bluuebunny/crossref_metadata_2025 huggingface dataset:
Sleep Medicine Content in Dental Hygiene Education
Authors: Minichbauer Brittany C. , Sheats Rose D. , Wilder Rebecca S. , Phillips Ceib L. , Essick Gregory K.
Published: June 2020

According to the National Research Council, 70 million Americans chronically suffer from approximately 60 medically recognized sleep disorders. With most clinicians unaware of these disorders, many individuals remain undiagnosed. To effectively address this issue, health care professionals must work collaboratively to educate, identify, and treat patients with sleep disorders. However, medical and dental clinicians do not receive adequate education in sleep medicine. On the frontline regarding prevention and counseling, dental hygienists play an important role in patient education, screening, and management of sleep disorders. The aim of this study was to assess the amount of sleep medicine content in U.S. dental hygiene programs. An electronic survey was emailed to all 334 accredited U.S. dental hygiene programs. The 18‐question survey assessed the sleep medicine content presented during the 2012–13 academic year. A total of 35.3% (n=118) of the programs responded. The mean number of hours devoted to sleep medicine in their curricula was 1.55 hours (SD=1.37). Although 69% (n=79) of the responding programs reported spending time on sleep bruxism (mean=1.38 hours, SD=0.85), only 28% (n=32) reported spending time on other topics such as snoring and obstructive sleep apnea (mean=1.39 hours, SD=0.72). These results suggest that sleep medicine is included in the majority of U.S. dental hygiene programs, but the content is limited and focused on sleep bruxism. This level of training is inadequate to prepare dental hygienists for their potential role in patient education, screening, and management of sleep‐related breathing disorders.
Grand Rounds for Dental Students: An Exploration
Authors: Fasbinder D.J. , Heys D.R. , Holland G.R. , Keerthy Akshay , Murdoch‐Kinch Carol Anne , Inglehart Marita R.
Published: June 2020

Grand Rounds are widely used in medicine for educating students comprehensively about clinical issues. The aim of this study was to explore the value of Grand Rounds for introducing first‐ (D1) and second‐year (D2) dental students to an interdisciplinary approach to dental care. The objectives were to explore how interested students were in various topics, which topics they would like to see addressed in future sessions, which aspects they liked/disliked, how they evaluated the program components, and how they evaluated the outcomes. Data were collected from D1s at the end of the Year 1 fall term and from D1s and D2s at the beginning and end of the Year 1 winter term and at the end of Year 2. Response rates for most of the groups ranged from 88% to 100%, but response rates for surveys at the end of the study period fell to 40% and 32%. The results showed that the students were most interested in clinical topics that were presented in an interdisciplinary way. Their suggested topics ranged from specialty‐specific issues to treatment‐related topics such as implants and cosmetic dentistry. The open‐ended responses showed that students liked learning differing perspectives on these topics, but disliked the course‐related assignments and the preparation work in small groups. The closed‐ended responses showed that the students appreciated the in‐class presentations by experts and evaluated the course as helpful in informing them about the complexity of issues and the importance of the interplay between basic and clinical sciences. Educating future dentists in a way in which they embrace interdisciplinary approaches is challenging. Using the Grand Rounds concept could be one approach to increasing students’ awareness of the importance of interdisciplinary work.
e‐Assessment in a Limited‐Resources Dental School Using an Open‐Source Learning Management System
Authors: El Tantawi Maha M.A. , Abdelsalam Maha M. , Mourady Ahmed M. , Elrifae Ismail M.B.
Published: June 2020

e‐Assessment provides solutions to some problems encountered in dental students’ evaluation. The aim of this study was to evaluate the experience of a limited‐resources dental school with e‐assessment provided through an open‐source learning management system (LMS). Data about users’ access and types of e‐assessment activities at the Faculty of Dentistry, Alexandria University, Egypt, were obtained from the web‐based LMS Moodle. A questionnaire developed to assess students’ perceptions of the e‐assessment was also sent to students registered in two courses (undergraduate and postgraduate) with the same instructor. The results showed that most e‐courses at the school had one form of e‐assessment (82%) and, of these, 16.7% had summative assessment activities. There were significant differences among departments in the number of e‐courses with e‐assessment. One‐quarter of e‐courses with e‐assessment used Moodle quizzes. Of 285 students registered in the two courses that included the questionnaire, 170 responded (response rate=59.6%). The responding students positively perceived the impact of e‐assessment on learning and its reliability and security, whereas technical issues and related stresses were negatively perceived. This study suggests that e‐assessment can be used at minimal cost in dental schools with limited resources and large class sizes with the least demands on faculty members and teaching staff time. For these schools, an open‐source LMS such as Moodle provides formative e‐assessment not available otherwise and accommodates various question formats and varying levels of instructors’ technical skills. These students seemed to have a positive impression of the e‐assessment although technical problems and related stresses are issues that need to be addressed.
U.S. Dental School Applicants and Enrollees, 2013 Entering Class
Authors: Anderson Eugene L. , Duranleau Lauren , Garrison Gwen E. , Valachovic Richard W.
Published: June 2020

This report examines the characteristics of dental school applicants and enrollees using data from the 2012–13 application cycle of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS℠). The report presents data on the demographic composition and academic preparation of applicants, first‐time enrollees, and total first‐year enrollees during the application cycle. The data indicate that the number of applicants showed a small increase from the previous year, and the number of first‐time, first‐year enrollees continues to rise. The number of first‐time, first‐year enrollees in 2013 was 5,769, an increase of 1,535 first‐time, first‐year enrollees over the number in 2000. However, this is still less than the peak in 1978 (6,301). This increase reflects both the opening of new dental schools and expansion of existing class sizes at some dental schools. By contrast, the percentage of underrepresented minority applicants and enrollees increased only slightly. The results highlighted in this study have important implications for dental educators, health professions advisors, and members of the broader dental community.
The Landscape for Women Leaders in Dental Education, Research, and Practice
Authors: Whelton Helen , Wardman Margaret J.
Published: June 2020

Following early limitations on women becoming educated in and practicing dentistry, the proportion of women enrolled in dental schools around the world has increased dramatically over the past decades. Dental schools have undergone a transformation from male dominance to almost equal numbers in the United States and female predominance in other countries including the United Kingdom. However, this change in student gender distribution has not been matched among academic leaders. Data from across the globe indicate a clear disproportion in favor of males in leadership positions in dentistry—and the more senior the position, the greater the imbalance. This article reviews the evolving changes in gender distribution across the landscape of dental education, research, and practice and some initiatives to address the gender imbalance in leadership. Such initiatives can help to ensure that, in the future, the profession benefits from the spectrum of influences brought to bear by the leadership of both women and men.
Dentists’ Knowledge and Opinions of Oral‐Systemic Disease Relationships: Relevance to Patient Care and Education
Authors: Paquette David W. , Bell Kathryn P. , Phillips Ceib , Offenbacher Steven , Wilder Rebecca S.
Published: June 2020

Population studies consistently support associations between poor oral (periodontal) health and systemic diseases such as cardiovascular disease (CVD) and diabetes. The aim of this study was to assess the knowledge of dentists and document their opinions regarding the evidence on oral‐systemic disease relationships. A survey consisting of 39 items was developed and mailed to 1,350 licensed dentists in North Carolina. After three mailings, 667 dentists (49%) meeting inclusion criteria responded. The respondents were predominantly male (76.3%), in solo practice (59.5%), and in non‐rural settings (74%). More than 75% of these dentists correctly identified risk factors like diet, genetics, smoking, obesity, and physical inactivity for CVD and diabetes. The majority rated the evidence linking periodontal disease with CVD and diabetes as strong (71% and 67%, respectively). These dentists were most comfortable inquiring about patients’ tobacco habits (93%), treating patients with diabetes (89%) or CVD (84%) and concurrent periodontal disease, and discussing diabetes‐periodontal disease risks with patients (88%). Fewer respondents were comfortable asking patients about alcohol consumption (54%) or providing alcohol counseling (49%). Most agreed that dentists should be trained to identify risk factors (96%) or actively manage systemically diseased patients (74%). Over 90% agreed that medical and dental professionals should be taught to practice more collaboratively. These data indicate that these dentists were knowledgeable about oral‐systemic health associations, had mixed comfort levels translating the evidence into clinical practice, but expressed support for interprofessional education to improve their readiness to actively participate in their patients’ overall health management.
Assessment Skills of Dental Students as Peer Evaluators
Authors: Kim Arthur H. , Chutinan Supattriya , Park Sang E.
Published: June 2020

The aim of this study was to evaluate the level of assessment skills of dental students as evaluators in an introductory dental anatomy preclinical course. Three groups of evaluators independently and separately evaluated each student's wax‐ups: seven third‐year student evaluators, five fourth‐year student evaluators, and four faculty evaluators. There were 13 criteria on which the students’ wax‐ups for teeth #3, 6, 8, and 12 were evaluated on a scale ranging from 1=honors/highest score to 4=fail/lowest score. Of the three groups of evaluators, scores given by the third‐year students were the highest with an average of 2.47 (SD=0.69), while faculty evaluators gave the lowest scores with an average of 2.61 (SD=0.68). The percentages of marginal passes and failing scores given by the third‐year students were the lowest (marginal pass=15.8% and fail=17.2%) of the three evaluator groups. The results of the study indicated that assessments were influenced by the type of evaluator. In order to utilize students more effectively as evaluators in preclinical assessments, a calibration method for student and faculty evaluators should be established along with close mentorship by faculty. Involving dental students as peer teachers could reinforce the learning experience for them and encourage them to consider a future academic career.
Does Use of an Electronic Health Record with Dental Diagnostic System Terminology Promote Dental Students’ Critical Thinking?
Authors: Reed Susan G. , Adibi Shawn S. , Coover Mullen , Gellin Robert G. , Wahlquist Amy E. , AbdulRahiman Anitha , Hamil Lindsey H. , Walji Muhammad F. , O’Neill Paula , Kalenderian Elsbeth
Published: June 2020

The Consortium for Oral Health Research and Informatics (COHRI) is leading the way in use of the Dental Diagnostic System (DDS) terminology in the axiUm electronic health record (EHR). This collaborative pilot study had two aims: 1) to investigate whether use of the DDS terms positively impacted predoctoral dental students’ critical thinking skills measured by the Health Sciences Reasoning Test (HSRT), and 2) to refine study protocols. The study design was a natural experiment with cross‐sectional data collection using the HSRT for 15 classes (2013–17) of students at three dental schools. Characteristics of students who had been exposed to the DDS terms were compared with students who had not, and the differences were tested by t‐tests or chi‐square tests. Generalized linear models were used to evaluate the relationship between exposure and outcome on the overall critical thinking score. The results showed that exposure was significantly related to overall score (p=0.01), with not‐exposed students having lower mean overall scores. This study thus demonstrated a positive impact of using the DDS terminology in an EHR on the critical thinking skills of predoctoral dental students in three COHRI schools as measured by their overall score on the HSRT. These preliminary findings support future research to further evaluate a proposed model of critical thinking in clinical dentistry.
Utilizing Self‐Assessment Software to Evaluate Student Wax‐Ups in Dental Morphology
Authors: McPherson Karen R. , Mennito Anthony S. , Vuthiganon Jompobe , Kritzas Yianne G. , McKinney Richard A. , Wolf Bethany J. , Renne Walter G.
Published: June 2020

Traditionally, evaluating student work in preclinical courses has relied on the judgment of experienced clinicians utilizing visual inspection. However, research has shown significant disagreement between different evaluators (interrater reliability) and between results from the same evaluator at different times (intrarater reliability). This study evaluated a new experimental software (E4D Compare) to compare 66 student‐produced tooth wax‐ups at one U.S. dental school to an ideal standard after both had been digitally scanned. Using 3D surface‐mapping technology, a numerical evaluation was generated by calculating the surface area of the student's work that was within a set range of the ideal. The aims of the study were to compare the reliability of faculty and software grades and to determine the ideal tolerance value for the software. The investigators hypothesized that the software would provide more consistent feedback than visual grading and that a tolerance value could be determined that closely correlated with the faculty grade. The results showed that a tolerance level of 450μm provided 96% agreement of grades compared with only 53% agreement for faculty. The results suggest that this software could be used by faculty members as a mechanism to evaluate student work and for students to use as a self‐assessment tool.
Effect of Employing Different Typodonts When Using E4D Compare for Dental Student Assessment
Authors: Callan Richard S. , Cooper Jeril R. , Young Nancy B. , Mollica Anthony G. , Furness Alan R. , Looney Stephen W.
Published: June 2020

The use of computers to aid in instruction and help decrease the subjective component of assessment is steadily increasing. One of the potential barriers to the effective utilization of CAD/CAM technology for assessment purposes is the efficient scanning of the teeth being used for comparison. The purpose of this pilot study was to determine if the use of different typodonts, of the same make and model, has any significant effect on the percent comparison results when using E4D Compare. Tooth #30 was prepared by a faculty member to represent what dental students at Georgia Regents University are taught as the ideal preparation for a full gold crown. Ten typodonts of the same make and model were selected for comparison. Three different examples of students’ preparations were scanned and compared to the ideal preparation. Each of the three student preparations was subjected to ten trials (occasions), one for each typodont, at five tolerance levels: 0.1 mm, 0.2 mm, 0.3 mm, 0.4 mm, and 0.5 mm. The intraclass correlation coefficient (ICC) was used to measure the intrarater agreement among the typodonts at the various tolerance levels. The agreement coefficients (0.971–0.984) indicated very little variability attributable to the use of a different typodont. The high agreement coefficients achieved using different typodonts of the same make and model provide evidence for the interchangeability of typodonts when assessing a student's performance in the preclinical simulation environment.
The Landscape of Predoctoral Endodontic Education in the United States and Canada: Results of a Survey
Authors: Woodmansey Karl , Beck Lynn G. , Rodriguez Tobias E.
Published: June 2020

Few recent surveys have examined the contemporary landscape of predoctoral endodontic education in the United States and Canada, but anecdotal reports suggest that current dental students have difficulty obtaining adequate clinical endodontic experiences. The aims of this study were to quantify the clinical endodontic experiences of current U.S. and Canadian dental students, to explore the issues surrounding their clinical endodontic competence, and to ask more broadly if current graduating dentists are competent to perform endodontic procedures. In August 2014, a hyperlink to a web‐based survey with 27 questions was emailed to the 67 predoctoral endodontic directors of U.S. and Canadian dental schools using a list provided by the American Association of Endodontists. Out of these 67 possible participants, 40 responded, for a response rate of 60%. The findings were varied. The average 2014 graduate completed 5.9 (±2.4) root canal treatments on live patients, and 69% of the respondents voiced concern regarding a shortage of patient experiences. A majority (59%) of the respondents reported thinking that the supply of endodontic patients has decreased and that students have an inadequate supply of endodontic patients. This study found that a clear majority of predoctoral endodontics directors perceived a shortage of patient experiences for their students although, in reality, the number of completed clinical cases appeared to be unchanged since 1975. In addition, 36% of the respondents reported feeling that their 2014 graduates were not competent to perform molar endodontic treatment in their practices.
Campus‐Based, Community‐Based, and Philanthropic Contributions to Predoctoral Pediatric Dental Clinical Education: Two Years of Experiences at One Dental College
Authors: Spiritoso Stephen , Gross Erin , Bean Canise Y. , Casamassimo Paul S. , Levings Kevin , Lloyd Patrick
Published: June 2020

The aim of this study was to investigate the contribution of a tiered predoctoral pediatric dentistry clinical education model to competency achievement by dental students over a two‐year clinical education. Retrospective data were obtained for academic years 2012–13 and 2013–14 from three sources: a campus‐based, dental school‐housed clinic; division‐directed clinics in community‐based pediatric and special needs clinics (DDC); and clinics affiliated with the dental college's community‐based dental education (CBDE) program, the OHIO Project (OP). A fourth dataset was obtained for the same two‐year period from a biannual clinic event held at the college in conjunction with Give Kids a Smile Day (GKAS). Procedures considered essential to the care of children were sorted by 12 dental codes from all services for patients 18 years of age and younger. The dental school clinic provided 11,060 procedures; the DDC, 28,462; the OP, 17,863; and GKAS, 2,028. The two‐year total was 59,433 procedures. Numbers of diagnostic and preventive procedures were 19,441, restorative procedures were 13,958, and pulp and surgical procedures were 7,392. Site contribution ranged from 52.2 to 144.9 procedures per attending student, with the DDC yielding the highest per student average for each year (126.4 and 144.9) and the dental school clinic the lowest (52.2 and 53.1). This study found that a combination of school‐based, community‐based, and philanthropic pediatric dental experiences offered a large number of essential pediatric dentistry experiences for predoctoral dental students, with CBDE opportunities offering the largest contribution.
20 Years Beyond the Crossroads: The Path to Interprofessional Education at U.S. Dental Schools
Authors: Palatta Anthony , Cook Bryan J. , Anderson Eugene L. , Valachovic Richard W.
Published: June 2020

In 2003, the Institute of Medicine (IOM) called for interprofessional education (IPE) to be adopted by the health professions education community as the pedagogical approach to educating future practitioners for practice in multidisciplinary teams. In dentistry, this call built on points made in the key 1995 IOM report Dental Education at the Crossroads. Currently, IPE and collaborative practice are among the most significant changes to health care education and delivery in the 21st century. This report describes the path that dental education has taken regarding IPE since the first national report on the subject was released in 1995. It also reports the results of a 2014 survey of U.S. dental schools to ascertain their progress in adopting and implementing IPE, as well as perceived obstacles that persist. Of the 63 dental schools, 62 participated, for a response rate of 98%. While over 90% of the respondents reported that their schools offer IPE experiences, only 58.1% had formal university‐led and ‐promoted IPE programs. Formal IPE experiences were more prevalent at public institutions (67.6%, compared with 44% of private institutions). In 2012, a previous study reported that 66% of the IPE experiences offered to dental students were voluntary; today, 69.1% of these activities are required. Interprofessional core competencies occupy four of the top five content areas of IPE programming, providing a framework for schools to implement IPE activities. However, finding the bandwidth within the dental curriculum to accommodate IPE competencies, identifying adequate time in the schedule, providing faculty training, and assessing IPE activities were the most frequently reported challenges. The results of this survey lead to recommendations for academic dental institutions moving through this transitional phase in adopting IPE.
Evaluating a Cultural Competency Curriculum: Changes in Dental Students’ Perceived Awareness, Knowledge, and Skills
Authors: Alrqiq Hosam M. , Scott Thayer E. , Mascarenhas Ana K.
Published: June 2020

In response to current and projected demographic changes in the United States, many dental schools have taken steps to increase the cultural competence of their students through various educational methods. The aim of this study was to evaluate the effectiveness of the cultural competency curriculum at Boston University Henry M. Goldman School of Dental Medicine (GSDM). The curriculum was evaluated using a pre and post design, utilizing an instrument developed for pharmacy students and modified for dental students. The questionnaire was comprised of 11 items designed to assess changes in students’ awareness, knowledge, and skills in providing culturally competent care. Data were collected for two classes of second‐year DMD students and first‐year Advanced Standing students. The total number of returned surveys was 485, for a response rate of 79.5%. The students’ post‐curriculum mean scores were all higher than their pre‐curriculum scores for overall cultural competence (pre 26.5±6.3 to post 29.8±7.2) and for individual subscores on awareness (pre 5.3±1.4 to post 5.5±1.5), knowledge (pre 7.2±1.9 to post 8.1±2.1), and skills (pre 14.1±4.4 to post 16.2±4.4). The improvements on all scores were statistically significant (p<0.0001), with the exception of the awareness component. This evaluation suggests that the cultural competency curriculum at GSDM has been effective in producing improvements in these students’ cultural competence in the domains of knowledge and skills.
What Helps Dental Professionals Retain What They Read in Periodical Publications?
Authors: Chambers David W.
Published: June 2020

Despite articles advising health care professionals about how to read the literature and surveys of time spent reading, there have been no studies of what dentists or dental educators actually recall from the formal and informal literature. The aim of this study was to begin to develop data on this subject with convenience samples of 62 clinical faculty members at one U.S. dental school and a group of 33 dental editors. Members of the two groups were surveyed about their interest in and familiarity with a sample of items from the Journal of the American Dental Association and the ADA News, including research articles, editorials, advertisements, and announcements about programs and people. The participants also completed a multiple‐choice test about the essential feature of each item, a measure that reflected the degree of retention of content from reading prior to the study. The results showed that both groups had the greatest interest in content that presented scientific findings or responsible opinion. By contrast, they rated the advertisements and announcements as uninteresting and did not recall their content well. Based on the findings that reading an item produced better recall if the item was of interest, a hierarchical model for learning from the literature is hypothesized, one that is supported by the social psychology literature.
Effect of Computer‐Assisted Learning on Students’ Dental Anatomy Waxing Performance
Authors: Kwon So Ran , Hernández Marcela , Blanchette Derek R. , Lam Matthew T. , Gratton David G. , Aquilino Steven A.
Published: June 2020

The aim of this study was to evaluate the impact of computer‐assisted learning on first‐year dental students’ waxing abilities and self‐evaluation skills. Additionally, this study sought to determine how well digital evaluation software performed compared to faculty grading with respect to students’ technical scores on a practical competency examination. First‐year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=19). Students in the control group were taught by traditional teaching methodologies, and the technology‐assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Five outcomes were measured: visual assessment score, self‐evaluation score, and digital assessment scores at 0.25 mm, 0.30 mm, and 0.35 mm tolerance. The scores from visual assessment and self‐evaluation were examined for differences among groups using the Kruskal‐Wallis test. Correlation between the visual assessment and digital scores was measured using Pearson and Spearman rank correlation coefficients. At completion of the course, students were asked to complete a survey on the use of these digital technologies. All 79 students in the first‐year class participated in the study, for a 100% response rate. The results showed that the visual assessment and self‐evaluation scores did not differ among groups (p>0.05). Overall correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). Analysis of survey responses completed by students in the technology groups showed that profiles for the two groups were similar and not favorable towards digital technology. The study concluded that technology‐assisted training did not affect these students’ waxing performance or self‐evaluation skills and that visual scores given by faculty and digital assessment scores correlated moderately.
Implications of State Dental Board Disciplinary Actions for Teaching Dental Students About Emotional Intelligence
Authors: Munk Lyle Kris
Published: June 2020

The primary emphasis in dental education is on developing students’ cognitive intelligence (thinking) and technical intelligence (doing), while emotional intelligence (being) receives less emphasis. The aim of this study was to explore a potential consequence of the paucity of emotional intelligence education by determining the level of emotional intelligence‐related (EI‐R) infractions in state dental board disciplinary actions and characterizing the types of those infractions. For this study, 1,100 disciplinary action reports from 21 state dental boards were reviewed, and disciplinary infractions were classified as cognitive intelligence‐related (CI‐R) infractions, technical intelligence‐related (TI‐R) infractions, and EI‐R infractions. EI‐R infractions were then subcategorized into emotional intelligence clusters and competencies using the Emotional and Social Competency Inventory (ESCI). The results showed that 56.6% of the infractions were EI‐R. When the EI‐R infractions were subcategorized, the four competencies most frequently violated involved transparency, teamwork and collaboration, organizational awareness, and accurate self‐assessment. Understanding the frequency and nature of EI‐R infractions may promote awareness of the need for increased attention to principles of emotional intelligence in dental education and may encourage integration of those principles across dental curricula to help students understand the impact of emotional intelligence on their future well‐being and livelihood.
Clinical Teaching of Prosthodontics in Undergraduate Courses in a German Dental School: Patients, Visits, Efforts, and Incentives
Authors: Huettig Fabian , Behrend Florian
Published: June 2020

It is unknown what disadvantages are faced by patients deciding for a prosthodontic treatment by inexperienced students. Commonly, the related extra effort and time are compensated by cost reduction of treatment fees. Thereby, the dental schools subsidize treatments to teach clinical prosthodontics. The aim of this study was to clarify the benefits to patients as well as the efforts of the dental school. Data collected from three courses in a dental school in Germany were patient gender, age, occupation, zip code, number of visits, scope of treatment including costs, financial discount, and remaining copayment. Travel costs were calculated based on zip code. Balance of travel costs and treatment discount was defined as financial benefit. The results showed that 185 patients (95 male) aged 32 to 82 years (median=58) were treated with fixed restorations (FR, n=110), telescopic dentures (TD, n=87), complete dentures (CD, n=17), or other (RD, n=3). The mean number of visits was 11 for FR, 12 for TD, and 9 for CD. Single distance to the clinic ranged from 0.6 to 65 miles (median=12). Total costs of prosthodontics were reduced by 19% on average. The mean financial benefit was 429 USD (median=298, min=−482, max=4025). The financial benefits were found to differ widely, including additional expenditures of patients. Participation, travel burden, and copayment did not depend on age, gender, or occupation. The financial benefit was relativized because students needed at least twice the sessions of a dentist. As a result, the financial efforts of dental schools are significant and compromise a cost‐covering education.
Using Standardized Patients to Teach Interprofessional Competencies to Dental Students
Authors: Anders Patrick L. , Scherer Yvonne Krall , Hatton Michael , Antonson Donald , Austin‐Ketch Tammy , Campbell‐Heider Nancy
Published: June 2020

The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral‐systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral‐systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self‐evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth‐year dental student, and a second‐year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health care providers. The ISPE scenario provided an effective way to evaluate IPCP competencies.
Preparing Dental Students and Residents to Overcome Internal and External Barriers to Evidence‐Based Practice
Authors: Coleman Brandon G. , Johnson Thomas M. , Erley Kenneth J. , Topolski Richard , Rethman Michael , Lancaster Douglas D.
Published: June 2020

In recent years, evidence‐based dentistry has become the ideal for research, academia, and clinical practice. However, barriers to implementation are many, including the complexity of interpreting conflicting evidence as well as difficulties in accessing it. Furthermore, many proponents of evidence‐based care seem to assume that good evidence consistently exists and that clinicians can and will objectively evaluate data so as to apply the best evidence to individual patients’ needs. The authors argue that these shortcomings may mislead many clinicians and that students should be adequately prepared to cope with some of the more complex issues surrounding evidence‐based practice. Cognitive biases and heuristics shape every aspect of our lives, including our professional behavior. This article reviews literature from medicine, psychology, and behavioral economics to explore the barriers to implementing evidence‐based dentistry. Internal factors include biases that affect clinical decision making: hindsight bias, optimism bias, survivor bias, and blind‐spot bias. External factors include publication bias, corporate bias, and lack of transparency that may skew the available evidence in the peer‐reviewed literature. Raising awareness of how these biases exert subtle influence on decision making and patient care can lead to a more nuanced discussion of addressing and overcoming barriers to evidence‐based practice.
Should PGY‐1 Be Mandatory in Dental Education? Two Viewpoints
Authors: Dhar Vineet , Glascoe Alison , Esfandiari Shahrokh , Williams Kelly B. , McQuistan Michelle R. , Stevens Mark R.
Published: June 2020

This Point/Counterpoint considers whether a general dentistry postgraduate year one (PGY‐1) residency should be required for all new graduates who do not pursue specialty training. Currently, New York and Delaware require PGY‐1 for dental licensure, while other states offer it as an alternative to a clinical examination for obtaining licensure. Viewpoint 1 supports the position that PGY‐1 should be mandatory by presenting evidence that PGY‐1 residencies fulfill new graduates’ need for additional clinical training, enhance their professionalism and practice management skills, and improve access to care. The authors also discuss two barriers—the limited number of postdoctoral positions and the high cost—and suggest ways to overcome them. In contrast, Viewpoint 2 opposes mandatory PGY‐1 training. While these authors consider the same core concepts as Viewpoint 1 (education and access to care), they present alternative methods for addressing perceived educational shortcomings in predoctoral curricula. They also examine the competing needs of underserved populations and residents and the resulting impact on access to care, and they discuss the potential conflict of interest associated with asking PGY‐1 program directors to assess their residents’ competence for licensure.
Exploring Faculty Knowledge and Perceptions of Copyright at U.S. Dental Schools: A Pilot Study
Authors: Doubleday Alison F. , Goben Abigail
Published: June 2020

The aims of this pilot study were to investigate current copyright training and support provided to faculty at North American dental schools and to examine faculty members’ knowledge and attitudes related to specific copyright issues. In 2015, a survey with questions about faculty members’ comfort about their own and their colleagues’ knowledge and application of various copyright issues was designed and distributed. True/false questions were asked to determine the extent of knowledge about copyright. Participants were given eight scenarios depicting examples of behavior related to copyright issues and asked to indicate whether the behavior in the scenario was ethical or unethical and compliant with or infringing upon copyright. A total of 104 participants completed the survey, all at U.S. dental schools; the numbers in the non‐faculty groups were small, so the analysis was limited to the 61 faculty respondents (approximately 0.5% of U.S. dental faculty members in 2015). The results showed that these dental faculty members were less confident in their colleagues’ knowledge and application of copyright and fair use than they were in their own knowledge and application. Both knowledge and attitude were found to be important factors in the respondents’ decision making related to copyright and fair use, although it appeared that in some contexts faculty members relied on either knowledge or attitude more strongly than the other. A large percentage (88%, n=53) said they would be open to receiving additional training in copyright from their institution. Faculty development on this topic should address attitudes about the ethics regarding application of copyright law in addition to providing factual information and should emphasize what is permissible under current copyright law rather than simply discussing actions that constitute violations.
The Impact of an Infant Oral Health Program on Dental Students’ Knowledge and Attitudes
Authors: Nascimento Marcelle M. , Mugayar Leda , Tomar Scott L. , Garvan Cynthia W. , Catalanotto Frank A. , Behar-Horenstein Linda S.
Published: June 2020

The high prevalence of early childhood caries and many general dentists’ reluctance to treat young children and pregnant women demand new educational programs to foster delivery of oral health services. The aim of this study was to evaluate the impact of an Infant Oral Health Program (IOHP) at the University of Florida College of Dentistry on dental students’ knowledge about and willingness to provide dental care for infants, children up to three years of age, and pregnant women. A total of 233 dental students in the first through fourth years and recent graduates completed a survey that assessed the educational outcomes of the IOHP; only the fourth‐year students had received IOHP training. The results showed that females were more likely than males to provide counseling to caregivers about dental and physical development (p=0.024) and to offer restorative treatment to young children (p=0.021). Older students were more likely than younger students to provide restorative treatment (p=0.013). A greater percentage of IOHP‐trained students (96%) reported knowing how to use the lap examination technique compared with untrained students (71%; p<0.001). IOHP‐trained students were the most uncomfortable dealing with a crying child in the dental chair (p=0.0175). The graduates and fourth‐year students were significantly more likely than the other cohorts to provide preventive (p=0.001) and restorative (p<0.001) care for pregnant women. The graduates were least likely to use some form of caries risk assessment (p<0.001). These findings highlight the need for earlier and greater exposure to the IOHP and the importance of promoting awareness about risk assessment and oral disease management.
LGBT Coverage in U.S. Dental Schools and Dental Hygiene Programs: Results of a National Survey
Authors: Hillenburg Kenneth L. , Murdoch-Kinch Carol A. , Kinney Janet S. , Temple Henry , Inglehart Marita R.
Published: June 2020

The aims of this study were to assess curricular coverage of lesbian, gay, bisexual, and transgender (LGBT) content in U.S. and Canadian dental schools and U.S. dental hygiene programs, including hours of LGBT content, pedagogy used, and assessment methods, and to determine whether respondents perceived their institution's coverage as adequate. Data were collected from academic deans at 32 U.S. and two Canadian dental schools and from program directors at 71 U.S. dental hygiene programs (response rates 49%, 20%, 23%, respectively). The results showed that 29% of responding dental schools and 48% of responding dental hygiene programs did not cover LGBT content. Among the respondents, dental schools dedicated on average 3.68 hours and dental hygiene programs 1.25 hours in required settings to LGBT content. Lectures (dental schools 68%, dental hygiene programs 45%) and small group instruction (43%, 25%) were reported as the most common methodology used in teaching this content. Most of the responding dental schools and dental hygiene programs covered HIV (85%, 53%), oral disease risk (63%, 54%), and barriers to accessing health care for LGBT people (58%, 38%). Up to a third reported no need for coverage of topics such as sexual orientation (21%, 32%), coming out (29%, 37%), transitioning (29%, 38%), and sex reassignment surgery (32%, 35%). Assessment was through written examinations (41%, 30%) and faculty‐observed patient interactions (21%, 23%); some respondents (20%, 33%) reported no assessment of learning outcomes. The most frequently endorsed strategies for increasing LGBT content were receiving curricular material focusing on LGBT‐related health issues and health disparities and having trained faculty to teach LGBT content.
Learning Shade Differentiation Using Toothguide Trainer and Toothguide Training Box: A Longitudinal Study with Dental Students
Authors: Olms Constanze , Jakstat H.
Published: June 2020

The positive training effect achieved with the Toothguide Training Box (TTB) has been demonstrated in previous studies. The aim of this study was to investigate the training effect with the TTB at six and 12 months using standardized color tests. The study involved 101 dental students. The participants were divided into two study groups and one control group. Ten standard color samples were determined under uniform environmental conditions with VITA 3D‐Master. The control group (N=30) took the color test after one week. Study group 1 (N=49) took the color test after six months and study group 2 (N=22) at 12 months for the first time by following the TTB curriculum. The control group achieved an average ΔEt1=0.85. In study group 1, the ΔEt2 was 2.29, and in study group 2, ΔEt3=2.25. The results after six and 12 months were highly significant compared to the control group (α=0.001). Dependence was determined only with regard to gender. In this study, the TTB quickly led to an improvement in tooth color differentiation among students. After six months, there was a decrease in the training effect. These results suggest that the TTB curriculum should be provided at the end of preclinical training.
Stakeholders’ Perceptions About a Newly Established Dental School with a Problem‐Based, Student‐Led, Patient‐Centered Curriculum: A Qualitative Study
Authors: Ali Kamran , Tredwin Christopher , Kay Elizabeth , Slade Anita
Published: June 2020

The aim of this study was to explore the perceptions of stakeholders regarding a newly established dental school with a problem‐based, student‐led, patient‐centered curriculum in a community setting. Qualitative methods using 16 semistructured interviews and two focus groups were used to engage a range of stakeholders from students to faculty members to practitioners. Purposive sampling was employed with participants contacted through professional channels. Interview and focus group transcripts were transcribed verbatim. The data were analyzed thematically using an inductive approach. Themes related to preparedness of dental graduates were identified during data analyses. Early clinical exposure with patients in the first year of the course, holistic care using a patient‐centered approach, and the acquisition of communication skills, professionalism, team‐working skills, reflective practice, and evidence‐informed clinical practice were perceived to be key strengths of the curriculum. The participants also expressed the need to strengthen teaching of life sciences and provide additional clinical experience in simulated general dental practice clinics. This study provides insight into the perceptions of a wide range of stakeholders and provides a deeper understanding of the merits and challenges of an innovative undergraduate dental curriculum.
Three Modeling Applications to Promote Automatic Item Generation for Examinations in Dentistry
Authors: Lai Hollis , Gierl Mark J. , Byrne B. Ellen , Spielman Andrew I. , Waldschmidt David M.
Published: June 2020

Test items created for dentistry examinations are often individually written by content experts. This approach to item development is expensive because it requires the time and effort of many content experts but yields relatively few items. The aim of this study was to describe and illustrate how items can be generated using a systematic approach. Automatic item generation (AIG) is an alternative method that allows a small number of content experts to produce large numbers of items by integrating their domain expertise with computer technology. This article describes and illustrates how three modeling approaches to item content—item cloning, cognitive modeling, and image‐anchored modeling—can be used to generate large numbers of multiple‐choice test items for examinations in dentistry. Test items can be generated by combining the expertise of two content specialists with technology supported by AIG. A total of 5,467 new items were created during this study. From substitution of item content, to modeling appropriate responses based upon a cognitive model of correct responses, to generating items linked to specific graphical findings, AIG has the potential for meeting increasing demands for test items. Further, the methods described in this study can be generalized and applied to many other item types. Future research applications for AIG in dental education are discussed.