bluuebunny/crossref_metadata_2025 huggingface dataset:
Transport and solvent sensing characteristics of styrene butadiene rubber nanocomposites containing imidazolium ionic liquid modified carbon nanotubes
Authors: Abraham Jiji , Sidhardhan Sisanth Krishnan , Zachariah Ajesh Kulamamvila , Mariya Hanna Joseph , George Soney C. , Kalarikkal Nandakumar , Thomas Sabu
Published: June 2020

Obtaining strong interfacial interaction between filler and polymer matrix is very crucial for the fabrication of polymer nanocomposites with superior performance. Present study is aimed to fabricate high performance styrene butadiene rubber (SBR) nanocomposites with imidazolium type ionic liquid modified multiwalled carbon nanotube (MWCNT). Ionic liquid facilitates the dispersion of MWCNT in rubber matrix and it is obvious from transmission electron microscopy images. Diffusion of toluene through SBR nanocomposite membranes has been investigated as a function of surface modified MWCNT (f‐MWCNT) content to analyze the chain dynamics and filler‐polymer interactions. O2 gas barrier effect of nanocomposites with special reference to the filler loading is explored. The substantial improvement in the barrier effect in presence of filler interpreted on the grounds of a theoretical model describing permeability of heterogeneous systems. Finally solvent sensing characteristics of prepared nanocomposites are also analyzed and it is observed that prepared nanocomposites can be used as a flexible solvent sensor.
Using a dose‐finding benchmark to quantify the loss incurred by dichotomization in Phase II dose‐ranging studies
Authors: Mozgunov Pavel , Jaki Thomas , Paoletti Xavier
Published: June 2020

While there is recognition that more informative clinical endpoints can support better decision‐making in clinical trials, it remains a common practice to categorize endpoints originally measured on a continuous scale. The primary motivation for this categorization (and most commonly dichotomization) is the simplicity of the analysis. There is, however, a long argument that this simplicity can come at a high cost. Specifically, larger sample sizes are needed to achieve the same level of accuracy when using a dichotomized outcome instead of the original continuous endpoint. The degree of “loss of information” has been studied in the contexts of parallel‐group designs and two‐stage Phase II trials. Limited attention, however, has been given to the quantification of the associated losses in dose‐ranging trials. In this work, we propose an approach to estimate the associated losses in Phase II dose‐ranging trials that is free of the actual dose‐ranging design used and depends on the clinical setting only. The approach uses the notion of a nonparametric optimal benchmark for dose‐finding trials, an evaluation tool that facilitates the assessment of a dose‐finding design by providing an upper bound on its performance under a given scenario in terms of the probability of the target dose selection. After demonstrating how the benchmark can be applied to Phase II dose‐ranging trials, we use it to quantify the dichotomization losses. Using parameters from real clinical trials in various therapeutic areas, it is found that the ratio of sample sizes needed to obtain the same precision using continuous and binary (dichotomized) endpoints varies between 70% and 75% under the majority of scenarios but can drop to 50% in some cases.
Peripheral Inhibition of Small C‐Terminal Domain Phosphatase 1 With Napthoquinone Analogs
Authors: Rallabandi Harikrishna Reddy , Lee Dongsun , Sung Jinmo , Kim Young Jun
Published: June 2020

Small C‐terminal domain phosphatase 1(SCP1)'s biological function is significant in many cellular activities. Still, a recent study on neuroglioma cells emphasized the requirement of negative regulation of SCP1 in cancer invasion suppression. Due to the structural conservation of C‐terminal domain (CTD) phosphatases, we aimed to determine the peripherally targeting inhibitors, which reciprocally bind to an eccentric site on SCP1 using a multidisciplinary approach. From biochemical screening, we have identified two potential inhibitors, which showed twofold to threefold selectivity toward SCP1 compared to Dullard. Dullard was utilized as a negative control as it is a small CTD phosphatase that contains structural similarities to SCP1. Besides, from in silico approaches like protein–ligand docking and molecular dynamics analyses, we have successfully discovered two allosteric inhibitors of napthoquinone family compounds explicitly binding to the unique hydrophobic pocket of SCP1 from 1000 molecular dockings and 125 ns of dynamics simulation studies, respectively.
Understand practice, compliance issues of pandemic‐driven telework environment
Authors: Porter Michael
Published: June 2020

Before the global pandemic arose, telework was still relatively novel, and not at the forefront of how institutions managed their workforces. Then, through jarring, health‐crisis‐driven forced closures, the vast majority of employees for many colleges and universities began conducting their work from home, on various types of network connections and through video‐application meetings. Although the esprit de corps has resulted in remarkable success stories demonstrating effective telework, as institutions phase into the next academic year, ongoing telework arrangements and employment laws are likely to become more prominent administration challenges and legal risk areas.
Ensure FERPA compliance in online course provider agreements
Authors: Gelpi Aileen
Published: June 2020

Thank goodness the spring 2020 term is over! If your institution plans to evaluate its response to the COVID‐19 emergency that led to the mass migration of in‐person education to online classes, why not assess whether the method of delivery complies with the Family Educational Rights and Privacy Act? The following issues can be the starting point for your institution's evaluation.
Cathepsin A regulates pluripotency, proliferation and differentiation in mouse embryonic stem cells
Authors: Park Song , Huang Hai , Kwon Wookbong , Kim Hee‐Yeon , Park Jin‐Kyu , Han Jee Eun , Cho Gil‐Jae , Han Se‐Hyeon , Sung Yonghun , Ryoo Zae Young , Kim Myoung Ok , Choi Seong‐Kyoon
Published: June 2020

Mouse embryonic stem cells (mESCs) are pluripotent cells that possess the ability to self‐renew and differentiate into three germ layers. Owing to these characteristics, mESCs act as important models for stem cell research and are being used in many clinical applications. Among the many cathepsins, cathepsin A (Ctsa), a serine protease, affects the function and properties of stem cells. However, studies on the role of Ctsa in stem cells are limited. Here, we observed a significant increase in Ctsa expression during mESC differentiation at protein levels. Furthermore, we established Ctsa knockdown mESCs. Ctsa knockdown led to Erk1/2 phosphorylation, which in turn inhibited the pluripotency of mESCs and induced G2/M cell cycle arrest to inhibit mESC proliferation. The knockdown also induced abnormal differentiation in mESCs and aberrant expression of differentiation markers. Furthermore, we identified inhibition of teratoma formation in nude mice. Our results suggested that Ctsa affects mESC pluripotency, proliferation, cell cycle and differentiation, and highlighted the potential of Ctsa to act as a core factor that can regulate various mESC properties.

Significance of the study

Our results indicate that cathepsin A (Ctsa) affects the properties of mESCs. Inhibition of Ctsa resulted in a decrease in the pluripotency of mouse embryonic stem cells (mESCs). Further, Ctsa suppression resulted in decreased proliferation via cell cycle arrest. Moreover, Ctsa inhibition reduced differentiation abilities and formation of teratoma in mESCs. Our results demonstrated that Ctsa is an important factor controlling mESC abilities.
Current reduction method for dual active bridge converter in nonlinear dead‐time compensation method
Authors: Kawauchi Kengo , Higa Hayato , Watanabe Hiroki , Kusaka Keisuke , Itoh Jun‐Ichi
Published: June 2020

This paper proposes a control method for a dual active bridge (DAB) converter, which achieves both a reduction in the nonlinear transmission power error due to the dead‐time and a reduction in the inductor current with a three‐level operation. The nonlinear transmission power error is compensated by designing a zero current period in the inductor current with the three‐level operation. In addition, an inductor current reduction method for the three‐level operation is also proposed. In the nonlinear transmission power error compensation method, the inductor current is reduced by suppressing the circulating current by considering the zero‐current period to be the dead‐time. The validity of the proposed method is confirmed using a 2.0‐kW prototype. The experimental results show that the transmission power error is reduced by up to 85.1%. In addition, the inductor current is reduced by up to 64.1% and the loss is reduced by up to 58.6%. Moreover, the DC offset is eliminated by utilizing the voltage polarity reverse phenomenon in the voltage control.
Engineering Glowing Chemogenetic Hybrids for Spying on Cells
Authors: Aissa Hela Ben , Gautier Arnaud
Published: June 2020

Seeing biochemical events is essential to understand the function of cells and organisms. Such imaging depends on the selective targeting of fluorescent reporters and biosensors in living systems. These reporters and biosensors can be entirely synthetic, entirely genetically encoded or hybrid. Hybrid reporters and biosensors composed of a genetically encoded module that binds a fluorogenic chromophore and activates its fluorescence have recently drawn attention as they offer new opportunities for pushing the frontiers of bioimaging.
Prospective associations, longitudinal patterns of childhood socioeconomic status, and white matter organization in adulthood
Authors: Dufford Alexander J. , Evans Gary W. , Dmitrieva Julia , Swain James E. , Liberzon Israel , Kim Pilyoung
Published: June 2020

The association between childhood socioeconomic status (SES) and brain development is an emerging area of research. The primary focus to date has been on SES and variations in gray matter structure with much less known about the relation between childhood SES and white matter structure. Using a longitudinal study of SES, with measures of income‐to‐needs ratio (INR) at age 9, 13, 17, and 24, we examined the prospective relationship between childhood SES (age 9 INR) and white matter organization in adulthood using diffusion tensor imaging. We also examined how changes in INR from childhood through young adulthood are associated with white matter organization in adult using a latent growth mixture model. Using tract‐based spatial statistics (TBSS) we found that there is a significant prospective positive association between childhood INR and white matter organization in the bilateral uncinate fasciculus, bilateral cingulum bundle, bilateral superior longitudinal fasciculus, and corpus callosum (p < .05, FWE corrected). The probability that an individual was in the high‐increasing INR profile across development compared with the low‐increasing INR profile was positively associated with white matter organization in the bilateral uncinate fasciculus, left cingulum, and bilateral superior longitudinal fasciculus. The results of the current study have potential implications for interventions given that early childhood poverty may have long‐lasting associations with white matter structure. Furthermore, trajectories of socioeconomic status during childhood are important—with individuals that belong to the latent profile that had high increases in INR having greater regional white matter organization in adulthood.
CFD analysis of two‐phase cavitating flow in a centrifugal pump with an inducer
Authors: Paul Debarpan , Agarwal Himanshu , Ponangi Babu Rao
Published: June 2020

One of the most undesirable phenomena encountered in the operation of a centrifugal pump is cavitation. It causes structural damage, vibration, and blockage of mass flow, leading to a drop in performance and life of the pump. This study addresses cavitation modeling of a single‐stage centrifugal pump and aims at minimizing cavitation by introducing an inducer upstream of the impeller. Furthermore, it aims at understanding different multiphase modeling schemes by a computational fluid dynamics software and its variation from single‐phase flows. The results from the numerical model are first validated against standard experimental data to check the credibility of the model. After validation, a single‐phase analysis is performed for a wide range of operating conditions. Subsequently, the Schnerr‐Sauer cavitation model is invoked and a multiphase analysis is carried out for the same. The results obtained shows that the inducer is effective in reducing the amount of cavitation for a substantial number of operating conditions. The effectiveness of the inducer is calculated, and a 96% effectiveness is observed at the best efficiency point. Furthermore, data from single‐phase and multiphase analysis are compared, and a method based on absolute pressure is proposed, which can provide results with significant accuracy without the need for expensive computation. Finally, Zwart‐Gerber‐Belamri model is used for cavitation modeling, and the behavior of the scheme is compared with Schnerr‐Sauer model. The pump parameters are compared, and the obtained results show close similarity between the two models.
Evaluation by objectives: A systematic approach to the evaluation of educational programs and activities in dental education
Authors: Hopp DI , Wittemann JK
Published: June 2020

In response to the need for more effective utilization of resources, many institutions of higher learning are beginning to use corporate management methods. These methods, MBO being the most familiar example, center on the common comprehension at all levels of the goals of the corporation. However, institutions of higher learning uniformly lack a cohesiveness of purpose that extends from the level of president to that of teaching faculty. It is a mistake to assume that institutional educational goals are understood and supported by appropriate educational objectives at the department and program level. The evaluation‐by‐objective format is a concise graphical way to identify areas of support and confusion. It can be applied at each level of the institution and transmitted upward so that personnel at each administrative level can see the way in which its goals and objectives are perceived at lower levels. The proposed format facilitates grouping of educational objectives into programs, providing a framework for the estimation of effort and of needed resources. Since perceptions of effort and required resources will differ depending upon perspective, important issues will be identified, a most significant benefit of the system. The format leads to the formulation of an action plan, which should be reviewed periodically. The first step toward scientific management in institutions of higher learning must be a clear understanding of institutional and subunit goals, along with a set of education objectives that will accomplish these goals. The evaluation‐by‐objective format directs itself to exactly that concern.
Training program in maxillofacial prosthetics for medical artists
Authors: Katz A , Pruzansky S
Published: June 2020

A program in maxillofacial prosthetics for medical artists was initiated at the University of Illinois Medical Center in 1966 as a joint enterprise of the Center for Craniofacial Anomalies of the Abraham Lincoln School of Medicine and the Department of Medical Art of the School of Associated Medical Sciences. In the intervening years, 25 medical artists have been graduated from the program. The general background of the trainees, the scope of their training, and their clinical contribution were discussed and illustrated.
An evaluation of programmed text, slide‐tape, and lecture at six dental schools
Authors: Emling RC , Gellin ME
Published: June 2020

The results of previous studies reported in the literature have been inconclusive as regards the effectiveness of programmed instruction as compared to the lecture method. The results of this study demonstrate that the formats are, in the end, of similar effectiveness. Therefore, the choice of teaching format in a dental school can safely be based on considerations other than the amount of learning that will occur.
Relationship between dental school performance and preprofessional major courses of study
Authors: Cianflone D , Zullo T
Published: June 2020

This study examined the records of dental students in the class of 1969 at the university of Pittsburgh School of Dental Medicine, in an attempt to determine statistically what preprofessional major was the best predictor of academic success in dental school. In the sample studied, no differences were found among the four groups‐when they compared on the variable, dental school grade point average. These data suggest that the selection of the preprofessional major course of study may bear little relationship to academic performance in dental school.
Confrontation and the professional maturation of dental students
Authors: Robinson GE
Published: June 2020

The professional maturation process through which every dental student sould pass involves perception and identification of his professional role. The process is complicated at many points by conflicts between the student's own professional role expectations and the expectations of his teachers or of society. Confrontation is described as occurring daily in the dental‐school environment; many confrontational situations occur on an impromptu basis in the course of interaction between the student and his classmates, his patients, and the faculty. Other confrontational situations can be arranged deliverately by the dental educator in order to provide clinical and social experiences for the student which ordinarily would not be included in the dental curriculum. By taking advantage of the particular student‐instructor relationship existing during these confrontational situations, the dental educator can reap perhaps the greatest reward to be realized from an academic career–that of being able to take an active role in the professional maturation process of his students.
Factor analysis of comprehensive examinations
Authors: Zullo TG , Penkrot R
Published: June 2020

In working toward new, integrated curricula, dental schools have often failed to concurrently revise their evaluative techniques to be more compatible with the objectives of the curriculum. One question of major importance is whether the schools are totally aware of their students' capabilities or are graduating students proficient in some fields while lacking in others. Is the student's overall or total score satisfactory even though deficiencies may exist in certain areas? This latter situation is a real possibility when the simple sum of subtest scores is used as the primary means in assessing students. Using factor analysis, the scores on the subtests of eight dental school comprehensive examinations (total of 1,023 subjects, on first‐, second‐, and third‐year examinations given between December 1970 and May 1972) at the University of Pittsburgh School of Dental Medicine were examined. The results, culled from the correlation matrices, Chi‐square analysis, and factor matrices, indicated that the subtests did not form a homogenous unit (one, general factor), and hence that use of the total score is questionable.
A study of the perceptions of dental deans toward formal administrative training
Authors: Pullon PA , Jones JJ
Published: June 2020

In order to understand better the attitudes of dental deans toward formal administrative training, a questionnaire was devised which asked for both personal and opinion data. Questionnaires were mailed to 209 persons with the title of “dean” at the 58 institutional members of the American Association of Dental Schools. Replies were received from 167 respondents (80%), and the replies were subdivided into the categories of dean, associate dean, and assistant dean, according to each respondent's stated position. Personal data on the questionnaire included the respondent's age, sex, and education, as well as information on his current position. Additional data on the questionnaire were concerned with the respondent's opinion on the value of formal administrative training for someone in his position, and what specific areas of training would be most valuable. In addition, the respondents were asked to rank formal training against other methods of gaining experience and to make appropriate comments. The majority of respondents felt that formal administrative training would be of value and that such factors as decision‐making and leadership behavior training would be very valuable. The respondents felt that formal administrative and teaching experience would be even more helpful.
A second generation training simulator for acquisition of psychomotor skills in cavity preparation
Authors: Salvendy G , Root CM , Schiff AJ , Cunningham PR , Ferguson GW
Published: June 2020

Thirty freshmen dental students, without prior dental technique laboratory experience, were divided randomly into two groups of 15 subjects. One group (control) was trained in the traditional way while the other group used a newly developed dental training simulator. The results for Class I cavity preparations in the mandibular right first molar indicate that a two‐thirds reduction in training time occurred for the group trained by the simulator as compared to the control group. The mean training times were 57 minutes for the control group and 21 minutes for the experimental group. No statistically significant differences in quality were noted.
The problem‐oriented record: clinical application in a teaching hospital
Authors: Ingber JS , Rose LF
Published: June 2020

A dental team‐care concept that incorporates the problem‐oriented system has been instituted at The Medical College of Pennsylvania. The program, as described, is designed to achieve the following goals: 1) to enhance communication between doctors and auxiliaries and thus maintain continuity in patient care and improve the quality of care; 2) to identify all problems related to the care of a patient; 3) to evaluate the educational and technical ability of the residents and students; 4) to achieve an effective dental auxiliary utilization program; 5) to increase faculty involvement in the delivery of patient care; 6) to organize an effective system of peer review; 7) to maintain complete, accurate and systematic medical‐dental records; and 8) to encourage an interdisciplinary approach to health care delivery.
MIND–a five‐state regional approach to continuing dental education
Authors: Watkins F
Published: June 2020

MIND has finished two years of operation as a regional center for continuing dental education. The responses from viewing cards, and the number of credit hours given, indicate that approximately 20% of the potential audience participated in the course offerings. Previous experience from a two‐year study in South Dakota has shown that there are three major factors that are essential for effective use of television as a dissemination medium. These are as follows: 1) the program should establish effective use of the communication system to maintain an audience; 2) the quality of thr programming material that is televised must be high; 3) the program should be televised on a regular basis to develop viewer habits or expectations. With a potential audience of 11,000 persons, MIND has had to depend heavily on a bulk‐rate mailing system to communicate with members of the dental profession. This has caused problems such as reminders not being received on time, or being lost in the mail, or not being read, so that the individual is unaware that the courses are being telecast. Another problem of mailing system is maintaining an up‐to‐date list of addresses. The names and addresses of the dental assistants are impossible to keep up to date. We use the lists of licensed dentists and dental hygienists issued each July and a list of the certified dental assistants, which, of course, does not include all the dental assistants in our five‐state area. A system providing more direct contact with the individual needs to be developed. Quality of televised courses is determined by the clinician's style of presentation as well as by the content and organization of the course material. The selection of dental information aimed toward the dentist in general practice results in loss of some members of the viewing audience, particularly specialists and generalpractitioners who have confined their practice to a particular area of dentistry. Quality is also judged by the technical aspects such as camera coverage, color, types of audiovisual materials, and televison reception. There is a limited amount of videotaped material available, and the members of the Board of Directors are asked to preview the videotapes and select three courses that they judge to be of the best quality for the year's programs. One difficulty is to find courses that will be of value to all three groups–dentists, dental assistants, and dental hygienists. Despite the problems encountered, the use of educational television should focus on the positive characteristics of availability, relatively low cost of operation, and the opportunity to provide continuing dental education at a convenient time and place.
Practical considerations of a flexible course in a nonflexible curriculum
Authors: Fuller JL , Denehy GE
Published: June 2020

In the context in which this course was conducted, i.e., flexibility within an otherwise rigid curriculum, and no deadlines, several conclusions can be drawn: 1. Students used considerably more time than when the course was traditionally structured. 2. Quality of performance in the preclinical laboratory was significantly better. 3. Students took longer to complete the laboratory requirements than didactic requirements. 4. Some reasonable deadlines are necessary. 5. Student and instructor attitudes favored flexibility.
Perceptual and motor training for the acquisition and retention of psychomotor skills in dental amalgam restorations: class I in the mandibular first molar
Authors: Salvendy G , Joost M , Dees R , Wilko R , Cunningham P , Ferguson G
Published: June 2020

From a study of 72 dental students during amalgam restoration using four training methods (psychomotor, mental, psychomotor and mental, and conventional)–one method for each 18 students–the following conclusions are drawn: (1) It is economically feasible to develop and utilize self‐paced instructions without the aid of instructors for the acquisition of psychomotor skills. (2) Training through self‐paced analytical programs results in higher retention of the acquired skills than training through conventional training methods.
Perceptual learning: its importance in dentistry
Authors: Birch SA
Published: June 2020

Perceptual skills are essential to the acquisition of motor skills in dentistry. The absence of these perceptual skills should be determined as early as possible and should be rectified by instruction. Programed instruction is one suitable method for teaching these skills. Perceptual discrimination will allow the learner to picture his goal or objective clearly, and it will increase his motivation by enabling him to reach this goal. Perceptual skills are necessary too for the learner to improve his performance by repetitive practice, see his mistakes, and institute corrective behavior.
Variables affecting attitudes of dentists toward the use of expanded function auxiliaries
Authors: Leske GS , Leverett DH
Published: June 2020

A questionnaire survey of over 500 dentists in upstate New York was conducted to determine the following: (1) the extent to which the dentists understood the recent changes in the State Dental Practice Act as it applies to expanded functions of dental hygienists and (2) the attitudes and beliefs of these dentists regarding the use of hygienists and dental assistants in the performance of expanded duties in the private office. In general, the respondents were not familiar with the recent changes in the Dental Practice Act. When the respondents who employed dental hygienists were compared to those who did not employ hygienists, the differences regarding understanding of the changes in the act were not striking.
Utilizing learning theory to promote effectiveness of instruction in preclinical operative dentistry
Authors: Hinkelman KW , Long NK
Published: June 2020

In comparing two methods of instruction, one must be cautious about forming conclusions because of certain variables which can influence results. Such variables are differences in populations, in instructor effectiveness, and in availability of instructional aids. The comparison does, however, demonstrate differences between the two groups. The fact that the entire class taught by the modified course passed the proficiency examination after nine trials, compared to 12 for those from the traditional course, is not in itself significant. The impressive fact is that in the early trials the rate of students who qualified for clinical practice was nearly doubled in the learning theory group. This might imply that the learning theory group demonstrated a greater degree of problem‐solving ability because of opportunities for discovery learning within the course. Since both classes were given the proficiency examination approximately two‐and‐a‐half months after they had completed the preclinical course, it would seem that the learning theory design resulted in retention of the objectives of the course by a significant number of students. Consequently, it is the authors' opinion that the learning theory design provided a more effective method of instruction. Clinical operative dentistry consists of highly intricate procedures which for their successful completion require complex psychomotor responses in the operator. Therefore a program of instruction in operative dentistry must be highly effective. When such a program is organized, utilization of learning theory principles, especially those of skill learning, may aid in achieving this goal.
Experiential education for dental students at the University of Kentucky
Authors: Heise AL , Lewis GP , Bader JD , Harris JH
Published: June 2020

An experiential educational system at the University of Kentucky College of Dentistry has been described. It consists of a summer externship program and an individualized externship program offered during the academic year. These programs provide dental students with extramural educational experiences in private dental offices to prepare them better for the practice of dentistry and to expose them to forces affecting the delivery of dental services.
Evaluation of the time spent in learning from a programed text, a slide‐tape, and a lecture at six dental schools
Authors: Emling RC , Gellin ME
Published: June 2020

1. Programed text and slide‐tape presentations required significantly less study time than the lecture method. 2. Students of varying academic ability required approximately the same amount of study time. 3. Familiarity with self‐paced study methods did not significantly affect study time.
Comparing personality traits of male and female dental students: a study of two freshman classes
Authors: Gershen JA , McCreary CP
Published: June 2020

The marked increase in women enrolled in dental school warrants a reassessment of dental student personality profiles. The purpose of this study was threefold: (1) to compare personality profiles of two first‐year dental classes, (2) to compare male and female dental student profiles to their respective norm populations, and (3) to compare male and female dental student personality traits with each other. The Comrey Personality Scales were administered to two first‐year dental classes at the University of California at Los Angeles. Between sex and within sex comparisons were made over ten inventory scales. Results indicated that the collective personality profiles of male and female dental students were markedly similar to each other for both classes. These results do not reflect the differences encountered between the sexes in the norm population. It was also noted that the “average” male dental student differed from the male norms on Orderliness versus Lack of Compulsion, Social Conformity versus Rebelliousness, and Emotional Stability versus Neuroticism. In addition, “average” female dental student differed from the female norms on Masculinity versus Femininity.
Communication skills training for dental students
Authors: Wepman BJ
Published: June 2020

It is important to teach future health professionals about human interaction, a process that will underlie their technical procedures throughout their careers. In the past there have been problems with student acceptance of such teaching. This paper reports a promising attempt to increase the perceived relevance and credibility of a course in communication skills for dental students. Two important features of this course are (1) the use of video‐taped communication vignettes, derived from actual dental office situations, to increase the perceived relevance of the program for the dental student and (2) the use of selected clinical dental faculty members as group facilitators to increase the credibility of the program.
Survey of curriculum and instruction: oral medicine
Authors: Boozer CH , Rasmussen RH
Published: June 2020

Oral medicine programs in U.S. and Canadian dental schools generally concern the nonsurgical management of oral and surrounding tissues as related to the total health of the patients. A survey was conducted to determine the current status of program administration, curriculum, graduate programs, and continuing education in oral medicine. A wide variance in responses received indicated a general lack of consensus on the teaching of oral medicine.
Faculty behavior: appraisal and rewards
Authors: Guild RE
Published: June 2020

Faculty A & R systems arrange contingencies of reinforcement (relationships between faculty performance and institutional rewards) which powerfully influence faculty behavior. By and large, the current contingencies influencing teaching performance are defectiive. A frequent result is mediocre instruction and ready diversion of faculty effort to activities controlled by better contingencies. The major obstacles to productive appraisal and reward of teaching are the criterion problem and the inability or reluctance to arrange potent A & R contigencies to influence faculty behavior. Recent developments in behavioral science and instructional technology promise significant help in overcoming both obstacles. An example has been provided. Virtues and difficulties in the proposed procedure have been discussed.
Faculty evaluation at the University of Kentucky
Authors: Smith TA , Cooper TM , Packer MW
Published: June 2020

Faculty at the University of Kentucky College of Dentistry are now evaluated through the use of a negotiated Distribution of Effort Agreement. This document, negotiated at the beginning of each academic year, must satisfy both department objectives and the professional and personal requirements of the individual faculty member. It may be modified during the year if both the faculty member and his department chairman agree to the change. This document states work objectives for the year similar to learning objectives in a course. At the end of the year, each faculty member is evaluated on how well he has met his individual objectives. Information relevant to teaching, university service, and student service is gathered by college administrators and forwarded to department chairmen. Together with information on research accomplishment, these data are used by the chairman in the evaluation of each faculty member. The college has clearly charged department chairmen with the direct responsibility for faculty evaluation. The Appointments, Promotions, and Tenure Committee also plays a role in faculty development and evaluation by recommending to the dean ways of improving individual faculty performance.
Teaching clinical judgment in periodontics
Authors: Mackenzie RS , Heins PJ , Chaffee RB , Low SB
Published: June 2020

Clinical judgment is a complex process that is difficult to develop. It is the essence of the health professional, yet most dental curricula do not emphasize the learning of the judgmental process. In this paper the judgmental process is analyzed into three components: input, mediation, and output. Following the analysis, suggestions for using these components are presented in four instructional phases: the introductory phase, the initial guidance phase, the application phase, and the feedback phase. While the illustrations used are drawn from periodontics, the principles are generalizable to the teaching of all clinical disciplines.
Reflections on the three‐year program
Authors: Formicola AJ
Published: June 2020

Dental education has twice altered curriculum length from four‐ to three‐year programs. The first switch from four to three years came during World War II to meet the need for additional dentists, but schools rapidly returned to four‐year programs after the war. During the early 1970s, 14 dental schools converted to three‐year programs; however, by 1976 several of these schools had returned to the four‐year programs. At the New Jersey Dental School, one of the first schools to adopt a three‐year program in 1970, a return to a four‐year program in 1977 was the result of poor acceptance of the program by the faculty, a lack of flexibility in the schedule, and an undiminishing negative attitude by the profession toward the graduates. The experience derived from the three‐year curriculum has reenforced the need for designing variable length programs, because a significant number of students can successfully complete the traditional program in three years.
Longitudinal evaluation of a teacher education course presented to dental faculty
Authors: Jedrychowski  , Galligani DJ
Published: June 2020

A three‐day course on teaching methods was held for dental educators who were at various stages of their careers. The course was presented by the staff of the Academic Instructor and Allied Officer School of the Department of the Air Force. The purpose of the course was to aid in acquiring new knowledge of teaching methods and to produce behavioral changes in the participants' teaching techniques. A longitudinal evaluation demonstrated that participants changed teaching behaviors related to the courses' goals, and acquired and retained a significant amount of factual information presented in the course.
Dentists' attitudes toward continuing dental education: nontopic factors of demand for courses
Authors: Bauer JC , Bush RG
Published: June 2020

This article reports the results of a survey of dentists' attitudes that influence their demand for continuing education. Unlike the bulk of previous studies, which identified course topics of interest to dentists, this survey investigated attributes of courses unrelated to content. The 1,472 respondents from seven western and mid‐western states indicated their attitudes toward mandatory attendance, tuition charges, associated costs, length of course, cancellation policies, reputation of instructor, offerings for auxiliaries, and other attributes of continuing education programs. The findings suggest the need for changes in program management and for further research into factors unrelated to course content that influence demand for dental continuing education courses.
Mental health and dental education
Authors: Wexler M
Published: June 2020

The relationship between mental health and the educational process in dental school has rarely been explored. In the author's experience as the mental health consultant at the USC School of Dentistry, several focal points of conflict do influence academic effectiveness. These problem areas are often marked by a variety of physical or psychological symptoms such as anxiety–sometimes of panic proportions–gastrointestinal disturbances, and the like. These are frequently related to fear of failure, being exposed as being intellectually inept and fraudulent, neurotic competitive needs, real and unreal paranoid attitudes toward instructors, the student's expectations as to what his or her “silent partners” require to him or her, and the effect dental education has on marriage.
Dental clinical evaluation: a review of the research
Authors: Patridge MI , Mast TA
Published: June 2020

Preclinical and clinical evaluation in dental education needs systematic study. Research on the main variables affecting reliable and valid clinical evaluation is reviewed to identify research findings applicable to clinical evaluation settings. The research reviewed shows that performance criteria should be objectively stated, that measurement scales should contain few points, and that evaluator training may improve reliability. Suggestions for the design of future evaluation studies are provided in an effort to expand the scope and usefulness of this type of research.
The University of Rochester predental program: finding and motivating potential dental students
Authors: Goldberg HJ
Published: June 2020

While many dental schools have cooperative programs with various undergraduate schools, the University of Rochester has developed a unique program that emphasizes dental career opportunities and demonstrates how dental research relates to other disciplines. Through active participation in research, predental students become more highly motivated and appreciate more fully the relationship of dentistry to other aspects of health care. Dental schools benefit from such a predental program in that they are presented with a more complete picture of the dental school candidate. In addition to his grades and biographical data, they have an indication of his interests, his creativity and how well he functions in a research environment.
The admission interview: the validity question
Authors: Killip DE , Fuller JL , Kerber PE
Published: June 2020

This study reports on the validity of a structured, standardized admission interview for dentistry. An entire class of 86 fourth‐year dental students at The University of Iowa was studied, and the relationships between information from the interview, faculty ratings, and numerous dental and predental academic data were compared. Many correlations were found to be significant, which permitted technical description of three aspects of validity: concurrent, content, and construct. Reliability of both the instrument and the interview method were shown to affect validity.
Assessing the dependability of faculty observations using the generalizability coefficient
Authors: Littlefield JH , Kleffner JH , Sisca RF
Published: June 2020

Evaluating performance of dental students is often accomplished by faculty observation. Ratings are assigned and later translated into scores which form the basis for important decisions such as admission to dental school, course grades, or admission to graduate programs. Situational factors such as variability among faculty observers or day‐to‐day fluctuations in a student's performance may influence observational ratings. These situational factors can introduce error into the ratings and thereby reduce the dependability of decisions based upon the ratings. Generalizability coefficients are a recent development in educational measurement which can aid the dental educator in evaluating the degree of error present in ratings to be used for a specific purpose. In this study, dental school applicant ratings from an admissions interview are used to demonstrate the usefulness of generalizability coefficients in assessing the impact of interviewer disagreements on decisions based on these scores.
A pilot study using remote broadcasting equipment to provide instruction in pedodontics
Authors: Domoto PK , Weinstein P , Getz T
Published: June 2020

This study investigates the value of remote broadcasting equipment in instruction in pedodontics. Twenty students, between their junior and senior years, were randomly chosen and videotaped during an operative dentistry appointment with a child. Ten students reviewed and critiqued their own tapes immediately after the clinic session. Ten students received instruction using remote broadcasting equipment in an attempt to provide cues and immediate feedback. Results indicate the usefulness of remote broadcasting equipment as a new pedagogic technique in pedodontics.
Dental education and public policy: a research agenda
Authors: Rovin S , Magraw RM
Published: June 2020

The Work Group on the Education of the Health Professions and the Nation's Health offers the theme of discontinuity to describe why so little useful knowledge has been derived from research in this area and to suggest a more productive approach for future studies. Discontinuities are evident among the needs of patients and populations and how dentists practice and in what dentists do in practice versus the content of dental education. The Work Group recommends six areas directly applicable to dentistry in which research might alleviate these discontinuities.
Programmed instruction in general pathology: evaluation of performance in comparison to conventional instruction and scholastic achievement
Authors: Eversole LR
Published: June 2020

Previous studies relating the efficacy of various teaching methods to student achievement levels have yielded conflicting results. This study compares programmed instruction in pathology with conventional instruction for students exhibiting different levels of academic achievement, as measured by undergraduate GPA. The results of this study reveal that no significant difference in examination performance exists regardless of the teaching method employed when achievement level is considered.
Effect of discussion seminars on the attitudes of dental students to clinical periodontal problems
Authors: Odman P
Published: June 2020

The effect of discussion seminars on the attitudes toward clinical problems within four affective domains in periodontics was studied in undergraduate dental students. Specially prepared case presentations which highlighted clinical problems were used in the seminars as well as for the evaluation. The tests were based upon the assumption that the viewpoints of the periodontal teachers are the correct ones and can be used to identify the affective objectives. The results of the present study indicate that the students' attitudes changed and became similar to the viewpoints of the faculty as an effect of the discussion seminars. This observation speaks in favor of the use of such seminars for effective teaching as a supplement to didactic teaching and clinical instruction.
Responsibility quotient: a method for the quantification of actual teaching loads
Authors: Pardo GI
Published: June 2020

Dental school administrators must make judgements concerning the relative teaching load of each department as they attempt to distribute scarce institutional resources in an equitable manner across departmental lines. A formula is offered that allows for quantification and direct comparison of relative teaching loads of faculty.
The scope, goals, and objectives of graduate dental education–II
Authors: Mulvihill JE
Published: June 2020

This position paper on the “Scope, Goals, and Objectives of Graduate Dental Education” provides a discussion of basic working definitions and an attenuated historical review of graduate dental education, with special emphasis on the evolution of goals and objectives of graduate dental education. The goals and objectives are presented in a general context, and the following factors affecting them are discussed: (1) type of program (postgraduate or graduate) and desired end‐product; (2) the specific discipline or specialty (including commentary on goals and objectives of each existing dental specialty and general practice residency program), and the suggestion for the creation of one additional specialty (dental anesthesiology); and (3) the institutional setting, with special emphasis on the role of the hospital in dental education. Suggestions or recommendations for further consideration or possible action are shown in italics throughout the paper.