contributes to the body of knowledge about educational methodologies and supports the use of evidence‐based practice in teaching. Education researchers argue that rigorous program evaluation should utilize a mixed‐method approach, triangulating both qualitative and quantitative methods to understand program effectiveness. This approach was used to evaluate the University of Michigan Dental Hygiene Degree Completion E‐Learning (online) Program. Quantitative data included time spent on coursework, grades, publications, course evaluation results, and survey responses. Qualitative data included student and faculty responses in focus groups and on surveys as well as students’ portfolio reflections. The results showed the program was academically rigorous, fostering students’ ability to connect theory with practice and apply evidence‐based practice principles. These results also demonstrated that the students had learned to critically reflect on their practice and develop expanded professional identities; going beyond the role of clinician, they began to see themselves as educators, advocates, and researchers. This evaluation model is easily adaptable and is applicable to any health science or other professional degree program. This study also raised important questions regarding the effect of meta‐reflection on student confidence and professional behavior.
Measuring Change in Critical Thinking Skills of Dental Students Educated in a PBL Curriculum
Authors: Pardamean Bens
Published: June 2020

This study measured the change in critical thinking skills of dental students educated in a problem‐based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students’ critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non‐experimental evaluation was based on a volunteer sample of ninety‐eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL‐based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.
Dental Students’ Knowledge of and Attitudes Toward Anticoagulation Dental Treatment: Assessment of a One‐Day Course at the University of Murcia, Spain
Authors: Martínez‐Beneyto Y. , López‐Jornet P. , Camacho‐Alonso F. , González‐Escribano M.
Published: June 2020

The aim of this study was to determine a group of Spanish dental students’ knowledge of and attitudes toward anticoagulated patients and clinical practice and to assess the need for additional education in this area. A survey with sections on demographics and knowledge of general coagulation, anticoagulation treatment, clinical practice, local hemostatic measures, and antibiotic prophylaxis was distributed to students before and after a one‐day course on oral anticoagulation. The response rate was 67.1 percent (n=96). Of the respondents, 78.1 percent (seventy‐five) were women. The students who benefited most from the course were third‐year students since they had the lowest level of knowledge at the beginning of the course (p>0.05). Fifth‐year students and postgraduates had a good initial level of knowledge (87 percent). This study identified a lack of knowledge among this group of Spanish dental students prior to the course, but participating in the course led to considerable improvement.
Ethics and the Electronic Health Record in Dental School Clinics
Authors: Cederberg Robert A. , Valenza John A.
Published: June 2020

Electronic health records (EHRs) are a major development in the practice of dentistry, and dental schools and dental curricula have benefitted from this technology. Patient data entry, storage, retrieval, transmission, and archiving have been streamlined, and the potential for teledentistry and improvement in epidemiological research is beginning to be realized. However, maintaining patient health information in an electronic form has also changed the environment in dental education, setting up potential ethical dilemmas for students and faculty members. The purpose of this article is to explore some of the ethical issues related to EHRs, the advantages and concerns related to the use of computers in the dental operatory, the impact of the EHR on the doctor‐patient relationship, the introduction of web‐based EHRs, the link between technology and ethics, and potential solutions for the management of ethical concerns related to EHRs in dental schools.
Developing and Pretesting Case Studies in Dental and Dental Hygiene Education: Using the Diffusion of Innovations Model
Authors: Cragun Deborah L. , DeBate Rita DiGioacchino , Severson Herbert H. , Shaw Tracy , Christiansen Steve , Koerber Anne , Tomar Scott L. , Brown Kelli McCormack , Tedesco Lisa A. , Hendricson William D.
Published: June 2020

Case‐based learning offers exposure to clinical situations that health professions students may not encounter in their training. The purposes of this study were to apply the Diffusion of Innovations conceptual framework to 1) identify characteristics of case studies that would increase their adoption among dental and dental hygiene faculty members and 2) develop and pretest interactive web‐based case studies on sensitive oral‐systemic health issues. The formative study spanned two phases using mixed methods (Phase 1: eight focus groups and four interviews; Phase 2: ten interviews and satisfaction surveys). Triangulation of quantitative and qualitative data revealed the following positive attributes of the developed case studies: relative advantage of active learning and modeling; compatibility with a variety of courses; observability of case‐related knowledge and skills; independent learning; and modifiability for use with other oral‐systemic health issues. These positive attributes are expected to increase the likelihood that dental and dental hygiene faculty members will adopt the developed case study once it is available for use. The themes identified in this study could be applied to the development of future case studies and may provide broader insight that might prove useful for exploring differences in case study use across dental and dental hygiene curricula.
Does a Case Completion Curriculum Influence Dental Students’ Clinical Productivity?
Authors: Park Sang E. , Susarla Harlyn K. , Nalliah Romesh , Timothé Peggy , Howell T. Howard , Karimbux Nadeem Y.
Published: June 2020

The purpose of this study was to evaluate the effects of a new clinical curriculum on dental student productivity as measured by number of procedures performed in the student teaching practice. Harvard School of Dental Medicine adopted a new clinical education model for the predoctoral program in summer 2009 based upon a Case Completion Curriculum (CCC) rather than a discipline‐based numeric threshold system. The two study groups (threshold group and case completion group) consisted of students who graduated in 2009 and 2010. Clinical performance was assessed by clinical productivity across five major discipline areas: periodontics, operative dentistry, removable prosthodontics, fixed prosthodontics, and endodontics. The relationships between the two study groups with regard to number of procedures performed by category revealed that the case completion group performed a significantly higher number of operative and removable prosthodontic procedures, but fewer periodontal and endodontic procedures (p≤0.03). No statistically significant difference in number of procedures was observed with fixed prosthodontic procedures between the two groups. Clinical productivity as a result of redesigning the clinical component of the curriculum varied in selected disciplines. The CCC, in which the comprehensive management of the patient was the priority, contributed to achieving a patient‐based comprehensive care practice.
Short‐Answer Questions and Formula Scoring Separately Enhance Dental Student Academic Performance
Authors: Pinckard R. Neal , McMahan C. Alex , Prihoda Thomas J. , Littlefield John H. , Jones Anne Cale
Published: June 2020

In this study, numerical course scores of second‐year dental students in four successive classes in an oral and maxillofacial pathology course were compared. While the course content and teaching methods were essentially unchanged throughout the four years, two modest departures from the sole use of multiple‐choice format questions were made in the assessment of student achievements. The modifications consisted of creating a more challenging examination procedure through the inclusion of un‐cued short‐answer format questions and the institution of correction‐for‐guessing scoring on multiple‐choice examinations. Academically, the students in the four classes were comparable, as indicated by their respective numerical course score distributions in a prerequisite general pathology course in which the course content was unchanged, and all multiple‐choice format questions were used to assess student academic achievements. This four‐year study demonstrated that two qualitative changes in the educational environment—utilization of un‐cued short‐answer questions and correction for guessing scoring of multiple‐choice questions—separately resulted in significant improvements in student course scores. Our results support the notion that, without any changes in curricular content or emphasis, combinations of qualitative changes in the assessment procedures alter student behavior and, as a consequence, appreciably improve their academic achievements.
Consumers’ Choice of Dentists: How and Why People Choose Dental School Faculty Members as Their Oral Health Care Providers
Authors: Kim M. Julie , Damiano Peter C. , Hand Jed , Denehy Gerald E. , Cobb Deborah S. , Qian Fang
Published: June 2020

This study aimed to better understand how and why people choose dental school faculty members as their oral health care providers. Increasing financial constraints in U.S. dental schools have led their administrators to seek alternative funding sources, one of which can be revenues from dental school faculty practice. To effectively promote faculty practice, it is necessary to understand how and why one chooses a dental school faculty member as his or her oral health care provider. A survey of 1,150 dental school faculty practice patients who recently chose their dentist was conducted, and 221 responded. The information sources these respondents said they used and rated highly were other dentists, friends, family members, clinic website, the Internet, and the insurance directory. Dentist‐related attributes that were perceived to be important were quality of care, professional competence of dentist, and explanation of treatment/patient participation in the treatment decision. Dental practice‐related attributes perceived to be important were the ability to get appointments at convenient times, reasonable waiting time to get appointments, and attitude/helpfulness of staff. This study found that traditionally popular (family, friends) and newly emerging information sources (the Internet, clinic website, and insurance directory) were both used and perceived to be important by patients of the dental school faculty practice. Dental schools and dentists can use this study's findings to select appropriate communication channels to promote their practices and to focus on attributes that dental consumers value the most.
Electronic vs. Traditional Textbook Use: Dental Students’ Perceptions and Study Habits
Authors: Ditmyer Marcia M. , Dye Jared , Guirguis Nadim , Jamison Kyle , Moody Michael , Mobley Connie C. , Davenport William D.
Published: June 2020

This descriptive study assessed dental students’ attitudes about computer use as it relates to study habits and use of e‐textbook technology. Academic deans and student leaders at all accredited dental education programs in the United States, Puerto Rico, and Canada were asked to forward an e‐mail to students explaining the purpose of the study and asking them to participate. The e‐mail included an embedded URL link to the survey. A total of 703 complete responses from twenty‐four dental schools were received and used in the final analysis. Because the number of students contacted could not be determined, the overall response rate cannot be calculated. Over 65 percent of the respondents reported spending >11 hours per week studying although over 75 percent said they spent little time studying from their textbooks. Over 55 percent were from schools that use e‐textbooks exclusively, with 25 percent from schools that exclusively use print textbooks. One‐fourth indicated they purchased a traditional printed textbook even when an e‐textbook was provided; more than one‐third printed information from the e‐textbooks rather than reading on the computer. A majority (59 percent) preferred traditional textbook resources over e‐textbooks, with over 50 percent reporting not using the required e‐textbooks at all. E‐textbooks were used by students in this study less frequently than materials/notes provided by dental school faculty. The majority preferred to use traditional resources as references and for augmenting lecture material.
The Status of Mineral Trioxide Aggregate in Endodontics Education in Dental Schools in Turkey
Authors: Tanalp Jale , Karapinar‐Kazandag Meriç , Ersev Handan , Bayirli Gündüz
Published: June 2020

The aim of this study was to assess the current status of mineral trioxide aggregate (MTA) as an educational material in dental schools in Turkey. A survey was sent to senior members of the endodontic departments of seventeen dental schools; fourteen responded. All respondents reported that they used MTA in their clinical practice, with apexification, perforations, retrograde fillings, and root resorptions being the most frequently occurring treatment procedures. All reported that information was given to students regarding MTA mainly as part of the curriculum. The third and fourth years were the periods when MTA was introduced to students in most of the schools. Twelve schools reported that students had the opportunity to observe procedures in which MTA was used, but students had the chance to use the material in a very minor proportion of the schools, mainly under the supervision of clinical instructors. Ten schools agreed that MTA should be included in the regular endodontic curriculum. Financial constraints seemed to be the predominant reason for those who answered this question negatively, followed by difficult handling properties and low radiopacity of the material. Within the limitations of this study, it can be concluded that ways should be sought to prevent financial difficulties from depriving dental students of the opportunity to receive information about contemporary methodologies such as MTA utilization.
New Multipurpose Endodontic Device Developed in Germany for Use in Predoctoral and Continuing Dental Education and Science
Authors: Herbert Josef , Buchmann Gerald
Published: June 2020

The purpose of this article is to describe a simple and versatile aid for the endodontic treatment of extracted teeth and its possible applications. The Med*‐box is a new endodontic multipurpose device made of transparent acrylic that permits all elements of root canal treatment to be performed and evaluated either visually or radiologically. The Med*‐box represents a valuable addition to the spectrum of educational and practical means in endodontic training. It is well suited for students, dentists, and endodontists for learning the handling of new materials, methods, and instruments in endodontics before they work clinically upon a patient. Also in the context of scientific endodontic issues, the Med*‐box represents a simple, economical, and easily manageable aid.
A Brief Comparison of Curricula at Dental Schools in China and Japan
Authors: Sun Hantang , Yang Jingyi , Kawashima Nobuyuki , Li Yiming , Zhang Wu , Wang Ping
Published: June 2020

This study compared the dental curricula at dental schools in China and Japan. A survey was conducted in representative dental schools in China and Japan. It was found that, in China and Japan where dental schools recruit students directly from high schools, more attention is paid to introduction of early professional education. Most dental schools in Japan arrange dental subjects for their students from the first through the fourth years, while in China, only a few dental schools take this path although many of them are currently making changes. It was also discovered that, in both countries, an increasing number of dental schools assign a specific dental subject to the same period with its relevant bioscience or biomedical counterparts, which makes it possible for them to enhance each other reciprocally in a positive way for students and consequently help dental students master the related topics.
Factors Related to Sense of Coherence Among Dental Students at Istanbul University
Authors: Peker Kadriye , Bermek Gülçin , Uysal Omer
Published: June 2020

The salutogenic model suggests that generalized resistance resources (GRRs) promote the development and maintenance of a strong sense of coherence (SOC), which is a health‐promoting factor. This study examined associations between GRRs (sociodemographic characteristics, social support, stress, health practices, and self‐rated health) and a strong SOC among dental students at Istanbul University. Data were collected from a convenience sample of 566 students using questionnaires including a sociodemographic section, the SOC scale, the Perceived Stress Scale, the Multidimensional Scale of Perceived Social Support, self‐rated health, and health practices. Data were analyzed using descriptive statistics, t‐test, chi‐square test, and binary multiple logistic regression. Students were classified into a low or strong SOC group by a median split procedure, based on their total score on the SOC scale (median=56, range=22 to 91). Univariate statistics showed that students with a strong SOC reported lower stress levels, higher social support levels, better self‐rated health, brushing their teeth more frequently, lower sugar intake between meals, and less frequent smoking than students with a low SOC. Multivariate statistics indicated that being a nonsmoker and having better self‐rated health, higher social support levels, lower stress levels, and lower sugar intake between meals were the most important predictors of strong SOC. Taking into account the factors that reinforce a strong SOC may help dental educators develop health promotion programs and create supportive environments for maintaining dental students’ health.
Recent Trends in the Utilization of Dental Care in the United States
Authors: Wall Thomas P. , Vujicic Marko , Nasseh Kamyar
Published: June 2020

The authors examined trends in the utilization of oral health services in the United States from 1997 to 2010, including breakdowns by age and poverty level. They examined trends in one major driver of utilization: insurance coverage. The results suggest that the recent economic downturn did not result in an overall decrease in the utilization of dental services. Rather, the findings suggest an earlier decline from 2003 to 2008. In this article, the authors report that the overall trend masked significant variation by age and poverty level. Among children, there was steady growth in utilization from 1997 to 2010. This appears to have coincided with a shift away from private insurance toward public coverage and a significant drop in the percentage of uninsured children. Among non‐elderly adults, however, utilization has been falling steadily since 1997 among all but the wealthiest income group. During the great recession from December 2007 to June 2009, the decline in utilization accelerated among those in the lowest income group. The decrease in adult utilization appears related to a decrease in private insurance coverage and an increase in public coverage and noninsured rates. As a consequence of these trends in coverage, the authors predict a continued decline in the utilization of dental services among non‐elderly adults.
Economic Impact of Dental Hygienists on Solo Dental Practices
Authors: Lazar Vickie F. , Guay Albert H. , Beazoglou Tryfon J.
Published: June 2020

The fact that a significant percentage of dentists employ dental hygienists raises an important question: Are dental practices that utilize a dental hygienist structurally and operationally different from practices that do not? This article explores differences among dental practices that operate with and without dental hygienists. Using data from the American Dental Association's 2003 Survey of Dental Practice, a random sample survey of U.S. dentists, descriptive statistics were used to compare selected characteristics of solo general practitioners with and without dental hygienists. Multivariate regression analysis was used to estimate the effect of dental hygienists on the gross billings and net incomes of solo general practitioners. Differences in practice characteristics—such as hours spent in the practice and hours spent treating patients, wait time for a recall visit, number of operatories, square feet of office space, net income, and gross billings—were found between solo general practitioners who had dental hygienists and those who did not. Solo general practitioners with dental hygienists had higher gross billings. Higher gross billings would be expected, as would higher expenses. However, net incomes of those with dental hygienists were also higher. In contrast, the mean waiting time for a recall visit was higher among dentists who employed dental hygienists. Depending on personal preferences, availability of qualified personnel, etc., dentists who do not employ dental hygienists but have been contemplating that path may want to further research the benefits and opportunities that may be realized.
Impact of Dental Therapists on Productivity and Finances: III. FQHC‐Run, School‐Based Dental Care Programs in Connecticut
Authors: Bailit Howard L. , Beazoglou Tryfon J. , DeVitto Judy , McGowan Taegen , Myne‐Joslin Veronica
Published: June 2020

In many developed countries, the primary role of dental therapists is to care for children in school clinics. This article describes Federally Qualified Health Center (FQHC)‐run, school‐based dental programs in Connecticut and explores the theoretical financial impact of substituting dental therapists for dentists in these programs. In schools, dental hygienists screen children and provide preventive services, using portable equipment and temporary space. Children needing dentist services are referred to FQHC clinics or to FQHC‐employed dentists who provide care in schools. The primary findings of this study are that schoolbased programs have considerable potential to reduce access disparities and the estimated reduction in per patient costs approaches 50 percent versus providing care in FQHC dental clinics. In terms of substituting dental therapists for dentists, the estimated additional financial savings was found to be about 5 percent. Nationally, FQHC‐operated, school‐based dental programs have the potential to increase Medicaid/CHIP utilization from the current 40 percent to 60 percent for a relatively modest increase in total expenditures.
Relationship Between Broken Appointments and Dental Students’ Clinical Experience Level
Authors: Teich Sorin T. , Wan Zhuang , Faddoul Fady F.
Published: June 2020

As more dental schools adopt a comprehensive care model focused on patients’ needs rather than a certain number of required procedures, clinic time utilization by students is coming under increasingly close scrutiny. This article presents an analysis of the influence of broken appointment rates on dental students’ clinical experience levels. The total percentage of broken appointments experienced by each student from the classes of 2010 and 2011 at Case Western Reserve University School of Dental Medicine during his or her clinical education in the junior and senior years was determined, and the impact of the broken appointment rate on students’ clinical experience levels was analyzed. The results show a statistically significant difference regarding the percentage of broken appointments between the classes of 2010 and 2011: 18.64 percent and 14.44 percent, respectively. When the rate of no‐shows was compared to the students’ clinical experience level, a weak but significant negative correlation was determined for the class of 2010 but not for the class of 2011. It is concluded that the rate of broken appointments accounts for a small part of the variability observed in the number of clinical procedures performed in the predoctoral clinic. When this rate is lowered below a threshold of 14.5 percent, broken appointments seem to have no influence on students’ clinical experience level.
Dental Students’ Perceptions of Self‐Efficacy and Cultural Competence with School‐Based Programs
Authors: Gundersen David , Bhagavatula Pradeep , Pruszynski Jessica E. , Okunseri Christopher
Published: June 2020

This study explored perceptions of first‐year dental students’ self‐efficacy, cultural competence, and intent to provide care in school‐based settings before and after the completion of an oral health educational rotation with inner‐city public school children. The oral health educational rotation is mandatory for all first‐year dental students at Marquette University School of Dentistry (MUSoD). Pre‐ and post‐rotation surveys on perceptions of self‐efficacy, cultural competence, and intent to provide care in school‐based settings were administered online to first‐year dental students at MUSoD. The pre‐ and post‐rotation survey response rates were 75 percent and 70 percent, respectively. The percentages of students reporting a dentist as a family member in the pre and post surveys were 36.7 percent and 39.3 percent, respectively. Students who reported having a dentist as a family member had significantly higher adjusted odds for self‐efficacy (1.73, CI: 1.06–2.84) and cultural competence (2.03, 95 percent CI: 1.03–4.00). Dental students’ participation in a mandatory oral health education rotation was associated with an increase in self‐efficacy and cultural competence, but not with their intent to provide dental care in school‐based settings.
A Model of Psychosocial Work Environment, Stress, and Satisfaction Among Dental Students in Sweden
Authors: Schéle Ingrid A. , Hedman Leif R. , Hammarström Anne
Published: June 2020

Dental students are often described as stressed. The stress has, among other things, been connected to stressors in their psychosocial environment and inconsistent feedback. The hypothesis of this study was that the psychosocial work environment in dental schools leads to stress and affects the satisfaction of dental students and that tolerance for ambiguity shields students from stress. A web‐based survey was sent to the entire Swedish dental student population in clinical training (N=805); the response rate was 40 percent. Structural equation modeling used in the analyses contains four main constructs: psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction (χ2=267.437, d.f.=174, p<0.001, Normed χ2=1.537, RMSEA= 0.041, CFI=0.98). Psychosocial work environment influenced both perceived stress and satisfaction: it accounted for almost all of the explained variance in perceived stress for women, while about half of the variance for the men was explained by tolerance for ambiguity. This study concluded that about 40 percent of the total perceived stress of these female dental students was related to their psychosocial work environment. Tolerance for ambiguity shielded men but not women from stress. An improved psychosocial work environment in dental schools would decrease the stress of both male and female dental students.
Triple Jump Examinations for Dental Student Assessment
Authors: Navazesh Mahvash , Rich Sandra K. , Chopiuk Nasrin Bahari , Keim Robert G.
Published: June 2020

The triple jump examination (TJE) attempts to assess a higher level of learning with demand for analysis, critical thinking, and resolution of problems presented by written scenarios based on patient care situations. The purpose of this study was to examine the internal consistency, scale reliability, and interrater reliability of the TJE used at the Ostrow School of Dentistry, University of Southern California. On the sample of 2,227 examinations administered by seventy–seven raters across a three–year time period, the Cronbach's coefficient alpha for internal consistency of the overall TJE was found to be good (a=0.869). The internal consistency of the three subscales was found to be acceptable (a=0.731), good (a=0.820), and good (a=0.820). Average and single measures intraclass correlation coefficients (ICC) for scale reliability were significant at p<0.001, indicating strong interrater reliability. There were no statistically significant differences (p≤0.05) in the mean scores assigned on the TJE between rater groups defined by rater experience level with the TJE. A very high level of agreement among rater pairs was also observed. Across the entire three–year study period, with over 19,152 ratings, the seventy–seven raters were in general agreement 99.5 percent of the time and in exact agreement 77.2 percent of the time.
Knowledge and Attitudes of Dental Interns in Karnataka State, India, Regarding Implants
Authors: Chaudhary Sohini , Gowda Triveni M. , Kumar Tarun A.B. , Mehta Dhoom S.
Published: June 2020

Implant treatment today is highly reliable as a valid restorative option for missing teeth. As more patients worldwide opt for implant treatment, it is now imperative for dental practitioners to have sound information about dental implants so they can help patients make informed decisions. This study sought to define the knowledge and attitudes regarding dental implants of dental interns in the state of Karnataka, India, and to evaluate the dental implant curriculum structure at the undergraduate level. A survey was conducted of dental interns (students in their fifth, clinical year of undergraduate study) in seven of the forty–five academic dental institutions in this state. The questionnaire consisted of fifteen questions that assessed the respondents’ level of knowledge and source of information regarding implants. A total of 500 questionnaires were distributed, and 417 interns responded for a response rate of 83.4 percent. In the results, 73.3 percent reported they were not provided sufficient information about implants in their undergraduate curriculum, and 95.7 percent of them wanted more. Also, 63.5 percent of the respondents believed that high costs could limit the use of dental implants as a tooth replacement modality in India. This study concludes that revision in the undergraduate dental curricula at these schools is needed to better prepare students for practicing implant dentistry.
Examination of Social Networking Professionalism Among Dental and Dental Hygiene Students
Authors: Henry Rachel K. , Molnar Amy L.
Published: June 2020

Becoming a dental professional requires one to apply ethical decision making skills and demonstrate high standards of professionalism in practice, including the way professionals present themselves to the public. With social media as an evergrowing part of personal and professional communications, this study aimed to determine the accessibility, amount, and type of unprofessional content on Facebook profiles of dental hygiene and dental students in a college of dentistry. The authors evaluated the online profiles of all 499 dental and dental hygiene students at The Ohio State University using objective measures that included existence of a profile, current privacy settings, and access to personally identifiable information. A sample of profiles were evaluated for unprofessional content including photos, comments, and wall posts. The majority of these students were found to use Facebook, with 61 percent having Facebook profiles. Dental hygiene students were more likely to have a Facebook profile than were dental students: 72.6 percent and 59.1 percent, respectively (p=0.027). The majority of the students’ profiles had some form of privacy setting enabled, with only 4 percent being entirely open to the public. Fewer than 2 percent of the students allowed non–friends access to personal information. Based on in–depth analysis of the profiles, fourteen (5.8 percent) instances of unprofessionalism were recorded; the most common unprofessional content involved substance abuse. This study found that these dental and dental hygiene students frequently possessed an identifiable Facebook account and nearly half had some kind of personal information on their profile that could potentially be shared with the public. In some instances, the students gave patients, faculty, and potential employers access to content that is not reflective of a dental professional. Academic institutions should consider implementing policies that bring awareness to and address the use of social media in a professional environment.
Dental Students’ and Faculty Members’ Concepts and Emotions Associated with a Caries Risk Assessment Program
Authors: Maupome Gerardo , Isyutina Olga
Published: June 2020

The objective of this study was to identify concepts and emotions associated with using an established Caries Risk Assessment (CRA) and Caries Risk Management (CRM) program in a dental school. Five focus groups with students and faculty members were conducted. Transcripts of the focus group discussions were qualitatively analyzed for emotions, using Plutchik's wheel of emotions, and were inductively evaluated for concepts (stability coefficients, Scott's π, 0.65–0.71). A total of twenty–five students took part in three focus groups (D2, D3, and D4 separately), and fifteen faculty members participated in two groups. Few frequency differences existed across students and faculty in terms of emotions (278 in faculty members’ discourse; 276 in students’). From these, 535 concepts were assembled in seven groups of semantically distinct concepts. Faculty members verbalized more numerous concepts than students (300 vs. 235). Skepticism about the effectiveness of the CRA/CRM program represented the most significant barrier to comprehensive student and faculty support. The findings also suggested that, in order to dispel misconceptions, clearer messages, simpler forms and systems, and better tailored foci of the program for diverse patient, student, and faculty subgroups are needed. Ultimately, buy–in from users depends on CRA forms and programs that are seen as relevant, useful, and simple, offering tangible outcomes for patients and clinicians.
An Innovative Method for Teaching Anatomy in the Predoctoral Dental Curriculum
Authors: Baker Eric W. , Slott Phyllis A. , Terracio Louis , Cunningham Elena P.
Published: June 2020

New methods of teaching gross anatomy are being evaluated as medical and dental schools attempt to find time in their curricula for new content without sacrificing essential anatomical knowledge. This article reports on an innovative method of teaching anatomy at New York University College of Dentistry. In 2005, the instructors completely replaced the dissection of wet cadavers with the study of dissected and sliced plastinated specimens. The shift from cadaver dissection to the study of plastinated specimens was accompanied by other changes in the anatomy course: students study in small, consistent groups; frequent, low–impact quizzes are administered; and the role of the computer is increased as a tool for self–directed study. To assess the course, this study considered students’ long–term understanding of anatomy as demonstrated by performance on the National Board Dental Examination (NBDE) Part I, hours of instruction, and student evaluation. The results show that, since 2005, students have had higher NBDE Part I scores, their overall performance has been above the national mean while hours of instruction were 60 percent of the national mean, and student satisfaction increased.
Developing the Next Generation of Leaders in Oral Health
Authors: Kalenderian Elsbeth , Taichman Russell S. , Skoulas Angelique , Nadershahi Nader , Victoroff Kristin Z.
Published: June 2020

Given the challenges facing oral health providers as practitioners, community leaders, and educators, expanding dental curricula with an introductory course on leadership is timely and necessary. Such a course will sow the seeds of leadership by defining its importance in the dental profession and creating an understanding that the skills associated with leadership need to be developed over a lifetime. This article reports on a conference session in which a group of faculty members and students discussed the need and value of teaching leadership, compared leadership programs from four U.S. dental schools, and proposed an implementation framework for leadership programs at other dental schools. The moderator led discussion of participants’ suggestions for course materials and implementation frameworks in small–group sessions. The participants’ responses were captured using standardized worksheets. Time, including faculty members’ and students’, was considered the biggest barrier to implementing a leadership course. A number of opportunities were identified, including the ability for interprofessional collaboration and the opportunity for students to grow and learn. Creating a core course with optional components was considered the most attractive option. In this experience, the participants gained perspective on the challenges and opportunities for developing a leadership curriculum and were provided with a tangible product for further development.
The Impact of Active Versus Passive Use of 3D Technology: A Study of Dental Students at Wuhan University, China
Authors: Qi Shengcai , Yan Yanhong , Li Rong , Hu Jian
Published: June 2020

A variety of computer–based 3D applications are becoming regular tools for dental students for self–learning. This study investigated the learning effectiveness of junior dental students in passively versus actively controlling the 3D virtual scenes of implant dentistry. Participants were randomized into three groups and were exposed to three designs of educational materials: traditional 2D webpages (2D); active–controlling 3D webpages (A3); and passive–controlling 3D webpages (P3). After reviewing the webpages, the participants were asked to complete a posttest to assess the relative quality of information acquisition. Their responses were compared and analyzed. The results indicated that the P3 group received the highest score of 26.4±3.1 on the post–test, significantly better than the A3 group, which had the worst performance with a score of 20.3±4.0. The 2D group received a score of 24.2±4.6. There was a significant correlation between the scores on a mental rotations test and the subjects’ performance on the posttest (p<0.001). A serious disadvantage of active control was indicated for individuals with low spatial ability. In 3D virtual reality assisted self–learning, passive control produces higher learning effects compared to active control. Too much active control may generate significantly negative impacts on students, especially for individuals with low spatial ability.
Assessment of the Efficacy of Second Life, a Virtual Learning Environment, in Dental Education
Authors: El Tantawi Maha M.A. , El Kashlan Mona K. , Saeed Yasmin M.
Published: June 2020

This study assessed the efficacy of Second Life (SL) in delivering lectures and demonstrating clinical procedures. Sixteen students in a dental school in Alexandria, Egypt, volunteered to participate in SL to learn about topical fluoride through lectures and YouTube videos demonstrating the application of fluoride gel. This was followed by face to face (F2F) sessions about pits and fissures sealant including lectures and F2F demonstration. Knowledge improvement was assessed by pre– and posttests; practical skills were assessed by a checklist; and percent scores were calculated. The relation between these scores and some background variables was assessed. Students’ satisfaction with and perceptions of SL were also assessed. Knowledge improved significantly after both SL and F2F experiences (p<0.0001 for both). There were no significant differences between SL and F2F in knowledge improvement or skills percent scores (p=0.16 and 0.26, respectively). Knowledge improvement was significantly related to previous experience with SL and previous year grade (p=0.02 and 0.007, respectively) but not to gender. Practical skills scores were not related to any of these three variables. Satisfaction with SL experience was high and not affected by any of the three variables, and the experience was perceived positively. This study suggests that SL can complement traditional F2F teaching, especially for underachieving students and in higher education institutions with problems of increasing numbers of students and limited space.
Motivational Interviewing in Dental Hygiene Education: Curriculum Modification and Evaluation
Authors: Bray Kimberly Krust , Catley Delwyn , Voelker Marsha A. , Liston Robin , Williams Karen B.
Published: June 2020

Motivational interviewing (MI) is a person–centered, goal–directed method of communication for eliciting and strengthening intrinsic motivation for behavior change. Originally developed in the field of addiction therapy, MI has been increasing applied in the health professions with a growing body of successful outcomes for tobacco cessation and diabetic control, which can significantly impact oral health. MI has shown preliminary value for impacting oral behaviors that reduce early childhood caries, plaque, and gingival inflammation. While the training in and use of MI by oral health providers is emerging, full integration into dental and dental hygiene curricula has yet to be explored. Therefore, the purpose of this project was to evaluate the full implementation of MI in the classroom and clinic of a dental hygiene curriculum.
The Development of Evidence‐Based Guidelines in Dentistry
Authors: Faggion C. M.
Published: June 2020

Use of guidelines is an important means of reducing the gap between research and clinical practice. Sound and unbiased information should be available to enable dental professionals to provide better clinical treatment for their patients. The development of clinical guidelines in dentistry should follow standard and transparent methodology. The purpose of this article is to propose important steps for developing evidence‐based clinical recommendations in dentistry. Initially, dental guidelines should be extensively sought and assessed to answer focused clinical questions. If there is a paucity of guidelines or if existing guidelines are not of good methodological quality, systematic reviews should be searched or conducted to serve as a basis for the development of evidence‐based guidelines. When systematic reviews are produced, they should be rigorous in order to provide the best evidence possible. In the last phase of the process, the overall quality of evidence should be scrutinized and assessed, together with other factors (balance between treatment effects and side effects, patients’ values, and cost‐effectiveness of therapy) to determine the strength of recommendations. It is expected this approach will result in the development of sound clinical guidelines and consequent improvement of dental treatment.
Toward Defining Dentists’ Evidence‐Based Practice: Influence of Decade of Dental School Graduation and Scope of Practice on Implementation and Perceived Obstacles
Authors: Straub‐Morarend Cheryl L. , Marshall Teresa A. , Holmes David C. , Finkelstein Michael W.
Published: June 2020

Academic dental institutions today seek to provide curricular content and learning opportunities for students to develop an essential skill set for evidence‐based practice. To support that effort, studies that explore current practice patterns are valuable in identifying factors that influence the evidence‐based habits and behaviors of dental school graduates. The purpose of this study was to explore the knowledge, perceptions, and behavior of private practice dentists in the state of Iowa with respect to evidence‐based dentistry and to determine the influence of the dentist's education and the scope of his or her practice on those opinions and habits. A questionnaire addressing practitioners’ familiarity with, understanding of, and adoption of an evidence‐based philosophy of practice was mailed in September 2009 to all dentists licensed and practicing in Iowa. Questionnaires were returned by 518 practitioners, for an overall response rate of 38.4 percent. The majority of respondents reported awareness, understanding, and adoption of an evidence‐based approach to their practice of dentistry. Recent graduates were more likely to report insufficient time as the primary obstacle to practicing evidence‐based dentistry. Dental specialists indicated a higher level of comfort in assessing scientific information, as well as implementing current reliable, valid published research in practice, than did general practitioners.
Use of Shared Faculty in U.S. and Canadian Dental Schools
Authors: Hamamoto Darryl T. , Farrar Suzanne K. , Caplan Daniel J. , Lanphier Terrence F. , Panza Jeanne C. , Ritter André V.
Published: June 2020

Dental schools are facing substantial financial challenges and a shortage of faculty members. One solution to address these issues has been to hire “shared” faculty members, i.e., faculty members whose primary appointment is at one institution who are hired by another institution to teach a course or part of a course. This is a controversial concept. A survey of academic deans at U.S. and Canadian dental schools was conducted for this study; thirty‐nine (54 percent) of the seventy‐two academic deans completed the online survey. This survey found that the use of shared faculty members is not rare amongst U.S. and Canadian dental schools and that the opinions of the academic deans about the use of shared faculty members ranged widely—from strong support to strong disapproval. Using shared faculty members has advantages and disadvantages for students, the shared faculty members, and both institutions. Many of the disadvantages could be potentially minimized by stakeholders’ working together to develop collaborative arrangements. Networks could be developed in which institutions coordinate hiring of shared faculty members based on what expertise is needed. Financial challenges and shortages of faculty members are unlikely to be resolved in the near future, but use of shared faculty members is one promising approach to begin to meet these challenges.