bluuebunny/crossref_metadata_2025 huggingface dataset:
Creating an Evidence‐Based Admissions Formula for a New Dental School: University of Nevada, Las Vegas, School of Dental Medicine
Authors: Kingsley Karl , Sewell Jeremy , Ditmyer Marcia , O’Malley Susan , Galbraith Gillian M.
Published: June 2020

This article reports development of an evidence‐based admissions formula that effectively incorporates the admissions criteria most likely to influence dental school performance. This study utilized peer‐reviewed literature and analysis of admissions and performance data from the first three classes of students at the University of Nevada, Las Vegas, School of Dental Medicine (UNLV‐SDM). We used Pearson's correlation, linear regression, and ANOVA to determine the strength and direction of association between admissions variables, both singly and in combination, and performance measures. Our initial results revealed no significant relationship between our previous admissions formula, which was adapted from other dental admissions offices, and student performance for our first class and National Board Dental Examination Part I (NBDE‐I) (R=.288) or dental school grade point average (DS‐GPA) (R=0.193). After using the combined data from the first three classes of students at UNLV‐SDM, we confirmed no significant relationship between our previous admissions formula and DS‐GPA (R=0.207) and a slight increase in correlation to NBDE‐I (R=0.303). More detailed analysis of the admissions variables within the formula revealed that some Dental Admission Test scores, such as Reading Comprehension, Quantitative Analysis, and Biology, were significantly correlated with dental school performance at UNLV‐SDM, allowing for revision of the admissions formula to a formula score that is now significantly correlated with student performance for the first class to NBDE‐I (R=0.458) and DS‐GPA (R=0.368), as well as the combined data from the first three cohorts at UNLV‐SDM (R=0.361, 0.218, respectively). In addition, this reformulation did not significantly impact the overall ranking of females or minorities. Although formulaic data can never perfectly predict student performance, this study demonstrated that constant review and revision of relevant admissions criteria are needed for each school to maintain an evidence‐based admissions program that provides for fair and effective comparison of student admissions data.
Evaluating Externship Programs: Impact of Program Length on Clinical Productivity
Authors: Mascarenhas Ana Karina , Freilich Sarah R. , Henshaw Michelle M. , Jones Judith A. , Mann Madalyn L. , Frankl Spencer N.
Published: June 2020

Community‐based dental education programs such as externship programs have become an integral component of dental school education. Qualitative evaluation of externship programs has captured increased confidence, efficiency, skill, and independence among students. To better understand these findings, quantitative evaluation of the externship experience is necessary. The current study investigated the clinical care (defined as dental procedures) provided by Boston University School of Dental Medicine students who completed six‐week general dentistry externships compared to those completing ten‐week general dentistry externships. Results indicate that the scope of services provided in the ten‐week externship differed from the six‐week externship. The longer externships allowed for students to perform more complex procedures toward the latter part of their externships. Students participating in the ten‐week externship also provided more procedures per week than students in the six‐week externship. Because scheduling of patient appointments is generally a function of the site, number of patient visits and procedures performed per patient did not differ between the two groups. Our findings provide insight into the reason why longer externships increase clinical confidence, efficiency, and skill. In the continuing effort to improve the externship experience in dental schools, these findings should be taken into consideration.
Curriculum Restructuring at a North American Dental School: Rationale for Change
Authors: Crawford John M. , Adami Guy , Johnson Bradford R. , Knight G. William , Knoernschild Kent , Obrez Ales , Patston Philip A. , Punwani Indru , Zaki A. Moneim , Licari Frank W.
Published: June 2020

The purpose of this article is to discuss how traditional dental school curricula are inconsistent with research in how learners learn. In the last ten years, there has been considerable discussion about the need for dental education reform, and innovative changes have occurred in the curricula of a number of U.S. dental schools. However, efforts in curriculum restructuring have been hindered by the lack of evidence that one specific curriculum design achieves outcomes superior to other designs. Moreover, there has been little discussion in the dental literature about how modern theories of learning can provide a sound rationale for change in dental education. Thus, it is important for those involved in curriculum reform to present the rationale for change based on the best available evidence. In this review, we summarize aspects of research on learning that seem applicable to dental education and outline ways in which curricula might be changed to become more consistent with the evidence.
Pediatric Behavior Management Techniques: A Survey of Predoctoral Dental Students
Authors: York Kaki M. , Mlinac Michelle E. , Deibler Marla W. , Creed Torrey A. , Ganem Ivonne
Published: June 2020

Dental schools are increasingly incorporating behavioral management strategies into the curriculum; however, little is known about the efficacy of this instruction. The purposes of this study were to evaluate student exposure to several categories of behavioral management techniques, assess student opportunity to observe faculty use of these techniques, and determine the extent of students’ personal use of various behavioral management techniques. Third‐year dental students (n=98, X̄ age=26.52; s=4.05) were administered a survey assessing their exposure to and willingness to use behavioral management strategies. Results indicated differences between the techniques students recalled being taught and what they indicated they plan to use in their own future clinical practices. Student technique endorsement also varied as a function of student age, gender, ethnicity, and patient age. Despite increasing concerns regarding the use of these techniques, a significant minority of students stated that they were taught to use hand‐over‐mouth, verbal intimidation, and various forms of active and passive restraint/immobilization. While appreciation for behavioral management strategies within the dental school curriculum was demonstrated by the amount of didactic exposure students received, the need for increased experiential training is evident. Furthermore, student endorsement of controversial techniques appears to reflect the changing view of these techniques within the professional dental community.
Making Academic Dentistry More Attractive to New Teacher‐Scholars
Authors: Trower Cathy A.
Published: June 2020

This perspectives article written under the sponsorship of the Commission on Change and Innovation in Dental Education (CCI) of the American Dental Education Association (ADEA) summarizes data on the numbers of women and persons of color earning the D.D.S./D.M.D. degrees and entering the U.S. dentistry profession in the first decade of the twenty‐first century and examines job factors of importance to recent graduates of doctoral programs in other academic disciplines that may have relevance for planning recruitment and retention strategies within academic dentistry. The characteristics and expectations of Generation X faculty are explored: who are they and what do they want from the academic workplace? The article describes the culture clash that often occurs when Gen Xers encounter policies and practices that were designed by and for prior generations (e.g., Traditionalists and Boomers) who filled the ranks of dental school faculty in the 1970s, 1980s, and 1990s. Recommendations for rethinking academic employment systems in ways that might make the university workplace more attractive to Generation X are described.
Students’ Opinions About Treating Vulnerable Populations Immediately After Completing Community‐Based Clinical Experiences
Authors: Kuthy Raymond A. , Heller Keith E. , Riniker Katharine J. , McQuistan Michelle R. , Qian Fang
Published: June 2020

The purpose of this study was to analyze students’ perceptions of comfort and anticipated willingness to treat selected special needs and traditionally underserved populations immediately upon completion of community‐based clinical assignments. The sample consisted of University of Iowa senior dental students who completed a questionnaire that asked, in part, about student comfort with and future willingness to treat twelve vulnerable population groups. With student comfort and future willingness to treat each group as dependent variables, logistic models were developed to determine whether there were significant associations between dependent variables and gender, graduation year, and students’ prior experience with these groups. Regression models indicate students’ prior experience is most often associated with comfort in treating the associated population group. Likewise, experience and comfort add different dimensions to perceived future willingness to treat almost all of the twelve groups. Student gender, graduation year from dental school, and community assignments influence only a few of these targeted population groups. This study provides empirical evidence concerning students’ perceptions about comfort with various vulnerable populations after completing their extramural rotations. Students were more comfortable treating certain population groups as well as more willing to consider including these groups in their future practices.
How Much Does the DMFT Index Underestimate the Need for Restorative Care?
Authors: Becker Tal , Levin Liran , Shochat Tzippy , Einy Shmuel
Published: June 2020

The DMFT index, which represents caries experience as recommended by the World Health Organization (clinical examination without radiographs), was compared with a modified DMFT index with radiographs. The purpose was to evaluate how much the DMFT index underestimates the need for restorative care. A cohort of 376 young adults (eighteen to twenty years old) was examined from March 2003 to December 2004. Dental screening was based on clinical examination and bilateral bitewing radiographs. DMFT index was calculated with and without radiographs to compare DMFT scores. The average DMFT was 1.42 higher with radiographs than without (6.35 vs. 4.93, respectively), and the D component was 1.75 higher. The Pearson correlation between DMFT indices was 0.899 (p<0.0001) and 0.759 between the D components (p<0.0001). A correlation was found between D with radiographs and smoking more than ten cigarettes per day (p=0.0069). Without radiographs, there is a 44 percent probability that the caries decay value will be lower than the actual value, thus causing a greater possibility of diagnostic errors. The findings indicate that assessing treatment needs for a population based only on DMFT screening is inadequate and incomplete without radiographs.
Patient Preference for a Racially or Gender‐Concordant Student Dentist
Authors: Bender Daniel J.
Published: June 2020

Disparities in health and health care due to race and ethnicity are a national problem. One commonly proposed method to address disparities is to increase the number of underrepresented minorities in the health professions to serve the needs of growing minority populations. This position is based in part on the racial concordance hypothesis, an untested assumption that minority patients prefer to be treated by providers of the same race as themselves. The purpose of this study was to test the racial concordance hypothesis. Gender preference of dental patients was also investigated. One hundred twenty male and female Caucasian, African American, Hispanic, and Asian dental patients over eighteen were recruited from the reception area of a private dental school clinic in Northern California. Participants were randomly assigned to a treatment condition that gave them a choice between two equally qualified fictitious dental students that varied on race and gender. Participants were initially blinded to the study's purpose to preserve the authenticity of the choice decision. Results showed that 58 percent of the participants had no preference for the race or gender of their student dentist, but that some black and Hispanic patients preferred a racially concordant student dentist and some female patients preferred a gender‐concordant student dentist. Hispanic females were especially likely to prefer racial and gender concordance. The findings suggest that the racial concordance hypothesis may not apply to choosing a dentist and thus may not be as strong an argument to justify efforts to increase diversity in dental schools as previously thought.
Evolution of a Tobacco Cessation Curriculum for Dental Hygiene Students at Indiana University School of Dentistry
Authors: Coan Lorinda L. , Christen Arden , Romito Laura
Published: June 2020

Barriers to consistent implementation of tobacco cessation strategies by dental hygiene students in practice may be overcome through mentoring by expert faculty members. This article describes a pilot study using an innovative method to achieve higher levels of student‐perceived confidence and skill in delivering cessation messages to patients. Following completion of the didactic course content, each student selected a tobacco user to complete the Indiana University Nicotine Dependence Program Patient Assessment Questionnaire (PAQ). Detailed analysis of the questionnaire and development of specific cessation strategies were accomplished in a one‐to‐one interchange with expert faculty members. Students provided suggestions to patients, wrote papers summarizing their experiences, and were asked to complete an anonymous survey. Forty‐four of forty‐six students completed the survey. Eighty percent reported the mentored session was useful in learning specific cessation strategies; 83 percent reported the session helped to boost their confidence levels in approaching patients in tobacco cessation; 83 percent believed they would use learned strategies with other patients; and 86 percent recommended this educational approach for future students. Additional mentoring may overcome barriers to approaching patients in tobacco cessation by increasing levels of confidence and skill when delivering cessation messages. This may translate into continued application of these strategies in private practice, resulting in potential benefits to the health of the public.
Evidence‐Based Dentistry: A Model for Clinical Practice
Authors: Faggion Clóvis M. , Tu Yu‐Kang
Published: June 2020

Making decisions in dentistry should be based on the best evidence available. The objective of this study was to demonstrate a practical procedure and model that clinicians can use to apply the results of well‐conducted studies to patient care by critically appraising the evidence with checklists and letter grade scales. To demonstrate application of this model for critically appraising the quality of research evidence, a hypothetical case involving an adult male with chronic periodontitis is used as an example. To determine the best clinical approach for this patient, a four‐step, evidence‐based model is demonstrated, consisting of the following: definition of a research question using the PICO format, search and selection of relevant literature, critical appraisal of identified research reports using checklists, and the application of evidence. In this model, the quality of research evidence was assessed quantitatively based on different levels of quality that are assigned letter grades of A, B, and C by evaluating the studies against the QUOROM (Quality of Reporting Meta‐Analyses) and CONSORT (Consolidated Standards of Reporting Trials) checklists in a tabular format. For this hypothetical periodontics case, application of the model identified the best available evidence for clinical decision making, i.e., one randomized controlled trial and one systematic review of randomized controlled trials. Both studies showed similar answers for the research question. The use of a letter grade scale allowed an objective analysis of the quality of evidence. A checklist‐driven model that assesses and applies evidence to dental practice may substantially improve dentists’ decision making skill.
Dentistry and Dental Education in the Context of the Evolving Health Care System
Authors: Anderson Maxwell H.
Published: June 2020

This article is intended to stimulate dialogue within the intertwined dental practice and dental education communities about our evolving health care system and dentistry's role within this system as it reconfigures in response to a complex interplay of influences. The changing dental disease burden in the United States is analyzed with consideration of how evolution in disease prevalence influences societal need for dental services and the resulting potential impact on the types of services provided and the education of future dental practitioners. The article concludes with discussion of a potential future scenario for practice and education in which one or both of the two health abnormalities (dental caries and periodontal diseases) most closely associated with dentistry as an area of medical specialization go away as a consequence of transformational technologies.
Treating Patients with Herpes Simplex Virus Infections: Dental and Dental Hygiene Students’ Knowledge, Attitudes, and Professional Behavior
Authors: Kanjirath Preetha P. , Peters Mathilde C. , Inglehart Marita Rohr
Published: June 2020

Dental and dental hygiene students frequently interact with patients with herpes simplex virus (HSV) infections, often simply referred to as cold sores. The objectives of this study were to assess dental and dental hygiene students’ knowledge, attitudes, and professional behavior concerning the treatment of patients with HSV infections and to investigate the relationships among knowledge, attitudes, and professional behavior. Questionnaire data were collected from 337 dental and seventy‐three dental hygiene students at regularly scheduled classes. Dental and dental hygiene students did not differ in their overall knowledge concerning HSV infections. Dental hygiene students were more apprehensive about treating patients with these infections, but used more appropriate professional behavior compared to dental students. Dental students’ knowledge and appropriateness of professional behavior increased over the course of their education. Overall, it was found that an increase in student knowledge was associated with increased apprehension related to treating these patients. However, the more apprehensive they were, the more they engaged in appropriate professional behavior. Educating future health care providers about the treatment of patients with infectious and communicable diseases can potentially increase the students’ apprehension/negative attitudes concerning providing care, while at the same time increasing appropriate professional behavior during their education. Addressing students’ apprehensions might be a crucial moderator that will determine whether they will provide the best possible care for these patients in their future professional lives.
Dental Students’ Ability to Assess Gingival Health Status with DAAGS Software
Authors: Camgoz Melike , Gurgan Cem A. , Kajiwara Kyoko , Kawamura Makoto
Published: June 2020

The aim of this study was to evaluate the ability of dental students at different levels of education (Basic, Preclinic, and Clinic groups) to assess the level of gingival health status by using the Development of Ability to Assess Gingival Status (DAAGS) computer software program designed according to the Oral Rating Index (ORI) criteria. Two hundred and thirteen dental students at three levels of dental education voluntarily participated in three DAAGS tests in which they judged twenty‐four photos. The three groups were first‐ and second‐year dental students (Basic), third‐ and fourth‐year dental students who had not yet participated in the clinical periodontology course (Preclinic), and fifth‐year dental students who had completed the clinical periodontology course (Clinic). A gold standard of each photo was shown after completing Test 1, and then Test 2 was conducted immediately. Two weeks later, the third test was performed. Analyses of differences among the groups and between the tests for each groups were carried out by using Kruskal‐Wallis and Wilcoxon Sign Rank tests, respectively. Students were asked to evaluate the DAAGS by written survey. Most of the students had a positive opinion. There were significant differences among the groups for correct and irrelevant answers and overall ability (p<0.001). The Basic group showed a significant (p<0.01) improvement between Test 1 and Test 2. This improvement was greater than Preclinic students and almost equal to Clinic students. The findings from this study indicate that the DAAGS software can serve as a useful instructional tool for education.
Does Exposure to a Procedural Video Enhance Preclinical Dental Student Performance in Fixed Prosthodontics?
Authors: Aragon Cecilia E. , Zibrowski Elaine M.
Published: June 2020

To try to alleviate the issue of dental students having an inadequate field of view during live demonstrations of fixed prosthodontic preparations, an instructional video depicting the step‐by‐step procedures involved in an all‐ceramic tooth preparation and provisional crown fabrication (practical exam 1, PE1) was created. Fifty‐five second‐year dental students were given a personal copy of the video after a lecture and an in‐class viewing of the material. Throughout the course, students watched live demonstrations of tooth preparations and then practiced individually on mannequins. The scores achieved by the students on three practical exams (PE1, PE2, and PE3) were compared to those recorded by a class one year prior to the development of the video. The students exposed to the video performed significantly better on PE1 in comparison to the previous year's class, as well as compared to their own performance on the other two practical exams that had no supplementary teaching aids. A significant, moderate‐level correlation was detected between exposure to the video and PE1. Ninety‐six percent of the students reported on their end‐of‐year evaluation that the video helped them to prepare for PE1. The results of this study suggest that instructional videos may aid in the teaching of fixed prosthodontics.
Dental Students’ Attitudes Toward Treating Diverse Patients: Effects of a Cross‐Cultural Patient‐Instructor Program
Authors: Wagner Julie , Arteaga Sarita , D'Ambrosio Joseph , Hodge Cynthia , Ioannidou Effie , Pfeiffer Carol A. , Reisine Susan
Published: June 2020

This article describes the effects of a cross‐cultural patient‐instructor (PI) program on dental students’ attitudes toward diversity. PIs were individuals from the community trained to portray specific simulated patients who presented cross‐cultural challenges to students. Dental students interviewed PIs during two rotations, one in their junior and one in their senior year. Using a retrospective pretest‐posttest design, after completing each rotation, students reported their likelihood of engaging in certain desirable diversity thoughts and actions before versus after each PI rotation. Seventy‐three students completed the first cross‐cultural rotation, and eighty‐two students completed the second. Each rotation improved students’ diversity‐related attitudes. The first rotation, in their junior year, had slightly greater effect on these outcomes than the second rotation, in their senior year. Students also reported very positive evaluations of the course. These findings suggest that students’ attitudes toward diversity can be modified. PIs are a creative way to promote cross‐cultural patient care with health professions students, making them more open to thinking about, discussing, and engaging in patient‐oriented, diversity‐related activities.
Increasing Minority Enrollment Utilizing Dental Admissions Workshop Strategies
Authors: Price Shelia S. , Crout Richard J. , Mitchell Dennis A. , Brunson W. David , Wearden Stanley
Published: June 2020

Oral Health in America, the landmark U.S. surgeon general's report, inextricably connects oral health disparities with poor access to oral care by vulnerable populations. Furthermore, the report associates an insufficiently diverse dental workforce with oral health disparities among some minority groups. Successful strategies to curtail oral health disparities and remedy work‐force issues require collaboration among all involved in dental education. As gatekeepers to dental programs, admissions committees are significant stakeholders in diversifying the dental workforce. The purpose of this article is to demonstrate that a workshop on diversity in admissions can modify the perceptions of individuals involved in the student recruitment and admissions processes and lead to increased matriculation of underrepresented minority students. Emerging from the workshop were key concepts and action steps for promoting a holistic review of dental applicants. Results since implementing the workshop recommendations have been positive, with underrepresented minority dental student acceptances increasing sixfold. The workshop was cosponsored by the Robert Wood Johnson Foundation and facilitated by two nationally recognized dental educators.
Perspectives on the Dental School Learning Environment: Putting Theory X and Theory Y into Action in Dental Education
Authors: Connor Joseph P. , Troendle Karen
Published: June 2020

Theory X and Theory Y are terms coined by Douglas McGregor to express the belief that managers’ behaviors are shaped by their assumptions about the motivation of their subordinates. The theories were applied to dental education in a Perspectives article published in the August 2007 issue of the Journal of Dental Education. This article explains how those seemingly contradictory theories can be reconciled using the concept of the “emotional bank account” introduced by Stephen Covey in The 7 Habits of Highly Effective People. Understanding the underlying concept of an emotional bank account helps dental educators to bridge the generation gap between instructors, born during the baby boom period of 1946–63, and dental students, born after 1980, who are referred to as “Generation Y” or “millennials.”
A Model for Selection and Assessment of Community‐Based Sites for Dental Students’ Extramural Clinical Experiences
Authors: Hryhorczuk Christine , Bolden Aljernon J. , Knight G. William , Punwani Indru , Mulvihill Daniel M. , Noorullah Khatija , Evans Caswell A.
Published: June 2020

As a recipient of the Robert Wood Johnson's Pipeline, Profession, and Practice: Community‐Based Dental Education grant, the Extramural Education Program (EEP) at the University of Illinois at Chicago College of Dentistry was charged with developing partnerships with community‐based oral health programs throughout Illinois. These programs are to be used for clinical service‐learning rotations for fourth‐year dental students, relying on the utilization of the dentists employed at the community site as preceptors for the students. Because the College of Dentistry had essentially no community‐based service‐learning experiences prior to the Robert Wood Johnson grant, procedures and protocols needed to be developed to standardize a process for site and preceptor selection. An administrative process was developed to engage, recruit, and partner with community‐based oral health programs that provided direct clinical services. This article will discuss the development of criteria used to select sites and preceptors for extramural clinical rotations; the development of a set of standardized assessment instruments; and the credentialing process for community‐based adjunct faculty that leads to the affiliation agreements. These community‐based rotations have been integrated into the College of Dentistry curriculum as a required extramural service‐learning course referred to as Extramural Clinical Experience (DADM 325).
The Critical Incident Technique: A Useful Tool for Conducting Qualitative Research
Authors: FitzGerald Kirsten , Seale N. Sue , Kerins Carolyn A. , McElvaney Rosaleen
Published: June 2020

The critical incident technique (CIT) is a well‐established qualitative research tool used in many areas of the health sciences, including nursing, medicine, and dentistry, and their respective education systems. It is a flexible set of principles that can be modified and adapted to meet the specific situation at hand. By gathering factual reports made by observers, researchers can build a picture of the situation under study. The CIT maximizes the positive and minimizes the negative attributes of anecdotes, effectively turning anecdotes into data. In this, the first of two companion articles, the origins and current state of the CIT and its potential applications in dentistry and dental education are described.
Assessing the Competency of University of Malaya Dental Graduates: Employers’ and Graduates’ Perceptions
Authors: Razak Ishak A. , Latifah Rj Raja , Jaafar Nasruddin , Hassan Mi Abu , Ab Murat Norintan
Published: June 2020

A survey was conducted to assess competencies of dental graduates of the Faculty of Dentistry, University of Malaya, as perceived by the graduates and their employers, based on the five‐year undergraduate curriculum introduced in 1995. All senior dental officers in the Ministry of Health (MOH), representing employers, and all 164 dental graduates of the years 2000, 2001, and 2002 were sent a self‐administered questionnaire covering eight areas of competency. The respondents had to rate these areas on a scale of 1 (very poor) to 4 (very good). The responses for each area were then dichotomized into poor (1 and 2) and good (3 and 4). If less than 60 percent of the respondents rated an area as good, then it was categorized as needing attention; 60–69 percent as satisfactory; and 70 percent and above as excellent. One hundred and six graduates (64.6 percent) and twenty‐nine employers (96.7 percent) responded; of the graduates, 73.6 percent were working in the MOH and 22.6 percent in private practice. About 57.1 percent of employers reported that at least five graduates have worked under them. Graduates (85.7 percent) and employers (83.3 percent) agreed that graduates have excellent skills in communication. Although all graduates perceived their competency to be excellent in the four areas (treatment planning; community‐based skills; management, administrative skills, and personal management; and professional development skills), employers felt that these are the areas that are of concern and needed attention. In conclusion, whilst generally the graduates’ level of competency in almost all areas is acceptable or good, there are areas of concern that need to be addressed to further improve the five‐year curriculum at the University of Malaya.
The State of the Art in Evaluating the Performance of Assistant and Associate Deans as Seen by Deans and Assistant and Associate Deans
Authors: Dunning David G. , Durham Timothy M. , Aksu Mert N. , Lange Brian M.
Published: June 2020

This study explores the little‐understood process of evaluating the performance of assistant and associate deans at dental colleges in the United States and Canada. Specifically, this research aimed to identify the methods, processes, and outcomes related to the performance appraisals of assistant/associate deans. Both deans and assistant/associate deans were surveyed. Forty‐four of sixty‐six deans (66.7 percent) and 227 of 315 assistant/associate deans (72.1 percent) completed surveys with both close‐ended and open‐ended questions. In addition, ten individuals from each group were interviewed. Results indicate that 75–89 percent of assistant/associate deans are formally evaluated, although as many as 27 percent may lack formal job descriptions. Some recommended best practices for performance appraisal are being used in a majority of colleges. Examples of these best practices are having at least yearly appraisals, holding face‐to‐face meetings, and setting specific, personal performance objectives/benchmarks for assistant/associate deans. Still, there is much room to improve appraisals by incorporating other recommended practices. Relatively high levels of overall satisfaction were reported by both assistant/associate deans and deans for the process and outcomes of appraisals. Assistant/associate deans rated the value of appraisals to overall development lower than did deans. Qualitative data revealed definite opinions about what constitutes effective and ineffective appraisals, including the use of goal‐setting, timeliness, and necessary commitment. Several critical issues related to the results are discussed: differences in perspectives on performance reviews, the importance of informal feedback and job descriptions, the influence of an assistant/associate deans’ lack of tenure, and the length of service of deans. Lastly, recommendations for enhancing performance evaluations are offered.
An “Objectified” Competency‐Based Course in the Management of Malocclusion and Skeletal Problems
Authors: Lipp Mitchell J.
Published: June 2020

A course developed at the New York University College of Dentistry provides third‐year predoctoral students with instruction and formative experiences leading toward competence in the management of malocclusion and skeletal problems. Based on clearly defined evaluation criteria that can be objectively assessed, faculty and students share a common standardized language to evaluate malocclusion and skeletal problems. The course incorporates clinical simulation cases reflecting a variety of malocclusions and dentofacial conditions at different developmental stages. Formative experiences including interviewing techniques and cephalometric, facial, and study cast analyses build skills that are applied to diagnosis and treatment planning. Objectified competency evaluation criteria facilitate student instruction, faculty standardization, and assessment. Elements of this course may be used to create a more uniform competency‐based approach to predoctoral orthodontic curricula across dental schools, while also providing a model for the development of courses in other areas of education, especially with regard to credentialing health providers.
Rethinking the Role of Community‐Based Clinical Education in Pediatric Dentistry
Authors: Thikkurissy S. , Rowland Michael L. , Bean Canise Y. , Kumar Ashok , Levings Kevin , Casamassimo Paul S.
Published: June 2020

The early childhood caries epidemic has prompted a look at predoctoral clinical dental education in pediatric dentistry. The purpose of this study was to examine the contribution of community‐based clinical education (CBE) to procedural and patient diversity in predoctoral pediatric dental education. Using procedural and demographic data from pediatric clinical experiences of the dental class of 2007 at The Ohio State University College of Dentistry, profiles of patient diversity, clinical pediatric dental procedures, and student efficiency were developed for both CBE sites and the campus‐based clinic. Ninety‐two students performed 16,523 procedures on children in the fourth year in CBE sites in the community compared to 4,268 on campus in their third year. Pediatric‐dedicated CBE sites accounted for almost 12,000 pediatric dental procedures. Approximately 56 percent of children treated at CBE sites were minorities. CBE sites accounted for most of the dental student restorative experience for pediatric patients for the Class of 2007, giving each student on average multiple restorative procedures. The campus‐based clinic provided largely diagnostic and preventive procedures but few restorative opportunities. We conclude that community‐based dental clinical education presents an opportunity to enhance pediatric predoctoral student clinical experiences in both quantity and diversity.
Periodontal‐Systemic Disease Education in United States Dental Hygiene Programs
Authors: Wilder Rebecca S. , Thomas Katherine M. , Jared Heather
Published: June 2020

The relationship between periodontal disease and systemic disease has gained much attention in recent years in the dental profession and from national health care agencies. Two third‐party providers are now modifying their dental reimbursements for patients who have periodontal disease and are pregnant or have cardiovascular disease. However, there are few reports in the dental or dental hygiene literature about how students are taught this information and how it is incorporated into the didactic and clinical aspects of the curriculum. A thirty‐item survey and cover letter on these subjects were emailed to the directors of the 286 accredited dental hygiene programs in the United States in 2007. The response rate was 63 percent. According to these responses, the three most emphasized topics regarding oral‐systemic disease are diabetes, tobacco use, and cardiovascular disease. Most programs (90 percent) use journal articles for instructional content, and 87 percent use the American Academy of Periodontology website for reference. Only 4 percent have content taught jointly with nursing, medical, or allied health students. The majority of directors (87 percent) indicated they could use more evidence‐based educational materials to help teach the concepts to students. Only 9 percent of survey respondents thought that nurses and physicians are knowledgeable about the relationship of oral health to systemic disease. The findings indicate that dental hygiene program directors are confident about the education on oral‐systemic content provided to their dental hygiene students, but would like additional evidence‐based materials to help their students learn this topic.
Evaluation of a Blog Used in a Dental Terminology Course for First‐Year Dental Students
Authors: El Tantawi Maha M.A.
Published: June 2020

This article reports the findings of a study conducted to evaluate a blog used in a dental terminology course. The blog was established using free online software to provide more learning exercises for students and to collect feedback about course proceedings. The instructor posted exercises such as multiple choice and true/false questions and invited students to publish answers. Students were also encouraged to post comments about difficult parts of the course that needed clarification. Students contributed 149 comments, mostly as answers in response to thirteen posts of exercises over three months. All users of the blog who responded to a questionnaire considered it useful, and most of them expressed the opinion that blogs should be used in other courses. The main reason that students reported for not using the blog was lack of time. Statistically significant differences in examination performance existed between students who used the blog and those who did not. Based on these findings, the blog achieved its purposes, which were to enhance instructor communication with students and provide students with practice exercises to improve their understanding of dental terminology. Further research about the application of blogging and its potential to enhance dental education is needed.
Effects of Malocclusions and Orthodontics on Periodontal Health: Evidence from a Systematic Review
Authors: Bollen Anne‐Marie
Published: June 2020

Many patients seek orthodontic treatment for esthetic improvement. These patients mostly present with mal‐alignment of the anterior teeth. The positive effects of orthodontic treatment on their appearance and self‐esteem are easy to envision. However, does orthodontic treatment provide dental health benefits in addition to the esthetic benefits? Do malocclusions harm the periodontium? Is correcting malocclusions with orthodontic treatment beneficial for periodontal health? The purpose of this study is to present evidence available on this topic. Two systematic reviews were conducted to address these questions: does a malocclusion affect periodontal health, and does orthodontic treatment affect periodontal health? Inclusion and exclusion criteria were established for both reviews, and an electronic search and a hand search were conducted. Several papers were included in both reviews, but the overall quality of the studies was weak. The first review found a correlation between the presence of a malocclusion and periodontal disease. Subjects with greater malocclusion have more severe periodontal disease. This may be dependent on oral health status. One should keep in mind that an association does not necessarily mean causation. The second review identified an absence of reliable evidence on the effects of orthodontic treatment on periodontal health. The existing low‐quality evidence suggests that orthodontic therapy results in small detrimental effects to the periodontium. The results of both reviews do not warrant recommendation for orthodontic treatment to prevent future periodontal problems, except for specific unusual malocclusions.
TMJ Disorders: Future Innovations in Diagnostics and Therapeutics
Authors: Wadhwa Sunil , Kapila Sunil
Published: June 2020

Because their etiologies and pathogenesis are poorly understood, temporomandibular joint (TMJ) diseases are difficult to diagnose and manage. All current approaches to treatments of TMJ diseases are largely palliative. Definitive and rational diagnoses or treatments can only be achieved through a comprehensive understanding of the etiologies, predisposing factors, and pathogenesis of TMJ diseases. While much work remains to be done in this field, novel findings in biomedicine and developments in imaging and computer technologies are beginning to provide us with a vision of future innovations in the diagnostics and therapeutics of TMJ disorders. These advances include the identification and use of local or systemic biomarkers to diagnose disease or monitor improvements in therapy; the use of imaging technologies for earlier and more sensitive diagnostics; and the use of biomedicine, biomimetics, and imaging to design and manufacture bioengineered joints. Such advances are likely to help to customize and enhance the quality of care we provide to patients with TMJ disorders.
A Blended Learning Course Taught to Different Groups of Learners in a Dental School: Follow‐Up Evaluation
Authors: Pahinis Kimon , Stokes Christopher W. , Walsh Trevor F. , Tsitrou Effrosyni , Cannavina Giuseppe
Published: June 2020

This article reports the results of a follow‐up study conducted to investigate students’ perceptions about a blended learning health informatics course that combined online and traditional classroom instruction. The course is taught to five different groups of students at the School of Clinical Dentistry of the University of Sheffield each academic year: first‐, third‐, and fourth‐year dental students, dental hygiene and therapy students, and postgraduate dental students. The goal of the study was to determine the impact of the modifications made to the course after the first year of implementation. To accomplish this goal, students’ perceptions of this blended learning course were compared after the first and second implementations. The methodology used for this study was action research. The data were collected using three processes: questionnaires were used to collect contextual data from the students taking the course; a student‐led, nominal group technique was used to collect group data from the participants; and a non‐participant observer technique was used to record the context in which certain group and individual behaviors occurred. Depending on group assignment, between 41.5 and 91.5 percent of students believed that the blended‐learning course had added to their skills. The online learning environment was perceived as a useful resource by 75 percent of students in four of the five student groups, but only 45 percent of the fourth‐year dental students indicated it was a useful resource. The perceived lack of sufficient online support material was one of the main concerns of the students at the nominal group evaluation sessions. The non‐participant observer technique identified different engagement levels among the student groups. Discernible differences were identified, with improvement in some areas and a decline in others compared to a previous evaluation. The change in the delivery method influenced the students’ comprehension of the material negatively and the learning environment positively, but did not influence online collaboration among students.
A Nonsurgical Endodontics Relational Research Database: The Initial Six Years of Experience
Authors: Iqbal Mian K. , Shukovsky Deborah Gortler , Wong Steven , Vohra Gayatri
Published: June 2020

The purpose of this study was to report results of the initial six years of experience utilizing a nonsurgical root canal treatment (NSRCT) database; to compare patient characteristics, operative procedures, and patient outcomes observed in the database to those observed in other studies; and to discuss the potential benefits of a clinical endodontic database. A total of 7,372 NSRCT cases performed by endodontic residents at the University of Pennsylvania from 2000 to 2006 were evaluated. The odds ratio (OR) for caries and trauma being causative agents for NSRCT in ≤22 year‐olds was 1.4 and 6.7 times, respectively, greater than similar odds in 51+ year‐olds. The odds for younger patients presenting with the diagnosis of symptomatic irreversible pulpitis were two times greater than for their older counterparts, who were more likely to present with a diagnosis of pulp necrosis. The reasons necessitating NSRCT were most often caries (57.8 percent) and, second, inadequate prior root canal treatment (22.8 percent). The tooth most commonly treated was the mandibular first molar (20.1 percent). Procedural errors were found in 6.1 percent of cases and were more likely to occur in mandibular molars vs. maxillary molars.
Lessons from Students in a Critical Thinking Course: A Case for the Third Pedagogy
Authors: Chambers David W.
Published: June 2020

There have been many calls for strengthening the level of critical thinking among dental students and faculty members, but few analyses of how such curricular experiences actually affect them. This report provides a rich, multifaceted description of eight years’ experience teaching a course in critical thinking. Among the data analyzed were a) course materials and learning experiences, b) student products demonstrating critical thinking, c) tests of subject matter knowledge, d) content analysis of what students and faculty members find problematic, e) a test of critical thinking aptitude, f) two personality inventories, g) measures of didactic and clinical performance, and h) student comments and evaluation of instruction. These data support the view that critical thinking involves more than knowledge and application of skills relative to science and research that can be taught using traditional didactic methods. Personality factors emerged as predictive of both critical thinking and clinical performance, and students’ approaches to learning appeared to be influenced by their practical considerations of what is needed to practice, rather than by the logic of good science. This analysis argues for designing curricula on the full concept of competency (knowledge, skills, and values needed to function as a dental practitioner) and for exploring a third pedagogy of reflective practice to supplement the traditional ones of didactic and skill teaching in dental education.