bluuebunny/crossref_metadata_2025 huggingface dataset:
Utilizing CAD/CAM to Measure Total Occlusal Convergence of Preclinical Dental Students’ Crown Preparations
Authors: Mays Keith A. , Crisp H. Alex , Vos Paul
Published: June 2020

Traditionally, faculty assessment of preclinical crown preparations occurs by visualizing preparation features. However, contemporary CAD/CAM tools have the ability to more precisely evaluate preparation features, which is beneficial for psychomotor development. Taper is one of the most challenging features to objectively assess. The aim of this study was twofold: first, to validate the software's ability to distinguish differences in taper, and second, to compare traditional faculty assessment with digital assessment of taper. In the study, 30 all‐metal crown preparations were created on typodont teeth with varying degrees of axial reduction and placed into three groups based on amount of taper (minimum, moderate, or excessive). Each tooth was scanned with the D4D scanner, and the taper was analyzed using E4D Compare. A second experiment used 50 crown preparations of tooth #19, which were done as a formative exercise. A comparison faculty assessment with CAD/CAM assessments of taper was performed. The results showed that when the taper was varied, E4D Compare was able to distinguish those differences; the Tukey post‐hoc test revealed a significant difference (p=0.001). The qualitative analysis comparing faculty grading to CAD/CAM grading demonstrated a trend for CAD/CAM to be more precise. These results suggest that E4D Compare is an effective means of quantitatively measuring the amount of total occlusal convergence or taper on a crown preparation and that digital assessment may be more precise than faculty visual grading.
Characteristics of Effective Simulation (Preclinical) Teachers as Identified by Dental Students: A Qualitative Study
Authors: McAndrew Maureen , Mucciolo Thomas W. , Jahangiri Leila
Published: June 2020

The aim of this qualitative research study was to identify and categorize criteria for simulation teacher quality preferences as reported by dental students. Second‐year dental students at New York University College of Dentistry in 2015 were given a two‐question, open‐ended survey asking what qualities they liked most and least in a simulation or preclinical teacher. Responses were collected until data saturation was reached. Key words in the responses were identified and coded based on similar relationships and then were grouped into defined categories. A total of 168 respondents out of the target group of 363 students (46.3%) provided 1,062 written comments. Three core themes—character, competence, and communication—emerged from 16 defined categories, which were validated using references from the educational literature. The theme of character encompassed eight of the defined categories (motivation, available, caring, patience, professionalism, empathy, fairness, and happiness) and accounted for 50% of the total student responses. The theme of competence comprised five categories (expertise, knowledgeable, efficient, skillful, and effective) and represented 34% of all responses. The communication theme covered the remaining three categories (feedback, approachable, and interpersonal communication) and contained 17% of the responses. Positive and negative comments in the category of motivation accounted for 11.2% of all student responses. Expertise was the next highest category with 9.3% of the responses, followed closely by 9.1% in the category of available. Among these students, the top five attributes of simulation teachers were motivation, expertise, available, caring, and feedback. While the study did not attempt to correlate these findings with improved student performance, the results can be used in the development of assessment tools for faculty and targeted faculty development programs.
The Effects of Faculty Calibration on Caries Risk Assessment and Quality Assurance
Authors: Goolsby Susie P. , Young Douglas A. , Chiang Harmeet K. , Carrico Caroline K. , Jackson Leonard V. , Rechmann Peter
Published: June 2020

Accurate caries risk assessment (CRA) plays a pivotal role in managing the disease of dental caries. The aim of this quality assurance study was to determine if faculty calibration training using a specific set of guidelines in a single session would improve the faculty members’ CRA decision making. A calibration seminar was held in December 2014 at the Virginia Commonwealth University School of Dentistry, during which seven completed CRA forms for simulated patients were used to test 55 faculty members’ risk assignment level before and after an instructional lecture was given. The results showed a statistically significant increase in the proportion of faculty members responding correctly for five of the seven cases on the pre‐ and posttests (p<0.01). One case showed no significant increase in correct responses (p=0.07), and on the seventh case, which presented low caries risk, there was a significant decrease in the percentage responding correctly (p<0.0001) due to an increase in the proportion overestimating caries risk. This study's findings were consistent with those in previous studies that, without calibration, faculty members are not necessarily accurate at CRA diagnosis. Since the calibration training improved these faculty members’ caries risk assessment scoring, future studies should extend to evaluations for both faculty and students.
Which Way to Lean? A National Study of Women Dental Faculty Members’ Career Aspirations and Choices
Authors: Gadbury-Amyot Cynthia C. , Pyle Marsha A. , Van Ness Christopher J. , Overman Pamela R. , West Karen P.
Published: June 2020

The aim of this first national study of women in academic dentistry was to explore factors and perceived barriers for why administrative/leadership positions were or were not sought via data collected from full‐time women dental faculty members in the U.S. In fall 2015, the researchers conducted a survey that employed a combination of response formats: forced choice from a menu, multiple allowable answers, and open‐ended written comments. The overall response rate for the survey was 35.6% (537/1504). Respondents were from 48 of the 65 U.S. dental schools. Half of the respondents indicated their primary appointment was in clinical sciences, 22.9% were in administration, 7.3% in research, 7.1% in basic science, and 2.5% in behavioral science. While a quarter of the respondents indicated administration as their primary appointment, over half reported holding administrative positions, and nearly all (92.4%) reported currently holding leadership roles at their institutions. For those not currently in administrative/leadership roles, 52.6% indicated a desire for an administrative role and 70.7% a leadership role. Of those in administrative/leadership roles, 62.1% indicated not receiving extra remuneration for those responsibilities. Half of the respondents perceived that they were paid less in their current position than men doing the same work. The most dominant theme emerging from qualitative analysis of barriers the respondents experienced was the difficulty women in dental education have in a traditionally male‐dominated profession. The results confirmed that women faculty members are “leaning in” to seek administrative/leadership roles in academic dentistry. However, pay equity remains an issue, and faculty development and mentoring are needed for the advancement of academic dentistry and ultimately the dental profession.
Applying Corporate Climate Principles to Dental School Operations
Authors: Robinson Michelle A. , Reddy Michael S.
Published: June 2020

Decades of research have shown that organizational climate has the potential to form the basis of workplace operations and impact an organization's performance. Culture is related to climate but is not the same. “Culture” is the broader term, defining how things are done in an organization, while “climate” is a component of culture that describes how people perceive their environment. Climate can be changed but requires substantial effort over time by management and the workforce. Interest has recently grown in culture and climate in dental education due to the humanistic culture accreditation standard. The aim of this study was to use corporate climate principles to examine how organizational culture and, subsequently, workplace operations can be improved through specific strategic efforts in a U.S. dental school. The school's parent institution initiated a climate survey that the dental school used with qualitative culture data to drive strategic planning and change in the school. Administration of the same survey to faculty and staff members three times over a six‐year period showed significant changes to the school's climate occurred as a new strategic plan was implemented that focused on reforming areas of weakness. Concentrated efforts in key areas in the strategic plan resulted in measurable improvements in climate perception. The study discovered that culture was an area previously overlooked but explicitly linked to the success of the organization.
U.S. Dental School Applicants and Enrollees, 2015 Entering Class
Authors: Wanchek Tanya , Cook Bryan J. , Valachovic Richard W.
Published: June 2020

Every year the American Dental Education Association (ADEA) gathers data on dental school applicants and first‐time, first‐year enrollees. This report analyzes information collected during the 2014–15 application cycle and on first‐time, first‐year enrollees entering dental school in the fall of 2015. The data include applicants’ characteristics and academic qualifications and the number and characteristics of the applications received by each dental school. Among the key findings is an upward trend in the number of first‐time, first‐year enrollees, reaching 5,943 for this class. The number of applicants, 11,789, was still below the most recent high (13,742 in 2007), but a slight increase of 44 since 2014 suggests a possible upturn in applicant numbers. Additionally, GPA and Dental Admission Test (DAT) scores remained high, suggesting that dental schools continued to have a strong applicant pool from which to select. The gender distribution for applicants and enrollees was split nearly equally between men and women. Consistent with past years, White students were more than 50% of enrollees. The number of Latino/Hispanic applicants and first‐time, first‐year enrollees continued an upward trend, while the number of other underrepresented groups tended to fluctuate without a clear trend. The data in this report provide a comprehensive view of applicants interested in dental school, allowing schools to compare their applicant pools with the overall applicant pool on a national level. Finally, the information on enrollees offers a first look at the future dental workforce.
Massive Open Online Courses in Dental Education: Two Viewpoints
Authors: Kearney Rachel C. , Premaraj Sundaralingam , Smith Becky M. , Olson Gregory W. , Williamson Anne E. , Romanos Georgios
Published: June 2020

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face‐to‐face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.
Use of High‐Definition Audiovisual Technology in a Gross Anatomy Laboratory: Effect on Dental Students’ Learning Outcomes and Satisfaction
Authors: Ahmad Maha , Sleiman Naama H. , Thomas Maureen , Kashani Nahid , Ditmyer Marcia M.
Published: June 2020

Laboratory cadaver dissection is essential for three‐dimensional understanding of anatomical structures and variability, but there are many challenges to teaching gross anatomy in medical and dental schools, including a lack of available space and qualified anatomy faculty. The aim of this study was to determine the efficacy of high‐definition audiovisual educational technology in the gross anatomy laboratory in improving dental students’ learning outcomes and satisfaction. Exam scores were compared for two classes of first‐year students at one U.S. dental school: 2012–13 (no audiovisual technology) and 2013–14 (audiovisual technology), and section exams were used to compare differences between semesters. Additionally, an online survey was used to assess the satisfaction of students who used the technology. All 284 first‐year students in the two years (2012–13 N=144; 2013–14 N=140) participated in the exams. Of the 140 students in the 2013–14 class, 63 completed the survey (45% response rate). The results showed that those students who used the technology had higher scores on the laboratory exams than those who did not use it, and students in the winter semester scored higher (90.17±0.56) than in the fall semester (82.10±0.68). More than 87% of those surveyed strongly agreed or agreed that the audiovisual devices represented anatomical structures clearly in the gross anatomy laboratory. These students reported an improved experience in learning and understanding anatomical structures, found the laboratory to be less overwhelming, and said they were better able to follow dissection instructions and understand details of anatomical structures with the new technology. Based on these results, the study concluded that the ability to provide the students a clear view of anatomical structures and high‐quality imaging had improved their learning experience.
Implementation of a Web‐Based Patient Simulation Program to Teach Dental Students in Oral Surgery
Authors: Weiner Carina Kruger , Skålén Maya , Harju-Jeanty Dick , Heymann Robert , Rosén Annika , Fors Uno , Lund Bodil
Published: June 2020

The aim of this study was to evaluate a web‐based simulation of patients (Web‐SP) program on learning skills in clinical reasoning and patient evaluation in the oral surgery education of third‐year dental students. A secondary aim was to investigate the program's effect on students’ learning, knowledge, and attitudes towards virtual patient simulations. Authentic virtual oral surgery patient cases were created at a dental school in Sweden using the Web‐SP platform. The Web‐SP program was introduced in a two‐hour seminar. A 20‐minute pre‐seminar test (test A) was administered to assess the students’ knowledge of oral surgery prior to experiencing the Web‐SP program. Ten days after the seminar, another test (test B) was administered to evaluate the increase in oral surgery knowledge as a result of using the program, and an emailed survey of the students was conducted. Of 70 students in the course, 67 (95.7%) agreed to participate in the study and took test A; of these, 59 (88%) took test B. Of the 59 students who took both tests, 28 (42%) completed the survey. The results of the two tests showed a statistically significant increase in knowledge, which was in accordance with the learning goals (p<0.0001). The survey results showed that the students had a positive attitude towards the teaching method. In this study, Web‐SP was found to be a valuable tool for teaching clinical reasoning and patient evaluation in an undergraduate oral surgery education setting by improving learning outcomes in comparison with traditional teaching alone.
Changes in Dental Students’ Attitudes About Treating Underserved Populations: A Longitudinal Study
Authors: Major Nicole , McQuistan Michelle R. , Qian Fang
Published: June 2020

The aim of this study was to assess changes in a group of dental students’ feelings about, willingness to treat, and perceived responsibility in treating underserved populations as they progressed through their predoctoral education. A questionnaire was developed to assess the first‐ through fourth‐year (D1–D4) students’ attitudes about treating 13 underserved populations after graduation. Surveys were distributed from 2008 to 2014, resulting in longitudinal data from three graduating classes (D1 year: N=240; eligible D4 participants: N=221). A total of 132 students from the three classes (Class of 2012 N=41; 2013 N=46; 2014 N=45; adjusted response rate 60%) completed all surveys (D1–D4). The results showed that changes in students’ feelings about treating and willingness to treat underserved populations were population‐specific rather than universal. Compared to the D1 year, the students in later years anticipated feeling more negatively towards treating low‐income, frail elderly, homebound, homeless, other ethnic groups, and non‐English‐speaking patients, while their feelings were more positive towards treating known drug users and HIV/AIDS populations. Across the four years, students’ willingness to treat low‐income, frail elderly, homebound, and non‐English‐speaking populations after graduation became more negative, while their willingness to treat medically complex populations, known drug users, and HIV/AIDS populations became more positive. The students also became less likely to strongly agree that it is their responsibility as dentists to treat underserved populations as they progressed through school. These respondents reported that clinical and faculty interactions had impacted their likelihood to treat underserved populations. These findings may point to specific types of interventions and faculty mentoring to bring about change.
The Patient Educator Presentation in Dental Education: Reinforcing the Importance of Learning About Rare Conditions
Authors: Edwards Paul C. , Graham Jasmine , Oling Rebecca , Frantz Kate E.
Published: June 2020

The aim of this study was to determine whether a patient educator presentation (PEP) on pemphigus vulgaris would increase second‐year dental students’ awareness of the importance of learning about rare conditions and improve their retention of rare disease knowledge. The study involved students’ subjective assessments of a PEP experience at two U.S. dental schools. In this mixed methods study, cross‐sectional data were obtained by surveys and in‐depth interviews. Questions focused on students’ assessment of the messages acquired from the PEP and its likely impact on their future clinical care. At University 1, students completed paper surveys with open‐ended questions and participated in a focus group. At University 2, students completed an online survey consisting of rating scale and open‐ended questions. Responses to open‐ended questions were categorized into themes. At University 1, 79 students (out of a possible 102; response rate 77.5%) completed the survey, and an additional ten students participated in a focus group. At University 2, 30 students (out of a possible 104; response rate 28.8%) completed the survey. At Universities 1 and 2, 88% and 100%, respectively, of respondents stated the PEP would influence their future clinical decision making. The vast majority of respondents (94% and 100% at University 1 and University 2, respectively) were of the opinion that the personal testimonial from a patient would help them recall information about pemphigus vulgaris in five years’ time. Respondents from both universities commented that the PEP emphasized the importance of not dismissing a patient's concerns. These results suggest that a presentation by a patient with a rare condition can be an effective educational tool for preclinical dental students.
A Systematic Literature Review of the Information‐Seeking Behavior of Dentists in Developed Countries
Authors: Isham Amy , Bettiol Silvana , Hoang Ha , Crocombe Leonard
Published: June 2020

Understanding the information‐seeking behavior of dentists may inform ways to increase the dentist uptake of evidence‐based research for clinical decision making and the practice of evidence‐based dentistry, but no systematic review of dentist information‐seeking behavior has been conducted. This review aimed to synthesize the best available evidence on where and how dentists seek information. A literature search of Web of Science, Scopus, PubMed, and reference lists of English language studies from the Organization for Economic Cooperation and Development countries of dentists’ information‐seeking behavior published between 2002 and 2014 was conducted. Selected articles were assessed using mixed methods analysis, and the data extracted were thematically synthesized. Nine studies met the inclusion criteria, and four main themes were identified: dentists’ difficulty translating evidence‐based resources into clinical practice; dentists’ preference for face‐to‐face meetings, collegial discussion, and print materials over evidence‐based resources; dentists’ perceptions of the validity of evidence‐based resources and the role of specialist and experienced dentists as information sources for general and less experienced dentists; and differences between early and late adopters of research evidence. Dentists in these studies tended to adopt new materials/techniques after discussion with a colleague, a dental specialist, or a respected dental expert. These dentists also reported lacking time, experience, skills, and confidence to find and use evidence‐based resources. Many of the dentists studied were cautious about making decisions based on documentary sources like literature reviews and preferred to seek advice from an experienced or specialist colleague or to participate in face‐to‐face meetings.
Assessment of the Influence of Demographic and Professional Characteristics on Health Care Providers’ Pain Management Decisions Using Virtual Humans
Authors: Boissoneault Jeff , Mundt Jennifer M. , Bartley Emily J. , Wandner Laura D. , Hirsh Adam T. , Robinson Michael E.
Published: June 2020

Disparities in health care associated with patients’ gender, race, and age are well documented. Previous studies using virtual human (VH) technology have demonstrated that provider characteristics may play an important role in pain management decisions. However, these studies have largely emphasized group differences. The aims of this study were to examine dentists’ and physicians’ use of VH characteristics when making clinical judgments (i.e., cue use) and to identify provider characteristics associated with the magnitude of the impact of these cues (β‐weights). Providers (N=152; 76 physicians, 76 dentists) viewed video vignettes of VH patients varying in gender (male/female), race (white/black), and age (younger/older). Participants rated VH patients’ pain intensity and unpleasantness and then rated their own likelihood of administering non‐opioid and opioid analgesics. Compared to physicians, dentists had significantly lower β‐weights associated with VH age cues for all ratings (p<0.001; d>0.69). These effects varied by provider race and gender. For pain intensity, professional differences were present only among non‐white providers. White providers had greater β‐weights than non‐white providers for pain unpleasantness but only among men. Provider differences regarding the use of VH age cues in non‐opioid analgesic administration were present among all providers except non‐white males. These findings highlight the interaction of patient and provider factors in driving clinical decision making. Although profession was related to use of VH age cues in pain‐related clinical judgments, this relationship was modified by providers’ personal characteristics. Additional research is needed to understand what aspects of professional training or practice may account for differences between physicians and dentists and what forms of continuing education may help to mitigate the disparities.
Leadership in Dental Hygiene Degree Completion Programs: A Pilot Study Comparing Stand‐Alone Leadership Courses and Leadership‐Infused Curricula
Authors: Smith Michelle L. , Gurenlian JoAnn R. , Freudenthal Jacqueline J. , Farnsworth Tracy J.
Published: June 2020

The aim of this study was to define the extent to which leadership and leadership skills are taught in dental hygiene degree completion programs by comparing stand‐alone leadership courses/hybrid programs with programs that infuse leadership skills throughout the curricula. The study involved a mixed‐methods approach using qualitative and quantitative data. Semi‐structured interviews were conducted with program directors and faculty members who teach a stand‐alone leadership course, a hybrid program, or leadership‐infused courses in these programs. A quantitative comparison of course syllabi determined differences in the extent of leadership content and experiences between stand‐alone leadership courses and leadership‐infused curricula. Of the 53 U.S. dental hygiene programs that offer degree completion programs, 49 met the inclusion criteria, and 19 programs provided course syllabi. Of the program directors and faculty members who teach a stand‐alone leadership course or leadership‐infused curriculum, 16 participated in the interview portion of the study. The results suggested that competencies related to leadership were not clearly defined or measurable in current teaching. Reported barriers to incorporating a stand‐alone leadership course included overcrowded curricula, limited qualified faculty, and lack of resources. The findings of this study provide a synopsis of leadership content and gaps in leadership education for degree completion programs. Suggested changes included defining a need for leadership competencies and providing additional resources to educators such as courses provided by the American Dental Education Association and the American Dental Hygienists’ Association.
Design and Outcomes of a Comprehensive Care Experience Level System to Evaluate and Monitor Dental Students’ Clinical Progress
Authors: Teich Sorin T. , Roperto Renato , Alonso Aurelio A. , Lang Lisa A.
Published: June 2020

A Comprehensive Care Experience Level (CCEL) system that is aligned with Commission on Dental Accreditation (CODA) standards, promotes comprehensive care and prevention, and addresses flaws observed in previous Relative Value Units (RVU)‐based programs has been implemented at the School of Dental Medicine, Case Western Reserve University since 2011. The purpose of this article is to report on the design, implementation, and preliminary outcomes of this novel clinical evaluation system. With the development of the CCEL concept, it was decided not to award points for procedures performed on competency exams. The reason behind this decision was that exams are not learning opportunities and are evaluated with summative tools. To determine reasonable alternative requirements, production data from previous classes were gathered and translated into CCEL points. These RVU points had been granted selectively only for restorative procedures completed after the initial preparation stage of the treatment plan, and achievement of the required levels was checked at multiple points during the clinical curriculum. Results of the CCEL system showed that low performing students increased their productivity, overall production at graduation increased significantly, and fluoride utilization to prevent caries rose by an order of magnitude over the RVU system. The CCEL program also allowed early identification and remediation of students having difficulty in the clinic. This successful implementation suggests that the CCEL concept has the potential for widespread adoption by dental schools. This method also can be used as a behavior modification tool to achieve specific patient care or clinical educational goals as illustrated by the way caries prevention was promoted through the program.
Development of a Core Curriculum Framework in Cariology for U.S. Dental Schools
Authors: Fontana Margherita , Guzmán-Armstrong Sandra , Schenkel Andrew B. , Allen Kenneth L. , Featherstone John , Goolsby Susie , Kanjirath Preetha , Kolker Justine , Martignon Stefania , Pitts Nigel , Schulte Andreas , Slayton Rebecca L. , Young Douglas , Wolff Mark
Published: June 2020

Maintenance of health and preservation of tooth structure through risk‐based prevention and patient‐centered, evidence‐based disease management, reassessed at regular intervals over time, are the cornerstones of present‐day caries management. Yet management of caries based on risk assessment that goes beyond restorative care has not had a strong place in curriculum development and competency assessment in U.S. dental schools. The aim of this study was to develop a competency‐based core cariology curriculum framework for use in U.S. dental schools. The Section on Cariology of the American Dental Education Association (ADEA) organized a one‐day consensus workshop, followed by a meeting program, to adapt the European Core Cariology Curriculum to the needs of U.S. dental education. Participants in the workshop were 73 faculty members from 35 U.S., three Canadian, and four international dental schools. Representatives from all 65 U.S. dental schools were then invited to review and provide feedback on a draft document. A recommended competency statement on caries management was also developed: “Upon graduation, a dentist must be competent in evidence‐based detection, diagnosis, risk assessment, prevention, and nonsurgical and surgical management of dental caries, both at the individual and community levels, and be able to reassess the outcomes of interventions over time.” This competency statement supports a curriculum framework built around five domains: 1) knowledge base; 2) risk assessment, diagnosis, and synthesis; 3) treatment decision making: preventive strategies and nonsurgical management; 4) treatment decision making: surgical therapy; and 5) evidence‐based cariology in clinical and public health practice. Each domain includes objectives and learning outcomes.
Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes
Authors: Whitney Eli M. , Aleksejuniene Jolanta , Walton Joanne N.
Published: June 2020

Critical thinking is a key element of complex problem‐solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first‐year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final‐year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.
Cultural Competency Education in Academic Dental Institutions in Australia and New Zealand: A Survey Study
Authors: Nicholson Sheree L. , Hayes Melanie J. , Taylor Jane A.
Published: June 2020

The aim of this study was to assess the status of cultural competency education in Australian and New Zealand dental, dental hygiene, and oral health therapy programs. The study sought to explore the extent to which cultural competence is included in these programs’ curricula, building on similar studies conducted in the United States and thus contributing to the international body of knowledge on this topic. A 12‐item instrument was designed with questions in four areas (demographics, content of cultural competency education, organization of overall program curriculum, and educational methods used to teach cultural competence) and was sent to all Australian and New Zealand dental, dental hygiene, and oral health therapy educational programs. Of the total 24 programs, 15 responded for a response rate of 62.5%. The results showed that lectures were the most frequent teaching method used in cultural competency education; however, the variation in responses indicated inconsistencies across study participants, as discussions and self‐directed learning also featured prominently in the responses. The majority of respondents reported that cultural competence was not taught as a specific course but rather integrated into their programs’ existing curricula. The variations in methods may indicate the need for a standardized framework for cultural competency education in these countries. In addition, the notion of cultural competency education in academic dental institutions demands additional evaluation, and further research is required to develop a solid evidence base on which to develop cultural competency education, specifically regarding content, most effective pedagogies, and assessment of student preparedness.
Dental Schools Vacant Budgeted Faculty Positions, Academic Year 2014–15
Authors: Wanchek Tanya , Cook Bryan J. , Slapar Franc , Valachovic Richard W.
Published: June 2020

Every year the American Dental Education Association (ADEA) surveys U.S. dental schools on their faculty workforce. The ADEA Survey of Vacant Budgeted Faculty Positions gathers information on vacancies, sources of new hires, and reasons for separations. This report, which highlights trends from the 2014–15 academic year, allows assessment of faculty workforce developments over time and across schools. For this report, 63 out of 65 U.S. dental schools provided data, for a 97% response rate. The results showed that the rise in full‐time vacancies that occurred during the past few years continued as the economy recovered from the recent recession. Given the large number of faculty members who came from private practice (n=483) or left their positions for private practice (n=185), the private sector appeared to continue to be an attractive alternative with which dental schools must compete. Nonetheless, schools were typically able to fill vacant positions within a year. The primary obstacle to filling vacant positions related to the ability of schools to offer sufficient compensation to attract qualified applicants. Schools did not have many lost positions (n=16) relative to new positions to be filled (n=82), suggesting an expansionary trend among dental schools. Overall, there continued to be a need for more faculty members, but that demand was not significantly greater than in prior years.
Millennial Dental Hygiene Students’ Learning Preferences Compared to Non‐Millennial Faculty Members’ Teaching Methods: A National Study
Authors: Turner April M. , Prihoda Thomas J. , English Dana K. , Chismark Aubreé , Jacks Mary E.
Published: June 2020

The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non‐millennial instructors. Cross‐sectional surveys were developed with 21‐item, five‐point Likert scales to examine students’ preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members—approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (p<0.0001). Student respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; p<0.0001). Faculty respondents expected students to read before class 39.3% more than student respondents read (p<0.0001). Student respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (p<0.0001). Participating faculty members (84.0%) had students work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (p<0.0001). The responses of the millennial dental hygiene students in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.
Self‐Perceived Knowledge, Skills, Attitudes, and Use of Evidence‐Based Dentistry Among Practitioners Transitioning to Dental Educators
Authors: Ciancio Mae J. , Lee Michelle M. , Krumdick Nathaniel D. , Lencioni Catherine , Kanjirath Preetha P.
Published: June 2020

Dental practitioners transitioning to dental educators (PTEs) have an integral role in dental education. While PTEs intrinsically apply some form of evidence‐based dentistry (EBD) in patient care, it may not be a standardized, systematic approach. The aims of this study were to determine the self‐perceived knowledge, skills, attitudes, and behaviors of PTEs regarding EBD at one U.S. dental school and to identify areas where formal calibration may be warranted to facilitate their competence and confidence as dental educators. Participants voluntarily completed a 32‐question survey regarding their EBD training and self‐perceived EBD skills in several areas: use of the clinical evidence pyramid; systematic, objective, and critical appraisal of the evidence; application of the evidence to patient care; and integrating clinical expertise, scientific evidence, and patient's preferences to formulate a treatment plan. The PTEs were invited to participate in the anonymous survey during regularly scheduled calibration sessions held between May and July 2014. After study information was distributed, 100% of the attendees (n=43) completed the survey. The percentage of total PTEs at the school could not be calculated. Of the responding PTEs, 69% rated themselves better than satisfactory (70% proficiency) in their knowledge, skills, and attitudes regarding EBD skills application. However, only 33–42% of the respondents indicated that they frequently used the evidence pyramid and systematically, objectively, and critically appraised the evidence, even though 65% indicated they applied the evidence to improve patient care over 70% of the time. In addition, the participating PTEs identified a need for more frequent use of formal EBD skills. Providing case‐based EBD projects involving PTEs as mentors may provide more opportunities for the judicious and effective use of these important skills and may improve PTEs’ self‐perceived confidence.
First experiences with patient‐centered training in virtual reality
Authors: Serrano Carlos M. , Wesselink Paul R. , Vervoorn Johanna M.
Published: June 2020

Context

In preclinical dental education, plastic and extracted teeth have been broadly used for skills training without specific focus on the patient behind the procedure. A patient‐centered approach remains challenging in traditional simulation, which does not resemble realistic clinical situations.

Objective

This article describes the development and first experiences with a patient‐centered virtual reality training module (PC‐VR) that allows dental care providers to prepare, beforehand and in virtual reality (VR), specific procedures required by their patients. Experiences with this patient‐centered practice are described to reflect on its value for clinical training in dentistry.

Design

Using an intraoral scanner, digital impressions of 10 patients were made; these served as stereolithography (STL) digital files, which were converted into volumetric haptic models for display in a VR dental simulator. In this study, students’ experiences were investigated through a short open‐answer survey in 2018. Atlas.ti was used for qualitative analysis of the answers through the inductive methodology of the grounded theory approach.

Results

Drillable virtual models of real patients were made available for training using VR. Inductive analysis of the experiences identified 5 dimensions describing the main features of PC‐VR: added value, competence development, self‐efficacy, outcomes, and room for development.

Conclusion

This article provides a general overview of the possibilities and challenges of the implementation PC‐VR in dental education. Although concrete effects on trainees’ self‐confidence and performance are yet to be determined, all participants appreciated the opportunity to explore clinical situations before experiencing them in the context of a real patient.
Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students
Authors: Mardani Maryam , Cheraghian Sajjad , Naeeni Soheyl Khaje , Zarifsanaiey Nahid
Published: June 2020

Objectives

The aim of this study was to investigate the effect of virtual patient‐based training on the clinical decision‐making ability of dental students.

Methods

This quasi‐experimental study with pretest and posttest design was conducted on 76 (2015 admitted) dental students of Shiraz Dental School in 2018–2019. The study samples were randomly divided into 2 groups: intervention (web‐based virtual patient training = 36) and control (face‐to‐face case‐based training, n = 40). The data collection tools in this study included a questionnaire consisting of 2 sections: demographic information and procedural knowledge. The key‐feature test was used to measure procedural knowledge and problem‐solving ability in students.

Content validity was confirmed by 7 faculty members. Statistical analysis was carried out using SPSS Statistics version 23.0. Descriptive statistics were used to describe the samples, Independent‐t test was used to compare the scores between the 2 groups, and repeated measures ANOVA was used to assess the effect of time on the training provided. P < 0.05 was considered as the acceptable significance level.

Results

The mean clinical‐decision‐making score in the intervention group (11.3 ± 88.88) was more than the control group (8.2 ± 45.54) in Posttest 1 (1 week after intervention), and the difference was statistically significant (P < 0.001). Besides, the scores in the control group (8.2 ± 45.54) rose more significantly than the intervention group (11.3 ± 0.86) in Posttest 2 (1 month after intervention) (P < 0.001).

Conclusion

The results of the present research showed that application of virtual patient (VP)‐based training can improve learning and clinical decision‐making ability of dental students. Moreover, group discussions in physical classrooms should be held alongside VP programs in order to ensure the maximum retention of the topics learned.
Students’ awareness of LGBT resources in Dutch dental schools
Authors: Ploumen Roan , Livas Christos
Published: June 2020

Objectives

The aim of this survey‐based study was to investigate dental students’ perceptions regarding the available services and facilities for LGBT persons in Dutch dental school administrations.

Methods

A 19‐item questionnaire, originally developed in English, was implemented for the study purposes. Translation into Dutch as well as cross‐cultural and conceptual adaptation were performed according to well‐established guidelines. A link to the survey was sent via e‐mail to all registered undergraduate students at the Academic Center for Dentistry Amsterdam (ACTA), and the dental schools of the University of Groningen (RUG) and the Radboud University Medical Center Nijmegen (RUMC).

Results

Of the 1,789 students initially invited to participate, 294 completed the online survey. Response rates among dental schools ranged between 7.60% and 20.24%. As a whole, the students of the participating dental schools were not cognizant of existing resources for LGBT students. There were significant differences in students’ perceptions across schools, with RUG students being significantly less aware of LGBT resources compared to ACTA and RUMC (P < 0.05). Students’ perceptions were not significantly influenced by school, sexual preference, and year of study (P > 0.05). No significant differences were observed in the responses of LGBT and non‐LGBT students (P > 0.05).

Conclusions

Undergraduate students were generally not aware of LGBT resources in Dutch dental schools. This lack of knowledge calls for attention by dental school administrators, program directors, and faculty to foster a visible, comprehensive, culturally competent environment in dental education settings in The Netherlands.
Training and experience effect on light‐curing efficiency by dental practitioners
Authors: Suliman Abdulhaq Abdulmajeed , Abdo, Ahmad Ali , Elmasmari Hussein Abdulsalam
Published: June 2020

Background

Light‐curing is a crucial step during the application of composite resin restorations. Composite's success depends on delivering enough light energy to the resin to achieve adequate polymerization. However, dentists are not recognizing the importance of proper light‐curing technique.

Objectives

To measure light energy delivered to simulated restorations by preclinical dental students and dentists in internship year. To evaluate the effect of experience and training on the clinician's ability to light‐cure composite restorations.

Methods

A group of 50 preclinical dental students and a group of 50 internship dentists light‐cured for 10 seconds, a simulated class III and class I restorations positioned in a patient simulator (MARC‐Patient Simulator [BlueLight Analytics Inc., Canada]) that measured the irradiance and energy delivered by the curing light. Then participants received individualized training on optimizing their light‐curing technique. They were retested after the training. Statistical analysis was done with two‐way ANOVA and Tukey's test.

Results

Participants delivered an average of 60% more energy after the instructions, which is a significant improvement (P < 0.05). The number of participants that failed to deliver the minimum amount of energy (6 J/cm²) decreased significantly from 37.5% to 2.5%. There was a significant difference in the amount of energy delivered by the Preclinical and Internship groups (P < 0.05).

Conclusion

Initially, many participants were not using the curing light properly. Light‐curing technique improved with training and using a patient simulator. Experience can enhance the operator's ability to light‐cure composite restorations. However, a training session can improve light‐curing performance more than years of experience.