bluuebunny/crossref_metadata_2025 huggingface dataset:
Acquisition of psychomotor skills in dentistry: a follow‐up study
Authors: Vann WF , Shugars DA , May KN , Holland JC
Published: June 2020

After promising results were achieved with an experimental method for teaching the acquisition of psychomotor skills to dental students, a long‐term follow‐up study evaluated the lasting effects of that method using preclinical and clinical grades, as well as an assessment of students' clinical technical performance. Though the experimental teaching method had a significant effect on student performance in the initial preclinical activities, the differences between the control and experimental groups diminished as the students progressed through subsequent preclinical courses. No significant differences were found in measures obtained during the clinical years.
Treatment planning instruction in North American dental schools, 1984–85
Authors: Kennon S , Sleamaker TF , Farman AG
Published: June 2020

A questionnaire developed to determine the structure and processes associated with dental treatment planning curricula was sent to the 70 American and Canadian dental schools in 1984. Information was solicited on administrative organization of treatment planning, faculty and their qualifications, time committed to and placement of treatment planning in the curriculum, teaching methods, evaluation procedures, clock hours for preclinical and clinical instruction, scope of clinical treatment plans, subject matter in the curriculum, textbook utilization, graduation requirements, and the inclusion of treatment planning examinations by the regional licensing board. Sixty‐two schools responded, a response rate of 88 percent. The administrative and curricular structure of treatment planning depended primarily on the clinical and departmental organization of the school. The majority of respondents had an average of four full‐time faculty members, usually affiliated with a department of oral diagnosis, responsible for teaching treatment planning. Eighty‐one percent of the respondents offer preclinical treatment planning information and 85 percent develop clinical treatment plans, varying from identification of general treatment areas to comprehensive, sequential treatment plans with appropriate alternatives. The findings indicated that there is no definite distinction between oral diagnosis and treatment planning in many schools. Currently, there are no curricular guidelines focused exclusively on the principles of dental treatment planning.
Clinical medicine for dental students
Authors: Stearns NS , Schwartz SM , Halazonetis TD , Murnane TW
Published: June 2020

A program in clinical medicine for dental students was introduced at the Tufts University School of Dental Medicine in 1974. Instruction in medical topics is delivered throughout the dental curriculum. Faculty and patient resources of the School of Dental Medicine, the School of Medicine, and the adjacent New England Medical Center Hospital are used. The ten‐year evolution of this program is described in relation to the problems that had to be overcome. A survey of alumni indicated that the graduates who had taken the program felt better trained in physical evaluation techniques and reported higher frequencies of detecting medical problems in their patients than those who had not.
Current availability of patients in dental hygiene programs
Authors: Cross GN , Entwistle BA , Meskin LH
Published: June 2020

Dental hygiene programs were surveyed to determine current availability of patients to meet the training needs of dental hygiene students. Eighty‐six percent of the programs responded. Widespread inadequate to marginal patient availability was reported in periodontics and radiology. Two major reasons cited for patient shortages were, first, that completion of treatment requires too much time, and, second, that people are unaware of the scope of services performed by students. Patient shortages do not appear to be contributing to changes in the curriculum or fiscal problems in dental hygiene programs.
Characteristics of dental teaching patients
Authors: Entwistle BA , Meskin LH
Published: June 2020

Questionnaires were distributed to adult patients in a representative national sample of nine dental schools to solicit information on patient demographics, use of services, and perception of the care received. Responses from 2,346 patients were analyzed and compared to findings from various local studies. Results indicate: age range of patients and type of dental needs available to students is extremely variable among schools, the major referral system is through friends and relatives, most patients pay for all of their care and seek care at dental schools because of reasonable costs, transportation and parking pose significant problems for some patients, the majority of respondents had been patients for two years or less, and many patients want all of their clinical and interpersonal dental needs met in the school setting. Dental schools seriously need to consider such factors in light of current and projected teaching patient shortages.
A psychosocial perspective on the dental educational experience and student performance
Authors: Tedesco LA
Published: June 2020

Studies describing the educational experience of dental students traditionally have focused on characteristics of the learner or the environment. Little work has been done to describe the processes that enhance or detract from performance in dental school. Social learning theory, attribution theory, and the stress‐distress paradigm are used to develop a theoretical model for the psychological and social processes that affect dental student well‐being and performance. Data from preliminary investigations are used to present a logical argument for the model components. Results from future investigations to test the proposed model may provide dental educators with information that will facilitate both teaching and learning.
Assessing psychomotor skills: the role of the Crawford Small Parts Dexterity Test as a screening instrument
Authors: Boyle AM , Santelli JC
Published: June 2020

The Crawford Small Parts Dexterity Test, a performance test designed to measure eye‐hand coordination, was administered to 71 freshman dental students prior to their first‐semester classes and again in their senior year. Zero‐order and stepwise multiple regression analyses compared the predictor variables commonly used for dental school admissions decisions and the dexterity test scores with the mean performance in four preclinical laboratory courses and overall dental school performance. The results indicate that CSPDT assessment may improve selection accuracy when used with current measures. Significant gender interaction effects were observed.
Personality styles of first‐year dental students
Authors: Erskine CG , Westerman GH , Grandy TG
Published: June 2020

The Myers‐Briggs Type Indicator (MBTI) was used to measure the personality styles of dental students in two first‐year classes. The MBTI measures the strength and nature of preferences along four dimensions: extroversion‐introversion, sensing‐intuition, thinking‐feeling, and judging‐perceptive. In the sample (N = 120), four personality styles–ESTJ (19), ESFJ (19), ENTJ (16), and ISTJ (12)–accounted for 55 percent of the students (N = 66). The remaining 45 percent (N = 54) were divided among 12 personality styles with no style comprising more than 5.8 percent of the students (N = 7). Further comparisons of personality traits emphasized the similarities of the student sample on dimensions of extroversion (68.3 percent), sensing (61.7 percent), and judging (74.2 percent). Comparisons with previous research confirmed the predominance of ST (sensing with thinking) and SF (sensing with feeling) combinations within dentistry. The implications for the organization and curriculum of dental schools considering the personality traits of these dental students are discussed.
Decision analysis in the evaluation of clinical strategies for the management of mandibular third molars
Authors: Tulloch JF , Antczak‐Bouckoms AA
Published: June 2020

Quantitative methods of technology assessment that consider the magnitude of the technology's effect and also incorporate the elements of uncertainty, risk, and preference are needed. This study uses the methods of decision analysis to evaluate a common dental problem: whether or not to extract asymptomatic mandibular third molars. Three alternative strategies are considered. The expected disability of an extraction, measured as equivalent “days of standard discomfort” (DSD), is used as the outcome measure of interest. The analysis suggests that under a wide range of assumptions about the likelihood of different impaction types, chance of pathology, probability of extraction complications, and disability associated with each complication, the strategy of extracting only pathologically involved impacted mandibular third molars is generally the risk‐minimizing option. The sensitivity analysis identifies the severity of the outcome in the presence of pathology as a possible risk factor that requires further investigation.
Compliance with guidelines for management of dental school patients susceptible to infective endocarditis
Authors: Murrah VA , Merry JW , Little JW , Jaspers MT
Published: June 2020

The purpose of the investigation was to determine the extent to which the 1984 American Heart Association prophylaxis guidelines were adopted in a sample of dental school patients and to determine whether implementation strategies resulted in change in the management of patients at risk for infective endocarditis (IE). Dental records of 330 patients requiring medical consultation on the basis of a heart problem identified in the medical history questionnaire were reviewed. One hundred fifty‐four patients required IE prophylaxis according to their physicians. Only 11 percent of IE‐susceptible patient charts showed documentation of correct prophylaxis for every appointment at which a bacteremia was possible. Only 35 percent of patients receiving prophylaxis after December 1984 were covered according to the new American Heart Association guidelines.
Implication of defamation for dental educators
Authors: Moore RN
Published: June 2020

Recent court decisions have indicated that in dealing with their students and colleagues, faculty must balance academic freedom and the individual right of fair consideration. It is also important for faculty and administrators to distinguish between decision‐making procedures and criteria. It is quite clear from two recent United States Supreme Court cases that subjective evaluation by professional judgment is permissible as long as standard procedures of procedural due process are followed. In short, courts are more likely to review the application of the criteria than their substance.
How good are my grades?
Authors: Chambers DW
Published: June 2020

Currently no index exists for quantifying the grading effectiveness of tests or evaluation systems. The existing literature in educational measurement is suggestive of solutions; however, many of the techniques are only applicable in special cases and the theoretical and computational foundations are difficult. An alternative, the Qa statistic, is proposed. This statistic is the estimated proportion of correctly graded students. It is an extension of the standard error of measurement and takes into account student observed scores, reliability of available score data, and instructor‐determined grade cutoffs. A one‐page, computer‐generated Qa report is analyzed and implications for its use are discussed. Data are presented from a sample of 60 grading situations showing that increased testing produces small marginal increases in proportion of correctly graded students.
Relationships among dental functional status, clinical dental measures, and generic health measures
Authors: Rosenberg D , Kaplan S , Senie R , Badner V
Published: June 2020

Current measures of dental health status are primarily clinical in nature and rely on clinical and radiographic assessment of the patient's dental health. Information about a patient's ability to perform usual activities related to good dental health–for example, chewing, speaking, and smiling–is not routinely collected. This study investigated what measures contribute to dental functional status, how they are related to traditional clinical measures, whether dental factors contribute to other generic measures of health, and the extent to which dental factors contribute to overall quality of life. Regression analyses of interview and clinical data from 159 dental patients show that while periodontal status and the number of dental symptoms do explain some of dental functional status, the clinical measures of decayed, missing, and filled teeth do not. Severity of medical condition is correlated with decayed/missing teeth and periodontal health. Quality of life is explained by medical functional status, perceived medical health, and perceived dental health. The dental functional status index may be useful in clarifying the relationship between dental health and overall health and quality of life measures.
Requirements for clinical trials
Authors: Kapur KK , Garrett NR
Published: June 2020

Significant progress and valuable contributions have been made by pioneers in the field of dental implantology during the past 20 years. The feasibility of clinical application of dental implants for specific prosthodontic conditions has been demonstrated by several reports based upon retrospective data or surveys of clinical experiences. However, there is a lack of reliable scientific information to determine the clinical efficacy of implant‐supported prostheses or the physiological merits of the two types of implant‐bone interface. Similarly, there are no known studies that have tested the relative efficacy of different implant systems. The claims of success rates for different implants can only be substantiated when controlled, independent studies are made, following research protocols that meet the requirements of clinical trials in terms of delineation of hypothesis, definition of treatment, entry and treatment allocations, exclusions and withdrawals, sample size, and a coordinated plan for the statistical analysis of data and interpretation of results. The study design of the VA Cooperative Study has followed the essential requirements of clinical trials in comparing the efficacies of the two treatment modalities–traditional removable partial dentures versus fixed partial dentures supported by implants.
Future directions in dental implant materials research
Authors: Young FA
Published: June 2020

There are literally thousands of published accounts of the performance of medical and dental implants that employ metals and ceramics for which little or no materials characterization has been accomplished. Before the current decade, the level of sophistication of research was such that many materials did not even receive postprocessing analysis of the “bulk” composition, a minimal characterization we now realize is inadequate. Instead, research focused upon mechanical properties and corrosion studies at the macroscopic level, along with the search for a mythical property called biocompatibility. There were sound scientific reasons for this focus. The state of knowledge of the biology associated with implants did not allow the creation of experiments at the cellular or molecular level. Experiments progressed slowly from clinical observations to histologic observations, from which inferences of past events were made. The complete characterization of implant surfaces was virtually impossible because the analytical instrumentation and the associated understanding of physical and chemical processes occurring at surfaces were lacking. Materials were selected because of their apparently inert state, as defined by corrosion studies and histological examination of implant specimens. The focus in the 1970s was on micron‐sized surface features. Porosity, grooves, textures, etc., were emphasized along with the macroscopic design features. A proliferation of designs, many of which were based on inspiration, rather than experimentation and optimization, were brought to the marketplace. Perhaps the exception to this lack of surface analysis was the development of the surface‐active biomaterials based on calcium phosphates, the tricalcium phosphates, hydroxylapatites, and surface active glasses. Unfortunately, investigators did not pursue the same analyses for the “inert” materials.(ABSTRACT TRUNCATED AT 250 WORDS)
Bone tissue interface
Authors: Roberts WE
Published: June 2020

High resolution microradiography and multiple fluorochrome labeling are definitive histological methods for assessing the mechanism and timing of osseous healing, maturation, and adaptation. Two fundamental types of bone interface have been described for endosseous dental implants: (1) fibro‐osseous integration (“pseudo‐periodontal ligament”) and (2) rigid osseous fixation (“osseointegration”). No definitive bone interface studies with modern physiological methods have been reported for fibro‐osseous integration. Rigid osseous fixation has been investigated in cortical bone implantation sites. The initial healing reaction involves predominantly bone modeling at the periosteal and endosteal surfaces, i.e., a woven bone callus fills with lamellae by the process of lamellar compaction. Nonvital osseous interface and adjacent compacta are replaced by bone remodeling (turnover). As assessed with high resolution microradiography, “clinically successful” specimens had less than half of the intraosseous interface in direct contact with bone. Extrapolation from animal data suggests that endosseous implants can be provisionally loaded at about 18 weeks, but full maturation of the interface requires approximately one year.
Stress symptoms among third‐year dental students
Authors: Grandy TG , Westerman GH , Lupo JV , Combs CG
Published: June 2020

The purpose of this study was to document the stress (anxiety and depression) symptoms of third‐year dental students using two psychological measures. Eighty‐six students in two successive third‐year classes were tested with the State‐Trait Anxiety Inventory (STAI) and Beck Depression Inventory (BDI) in October, December, and April. For both state and trait anxiety, changes across test administrations indicated significant increases for the 1985 class. For depression, no significant changes were found across either test administration or between classes. Comparisons were made between the reported stress symptoms of third‐year and first‐year dental students. A stress management program within the dental school environment was recommended.
The validity and reliability of a clinical performance rating scale
Authors: Meetz HK , Bebeau MJ , Thoma SJ
Published: June 2020

Rating scales are standard tools for evaluating clinical performance in medicine; however, in dentistry they appear to be used solely to evaluate technical skills. A pretest of three performance scales did not reveal the superiority of any one scale, though faculty clearly preferred a 20‐item, six‐point Likert scale that rated personal, interpersonal, and professional qualities. Directors and co‐directors of six group clinics subsequently rated performance of two classes of seniors and one class of juniors. Interrater reliabilities, ranging from .62 to .83 across rater pairs, were superior to reliabilities reported in medical education studies. Although technique grades, preclinical GPA, and performance ratings differentiated students who completed clinical requirements on time (n = 302) from those who did not (n = 83), performance ratings added information about competence that was not reflected in GPA and technique grades. The usefulness of a rating scale appears to be in its potential for giving students feedback and for evaluating program effectiveness.
Traditional “one size fits all” dental education: no longer adequate
Authors: Gerhardt DE
Published: June 2020

Fundamental changes are needed in dental education that recognize the differing career paths of dental scientists and dental clinicians, and the fact that the functionally different careers of both groups are no longer adequately served by the traditional dental school curriculum.
Gender differences in item performance and predictive validity on the DAT Quantitative Reasoning Test
Authors: Smith RM , Kramer GA , Kubiak AT
Published: June 2020

This article reports on examination of the performance of males and females on individual items of a graduate admission mathematics test–i.e., the Quantitative Reasoning Test administered as part of the Dental Admission Test–and relates the results to success in dental school. Items that are differentially familiar to males and females were identified and used as independent predictors of success in the first year of dental school. There was no significant difference between male and female performance in dental schools and no significant difference in the predictive validity of items that “favor males” and those that “favor females.” Furthermore, the items that “favor females” produce approximately equal raw score distributions for males and females without significant adjustments in the content specifications of the test and thus would not underpredict female performance in dental schools.
The student survey of problems in the academic environment in Canadian dental faculties
Authors: Bradley IF , Clark DC , Eisner JE , De Gruchy K , Singer DL , Hinkleman K , Gelskey SG , Wood WW
Published: June 2020

A survey of problems related to stress encountered by 1,255 Canadian dental students was conducted. Substantial experience with problems was reported infrequently, although most students were affected negatively by at least one problem. Most difficulties concerned students' doubts about harnessing their efforts and abilities to master large amounts of material, which, of necessity, reduced their opportunity to pursue other interests. Few demographic features predicted the level of students' problems, although there was an indication that those who perceived themselves above average academically reported fewer problems.
Procedural due process in the dismissal of residents
Authors: Keyes G
Published: June 2020

Legal commentators and court decisions have defined, generally, procedural due process for students and faculty in institutions of higher learning. Dental residents (GPRs, oral surgery residents, etc.) occupy a unique niche in this educational structure. On the one hand they are students pursuing advanced training; on the other, they are employees and instructors in a hospital or similar institution. As advanced student‐clinicians, residents have significant autonomy in patient care. Those who are charged with monitoring a resident's care can be held liable for the resident's negligence. Hospital administrators and residency program directors have concerns about minimizing the chances of malpractice liability, while simultaneously having to observe procedural due process guarantees when a resident's performance mandates dismissal or suspension. This article will briefly review procedural due process issues concerning dismissal or suspension of students and faculty. Court decisions involving dismissal of medical and dental residents will be analyzed to see if the courts follow the student model or faculty model. The cases will demonstrate that the courts generally follow the faculty due process model when residents are suspended or dismissed. Key administrative law decisions will briefly be reviewed that point out the differences of opinion existing over the student/employee status of residents. Also, it will be shown that when patient safety is at stake, procedural due process guarantees can be modified to allow immediate suspension or dismissal of the resident.
Personality variables as predictors of performance for first‐year dental students
Authors: Westerman GH , Grandy TG , Combs CG , Turner CH
Published: June 2020

This study attempted to determine if students with certain personality preferences outperform others over the course of the initial dental school year. The Myers‐Briggs Type Indicator (MBTI) was used to assess the relationship between personality preferences and academic performance. One hundred and ninety‐nine dental students in four successive first‐year classes, 1983–86, participated. Pearson correlation coefficients were used to relate academic performance (first‐semester, second‐semester, and first‐year GPAs) to personality preferences (EI, SN, TF, JP) and academic predictors (entering GPA and DAT scores). For personality preferences, all correlation coefficients were low and nonsignificant. In comparison, entering GPA and DAT (academic) scores were significantly correlated with first‐semester, second‐semester, and first‐year GPAs. DAT (perceptual ability) scores showed a significant correlation with first‐semester GPAs only.
Infection control in North American dental schools
Authors: Sampson E , Dhuru VB
Published: June 2020

A questionnaire concerning infection control issues was sent to all North American dental schools in 1987. The results were compared with a similar survey conducted by the same authors in 1982. The purposes of the survey were to identify changes that have occurred in dental school infection control policies in the past six to seven years, and to study strengths and weaknesses of current policies. The results of the survey indicate a much greater emphasis on instrument sterilization and the use of barriers during dental treatment than in 1982. Compliance with the policy is not always satisfactory, however. It also shows some inconsistency and confusion in areas dealing with hepatitis B and HIV carrier patients and dental school personnel. Several respondents included written infection control protocols with the questionnaire. Information gained from the survey and the enclosures were used to develop guidelines to help schools improve and update their infection control policies.
Planning, implementation, and evaluation of AIDS education programs for dentists
Authors: Gerbert B , Sumser J , Maguire BT , Miyasaki C
Published: June 2020

Because many dentists were trained before HIV disease was recognized and its implications for dentistry understood, there is a need for effective continuing education programs about the disease for health professionals. Unfortunately, much of the continuing professional education about AIDS in the last few years has been poorly evaluated and the value of continuing education itself has increasingly been called into question. In order to clarify how continuing educational efforts can be designed and evaluated, we report on our continuing educational projects and research which culminated in research on a nationwide educational intervention about AIDS for dentists. We outline and evaluate the steps taken in designing both the intervention and the research. The strengths and weaknesses of the design are discussed and suggestions made about how the design could be improved.
Effectiveness of student ratings feedback and consultation for improving instruction in dental school
Authors: Cohen PA
Published: June 2020

The effects of student ratings feedback and consultation on instructional improvement over a four‐year time interval were examined. Of the 40 course directors who led the same course over a four‐year period, nine sought consultation services after receiving results from their initial student course evaluation. A sample of nine course directors who received student ratings feedback but did not seek consultation were matched to this consultation group, and student ratings comparisons were made over the subsequent three‐year period. The consultation group received significantly higher ratings than the ratings only group for six of the nine course rating items. The magnitude of these effect sizes were substantial. When viewed in light of previously reported controlled studies on feedback, the results suggest that consultation is an important adjunct to ratings feedback for improving subsequent instruction in dental education. In response to an attitudinal survey, course directors indicated that students were qualified to rate aspects of instruction and that ratings provided useful feedback for making course improvements. Recommendations for using student ratings feedback are provided.
Quality assessment/assurance activities in U.S. dental schools
Authors: Butters JM , Williams JN , Abbott LJ
Published: June 2020

Quality of health care services has become a major social issue. Accordingly, activities directed toward the assessment and assurance of quality are receiving increased attention in dentistry and dental education. The purpose of this study was to determine the status of quality assessment/assurance (QA) programs in U.S. dental schools. Responses from 48 U.S. schools identify a range of institutional QA activities currently being conducted in dental education. The evaluation and remedial action elements of the QA process are being addressed in a majority of schools; however, the establishment of criteria delineating those elements of a given QA activity area that should be measured is lacking.
Dental students' self‐assessed competence in geriatric dentistry
Authors: Kiyak HA , Brudvik J
Published: June 2020

This study measured the self‐assessed confidence levels of four classes of dental students (n = 172) exposed to both didactic and clinical training regarding geriatric patients. It was found that after completing a two‐term (20‐week) didactic course in their junior year, and a five‐week clinical course with geriatric patients in their senior year, dental students graduating from this university between 1987 and 1990 perceived significant improvements in their abilities to manage geriatric patients in all areas assessed, most notably in their treatment planning skills, in coordinating preventive dentistry programs, in referring patients to appropriate community resources, and in providing dental care in alternative settings. Greatest self‐assessed improvements were exhibited between pre‐didactic and post‐didactic assessments, with a tendency to stabilize rather than improve after the clinical experience. Interestingly, this study found that the students' self‐assessed changes between post‐didactic training and post‐clinical training were significant in only one area–their ability to manage the medical emergencies of elderly patients, including a patient's death in the dental chair. No differences were found between students who completed the clinical course early in their senior year with those who took it later; nor did differences emerge among the four classes. Clinical teaching in geriatrics may be an opportunity to practice skills and reinforce knowledge that has been gained in didactic courses, not necessarily a place to enhance perceived competence.
Instrument effects on smoothness discrimination
Authors: Schoen DH
Published: June 2020

Dental and dental hygiene faculty must select instruments to be used for root surface evaluation during scaling and root planing procedures. Because little information has been reported comparing the effectiveness of various instruments for this task, selection is based on subjective opinions. This study examined differences in the ability of 30 experienced and 32 inexperienced dental hygiene clinicians to differentiate degrees of surface smoothness using five different dental instruments. The relative smoothness test consisted of a set of ten paired abrasive strips of different or the same grit size. Repeated measures ANOVA revealed significance for both main effects, instrument used and experience level. All subjects made more correct assessments with the Williams probe, 3A explorer and Moffitt‐MD probe than with the #17 explorer. There was no significant difference between the 3CH explorer and the other four instruments. Experienced clinicians scored significantly higher than students on the relative smoothness test. Instrument selection could affect the end products achieved by clinicians, as well as affecting validity and reliability of current clinical evaluation mechanisms.
An assessment of the application of psychomotor learning theory constructs in preclinical laboratory instruction
Authors: Feil P
Published: June 2020

The purpose of this paper is to report the results of a survey assessing the application of constructs related to the acquisition of psychomotor skills in the preclinic curriculum. Questionnaires were mailed to all departments of operative dentistry, fixed prosthodontics, removable prosthodontics, pediatric dentistry, and periodontics. Personal and institutional anonymity were maintained. Approximately 70 percent of all surveys were returned. Results suggest that there are insufficient opportunities for students to define desired outcomes and performances. Students usually are not required to generate knowledge of results or knowledge of performance, both of which appear to be closely related to the acquisition of motor skill. Finally, the conditions under which dental motor skills are acquired do not simulate those characteristic of clinical practice, and adequate simulations of actual dental conditions often are not utilized. Significant improvement in preclinical instruction can be attained through application of findings in the motor skill literature.
Reliability and validity of the pilot National Board Dental Examination
Authors: Kramer GA , DeMarais DR
Published: June 2020

The reliability and validity of the pilot National Board Dental Examination were examined. The results indicate that the pilot examination is a reliable test that assesses a full range of cognitive behaviors. Furthermore, the findings indicate that the pilot examination is a unidimensional test of comprehensive general dentistry. The performance of examinees on the pilot examination was found to be similar to their performance on the traditional Part II examination. These findings suggest that the restructured Part II examination will be a more reliable and valid measure of dental students' knowledge and problem‐solving skills than the traditional Part II.
Sexual advances by patients in dental practice: implications for the dental and dental hygiene curricula
Authors: Chiodo GT , Tolle SW , Labby D
Published: June 2020

The occurrence of patient initiated sexual advances toward dental health professionals has not previously been examined. Information from other health care specialties and reports from dental and dental hygiene students indicate that such advances do occur and that providers are rarely educated to deal effectively with them. Utilizing an anonymous survey of 300 Oregon dentists and 300 dental hygienists, this study sought to quantify the frequency of patient initiated sexual advances toward dental professionals and to survey practitioners as to their reactions to and methods of dealing with such advances. The information provided by the 483 (81 percent) respondents indicates that up to 44 percent of providers experience one or more patient verbal advances and up to 23 percent of providers experience one or more patient physical advances during a five year period. These advances are a significant source of concern for many dental professionals. Based upon this information, implications for the dental and dental hygiene curricula are considered.
A controlled evaluation of computer assisted training simulations in geriatric dentistry
Authors: Mulligan R , Wood GJ
Published: June 2020

The increasing number of geriatric dental patients and the development of treatment plans that require consideration of complex psychosocial, socioeconomic, and medical/medication factors necessitates a change in the traditional teaching of treatment planning. A computer‐assisted instructional program was developed to simulate the dentist‐geriatric patient interaction and to train students in clinical decision making for the geriatric patient. This study compared the effects of this program with a more traditional approach based on readings from the geriatric dentistry literature. Twenty third‐year dental students were matched on grade point average and randomly assigned to the computer or literature‐based groups. They were pretested using a clinical analogue of a geriatric patient and then instructed to use either the computer or literature‐based educational units. The students were then post‐tested on a second clinical analogue. Students performed similarly at pretest. At post‐test, both the computer and literature‐based subjects were found to have acquired significantly greater evaluation points, to make fewer errors, and to design more involved treatment plans than at pretest. Comparison of computer and literature‐based subjects' performance revealed no significant main or interaction effects regarding type of educational unit used. Consistent nonsignificant trends were noted with the computer‐based subjects out‐performing literature‐based subjects on each outcome variable. In addition, the computer‐based subjects had more positive feelings about the educational unit than the literature‐based subjects at a statistically significant level. These findings suggest that the computer program is an effective alternative method for developing clinical decision skills in students treating geriatric patients.(ABSTRACT TRUNCATED AT 250 WORDS)
Trends in the prescription of radiographs for comprehensive care patients in U.S. and Canadian dental schools
Authors: Kantor ML
Published: June 2020

Results of this 1992 survey are compared to results from 1977 and 1987 surveys to establish long‐term trends in radiographic prescribing practices for dentulous adult comprehensive care patients in U.S. and Canadian dental schools. The major trends include a decline in prescribing both an intraoral full‐mouth series and panoramic radiograph (46 percent to 19 percent to 9 percent of schools from 1977 to 1987 to 1992, respectively). These changes were complemented by an increase in prescribing a full‐mouth series only (32 percent to 48 percent to 57 percent, respectively), and an increase in the use of selection criteria (2 percent to 19 percent to 26 percent, respectively). Between 1987 and 1992 there was little change in the preferred examination for the edentulous adult patient, and small changes in the preferred examination for the child patient.
Implications of access, utilization and need for oral health care by the non‐institutionalized and institutionalized elderly on the dental delivery system
Authors: Dolan TA , Atchison KA
Published: June 2020

Oral health is integral to an older adult's general health and quality of life, and basic oral health services are an essential component of primary health care. The elderly should receive special consideration in terms of their oral health care needs since they: 1) may have unique problems accessing the health care delivery system; 2) experience different patterns and prevalence rates of oral diseases; and 3) may have characteristics that affect the amount and types of dental treatment and the method by which it is performed. Older adults are maintaining their natural teeth into their later years, and epidemiologic trends suggest the increasing need for dental services by older adults. Yet dental utilization rates are lower for older adults than for younger age groups, and barriers to care include the cost of dental care, the lack of perceived need for care, transportation problems, and fear. Oral diseases and impairments are most commonly experienced by those segments of society least able to obtain dental care. Economically and socially disadvantaged older adults and the physically impaired are more likely to experience tooth loss and edentulism, untreated dental decay and periodontal diseases. Adults over the age of 65 years have the lowest proportion of dental expenses reimbursed by private dental insurance (10 percent), and the highest percentage of out‐of‐pocket dental expenses (79 percent), as compared to all other age groups. Of the two largest public programs, Medicare does not pay for most dental services, and Medicaid (Title XIX), does not offer dental benefits for adults in most states. Although the majority of older adults live independently in the community, there is a growing number of elders with special needs that require long term care either at home or in an institution. These frail and functionally dependent elders have significant dental needs, and experience greater barriers to receiving dental care as compared to the independent elderly. Additional research is needed to accurately characterize the oral health status and needs of the growing number of homebound and institutionalized elders. This will be of growing importance with the emergence of the vast array of home health care services available to older adults, and the changing emphasis on home care often seen as the preferred and lower cost alternative to nursing home care.
The effect of instruction on dentists' motivation to manage fearful patients
Authors: Tay KM , Winn W , Milgrom P , Hann J , Smith T , Weinstein P
Published: June 2020

This study assesses the effect of the pre‐doctoral and continuing behavioral education on dentists' efforts to treat fearful patients. A mail survey consisting of a booklet of 27 questions was sent to the 1988 and 1989 graduates of the Universities of Washington (UW), Kentucky (UK), and British Columbia (UBC). Graduates from UW and UK who received predoctoral instruction and some UBC graduates who received continuing education on the behavioral approach to caring for fearful patients were compared with UBC graduates who received only a primarily pharmacological oriented education. The overall response rate was 80.4 percent (164/204). Results indicate the average proportion of fearful patients seen was greater for those receiving behavioral instruction. Dentists who received behavioral instruction also reported greater effort addressing fear during patient's initial contact with the practice; however, they perceived the costs of the behavioral approach to be greater. No differences were found between groups for the remaining effort measures.
Research, technology transfer, and dentistry
Authors: Jeffcoat MK , Clark WB
Published: June 2020

The periodontal discipline illustrates the need for dentists to be doctors specializing in oral medicine. Research findings are tending toward more complex and possibly lengthy treatment with drugs and/or growth factors, necessitating a curriculum with more emphasis on pharmacology, medical management, critical review of clinical trial results, and evaluation of risk‐benefit ratios.
Opinions and experiences of dental students and faculty concerning computer‐assisted learning
Authors: Plasschaert AJ , Wilson NH , Cailleteau JG , Verdonschot EH
Published: June 2020

This study assessed the opinions and attitudes of faculty and students concerning the use of computer‐assisted learning (CAL) at three different dental schools on two continents (Manchester, U.K.; Nijmegen, The Netherlands; and Lexington, Kentucky, U.S.A.). In each school students and faculty received a questionnaire; faculty by internal mail, students at the end of a lecture. Response rates for students were 76 percent in Manchester, 64 percent in Nijmegen, and 91 percent in Lexington. The respective figures for faculty were: 42 percent, 47 percent, and 39 percent. In all three schools approximately 50 percent of students had a computer at home. Students in Lexington and Manchester seemed to be more advanced in the use of computers for self‐instructional learning. Students and faculty in Lexington had more experience with interactive multimedia than did those in Manchester and Nijmegen. In general, Lexington students were somewhat more familiar with computers and CAL than Manchester students, with Nijmegen showing the lowest percentages. Few CAL programs were available at any school, with small numbers of dental students having been exposed to programs involving animation (vision, sound). The majority of students are of the opinion that the use of computers for learning is not impersonal, nor difficult, but challenging and motivating. There is good agreement that if a program is to be bought or developed, it should be a combination of text, images, and sound. It is postulated that concerted action by dental schools is required to realize the potential of CAL in dental education, and that international organizations should give consideration to coordinating this action.
An application of outcomes assessment in dental education
Authors: Feldman CA , Desjardins PJ
Published: June 2020

The outcomes assessment process developed by the New Jersey Dental School is described. The paper identifies required resources, presents selected outcome measures, reviews strengths and weaknesses of the process, and reports how ongoing assessment activities have evolved. Documentation produced as part of the outcomes assessment process is also described, allowing health professions schools to implement a similar process.
A cross‐cultural comparison of perceived sources of stress in the dental school environment
Authors: Yap AU , Bhole S , Teo CS
Published: June 2020

This study compared the perceived sources of stress in the dental school environment between an American and a South East Asian (Singapore) dental school across their entire curricula (D1–D4 years). The dental environmental stress (DES) questionnaire was administered to 137 (98 percent) Singapore dental students and results were compared to a previous study conducted at an American school. Significant differences were found for 12 questionnaire items across the four classes for the American cohort as compared to 13 in the Singapore cohort. While the greatest stressor for Singapore students was completing graduation requirements, American students were most stressed by examinations and grades. The overall perception of stress by Singapore students was higher than for their American counterparts. The primary concern for both cohorts was, however, related to the different areas of their academic courses.
Characteristics of general dentists participating in home study courses
Authors: Kuthy RA , Bean TM , Mitchell GL
Published: June 2020

With an increasing number of states requiring continuing dental education (CDE) for license renewal, dentists are opting for different ways of earning these credit hours beyond the traditional didactic presentation. One alternative is a home study correspondence course. Little is known about the type of dentists who participate in these home study courses. This study examines characteristics of 507 general dentists in Ohio who were required to submit information concerning their CDE courses and credit hours during the biennium, 1992–93. Twenty‐five percent of the general dentists took at least one home study course, and approximately five percent of those dentists participating in any home study earned all their credit hours this way. A logistic regression model indicated that home study users are less likely to be ADA members and less likely to leave the state for any CDE. This study suggests that the current methods of home study courses may provide continuing education opportunities for dentists who otherwise might not be reached by more traditional ways of CDE.