bluuebunny/crossref_metadata_2025 huggingface dataset:
Dental School Faculty and the Academic Environment from 1936 to 2011: Familiar Features in a New Context
Authors: Drisko Connie L. , Whittaker Lynn Page
Published: June 2020

From its first issue in 1936 until today, no subject has been more central to the work published in the Journal of Dental Education (JDE) and to dental education itself than the dental school faculty. William Gies's vision in 1926 of the professionalization of dental educators was key to the professionalization of dental education. His focus on the need to develop these teachers as both instructors and researchers established the model by which a “dental educator” became a distinct professional, different from a dentist who happens to teach. This article for the seventy‐fifth anniversary issue of the JDE thus starts from the obvious but not always acknowledged point that faculty members are central to the entire enterprise of dental education and relate to change over time as both cause and effect. Whether the profession today is evolving to incorporate new science and curricular models or becoming more interprofessional or meeting the needs of diverse patient populations or adopting new educational methodologies and technologies, developments in these areas will have a direct impact on the way individual faculty members do their jobs. To give a taste of the rich variety published over the past seventy‐five years, the first section touches briefly on three significant types of research regarding faculty as exemplified by articles published in the JDE. These three are faculty development, educational methodologies, and faculty recruitment and retention. The second section addresses an increasingly important area of research: faculty members’ perceptions of the academic work environment. After considering some trends that will affect this environment over the next decade, the article concludes with additional reasons the JDE is a valuable resource for faculty members in dental schools and allied and advanced dental education programs.
Changes in Educational Methodologies in Predoctoral Dental Education: Finding the Perfect Intersection
Authors: Hendricson William D.
Published: June 2020

This article describes the evolution of thinking, primarily over the past fifteen years, within the academic dentistry community concerning teaching and learning strategies to facilitate students’ acquisition of competence. Readers are encouraged to consider four issues. First, looking back to the time of the Institute of Medicine report Dental Education at the Crossroads: Challenges and Change fifteen years ago, in the mid‐1990s, where did we think we would be now, in 2011, in regard to the structure of the predoctoral curriculum and use of specific educational methodologies, and to what extent have those predictions come true? The author's own crystal ball predictions from the 1990s are used to kick off a discussion of what connected and what did not among numerous advocated educational reforms, many of them transformative in nature. Second, what is the nature of the evidence supporting our ongoing search for educational best practices, and why are advocacy for educational best practices and prediction of down‐the‐road outcomes so treacherous? This section distinguishes types of evidence that provide limited guidance for dental educators from evidence that is more helpful for designing educational strategies that might make a difference in student learning, focusing on factors that provide a “perfect intersection” of student, teacher, educational method, and learning environment. Third, readers are asked to revisit four not‐so‐new teaching/learning methods that are still worthy of consideration in dental education in light of best evidence, upcoming events, and technology that has finally matched its potential. Fourth, a specific rate‐limiting factor that hinders the best efforts of both teachers and students in virtually all U.S. dental schools is discussed, concluding with a plea to find a better way so that the good works of dental educators and their students can be more evident.
From Information Technology to Informatics: The Information Revolution in Dental Education
Authors: Schleyer Titus K. , Thyvalikakath Thankam P. , Spallek Heiko , Dziabiak Michael P. , Johnson Lynn A.
Published: June 2020

The capabilities of information technology (IT) have advanced precipitously in the last fifty years. Many of these advances have enabled new and beneficial applications of IT in dental education. However, conceptually, IT use in dental schools is only in its infancy. Challenges and opportunities abound for improving how we support clinical care, education, and research with IT. In clinical care, we need to move electronic dental records beyond replicating paper, connect information on oral health to that on systemic health, facilitate collaborative care through teledentistry, and help clinicians apply evidence‐based dentistry and preventive management strategies. With respect to education, we should adopt an evidence‐based approach to IT use for teaching and learning, share effective educational content and methods, leverage technology‐mediated changes in the balance of power between faculty and students, improve technology support for clinical teaching, and build an information infrastructure centered on learners and organizations. In research, opportunities include reusing clinical care data for research studies, helping advance computational methods for research, applying generalizable research tools in dentistry, and reusing research data and scientific workflows. In the process, we transition from a focus on IT—the mere technical aspects of applying computer technology—to one on informatics: the what, how, and why of managing information.
Exploring the Predictive Ability of Two New Complementary Instruments for Assessing Effective Therapeutic Communication Skills of Dental and Dental Hygiene Students
Authors: Schönwetter Dieter J. , Wener Mickey Emmons , Mazurat Nita , Yakiwchuk Ben
Published: June 2020

Research on the development of effective therapeutic communication skills for oral health providers is slowly evolving. One of the initial steps in this research is to identify and address gaps in the work of previous researchers. Ultimately, the educational goal of competence in communications skills development is to provide improved patient care including improved patient satisfaction. This article is the third in a series describing the development of and findings from the new complementary Patient Communication Assessment Instrument (PCAI) and Student Communication Assessment Instrument (SCAI). The aim of the study reported here was to look at the relationship between communication skills and patient and student clinician gender interactions, sociodemographic factors (e.g., age, income), and changes in these interactions with length of treatment. A total of 410 patient assessments (PCAI) and 410 matching student self‐assessments (SCAI) were used for further data analysis. Patients of female student clinicians, female patients, patients of a higher and the lowest income range, and older patients reported statistically significant higher student communication scores. The PCAI identified that certain groups of patients consistently report higher scores than other groups, whereas the SCAI identified differences between male and female student clinicians. The results have implications for educational protocols, communication strategies, and the need for continued research regarding sociodemographic factors and their relationship to patient satisfaction.
An Analysis of Patient Grievances in a Dental School Clinical Environment
Authors: Sachdeo Amit , Konfino Svetlana , Icyda Ross U. , Finkelman Matthew D. , Gulati Harish , Arsenault Peter , Hanley James B.
Published: June 2020

Patient satisfaction is an integral part of assessing the quality of oral health care. As dental care becomes more impersonal, competitive, and expensive, the potential for patient complaints is on the rise. Dental school clinics may be more vulnerable to patient grievances due to inexperienced student providers, less efficient delivery of care, challenges related to continuity of care, and the complexity of adhering to institutional policies. Effective management of patient complaints can assist both individuals and institutions toward providing the highest quality of care achievable in the demanding dental education environment. Despite the obvious benefit, there is a dearth of recent studies that analyzed complaints in either the private practice setting or dental school clinics. The purpose of this study was to categorize and analyze the complaints received from patients seeking treatment at a large dental school clinic from 2005 to 2008. It was found that the combined complaints for all four years in descending order were regarding appointment, communication, money, quality, and other. No statistically significant association was found between the type of complaint and time of year. Most importantly, it was found that the system for recording complaints needed to be standardized in order to improve the quality of patient care. The findings from this study will not only facilitate adjustment of the school's current curricula and policies, but could also guide other institutions and private dental practitioners toward better patient care.
A Collaboration to Enhance Oral Health Care for Survivors of Domestic Violence: Women's Domestic Violence Shelters and Nova Southeastern University's College of Dental Medicine
Authors: Abel Stephen , Kowal Hendi Crosby , Brimlow Deborah , Uchin Marlene , Gerbert Barbara
Published: June 2020

Nova Southeastern University College of Dental Medicine (NSU‐CDM) has developed a program to educate its Advanced Education in General Dentistry (AEGD) residents to provide oral health services to survivors of domestic violence. NSU‐CDM worked in collaboration with three community‐based sites in Florida's Dade and Broward counties that provide residential and outpatient services to women survivors of domestic violence. The educational program includes didactic instruction and clinical rotations utilizing portable dental equipment assembled at the community‐based sites. The central element of the program was the establishment of a partnership between NSU‐CDM and local community‐based organizations that serve women who have experienced domestic violence. This collaboration enabled the school to involve a range of key stakeholders in program development and implementation and to successfully establish dental clinics at two shelter sites. In total, NSU‐CDM provided dental care to over 250 women, and twenty AEGD residents completed both the didactic and clinical rotations of the domestic violence education program. Elements identified as being essential to successful collaborations between oral health clinics and shelter settings are described.
Cone Beam Computed Tomography in Dental Education: A Survey of U.S., U.K., and Australian Dental Schools
Authors: Parashar Vijay , Whaites Eric , Monsour Paul , Chaudhry Jahanzeb , Geist James R.
Published: June 2020

Cone beam computed tomography (CBCT) is an excellent three‐dimensional (3D) imaging modality. Traditional dental education has focused on teaching conventional (2D) imaging. The aims of this survey‐based study were therefore to evaluate the incorporation of CBCT teaching in both the predoctoral/undergraduate (D.D.S./D.M.D./B.D.S.) and postgraduate/residency specialty training curricula in dental schools in the United States, the United Kingdom, and Australia. A nine‐question survey form was electronically mailed to fifty‐seven schools in the United States, sixteen schools in the United Kingdom, and seven schools in Australia. Fifty U.S. dental schools (89 percent), ten U.K. dental schools (62.5 percent), and one Australian dental school (14 percent) presently have CBCT equipment. The majority of responding schools do not include instruction in higher level use of this technology for undergraduate/predoctoral students, raising questions as to whether these students are adequately trained on qualification. Larger numbers of schools reported providing this training to residents in specialty programs. A similar trend was noticed in U.S., British, and Australian dental education. If general dentists are to be permitted to purchase and use CBCT equipment, inclusion of CBCT in dental education is an absolute requirement to prepare future dental practitioners to apply 3D imaging appropriately for diagnosis and treatment planning.
Tracking Dental Patient Tobacco Use and Intervention in the Academic Clinical Setting
Authors: Morgan Susan K. , Dumire William , Caudill Carol , Lewis Amy
Published: June 2020

The purpose of this study was to illustrate one method of tracking patients’ tobacco use and monitoring cessation interventions with electronic dental records in an academic dental setting. Records from 465 tobacco users were analyzed to assess patients’ tobacco use and providers’ intervention techniques. The results indicate that 75 percent of the patients whose records were analyzed had used tobacco for more than ten years and the cold turkey approach was the most common cessation method. Ninety‐seven percent of the patients whose records were analyzed used cigarettes. The most common pharmacotherapy recommended in combination with counseling for smoking cessation was the nicotine patch, followed by nicotine gum, varenicline (Chantix), the nicotine lozenge, bupropion SR (Zyban), and the nicotine oral inhaler. Incorporating tobacco use questions into the electronic dental record can ensure that tobacco use and intervention techniques are addressed and documented in dental records. Electronic dental records provide an opportunity to collect data related to tobacco use and intervention techniques for purposes of further evaluation and research.
The Role of Social Media in Dental Education
Authors: McAndrew Maureen , Johnston Amelia E.
Published: June 2020

Social media, also known as Web 2.0, includes a set of web‐based technologies in which users actively share and create content through open collaboration. The current students in dental school are Millennial learners who are comfortable using social media, such as Facebook and Twitter, for both socialization and learning. This article defines and explores the range of Web 2.0 technologies available for use in dental education, addresses their underlying pedagogy, and discusses potential problems and barriers to their implementation.
Preparing Students to Practice Evidence‐Based Dentistry: A Mixed Methods Conceptual Framework for Curriculum Enhancement
Authors: Palcanis Kent G. , Geiger Brian F. , O'Neal Marcia R. , Ivankova Nataliya V. , Evans Retta R. , Kennedy Lasonja B. , Carera Karen W.
Published: June 2020

This article describes a mixed methods conceptual framework for evidence‐based dentistry to enhance the curriculum at the University of Alabama at Birmingham School of Dentistry. A focus of recent curriculum reform has been to prepare students to integrate evidence‐based dentistry into clinical practice. The authors developed a framework consisting of four conceptual phases to introduce curriculum innovation: 1) exploration of the phenomenon; 2) development of two new instruments; 3) data collection, analysis, outcomes, and evaluation; and 4) application to curricular reform. Eight sequential procedural steps (literature review; focus group discussions; development of themes; survey design; internal review; data collection, analysis, and evaluation; development of recommendations with external review; and implementation of recommendations for curricular enhancement) guided the curricular enhancement. Faculty members supported the concept of teaching evidence‐based dentistry to facilitate major curriculum reform, and course directors incorporated evidence‐based teaching to prepare scientist‐practitioners who meet dental performance standards. The new curriculum implemented following completion of the study is in its third year. Much of its structure is based on evidence‐based teaching methodologies, and approximately one‐third of the content consists of small groups researching clinical problems with applied science and discussing the findings. The framework described in this article proved useful to guide revision of predoctoral clinical education at one dental school and may be useful in other settings.
Adaptation of the Communication Skills Attitude Scale (CSAS) to Dental Students
Authors: Laurence Brian , Bertera Elizabeth M. , Feimster Tawana , Hollander Roberta , Stroman Carolyn
Published: June 2020

The purpose of this study was to adapt the twenty‐six‐item Communication Skills Attitude Scale (CSAS) developed for medical students for use among dental students and to test the psychometric properties of the modified instrument. The sample consisted of 250 students (an 80.1 percent response rate) in years D1 to D4 at a dental school in Washington, DC. The mean age of participants was 26.6 years with a range from twenty‐one to forty‐two years. Slightly more than half of the participants were female (52.4 percent) and were African American or of African descent (51.7 percent). Principal components analysis was used to test the psychometric properties of the instrument. The index that resulted measured both positive and negative attitudes toward learning communications skills. The final twenty‐four‐item scale had good internal consistency (Cronbach's alpha=0.87), and the study obtained four important factors—Learning, Importance, Quality, and Success—that explained a significant portion of the variance (49.1 percent). Stratified analysis by demographic variables suggested that there may be gender and ethnic differences in the students' attitudes towards learning communication skills. The authors conclude that the CSAS modified for dental students, or DCSAS, is a useful tool to assess attitudes towards learning communication skills among dental students.
Is There a Place for Teaching Obstructive Sleep Apnea and Snoring in the Predoctoral Dental Curriculum?
Authors: Ivanoff Chris S. , Hottel Timothy L. , Pancratz Frank
Published: June 2020

The widespread prevalence of obstructive sleep apnea and apneic snoring is both alarming and well documented. Sleep disorders affect one out of five Americans. Yet, during an attempt to study the prevalence of obstructive sleep apnea and snoring among patients at the University of Tennessee Health Science Center College of Dentistry, a search through the entire school's database for the terms “sleep apnea” and “snoring” found only ninety‐two patients who admitted to snoring. Currently, the condition “sleep apnea” is not even on the school's list of health/medical questions. These figures not only are inconsistent with national statistics, but confirm that more needs to be done to make dental students aware of these disorders, include them in patient medical histories, and ultimately educate patients about therapies that can help. Considering the health concerns related to this sleep disorder, the economic impact of insomnia and daytime sleepiness, as well as the fact that the dentist is well poised to reduce symptoms and increase the quality of life among sufferers, mandibular advancement devices should become an educational standard in the predoctoral clinical curriculum of dental schools. Predoctoral clinical curricula need to reflect this current health trend and train dentists to care for these patients comprehensively.
Use of the International Caries Detection and Assessment System Two‐Digit Coding Method by Predoctoral Dental Students at Philipps University of Marburg, Germany
Authors: Jablonski‐Momeni Anahita , Busche Jan F. , Struwe Christina , Lange Julia , Heinzel‐Gutenbrunner Monika , Frankenberger Roland , Pieper Klaus
Published: June 2020

When the International Caries Detection and Assessment System (ICDAS‐II) was introduced, a two‐number coding system that identifies restorations/sealants with the first digit and scores the caries lesions with a second digit was suggested. The aim of this study was, first, to assess the intra‐ and interexaminer reproducibility of this method applied by predoctoral dental students and, second, to evaluate the influence of an additional theoretical training session on the reproducibility values. Twenty‐four third‐year dental students at Philipps University of Marburg, Germany, were trained in a theoretical session by an experienced examiner. The students were randomly divided into two groups to examine extracted teeth. The assessments were repeated after three weeks. Prior to the second examinations, one group received an additional theoretical training session. For the restoration code, mean kappa values for intra‐ and interexaminer reproducibility were between 0.28 and 0.82. For the caries code, mean kappa values for intra‐ and interexaminer reproducibility were between 0.34 and 0.72. The mean kappa values of the two groups did not differ significantly, either on the first digit or on the caries code (p>0.05).
Utilization of Debate as an Educational Tool to Learn Health Economics for Dental Students in Malaysia
Authors: Khan Saad A. , Omar Hanan , Babar Muneer Gohar , Toh Chooi G.
Published: June 2020

Health economics, a special branch of science applying economic principles to the health delivery system, is a relatively young subdiscipline. The literature is scanty about teaching health economics in the medical and dental fields. Delivery methods of this topic vary from one university to another, with lectures, seminars, and independent learning reported as teaching/learning tools used for the topic. Ideally, debates should foster the development of logical reasoning and communication skills. Health economics in dentistry is taught under the community oral health module that constitutes part of an outcome‐based dental curriculum in a private dental school in Kuala Lumpur, Malaysia. For this study, the students were divided into two groups: active participants (active debaters) and supporting participants (nonactive debaters). The debate style chosen for this activity was parliamentary style. Active and nonactive debaters' perceptions were evaluated before and after the activity through a structured questionnaire using a five‐point rating scale addressing the topic and perceptions about debate as an educational tool. Cronbach's alpha coefficient was used as a measure of internal consistency for the questionnaire items. Among a total of eighty‐two third‐year dental students of two successive cohorts (thirty‐eight students and forty‐four students), seventy‐three completed the questionnaire, yielding a response rate of 89 percent. Students' responses to the questionnaire were analyzed with the Kruskal‐Wallis analysis of variance test. Results revealed that the students felt that their interest in debate, knowledge of the topic, and reinforcement of the previous knowledge had improved following participation in the debate. Within the limitations of this study, it can be concluded that debate was a useful tool in teaching health economics to dental students.
Learning Curves: What Do Dental Students Learn from Repeated Practice of Clinical Procedures?
Authors: Chambers David
Published: June 2020

It is generally accepted that repetition of procedures is necessary to develop clinical skill in dentistry. Although there is a rich empirical research tradition in medicine establishing competency levels for new procedures, investigations of the shape of learning curves for clinical techniques are rare in dental education. Data were reviewed from three classes (n=465) of students at the University of the Pacific Arthur A. Dugoni School of Dentistry in seventeen clinical skills in five departments for which test case (independent performance) data were available. It was hypothesized that a learning curve would be observed with gradually rising scores as a function of amount of repeated test case work and general practice experience. Other factors, such as faculty ratings and clinical GPA, could be expected to modify this curve. No evidence was found that test case performance was affected by number of previous test cases, number of practice (ungraded) procedures previously completed, faculty ratings of technical skill in the discipline by quarter, faculty ratings of patient management and of clinical judgment competencies, overall clinical GPA, and performance on initial licensure examinations. The absence of a pattern showing that amount of prior experience improves clinical performance raises questions about the practice of setting “requirements” for graduation and challenges dental educators to better explain the presumed relationship between practice and performance and the validity of clinical evaluation of performance based exclusively on the objective technical quality of work samples. The literature on learning curves and on competency‐based education offer alternative insights into what students are actually learning but schools are failing to measure in the clinical experience.
Advancing the Educational Training of Dental Educators: Review of a Model Program
Authors: Graham Roseanna , Zubiaurre Bitzer Laureen A. , Anderson O. Roger , Klyvert Marlene , Moss‐Salentijn Letty , Lamster Ira B.
Published: June 2020

Very few dental educators have formal pedagogical training, and the availability of degree‐granting programs for dental educators is very limited. A joint D.D.S.‐M.A. program for predoctoral students and a Ph.D. program for faculty members have been established at Columbia University's College of Dental Medicine in conjunction with the Graduate School of Education, Teachers College. Six students have completed the joint degree program, five are currently enrolled, and an additional three have taken courses at Teachers College without pursuing a degree. One faculty member has completed the Ph.D. program, and one is enrolled. This article describes the details of both programs and discusses preliminary outcomes. The model described here may serve as an example for other dental schools that may choose to implement degree programs in education for dental educators.
Curriculum Information Models in Health Professions Education in Australia: An Innovative Approach to Efficient Curriculum Design, Development, and Maintenance
Authors: Kruger Estie , Tennant Marc
Published: June 2020

Over the last decade, there has been a significant increase in attention to the overall accountability of higher education in Australia, and this is expected to continue. Increased accountability has led to the need for more explicitly documented curricula. The curricula from ten health‐related disciplines developed over the last five years in Australia were the basis of this study. Curriculum information modeling is an approach that allows for the dynamic nature of curricula since elements and their linkages can be moved about and reconnected into meaningful patterns. In addition, the models give disciplines and institutions the ability to effectively monitor curricula and draw comparisons in a more unified manner. Curriculum information models are an efficient innovation in the design and management of curricula in higher education and particularly in the health care disciplines. They rest on the principles of reusable elements and linkages independent of content that were first used in the design, construction, and maintenance of buildings. The translation of this approach to the higher education sector provides a higher level of interoperability of resources and a clearer pathway for content design within a curriculum.
Creating an Objective Structured Teaching Examination to Evaluate a Dental Faculty Development Program
Authors: McAndrew Maureen , Eidtson William H. , Pierre Gaëlle C. , Gillespie Colleen C.
Published: June 2020

This article describes the creation of an objective structured teaching examination (OSTE) to assess a dental faculty development program. An OSTE is a performance‐based measure that utilizes standardized students and is designed to measure observable teaching skills. In spring 2010, the authors developed, implemented, and evaluated an OSTE to assess a New York University College of Dentistry (NYUCD) faculty development program, Class ACTS (Advanced Clinical Teaching Scholars). They created a three‐station OSTE to measure changes in teaching skills resulting from participation in Class ACTS. Dental student teaching assistants were trained to act as standardized students and patients and to use the rating forms. The faculty members’ OSTE scores and ratings increased after participating in the Class ACTS program in all fifteen teaching domains tested, and statistically significant improvements occurred in nine of the fifteen domains. A search of the relevant literature suggests that this is the first time that an OSTE has been used to assess a faculty development program in dental education. This study's results appear to support NYUCD's faculty development efforts to improve the teaching skills of its faculty members.
Achieving Student Diversity in Dental Schools: A Model That Works
Authors: Lacy Ernestine S. , McCann Ann L. , Miller Barbara H. , Solomon Eric , Reuben Jayne S.
Published: June 2020

It is well known that there is a large disparity between the proportions of African Americans, Hispanics, and American Indians in the general U.S. population and in the nation's dental profession. While these underrepresented minorities (URMs) together make up almost 30 percent of the population, they comprise only about 6 percent of U.S. dentists. For years, the American Dental Education Association has been diligently working with U.S. dental schools to reduce this disparity by increasing the diversity of their student bodies. However, with approximately 13 percent of first‐year dental students coming from URM groups, the proportion of URM students entering dental school continues to remain significantly below that of the general population. Diversifying the dental profession is important for improving access to care for underrepresented groups, and student diversity provides better educational experiences for all students. Texas A&M Health Science Center Baylor College of Dentistry's strategy for increasing the number of URM dentists was to create a series of initiatives that together form a successful comprehensive program addressing students’ awareness of and attraction to a dental career, academic enrichment, admissions, and graduation. The cumulative impact of this program is that the college enrolled greater numbers and proportions of URM students than any other non‐minority U.S. dental school from 2006 to 2009. This article describes the program that led to these successes.
Dental Students’ Perceptions of Dental Specialties and Factors Influencing Specialty and Career Choices
Authors: Dhima Matilda , Petropoulos Vicki C. , Han Rita K. , Kinnunen Taru , Wright Robert F.
Published: June 2020

The goals of this study were to 1) evaluate dental students’ perceptions of dental specialties, 2) identify factors that play an important role in students’ decision to pursue specialty training or career choices, and 3) establish a baseline of students’ perceptions of the dental fields with the best future in terms of salary, personal and patient quality of life, and overall impact on the dental profession. Surveys were distributed to 494 students at the University of Pennsylvania School of Dental Medicine. Data were collected from 380 traditional four‐year students and thirty advanced standing students. Chi‐square tests, multivariate analysis, and logistic regressions were used to determine associations and independent contributions of student demographics to their perceptions of dental specialties and factors influencing specialty training or career choices. Debt was a statistically significant factor (p<0.001) in choosing specialty training or career independent of gender, age, or class year. Enjoyment of providing care in a specialty or field was identified as the single most important factor in choosing a specialty career. Half of the respondents had decided not to specialize. Pursuing postdoctoral general dentistry training and private practice in general dentistry were the most commonly reported plans after completion of dental school. Suggestions are made for ways to inform students about specialty training.
Training for Legal Dental Expert Witnesses in Germany: An Instrument for Professional Development
Authors: Brauer Hans Ulrich , Walther Winfried , Riesen Christa , Dick Michael
Published: June 2020

Lawsuits in dentistry are increasing, and often a legal dental expert witness is called to provide an expert opinion. The appointment of the expert witness is rather arbitrary since special requirements for expert witnesses do not exist. Qualified written expert opinions, however, are particularly relevant for the dental profession. The Karlsruhe Training for Legal Dental Expert Witnesses (KT) was introduced as the German approach to this problem. The KT is a training program based on the principles of continuing professional development (CPD) that trains dentists to give written expert opinions and to act as expert witnesses in all types of legal matters. The aim of the study was to assess the quality of the KT according to the requirements of CPD. A written survey was conducted among the 161 participants in the KT between 2004 and 2009. It contained questions to assess the quality of the program and to evaluate its impact on the professional performance of the participants. The return rate was 51.6 percent (n=83). The analysis shows that the KT achieved its main goal to train the dentist as a legal dental expert witness and that the KT does not only transfer formal knowledge but stimulates changes in personal development as described in the concept of CPD.
Teaching, Research, and Job Satisfaction of Prosthodontic Faculty Members in Indian Academic Dental Institutions
Authors: Shigli Kamal , Hebbal Mamata , Nair K. Chandrasekharan
Published: June 2020

The aim of this study was to determine prosthodontic faculty members’ satisfaction with their roles of teaching, research, and service in academic dental institutions of India. The head of the prosthodontic department of each institution was informed of the study by telephone and asked to invite his or her staff members to complete a questionnaire. The questionnaire used a rating scale of 1=very dissatisfied, 2=dissatisfied, 3=neutral, 4=satisfied, and 5=very satisfied. The satisfaction score for each of the three categories was determined by summing the weights for all items related to the variable. In the study, 386 prosthodontic faculty members from 184 dental institutions were invited to participate, and 341 faculty members from 139 dental institutions completed the questionnaire. The data obtained were analyzed using statistical software. Most of the respondents were satisfied with their teaching and service items. Neutral responses were made for institutional teaching rewards, institutional financial support for research, release time offered by the institution, support for sabbatical leaves, technical assistance in analyzing data, secretarial and technical assistance, institutional research rewards, in‐service training opportunities, and institutional service rewards. Dissatisfied responses were made regarding financial and academic support for making scientific presentations and attending conferences and seminars.
Identifying Student Misconceptions in Biomedical Course Assessments in Dental Education
Authors: Curtis Donald A. , Lind Samuel L. , Dellinges Mark , Schroeder Kurt
Published: June 2020

Dental student performance on examinations has traditionally been estimated by calculating the percentage of correct responses rather than by identifying student misconceptions. Although misconceptions can impede student learning and are refractory to change, they are seldom measured in biomedical courses in dental schools. Our purpose was to determine if scaling student confidence and the clinical impact of incorrect answers could be used on multiple‐choice questions (MCQs) to identify potential student misconceptions. To provide a measure of student misconception, faculty members indicated the correct answer on twenty clinically relevant MCQs and noted whether the three distracters represented potentially benign, inappropriate, or harmful application of student knowledge to patient treatment. A group of 105 third‐year dental students selected what they believed was the most appropriate answer and their level of sureness (1 to 4 representing very unsure, unsure, sure, and very sure) about their answer. Misconceptions were defined as sure or very sure incorrect responses that could result in inappropriate or harmful clinical treatment. In the results, 5.2 percent of the answers represented student misconceptions, and 74 percent of the misconceptions were from four case‐based interpretation questions. The mean student sureness was 3.6 on a 4.0 scale. The students’ sureness was higher with correct than with incorrect answers (p<0.001), yet there was no difference in sureness levels among their incorrect (benign, inappropriate, or harmful) responses (p>0.05). This study found that scaling student confidence and clinical impact of incorrect answers provided helpful insights into student thinking in multiple‐choice assessment.
Dental Students’ Perceptions of Community‐Based Education: A Retrospective Study at a Dental School in Brazil
Authors: Daher Anelise , Costa Luciane R. , Machado Geovanna C.M.
Published: June 2020

Community‐based educational activities have been introduced into health education programs across the world. However, research on students’ perceptions of their experiences in these settings has been limited. The objectives of this study were to assess a group of Brazilian dental students’ views of their experiences in a service‐learning program focusing on pediatric dental care and to explore changes in their perceptions over the course of the program. Data were collected from fifty‐five fourth‐year dental students, who submitted a total of 185 reports at four points in time. The students spent sixteen of the 128 hours of their pediatric dentistry course in community‐based education developing activities linked to pediatric dental care. Two professors rated each report as a positive or negative experience (Kappa 0.7) and recorded whether the students’ reports reflected one or more of five types of response. The response types concerned dental treatment practice, multidisciplinary activities, observation of infant/toddler consultations, commitment of the outreach health team, and change of plans due to technical problems. The data showed that the students had a positive first impression after a short stay in a community‐service program, but there was a decrease in the students’ positive experiences over time (p<0.001). The students’ perceptions of the outreach health team as “being not committed” (OR 6.82, 95 percent CI 2.12–21.90) and experiences of a “no change of plans due to technical problems” (OR 0.09, 95 percent CI 0.04–0.20) associated with negative student experiences.
Continuing Education in Oral Cancer Prevention for Dentists in Spain
Authors: Seoane Juan , Varela‐Centelles Pablo , Tomás Inmaculada , Seoane‐Romero Juan , Diz Pedro , Takkouche Bahi
Published: June 2020

Continuing education (CE) can have a large impact on dentists’ oral cancer attitudes, knowledge, and behavior. Reading scientific journals is a key component of CE. The objective of this study was to assess preventive and clinical attitudes of the participants in an educational intervention on oral cancer in Spain based on scientific journals. Members of the Spanish Board of Dentists and Stomatologists participated in an online, cross‐sectional study, using an anonymous, self‐administered questionnaire. There were 791 general dental practitioners (GDPs) invited to participate in the study. The large majority reported that they deliver tobacco‐cessation counseling (93.6 percent) as well as advice on alcohol consumption (66.6 percent), but advice on vegetable intake was less frequently provided (42.4 percent). Alcohol intake advice, routine mucosa exploration, and biopsy performance on lesions suspicious of malignancy are preventive attitudes related to training. Compared with those who did not benefit from CE courses or did so only once, the GDPs who took four or more CE courses showed a doubling in the odds of giving alcohol advice to their patients and a tenfold increased odds of performing mucosa check on a routine basis; they were 3.5 times as likely to take biopsies of suspicious lesions. A longer experience as a GDP did not increase the probability of adopting preventive attitudes. In addition to presenting the results of this study, the article also discusses the general usefulness of other preventive measures in oral cancer.
AEGD Programs: Why Now, Why More?
Authors: Spears Robert , Leite Luis P. , Schnell Ronni A. , Dellinges Mark , Brooks H. Eugene , Itaya Lisa E.
Published: June 2020

With an increased number of dental schools graduating more dentists, along with the opening of new dental schools throughout the United States, more graduating dental students are considering utilizing Advanced Education in General Dentistry (AEGD) programs as a means to increase their understanding of the complexity of modern dentistry and to gain additional training and experience before heading into practice. This position paper describes how these programs can aid in transforming the face of dental education to address the needs of graduates and best educate the next generation of dental professionals. Its purpose is to examine reasons why dental students are choosing to participate in AEGD programs and to support a call for additional programs. An online survey of current AEGD residents was conducted to investigate reasons why they chose to enter this specific postgraduate opportunity. This position paper will also discuss how AEGD programs can be an effective training mechanism to address problematic issues such as access to care and dental licensure. Interest in AEGD programs will continue to rise, and this paper provides support for the expansion of such programs.
Efficacy of a Step‐by‐Step Carving Technique for Dental Students
Authors: Kilistoff Alan J. , Mackenzie Louis , D’Eon Marcel , Trinder Krista
Published: June 2020

This study demonstrates the effectiveness of a step‐by‐step carving technique that is quickly and efficiently mastered by dental students. Thirty‐six final‐year dental students volunteered to participate in this study. The students were given pre‐prepared lower right first molar simulation teeth that had the occlusal half replaced in carving wax. The study was conducted in three time phases: pre‐test (Time 1), participative learning (Time 2), and post‐test (Time 3). The pre‐test had the students carve the wax with no instruction. Instruction and demonstration of the technique were given at Time 2, and the post‐test had the students carve the tooth again with no guidance but with training. A statistically significant increase with a nearly medium effect size was found from Time 1 to Time 2. A statistically significant increase with a medium effect size was found when comparing Time 2 to Time 3. A statistically significant increase with a large effect size was found when comparing Time 1 to Time 3. This technique has proved to be an effective method of simultaneously teaching a large cohort of predoctoral dental students. The technique is consistent with constructivist learning theory.
Current Undergraduate and Postgraduate Dental Education in China
Authors: Zheng Jia Wei , Zhang Shan Yong , Yang Chi , Guo Lian , Shen Guo Fang , Feng Xi Ping , Zhang Jian Zhong , Zhang Zhi Yuan
Published: June 2020

China is a developing country with the largest population of any country in the world. The 2010 sixth national census found that China's population was 1,339,724,852, accounting for about 19 percent of the world's total population. However, higher education in the Chinese dental field started late and developed slowly. In order to acquaint more dental educators worldwide about China's current higher dental education system, this article provides a brief introduction to the present education system, degrees conferred, curriculum setting, training mode, teaching materials, courses, and academic journals.
Student Perceptions About the Mission of Dental Schools to Advance Global Dentistry and Philanthropy
Authors: Ivanoff Chris S. , Ivanoff Athena E. , Yaneva Krassimira , Hottel Timothy L. , Proctor Hannah L.
Published: June 2020

In this study, 491 dental students at one dental school in the United States and one in Bulgaria were surveyed to assess their perceptions about the mission of dental schools to advance global dentistry and philanthropy. The study included questions about prior involvement in charitable dental missions. Many respondents felt that their dental school does not advance global dentistry nor adequately teaches students the virtues of philanthropy and volunteerism. The majority agreed, however, that dental schools have a moral obligation to raise the level of oral health care worldwide and help underserved communities access basic dental care. They reported that an opportunity to spend a semester at a foreign dental school would enhance their dental education in ways that are not presently fulfilled; help them better understand cultural diversity; and teach them about philanthropy and volunteerism. In their opinion, international exchange programs that provide clinical rotations and field experiences in economically challenged and underserved areas of the world would a) foster the global advancement of dentistry; b) promote an appreciation for cultural diversity and socioeconomic disparity in the communities that graduates will be serving; and c) teach students the virtues of philanthropy and volunteerism. This study may contribute to understanding factors affecting student involvement in programs to advance global dentistry.
Use of Social Media by Dental Educators
Authors: Arnett M.R. , Loewen J.M. , Romito L.M.
Published: June 2020

Social networking applications have become an established means of communication; applications that did not exist ten years ago are now used daily. Social media can be used for a myriad of reasons including instructional tools to supplement learning. This project was designed to assess the usage of social media applications by dental school faculty members and identify the types of accounts they prefer. Four hundred forty–three full–time dental and dental hygiene faculty members from five U.S. dental schools were invited to complete a twelve–item online survey regarding their social media usage. The response rate was 50 percent (n=221). Of the respondents, nearly half were dentists, and 62 percent were ≥51 years of age. Facebook was the most popular social network, reportedly used by 111 respondents. The most often reported frequency of use was weekly (20.4 percent, n=221); users indicated utilizing a network primarily for personal rather than professional purposes. However, 37 percent of the respondents reported not using any social media. The most frequently cited barriers to the use of social media were time (48 percent) and privacy concerns (48 percent). Although few would dispute the influence social media has on today's students, the suitability and appropriateness of social media technology and its integration into dental curricula require further evaluation.