bluuebunny/crossref_metadata_2025 huggingface dataset:
Bone Scintigraphy as an Adjunct for the Diagnosis of Oral Diseases
Authors: Ferreira Rívea Inês , de Almeida Solange Maria , Bóscolo Frab Norberto , Santos Allan Oliveira , Camargo Edwaldo E.
Published: June 2020

Bone scintigraphy is a very sensitive method for the detection of osteoblastic activity of the skeleton. The technique consists of imaging the uptake of bone‐seeking radiopharmaceuticals, particularly technetium‐99m labeled diphosphonates, in the mineral component of bone, which consists of hydroxyapatite crystals and calcium phosphate, as well as in the organic matrix such as collagen fibers. Plain radiographs, computed tomography, and magnetic resonance imaging are classified as structural imaging modalities, whereas bone scintigraphy is a functional method. In many cases, radionuclide imaging techniques are the only means by which early physiologic changes that are a direct result of biochemical alteration may be assessed, before significant bone mineral changes can be detected by other means. Since many oral diseases may cause metabolic changes in the oromaxillofacial complex, it would be of great value to use bone scintigraphy to evaluate more completely some conditions involving the bones in the region to formulate more appropriate treatment plans. Based upon the current literature, the authors discuss the possible applications of bone scintigraphy as a diagnostic and treatment planning adjunct for oral diseases. Bone scintigraphy has proven particularly useful in the study of malignant lesions and in the evaluation of vascularized bone grafts used for maxillofacial reconstructions.
Case I: Managing People—The Case of the Frustrated Faculty Member
Authors: Glickman Gerald N. , Comer Robert W. , Filler Steven J. , Fine James Burke
Published: June 2020

Managing people is a continuing leadership challenge. The foundation discipline for managing people relates to human resource management and faculty development in academic settings. In human resource management, administrators are challenged to balance the needs of individuals and the expectations of the organization for the mutual benefit of both. A primary goal of management is to lead and develop people and manage the organization in alignment with the mission and vision of the organization. The purpose of this paper is, first, to present an overview of human resource management and faculty development fundamentals including motivating, mentoring, and performance counseling. Second, a hypothetical case is presented for readers to apply theory to situation. Finally, the case is analyzed by reviewing central issues and the management concepts that may apply to the scenario. These include managing resources, mentoring, motivation, and development. In this case‐based analysis, Dr. Orsten is a junior faculty member employed in a developing school. With a shortage of faculty in her field, she succumbs to the pressures of teaching and administration at the expense of her own professional advancement through research. The tenure clock is ticking, however, and Dr. Orsten has serious doubts about her ability to redirect her priorities and earn tenure. Dr. Hightower, the Associate Dean, also faces a dilemma: there is a shortage of faculty in Dr. Orsten's specialty, and the system is poised to exercise the “up‐or‐out” option.
Oral Health Disparities Among the Elderly: Interdisciplinary Challenges for the Future
Authors: Pyle Marsha A. , Stoller Eleanor P.
Published: June 2020

The elderly, like other population groups, have experienced varying levels of oral health among their diverse demographic subgroups. For those in poverty, experiencing social isolation, residing in long‐term care institutions, and with complex medical illness, oral health care may be unreachable. Various models of training, education, and community, public, and professional collaboration have been proposed, yet few strategies have been implemented. Interdisciplinary approaches that bring interested partners together as equal stakeholders may create faster tracks in improving access to health care for those geriatric patients who lack it. This article explores past and present recommendations for interdisciplinary collaborations, reviews the current and future needs of the geriatric population, discusses educational models and content, and expresses the need for leadership to address oral health disparities in the elderly. Finally, strategies for making improvements in the existing oral health disparities are discussed.
Applicant Analysis: 2001 Entering Class
Authors: Weaver Richard G. , Haden N. Karl , Ramanna Satyan , Valachovic Richard W.
Published: June 2020

There were 7,412 applicants to the entering dental school class of 2001. This is 4.6 percent less than the number of applicants to the entering class of 2000. Since the peak of dental school applicants in 1997 (at 9,829), the number of applicants has declined 24.6 percent. (This decline is most similar to the 25.8 percent decline that has occurred in medical school applicants since their peak of applicants in 1996, at 46,968.) With the decline in applicants and a slight increase in first‐time, first‐year enrollees, 57.6 percent of the dental school applicants were enrolled in 2001. This is up from 54.5 percent in 2000. Dental schools reported 4,267 first‐time, first‐year enrollees in 2001. This is an increase of thirty‐three first‐time, first‐year enrollees over the number reported in 2000 and only an increase of fifty‐eight over the last two years. Since 1989, when dental school enrollment once again began to increase, the number of first‐time, first‐year enrollees has increased 14.9 percent. (Total first‐year enrollment, which includes first‐time enrollees and repeat students, has increased 10.8 percent since 1989.) The number of applicants per first‐time, first‐year positions was 1.74 in 2001. It was 2.31 in 1997. (The most recent low was 1.34 in 1989.) The average of the GPA and DAT scores of the first‐time, first‐year enrollees in 2001 were all slightly higher than they were in 2000. Women were approximately 42 percent of the applicants and first‐time, first‐year enrollees in 2001, up slightly from 2000. Underrepresented minorities comprised over 12.6 percent of the applicants and 11.9 percent of the first‐time, first‐year enrollees, also up slightly from 2000.
Effect of Magnification Lenses on Student Operator Posture
Authors: Branson B.G. , Bray K.K. , Gadbury‐Amyot C. , Holt L.A. , Keselyak N.T. , Mitchell T.V. , Williams K.B.
Published: June 2020

A distinct body of literature supports the association between clinical postures of the dental practitioner and work‐related musculoskeletal disorders (WRMD). Several aids or devices have been tested to improve clinical posture in the interest of decreasing WRMD. The use of magnification lenses while performing dental procedures may increase the quality of work and decrease the likelihood of musculoskeletal problems. To date, only anecdotal and personal opinions had existed regarding the benefits of using magnification lenses, and no empirical evidence had authenticated the contention that use of magnification lenses exerts a positive change in operator posture. The objective of this study was to assess the effect magnification lenses had on the posture of dental hygiene students. Using a randomized crossover design, researchers videotaped nineteen senior dental hygiene students performing an intra‐oral procedure with and without the use of magnification lenses. The tapes were then evaluated by a panel of five dental hygiene educators calibrated in the use of Branson's Posture Assessment Instrument (PAI). Results of a paired t‐test indicate that the posture of the students while wearing magnification lenses was more acceptable (p=.019) than when wearing traditional safety glasses. Results of this study indicate a quantifiable change in acceptability of posture for clinicians wearing magnification lenses and suggest that the use of such lenses in dental education may be warranted.
Equivalence Study of a Dental Anatomy Computer‐Assisted Learning Program
Authors: Bogacki Russell E. , Best Al , Abbey Louis M.
Published: June 2020

Tooth Morphology is a computer‐assisted learning program designed to teach the anatomy of the adult dentition. The purpose of this study was to test whether Tooth Morphology could teach dental anatomy to first‐year dental students as well as the traditional lecture. A randomized controlled trial was performed with forty‐five first‐year dental students. The students were randomly assigned to either the Tooth Morphology group (n=23), which used the computer‐assisted learning program and did not attend lecture, or the lecture group (n=22), which attended the traditional lecture and did not use Tooth Morphology. The Tooth Morphology group had a final exam average of 90.0 (standard deviation=5.2), and the lecture group had a final exam average of 90.9 (sd=5.3). Analysis showed that the two groups’ scores were statistically equivalent (p<0.05), with a priori equivalence bounds around the difference between the groups set at +/−5 points. It was concluded that Tooth Morphology taught the anatomy of the adult dentition as well as traditional lecture, as measured by exams. Based on the results of this study and student feedback, Tooth Morphology, in combination with interactive class meetings, has replaced the traditional dental anatomy lectures.
Evaluation of Endodontic Treatments Performed by Students in a Brazilian Dental School
Authors: De Quadros Iadasa , Gomes Brenda P.F.A. , Zaia Alexandre A. , Ferraz Caio C.R. , Souza‐Filho Francisco J.
Published: June 2020

The aims of this study were to evaluate the clinical outcomes of root canal treatments performed by final‐year students in the Dental School of Piracicaba, State University of Campinas, SP, Brazil, during the year 2000 and to evaluate the success rate of these treatments at follow‐ups conducted one and three years later (2001–03). All 579 endodontic treatments performed by final‐year students were selected for this investigation. Detailed personal and dental history was obtained from the patient's records. Clinical and radiographic follow‐up examinations were performed. For 78.8 percent of the cases, dental caries was recorded as the cause for performing endodontic treatment; for 8.8 percent, prosthetic reasons were given; and for 12.4 percent, failure of the endodontic treatment was the reason. The largest percentage (30.7 percent) of recalled patients was examined after one year; the success rate at this follow‐up evaluation ranged from 83 percent to 96 percent depending on the pulp status prior to the root canal treatment. After three years, only 8 percent of treated patients returned; assessment for them revealed a 75.5 percent success rate. Dental caries is still the main reason for endodontic treatment. This level of success of the root canal treatment in a Brazilian dental school is similar to other reports in the literature.
Dental School Applicants’ Use of Website Information During the Application Process
Authors: Spallek Heiko , Etzel Ken R. , Maher Brion S.
Published: June 2020

The University of Pittsburgh's School of Dental Medicine (SDM) is a medium‐sized, private, state‐related dental school. As other schools have done recently, the SDM made a substantial effort to upgrade its website in 2003. Internal satisfaction and anecdotal data notwithstanding, there is no measure of the website's usefulness in attracting applicants. We designed an anonymous survey of twenty‐one questions in an effort to better understand what kinds of information sources our applicants used to make their application decisions; which information they perceived as useful during each phase of the overall application process; how they ranked our website compared to those of other dental schools that they considered; and what they thought could make our website better. Our study supports the notion that applicants rely in part on dental school websites during the application process. Data from this study point to the areas that are of most interest to applicants when they visit a dental school website. This information could help dental school administrators determine the effort they should spend on their school's website as an advertising and recruitment tool. We recommend that dental schools make the most important application‐related information and criteria easy to find.
The Crowning Achievement: Getting to the Root of the Problem
Authors: Fong Hanson K. , Foster Brian L. , Popowics Tracy E. , Somerman Martha J.
Published: June 2020

An ideal goal of oral‐craniofacial dental reconstructive therapy is to establish treatment modalities that predictably restore functional tissues. One major area of focus has been in the area of dental materials with marked improvements in the design of materials used to restore teeth/periodontium/bone lost as a consequence of disease or disorders. With advances in understanding the cell and molecular controls for development and regeneration of tooth structures, it is now possible to consider therapies that promote regeneration of lost tissues, along with replacement of these tissues. This review presents a background on our current knowledge as to the composition of the tooth/periodontium followed by a discussion on successes to date, both in vitro and in vivo, toward regenerating a whole tooth and next steps required to regenerate a functional tooth.
In‐State Graduate Retention for U.S. Dental Schools
Authors: Lin Hsuan L. , Rowland Michael L. , Fields Henry W.
Published: June 2020

Currently, dental school graduates are viewed as a resource by their institutions and those who underwrite their educational costs. The purpose of this study was to determine the percentage of dental school graduates who practiced dentistry in the same state as their dental school. Using the American Dental Association database of approximately 35,000 graduates between 1985 and 1995, the data were analyzed to determine the percentage of graduates who were retained and currently reside in the state of their dental school versus those located outside of that state (“exported”). It was also possible to calculate the number of dentists who moved into each state but were educated elsewhere (“imported”). The ratio of imported to exported graduates was calculated and indicated a positive flow into the state when greater than one and an outflow when less than one. Overall, mean graduate retention was 67.3 percent, 65.4 percent, and 44.3 percent for public, public state‐related, and private schools, respectively, while the median graduate retention of 71.1 percent and 71.6 percent for public and public state‐related schools made them indistinguishable. The mean import‐export ratio for public school graduates was 2.9, indicating that on average nearly three dentists were imported to a state for every public dental school graduate exported. States’ total import‐export ratio for all types of graduates was 2.2, indicating that on average a little over two dentists were imported to every one exported by a state with a dental school of any kind. The medians for all these ratios were much more modest (0.95 and 0.80 for public dental schools and states with dental schools), indicating that they sent more students out of the state than they imported. Six public dental schools exported greater than 50 percent of their dental graduates, while five public schools retained more than 85 percent of their graduates. Only one private state‐related school retained less than 50 percent of its students. In view of these results, it is apparent there is great variability in graduate retention, and the total yield of new dentists for each state is determined by both the retention rate for graduates and its import‐export ratio. Most public and public state‐related schools do a good job of retaining graduates. When they do send graduates out of state, the median shows they do not gain quite enough to offset those exported. In most instances, this becomes highly problematic only when a low retention rate is paired with a low import‐export ratio. Each state must consider its unique situation carefully and consider its yield, the types of problems that face the state in terms of dental workforce, and possible solutions.
Stages of Moral Development Among Brazilian Dental Students
Authors: de Freitas Sérgio Fernando Torres , Kovaleski Douglas Francisco , Boing Antonio Fernando , de Oliveira Walter Ferreira
Published: June 2020

This research study aimed to evaluate the level of moral and ethical development of first‐year students in a dental school. The students were presented with a dilemma that touched on personal and conflicting values. In responding to the questions posed, they had to present their criteria for judgments and norms that directly influence their behavior. Answers were then analyzed, leading to the categorization of interviewees into five stages of moral development according to Kohlberg's moral development system. The first, lowest stage in Kohlberg's system was reached by 11 percent of students. Most interviewees (47 percent) were in stage two, where individuals are conscious of their own conflicting interests, but an individualistic and instrumental set of morals tends to regulate those interests. Thirty percent of interviewees were identified with stage three, and 8.3 percent were found in stage four, whose main characteristic is the perception of self as a member of society, thus integrating interpersonal perspectives. Only one student reached stage five, in which the person recognizes universal rights and establishes a hierarchy of priorities. No individuals were found in stage six of moral development. The level of moral development found was low for students at this level, which may compromise the optimal moral development of the future dentist. The low level of moral development found may jeopardize the work of the future professionals, their treatment of patients, and society as a whole.
Proposed Educational Objectives for Hospital‐Based Dentists During Catastrophic Events and Disaster Response
Authors: Psoter Walter J. , Herman Neal G. , More Frederick G. , Park Patricia , Robbins Miriam , Rekow E. Dianne , Ryan James M. , Triola Marc M. , Glotzer David
Published: June 2020

The purpose of this project was to define education and training requirements for hospital‐based dentists to efficiently and meaningfully participate in a hospital disaster response. Eight dental faculty with hospital‐based training and/or military command and CBRNE (chemical, biological, radiological, nuclear, and explosive) expertise were recruited as an expert panel. A consensus set of recommended educational objectives for hospital‐based dentists was established using the following process: 1) identify assumptions supported by all expert panelists, 2) determine current advanced dental educational training requirements, and 3) conduct additional training and literature review by various panelists and discussions with other content and systems experts. Using this three‐step process, educational objectives that the development group believed necessary for hospital‐based dentists to be effective in treatment or management roles in times of a catastrophic event were established. These educational objectives are categorized into five thematic areas: 1) disaster systems, 2) triage/medical assessment, 3) blast and burn injuries, 4) chemical agents, and 5) biological agents. Creation of training programs to help dentists acquire these educational objectives would benefit hospital‐based dental training programs and strengthen hospital surge manpower needs. The proposed educational objectives are designed to stimulate discussion and debate among dental, medical, and public health professionals about the roles of dentists in meeting hospital surge manpower needs.
Development and Implementation of a Comprehensive Faculty Development Program in PBL Core Skills
Authors: Dalrymple Kirsten R. , Wuenschell Carol , Shuler Charles F.
Published: June 2020

Large curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem‐based learning (PBL) pedagogy. A faculty committee created a PBL core skills program based on experiential, developmentally appropriate approaches that resulted in constructive and social learning opportunities for the faculty participants. Nearly 70 percent of faculty members have participated in the facilitation preparation workshops and contributed to the D.D.S. curriculum as small‐group, inquiry‐based learning facilitators. Faculty development programs geared toward acquisition of specific teaching skills and based on adult learning principles can be devised locally and result in increased participation in a new curriculum.
Realigning the National Board Dental Examination with Contemporary Dental Education and Practice
Authors: MacNeil R. Lamont , Neumann Laura M.
Published: June 2020

Although the National Board Dental Examination (NBDE) was developed for the purpose of supporting the dental licensure process, it can have significant influence on dental school curricula. Efforts to revise and enhance dental curricula, of necessity, must engage stakeholder communities and promote an assessment process that is both valid and relevant to contemporary dental practice. The NBDE uses a systematic and objective process for test development that involves content experts from dental education and practice. This process could be enhanced by reconsidering the types of individuals who should participate in test construction, reconfiguring the groups involved in the process, augmenting training and development of test constructors, and updating the principles and documents that define the competencies and foundational knowledge required for contemporary dental practice. In addition, there is a need for ongoing research and development to explore new testing strategies that stress understanding and the ability to apply information in a problem‐solving context. Finally, examinations could be enhanced with a broader array of high‐quality supporting case materials through a more structured collaborative arrangement between dental schools and the National Board testing program.
Perceptions of Oral Illness Among Chinese Immigrants in Montreal: A Qualitative Study
Authors: Dong Mei , Loignon Christine , Levine Alissa , Bedos Christophe
Published: June 2020

Providing culturally competent care has been a growing concern for health care professionals in recent years. Being culturally competent means taking into account the culture of patients in order to provide high‐quality services. Accordingly, the objective of this study was to better understand how oral illness was perceived by the largest visible minority group in Canada: Chinese immigrants. We conducted qualitative research based on in‐depth interviews with twelve Chinese immigrants in Montreal, Canada. The participants had a high level of education and had lived in Canada for thirteen years or less. The interviews were transcribed, and thematic analyses were then performed. Among the participants, traditional beliefs coexisted with scientific dental knowledge. On the one hand, the subjects had a fairly good understanding of dental caries in terms of etiology, process, prevention, and treatment. On the other hand, they held strong traditional beliefs concerning gingival swelling and bleeding, which had an influence on their attitudes toward dental care and professional services. Oral health care professionals should be informed about Chinese immigrants’ oral health beliefs and the acculturation process in order to understand their patients better and provide culturally competent care.
Urgent Care in the Dental School Setting: Analysis of Current Environment and Future Challenges in Emergency Dental Education
Authors: Tiwana Karen K. , Hammersmith Kimberly J. , Murrah Valerie A.
Published: June 2020

Urgent dental care education is a critical aspect of the D.D.S. curriculum as dental students must be adequately prepared to face real‐world dental emergency challenges in practice. Dental emergency education is likely the most variable component of the dental curriculum. To assess potential differences in emergency education, a sixteen‐question survey was sent to directors of urgent care of all fifty‐six U.S. dental schools addressing clinic operation, demographics, treatment, integration into the D.D.S. curriculum, and provision of care for indigent populations. The response rate was 88 percent. Results indicate a need for earlier integration of urgent dental care education into the D.D.S. curriculum, more pediatric emergency experiences for D.D.S. students, and a more rigorous academic approach in assessing student competency while on rotation in the urgent care service. In addition, access to emergency dental care has become increasingly difficult for indigent populations due to lack of state‐supported funds; further exploration of sources of external funding for such care is warranted.
Predicting Performance in Canadian Dental Schools: The New CDA Structured Interview, a New Personality Assessment, and the DAT
Authors: Poole Amanda , Catano Victor M. , Cunningham D.P.
Published: June 2020

Using a sample of dental students (N=373) from four Canadian dental schools, this longitudinal study determined whether the new Canadian Dental Association (CDA) structured interview was a predictor of clinical and academic performance. The new interview predicted clinical performance in the third and fourth years of dental school, but not academic performance. The Canadian Dental Aptitude Test (DAT) continued to predict first‐ and second‐year academic performance, but not clinical performance in the senior years. A personality factor, “Conscientiousness,” predicted clinical and academic performance to various degrees across the four years of dental school. A second personality factor, “Openness to Experience,” predicted third‐year academic performance. The results suggest that a combination of scores from the DAT, a valid measure of personality, and a well‐designed structured interview will provide the best prediction of those applicants who will do well in both the academic and clinical aspects of dental school.
Survey of Special Patient Care Programs at U.S. and Canadian Dental Schools
Authors: Schwenk Debra M. , Stoeckel Daniel C. , Rieken Susan E.
Published: June 2020

This article describes the results of a survey of U.S. and Canadian dental schools regarding the delivery of dental care to special needs patients. The purposes of the fifteen‐item survey were to identify the percentage of dental schools that operate special patient care (SPC) clinics, gain information as to how care is being provided in those clinics, and identify how this patient population is managed in institutions without designated SPC clinics. Forty percent of the respondent institutions had designated SPC clinics. Institutions without SPC clinics tend to mainstream these patients into their predoctoral clinics or refer them to residency programs such as GPR or pediatric programs within their university.
Investigating the Relationship Between PBL Process Grades and Content Acquisition Performance in a PBL Dental Program
Authors: von Bergmann HsingChi , Dalrymple Kirsten R. , Wong Shirley , Shuler Charles F.
Published: June 2020

In this study, we examined the relationship between students’ problem‐based learning (PBL) skills and their content acquisition as measured by traditional examinations. We conducted this investigation to evaluate the assumption that students’ learning in the small group setting of PBL as evaluated by their faculty facilitators was an accurate indicator of students’ learning as measured by problem analysis tests and traditional content acquisition tests. Parallel model reliability analyses were conducted to determine reliability for each year's assessment components, which included multiple choice examinations, image‐based computer tests, facilitators’ evaluations of students’ performance in the PBL small groups, and assessments that measured the students’ problem analysis and problem‐solving skills. We also performed correlation tests to analyze the data. The reliability tests show that all assessment measures were consistently significant. There were predominantly significant correlations between process type assessment measures and the more traditional objective tests. When analyzed on a yearly basis, all of the correlations were significant. When analyzed on a trimester basis, all of the correlations were positive, with many being significant. The finding that the process grade revealed significant correlation with the other two assessment tools indicates that although process type evaluations may seem to be primarily subjective, they are an important metric for monitoring student progress.
Enhancing Communication in Dental Clinics with Linguistically Different Patients
Authors: Rowland Michael L.
Published: June 2020

The United States is becoming substantially more diverse in its citizenry, with numerous racial and ethnic cultural groups and immigrants living and working in this country. In addition, there has been an increase in the number of languages other than English spoken in homes, as well as an increase in the number of individuals with limited English‐speaking abilities. Given the emerging racial, ethnic, and cultural trends in U.S. society, it is important that dental students as future practitioners have knowledge of interpreter services, working with professionally trained interpreters, and the legal responsibilities and requirements of interpretation. The purposes of this study were to 1) describe the role of interpreters in dental health care settings; 2) identify challenges they face; and 3) propose approaches and strategies to improve communication between dental students as future practitioners and non‐English‐speaking patients. Data were collected through a series of individual in‐depth, face‐to‐face interviews using a semi‐structured open‐question format and email communications with three key informants who were purposefully selected to participate in this study based on their comprehensive knowledge and experience as interpreters. The qualitative analysis revealed themes or stories related to the following areas of this study: 1) the role of professional interpreters in dental and other health care settings; 2) challenges faced by interpreters and providers working with patients with limited English‐speaking ability; and 3) strategies and approaches used to improve communication and address challenges. By understanding the unique interpreting needs of non‐ or limited English‐speaking patients, dental students have an opportunity to broaden their cultural competency skills. Dental schools have an obligation to ensure that students, faculty, and staff know and understand the legal rights of patients and health care providers to communicate effectively when using an interpreter, although having a professionally trained interpreter working in a facility does not end the cultural learning processes needed in a multicultural society.
Evaluation of an Audience Response System in a Preclinical Operative Dentistry Course
Authors: Elashvili Ana , Denehy Gerald E. , Dawson Deborah V. , Cunningham Marsha A.
Published: June 2020

Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy‐seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture “Principles of Dental Bonding.” The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.
What Do Dental Students Learn in an Ethics Course? An Analysis of Student‐Reported Learning Outcomes
Authors: Sharp Helen M. , Kuthy Raymond A.
Published: June 2020

The purpose of this article is to report first‐year dental students’ perceptions of their primary learning outcomes from a course in ethics and professionalism. Students were asked to identify one topic or theme from the course that might influence their professional practice. Responses from 232 students were analyzed according to the explicit topics taught in the course. The most commonly identified topics were confidentiality (21 percent), informed consent (21 percent), and obtaining assent from children and adolescents (19 percent). An ad hoc analysis of students’ narratives provides preliminary evidence that students perceive an increased awareness of their role and obligations as a professional immediately after a course in ethics and professionalism. The long‐term influence of coursework in ethics and professionalism remains unknown.
Dental School Vacant Budgeted Faculty Positions, Academic Years 2005–06 and 2006–07
Authors: Chmar Jacqueline E. , Weaver Richard G. , Valachovic Richard W.
Published: June 2020

The annual turnover of dental school faculty creates a varying number of vacant budgeted positions at any given time. The American Dental Education Association (ADEA) conducts an annual survey to determine the status and characteristics of these vacant faculty positions. In addition, ADEA conducts an annual survey of dental educators to maintain a database on the size and characteristics of dental school faculty, including data on the distribution of full‐time, part‐time, and volunteer faculty, reasons for faculty separations, and sources of new faculty. The number of vacant budgeted faculty positions within U.S. dental schools increased throughout the 1990s, with a peak of 358 positions in 2000. Following this peak, the number of vacancies declined, falling to 275 in 2004–05. Since that time, there has been a rapid increase in the number of estimated vacancies, reaching 417 in 2005–06, then falling slightly to 406 in 2006–07. The 2005–06 and 2006–07 faculty vacancies surveys explore these increases, along with information relevant to trends in the faculty workforce, factors influencing faculty vacancies, and the impact of vacant positions on dental schools.
Educational and Career Pathways of Dental Hygienists: Comparing Graduates of Associate and Baccalaureate Degree Programs
Authors: Rowe Dorothy J. , Massoumi Naz , Hyde Susan , Weintraub Jane A.
Published: June 2020

The purpose of this study was to compare the educational and career pathways of graduates from associate degree (A.S./A.A.) and baccalaureate degree (B.S./B.A.) entry‐level dental hygiene (DH) programs. A thirty‐item, closed‐ended questionnaire was mailed to a random sample of 1,352 dental hygienists who were educated and licensed in California between 1990 and 2000. The response rate was 76 percent. Approximately half of the respondents had a degree prior to entering the DH program, and the elapsed time between degrees was greater for A.S./A.A. graduates (p=0.05). More B.S./B.A. graduates had earned or were seeking master's and other more advanced degrees: 11.9 percent versus 4.3 percent. Graduates from both types of programs were involved in professional and community organizations and held leadership positions. Most were currently practicing in the traditional clinical setting, with means of 3.6 and 3.3 days/week for the A.S./A.A. and B.S./B.A. graduates, respectively (p<0.05). More B.S./B.A. graduates held DH faculty positions (30.3 percent versus 4.3 percent, p<0.05) and other non‐DH teaching positions (14.9 percent versus 8.6 percent, p<0.05) and had greater involvement with research (8.0 percent versus 3.6 percent, p<0.05). The two groups did not differ in regard to other dental and DH‐related positions. In conclusion, graduates from B.S./B.A. programs are more likely to have positions in nontraditional settings.
The Development and Implementation of an Online Applied Biochemistry Bridge Course for a Dental Hygiene Curriculum
Authors: Gadbury‐Amyot Cynthia C. , Overman Pamela R. , Crain Geralyn
Published: June 2020

This article describes a curricular change project designed to improve instruction in biochemistry. After years of unsatisfactory outcomes from a dental hygiene biochemistry course, a decision was made to change the traditional lecture‐based course to an online format. Using online technology and principles of educational pedagogy, a course was developed that fosters application of biomaterials principles to dental hygiene practice and provides a bridge between prerequisite chemistry coursework and biochemistry in a health professions program. Members of the dental hygiene graduating Classes of 2007 and 2008 participated in the revised course. The outcome measures used to assess the effectiveness of the revised course were student end‐of‐semester course evaluations, graduating senior survey results, student course performance, and National Board examination performance. While the results are based on only two classes, the positive outcomes suggest that the revision was a worthwhile endeavor. The use of technology in teaching holds the potential for solving many of the curriculum and instruction issues currently under discussion: overcrowding of the curriculum, lack of active learning methods, and basic sciences taught in isolation from the rest of the curriculum. It is hoped that the results of this change will be helpful to other faculty members seeking curricular change and innovation.
Introducing Infant Oral Health into Dental Curricula: A Clinical Intervention
Authors: Fein Joshua E. , Quinonez Rocio B. , Phillips Ceib
Published: June 2020

Although pediatric dentists are trained to address the oral health needs of young children, few general practitioners receive this training in dental school. The purpose of this study was to evaluate change in dental students’ knowledge, confidence, opinions, and behaviors following a curricular intervention in infant and toddler oral health. Using a pre‐ and post‐survey study design, forty‐five intervention and forty‐one control group students participated in the study. The intervention consisted of a three‐hour seminar, followed by three or four clinical sessions. Descriptive statistics and analysis of covariance were used to compare the average scores of the two groups after adjusting for pre‐construct scores. The response rate was 84 percent. The mean scores of the control and intervention groups did not differ significantly for any of the constructs at baseline (p>.14). Bivariate analysis showed the average post‐scores differed significantly (p<.01) in the control and intervention groups for all constructs after adjusting for pre‐scores. Similar findings occurred in the regression modeling, with previous experience caring for young children, ability to speak Spanish, and gender influencing the outcomes. Eighty‐eight percent of the students enrolled in the intervention stated they were more likely to treat children in this age group following this clinical experience.
Learning Styles of Orthodontic Residents
Authors: Hughes Janeen M. , Fallis Drew W. , Peel Jennifer L. , Murchison David F.
Published: June 2020

Significant challenges face many orthodontic residency programs, particularly a shortage of full‐time experienced faculty members. Due to this shortage, it is critical that program directors design comprehensive curricula that incorporate the most effective and efficient teaching methods. It is theorized that teaching effectiveness and efficiency are optimized when the course design and content closely match students’ learning preferences. This survey study was designed to distinguish the learning preferences of orthodontic residents utilizing Felder and Soloman's Index of Learning Styles, which assesses student learning preferences in four dimensions using dichotomous scales, thereby providing insight into how teaching strategies can best be structured. As a secondary focus, additional questions on the survey were asked to gain information about residents’ access to the Internet and comfort level with online learning so as to address acceptance of web‐based courses in response to the shortage of full‐time faculty members. Orthodontic residents, contacted via email, were requested to complete an online survey; 261 responses were collected. The results indicate that orthodontic residents are highly visual learners and show a preference for sensing and sequential learning strategies. In terms of information technology, the residents are comfortable with and have adequate access to current technological assets; therefore, they may be well suited for inclusion of computer‐based teaching modules and other multimedia devices in their residency curriculum.
Factors Influencing Pediatric Dental Program Directors’ Selection of Residents and Demographics of Current Directors
Authors: Majewski Robert F. , da Fonseca Marcio A. , DeVries Eric S. , Hu Jan C. , Murdoch‐Kinch Carol Anne
Published: June 2020

The primary goal of this study was to examine the criteria that influence rankings of candidates by advanced education program directors in pediatric dentistry. Secondary objectives were to obtain information on the resident selection process and to explore demographics of current program directors. A survey was sent in 2005 to all sixty‐three program directors of pediatric dentistry residency programs accredited within the United States for the graduating class of 2007. The survey had a response rate of almost 78 percent (49/63). Respondents were requested to rank the importance of eleven factors that are typically included in the selection criteria for pediatric dentistry residents. Factors were rated on a scale of critical, very important, fairly important, somewhat important, and not important. The four highest ranked criteria by program directors were the following, in order: National Board scores, dental school clinical grades, class rank, and grade point average (GPA). Other factors ranked in descending order of perceived importance were the following: dental school basic science grades, experience in pediatric dentistry, extracurricular activities, completion of a general practice residency or advanced education in general dentistry program, the application essay, a publication or professional presentation, and private practice experience. All directors ranked personal interviews as very important to critical. Letters of recommendation from a pediatric dentistry department chairperson or faculty member were viewed more favorably than letters from dental school deans and non‐pediatric dentistry faculty. Fifty‐seven percent of the directors responding (28/49) were male, and 81 percent (40/49) were white, non‐Hispanic. Fifty‐nine percent of the directors (29/49) graduated from a residency program over twenty years ago, with 39 percent (19/49) having been a director for less than five years.
An Assessment of Promotion and Tenure Requirements at Dental Schools
Authors: Pilcher Elizabeth S. , Kilpatrick Anne Osborne , Segars John
Published: June 2020

Tenure and promotion are integral parts of the academic environment; however, in this era of growing shortages of faculty, as the baby boomers retire and the majority of dentists choose private practice, recruitment and retention may be affected by the way institutions handle promotion and tenure. A national survey of U.S. dental schools conducted in 2007 assessed the existence of multiple employment tracks for faculty and examined the requirements for promotion and tenure. All responding schools reported the existence of multiple tracks for academic faculty appointments. Many dental schools reported that they provided opportunity for faculty members to switch from one track to another, thus circumventing the traditional “up‐or‐out” policy. The number of schools offering non‐tenure appointment tracks has also increased. This finding indicates an apparent increase over time in flexibility regarding tracks and tenure. The majority of schools did not report requirements for the number of publications necessary for promotion. Those that did report requirements showed an increase in expected scholarly activity relative to past studies, indicating that it may be more difficult than ever to achieve promotion.
Gender Preferences in the Choice of a Pediatric Dental Residency Program
Authors: da Fonseca Marcio A. , Stiers Matthew L.
Published: June 2020

The goal of this study was to investigate whether men and women applying for graduate training in pediatric dentistry placed different emphasis on the same factors and program characteristics upon making their final ranking decision. A questionnaire was mailed to the first‐year resident class in the United States in 2005 containing both multiple‐choice and open‐ended questions covering six sections: 1) candidate's background, 2) the application process, 3) program characteristics, 4) nonclinical factors, 5) clinical factors, and 6) the interview process. In sections three through six, respondents ranked factors and characteristics from “not important” or “no influence” to “critical.” The response rate was 69.2 percent (180/260), with approximately 57.8 percent females (104/180) and 61.4 percent non‐Hispanic white respondents (110/180). Statistically significant differences between genders were as follows: 1) men were older (29.4 years versus 28.1, p<0.05); 2) men applied to more programs (9.9 vs. 8.1, p<0.05); 3) women preferred programs affiliated with their own dental school (p=0.046); 4) women preferred university‐based programs (p=0.049); 5) women preferred programs that offered a high amount of patient care under general anesthesia (p=0.040); and 6) women placed more importance on the salary/stipend amount offered by the programs (p=0.045).
Preparing the Dental Workforce for Oral Disease Prevention in an Aging Population
Authors: Dounis Georgia , Ditmyer Marcia M. , McClain Mildred A. , Cappelli David P. , Mobley Connie C.
Published: June 2020

The growing proportion of older adults in the U.S. population, as well as escalating dental expenditures, is leading to major changes in the demands on oral health care delivery. Researchers over the years have clearly demonstrated the shortcomings of traditional restorative treatment and the cycle of repeat interventional care. Oral health care professionals are constantly seeking advances in technology, protocols, methodologies, and materials to meet the needs of the growing, diverse older population. Early stages of oral diseases such as caries and periodontal disease are vigorous, preventable, and reversible. Assessment of social, systemic, and oral risk factors that emphasize patient counseling to facilitate risk reduction, along with individualized evidence‐based disease prevention planning, is more cost‐effective than traditional restorative treatment and will improve overall outcome. The purposes of this article are to briefly describe current issues and challenges related to oral health promotion for older adults and to examine strategies for disease prevention and health promotion in health and dental care settings.