bluuebunny/crossref_metadata_2025 huggingface dataset:
Malaysian Dental Graduates’ Competence in Holistic Care: What Do Graduates and Employers Think?
Authors: Yusof Zamros Y.M. , Jaafar Nasruddin , Jallaludin Raja‐Latifah R. , Abu‐Hassan Mohamed I. , Razak Ishak A.
Published: June 2020

The purpose of this study was to explore the University of Malaya (UM) dental graduates’ competence in holistic care in real settings from the employers’ and graduates’ perspectives. A self‐administered questionnaire consisting of ten domains was sent to thirty senior dental officers of the Ministry of Health (MOH) and 164 UM graduates. In this article, nineteen major competencies that best represent the graduates’ competence in the provision of holistic care are discussed. Each competency was rated on a scale of 1 (very poor) to 4 (very good) and was categorized as “poor and of major concern” (if less than 60 percent of respondents scored good or very good), “satisfactory and of minor concern” (60–69 percent), or “excellent” (70 percent and above). One hundred and six out of 164 graduates (64.6 percent) and twenty‐nine out of thirty employers (96.7 percent) responded. Overall, the employers rated the graduates lower than what the graduates rated themselves on all items. While the graduates felt they were excellent and satisfactory in sixteen out of nineteen items (84.2 percent), the employers felt they were poor in fourteen out of nineteen (73.7 percent). Both groups agreed that the graduates were excellent in communication, but poor in life‐saving skills, obtaining patient's family and psychosocial histories, and recognizing signs and symptoms (not intraoral) indicating the presence of a systemic disease. In conclusion, although the graduates felt competent in the majority of the holistic care competencies, the employers had some reservations over such claims. Outcomes of the study led to recommendations to incorporate longer community‐based learning hours, an improved behavioral science component, a module for special care patients, and multidepartmental collaborative teachings in the new integrated program aimed for implementation in 2011.
Impact of Computerized Dental Simulation Training on Preclinical Operative Dentistry Examination Scores
Authors: Urbankova Alice
Published: June 2020

Simulation training may be useful in the preclinical operative dentistry curriculum; however, the optimal timing and duration of training have not been defined. This study compared eight hours of adjunctive computerized dental simulator (CDS) training at two different time points to traditional teaching alone. First‐year dental students (n=75) were randomized to CDS training (n=39) or traditional preclinical dental training alone (n=36). Of thirty‐nine students in the CDS group, twenty‐six were trained before exam 1 (pre‐exam group) and thirteen after exam 1 (post‐exam group). The primary outcome was performance on three practical examinations. The secondary outcome was the influence of timing on exam performance. CDS‐trained students performed significantly better than controls on exams 1 and 2 and were higher but not significantly so on exam 3. There were no differences between CDS groups. These results suggest that eight hours of CDS training administered early in the preclinical operative dentistry may improve student performance.
Integrating Leadership into a Practice Management Curriculum for Dental Students
Authors: Kalenderian Elsbeth , Skoulas Angelique , Timothé Peggy , Friedland Bernard
Published: June 2020

Curriculum evaluations by recent graduates of the Harvard School of Dental Medicine suggested the need for additional coursework in practice management. Given the complex challenges facing practitioners, the course design was expanded beyond the suggested practice management to include leadership theory and skills. Students were able to distinguish and assess their level of various leadership skills at the end of the course. The course received an overall rating of 4.23 on a scale of 1 (poor) to 5 (excellent), with 84 percent of responding students indicating that their interest—specifically in the areas of clinical efficiency, practice management, reducing medical errors, communication, business, team building, leadership, and access to care—was enhanced. The responding students assessed their current leadership skills overall at 3.84. They assessed themselves best at “Integrity” (4.48) and worst at “Managing Conflict” (3.12). They felt that “Ability to Build Trust with Others” is the most beneficial skill for a dentist, while “Ability to Influence” is the least beneficial. Eighty‐eight percent of students responding indicated that it is “Very Likely” they will continue to practice developing their leadership skills. Qualitative feedback was overwhelmingly positive and indicated that students found the course life‐altering and highly valued its breadth of topics.
A Process for Developing Assessments and Instruction in Competency‐Based Dental Education
Authors: Lipp Mitchell J.
Published: June 2020

A process for the development of assessments and supporting instructional components in competency‐based dental education is described. This process is illustrated using the example of an educational module in the management of malocclusion and skeletal problems at New York University College of Dentistry. The process begins with identifying the final outcome of the skill to be assessed and constructing an assessment that represents a relevant clinical situation. Such an assessment requires students to employ key enabling or foundational knowledge, specified subskills, and evaluative criteria. Once the components essential to mastering the assessment are identified, an instructional module that facilitates attainment of competence can be developed. This module is complemented by a companion piece that is content‐specific and directs teachers and students to reach instructional targets. Assessments, supported by the components described in this process, increase the cognizance of the dental educator and provide mechanisms to evaluate student achievement and instructional effectiveness.
A Longitudinal Study of Greek Dental Students’ Perceived Sources of Stress
Authors: Polychronopoulou Argy , Divaris Kimon
Published: June 2020

The aims of this prospective study were to examine the variation of dental students’ perceived stressors throughout the course of their dental studies and to explore the role of gender on stress. A thirty‐item modified version of the Dental Environment Stress Questionnaire (DES) was administered annually between 2003 and 2007 to a cohort of 109 Greek dental students enrolled in a five‐year D.D.S. curriculum. Descriptive and multivariate longitudinal methods were utilized to examine variations in perceived stressors by year of study and by gender. Response rates ranged from 61 to 97 percent. Mean scores for the DES factors “workload” and “clinical training” decreased over the study period, while “faculty and administration” increased. Males reported substantially lower perceived stress in the “self‐efficacy beliefs” (adjusted DES difference=−0.40; 95 percent CI=−0.63, −0.16), “workload,” and “performance pressure” domains. Longitudinal analysis revealed substantial changes for numerous individual stressors. Most concerns for “examinations and grades” were expressed in year three (OR=2.7; 95 percent CI=1.4, 5.0; reference: first year), whereas “lack of self‐confidence” items peaked in the second year. Marked gender differences in stress appraisal persisted over time. Longitudinal changes in dental students’ stress perceptions corresponded with transitions in the didactic, preclinical, and clinical phases of the curriculum.
E‐Learning vs. Classroom Instruction in Infection Control in a Dental Hygiene Program
Authors: Garland Kandis V.
Published: June 2020

The purpose of this project was to evaluate e‐learning versus classroom instruction in infection control by comparing outcomes of multiple‐choice examination scores and clinical competency‐based examinations (CBE) between two groups of first‐year dental hygiene students (fall 2008 e‐learning: n=26; fall 2009 classroom instruction: n=26). Contents of both instructional units were comparable and were developed by the Organization for Safety, Asepsis, and Prevention. All students in each group were required to complete infection control instruction as part of the preclinical curriculum (didactic and clinical) and were tested on the material using the multiple‐choice examination and clinical CBE. Both groups’ scores on the multiple‐choice examination ranged from 74 percent to 94 percent (n=26 to 33 of 35), with e‐learning mean score=82.8 percent, n=29 of 35, and classroom instruction mean score=86.8 percent, n=30 of 35. A two‐tailed independent samples t‐test indicated a statistically significant difference between the two groups on the multiple‐choice examination (p=0.11). The Fisher's exact test indicated no statistically significant difference between the two groups on the first‐time pass rate for the clinical CBE (p=0.668). Findings demonstrated little difference between the two methods for teaching infection control. Thus, either method may be chosen. Future research should examine a blended approach with larger samples and longitudinal data.
Towards Defining Dental Drilling Competence, Part 2: A Study of Cues and Factors in Bone Drilling
Authors: Ioannou Ioanna , Stern Linda , Kazmierczak Edmund , Smith Andrew C. , Wise Lisa Z.
Published: June 2020

The study of expertise in surgery aims to facilitate the development of improved training methods by understanding the characteristics of expert practitioners. In this article and its companion, we present our study of the characteristics of competence and expertise in the field of oral surgery. We observed participants of different skill levels as they performed an ex vivo drilling task designed to test the psychomotor skill of distinguishing the material boundaries between tooth and bone. Part 1 of this study examined the physical characteristics of drilling performance, while this article examines the cognitive aspects of performance. In this article we investigate the psychomotor cues used for decision making during drilling and explore other factors that affect a participant's ability to distinguish tooth from bone. Our results suggest that visual and tactile cues were the most important cues guiding drilling performance in all participant groups. Our results also suggest that when compared to experts, novices relied more on visual cues rather than tactile cues and lacked the psychomotor skills required to utilize the broader range of cues used by experts.
Community‐Based Dental Education and the Importance of Faculty Development
Authors: McAndrew Maureen
Published: June 2020

Community‐based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community‐based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school‐based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community‐based faculty such as evidence‐based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school‐based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community‐based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.
Implant Overdentures: Dental Students’ Performance in Fabrication, Denture Quality, and Patient Satisfaction
Authors: Aragon Cecilia E. , Cornacchio Angelica Lee Petrina , Ibarra Lilia Marcela , Saad Muhammed N. , Zibrowski Elaine
Published: June 2020

The purpose of this study was to evaluate dental students’ performance when fabricating a mandibular two‐implant overdenture (OD) as compared to conventional dentures (CD) and to determine if these prostheses were successful. Twenty students and twenty patients were divided into two groups: complete denture group (CDG) and maxillary denture and two‐implant OD group (ODG). Students’ progress was evaluated at each appointment as they were given a clinical assessment score (CAS), which varied from 1 (unacceptable, needs to repeat procedure) to 4 (acceptable, no errors). The success of the prosthesis was evaluated by the patients using a visual analog scale (VAS) and an expert (a prosthodontist) using a denture quality assessment (DQA) form. Performance for both groups was not statistically different across all eight appointments (CDG 3.16 versus ODG 3.25; p=0.46). Patients with ODs reported greater stability with their dentures (p=0.048) and greater ability to chew than patients with CDs (p=0.03). There were no differences between the groups in terms of expert appraisal (ODG 71.1 versus CDG 67.5; p=0.59). The performance of dental students when fabricating a two‐implant OD is thus not different from that of a CD. Students can successfully fabricate a two‐implant OD as perceived by both patients and prosthodontists.
Comparison of Extramural Clinical Rotation Days: Did the Pipeline Program Make a Difference?
Authors: Atchison Kathryn A. , Thind Amardeep , Carreon Daisy C. , Nakazono Terry T. , Gutierrez John J. , Afifi Abdelmonem A. , Andersen Ronald M.
Published: June 2020

Extramural clinical rotations are implemented by dental schools for a combination of clinical and didactic or behavioral goals. In the United States, the Pipeline, Profession, and Practice: Community‐Based Dental Education program was launched to increase the number of underrepresented minority students who are recruited and retained in dental education, to expand the dental curriculum in cultural competence, and to incorporate community‐based extramural rotations into the dental schools’ clinical curriculum. The objective of this study was to conduct an impact analysis regarding the change in number of extramural clinical rotation weeks for Pipeline and non‐Pipeline program students over the time period of 2003 to 2007. National data from the American Dental Education Association's senior survey and other secondary sources were used to determine what student, school, and community characteristics are associated with a difference in the student report of the number of required weeks they expect to spend during their last year in dental school providing care at extramural clinic settings. Students reported a mean of 7.2 weeks for Pipeline students and 6.4 weeks for non‐Pipeline students in 2003, increasing to 8.2 weeks for Pipeline students and 6.6 weeks for non‐Pipeline students (p<0.05) in 2007. The multivariable model showed the Pipeline program increased significantly the number of rotational weeks reported by students. Three other variables significantly increased rotation weeks: 1) a lower baseline number of reported weeks in community rotations; 2) a lower level of debt student reported upon graduation; and 3) student reports of a higher orientation toward service to others as a reason to enter dentistry.
Trends in Material Choice for Posterior Restorations in an Israeli Dental School: Composite Resin Versus Amalgam
Authors: Ben‐Gal Gilad , Weiss Ervin I.
Published: June 2020

According to a recent American Dental Association survey, posterior composite resin restorations now outnumber amalgam restorations in the United States. Dental schools around the world vary considerably in the extent to which they teach the use of composite resins. We aimed to determine if there has been an increase in the placement of posterior composite restorations in an Israeli dental school and if faculty experience affects the type of posterior restoration placed. In this retrospective study, we recorded and analyzed all the restorations performed by undergraduate students in the last five academic years at the Hebrew University Hadassah School of Dental Medicine in Jerusalem. All clinical records of student treatments between 2004 and 2009 were screened, and direct restorations were registered. Out of 6,094 posterior restorations performed during the study period, 42.3 percent were made of composite resin, increasing from 36.8 percent in 2004–05 to 48.5 percent in 2008–09, an increase of 11.7 percent. When clinical instructors were asked to state their preference if they themselves were to undergo posterior restoration, similar results were obtained. Instructors with less than ten years’ experience preferred posterior composite resin restorations in 54.8 percent of the hypothetical situations, compared with 37.2 percent preferred by instructors with ten years of experience or more. It appears that the use of composite resin was influenced mainly by the prevailing trend and was not based on scientific evidence. Dental faculties should define criteria, based on up‐to‐date clinical studies, for using new materials, taking into consideration differences among instructors regarding treatment concept.
Self‐Reported Medical Problems Among Dental Patients in Western Uttar Pradesh, India
Authors: Aggarwal Ashish , Panat Sunil R. , Talukder S.
Published: June 2020

Assessing the medical history of patients before any treatment is an essential aspect of the dentist's responsibility; however, many dental practitioners assume that their patients are systemically healthy so their medical history is often overlooked. The objective of this study was to determine the prevalence of self‐reported medical conditions among a sample of dental school patients at the Institute of Dental Sciences, Bareilly (Uttar Pradesh), India. Detailed medical histories were taken from 3,786 new dental patients in an outpatient setting. The demographic data, medical status, and use of medications from the charts were analyzed. Thirty‐eight percent of the total patients had a positive finding in their medical history for at least one systemic condition. The most commonly reported systemic condition was hypertension (15.2 percent) followed by diabetes (11.4 percent), and 26 percent of the patients were taking at least one medication daily. The results of this study reflect the medical complexity of the increasingly aging population.
Perceptions of Business Skill Development by Graduates of the University of Michigan Dental School
Authors: Barber Michael , Wiesen Robert , Arnold Sara , Taichman Russell S. , Taichman Linda Susan
Published: June 2020

Many graduating dentists leave dental school feeling that they are not prepared to start and run a dental practice. The aim of this pilot study was to explore the knowledge and perceptions dental graduates have in the area of practice management. A twenty‐item survey was mailed in the fall of 2008 to nearly half of the University of Michigan dental school alumni who had graduated between the years of 1997 and 2007. Respondents were asked about their demographics, practice characteristics, and perceptions of knowledge/experience regarding practice management skills at the present time as well as at graduation. Data were analyzed using descriptive and inferential statistics. The majority of respondents were general practitioners (84 percent) aged thirty to thirty‐nine practicing between six and ten years with practice incomes reported to be greater than $300,000 per year (79 percent). Most dentists reported being either an owner or co‐owner of the practice (57 percent), and 33 percent reported being an associate in the practice. Upon graduation, 7 percent of the respondents felt that they had a strong knowledge of accounting or human resource issues; this perception increased to 47 percent at the present time. Similarly, less than 6 percent of respondents felt they understood issues pertaining to dental insurance upon graduation; this perception increased to 68 percent after having spent time in the workforce. In contrast to the large increase in knowledge/experience in business aspects of dentistry that had accrued since graduation, most alumni reported only a 7 percent increase in their knowledge of the legal aspects of dental practice. Results from this study indicate that interventions are needed to increase graduating dentists’ knowledge of practice management and close the gap between their knowledge and its application in real life. The majority of alumni believed there is a need to improve the curriculum focused on these aspects of dental practice.
Predoctoral and Postdoctoral Students’ Perspectives About Pediatric Dental Behavior Guidance
Authors: Bimstein Enrique , Azari Amir F. , Riley Joseph L.
Published: June 2020

This study compared acceptability scores of pediatric dental behavior guidance between predoctoral senior dental students and postdoctoral pediatric dentistry graduates. The scores were obtained with an anonymous survey that included twenty‐five items related to behavior guidance techniques or situations, with the degree of acceptability of each being marked on a visual analog scale. Demographic data collected included year of graduation from the postdoctoral program, type of employment, being board‐certified or not, gender, marital and parental status, previously receiving dental or medical treatment, and degree of unpleasantness from these treatments. Thirty‐nine predoctoral and fifty‐one postdoctoral surveys were compared. Analysis of variance (ANOVA) indicated that the predoctoral acceptability scores were statistically significantly higher than the postdoctoral scores for not allowing the child to speak during treatment, voice control, hand over mouth, active immobilization, and providing an exact explanation to the child. The predoctoral scores were lower than the postdoctoral scores for not using local anesthetic when the child does not want it, parent's presence in the operatory during treatment, or talking with the dentist during treatment. ANOVA of the predoctoral and postdoctoral scores combined indicated statistically significant differences between scores from male and females respondents for parent talking with the dentist during treatment; between married and not married respondents for hand over mouth, encouraging the child not to be a coward, the child being allowed to stop the treatment, and the parent being in the operatory during treatment; and between parents and not parents respondents for child not allowed to speak during the treatment, voice control, and hand over mouth. This study found that perspectives about pediatric dental behavior guidance are influenced by pre‐ and postdoctoral education and postgraduate experience.
Substance Use and Dependence Education in Predoctoral Dental Curricula: Results of a Survey of U.S. and Canadian Dental Schools
Authors: Huggett Kathryn N. , Westerman Gary H. , Barone Eugene J. , Lofgreen Amanda S.
Published: June 2020

The purpose of this study was to obtain information about education in substance use and dependence that appears in the predoctoral curricula of U.S. and Canadian dental schools. Sixty‐eight deans were sent a twenty‐item survey requesting information about when in the curriculum these subjects were taught, what instructional methods were used, and whether behavior change instruction was included to address these issues in clinical interactions. The survey had an 81 percent response rate. The topics of alcohol use and dependence, tobacco use and dependence, and prescription drug misuse and abuse were reported in over 90 percent (N=55) of responding schools’ predoctoral curricula. The topic of other substance use and dependence was reported in only 72.7 percent (N=40) of these schools. The primary instructional method reported was the use of lecture. Less frequently used methods included small‐group instruction, instruction in school‐based clinic, community‐based extramural settings, and independent study. As future health professionals, dental students are an important source for patients concerning substance use, abuse, and treatment. Our investigation confirmed that alcohol, tobacco, and prescription drug abuse is addressed widely in predoctoral dental curricula, but other substance use and dependence are less frequently addressed.
Comparing Student‐Generated Learning Needs with Faculty Objectives in PBL Cases in Dental Education
Authors: Haghparast Nora , Okubo Masakazu , Enciso Reyes , Clark Glenn T. , Shuler Charles
Published: June 2020

The purpose of this study was to compare learning need reports generated by students during their investigation of a problem‐based learning (PBL) case with the faculty‐identified learning objectives established for it. Four PBL cases facilitated by four group tutors were selected for comparison. The student‐generated learning needs were collected for each and were compared to the faculty‐specified learning outcomes. The results were analyzed by individual case and compared among the four student groups. Over 96 percent of the faculty‐specified objectives across all four cases and across all four groups of students were covered by the student‐generated learning need reports. Only one of the four cases demonstrated a statistically significant difference between small groups with regard to percent coverage of the stated case objectives. Our data agree with previous research findings. Although there was some variability in the learning objectives investigated by student small groups studying the same case, the faculty‐specified case objectives were included in the student‐generated learning needs. First‐trimester dental students were capable of generating learning needs that produced an excellent match with the faculty objectives for the cases studied.
Psychological Stress Among Dental Students at the University of Jordan
Authors: Abu‐Ghazaleh Suha B. , Rajab Lamis D. , Sonbol Hawazen N.
Published: June 2020

The purpose of this study was to investigate the level of psychological stress as well as the perceived sources of stress among undergraduate dental students at the University of Jordan. The top perceived stressors were compared with those of a previous study that examined the perceived sources of stress among undergraduate dental students at the University of Jordan in the year 2000. Psychological stress was assessed using the General Health Questionnaire (GHQ‐12). Perceived sources of stress were evaluated using the Dental Environment Stress questionnaire. In the study, 520 students completed the questionnaires, for a response rate of 74 percent. These students showed a high level of psychological stress, with 70 percent at the cutoff point of a score of more than 3 for the GHQ‐12. Women had a higher level of stress than men: 73 percent scored more than 3 on the GHQ‐12 vs. 63 percent for men, which was statistically significant at p=0.05. The top perceived sources of stress from the year 2000 were mostly unaltered in our study, despite a substantial increase in the number of students as well as changes in the curriculum. Further research is needed into methods to minimize stress on dental students.
Dental Education: Evolving Student Trends
Authors: Woolfolk Marilyn W. , Price Shelia S.
Published: June 2020

As the health care professionals of tomorrow, the students of today are the future of our profession and will shape both dentistry and dental education. To provide historical perspective on today's students, this article summarizes trends in the demographics of allied, predoctoral, and advanced dental students in the United States over the past seventy‐five years and reviews efforts made to promote the racial/ethnic diversity of these groups of students. These efforts include legislative initiatives and public and privately funded programs. An outlook for the future considers ways in which new technologies and social networks as well as coordinated interprofessional efforts might further promote the goal of educating students who reflect the diversity of the United States and position the oral health workforce to meet the country's needs.
Dental Education and Changing Oral Health Care Needs: Disparities and Demands
Authors: Albino Judith E.N. , Inglehart Marita R. , Tedesco Lisa A.
Published: June 2020

The population of the United States has changed dramatically over recent decades and, with it, the oral health care needs of the nation. Most notably, the racial/ethnic composition of the population has shifted from a European American majority to what is now a much more diverse population, comprising a variety of racial/ethnic groups that, taken together, will become the majority by mid‐century. The proportion of children from minority racial groups will represent more than half of all U.S. children by 2025. These groups are overrepresented among those living below the poverty level and have higher levels of oral disease and are less likely to have access to care than the European American segment of the U.S. population. Most of the population needing dental care in the future will be comprised of these now underserved groups, along with other groups who can be described in terms of the health and social challenges of aging, disabilities, or other special health care conditions. This article provides an overview of these various needs and what they will mean for the dental practitioners of tomorrow and suggests that dental education has not adapted to the changing population and its oral health needs as quickly as it should. As a result, we identify major gaps in current dental curricula and make some recommendations for change. Research has shown that dental education has a crucial influence on future providers’ professional attitudes and behavior related to providing care for patients from underserved patient groups. Acknowledging the specific needs of patients and ensuring that future providers are optimally prepared to respond to these challenges must be a major goal of dental education in the twenty‐first century. The Journal of Dental Education will continue to play a critical role in informing readers about innovative approaches and best practices that ensure this goal can be met.
Trait Procrastination Among Dental Students in India and Its Influence on Academic Performance
Authors: Madhan Balasubramanian , Kumar Cholleti Sudheer , Naik Eslavath Seena , Panda Sujit , Gayathri Haritheertham , Barik Ashish Kumar
Published: June 2020

Trait procrastination is believed to be highly prevalent among college students and detrimental to their educational performance. As the scenario among dental students is virtually unknown, this study was conducted to evaluate the prevalence of trait procrastination among dental students and to analyze its influence on their academic performance. A total of 174 fourth‐year dental students from three dental colleges in India voluntarily completed the Lay's Procrastination Scale‐student version (LPS). The mean percentage marks scored in the subsequent final university examinations were used as a measure of academic performance. The descriptive statistics were computed to evaluate the prevalence of significant procrastination (LPS score ≥60). Mann‐Whitney U test and multiple linear regressions were used to assess the influence of age and gender on procrastination severity, and the latter was again used to analyze the association between procrastination severity and academic performance. The results indicated that 27 percent (n=47) of the students exhibited a significant extent of trait procrastination; neither age nor gender affected its severity (p<0.05). Procrastination had a significant and negative impact on the academic performance of the student (beta=‐0.150, p=0.039). These findings highlight the need for active measures to reduce the causes and consequences of procrastination in dental education.
An Assessment of the Prescribing Skills of Undergraduate Dental Students in Malaysia
Authors: Akram Ashfaq , ZamZam Ruzanna , Mohamad Nabishah B. , Abdullah Dalia , Meerah Subhan M.
Published: June 2020

Most dental schools lack a module on prescription writing in pharmacology. This study assessed the prescription writing skills of a group of Malaysian dental students at the end of their undergraduate training program. A quantitative study of a two‐group posttest experiment was designed, and thirty‐seven fifth‐year (final‐year) dental students were divided into two groups (A [n=18] and B [n=19]). Group A received a didactic lecture on how to write a complete prescription, while Group B served as a control group. For prescription writing, three standardized dental scenarios with a diagnosis of irreversible pulpitis associated with a child and a pregnant woman and periapical pulpitis for an adult man were administered. Thus, a total of 111 prescriptions (Group A [n=54] and Group B [n=57]) were collected. Twelve elements in each prescription were assessed by frequency and a chi‐square test. Improvements in eight out of the twelve elements were observed in prescriptions written by students in Group A. The significantly improved elements were provision of the symbol Rx (39.8 percent) (p<0.001), inclusion of the prescriber's signature (75.3 percent) (p<0.001), inclusion of the date with the prescriber's signature (54.6 percent) (p<0.001), and inclusion of the prescriber's registration (30.5 percent) (p<0.001). Overall, Group A gained almost a 50 percent improvement in writing complete prescriptions due to the intervening lecture. It appeared a traditional lecture led to the more accurate writing of a complete prescription. It was suggested that a module on prescription writing be added to the school's pharmacology curriculum, so that dental graduates will be competent in prescription writing for the sake of their patients’ health.
Guiding Dental Student Learning and Assessing Performance in Critical Thinking With Analysis of Emerging Strategies
Authors: Johnsen David C. , Lipp Mitchell J. , Finkelstein Michael W. , Cunningham‐Ford Marsha A.
Published: June 2020

Patient‐centered care involves an inseparable set of knowledge, abilities, and professional traits on the part of the health care provider. For practical reasons, health professions education is segmented into disciplines or domains like knowledge, technical skills, and critical thinking, and the culture of dental education is weighted toward knowledge and technical skills. Critical thinking, however, has become a growing presence in dental curricula. To guide student learning and assess performance in critical thinking, guidelines have been developed over the past several decades in the educational literature. Prominent among these guidelines are the following: engage the student in multiple situations/exercises reflecting critical thinking; for each exercise, emulate the intended activity for validity; gain agreement of faculty members across disciplines and curriculum years on the learning construct, application, and performance assessment protocol for reliability; and use the same instrument to guide learning and assess performance. The purposes of this article are 1) to offer a set of concepts from the education literature potentially helpful to guide program design or corroborate existing programs in dental education; 2) to offer an implementation model consolidating these concepts as a guide for program design and execution; 3) to cite specific examples of exercises and programs in critical thinking in the dental education literature analyzed against these concepts; and 4) to discuss opportunities and challenges in guiding student learning and assessing performance in critical thinking for dentistry.
Social Media in Dental Education: A Call for Research and Action
Authors: Oakley Marnie , Spallek Heiko
Published: June 2020

Social media are part of the fabric of today's world, from which health care is not excluded. Based on its distribution capacity, a single individual can cause an amount of damage to an institution that only a few decades ago required access to a mainstream news media outlet. Despite the obvious parallels in professional standards in the medical and dental communities, the scholarly activity and resulting collegial discourse observed among medical professionals remain unmatched in the dental education literature. As a result, a rigorous research agenda on the topic is indicated. Once these results are evaluated and thoroughly vetted, actions should be tailored to address the needs, minimize the threats, and maximize the opportunities that have been already noted by the medical profession. Regardless of input, albeit internal or external, a cadre of individuals who are willing to develop philosophy, policy, and procedure related to the use of social media policies in dental education can then be identified to evaluate the issues unique to the institution and perhaps the profession.
A Case‐Based and Team‐Based Learning Model in Oral and Maxillofacial Radiology
Authors: Kumar Vandana , Gadbury‐Amyot Cynthia C.
Published: June 2020

The purpose of this article is to describe the process of transitioning a traditional face‐to‐face oral and maxillofacial radiology (OMR) lecture course to a case‐based, team‐based learning model for students ready to enter their fourth and final year of dental school. Data were collected from 294 new fourth‐year students (Classes of 2009, 2010, and 2011) who participated in the newly formatted OMR course. At the time the course was taken, students had completed one year of clinical experience in taking and evaluating radiographic images on patients with various clinical conditions. Each class of approximately 100 students was divided into ten teams of ten each, and a topic on oral and maxillofacial lesions was assigned to each team. The teams researched their assigned topics, created PowerPoint presentations, and posted them on the course management system Blackboard site. The instructor posted on Blackboard eight to ten cases representing various lesions on that topic. Minimal clinical history was released at that point. Students reviewed the teams’ PowerPoint presentations and the cases, answered the questions for each case, and turned in written assignments to be graded. The diagnoses were discussed in class. An end‐of‐course survey found that 71 percent of the students felt the case‐based instruction helped them learn the content in a more comprehensive manner and 77 percent felt the in‐class discussion increased their knowledge of radiographic interpretation. Some students said they felt uncomfortable being called on randomly during the class discussion. National Board Dental Examination results for the classes of 2009 and 2010 showed slight improvement when compared to national scores. As a result of student feedback, the course continues to be offered in the case‐based, team‐based format.
Impact of a Prior Medical Degree on Students’ Dental School Performance in Innsbruck, Austria
Authors: Beier Ulrike Stephanie , Kapferer Ines , Burtscher Doris , Ulmer Hanno , Dumfahrt Herbert
Published: June 2020

The purpose of this study was to identify the performance differences between two groups of Austrian dental students (one with a prior medical degree and one without a medical degree) during their dental school training and final dental licensure examination. A specific aim was to determine if having a medical degree is a predictive factor for dental students’ scores on the Austrian Dental Admission Test (Austrian DAT), performance in the dental clinic, and scores on final exam. The study consisted of a retrospective analysis of 122 students (thirty‐nine with a medical degree and eighty‐three without a medical degree) who were enrolled in the Dental Clinic at Innsbruck Medical University, Innsbruck, Austria, between 2001 and 2006. Three performance categories were considered: Austrian DAT results, clinical performance after the first clinical year in dental school, and performance on the final dental licensure examination. Information on students’ age, gender, and previous medical degree was collected from official records. Analyses with student's t‐test and Pearson's chi‐square test revealed that the students with a medical degree had significantly higher Austrian DAT total test scores, grade point averages after the first clinical year, and scores on the final exam. Additionally, those students had significantly better performance on the final exam in prosthodontics and oral and maxillofacial surgery. The linear regression analysis showed that a medical degree had an independent effect on average scores on the final exam, age, and Austrian DAT test scores, while gender showed no statistically significant effect. Overall, the study found that dental students with a prior medical degree had significantly higher Austrian DAT total test scores and performed significantly better in the first clinical year and on the final exam than those without a prior medical degree.
Effect of a Procedural Video CD and Study Guide on the Practical Fixed Prosthodontic Performance of Iranian Dental Students
Authors: Nikzad Sakineh , Azari Abbas , Mahgoli Hosseinali , Akhoundi Nasrin
Published: June 2020

Dental students in programs around the world typically pass preclinical courses before entering the clinic and working on actual patients. Since fixed prosthodontics is a preclinical course that requires a great deal of effort, students may experience a substantial amount of stress that may affect their self‐confidence and/or clinical performance. In this study, an instructional video CD (VCD) and study guide depicting the step‐by‐step procedures involved in a metal‐ceramic tooth preparation and provisional crown fabrication was prepared. Students at the Faculty of Dentistry, Tehran University of Medical Sciences, Tehran, Iran, were divided randomly into two groups. Group A students trained as usual with live patients, and Group B students were given a copy of the VCD and study guide following a lecture. The students in Group B were encouraged to read the study guide and watch the VCD after live demonstrations. Then, both groups practiced individually on mannequins. At the end of the course, the students completed a sixteen‐item questionnaire about their stress level, self‐confidence, and knowledge base. The results showed that the students exposed to the extra media performed significantly better on some practical phases, e.g., laboratory procedures. A moderate, insignificant correlation was detected between exposure to media and decreasing the students’ stress and self‐esteem. We concluded that supplementary teaching aids such as a VCD and study guide may improve the clinical performance of dental students to some extent, but the live demonstration is still preferred by students.
A Model for Forensic Dental Education in the Predoctoral Dental School Curriculum
Authors: Hermsen Kenneth P. , Johnson J. Dane
Published: June 2020

Forensic odontologists play an important role locally and nationally in assisting in the identification of the victims of mass fatality incidents, whether natural or human‐made. With the recent passage of legislation by Congress identifying dentists as a first‐responder resource, knowledge of their expanding role in disaster response is particularly important. The purpose of this article is to describe the forensic dental course being taught at Creighton University School of Dentistry in Omaha, Nebraska, as a model for providing a fundamental education in forensic dentistry and disaster preparedness at the predoctoral dental level. This model is designed to 1) provide students with a broad view of forensic odontology; 2) give them a functional knowledge of the tools and techniques of the modern forensic dentist; 3) provide basic knowledge of their potential role in disaster preparedness and response; and 4) encourage students to pursue further forensic education, become active in national forensic organizations, and get involved in disaster preparedness/response in their home communities following graduation. This article includes lecture topics, demonstrations, and hands‐on exercises being used at Creighton to teach students the fundamentals of forensic odontology and disaster preparedness.
Increasing Student Diversity and Cultural Competence as Part of Loma Linda University School of Dentistry's Service Mission
Authors: Arnett Margie R. , Forde Ron
Published: June 2020

For many years, studies have identified a need for greater racial and ethnic diversity among dental professionals. However, the ability of the field to collectively address the problem has been hindered by the low numbers of underrepresented minority students who apply to dental school. Over the past two decades, college attendance rates have increased and U.S. dental school applications have tripled, but the number of underrepresented minority dental applicants has remained about the same. With the increasing diversity of the U.S. population and specifically that of the state of California, the dental workforce would be enhanced by the presence of more underrepresented minority dentists. Additionally, curricular changes should be implemented to better prepare dental students to meet the oral health care needs of diverse populations. There is general agreement that these workforce and curricular changes would enhance access to care for underserved populations. For seven years, Loma Linda University School of Dentistry participated in the Pipeline, Profession, and Practice: Community‐Based Dental Education program. The first phase of this national program addressed deficiencies in diversity in dentistry and in access to oral health care. In the second phase, Loma Linda University continued to collaborate with other California dental schools on specific state initiatives. This article provides an overview of the school's efforts to enroll a more diverse student body, enhance all its students’ cultural competence, and expand care to underserved populations.
Gender Difference in Ethical Abilities of Dental Students
Authors: You Di , Bebeau Muriel J.
Published: June 2020

Walker's comprehensive review of claims of gender difference and gender bias in moral cognition concluded 1) that gender explains a negligible amount of the variability in moral reasoning development, 2) that accumulated evidence does not support claims of gender polarity in moral orientations (i.e., an ethic of care and an ethic of justice), and 3) that future research should focus on the range of psychological processes that engender moral maturity. This study examined whether male and female predoctoral dental students who completed an ethics curriculum grounded in Rest's comprehensive model of moral functioning differed on measures of four capacities: moral sensitivity, moral reasoning, moral motivation, and moral implementation. From archival data at the University of Minnesota School of Dentistry, data on sixty females and sixty males were randomly selected from five cohorts (n=386) who completed an ethics curriculum and outcome measures of the four capacities between 1996 and 2000. Gender differences were not apparent for a measure of moral sensitivity, but were evident for one of the moral reasoning indices, for the responsibility dimension of moral motivation, and for the measure of moral implementation. Implications are drawn for future research and for professional ethics education.