bluuebunny/crossref_metadata_2025 huggingface dataset:
Reforming Dental Education: Faculty Members’ Perceptions on the Continuation of Pipeline Program Changes
Authors: Thind Amardeep , Atchison Kathryn A. , Andersen Ronald M. , Nakazono Terry T. , Gutierrez John J.
Published: June 2020

In 2002–03 the Robert Wood Johnson Foundation (RWJF) established the Pipeline, Profession, and Practice: Community‐Based Dental Education program to change dental education in the United States. In partnership with The California Endowment, the RWJF awarded grants to fifteen U.S. dental schools that would support them in efforts to recruit more underrepresented minority/low‐income (URM/LI) students, add cultural competence training, and increase extramural rotations to sixty days. As the program evaluator, the University of California, Los Angeles, School of Public Health (UCLA‐SPH) conducted a survey of dental faculty in 2006 related to the goals of the Pipeline program. In this article, we report faculty perceptions pertaining to the extramural rotations and URM/LI recruitment. The survey was conducted in fourteen U.S. dental schools that received Pipeline grants and had an overall response rate of 60 percent (n=1,027) from the 1,713 faculty members who received the survey. A majority (57 percent) of faculty members strongly agreed that extramural rotations should continue as an integral part of students’ education; 51 percent felt the same about the continuation of URM/LI recruitment programs. Multivariate logistic regression analyses revealed that faculty type, perception of extramural rotations being a positive experience, increased student productivity, and school culture were significant determinants of support for continuation of the extramural rotation programs. Determinants of support for continuation of the URM/LI recruitment programs were faculty type, perception of URM/LI recruitment effectiveness, perception of students from diverse backgrounds improving educational experience, and having a school mission statement that supports URM/LI recruitment. Pipeline schools should ensure that their extramural faculty remain key players in the Pipeline programs, widely publicize the programs’ successes, and develop a service‐oriented culture in order to build and sustain faculty perceptions that these programs should continue as integral parts of the schools’ educational mission.
Effect of Dental Students as Instructors on Preclinical Performance in Prosthodontics
Authors: Nimmo Arthur , Mitchell Gail S. , Echeto Luisa , Ojha Ajay K.
Published: June 2020

Dental schools continue to have difficulty recruiting and retaining faculty. One approach to augment student learning would be to train and utilize senior dental students as instructors in preclinical courses. This study was undertaken to evaluate the effect of using senior dental students as instructors on the performance of second‐year students in two preclinical prosthodontic courses. In the spring term of 2007, four senior dental students and four or five full‐time faculty were assigned as instructors for the fixed prosthodontics and complete denture prosthodontics preclinical courses. Each course has previously been conducted with a total of seven to nine faculty instructors. The performance of two groups of second‐year students on preclinical projects was compared based upon their source of instruction for the project. The scores for the two groups were compared using the Wilcoxon rank sum tests and the corresponding 95 percent confidence intervals for the median difference in scores for the two instructor types. This study found no significant difference in performance between sophomore students instructed by full‐time faculty or those instructed by senior dental students in either the fixed or removable prosthodontics preclinical courses (p>.05). The use of senior dental students as instructors in the preclinical prosthodontics courses may be one option to partially address the shortage of full‐time dental faculty.
Realigning Biomedical Science Instruction in Predoctoral Curricula: A Proposal for Change
Authors: Geissberger Marc J. , Jain Poonam , Kluemper G. Thomas , Paquette David W. , Roeder Leslie B. , Scarfe William C. , Potter Brad J.
Published: June 2020

Currently in North America, there is an active dialogue going on about the state of predoctoral dental education and the need for curriculum change, innovation, and the adoption of contemporary, competency‐based educational models. At the institutional level, curriculum committees struggle with requests from faculty to add new content to an overburdened didactic and clinic schedule. This article will describe potential solutions centering on the role and scope of the biomedical sciences in predoctoral dental education. The authors propose that dental educators and institutions reconsider the current admission prerequisites and curriculum content of the biomedical sciences in predoctoral programs. The proposed changes are intended to eliminate content redundancy between undergraduate and predoctoral dental education by integration of the biomedical sciences—in particular, biochemistry, microbiology, and physiology—into other clinically oriented coursework and learning experiences in the curriculum based on a pathophysiology model that fosters students’ comprehension of the etiology of oral and systemic diseases encountered by the general dental practitioner. The authors explore how changes in the biomedical science prerequisites for dental school matriculation and associated modifications in curriculum focus and content would impact admissions testing, composition of national board exams, and strategies for teaching and learning within dental schools.
The Critical Incident Technique and Pediatric Dentistry: A Worked Example
Authors: FitzGerald Kirsten , Seale N. Sue , Kerins Carolyn A. , McElvaney Rosaleen , Fitzgerald Elaine
Published: June 2020

Evaluating dental students’ experiences in pediatric dentistry may help dental educators better prepare graduates to treat the children in their communities. This qualitative investigation aimed to collect and analyze data using the critical incident technique (CIT). Sixty dental students at one southwestern dental school participated in 103 recorded interviews. They described 150 positive and 134 negative experiences related to the pediatric dentistry clinic. Analysis of the data resulted in the identification of four key factors related to their experiences: 1) the instructor; 2) the patient; 3) the learning process; and 4) the learning environment. The contribution made by the patient to dental students’ education has not been previously addressed. The CIT is a useful data collection and analysis technique that provides rich, useful data and has many potential uses in dental education.
Analyzing the Influence of Admissions Criteria and Cultural Norms on Success in an International Dental Studies Program
Authors: Itaya Lisa E. , Chambers David W. , King Patricia A.
Published: June 2020

This study determines the extent to which admissions criteria and cultural norms predict the success of a foreign‐trained dentist in a United States dental educational program. Correlation and regression tests were applied to an eleven‐year period from 1994 to 2004 of retrospective admissions data for 144 International Dental Studies Program students. Five cultural norms were derived from the collective cultural dimensions of a scholarly work of validated multinational surveys by Geert Hofstede. These five cultural norms are Power Distance (degree of inequality between “haves” and “have‐nots” in a culture); Individualism (support for independent or group behavior); Long‐Term View (deferred gratification versus quick results/rewards); Masculinity (emphasis on performance/outcomes versus socialization); and Uncertainty Avoidance (ability to cope with an uncertain future). Hofstede's calculated country scores on these cultural dimensions applied to the students’ countries of education and their influence on students’ academic performance were assessed by correlation and regression analyses. Results showed that the TOEFL and National Board Part I examinations and the cultural norm of Long‐Term View were the most positive predictors of grade point averages. The other four cultural norms studied were not predictors of success. Those who applied to the program more than once before being accepted did less well in the program, yet “less well” might have meant that they graduated with a 3.0 instead of a 3.5 GPA. Generally speaking, the more recent the graduated class, the higher the ending GPA has been. Admissions committees should determine if they want to invest the resources required to implement a multitude of admissions predictors to find the best of the qualified applicants.
Faculty Perceptions of a Professional Development Seminar
Authors: Behar‐Horenstein Linda S. , Schneider‐Mitchell Gail , Graff Randy
Published: June 2020

A web‐enhanced seminar was provided to address the pedagogical needs of professional faculty educators at a college of dentistry in a research‐intensive university in fall 2006. In this qualitative report, the authors describe the participants’ (n=12) perceptions and evaluation of the seminar. An evaluation of the seminar journals showed documented improvement in the participants’ confidence and an enhanced awareness of their teaching practices. Six themes (new knowledge, planned change, awareness, changes made, current practice, and challenges to learning) ranging from 5.3 percent to 35.5 percent among four to twelve participants emerged across their learning journals. Participants also rated the course 4.9 on a five‐point scale in helping them understand a variety of teaching modalities other than lecture and the sole use of multiple‐choice tests as insufficient. When we invest resources in our faculty, progress is made towards ensuring quality teaching, as well as increased understanding and enhanced communication in the teaching and learning environment. This recursive process not only influences the faculty and those they teach but the patients they care for as well.
Dental Students’ Beliefs About Culture in Patient Care: Self‐Reported Knowledge and Importance
Authors: Wagner Julie A. , Redford‐Badwal Deborah
Published: June 2020

In order to decrease the well‐documented disparities in oral health and oral health care, the next generation of dentists must be prepared to serve a diverse patient population. This article describes dental students’ self‐reported knowledge of culture and importance of using culturally sensitive dental practices. Three consecutive graduating classes (n=111) were surveyed anonymously in their sophomore years. Students indicated their self‐rated knowledge of oral health and oral health care for their own culture and the cultures of patients they are likely to see in dental practice. Students also rated their perceived importance of culturally sensitive dental practice. Overall, students reported low knowledge of the cultures of the patients they will see in practice. Few students could identify any cultural group that they knew well. However, students as a group indicated that using culturally sensitive practices in dentistry is important. Students who could identify at least one cultural group they knew well perceived cultural sensitivity in dental practice as more important than students who could not. These results suggest that students need cross‐cultural training and believe that such training is important. The results also suggest that a specific curriculum that increases knowledge of other cultures may have the potential to ultimately increase the use of culturally sensitive practices.
Continuing Professional Development of Dental Practitioners in Prato, Italy
Authors: Nieri Michele , Mauro Saverio
Published: June 2020

The three objectives of this study were 1) to evaluate the frequency of access to instruments of continuing education by dental practitioners belonging to the Order of Dental Practitioners of the Province of Prato, Italy; 2) to ascertain their understanding and use of evidence‐based medicine; and 3) to identify their preferences for obtaining continuing education in dental therapy. Of the 177 members of this order, 123 (69 percent) responded to a telephone interview. The typical dentist of Prato reads articles in Italian journals once a week, consults colleagues once a week, reads books once a month, accesses the Internet every three months, goes to congresses or courses every six months, and does not read articles published in international journals. Forty‐one percent of those interviewed did not know the meaning of the term “evidence‐based medicine.” Practical training was considered the most important form of update in therapy and reaches statistical significance (p<0.05) when compared to consultation with colleagues, videos, and the Internet (which received the lowest score). The conclusions were that dentists of Prato obtain continuing education episodically and in a passive way. They do not understand the concept of evidence‐based medicine and often employ it superficially.
Obstacles to Implementing Evidence‐Based Dentistry: A Focus Group‐Based Study
Authors: Hannes Karin , Norré David , Goedhuys Jo , Naert Ignace , Aertgeerts Bert
Published: June 2020

In many countries, questions have been raised about the use of evidence‐based practice (EBP) in oral health care. The call for an increase in EBP seems to face many obstacles. Only limited empirical studies address these obstacles. We present a qualitative study that explores the obstacles that Flemish (Belgian, Dutch‐speaking) dentists experience in the implementation of EBP in routine clinical work. We collected data from discussions in focus groups. Seventy‐nine dentists participated. The data were analyzed using constant comparative analysis. Three major categories of obstacles were identified. These categories relate to obstacles in 1) evidence, 2) partners in health care (medical doctors, patients, and government), and 3) the field of dentistry. Our findings suggest that educators should provide communication skills to aid decision making, address the technical dimensions of dentistry, promote lifelong learning, and close the gap between academics and general practitioners (dentists) in order to create mutual understanding. The obstacles identified are considered useful to support future quantitative research that can be generalized to a broader group.
Combining Normative and Psychosocial Perceptions for Assessing Orthodontic Treatment Needs
Authors: Tsakos Georgios
Published: June 2020

Whereas perceptions of malocclusion by the public are mainly subjective, currently orthodontic treatment needs are predominantly determined using normative need. There are considerable differences between normative and subjective perceptions of orthodontic need. Yet clinical measures determine current provision of orthodontic services, whereas subjective oral health‐related quality of life (OHRQoL) measures are seldom used and play a small part in need assessment despite predicting perceived need. The sociodental approach to assessing orthodontic treatment needs overcomes deficiencies of the sole use of normative need. It is a gradual integration process, estimating orthodontic needs by combining normative and psychosocial perspectives, as well as considering behavioral factors affecting outcomes of orthodontic treatment and scientific evidence about the effectiveness of interventions. To be appropriately used in needs assessment, an OHRQoL measure should provide condition‐specific estimates of the impact of malocclusion on daily life. The sociodental approach attempts to replicate the characteristics of good clinical practice using a structured, rational, and coherent system for assessing orthodontic needs and, therefore, is a useful tool in planning oral health services.
Orthodontic and Nonorthodontic Root Resorption: Their Impact on Clinical Dental Practice
Authors: Kokich Vincent G.
Published: June 2020

Occasionally, general dentists are challenged with providing restorative treatment for a postorthodontic patient who has had moderate to severe root resorption. When this happens, a number of questions about the cause of such resorption and the appropriate treatment arise in the dentist's mind. This article will describe the orthodontic and restorative management of three patients with severe maxillary incisor root resorption, provide a thorough discussion of the currently available literature on the topic of root resorption, and answer clinical questions regarding this relatively infrequent but devastating sequel to orthodontic treatment.
First‐Year Students’ Perceptions About Pediatric Dental Behavior Guidance Techniques: The Effect of Education
Authors: Sotto Jason J. , Azari Amir F. , Riley Joseph , Bimstein Enrique
Published: June 2020

The purpose of this study was to evaluate the effect of a dental education component on dental students’ perceptions toward behavior guidance techniques in pediatric dentistry. A questionnaire was completed by seventy‐three first‐year dental students, before and after a course on human development and behavior guidance techniques in pediatric dentistry. The acceptability of behavior guidance techniques and situations in pediatric dentistry was scored with a visual analog scale before and after the course, compared, and evaluated in relation to demographic data. After the course, statistically significant increases (ANOVA) in the acceptability of aversive behavior guidance (voice control, hand over mouth, and immobilization), sedation, general anesthesia, and modeling were found. Statistically significant decreases (ANOVA) in acceptability were found in mentioning the possibility of pain during treatment and with a parent being in the clinic or talking with the child during treatment. Female or married students, those who had previously received dental treatment, or those who had a dentist in the family showed statistically significant changes that indicated more empathy toward the children. We conclude that undergraduate dental education may have a significant short‐term influence on dental students’ perceptions of behavior guidance in pediatric dentistry.
Electronic Voting in Dental Materials Education: The Impact on Students’ Attitudes and Exam Performance
Authors: Barbour Michele E.
Published: June 2020

Dental materials is an integral part of any undergraduate dental curriculum and is most commonly taught in a traditional didactic, lecture‐based format. It suffers from the ignominy of being viewed by many as a dry, factual subject with little to excite or engage the student. In this article, the author presents the experimental use of an electronic voting (eVoting) system in an undergraduate dental materials course. The practical and aspirational aspects of its application are described. The objective was to assess the student perception of the experiment and the impact on end‐of‐course examination results. The eVoting system proved overwhelmingly popular with the students with 95 percent in favor of its use at the beginning of the course and 91 percent at the end. There was, however, no statistically significant impact on the results of the examination at the end of the course, when compared to the previous year's cohort of students for whom eVoting was not used. eVoting encouraged student interaction and engagement and contributed to student satisfaction but was not seen to affect the outcome measurement (end‐of‐course examination result).
Lesbian, Gay, Bisexual, and Transgender (LGBT) Issues in Dental School Environments: Dental Student Leaders’ Perceptions
Authors: Anderson Joan I. , Patterson April N. , Temple Henry J. , Inglehart Marita Rohr
Published: June 2020

The objectives of the study reported in this article were to assess dental student leaders’ perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climate concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self‐identified as belonging to the LGBT community and of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty‐seven dental schools in the United States and three in Canada. Fifty student leaders were females, and sixty‐two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327; p<.001). The better they felt prepared, the more they perceived the clinic environment as sensitive and affirming for patients with different sexual orientations (r=.464; p<.001). The more they reported that dental schools’ administrations create a positive environment for students with LGBT orientations, the more they agreed that persons can feel comfortable regardless of their sexual orientation (r=.585; p<.001). In conclusion, the findings indicate that dental school administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff, faculty, students, and patients from these backgrounds are not discriminated against.
Dental Students’ and Faculty Members’ Perceptions of Incivility in the Classroom
Authors: Rowland Michael L. , Srisukho Kanokraj
Published: June 2020

The purpose of this study was to compare dental students’ and faculty members’ perceptions of classroom incivility and to determine how many students willingly engage in uncivil behavior in the classroom. A web‐based survey research design was used to obtain information regarding uncivil classroom behaviors from dental students and full‐ and part‐time dental faculty members at a midwestern U.S. dental school. Responses were received from sixty‐eight dental faculty members and 127 third‐ and fourth‐year students. The perceptions of faculty members about what constitutes uncivil classroom behavior differed from those of students. In fact, of the eighteen questions asked of both groups, statistical differences were found for eleven (61 percent).
Should Preclinical Typodonts Be Disinfected Prior to Grading?
Authors: Aycock Jeffrey E. , Hill Edward E.
Published: June 2020

This is a report of a unique finding in a preclinical laboratory that may be a potential dental school health hazard. Visual inspection (conducted in April 2008 by a preclinical crown and bridge course coordinator) of typodonts used by second‐year students at the University of Mississippi School of Dentistry found that fourteen out of thirty‐nine had black spots on the undersurface of the cheek shroud and/or plastic gingiva. The spots were cultured by the Medical Center's Department of Microbiology and described only as being mold/fungus typical of that which frequently grows in warm, moist, southern environments. Although indoor molds are common, about 5 percent of the general population will develop some type of mild allergic airway problem from molds over their lifetime. Mold on typodonts is unsightly, indicates failure of students to recognize the value of cleanliness in the dental environment, and may be a potential health hazard for some individuals. Cleaning and drying procedures for typodonts were implemented. The transfer of items between students and instructors during preclinical courses provides many opportunities for the spread of potentially harmful microorganisms/viruses. As a minimal level of personal protection, it is suggested that instructors wear disposable gloves and face masks and exercise hand washing between handling student instruments and typodonts. This problem has not been previously mentioned in the literature and merits further investigation/discussion.
The Role of Basic Sciences in Diagnostic Oral Radiology
Authors: Baghdady Mariam T. , Pharoah Michael J. , Regehr Glenn , Lam Ernest W.N. , Woods Nicole N.
Published: June 2020

Although it is generally taken for granted that dental education must include both basic science and feature‐based knowledge components, little is known about their relative roles in visual interpretation of radiographs. The objectives of this study were twofold. First, we sought to compare the educational efficacy of three learning strategies in diagnostic radiology: one that used basic scientific (pathophysiologic) information, one that used feature lists structured with an organizational tool, and one that used unstructured feature lists. Our second objective was to determine whether basic scientific information provides conceptual coherence or is merely a simple means for organizing feature‐based knowledge. Predoctoral dental and undergraduate dental hygiene students (n=96) were randomly assigned into three groups (basic science, structured algorithm, and feature list) and were taught four confusable intrabony entities. The students completed diagnostic and memory tests immediately after learning and one week later, and these data were subjected to a 3x2 repeated measures ANOVA. For the diagnostic test, students in the basic science group outperformed those assigned to the feature list and structured algorithm groups on immediate and delayed testing (p<0.05). A main effect of learning condition was found to be significant. On the memory test, performance was similar across all three groups, and no significant effects were found. The results of this study support the critical role of basic scientific knowledge in diagnostic radiology. This study also refutes the organized learning theory and provides support for the conceptual coherence theory as a possible explanation for the process by which basic science aids in diagnosis.
A Clinically Oriented Complete Denture Program for Second‐Year Dental Students
Authors: Obrez Ales , Lee Damian J. , Organ‐Boshes Anna , Yuan Judy Chia‐Chun , Knight G. William
Published: June 2020

The traditional preclinical complete denture prosthodontic curriculum relies predominantly on the laboratory (e.g., bench‐type) component of the complete denture fabrication process. In most cases, this involves a passive model of student knowledge acquisition utilizing lectures and low‐fidelity laboratory exercises. A recently implemented program in the College of Dentistry at the University of Illinois at Chicago challenges this educational paradigm by introducing an active learning environment for second‐year students based on significant clinical exposure with patients. The result is a major shift of emphasis, first, from a purely technical/laboratory aspect of the discipline to patient‐centered education and, second, from mastering individual phases of denture fabrication to understanding the entire process of edentulous patient care. To compare student outcomes in the new program with those in the traditional program, their performance overall and in three components of the final examination for each program were statistically compared. The results of the one‐way ANOVA analysis show statistically significant improvement in the students’ total score in the new program, including their performance on the written, practical, and OSCE portions of the final examination. This article describes the rationale, logistics, challenges, and advantages of the new educational model of the complete denture prosthodontics curriculum.
Developing a Tool for Systematic Inclusion of Non‐Academic Factors in Dental School Admissions: Towards Building Diversity in the Dental Workforce
Authors: Lopez Naty , Self Karl , Karnitz Jeff
Published: June 2020

This retrospective study aimed to determine the ability of a self‐designed evaluation instrument to identify applicants who should be invited for an interview and to assess applications including non‐academic factors in a consistent and systematic manner. The instrument was constructed using information culled from the American Dental Education Association Associated American Dental Schools Application Service (ADEA AADSAS) applications including academic (DAT, GPA) and non‐academic qualifications (work experience, volunteer and extracurricular activities, rural and ethnic background, essays). Weights were assigned to each item assessed. Using applications received during the 2006 and 2007 admissions cycles, the instrument identified who should have been invited for interview. Descriptive statistics and specificity and sensitivity tests were conducted. The instrument allowed for a systematic quantitative assessment of non‐academic factors that was part of the overall evaluation of applicants. Results show differences in non‐academic scores of minority compared to non‐minority applicants, males compared to females, and those who were offered interviews compared to those not interviewed. It is possible that some applicants who were not offered interviews could have gained a chance to be looked at more closely on a second round of review if non‐academic factors were considered.
Students’ Perceptions About Pediatric Dental Behavior Guidance in an Undergraduate Four‐Year Dental Curriculum
Authors: Bimstein Enrique , Azari Amir F. , Sotto Jason J. , Riley Joseph L.
Published: June 2020

Students’ acceptability scores of pediatric dental behavior guidance techniques and clinical situations were measured with visual analog scales in a four‐year dental curriculum. At the end of the curriculum, the highest scores were for positive reinforcement (94.7±4.7), use of nitrous oxide (93.1±7.5), stimulating the child's imagination (90.4±11.1), tell‐show‐do (90.4±10.0), distraction (89.7±11.6), use of euphemisms (88.3±14.4), voice control (86.2±12.4), and promising a toy (83.6±17.7). The lowest scores were for showing a needle (23.1±20.9), treatment without local anesthetic (25.4±24.2), parent talking with the child during treatment (35.3±22.4), hand over mouth (37.1±25.4), dentist/assistant being quiet (38.5±25.3), and not allowing the child to speak (38.6±26.8). Comparison of scores after only didactic education versus after clinical plus didactic education indicated a significant increase in acceptability for general anesthesia and significant decreases for situations involving the parent in the clinic. Ranking of scores before and after the dental curriculum showed the largest change in ranking for general anesthesia (+10), telling that the treatment may involve pain (−9), parent's presence (−8) or talking with the child during treatment (−10), and use of nitrous oxide (+7). Dental education has the potential to shape students’ perceptions about pediatric dental behavior guidance.
Dental Practice Network of U.S. Dental Schools
Authors: Fisher Monica A. , Beeson Dennis C. , Hans Mark G.
Published: June 2020

As dental schools incorporate training in evidence‐based dentistry (EBD) into their curricula, students must learn how to critically evaluate systematic reviews and meta‐analyses. It is important that dental education in the United States support the American Dental Association's position statement on EBD, which defines “best evidence” as data obtained from all study designs. Given that much evidence is missing when EBD is derived from Cochrane Systematic Reviews’ randomized clinical trials, we propose the creation of a dental practice network of U.S. dental schools. We developed an electronic clinical dentistry research database for EBD using Epi‐Info (available at www.cdc.gov/epiinfo/downloads.htm). As a free, public use software, Epi‐Info provides the foundation for the development of clinical research databases that can increase the research capacity through multisite studies designed to generate outcomes data on the effectiveness of dental treatment. The creation of a dental practice network of dental schools with their large number of patients would expand the research capacity for EBD practice and advance the EBD science regarding the effectiveness of dental treatment. The next step is to link clinical dental researchers/educators at multiple dental schools through a collaborative clinical research network, so that the findings can be applied to the EBD component of problem‐based learning curricula of dental education.
Dental School Patients’ Understanding of Informed Consent
Authors: Ghafurian Raha
Published: June 2020

The purpose of this qualitative exploratory study is to describe and analyze adult patients’ understanding of informed consent, using the University of Pennsylvania School of Dental Medicine's consent form. Randomly sampled, anonymous patients at the school's clinic were asked to read the form and highlight any statements they found to be confusing, while also rating the form as “easy,” “needing minor changes,” or “needing major changes.” This survey tested the hypothesis that the reading level of the form exceeds that of the average patient and thus, as education level increased, so would comprehensibility while the number of confusing statements would decrease. The results were analyzed for trends in gender and education level, and the statements proving most problematic to the largest number of patients were identified and analyzed. Contrary to the hypothesis, the most highly educated patients highlighted more statements, inspiring a new hypothesis that this occurred because of highly educated patients’ ability to distinguish between the literal meaning of the words and their implications. Revisions were made to the identified aspects of the form, and new surveys were completed, with the result that the modifications were successful and the new hypothesis was supported.
Factors Involved in the Choice of Dentistry as an Occupation by Pernambuco Dental Students in Brazil
Authors: Aguiar Carlos Menezes , Pessoa Mariana Albuquerque Veiga , Câmara Andréa Cruz , Perrier Rodrigo Arcoverde , de Figueiredo José Antonio Poli
Published: June 2020

The aim of this study was to determine the factors that lead to the choice of dentistry as an occupation among dental students in Pernambuco, Brazil. A total of 1,024 students were surveyed. All participants were enrolled in dentistry courses in the state of Pernambuco in 2008. Pearson's chi‐square test and Fisher's exact test were used for the statistical analysis of the data, with the level of significance set at 5.0 percent. The results demonstrated that the choice of occupation was made primarily for economic reasons (73.5 percent), followed by vocational reasons (68.3 percent), professional reasons (67.8 percent), and personal reasons (56.6 percent).
What the ADEA CCI Series of Articles Means to Me: Reflections of a Mid‐Career Dental Faculty Member
Authors: Novak Karen F.
Published: June 2020

In this reflection article, Dr. Karen Novak, a mid‐career faculty member at a U.S. dental school, identifies important messages and insights she gained from a series of twenty‐one articles about the future of dental education published in the Journal of Dental Education from October 2005 to February 2009. This article addresses four questions: 1) What influence have these articles had on an academic dentist's perspectives about her role and priorities as a dental school faculty member and her own career plans and future directions? 2) What are the key messages in these articles for other dental educators who are at similar places in their careers? 3) What additional topics concerning the future of academic dentistry should be covered in future articles? and 4) What issues and priorities should receive the most attention from academic dentistry in the next decade? The American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI) was established to provide a mechanism for stakeholders in academic dentistry to meet and consider future directions in the education of the nation's dental workforce. Along with ADEA, these stakeholders included dental schools, the American Dental Association (ADA) Board of Trustees, the Commission on Dental Accreditation (CODA), the ADA Council on Dental Education and Licensure (CDEL), the Joint Commission on National Dental Examinations (JCNDE), the dental licensure community, the ADA Foundation, and advanced dental education programs. The ADEA CCI was created to build consensus within the dental community for innovative changes in the education of general dentists. One outcome of this process was a series of articles intended to raise awareness and stimulate dialogue about issues and forces shaping the future of dental education. Collectively, this series of articles is known as the Perspectives and Reflections in Dental Education (PRIDE) series to acknowledge the commitment of the academic dental community to reflect on current practices and future directions and also to represent the pride of dental school faculty members in their educational responsibilities and accomplishments.
What the ADEA CCI Series of Articles Means to Me: Reflections of a Dental School Dean
Authors: Thomas Huw F.
Published: June 2020

In this reflection article, Dr. Huw F. Thomas, a U.S. dental school dean, identifies important messages and insights he gained from a series of twenty‐one articles about the future of dental education published in the Journal of Dental Education from October 2005 to February 2009. This article addresses three questions: 1) What influence have these articles had on a dental school dean's perspectives about his role and priorities? 2) What important messages are contained within these articles for fellow deans? and 3) What messages do these articles send to dental education in general? The American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI) was established to facilitate change and innovation in dental education. Through the ADEA CCI, ADEA brought together stakeholders in academic dentistry: dental schools, the American Dental Association (ADA) Board of Trustees, the Commission on Dental Accreditation (CODA), the ADA Council on Dental Education and Licensure (CDEL), the Joint Commission on National Dental Examinations (JCNDE), the dental licensure community, the ADA Foundation, and advanced dental education programs. The goal of the ADEA CCI is to provide a forum to build consensus within the dental community for innovative changes in the education of general dentists. As part of the consensus‐building process, the ADEA CCI commissioned a series of articles, published in the Journal of Dental Education, to raise awareness and stimulate dialogue about issues and forces shaping the future of dental education and propose strategies to achieve desired enhancements. Collectively, this series of articles is known as the Perspectives and Reflections in Dental Education (PRIDE) series to acknowledge the commitment of the academic dental community to reflect on current practices and future directions and also to represent the pride of dental school faculty members in their educational responsibilities and accomplishments.
Issues in the Interpretation and Reporting of Surveys in Dental Education
Authors: Chambers David W. , Licari Frank W.
Published: June 2020

Surveys are the most common form of data‐based article published in the Journal of Dental Education. The apparent ease with which they are conducted and the seeming simplicity of reporting results mask significant issues in sample design and performing maximally useful analyses. Four concerns are discussed here. First, it is demonstrated that results are a function of who, when, and where responses are sampled, each source making independent contributions. Second, absolute sample size is shown to be the most significant factor affecting precision in surveys, and the numbers of schools, respondents, and other sources of variance can be chosen to minimize survey imprecision. Third, response rate typically has negligible effect on precision and an uncertain effect on accuracy (freedom from bias). A technique, sample saturation, is explained that can be used to protect, to some degree, surveys from the effects of bias. Finally, suggestions are offered for reporting survey results in a visually meaningful fashion, and an appeal is made that recommendations associated with surveys not be published unless they are grounded in both data and well‐developed theory. This analysis references a previously published survey on competency‐based dental education to illustrate methodological points in concrete terms.
Utilizing Public Health Clinics for Service‐Learning Rotations in Dental Hygiene: A Four‐Year Retrospective Study
Authors: Aston‐Brown Roberta E. , Branson Bonnie , Gadbury‐Amyot Cynthia C. , Bray Kimberly Krust
Published: June 2020

National reports outlining disparities in oral health care in the United States have focused attention on ways to encourage health care providers to become more involved in the public health arena. Utilization of service‐learning in professional health education programs is one method being explored. The purpose of this study was to conduct a retrospective review of a service‐learning rotation within a dental hygiene public health course. The study utilized data sources generated by students as part of a course evaluation. These sources included student journals (qualitative/quantitative) and Likert‐scaled (quantitative) and open‐ended (qualitative) student satisfaction survey items. Mixed methodology data analysis techniques were used to analyze and triangulate data in order to form conclusions related to the effectiveness of service‐learning as a teaching strategy in dental hygiene. This investigation suggests that service‐learning is an effective learning strategy for increasing student awareness of underserved populations, cultural diversity, and ethical patient care. The study also suggests that service‐learning helped students to determine their level of interest in public health as a career choice by giving them a real‐world experience in public health patient care.
Dental Students Treating Patients Living with HIV/AIDS: The Influence of Attitudes and HIV Knowledge
Authors: Seacat Jason D. , Litt Mark D. , Daniels Adam S.
Published: June 2020

As life expectancy for people living with HIV/AIDS (PLWHA) increases, these individuals will have greater need for competent and compassionate oral health care. Unfortunately, PLWHA face many significant barriers to receiving adequate oral health care, due in part to the fear of being stigmatized or discriminated against by dental care providers (DCPs). Although many studies have documented accounts of prejudice and discrimination toward PLWHA in the dental health care setting, few have developed theoretical explanations as to why these attitudes and behaviors persist or how they can be effectively ameliorated. The goal of the current study was to utilize Weiner's Attribution‐Helping model to explain how a patient's perceived responsibility for contracting HIV might impact DCPs’ attitudes and behavioral responses toward PLWHA. Existing research has demonstrated that DCPs’ level of HIV‐related knowledge impacts their treatment attitudes and behaviors toward PLWHA, but it remains unclear whether the effects of HIV‐related knowledge may be masked by the personal attitudes (i.e., perceived patient responsibility for contracting HIV) that DCPs maintain. One hundred and eighteen dental students were recruited from a New England dental program. All participants read one of three brief patient vignettes in which the mode by which an individual contracted HIV was manipulated. Dental students then completed a survey assessing 1) perceptions of the patient's responsibility for contracting HIV; 2) knowledge of HIV; and 3) treatment attitudes. Results indicated that both knowledge of HIV and attributions of patient responsibility for illness were predictive of negative attitudes toward treatment.
Gender‐Based Differences in Satisfaction with Academic Preparation and Practice Experiences
Authors: Kelsey William P. , Kimmes Nicole S. , Williams David E. , Ogunleye Afolabi O. , Ault James T. , Barkmeier Wayne W.
Published: June 2020

The purpose of this study was to investigate the effect that practice patterns and other variables had on graduates’ level of satisfaction with dental school preparation and satisfaction with several career experiences and to determine if any gender‐based differences occurred in these findings. Dentists who graduated from Creighton University School of Dentistry between 1985 and 2005 were surveyed regarding demographic factors, practice characteristics, satisfaction with educational preparation, and satisfaction with practice experiences. The response data were analyzed using Spearman's rho, multiple regression analysis, and the Pearson product moment. As a result of this analysis, no statistically significant differences were found between male and female dentists who graduated from Creighton University between 1985 and 2005 with respect to satisfaction with academic preparation and postgraduation practice experiences. The findings indicate that gender is not associated with graduates’ level of satisfaction with their academic preparation while in dental school and their practice experiences.
Survey of Systematic Review Authors in Dentistry: Challenges in Methodology and Reporting
Authors: Major Michael P. , Warren Sharon , Flores‐Mir Carlos
Published: June 2020

The study reported in this article had three objectives: 1) identify the challenges faced by authors of dental systematic reviews (SR) during the process of literature search and selection; 2) determine whether dental SR authors’ responses to survey questions about their study methodology were consistent with the reported published methodology; and 3) assess whether dental SR authors’ evidence‐based publication experience was associated with reported methodology. Seventy‐eight authors (53 percent) of dental SRs out of 147 potential authors published from 2000 to 2006 responded to an online survey. According to the respondents, the most challenging aspects of literature search and selection were the initial design and performing extended literature searches. Agreement between the protocol identified by SR authors on the survey and the actual protocol described in their publications was fair to moderate. There were virtually no correlations between authors’ publication experience, systematic review literature search, and selection thoroughness except for the number of past SRs published, and no differences in thoroughness between SRs written by clinicians (dental practitioners in the community) and dental school faculty members. Dental SR authors do not appear to fully appreciate the importance of extensive literature searches as central to the validity of their systematic review methods and potential findings.
Knowledge, Attitudes, and Perceptions of Participants and Instructors Taking Part in a Dental School Simulation Course for Potential Dental Students
Authors: Hawley Nathan , Dye Jared , Ditmyer Marcia
Published: June 2020

Four two‐day dental school simulation courses were conducted over a two‐year period for the purpose of allowing prospective dental students the opportunity to gain hands‐on experience in a dental simulation lab. A total of 292 subjects from thirty‐four colleges and universities participated in the courses. The courses were planned and taught by dental students attending the host school, with oversight by faculty members. Participants took pre‐ and posttests assessing their knowledge of dental practices and completed surveys before and after the course to assess their attitudes toward the dental profession. Student instructors completed a post‐course survey of the experience. The simulation course was effective in increasing participants’ desire (8 percent increase) to attend the host school. Dental knowledge improved 34 percent following the course. Thirty‐four percent of student instructors indicated they were more likely to pursue a career in academics following this experience. Results suggest that a dental school simulation course can be a positive experience for both participants and student instructors.