bluuebunny/crossref_metadata_2025 huggingface dataset:
Reflections on Academic Careers by Current Dental School Faculty
Authors: Rogér James M. , Wehmeyer Meggan M.H. , Milliner Matthew S.
Published: June 2020

During the inaugural year (2006–07) of the Academic Dental Careers Fellowship Program (ADCFP), 110 faculty members at ten different dental schools were interviewed by dental students who were participating as ADCFP fellows in this year‐long program designed to introduce them to faculty roles and activities and help them gain an appreciation for the rewards and issues associated with academic life. The goals, format, and components of the ADCFP are described in a companion article in this issue of the Journal of Dental Education. One of the fellows’ assignments during the ADCFP was to interview faculty at various academic ranks who had differing degrees of work emphasis in teaching, research, service/patient care, and administration. Sixty‐nine (63 percent of the total) of these interviews were reviewed and analyzed by the authors, who were student fellows in the ADCFP during 2006–07. The purpose of these interviews was to provide the fellows with insight into the positive aspects and challenges in becoming and remaining a dental school faculty member. This aggregate perspective of the interviews conducted at ten dental schools highlights the motivations and challenges that confront a dentist during the process of choosing a career in academic dentistry and determining if dental education is a good fit for each individual who elects to pursue this pathway. Thematic analysis of the interviews revealed several factors consistently identified by faculty across the schools as being positive influences on the quality of the academic work environment and career satisfaction: mentorship and student interaction, opportunities for scholarship (research and discovery), job diversity, intellectual challenge, satisfaction with the nature of academic work, lifestyle/family compatibility, flexibility, lifelong learning, professional duty, and lab responsibility. A series of negative themes were also consistently identified: bureaucracy/administrative burdens and barriers, time commitment, financial frustration, political frustration, lack of mentorship, required research emphasis, lack of teaching skills development, student engagement, isolation, and funding uncertainty. This article reports the approximate frequency of each theme, presents representative statements that describe the motivations and attitudes of dental faculty members who were interviewed, and concludes with a review of programs/methods aimed at marketing academic careers to current students. The purpose of this review of the rewards, benefits, and challenges that current dental faculty face is to provide students who are considering dental education with a frame of reference to guide their further exploration of this career path and to help students appreciate the many positive aspects of academic life that may not be readily apparent from their own interactions with faculty members.
A Virtual System for Cavity Preparation in Endodontics
Authors: Marras Ioannis , Nikolaidis Nikolaos , Mikrogeorgis Georgios , Lyroudia Kleoniki , Pitas Ioannis
Published: June 2020

This article presents a novel virtual teeth drilling system designed to aid dentists, dental students, and researchers in getting acquainted with teeth anatomy, the handling of drilling instruments, and the challenges associated with drilling procedures during endodontic therapy. The system is designed to be used for educational and research purposes in dental schools. The application features a 3D face and oral cavity model constructed using anatomical data that can be adapted to the characteristics of a specific patient using either facial photographs or 3D data. Animation of the models is also feasible. Virtual drilling using a Phantom Desktop (Sensable Technologies Inc., Woburn, MA) force feedback haptic device is performed within the oral cavity on 3D volumetric and surface models of teeth, obtained from serial cross sections of natural teeth. Final results and intermediate steps of the drilling procedure can be saved on a file for future use. The application has the potential to be a very promising educational and research tool that allows the user to practice virtual teeth drilling for endodontic cavity preparation or other related procedures on high‐detail teeth models placed within an adaptable and animated 3D face and oral cavity model.
Improvement in Medical Consultation Responses with a Structured Request Form
Authors: Geist Shin‐Mey Rose Y. , Geist James R.
Published: June 2020

Physicians often do not provide adequate information regarding patients’ medical conditions when presented with consultation requests (CR) generated by dental students and their instructors about the students’ patients. We hypothesized that a structured CR form, which requests specific information by providing a checklist and/or closed‐ended questions for physicians to answer, would lead to better communication and improved responses. We also hypothesized that providing in‐service education to clinical faculty on the conditions that require and don't require CRs would reduce the number of unwarranted CRs sent to physicians. We assessed the responses obtained with the new form and compared them to findings over a similar period using our older, unstructured CR forms. We also evaluated the numbers of CRs written unnecessarily during both time periods. Improvements in the appropriateness of information provided by physicians were noted with the new CR forms for diabetes mellitus, hypertension, heart murmur, and anticoagulant therapy. The number of CRs written for conditions that did not need a consultation was approximately the same after provision of instruction as before. We conclude that structured CR forms improve the flow of information between dentists and physicians and should enhance student knowledge and skills in soliciting relevant information. Greater efforts must be taken to inform clinical faculty about the indications for CRs.
The Implications of Gender Stereotypes for the Dentist‐Patient Relationship
Authors: Smith Melanie K. , Dundes Lauren
Published: June 2020

This study assessed whether traditionally based gender stereotypes are applied to dentists. Awareness of gender‐driven preconceptions can help dentists anticipate patient expectations that play a role in the clinician‐patient relationship. A sample of 106 college students and fifty‐four non‐college students completed a one‐page survey that assessed whether seven traits were viewed as more characteristic of male dentists, female dentists, or neither gender. While there was no trait that over 50 percent of respondents considered more typical of either gender, female dentists were viewed as significantly more likely to make patients feel relaxed and to take time to discuss ailments with them, perceptions found most frequently among those respondents who expressed a preference for a female dentist. Male dentists were perceived as significantly more likely to expect a patient to endure pain without complaints, more devoted to career than family, and more likely to seem to be in charge and to be attracted to the power of their profession. The findings indicate that dental students should be encouraged to consider how patients’ preconceived gender‐based expectations and assumptions may influence rapport and communication between patients and dentists.
Relationship Between Dental Students’ Performance on Standardized multiple‐Choice Examinations and OSCEs
Authors: Dennehy Padraig C. , Susarla Srinivas M. , Karimbux Nadeem Y.
Published: June 2020

The purpose of this study was to examine the relationship among dental students’ performance on the National Board Dental Examination (NBDE Parts I and II), comprehensive written multiple‐choice question examinations (MCQ examinations), and objective structured clinical examinations (OSCEs) administered at the Harvard School of Dental Medicine (HSDM). Outcomes were measured during the third and fourth years at HSDM for the classes of 2006 and 2007. Three separate OSCE exams and two comprehensive MCQ examinations are administered during years 3 and 4 at HSDM per class. The study group was made up of sixty‐two students (thirty‐two females and thirty males). The average NBDE Parts I and II scores of the study population were 93.32 ±4.02 and 84.63 ±4.25, respectively, and were associated with outcomes on all three OSCE examinations (p≤0.044). However, using multiple regression models, the only statistically significant association occurred between NBDE Part II and OSCE 2 (p=0.003). Analysis showed that didactic predictors (NBDE Parts I and II and comprehensive MCQ examinations) explained 20.4 to 22.1 percent of the variability in OSCE scores. These results suggest that performance on OSCE examinations is not highly correlated with performance on NBDE Parts I and II and HSDM‐administered MCQ examinations. The findings suggest that OSCE examinations are more likely to measure other qualities such as problem‐solving ability, critical thinking, and communication skills.
Establishing a Multidisciplinary PBL Curriculum in the School of Stomatology at Wuhan University
Authors: Wang Ge , Tai Baojun , Huang Cui , Bian Zhuan , Shang Zhenjun , Wang Qian , Song Guangtai
Published: June 2020

This article describes how a multidisciplinary problem‐based learning (PBL) curriculum was established at the School of Stomatology at Wuhan University (WHUSS) in China for preclinical education in a seven‐year dental school program. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilitators and students, development of resource materials, curriculum design, and case writing were done in a manner that is consistent with the characteristics and learning style preferences of Chinese dental students. About 80 percent of the lectures were kept in the new PBL program. The multidisciplinary PBL curriculum has been successful in helping dental students mentally construct an understanding of the interrelationship between dental knowledge and basic science concepts. The experience at WHUSS indicates that there are clear benefits for students in the PBL format. A benefit to faculty is that PBL tutorial facilitators were partly liberated from their traditional roles and developed additional skills for facilitating. However, conflict arises when PBL‐trained students encounter the traditional exam‐centered education system.
Short‐ and Long‐Term Effects of Training on Dental Hygiene Faculty Members’ Capacity to Write SOAP Notes
Authors: Jacks Mary E. , Blue Christine , Murphy Douglas
Published: June 2020

Calibration among faculty is challenging to achieve and maintain. In this study, calibration refers to the training process by which standardization of chart documentation in a SOAP note format was achieved. In the SOAP format, chart entries by health care providers are written in the following categories: Subjective data, Objective data, Assessment, and Plans. The primary training “effect” or outcome that was measured in this study was the capacity of faculty members to write a SOAP note that adhered to prescribed standards for chart documentation. This study was conducted to assess the short‐term effects of training and determine whether faculty members’ capacity to write appropriately constructed SOAP notes could be sustained for one year. Eight dental hygiene faculty members at the University of Minnesota participated in a pre‐training assessment in which they prepared a SOAP note based on a patient case, completed a training session on writing SOAP notes, and completed a post‐training test shortly after training that also consisted of writing a SOAP note based on a patient's case. One year later, a follow‐up test, similar to the pre‐ and post‐tests, was conducted. Each component of the SOAP note was compared and scored against a gold standard benchmark score of 29 that represented the number of items that should have been included in an ideal SOAP note in the estimation of the investigators, based on chart documentation guidelines of the University of Minnesota Dental Hygiene Division. The mean score for the pre‐test was 18.25 (SD=2.82), which represented 63 percent of the benchmark gold standard score of 29. The post‐test mean score immediately after training was 24.63 (SD=2.13; 84.9 percent of the benchmark score), and the one‐year follow‐up mean score was 22.75 (SD=1.83; 78.4 percent of the gold standard benchmark). From the pre‐test to the post‐test administered in close approximation to the SOAP note training, faculty members’ approximation of the gold standard benchmark increased by 35 percent, or 6.28 points, and from the post‐test to the follow‐up test one year subsequently, approximation of the benchmark score decreased by approximately 1 percent or 1.88 points. Friedman's test indicated that the differences in mean scores for the pre‐test, post‐test, and follow‐up test were significant. The Sign test was used for post hoc tests; alpha was adjusted using Bonferroni's procedure. Conclusions support a hypothesis that faculty capacity to write a SOAP note that adheres to standards can be increased through training and that the effects can be maintained over a period of approximately one year.
Willing, Ready, and Able? How We Must Exercise Leadership for Needed Change in Dental Education
Authors: Cohen Peter A. , Tedesco Lisa A.
Published: June 2020

For over twenty‐five years, dental education has had the benefit of environmental analyses and institutional planning for change. Strong programs for leadership development have emerged to give direction to these efforts. Leading and thriving, not merely surviving, are universal aspirations, yet we remain vexed by finances, structures, and traditions. This article takes a look at change and examines the difference between technical frameworks for leadership and adaptive leadership. Leadership for change is viewed as an activity, not as a position of formal authority. The skills necessary to address the beliefs, attitudes, and culture that place limiting boundaries on adaptive leadership are described. Using the work of Heifetz and Linsky, the relationship between authority and adaptive leadership is defined. Resistance to change is presented as reaction to loss, which needs to be addressed in a fundamental way, through leadership activity and engagement. If change and innovation are to be sustained, leadership must be less accidental, less technical, and more adaptive.
Dental Students’ Preparation and Study Habits for the National Board Dental Examination Part I
Authors: Hawley Nathan , Johnson Devin , Packer Keith , Ditmyer Marcia , Kingsley Karl
Published: June 2020

The purpose of this study was to assess dental students’ study habits and level of preparation necessary to successfully prepare for the National Board Dental Examination (NBDE) Part I. Four hundred thirty‐seven dental students from across the United States participated in a web‐based survey about their goals, results, and study habits in preparation for taking the NBDE Part I. A majority of the respondents (76 percent; n=331) reported taking the web‐based version of the exam. More than one‐third (n=168) of the respondents indicated they wanted to achieve a scaled score of 90 or above, while only about one‐quarter (n=120) actually achieved this target score. Students preferred to use the Dental Decks and released Part I exams to study for the exam, regardless of their score. No significant correlations between type of study source used and the score achieved on the exam were found.
Periodontal Referral Patterns of General Dentists: Lessons for Dental Education
Authors: Lee Jung Ho , Bennett Duane E. , Richards Philip S. , Inglehart Marita Rohr
Published: June 2020

The objectives of this study were to investigate periodontal treatment and referral patterns and the considerations used in the process of dentists who make no periodontal referrals, relatively few referrals, or more referrals. Specifically, the role of disease characteristics, patient‐ and provider‐related factors, attitudes towards periodontal referrals, and perceptions of dental education were explored. The relationships between the perceived quality of dental education concerning periodontal diagnosis and treatment and the considerations used in this process were evaluated as well. Data were collected from 160 members of the Michigan Dental Association using a mailed questionnaire. The respondents were predominantly male (77 percent) and white (96 percent) and had practiced for an average of twenty‐three years (SD=10.7). While 13 percent of the respondents had not made any periodontal referrals during the past month, 69 percent had referred between one and five patients, and 18 percent more than five patients. Dentists who referred more than three patients per month considered the patients’ oral hygiene as more important, had fewer patients from lower socioeconomic backgrounds and more patients with private insurance, and felt less well prepared by their dental education compared to general dentists who referred fewer than three patients per month to a periodontist. The more positively dentists evaluated their dental education in periodontics, the more conservative they were when considering percentage of bone loss as a basis for referral (r=.228; p=.014), the more frequently they used systemic antibiotics in their treatment of periodontal disease (r=.180; p=.036), and the more they considered whether their patients would return after the periodontal treatment (r=.185; p=.028) as a factor in their referral decisions. General dentists’ perceptions of the quality of their dental school education in periodontics decreased their willingness to refer patients and increased their desire to treat these patients in their own practices. Future research should analyze the ways in which dental school curricula could prepare students to make timely and necessary periodontal referrals.
A Comparative Study of Professional Student Stress
Authors: Murphy Robert J. , Gray Sarah A. , Sterling Gerald , Reeves Kathleen , DuCette Joseph
Published: June 2020

A study was conducted involving a group of 290 medical and dental students to directly compare perceived stress levels encountered during their education. A modified questionnaire based on Garbee et al.'s Dental Environmental Stress survey was provided to the students by either email or paper. The purpose of the investigation was to determine if the sources of stress reported by medical and dental students, both male and female, were due to common factors. A multivariate statistical analysis was also conducted to measure stress differences by year in school. Through factor analysis, the survey question responses were grouped into five causal categories: academic performance, faculty relations, patient and clinic responsibilities, personal life issues, and professional identity. The overall findings show that dental students had greater levels of stress than medical students in three of the five categories. The only category in which medical students demonstrated greater stress levels than dental students was in professional identity. Measures of comparative levels of stress between male and female students for either profession did not demonstrate any significant differences. Stress levels related to clinical work varied significantly between the type of professional student and his or her year in school.
Dental Hygiene Students’ Attitudes Toward Ethical Dilemmas in Practice
Authors: Duley Susan I. , Fitzpatrick Peter G. , Zornosa Ximena , Lambert Cynthia A. , Mitchell Ashlie
Published: June 2020

This article reports the findings of a survey‐based study conducted in 2006 to determine graduating dental hygiene students’ attitudes toward ethical dilemmas in eight areas of practice: substandard care, overtreatment of patients, scope of practice, fraud, confidentiality, impaired professionals, sexual harassment, abuse, and health status. The findings, based on responses from 1,165 students at 141 U.S. dental hygiene programs, indicate that many dental hygiene students do not understand what behaviors in the patient care environment are consistent with ethical practice and which are not. Responding students believed that hygienists have a strong duty to report, intercede, or educate in areas of abuse, sexual harassment, detection of cancer, and smoking cessation. However, they were less likely to report concerns about ethical transgressions such as fraud, inadequate infection control, exceeding practice scope, and failure to diagnose disease when such disclosures could potentially threaten their employment status. Based on the results, we recommend that dental hygiene programs explore curriculum enhancements to improve students’ comprehension of what constitutes fraud and other ethical transgressions and the proper reporting mechanisms.
Primer on Preclinical Instruction and Evaluation
Authors: Hauser Anna Marie , Bowen Denise M.
Published: June 2020

This review summarizes the available literature for both instruction and evaluation of the novice dental and dental hygiene preclinical student. Effective instruction for dental and dental hygiene instrumentation requires knowledge of motor skills theory and mechanisms of fine motor skills attainment. The novice learner requires small, explicit steps that clearly define production. Prior to any performance, the skill to be performed should be envisioned accurately by the learner. Timely, precise feedback from the instructor to the learner contributes to learning. Novices are unable to judge their performance accurately, so self‐assessment skills must be taught. Repetition enhances motor performance. Instruction is supported through well‐designed evaluation instruments containing explicit criteria arranged in the correct order of production. Assessment tools should be designed to aid in providing specific, immediate feedback. Well‐designed assessments may also aid in calibration of instructors. Examples of evaluation instruments are found in the literature, and several are reviewed in this article. For those responsible for preclinical performance assessment, application of current motor skills theory and development of appropriate instruction and evaluation instruments may result in improved student performance. Studies also indicate the instructional environment in the dental clinical setting may be less stressful if evaluation is based on achievement of target levels rather than multiple daily grades.
Patterns of Dental Therapists’ Scope of Practice and Employment in Victoria, Australia
Authors: Satur Julie , Gussy Mark , Mariño Rodrigo , Martini Tamsin
Published: June 2020

In Australia, dental therapists have practiced only within the state‐operated School Dental Services (SDS) for around forty years providing preventive, diagnostic, restorative, and health promotion services to children and adolescents in a collaborative and referral relationship with dentists. Changes to legislation in 2000 have seen limits to dental therapists’ employment removed, allowing private sector employment. This study examines the changes to dental therapists’ employment since 2000 using a self‐completed questionnaire with a response rate of 82 percent. Approximately one‐third of responding dental therapists reported that they spent some time employed outside the SDS in community health services and private orthodontic and general practices, which indicates an acceptance of this type of dental care provider in these areas. The clinical services that dental therapists are currently providing are a complex mix with significant variations according to type and geographical location of practice, but include high levels of patient assessment, diagnosis, treatment planning, and the restoration of teeth. The findings from this study indicate that when legislative restrictions on employment settings are removed, there is a demand and demonstrable role for dental therapist‐delivered services in nongovernment dental practices.
Service‐Learning in Dental Education: Meeting Needs and Challenges
Authors: Hood Janet Grobe
Published: June 2020

Community‐based service‐learning is increasingly common in dental education. By definition, service‐learning combines educational goals with service to the community, and the community and school are equal partners. The three main goals of service‐learning are improving learning, promoting civic engagement, and strengthening communities. There have been calls from many groups to reform dental education to better serve the public, and service‐learning is one of the most often recommended methods to help meet this goal. One of the key attributes of service‐learning is its potential to promote civic engagement and social responsibility during the student's education. The social responsibility of dentists and aspects of professionalism can be learned by students through participation in well‐structured service‐learning programs. Community‐based service‐learning programs can also address societal needs by improving the public's access to oral health care through partnerships among dental schools, oral health providers, and communities. This article describes service‐learning programs at several dental schools to illustrate application of this educational strategy in predoctoral dental education. This article also describes challenges that confront schools desiring to implement and sustain service‐learning programs, including academic quality, faculty development and training, interprofessionalism, making time in the curriculum, budget, faculty shortages and time, student credit, quality control, and remote sites away from the dental school.
Effects of Posting Examinations and Answer Keys on Students’ Study Methods and Test Performance
Authors: Lake Emerson , Chambers David W.
Published: June 2020

A rich database was assembled to test the validity of contradictory claims about the effects of policy regarding posting of code‐protected individual student scores and keyed examination questions. Four second‐year lecture courses, each in a specialty area and each testing using multiple‐choice examinations at the end of quarters, were compared. Two of the courses follow the practice of regularly posting scores and keyed questions; one holds review sessions during subsequent quarters to discuss some questions, while the other allows students to review their tests in a proctored room without access to paper and pencil. Students completed a questionnaire reporting the hours they spent studying for each test using a variety of methods, including old examinations, and estimates of the proportion of repeat questions on each test. Because most of the questionnaires were signed, it was possible to match self‐reported study patterns with actual test scores and with overall GPA. Other information, such as test reliability, grading patterns, and National Board performance, was also gathered. A focus group was conducted. Results showed that students customized their study patterns and there was a minor clustering of practices such as late start for studying and use of old exams. Students with higher overall GPAs and those intending to specialize scored higher on tests. There were no associations between hours spent studying using any approach, including old exams, and test performance. There were no differences between course characteristics of the two courses that posted and the two courses that did not post exams, including National Board performance. Potential reasons why there was no association between hours or type of examination preparation and test scores are discussed. The focus group revealed that there are multiple goals among students regarding what they hope to achieve in the testing situation and that perfect performance was not a goal. Because there was no direct effect of posting exams on student test performance and because the practice of not posting exams created a climate of distance between students and faculty members, it is suggested that exams be posted as a regular policy.
Work‐Related Musculoskeletal Disorders Among Brazilian Dental Students
Authors: de Carvalho Marcus Vitor Diniz , Soriano Evelyne Pessoa , de França Caldas Arnaldo , Campello Reginaldo Inojosa Carneiro , de Miranda Hênio Ferreira , Cavalcanti Francisco Ivo Dantas
Published: June 2020

The aim of this analytical cross‐sectional study was to evaluate the presence of work‐related musculoskeletal disorders (WMSD) among dental students in two Brazilian dental schools. The sample included 227 randomized subjects from fifth to ninth semesters who were developing clinical activities. Each student signed an informed consent form. A self‐reporting questionnaire was used to obtain data on the practice of physical exercise, the presence of pain during or soon after treating patients, and the adoption of preventive measures related to clinical activities. Results were analyzed using the Statistical Package for Social Sciences 13.0. The χ2 test was used to identify associations between variables. The presence of pain during or after clinical work was reported by 173 participants (76.2 percent). Statistically significant differences were found between gender and the occurrence of pain. Pain was present during clinical activities (p=0.006) and imposed limitations on the work routine (p=0.011). Among those who practiced physical exercise, eighty‐eight (74.6 percent) reported pain. The high percentage of pain reported by dental students suggests the value of reviewing work conditions in dental practices in order to minimize the exposure of all workers to WMSD.
Graduating Dental Students’ Ability to Produce Quality Root Canal Fillings Using Single‐ or Multiple‐Cone Obturation Techniques
Authors: Gound Tom G. , Sather James P. , Kong Tae S. , Makkawy Hany A. , Marx David B.
Published: June 2020

The primary purposes of this study were to compare the quality (length and density) and efficiency (time to completion) of obturation when single‐ or multiple‐cone obturation techniques were used by graduating dental school students on previously instrumented single‐canalled teeth using simulated clinical conditions in vitro. Five students took part in the study, each of whom obturated thirty‐six teeth using six obturation techniques. The multiple‐cone techniques included lateral condensation of gutta‐percha, the technique the students had used in their laboratory and clinical courses, and two similar variations: lateral condensation of Epiphany and mechanical lateral condensation of gutta‐percha. These three methods were compared to three single‐cone techniques: Thermafil, Activ GP, and GuttaFlow. The students had no experience with single‐cone techniques except for a brief introduction and demonstration. All obturations were timed, and post‐obturation radiographs were taken in the clinical and proximal views (CV and PV). The radiographs were read by two endodontic faculty members who were blinded to technique, student, and fellow faculty member's results. Data were also separated by operator experience with individual techniques: the first three obturations/techniques were compared to the final three obturations/techniques. Data were analyzed using chi‐square tests. The quality produced or time required rarely differed within multiple‐cone or single‐cone groups, but statistical differences did occur between the two groups. Multiple‐cone obturation was more likely to produce adequate length (p=0.0042), density in the CV (p=0.0056), and density in the PV (p=0.0003). Conversely, the single‐cone techniques were significantly faster (mean 350 seconds) than the multiple‐cone techniques (mean 464 seconds) (p=0.0020). Quality did not improve significantly with the experienced groups versus the inexperienced with any of the six techniques, but the mean time for obturation decreased from 449 seconds to 362 seconds. These preliminary findings suggest that further training and experience are needed to improve the quality of obturation produced when single‐cone techniques are used. Further research is needed to determine how much training and/or experience will be needed.
Modeling Mentoring: Early Lessons from the W.K. Kellogg/ADEA Minority Dental Faculty Development Program
Authors: Sinkford Jeanne C. , West Joseph F. , Weaver Richard G. , Valachovic Richard W.
Published: June 2020

In 2004, the American Dental Education Association (ADEA) proposed several major strategies to improve the recruitment, retention, and development of underrepresented minorities (URMs) in the dental profession. One of the strategies was the establishment of the ADEA Minority Dental Faculty Development (ADEA MDFD) Program. This report presents key early lessons from the ADEA MDFD program. It also presents results from surveys of ADEA MDFD program directors, grantee mentors, and mentees on the dynamics of their mentoring programs and the important characteristics of successful mentors and mentees. In addition, the report provides a comprehensive program implementation logic model that other schools can use as a guide to establishing their own faculty mentoring programs.
Dental School Patients with Limited English Proficiency: The California Experience
Authors: Itaya Lisa E. , Glassman Paul , Gregorczyk Suzanne , Bailit Howard L.
Published: June 2020

California is home to one‐third of the U.S. population with limited English proficiency (LEP). Studies indicate that treating LEP patients without professional interpreters can result in miscommunication, decreased patient satisfaction, and serious medical errors. To address this problem, federal laws require all health care institutions receiving federal monies to provide interpretation services to their LEP patients at no cost to the patient. In this study we surveyed 122 students and fifty‐six faculty members from the five California dental schools with respect to number, communication strategies, impact on education and clinic finances, and student and faculty perceptions regarding serving LEP patients in their clinics. Over 50 percent of students surveyed spoke a foreign language either fluently or moderately fluently. Students reported that about 10 percent of their patients required interpreters, that untrained interpreters (e.g., family, friends, bilingual students) worked adequately, but that LEP patients were more difficult to treat. To comply with federal laws, dental schools are confronted with the challenge of covering the cost of providing language services to LEP patients.
Comparison of Student Productivity in Four‐Handed Clinic and Regular Unassisted Clinic
Authors: Holmes David C. , Squire Larry J. , Arneson Scott K. , Doering John V.
Published: June 2020

Although four‐handed dentistry is routine in most dental practices in the United States, solo unassisted clinical practice is the norm for students at many North American dental schools. The objective of this study was to compare the clinical productivity of fourth‐year dental students practicing in a four‐handed model to the clinical productivity of those same fourth‐year dental students practicing in a solo, unassisted mode at the University of Iowa College of Dentistry for the three academic years 2005–08. Students averaged 2.62 patient visits per day in the four‐handed Dental Auxiliary Utilization (DAU) Clinic and 1.74 visits per day in the regular Family Dentistry Clinic. Charging fees that are approximately 50 percent of prevailing local private practice fees, the mean daily charges for services provided by individual students averaged $329 in the DAU Clinic and $190 in the Family Dentistry Clinic. The mean daily productivity differentials were 0.88 patient visits and $139. While students averaged 51 percent more patient visits and 75 percent higher charges daily in the DAU Clinic as compared to the regular Family Dentistry Clinic, the increased revenues might not be sufficient to offset increased expenses incurred in the four‐handed clinical operation.
Emotional Intelligence and Clinical Interview Performance of Dental Students
Authors: Hannah Annette , Lim Bee T. , Ayers Kathryn M.S.
Published: June 2020

One hundred and sixteen third‐year dental students participating in a consultation skills course in Dunedin, New Zealand, completed a standardized psychometric Social Skills Inventory (SSI) and were assessed by tutors, simulated patients, and themselves. Students with higher social skills abilities obtained higher performance scores and demonstrated better interview structure. Patients reported being more likely to return to students for a dental consultation following the second interview, and students’ consultation skills were rated (by tutors, patients, and students) higher at the end of the course than the beginning. Female students had higher global social skills abilities and were more emotionally expressive and sensitive than male students, while the latter had better emotional control. Female students performed better in the first interview than male students, but there was no significant gender difference in the second interview. Tutor and simulated patient ratings suggested that a consultation skills course can increase the ability of students in general, and English as a second language students in particular, to relate to their patients, manage anxiety, identify ethical issues, and recognize significant psychosocial issues that lead to more accurate diagnosis and treatment processes, ensuring the effective delivery of patient‐centered dental education.
An Online Multimedia Treatment Planning Tool: Effect on Dental Students’ Knowledge in Using Standardized Clinical Data
Authors: Bufano Ulla B. Arvidson , Branch‐Mays Grishondra , Gilliam Julie , Romberg Elaine
Published: June 2020

A multidisciplinary, multimedia, online Treatment Planning Data Acquisition Tool (TPDat) containing standardized information was created at the University of Maryland Dental School to improve students’ actual and perceived knowledge in and self‐assessed confidence about the gathering and recording of standardized data at a patient's initial visit. Students from the classes of 2009 (seniors) and 2010 (juniors) completed a pre‐test (2009 N=93, 79 percent of the class; 2010 N=105, 85 percent) and an unannounced post‐test six months later (2009 N=46, 40 percent; 2010 N=102, 83 percent). Multiple‐choice items were used to test student knowledge, and a Likert scale was used to assess perceived knowledge and confidence (1=low to 5=high). The students also assessed the degree of helpfulness of the different TPDat sections. Juniors’ knowledge about information in the TPDat was significantly higher at the post‐test (11.9±1.6) than the pre‐test (11.0±1.9, F=13.545, p±0.0001). Their confidence was also significantly higher at the post‐test (3.58±0.5) compared to the pre‐test (3.34±0.6, F=11.417, p=0.001). Seniors’ perceived knowledge on the pre‐test (3.87±0.4) was significantly lower than six months later (4.03±0.4, F=3.984, p=0.048). Seniors’ knowledge and confidence pre‐test scores were not significantly different from their post‐test scores. No significant difference was found between the 2009 (11.3) and 2010 (11.9) levels of knowledge at the post‐test. Since there was no significant difference in post‐test knowledge scores between juniors and seniors (who had twelve months longer experience), this may indicate that the TPDat was the deciding factor in knowledge acquisition. The results showed that the TPDat facilitated learning and standardization of gathering and recording of clinical data.
A Survey of Dental Hygiene Program Directors: Summary Findings and Conclusions
Authors: Okwuje Ifie , Anderson Eugene , Hanlon Linda
Published: June 2020

To assist the ADEA Council of Allied Dental Program Directors in focusing future goals and actions, an online survey was developed and administered to the directors of the 300 Commission on Dental Accreditation (CODA)‐accredited U.S. dental hygiene programs in November 2008. The survey solicited directors’ opinions about certain contemporary dental hygiene issues such as entry‐level education, the use of articulation agreements, the advanced dental hygiene practitioner (ADHP) model proposed by the American Dental Hygienists’ Association, and accreditation. Over three‐quarters of survey respondents indicated it is “important” or “somewhat important” to advance the entry‐level educational requirements for dental hygiene practice to the baccalaureate level. Educational setting (four‐year versus two‐year) was a significant determinant in whether a respondent thought a baccalaureate degree should result from a dental hygiene educational program. Fifty‐six percent of respondents’ programs either have or are in the process of developing articulation agreements with other institutions. Seventy percent of all respondents felt it was important to support advancing the ADHP model. Over 60 percent of respondents noted the importance of developing competencies for degree completion and graduate programs, and 42 percent of respondents indicated that it was important to have a separate accreditation process for graduate‐level programs. Conclusions suggest advancing entry‐level education for dental hygiene is desired if it can maintain a role for both four‐year and two‐year institutions.
The Influence of Industry on Dental Education
Authors: Gillis Martin R. , McNally Mary E.
Published: June 2020

Academic dental institutions face the growing challenge of securing the resources needed to develop a curriculum that incorporates current innovation and technology to ensure that students’ learning experiences are relevant to current dental practice. As a result, university‐industry relationships are becoming increasingly common in academe. While these relationships facilitate curriculum relevance, they also expose students to external market forces. The purpose of this study was to explore the influence of industry on dental education using a qualitative research study design. Analysis of semistructured interviews with thirteen Dalhousie University dental faculty members revealed two primary themes that suggest a tension between the traditional hierarchical organizational structures guiding curriculum (i.e., authoritarianism) and industry's quest for profit (i.e., entrepreneurialism). Additional themes demonstrate a belief that industry directly influences students’ knowledge and understanding of evidence as well as their experience with both the formal and informal curricula. Industry's presence in academe is a concern. Dental educators, as stewards of the profession, must be nimble in brokering industry's presence without compromising the integrity of both the educational program and the teaching institution as a whole.
A Content Analysis of Dental Education Research as Reported in Two Journals
Authors: Sukotjo Cortino , Yuan Judy Chia‐Chun , Bordage Georges
Published: June 2020

Little systematic information has been collected about the nature and types of studies published in dental education journals. The goals of this study were to conduct a content analysis of articles published in dental education journals in two recent years, describe the type of research published, identify possible gaps, and propose future agendas. A content analysis of articles published in two leading dental education journals was performed for the years 2003 and 2008 with 253 articles reviewed. Most articles were descriptive and observational in nature. Curriculum was the most common topic of study addressed. The mean number of authors per article increased slightly over time, and authors held mostly a combination of D.D.S. and M.S. degrees or Ph.D. degrees. A review of the literature was present and critically discussed in almost three‐quarters of the articles studied. One‐third of the articles mentioned ethics review or approval. Most of the studies were conducted in North America, followed by Europe. About one‐third of the articles reported a source of funding. A plea is made for more systematic studies of the effectiveness of instructional and curricular innovations and more clarification studies to better understand why certain initiatives or interventions work or not.
Alternative Careers in Pediatric Dentistry: A Survey of Pediatric Dental Residents
Authors: Chinn Courtney H. , Edelstein Burton L.
Published: June 2020

Pediatric dentistry has enjoyed growing popularity in recent years, yet there remains a need for leadership in academe, research, and public health. In November 2008, the first Maternal and Child Health Bureau‐sponsored regional Leadership in Pediatric Dentistry convocation was held at the Columbia University College of Dental Medicine. Seventy‐two pediatric dentistry trainees from thirteen programs in the New York City area participated in interactive presentations and exercises. Of the sixty‐ seven participants who completed a pre‐event survey, 93 percent stated they would likely or very likely pursue careers that involved, at least in part, private practice, 55 percent in care of children in Medicaid, 51 percent academics, 36 percent dental public health, and 12 percent research. Barriers related to finances, competence, or work environment/location were perceived by 83 percent for careers involving research, 73 percent for dental public health, 66 percent for providing care to children in Medicaid, 46 percent for academics, and 9 percent for private practice. Results of a pair of pre‐event and post‐event surveys completed by sixty‐three attendees showed no change in reported likelihood to pursue a career alternative except for an increase in the likelihood of working in a practice that accepts Medicaid. The challenge before dental educators is to provide consistent and meaningful opportunities throughout training that encourage residents to consider all career options and to discover how their individual interests mesh with their clinical learning.
Infrastructure for a Community‐Based Dental Education Program: Students and Clinics
Authors: Mascarenhas Ana Karina , Henshaw Michelle
Published: June 2020

The infrastructure of a community‐based dental education program is important to its success. Thorough preparation of students for the community experience and careful selection of community clinical sites are indispensable. Student training in cultural competence, early community exposure, third‐year clinical training, assignment of students to rotations, transportation, and housing all need careful attention. When selecting sites for the community rotation, it is important to have detailed site criteria or a wish list, a memorandum of understanding, and awareness of legal liability issues.
Financial Impact of Community‐Based Dental Education
Authors: Bailit Howard L.
Published: June 2020

The financial impact of community‐based dental education on dental school and community clinic budgets is a major issue. The evidence suggests that community experiences for dental students of fifty or more days, if effectively managed, can increase school net revenues due to the following factors: 1) the community rotations increase student productivity, approximating the loss of dental school clinical income; 2) the reallocation of unused clinical resources at the dental school reduces student clinic deficits; 3) schools and federally qualified health centers (FQHCs) that share surplus student patient revenues generate additional net income; and 4) enrollment of more students without additional new facilities and faculty increases total school tuition revenues. For FQHC dental clinics, student rotations increase the number of patients treated and may generate surplus revenues. Community‐based dental education also provides schools and clinics important non‐financial advantages.