bluuebunny/crossref_metadata_2025 huggingface dataset:
Effect of a Training Model in Local Anesthesia Teaching
Authors: Brand Henk S. , Baart Jacques A. , Maas N. Eline , Bachet Irmke
Published: June 2020

The aim of this study was to evaluate the preclinical use of a training model in local anesthesia teaching on the subsequent clinical administration of a local anesthetic. Sixty‐five dental students gave their first injection to a fellow dental student: twenty‐two students after previous experience on a training model and forty‐three without this training. After the injection, the opinions of both the student who performed the injection and the recipient were explored by questionnaires. Use of a training model did not affect the self‐reported opinion of the students who performed the injection. However, the recipients of the injection considered students who exercised on the training model significantly more confident and calm, and reported a near‐significant decrease in level of pain during insertion of the needle and feeling of a tingling lip. These results suggest that use of preclinical training models in local anesthesia teaching may have beneficial effects.
Development of a Visio‐Haptic Integrated Dental Training Simulation System
Authors: Konukseven E. Ilhan , Önder M. Ercument , Mumcuoglu Erkan , Kisnisci Reha Sukru
Published: June 2020

The use of haptic devices in the medical field has become widespread in the last decade. In this study, a visio‐haptic dental training system is developed using haptic and stereoscopic devices. Several advantages are offered by such a simulation system, including effective learning without any fear of making mistakes on a patient, possibility of repeating various dental operations, ease of evaluating student performance, and low‐cost dental training even without an instructor. In this study, the biomechanical properties of enamel, dentin, pulp, and caries were modeled, and the parameters were fine‐tuned to provide more realistic haptic sensations. Maxillary and mandibular dental arches and various dental instruments such as mouth mirror, probe, and dental drills were modeled in a 3D virtual environment. Probing and cavity preparation on teeth were implemented in the training system. Various graphical rendering methods (Surface Rendering in CPU, Iso‐Surface Rendering, and Ray‐Casting in GPU) were implemented and compared in performance. The implementation details and the software structure used are described. Finally, detailed performance tests by a group of dentists are conducted, and the results of these tests are presented. The performance tests found that dentists have a strong motivation to use the system and that in the aspects of usability, clarity, effectiveness, help/support provided, and satisfaction, the users’ responses were above average.
Using Evaluation to Enhance Educational Support for Dental Teams in the UK
Authors: Firmstone Vickie R. , Bullock Alison D. , Jackson Darius , Manning Russell , Davies‐Slowik Jane , Frame John W.
Published: June 2020

Each United Kingdom regional postgraduate deanery offers courses and educational support for the NHS (National Health Service) primary care dental team, primarily through networks of tutors (dental educators). After reporting literature on effective continuing education and the role of evaluation, this article provides an analysis of five educational evaluations (2005–08), identifying key messages and distilling ways to enhance educational support for the UK dental team. These evaluations adopted case study design and principally employed interviews (n=51) and questionnaires (n=221). The studies’ key messages and recommendations are as follows: clarify dental educator roles; provide strategic management and educational support for educators; ensure continuing education is matched to the learning needs of dental teams and specific groups; and use practice (office) visits to support practice (team) development plans. Evaluation enables initiatives to be evidence‐informed, focus effort where most needed, argue for continued funding, and give voice to stakeholders. However, there is added value in a collective consideration of evaluation findings from related studies. Doing this has identified ways to enhance the strategic development of educational support for the UK dental team and is applicable in a wider context both nationally and internationally.
Best Practices for Dental Sealants in Community Service‐Learning
Authors: Aleksejūnienė Jolanta , Brondani Mario A. , Pattanaporn Komkham , Brukiene Vilma
Published: June 2020

Community service‐learning (CSL) in predoctoral dental education might be an effective tool for increasing sealant use by dentists—thus benefitting underserved children while facilitating students’ learning of a clinical procedure in a real‐life setting. This study reviewed the scientific literature on this topic in order to 1) evaluate the reasons for low sealant use among dentists, 2) consider important aspects of sealant use in community settings, and 3) identify best practices to use as guidelines for CSL regarding sealant use. As background, the MEDLINE database was searched with the key words “dental sealants” for human and laboratory studies in the English language. A total of 205 relevant articles were identified and overviewed. We found that the low use of sealants relate to dentists’ orientation toward restorations rather than prevention, distrust in sealant treatment, lack of confidence in caries risk assessment, and concern about sealing over caries. The aspects to consider in the CSL projects are acquisition of knowledge and necessary skills of operators, cost‐benefit approach to sealant placement, and meticulous sealant placement procedures, including the necessity for a short‐term recall.
Teaching Physiology to Dental Students: Matching Teaching and Learning Styles in a South African Dental School
Authors: Allers Nico
Published: June 2020

This study compared the preference for learning styles of dental students in a small class in physiology at a South African university with the preference for teaching styles of the lecturers. It also analyzed and evaluated the teaching methods and aids the lecturers used. The study was done in the last teaching block of the year after students have been exposed to all the lecturing styles in the same premedical subject. Two separate questionnaires were used in the study in order to evaluate teaching methods and teaching media used by the lecturers and to measure the teaching methods and teaching media that students preferred. Through a critical analysis of the data, it was found that the students preferred cooperative and active teaching/learning experiences more than the lecturers are using them. The study emphasizes the importance of students being actively involved in the teaching‐learning process through cooperative methods. This may enhance their ability to utilize cognitive skills such as creative thinking, interpretation, critical thinking, and problem‐solving.
Transferring Evidence‐Based Information from Dental School to Practitioners: A Pilot “Academic Detailing” Program Involving Dental Students
Authors: Rugh John D. , Sever Naomi , Glass Birgit Junfin , Matteson Stephen R.
Published: June 2020

An academic detailing program involving dental students as the academic detailers was conducted at the University of Texas Health Science Center at San Antonio Dental School in 2008 and 2009. Students were trained to visit general dentists and present critically appraised topic (CAT) documents in a face‐to‐face intervention. Thirty‐eight students visited 143 general dentists during summer vacation breaks. Students reported that their participation in the project reinforced their commitment to evidence‐based practice as taught in their coursework. The dentists also reported positively on the project.
Learn‐A‐Prep II as a Predictor of Psychomotor Performance in a Restorative Dentistry Course
Authors: Boushell Lee W. , Walter Ricardo , Phillips Ceib
Published: June 2020

This investigation assessed whether early student performance with a dental handpiece on a didactic training aid known as the Learn‐A‐Prep II (LAP II) was predictive of performance on subsequent practical examinations in a preclinical restorative dentistry course. Eighty‐one first‐year students were given initial handpiece training and formative feedback using the LAP II and were then instructed to independently prepare four LAP II patterns within the pattern lines and at a specified depth. Performance on the LAP II was compared with the summative assessment on two subsequent amalgam preparation practical examinations given at the middle (Class II) and end (Complex) of the course. Pattern preparation within the lines did not significantly improve the likelihood of receiving an A or B on the Class II practical (p=0.53) or on the Complex practical (p=0.37). Students who had an acceptable depth on the LAP II were 3.73 times more likely to receive an A or B on the Class II practical than those students who did not have acceptable depth (p=0.03). Performance at an acceptable depth did not significantly improve the likelihood of receiving an A or B on the Complex practical (p=0.15). The LAP II may aid in identification of students who would benefit from early intervention with additional focused instruction.
E‐Learning Used in a Training Course on Atraumatic Restorative Treatment (ART) for Brazilian Dentists
Authors: Camargo Lucila Basto , Aldrigui Janaina Merli , Imparato José Carlos Pettorossi , Mendes Fausto Medeiros , Wen Chao Lung , Bönecker Marcelo , Raggio Daniela Prócida , Haddad Ana Estela
Published: June 2020

The purpose of this study was to assess the benefits of using e‐learning resources in a dental training course on Atraumatic Restorative Treatment (ART). This e‐course was given in a DVD format, which presented the ART technique and philosophy. The participants were twenty‐four dentists from the Brazilian public health system. Prior to receiving the DVD, the dentists answered a questionnaire regarding their personal data, previous knowledge about ART, and general interest in training courses. The dentists also participated in an assessment process consisting of a test applied before and after the course. A single researcher corrected the tests, and intraexaminer reproducibility was calculated (kappa=0.89). Paired t‐tests were carried out to compare the means between the assessments, showing a significant improvement in the performance of the subjects on the test taken after the course (p<0.05). A linear regression model was used with the difference between the means as the outcome. A greater improvement on the test results was observed among female dentists (p=0.034), dentists working for a shorter period of time in the public health system (p=0.042), and dentists who used the ART technique only for urgent and/or temporary treatment (p=0.010). In conclusion, e‐learning has the potential of improving the knowledge that dentists working in the public health system have about ART, especially those with less clinical experience and less knowledge about the subject.
Impact of Community Externships on the Clinical Performance of Senior Dental Students
Authors: Mashabi Samar , Mascarenhas Ana Karina
Published: June 2020

This study examined the impact of community dental rotations on the clinical productivity of senior students when they returned to the dental school clinic. Data from two classes at the Boston University Henry M. Goldman School of Dental Medicine were used to compare productivity pre‐ and post‐externship experiences (continuous ten weeks), controlling for several confounding variables. The results indicated a statistically significant and clinically important increase in post‐rotation student productivity and revenues. This study suggests that community clinic rotations could offset the loss of dental school revenues during the externship period.
Dental School and Community Clinic Financial Arrangements
Authors: Piskorowski Wilhelm , Bailit Howard L. , McGowan Taegen L. , Krell Rachel E.
Published: June 2020

In community‐based dental education programs, student‐provided services can be an important source of community clinic and practice revenues. The University of Michigan School of Dentistry has developed a revenue‐sharing arrangement with multiple community clinics and practices. During their ten‐week externship, senior students produce at least $800 a day in patient care revenues, and the school receives an average of $165 per student per day from community sites. These funds are used to cover program costs and enrich the curriculum. Revenue‐sharing with community clinics and practices helps to ensure program longevity and is an increasingly significant source of school revenues.
Policy Implications of Assessing the Impact of Community‐Based Education on Dental School Finances
Authors: Brown L. Jackson , Bailit Howard L.
Published: June 2020

Dental schools are hard pressed to find the resources to adequately fund their mission of education, research, and service. Over the years, schools have tried to make up for the loss in public funds by increasing student tuition, increasing enrollment, and reducing the growth in faculty and staff salaries and program costs. Unfortunately, these strategies have not solved the financial problems. Declining resources are threatening the future of dental education. Data presented in this report attempt to answer the following question: will community‐based dental education restore the fiscal health of dental schools and provide students an equal or better education? By reducing the number of chairs per student and developing revenue‐sharing relationships with community clinics, community‐based dental education offers a realistic option for putting dental schools on a solid financial footing.
Beginning the Socialization to a New Workforce Model: Dental Students’ Preliminary Knowledge of and Attitudes About the Role of the Dental Therapist
Authors: Blue Christine , Phillips Robert , Born David , Lopez Naty
Published: June 2020

The purpose of the study reported here was to assess first‐ and second‐year dental students’ knowledge of and attitudes about the role of the dental therapist in the oral health care delivery system. The results of this study are informing the continued development and implementation of a new dental workforce training model at the University of Minnesota. Dental students at the university (Classes of 2012 and 2013) were surveyed in 2009, with follow‐up surveys planned for the subsequent five years. Multiple‐choice questions and statements to be ranked using a Likert scale were used to determine what the students knew and thought about dental therapists’ scope of practice, care delivery, work quality, cost‐effectiveness, and role in reducing disparities in oral health care access. The results suggest that the students had generally neutral or uncertain attitudes about dental therapy, based on minimal knowledge about the role of dental therapists. In addition, we found little difference in attitudes between the two classes, the only exception being that the first‐year students less often perceived the therapists as a solution to access problems. These baseline data are guiding the intraprofessional training of dental, dental hygiene, and dental therapy students toward the goal of positive socialization to a new workforce model and affirmation of the dental therapist as a member of the oral health care team.
Effectiveness of a Five‐Step Method for Teaching Clinical Skills to Students in a Dental College in India
Authors: Virdi Mandeep S. , Sood Meenakshi
Published: June 2020

This study conducted at the PDM Dental College and Research Institute, Haryana, India, had the purpose of developing a teaching method based upon a five‐step method for teaching clinical skills to students proposed by the American College of Surgeons. This five‐step teaching method was used to place fissure sealants as an initial procedure by dental students in clinics. The sealant retention was used as an objective evaluation of the skill learnt by the students. The sealant retention was 92 percent at six‐ and twelve‐month evaluations and 90 percent at the eighteen‐month evaluation. These results indicate that simple methods can be devised for teaching clinical skills and achieve high success rates in clinical procedures requiring multiple steps.
Toward a Model of Institutional Scholarship in Health Professions Education
Authors: Jahangiri Leila , Mucciolo Thomas W.
Published: June 2020

Using an expanded definition of scholarship that goes beyond the scholarship of discovery (research) to include the scholarship of integration, the scholarship of application, and the scholarship of teaching, this article explains interrelationships among these scholarship types in health professions and specifically dental education. Such interrelationships can lead to meaningful expansion of scholarship especially in the form of translational research, which relies on the development of all four of these types of scholarship. In recent years, health care‐related organizations have been seeking ways to expand translational research. At the same time, an increasing number of academic institutions have been considering how to redefine what qualifies as advancing one's discipline in ways that go beyond mere number of publications and grants to better reflect the faculty member's overall scholarly effort. These redefinitions and a new attention to scholarly collaboration have led to the concept of a “complete scholar”: one who makes contributions in all four areas of scholarship by collaborating with other scholars, practitioners, and members of the community. Expanding the concept of a complete scholar to that of a “complete institution” is the basis for what we propose as a Model of Institutional Scholarship. This model is exemplified by the Cochrane Collaboration, a gold standard for a complete vision of research on evidence‐based health care. In the Model of Institutional Scholarship, an institution can visualize, plan, develop, and orchestrate all scholarship being conducted within its realm, creating collaborations among individual efforts that will enhance effectiveness and the creation of new knowledge.
A Mini‐OSCE for Formative Assessment of Diagnostic and Radiographic Skills at a Dental College in India
Authors: Lele Shailesh M.
Published: June 2020

The objective structured clinical examination (OSCE) is being widely used for assessment of skills in dental education around the world. In India, OSCE awareness is rising, and a few exploratory attempts have been made in its implementation. This article describes use of a five‐station mini‐OSCE for formative assessment of dental diagnostic and radiographic skills in an undergraduate curriculum. Besides gaining experience in OSCEs, the purpose of this project was to study their validity, objectivity, feasibility, acceptability to students and faculty, and impact on student performance. The mini‐OSCE was found to be a fairly valid and reliable tool for formative assessment, though it required more planning, preparation, and resources than other means of assessment. A specially developed orientation module improved its feasibility. The nineteen students perceived it to be a meaningful examination and a fair method due to uniformity of tasks and time allocation; they found the scoring to be transparent and objective. The specific and immediate feedback received was appreciated by both students and faculty members.
Tooth Erosion Awareness in a Brazilian Dental School
Authors: Hermont Ana Paula , Oliveira Patricia A.D. , Auad Sheyla M.
Published: June 2020

The aim of this cross‐sectional study was to assess awareness and attitudes related to tooth erosion among dental students, patients, and faculty members in a Brazilian dental school. Data were collected by means of a self‐applied questionnaire that was distributed among 298 participants. The response rate was 89.6 percent. Chi‐square and Fisher's exact tests were used for statistical analysis (p<0.05). The majority of the participants had heard about erosion (72.9 percent), with lower percentages among the patients (p<0.001). In total, 74.9 percent believe that sugar can contribute to erosion (p=0.004). Almost 30 percent of the students did not know if they had had a patient with erosion, and 73.1 percent reported they were not advised by their clinical supervisor to examine their patients for tooth erosion (p=0.138). Concerning the faculty, 23.6 percent of them along with 61.5 percent of the students did not feel prepared to diagnose the condition (p<0.001). Reducing the consumption of acidic drinks was the practice most frequently mentioned as recommended to prevent erosion (89.6 percent). Knowledge about tooth erosion was not as widely evident as it should be in this sample, suggesting the need for better understanding and communication in this important area of oral health care.
Creating an Evidence‐Based Dentistry Culture at Baylor College of Dentistry: The Winds of Change
Authors: Hinton Robert J. , Dechow Paul C. , Abdellatif Hoda , Jones Daniel L. , McCann Ann L. , Schneiderman Emet D. , D'Souza Rena
Published: June 2020

In the early years of the new millennium, the National Institute of Dental and Craniofacial Research of the National Institutes of Health began funding Oral Health Research Education Grants using the R25 mechanism to promote the application of basic and clinical research findings to clinical training and to encourage students to pursue careers in oral health research. This report describes the impact of an R25 grant awarded to the Texas A&M Health Science Center's Baylor College of Dentistry (BCD) on its curriculum and faculty development efforts. At BCD, the R25 grant supports a multipronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence‐based dentistry (EBD). New coursework and experiences in all four years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent EBD culture characterized by increasing participation and buy‐in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty members who can model the importance of evidence‐based practice is of paramount importance for the future of dentistry.
Outcomes of Dental Hygiene Baccalaureate Degree Education in Canada
Authors: Kanji Zul , Sunell Susanne , Boschma Geertje , Imai Pauline , Craig Bonnie J.
Published: June 2020

There is little published literature about the outcomes of dental hygiene baccalaureate degree education, particularly in Canada. Since there are various dental hygiene entry‐to‐practice educational models in Canada, exploring baccalaureate dental hygiene education is becoming an increasingly important subject. The purpose of this study was to explore the personal outcomes and dental hygiene practice outcomes of dental hygiene degree‐completion education in Canada from the perspectives of diploma dental hygienists who have continued their education to the bachelor's degree level. This study employed a qualitative phenomenological design, using a maximum variation purposeful sampling strategy. Data generation occurred with sixteen dental hygienists across Canada through individual semistructured interviews. Interviews were audiorecorded, transcribed verbatim, and coded for data analysis, involving pattern recognition and thematic development. Themes that emerged included changes in self‐perception, values, and knowledge base. Changes in self‐perception were reflected in a reported increase in self‐confidence and perceived credibility. Changes in values included a greater appreciation for lifelong learning. Advancements in knowledge strengthened the development of specific abilities that ultimately influenced participants’ dental hygiene practice. These abilities included an increased ability to think critically, to make evidence‐based decisions, and to provide more comprehensive care. Participants also commented on having more career opportunities available to them outside of the private clinical practice setting. These results reveal important insights into the impact of earning a dental hygiene baccalaureate degree on oneself and one's dental hygiene practice.
Predictors of Health‐Promoting Behaviors Among Freshman Dental Students at Istanbul University
Authors: Peker Kadriye , Bermek Gülçin
Published: June 2020

The aim of this cross‐sectional study was to determine the predictors of health‐promoting behaviors among freshman dental students at Istanbul University. Data were collected from a convenience sample of 111 students using questionnaires including a sociodemographic section, the Health‐Promoting Lifestyle Profile II, the Health Value Scale, the Generalized Self‐Efficacy Scale, the Perceived Stress Scale, and the Multidimensional Scale of Perceived Social Support. Data were analyzed using descriptive statistics, t‐test, Pearson's correlation, and stepwise multiple linear regression. The overall health‐promoting lifestyle behaviors among these students were at a moderate level, indicating that they engaged in health‐promoting behaviors sometimes to often. They scored highest on the spiritual growth but lower on the health responsibility subscales. Females reported having engaged more in health responsibility behaviors and lower in physical activity than did males. Students from high‐income families reported more physical activity. Significant correlations were found between overall health‐promoting lifestyle behaviors, self‐efficacy, health value, stress, and social support. Among all the related factors, self‐efficacy was the most strongly predictive factor: it explained 61 percent of the variance in overall health‐promoting behaviors. Thus, self‐efficacy as a cognitive‐perceptual factor should be considered by dental educators when planning educational interventions to promote students’ healthy lifestyle.
Developing Reflective Health Care Practitioners: Learning from Experience in Dental Hygiene Education
Authors: Asadoorian Joanna , Schönwetter Dieter J. , Lavigne Salme E.
Published: June 2020

Maintaining competence requires health care practitioners to remain current with research and implement practice changes. Having the capacity to reflect on practice experiences is a key skill, but reflective skills need to be taught and developed. This exploratory qualitative study examined the outcomes of a dental hygiene program requirement for developing reflective practitioners. Using a purposive convenience sample, students were solicited to participate in the study and submit reflective journals at the end of two terms. Eleven of twenty‐six students participated in the study, providing sixty‐four reflective entries that underwent qualitative thematic analysis. Using a reflective model, we identified themes, developed codes, and negotiated among ourselves to reach consensus. Results showed approximately two‐thirds of the participants reached the central range as “reflectors” and most of the remaining fell within the lower range as “non‐reflectors.” We concluded that dental hygiene students reached similar levels of reflection to other groups and the triggers were varied, appropriate for early learners, and divided between positive and negative cues. However, the small sample represented less than one‐half of the class, yielding a potentially biased sample. Therefore, we conclude that the findings provide a departure point for further research with a more cross‐cutting sample in order to substantiate reflective educational requirements and validate these findings.
Cognitive and Learning Styles as Predictors of Success on the National Board Dental Examination
Authors: Behar‐Horenstein L.S. , Garvan Cynthia W. , Bowman B.J. , Bulosan M. , Hancock S. , Johnson M. , Mutlu B.
Published: June 2020

Using a deidentified retrospective dataset of three cohorts of matriculated dental students, we measured the degree to which selected student attributes, the Learning Type Measure, the Myers‐Briggs Type Indicator, and Dental Admission Test subtests scores predicted passage on the National Board Dental Examination (NBDE), Parts I and II. Gender, Myers‐Briggs Type Indicators, and the Dental Admission Test subtests for academic average and biology were found to be predictive of passing the NBDE Part I. Gender, a Myers‐Briggs Type Indicator (thinking over feeling), and the Dental Admission Test subtests on reading and biology were found to be predictive of passing the NBDE Part II. The Learning Type Measure was not found to be predictive of passing the NBDE Part I or Part II. This study holds implications for heightening faculty members’ awareness of students’ aptitude and cognitive attributes, for teaching, and for the admissions process.
Underreporting of Bloodborne Exposures in a Dental School Clinic
Authors: Cuny Evelyn , Hoover Terry E. , Kirk Jeffrey S.
Published: June 2020

This study explored the rate of underreporting of bloodborne exposures among dental students in a U.S. dental school during the final two years of clinical practice. It also explored the reasons students cite for failing to report bloodborne exposures. Surveys of the dental students found that senior students reported only 43 percent of the exposure incidents they experienced in their final year of clinical education and that the rate of reporting declined from the junior year to the senior year. We subsequently undertook an educational campaign to raise awareness among the students regarding the importance of reporting exposure incidents. Surveys were repeated for the next two years at the end of each academic year. The following year, the senior class indicated they had reported 79 percent of the experienced exposure incidents. This was not only a significant improvement over the previous year, but also demonstrated an improvement in reporting from their junior year to senior year, reversing the previously noted trend for exposure reporting to drop off in the senior year.
A Paradigm Shift in Predoctoral Dental Curricula in Brazil: Evaluating the Process of Change
Authors: Zilbovicius Celso , de Araujo Maria Ercilia , Botazzo Carlos , Frias Antônio Carlos , Junqueira Simone Rennó , Junqueira Cilene Rennó
Published: June 2020

In 2002, the Brazilian Ministry of Education approved the official curricular guidelines for undergraduate courses in Brazil to be adopted by the nation's 188 dental schools. In 2005–06, the Brazilian Dental Education Association (BDEA) promoted workshops in forty‐eight of the schools to verify the degree of transformation of the curriculum based on these guidelines. Among the areas analyzed were course philosophy (variables were v1: knowledge production based on the needs of the Brazilian Public Health System [BPHS]; v2: health determinants; and v3: postgraduate studies and permanent education); pedagogical skills (v4: curricular structure; v5: changes in pedagogic and didactic skills; and v6: course program orientation); and dental practice scenarios (v7: diversity of the scenarios for training/learning; v8: academic health care centers opened to the BPHS; and v9: participation of students in health care delivery for the population). The subjects consisted of faculty members (n=711), students (n=228), and employees (n=14). The results showed an incipient degree of curriculum transformation. The degree of innovation was statistically different depending on the type of university (public or private) for variables 1, 2, 4, 5, 6, and 7. Private schools reported a higher level of innovation than public institutions. Resistance to transforming the dental curriculum according to the official guidelines may be linked to an ideological conception that supports the private practice model, continues to have faculty members direct all classroom activities, and prevents students from developing an understanding of professional practice as targeted towards the oral health needs of all segments of society.
Evaluating a Dental Diagnostic Terminology in an Electronic Health Record
Authors: White Joel M. , Kalenderian Elsbeth , Stark Paul C. , Ramoni Rachel L. , Vaderhobli Ram , Walji Muhammad F.
Published: June 2020

Standardized treatment procedure codes and terms are routinely used in dentistry. Utilization of a diagnostic terminology is common in medicine, but there is not a satisfactory or commonly standardized dental diagnostic terminology available at this time. Recent advances in dental informatics have provided an opportunity for inclusion of diagnostic codes and terms as part of treatment planning and documentation in the patient treatment history. This article reports the results of the use of a diagnostic coding system in a large dental school's predoctoral clinical practice. A list of diagnostic codes and terms, called Z codes, was developed by dental faculty members. The diagnostic codes and terms were implemented into an electronic health record (EHR) for use in a predoctoral dental clinic. The utilization of diagnostic terms was quantified. The validity of Z code entry was evaluated by comparing the diagnostic term entered to the procedure performed, where valid diagnosis‐procedure associations were determined by consensus among three calibrated academically based dentists. A total of 115,004 dental procedures were entered into the EHR during the year sampled. Of those, 43,053 were excluded from this analysis because they represent diagnosis or other procedures unrelated to treatments. Among the 71,951 treatment procedures, 27,973 had diagnoses assigned to them with an overall utilization of 38.9 percent. Of the 147 available Z codes, ninety‐three were used (63.3 percent). There were 335 unique procedures provided and 2,127 procedure/diagnosis pairs captured in the EHR. Overall, 76.7 percent of the diagnoses entered were valid. We conclude that dental diagnostic terminology can be incorporated within an electronic health record and utilized in an academic clinical environment. Challenges remain in the development of terms and implementation and ease of use that, if resolved, would improve the utilization.
Perceptions of Predoctoral Dental Education and Practice Patterns in Special Care Dentistry
Authors: Chávez Elisa M. , Subar Paul E. , Miles Jeffrey , Wong Allen , LaBarre Eugene E. , Glassman Paul
Published: June 2020

The objective of this research project was to compare alumni perceptions of predoctoral dental education in the care and management of patients with complex needs to alumni practice patterns. Alumni from the University of the Pacific Arthur A. Dugoni School of Dentistry who graduated from 1997 to 2007 were surveyed regarding perceptions of their predoctoral education in the care of patients categorized and defined as medically compromised, frail elders, and developmentally disabled, as well as their practice patterns. Perceptions were rated on a Likert scale. Regression analyses were utilized. Three primary relationships were identified: 1) positive relationships emerged between perceptions of educational value, as students and practitioners, of the training they received compared to percentages of medically compromised patients they currently treat (p≤0.05); 2) after practice experience, 2003–07 graduates reported significantly higher value of their education in this area compared to 1997–2002 graduates; and 3) alumni who reported treating more patients with complex needs during school reported treating significantly more of these patients in practice (p≤0.05). We conclude that alumni who reported educational experiences as more valuable treat more patients with complex needs compared to those who valued them less. Alumni who reported having more opportunities to treat patients with complex needs as students treat a higher percentage of those patients than those reporting fewer. Even positive perceptions may underestimate the value of educational experiences as they relate to future practice.
Physical Fitness Course in the Dental Curriculum and Prevention of Low Back Pain
Authors: Peros Kristina , Vodanovic Marin , Mestrovic Senka , Rosin‐Grget Kata , Valic Maja
Published: June 2020

Physical and psychosocial stressors in dental schools are associated with adverse health outcome, including low back pain. The aim of this study was to evaluate the physical fitness course included in a dental school's curriculum with regard to prevention of low back pain. Ninety first‐year and sixty‐two final‐year dental students completed an anonymous questionnaire on physical fitness habits and low back pain. Fifty voluntarily participated in the Åstrand bicycle ergometer test. The questionnaire revealed that 37 percent of the students have weekly physical exercise only during the physical fitness course included in the curriculum and 62.5 percent of the students reported low back pain. Final‐year dental students had significantly more low back pain than first‐year dental students (r=0.21, χ2=7.91, p=0.005). Female students had significantly more low back pain than male students (r=0.28, χ2=6.61, p=0.0101). The Åstrand test revealed that students who attended the physical fitness course had significantly better physical fitness (p=0.008) than those who did not. Students who exercised more regularly had significantly less low back pain (r =−0.19, χ2=11.89, p<0.01) than those who did not. We conclude that participation in a physical fitness course leads to improved low back health for dental students and may prevent low back pain among final‐year dental students.
Application Data as an Indicator for Post‐Katrina Recovery of LSU Postdoctoral Dental Programs
Authors: Armbruster Paul C. , Strother Elizabeth A. , Ballard Richard W. , Hagan Joseph L.
Published: June 2020

Devastated by the aftermath of Hurricane Katrina in August 2005, the New Orleans campus of the Louisiana State University School of Dentistry was closed for two years. With help from the university's Systems Office, the school created a temporary campus in Baton Rouge, seventy‐five miles from the New Orleans campus. The eight postdoctoral education programs, however, were forced to find clinic and seminar space in other facilities and cities. Of the seventy‐nine students in these programs, only sixteen did not continue after the storm. This article describes how each program maintained its curriculum while the main campus was closed. By comparing numbers of student applications to these programs in each year since Hurricane Katrina with the average baseline for each in the ten years preceding the storm, this article illustrates the current viability of these residency programs. Total applications in 2005–07 were significantly lower than baseline measures, but applications in 2008 and 2009 have returned to pre‐storm levels. A comparison of these application numbers with national trends also demonstrates that these programs have rebounded from the effects of Hurricane Katrina.
Comparative Use of Podcasts vs. Lecture Transcripts as Learning Aids for Dental Students
Authors: Allen Kenneth L. , Katz Ralph V.
Published: June 2020

The purpose of this project was to describe dental students’ use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty‐one percent (n=171) of the second‐year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70–92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one‐half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.
U.S. Dental School Applicants and Enrollees, 2009 Entering Class
Authors: González Gloria , Anderson Eugene , Novak Karen F. , Valachovic Richard W.
Published: June 2020

Over the past two decades, interest in dentistry in the United States has shown a steady period of growth. There were 12,210 individuals who applied to the 2009 entering class of U.S. dental schools. The number of first‐time enrollees was 4,871, the highest figure since 1990. Men continue to comprise the majority of applicants and enrollees; however, the percentages of women continue to increase. While the 2009 underrepresented minority applicants comprised 12 percent of both the applicant and first‐time enrollee pools, the percentage of underrepresented minority enrollees of underrepresented minority applicants decreased from 2008. Seventy‐one percent of enrollees earned a baccalaureate degree in biological science or chemistry/physical science. Regardless of major fields of study, the percent rates of enrollment generally exceeded 32 percent.
Health Literacy Impact on Patient‐Provider Interactions Involving the Treatment of Dental Problems
Authors: Cohen Leonard A. , Bonito Arthur J. , Eicheldinger Celia , Manski Richard J. , Edwards Robert R. , Khanna Niharika
Published: June 2020

Health literacy‐related problems can interfere with effective doctor‐patient communication and effective patient care. This study examined several health literacy‐related markers for patients seeking treatment in hospital emergency departments and physician and dentist offices for dental problems and injuries. Participants consisted of low‐income white, black, and Hispanic adults who had experienced a dental problem or injury during the previous twelve months and who visited a hospital emergency department, physician, or dentist for treatment. A stratified random sample of Maryland households participated in a cross‐ sectional telephone survey. Interviews were completed with 94.8 percent of 423 eligible individuals. Multivariable logistic regression analyses were performed. Only 10.0 percent of the respondents expressed a difficulty understanding what they were told by the health provider, while 4.9 percent expressed a difficulty understanding the dental or medical forms they were asked to complete and 6.9 percent reported that they had difficulty getting the health provider to understand their dental problem or injury. Logistic regression analysis found that males and Hispanics were significantly (p<0.05) more likely to experience health literacy‐related problems. In general, respondents did not express health literacy‐related problems. Additional research is needed to identify health literacy‐related barriers to effective patient‐provider communication.
Introduction of Implants into Postdoctoral Endodontic Residency Programs
Authors: Aminoshariae Anita , Montagnese Thomas A. , Solanki Poonam D. , Mickel Andre K.
Published: June 2020

The purpose of this study was to survey the directors of postdoctoral endodontic programs in the United States to ascertain their attitudes and approaches regarding incorporation of implants into the endodontic curriculum. We hypothesized that program directors would agree that implant training should be incorporated into the endodontic curriculum. We also hypothesized that they would all prefer apical surgeries and retreatment over implants when plausible. A twenty‐item online survey was emailed to all fifty‐two postdoctoral endodontic program directors in the United States. A 100 percent response was received. The results showed that 78.6 percent agreed that implant training should be incorporated, 85.7 percent preferred the didactic approach, and 42.9 percent preferred clinical implant training. One hundred percent preferred apical surgeries and retreatment over implants when plausible, and 53.8 percent did not prefer implants over endodontic treatment for teeth with a questionable prognosis. This survey indicates that implant training has been incorporated into postdoctoral endodontic programs and that the Commission on Dental Accreditation standards are being met. The trend may be to become more hands‐on in the future if program directors believe there is a need to provide training in actual placement of implants.
Training Device for Dental Students to Practice Mirror‐Inverted Movements
Authors: Rau Günter M. , Rau Anne K.
Published: June 2020

The goal of this study was to explore whether the ability of precise mirror‐inverted movements can be learned and improved with the device Mirroprep and whether practice success can be transferred to the clinical situation. Three groups of students at different levels of dental study and different achievement levels were asked to perform a drawing exercise with indirect vision using Mirroprep. Further, the group of most senior students were asked whether the motor skills learned with this device were helpful in clinical tooth preparations by use of the dental mirror. According to the test results, we were able to show that mirror‐inverted motor functions can be learned and improved by practice and that it is also helpful for performing tooth preparations. Because of this, it is deemed reasonable for students to start practicing with the training device during their preclinical studies and to have their skills tested.
Evolution of the Scientific Basis for Dentistry and Its Impact on Dental Education: Past, Present, and Future
Authors: Slavkin Harold C.
Published: June 2020

Science is the fuel for technology and the foundation for understanding the human condition. In dental education, as in all health professions, science informs a basic understanding of development, is essential to understand the structure and function of biological systems, and is prerequisite to understand and perform diagnostics, therapeutics, and clinical outcomes in the treatment of diseases and disorders. During the last seventy‐five years, biomedical science has transformed from discipline‐based scientists working on a problem to multidisciplinary research teams working to solve complex problems of significance to the larger society. Over these years, we witnessed the convergence of the biological and digital revolutions with clinical health care in medical, dental, pharmacy, nursing, and allied health care professional education. Biomedical science informs our understanding, from human genes and their functions to populations, health disparities, and the biosphere. Science is a “way of knowing,” an international enterprise, a prerequisite for the health professions, and a calling and adventure to the curious mind. Science, the activity of doing science, is in the national self‐interest, in the defense of a nation, and critical to the improvement of the human condition. In the words of Vannevar Bush, “science is the endless frontier.”