bluuebunny/crossref_metadata_2025 huggingface dataset:
Philosophical and Ethical Perspectives on Cardiovascular Disease Risk in Low‐wage Workers
Authors: Hwang Won Ju
Published: January 2011

ABSTRACT
One of the overriding goals of Healthy People 2010 is to reduce the health disparities observed among Americans. Because workers in small businesses tend to have little or no access to health screening or preventive health education programs, they may be unaware of their unique risk factors and are thus more at risk of cardiovascular disease (CVD). Furthermore, occupational health nurses are more likely to be available in health programs to employees in large rather than small businesses. The purpose of this paper is to illustrate how nursing values and philosophy might influence public health nurses' thinking about nursing science and ethical issues relating to the risk of CVD among low‐wage workers. The following questions will guide the exploration of health disparities among low‐wage workers: (a) What are the health disparities observed among low‐wage workers with CVD risk? (b) What are the philosophical and ethical perspectives on the issues presented? (c) Based on these findings, how should limited resources be allocated? and (d) How does this affect nursing? These approaches will provide the foundation for developing a culturally sensitive ethical and philosophical perspective to prevent CVD and promote cardiovascular health among low‐wage workers.
Feasibility of Using the Omaha System to Represent Public Health Nurse Manager Interventions
Authors: Monsen Karen A. , Newsom Eric T.
Published: January 2011

ABSTRACT
Objective: To test the feasibility of representing public health nurse (PHN) manager interventions using a recognized standardized nursing terminology.

Design and Sample: A nurse manager in a Midwest local public health agency documented nurse manager interventions using the Omaha System for 5 months.

Analytic Strategy: The data were analyzed and the results were compared with the results from a parallel analysis of existing PHN intervention data.

Results: Interventions for 79 “clients” (projects, teams, or individuals) captured 76% of recorded work hours, and addressed 43% of Omaha System problems. Most problems were addressed at the “community” level (87.1%) versus the “individual” level (12.9%).

Conclusions: Nursing practice differed between the 2 knowledge domains of public health family home visiting nursing and public health nursing management. Standardized nursing terminologies have the potential to represent, describe, and quantify nurse manager interventions for future evaluation and research.
The effects of long‐term storage of human red blood cells on the glutathione synthesis rate and steady‐state concentration
Authors: Whillier Stephney , Raftos Julia E. , Sparrow Rosemary L. , Kuchel Philip W.
Published: January 2011

BACKGROUND: Banked red blood cells (RBCs) undergo changes that reduce their viability after transfusion. Dysfunction of the glutathione (GSH) antioxidant system may be implicated. We measured the rate of GSH synthesis in stored RBCs and applied a model of GSH metabolism to identify storage‐dependent changes that may affect GSH production.

STUDY DESIGN AND METHODS: RBC units (n = 6) in saline‐adenine‐glucose‐mannitol (SAGM) solution were each divided into four transfusion bags and separate treatments were applied: 1) SAGM (control), 2) GSH precursor amino acids, 3) aminoguanidine, and 4) glyoxal. RBCs were sampled during 6 weeks of storage. Rejuvenated RBCs were also analyzed.

RESULTS: After 6 weeks, the ATP concentration declined to 50 ± 5.5% (p < 0.05) of that in the fresh RBCs. For control RBCs, the GSH concentration decreased by 27 ± 6.5% (p < 0.05) and the rate of GSH synthesis by 45 ± 8% (p < 0.05). The rate of GSH synthesis in rejuvenated and amino acid–treated RBCs was unchanged after 6 weeks. Modeling identified that the decline in GSH synthesis was due to decreased intracellular substrate concentrations and reduced amino acid transport, secondary to decreased ATP concentration.

CONCLUSION: This study has uniquely shown that the glutathione synthesis rate decreased significantly after 6 weeks in stored RBCs. Our results have identified potential opportunities for improvement of banked blood storage.
The Effect of Team‐Based Learning on Student Attitudes and Satisfaction
Authors: Reinig Bruce A. , Horowitz Ira , Whittenburg Gerald E.
Published: January 2011

We examined student attitudes toward a team‐based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were generally positively disposed toward the learning method and recognized its benefits in terms of developing teamwork skills. A regression analysis of student responses to an instrument distributed directly after each of four quizzes given over the course of a semester leads to the inferences that satisfaction with the method depends minimally upon the immediate feedback provided by student performance on a quiz and more critically upon student perceptions of how it has enhanced their PS. There is also shown to be a strong carryover effect in satisfaction with the method in successive uses. The results suggest that student attitudes are shaped by multiple, high‐level goals, and not just scholastic performance. The study also evidences the need to study learning interventions over multiple uses rather than through a one‐shot design.
Why is the partial oxygen pressure of human tissues a crucial parameter? Small molecules and hypoxia
Authors: Carreau Aude , Hafny‐Rahbi Bouchra El , Matejuk Agata , Grillon Catherine , Kieda Claudine
Published: January 2011

Introduction

Oxygen partial pressure measurement

What does tumour hypoxia mean?

Small molecules and hypoxia

What does physioxia mean?

Cellular and molecular consequences of physioxia versus normoxia and hypoxia

Conclusion

Oxygen supply and diffusion into tissues are necessary for survival. The oxygen partial pressure (pO2), which is a key component of the physiological state of an organ, results from the balance between oxygen delivery and its consumption. In mammals, oxygen is transported by red blood cells circulating in a well‐organized vasculature. Oxygen delivery is dependent on the metabolic requirements and functional status of each organ. Consequently, in a physiological condition, organ and tissue are characterized by their own unique ‘tissue normoxia’ or ‘physioxia’ status. Tissue oxygenation is severely disturbed during pathological conditions such as cancer, diabetes, coronary heart disease, stroke, etc., which are associated with decrease in pO2, i.e. ‘hypoxia’. In this review, we present an array of methods currently used for assessing tissue oxygenation. We show that hypoxia is marked during tumour development and has strong consequences for oxygenation and its influence upon chemotherapy efficiency. Then we compare this to physiological pO2 values of human organs. Finally we evaluate consequences of physioxia on cell activity and its molecular modulations. More importantly we emphasize the discrepancy between in vivo and in vitro tissue and cells oxygen status which can have detrimental effects on experimental outcome. It appears that the values corresponding to the physioxia are ranging between 11% and 1% O2 whereas current in vitro experimentations are usually performed in 19.95% O2, an artificial context as far as oxygen balance is concerned. It is important to realize that most of the experiments performed in so‐called normoxia might be dangerously misleading.
Acceptance of psychology teaching in paediatric dentistry by undergraduate dental students
Authors: Kalwitzki Matthias
Published: January 2011

By means of a questionnaire, 4 cohorts of undergraduate students (n = 144) were asked before and after the clinical course in paediatric dentistry about their acceptance of the teaching of psychological aspects in dentistry. A generally very high interest was found for psychology as well as for child‐related psychology. The teaching of this topic by means of lectures was thought to be useful, but other didactic means were demanded to supplement teaching. For many of the aspects taught, more information was requested. Moreover, teaching of aspects not taught in the lectures was also requested. The more obvious the practical relevance of each topic appeared, the greater was the students' interest. Psychology was thought to be useful as an aid to paediatric treatment. However, interest dropped after the completion of the paediatric dentistry course. It is concluded that undergraduate dental students have no particular inclination towards the treatment of children but rather a need for guidelines to avoid potential problems in dealing with this demanding group of patients.
Student and staff opinion of electronic capture of data related to clinical activity
Authors: Oliver Richard G.
Published: January 2011

Objective: To seek the opinion of staff and students of a new electronic method for collection of data related to student clinical activity.

Design: Questionnaire survey.

Setting: Staff and students in the Department of Child Dental Health, Dental School, Cardiff, and staff in the Community Dental Service who undertake clinical supervision.

Method: A questionnaire was circulated to all 2nd and 3rd clinical year dental undergraduate students seeking their opinion on a range of issues associated with the recently introduced bar code system of data gathering of their clinical activity and achievement. A similar questionnaire was circulated to staff who have responsibility for clinical supervision of these students.

Results: A total of 102 replies were received. With the exception of 2 aspects, there was no disagreement between staff and students. An overall majority preferred the use of bar codes to other methods of data collection; bar codes were perceived to be more accurate and reliable than other methods; students were satisfied with the method of quality assessment; staff were dissatisfied (P < 0.05). Staff were strongly in favour of extension of the use of bar codes to other clinics, whereas students were less strongly in favour (P < 0.001); there was little enthusiasm to extend bar codes for recording attendance at lectures, seminars and other such activity.

Conclusion: The new system has been accepted by staff and students alike. It has proven to be satisfactory for its intended purpose. As a result of this survey, minor adjustments to procedures will take place, and the method of assessment of clinical work will be reconsidered.
Undergraduate training in the European Union Convergence or divergence?
Authors: Shanley Diarmuid B. , Barna Sergiu , Gannon Peter , Kelly Alan , Teljeur Conor , Munck Claus , Ray Kenneth
Published: January 2011

A survey of dental schools in the European Union was carried out for two main reasons. Firstly to promote the exchange of information in respect of curriculum objectives in the different countries and secondly to ascertain the differences in the interpretation of the 1978 EU sectoral directives for dental education and training. Out of 127 schools, only 30 responded, yet the information provided is of considerable importance. It demonstrates wide divergence in the interpretation of the 1978 Directives and methods of assessment of clinical competence. There is a considerable difference throughout Europe in hours devoted to the various subjects included in the Dental Directives. There is little evidence of convergence in methods of assessment or quality assurance. The survey demonstrates the difference in resources, levels of staff, availability of clinical training places, output in research and patient treatments throughout the European Union. The results question the effectiveness of the 1978 Dental Directives in promoting convergence of standards. As there is free movement of dentists throughout the European Union, it is concluded that a different approach may be necessary to ensure that all European Union dental graduates achieve comparable standards in their education and training.
Learning in dental education
Authors: Yip Hak‐Kong , Barnes Ian
Published: January 2011

Learning in dental education has long been a subject of academic research. There are different types of student learning which directly or indirectly contribute to the learning outcomes. In this paper, the various classifications of different types of learning; superficial, deep, individual, collaborative and resource‐based learning are explored. In order to achieve the learning objectives, different teaching methods such as group‐work, rôle‐play and problem‐based learning are employed. The types of resources used in present day teaching are diverse and multiple: such as print‐based, computer‐based technologies and audiovisual technologies. In order to assess the effectiveness of such teaching, different methods of assessment have been adopted for use in higher education. In the context of good teaching in higher education, there are a number of constraints placed upon the individual and the institution. These constraints are discussed and recommendations made whereby they may be overcome.
The effect of a multimedia interactive tutorial on learning endodontic problem‐solving
Authors: Plasschaert Alphons J. M. , Cailleteau Johnny G. , Verdonschot Emiel H.
Published: January 2011

New technology may create additional opportunities for learning in dental education. One of these new features is a multimedia approach, courseware combining sound, text, stills and video with interactive learning. A multimedia program was developed to train dental students and dental practitioners in decision making and problem solving in endodontics. This study compared the effects of the multimedia program with a more traditional approach consisting of written information, without interaction. 28, 4th‐year dental students at the University of Kentucky in Lexington, KY, USA were randomly assigned to the multimedia or the text‐based groups. They were given a written pre‐test using 2 cases of dental pain and were instructed to study independently using either the multimedia program (group A) or the written information (group B), No restrictions were imposed on the amount of time to be invested, and the total study time was recorded for each student. 3 weeks after the pre‐test, the students completed the post‐test. A total of 18 students completed both the pre‐test and the post‐test and their scores were included in the final data. Statistical analysis of the average scores using paired t‐tests revealed no significant difference between the performance of the students in either group, indicating that the multimedia approach to learning endodontic problem solving may successfully replace traditional learning strategies.
Clinical guidelines and self‐assessment in dental education
Authors: Ericson Dan , Christersson Cecilia , Manogue Michael , Rohlin Madeleine
Published: January 2011

This paper describes an educational programme where clinical guidelines are used in dental education and assesses the value of these guidelines as perceived by undergraduate students. It presents a comparison of students' own assessments of their performance with those of their instructors, according to such guidelines. The educational programme at the Faculty of Odontology, Lund University, is described through 3 main principles: problem‐based learning, adoption of a holistic attitude to patient care and the promotion of oral health. The dental curriculum occupies 5 years comprising 10 semesters. 41, 5th semester students (16 male and 25 female) participated in the study. Students were introduced to guidelines in group discussions at the beginning of the semester. At the completion of a patient's planned course of treatment, the outcome was formally assessed both by students and clinical instructors. Performance was scored in various categories as “excellent”, “acceptable” or “unacceptable” according to the standards defined. A total of 1373 scores were made by both students and instructors. 88% cent of students used the guidelines often or almost always and found them useful. Overall, no students received an “unacceptable” score and 40% of students achieved a score of “excellent”. Female students tended towards a higher score, but this was not significant. Instructors' and students' scores agreed in almost 90% of instances. Students under‐scored their performance more frequently than they over‐scored it. It appears that the use of clinical guidelines may encourage an increased awareness of the decision‐making processes involved in clinical practice, but it must be acknowledged that these guidelines are complex both in derivation and application.
Khmer dental and medical students' knowledge about the betel quid chewing habit in Cambodia
Authors: Reichart P. A. , Schmidtberg W. , Scheifele Ch.
Published: January 2011

95 of 144 questionnaires submitted by volunteer Khmer medical and dental students on the betel quid chewing habit in Cambodia were evaluated (58 medical, 37 dental). Questions related to the composition of the betel quid, the physiological and oral effects as well as traditional and sociological aspects. Statistical tests showed that there were differences between dental and medical students, particularly relating to the knowledge about oral effects. While 81.1% of dental students knew that betel quid chewing causes oral cancer, only 31.0% of the medical students were adequately informed. Similarly, 51.4% of the dental students knew about the relation between betel quid chewing and submucous fibrosis compared to 8.6% of the medical students (P < 0.001). In contrast, only 18.9% of the dental students thought that betel quid chewing strengthens the gum, while 56.9% of the medical students believed that betel quid chewing would have this effect (P < 0.001). The answers also showed that students do not indulge in the betel quid habit. The decline of the betel quid chewing habit was also indicated by the fact that while 5.3% of students had parents chewing betel quid, in contrast 40% of students reported grandparents with this habit. There are deficiencies of knowledge about the most important effects of betel quid chewing, particularly in medical students. Since both medical and dental students will in their future professional life have an enormous impact on health and health education, it seems justified that the dental and medical curricula should focus on these traditional habits. Proper health education starting in the dental and medical school is warranted in Cambodia and probably also in other South and Southeast Asian countries where the betel quid chewing habit is prevalent so as ultimately to improve public knowledge on the oral and other effects of this habit.
Undergraduate orthodontics in Belfast: 12 years on
Authors: Richardson Andrew
Published: January 2011

The British and European Community recommendations for teaching orthodontics in the undergraduate curriculum from 1963 up to the present day are reviewed. 12 years experience of the course introduced in Belfast in 1984 is reviewed and some of the difficulties are identified. Modifications in the course to meet these difficulties are described.
A study to determine if changes to an undergraduate orthodontic course improved course quality and student satisfaction
Authors: Kindelan Jay , Roberts‐Harry Dai , Luther Friedy
Published: January 2011

A study was carried out to determine if changes to the undergraduate orthodontic course at Leeds Dental Institute resulted in increased student satisfaction. The study was based on a questionnaire distributed to dental students comprising statements related to the undergraduate orthodontic course. Questionnaires were distributed in 1993 and 1995 to 2 groups of 4th year undergraduate dental students at the same stage of their course on both occasions. Questions were in the form of 16 statements with which students expressed a level of agreement, ranging from strongly agree to strongly disagree. The numbers of responses at each level of agreement were compared between the 2 groups. Statistical differences were determined using a Mann Whitney‐U test. 8 of the 16 statements had more favourable responses in 1995 than in 1993. No statement received a less favourable response in 1995 than in 1993. It is concluded that changes in the undergraduate orthodontic course at Leeds Dental Institute aimed at increased problem‐based learning and clinician‐led tutorials, have resulted in improved student satisfaction with the teaching.
Orthodontic competency in predoctoral education in American dental schools
Authors: Oesterle Larry J. , Belanger Gary K.
Published: January 2011

Predoctoral orthodontic education is evolving in the United States to reflect the move towards competency‐based education. This trend focuses on teaching to competency in an area or procedure. In orthodontics, this creates a dilemma for the educator in determining what orthodontic competency actually is and how to achieve it. A survey of United States orthodontic departments was conducted to aid in examining the change toward competency‐based education in predoctoral clinical orthodontics. The results demonstrated a large amount of diversity regarding both the definition and the use of competencies. The most recent US accreditation standards and guidelines are moving away from specific treatment techniques and more towards management and recognition of malocclusions for the recently‐graduated general dentist.
Clinical simulation in teaching preclinical dentistry
Authors: Suvinen Tuija I. , Messer Louise Brearley , Franco Eda
Published: January 2011

Current and projected approaches to dental education have created a wide interest in clinical simulation, and recently there has been a considerable expansion in the availability of experiential learning tools which imitate “real life” clinical conditions in dentistry. These include patient simulation devices such as heads, jaws, teeth and clinical environments, standardized patients, interactive video‐discs and computer‐based instruction. This paper reviews some of the equipment currently available for simulation of clinical procedures, and assesses the initial experiences and responses of 2nd, 3rd and 4th year undergraduate dental students at The University of Melbourne to case‐based simulations in a patient simulator in comparison with preclinical exercises in a traditional bench and mannikin laboratory. Student response to teaching and learning in the simulator over a 3‐year evaluation period, collected via a student questionnaire was uniformly positive. Students were very enthusiastic about the learning environment and educational approach, preferring it to traditional preclinical laboratory instruction.
Learning a clinical method to identify a mandibular reference position
Authors: McDevitt W. E. , MacCarthy D. J. , Dermody J. , O'Sullivan M. , Shanley D. B.
Published: January 2011

The teaching of clinical maxillomandibular relationships is an area of weakness in dental school curricula. Most difficulties arise when a reference position is required to adjust or reconstitute the maximum intercuspation of the dentition. The dentist‐derived concept of the centric maxillomandibular relation position is used to solve this problem. There is no consensus on the definition of this term. In the descriptions of clinical technique for recording the centric maxillomandibular relation position, clinical criteria to judge whether or not the position required has been achieved usually are not given. The dorsal border paths of the envelope of movement were used to develop a clinical criterion to identify the centric maxillomandibular relation position. Force or “guidance” is not used in this method. Test‐patients with normal masticatory systems were randomly selected and fitted with a mechanical tracking apparatus. 50 undergraduate dental students and dental nurses were randomly selected and given instruction in the clinical technique to identify the centric maxillomandibular relation position. The ability of these students to identify the reference position was assessed by having them perform the technique blindfolded on the test‐patients on whom tracking apparatus was fitted. Sixty eight percent of the test‐clinicians succeeded in using the method to identify the reference position. There was no significant difference in the abilities of subgroups to use the method successfully, e.g., women compared to men, 2nd year students to 3rd year students. It was concluded that the method was a satisfactory way of learning how to identify the centric maxillomandibular relation position in a gentle, noninvasive fashion.
The Malmö model: a problem‐based learning curriculum in undergraduate dental education
Authors: Rohlin Madeleine , Petersson Kerstin , Svensäter Gunnel
Published: January 2011

A new undergraduate dental curriculum was introduced in Malmö in 1990 which is based on problem‐based learning (PBL). The principles of PBL are strongly influenced by evidence from cognitive psychology and they form the educational strategy throughout the whole curriculum. Two further essential principles underpin the curriculum: a holistic attitude to patient care, and the promotion of oral health. Basic sciences and clinical dentistry are integrated within a structure based on oral conditions prevalent in the community. Students are encouraged to build their new knowledge, understanding and skills into the context of what they have already learned. This approach is facilitated by the presentation of conceptual models, one of which, The Oral Ecosystem is described in detail. The educational programme also gives students opportunities to learn in the clinical context from an early stage, and we endeavour to promote a scientific attitude from the very beginning of the programme. This paper describes the curriculum at three organisational levels (whole curriculum, single course, individual week).
A study into the effectiveness of a text‐based computer‐assisted learning program in comparison with seminar teaching of orthodontics
Authors: Hobson R. S. , Carter N. E. , Hall F. M. , Atkins M. J.
Published: January 2011

Computer‐assisted learning (CAL) is a relatively new method of teaching. Few evaluations have been made which compare the new CAL methods with conventional teaching. This study used a text‐based CAL package designed to teach orthodontic assessment and basic principles of treatment planning. It assessed the knowledge gain of 49 dental undergraduate students when taught orthodontic assessment and treatment planning by either CAL or conventional tutorial. Both groups made significant gains in knowledge. However, students who were taught by the conventional tutorial made a significantly greater gain than those taught by CAL.
Comparing orthodontic undergraduate student satisfaction with teaching in Leeds, UK and Marburg, Germany
Authors: Luther F. , Kindelan J. D. , Roberts‐Harry D. P. , Dibbets J. M. H.
Published: January 2011

A questionnaire was used to compare undergraduate student satisfaction with orthodontic teaching in two units; one in Leeds, UK, the other in Marburg, Germany. Whilst the methods of teaching differed between the units, the aim was to highlight aspects of both courses which students might wish to see improved. Statistical analysis suggested that students appreciate clarity of course structure and means of assessment and that use of a course manual is helpful in achieving this. Recommended texts to back‐up course work are also appreciated whilst students from both locations, want to see more patients. Alternatives, such as patient case folders, computer‐assisted learning packages and use of videos showing treatment progression, seem to be acceptable alternatives should there be difficulty in supplying “real” patients. The relevance of laboratory courses needs to be reviewed. Overall, the use of student questionnaires is seen as a useful tool in monitoring standards of teaching.
Caries risk assessment: a comparison between the computer program ‘Cariogram’, dental students and dental instructors
Authors: Petersson G. Hänsel , Carlsson P. , Bratthall D.
Published: January 2011

An interactive educational PC‐program for caries risk evaluation, the ‘Cariogram’, was developed. It illustrates the interaction between caries related factors and expresses the caries risk graphically. It also expresses a weighted impact of different aetiological factors on the risk. The aim of this paper was to use the Cariogram program on a set of patients, and to compare the outcome of its risk evaluation with those made by dental students and faculty teachers. A questionnaire was given to the participants, containing descriptions of 5 patients with detailed information on 9 factors generally associated with caries. The participants were asked to rank the patients according to their ‘chance to avoid dental caries’ during the coming year. The results were compared with the assessments obtained from the Cariogram and the similarity calculated by group average cluster analysis. Results: 86% of the respondents ranked the patients for caries risk either identical or with only 1 deviation compared to the program. No difference was seen between students and teachers. The cluster analysis identified 5 distinct patterns of ranking the patients with a maximum distance of 0.6 compared to the program. It was concluded that the ‘opinion’ on caries risk of the Cariogram was in agreement with that of the majority of the responders. In addition, the use of the program induced discussions about the relative impact of caries aetiological factors, and it is believed that the Cariogram can serve as one further option in the teaching of caries risk.
A survey of the IT skills and attitudes of final year dental students at Bristol University in 1996 and 1997
Authors: Grigg P. A. , Stephens C. D.
Published: January 2011

Surveys of final year dental students were conducted in 1996 and 1997 to see if there were any detectable differences in students' perception of their own information technology IT skills and attitudes towards information technology following the opening of a dedicated computer‐assisted‐learning (CAL) room. An increase was seen in students' confidence levels, with fewer assessing themselves as IT “beginners” (1996=36%; 1997=14%), and more assessing themselves as competent in some basic skills (52%; 41%). Although more students were found to be using basic computer facilities (word processing, email, the World Wide Web), there was little difference in attitudes towards these packages between the 2 years. There was a significant increase in the number of students agreeing or strongly agreeing with the statement “the use of IT had added value to this course for me” (1996=39%; 1997=67%). The main obstacle which was identified by students as a barrier to using IT was the lack of adequate training. Over half the students in both years felt that insufficient training had been provided to enable them to cope with the course without difficulty.
Self‐assessment in a problem‐based learning curriculum in dentistry
Authors: Wetherell J. , Mullins G. , Hirsch R.
Published: January 2011

The creation of sound self‐judgement for students is an integral goal in any educational sphere. Student clinicians in dentistry must learn sufficient skills to be able to self‐assess their performance very accurately, because after graduation, the nature of dental procedures means that others are seldom in a postion to evaluate the quality of their work. Over recent years, the Department of Dentistry at the University of Adelaide has been developing a self‐assessment procedure, initially as a pilot study in the subject oral diagnosis, and currently in all years of the course. This paper describes how self‐assessment has been demonstrated to work initially in the pilot subject, and currently across the whole course. The paper also describes how the criteria for assessment and the levels of performance expected for each grade are established and how student performance is monitored. Finally, evidence is presented to indicate acceptance by the students of self‐assessment as a valuable and integral part of their learning in dentistry.
Human sciences in the first semester of the dental undergraduate course at the Karolinska Institute, Stockholm
Authors: Röding Karin
Published: January 2011

The first 9 weeks of the dental undergraduate education at the Karolinska Institutet comprises a transition course, designed to introduce students to university studies leading to professional qualifications in patient‐related health sciences. 1 week has been set aside for the theme Man and Society, highlighting the importance of the human sciences for the development of behavioural skills necessary for achieving professionalism and a holistic patient concept. Some essential ethical questions are addressed: intercultural communication, empathy, professional demeanour and the development of professional competence, and group dynamics. In this context, more specific subjects are considered, such as the emergence of the multicultural society and its implications for health services, interpersonal skills and patient communication in the health and medical fields. There are several reasons for including this theme, which forms the basis for the ethical and communicative strands throughout the entire curriculum. As 30–40% of freshmen dental students are of non‐Swedish origin, it is essential to include cultural awareness seminars. Another reason is that within the EU, cultural and communicative skills are recognised proficiencies for health professionals; it is also acknowledged that effective delivery of health care may be impeded by misunderstandings in communication and conflict in ethical beliefs. Group discussions are scheduled during the week in order to allow the students to discuss their own experiences related to the theme. The students are also given a written assignment in relation to one of the seminars; the report is assessed as a part of the examination. The week is concluded by a plenum discussion summarising the group discussions. To date, 4 course evalutions, with a response rate of 92.5%, show that 97.3% of the students were positive to the theme as a whole or to specific seminars held during the week, especially intercultural communication, ethics and empathy. The students also believe that the theme is of great importance for dental health professionals.
Patient satisfaction in a Dental School
Authors: Lafont Britta E. , Gardiner Diana M. , Hochstedler J
Published: January 2011

Purpose: The objective of this study was to measure patients' satisfaction with the facility, services and treatment received at a dental school clinic.

Method: The 31‐item questionnaire consisted of demographic items and items in a 5‐point Likert‐type format addressing issues such as security, satisfaction with the facility, helpfulness of the staff, progress of treatment, fees, universal precautions taken, quality of care and treatment with dignity and compassion. The questionnaire also asked whether the patient would recommend the school to others seeking dental care. In 1997, patients completed the survey in the clinic waiting room prior to their dental appointment for that day. The survey was conducted over 3 months until 500 patients had participated, representing about 16% of the active patient population. %s of responses were computed and cross tabulations were used to compare responses based on demographics.

Results: The most frequently reported reason for wanting to be a patient at the dental school was low cost (67%) followed by up‐to‐date care (19%). 45% of patients indicated that a friend, neighbour or relative referred them, followed by 34% indicating referral by a dentist. More than 90% responded positively to the items concerning issues related to treatment except for satisfaction with progress of treatment and comparison of care received at the school to care elsewhere. For these 2 items, at least 80% responded positively. 99% indicated they would recommend the dental school to others seeking dental care.

Conclusion: Results indicate that the vast majority of the patients surveyed are satisfied with the facility, services and treatment received. Comments that addressed areas of concern included the length of time to get an appointment and the length of time the appointment took, and it was recommended that the process of treatment be expedited.
A comprehensive care clinic in Swedish dental undergraduate education: 3‐year report
Authors: Johnson Gunilla
Published: January 2011

In 1993, a new undergraduate curriculum was introduced at the Faculty of Dentistry, Karolinska Institute. The expanded comprehensive care clinic described in this 3‐year report, is proposed as a potential model for a CC‐clinic in dental undergraduate education. Students enter clinical training at the beginning of the 3rd year and continue through to their final semester, in the 5th year. The one student is responsible for the total oral care of all his/her patients. Patients are stratified on admission into 3 levels, depending on the complexity of treatment need. Before being assigned their 1st patients (patient level 1), the students must fulfil specified requirements of theoretical knowledge and clinical procedures and obtain a proficiency certificate. After qualifying for higher proficiency certificates, denoting their level of clinical responsibility, the students assume successively greater responsibility for treatment of patients, with less supervision from clinical instructors. Clinical supervision is the responsibility of integrated multidisciplinary teams of faculty members. Each group of students is assigned a clinical tutor, who is responsible for overall treatment planning of their patients. The individual student's clinical progress and achievements are monitored by a specially designed computer program. Criteria for a final pass in the course are: (1) clinical maturity in overall patient management; (2) technical competence in conjunction with theoretical knowledge. 3 years experience of the new model for comprehensive clinical training in a patient‐centred, multidisciplinary clinic has shown that; (a) students seem to acquire a greater understanding of comprehensive case management; (b) patients receive more co‐ordinated care; (c) there has been no significant change in the number of clinical procedures completed; (d) difficulties arise in co‐ordination of staff over the traditional specialist boundaries; (e) assessment of student maturity and professional responsibility is impeded by the lack of objective criteria.
A skills audit for the dental curriculum
Authors: McDonald Diane C. , Godfrey Joyce
Published: January 2011

Objectives: To identify the core skills required of dental graduates, and to identify if and when these skills had been acquired.

Design: Postal questionnaire containing a stimulus list of clinical, technical and professional skills.

Subjects and setting: General Dental Practitioners (GDPs) registered as vocational trainers, Vocational Dental Practitioners (VDPs) starting their vocational training (VT) year and VDPs ending their VT year in the NHS Trent Region of England.

Method: The list of skills on the questionnaire was formulated following discussion with a group of 4 clinical academics and 5 GDPs working in the University of Sheffield School of Clinical Dentistry. The questionnaire was sent to the total population of GDPs and VDPs, and responses were requested on an anonymous basis. The purpose mirrored that of a previous survey undertaken in the University of Sheffield Medical School to identify core skills (1), initially in this present survey, defined as skills required by the majority of GDPs (>50%) and/or used by VDPs (>50%) in their VT year.

Results: 45 of the skills were identified by GDPs as those they expected of the new graduate. All these core skills had been acquired by >50% of VDPs commencing their VT year with 32 of the skills acquired by >75% of that group. Of the group ending their VT year, 90% and above had acquired the majority of these skills. At the time of graduation >50% of VDPs had acquired 10 skills not expected by GDPs. At the end of the VT year, 6 of these unexpected skills had been acquired by >75% of VDPs.

Conclusions: The survey enabled us to audit the skills required at the end of the undergraduate course and provided the basis for monitoring skills development in undergraduate dental students.
Ligand‐Based 3D‐QSAR Studies of Diaryl Acyl‐sulfonamide Analogues as Human Umbilical Vein Endothelial Cells Inhibitors Stimulated by VEGF
Authors: Ul‐Haq Zaheer , Mahmood Uzma , Reza Sualeha , Uddin Reaz , Aleem Mehwish
Published: January 2011

Diaryl acylsulfonamide derivatives were reported as Human Umbilical Vein Endothelial cell (HUVEC) inhibitors, stimulated by Vascular Endothelial Growth Factor (VEGF). VEGF has angiogenic property to cause colorectal cancer. A ligand‐based 3D‐QSAR technique was carried out on diaryl acylsulfonamide derivatives by using Comparative Molecular Field Analysis (CoMFA) studies to find relations between biological activities of inhibitors and their structures. In absence of binding mechanism for the ligand with VEGF receptor, current study hopes to shed some light on the inhibition mechanism of the ligands with HUVEC. 3D‐QSAR technique was applied to a set of fifty ligands in order to facilitate the design of more potent inhibitors. However, the maximum cross‐validated correlation coefficient value was found to be 0.417. The value is relatively low when compared to the usual acceptable cross‐validated correlation coefficient, but no further improvements were observed by applying different available options. Therefore, the final model was used for further analysis. Additionally, the resulted CoMFA model was validated by an external set of 10 compounds yielding surprisingly, a satisfactory correlation coefficient value (r2pred) 0.80. Moreover, the analysis of the individual generated 3D contours helped in understanding the possible structural modifications of molecules to improve the inhibitory potency.
Antibacterial Activities of Blueberry and Muscadine Phenolic Extracts
Authors: Park Yoen Ju , Biswas Ronita , Phillips Robert Dixon , Chen Jinru
Published: January 2011

Abstract:  Phenolics are one category of phyto‐antimicrobials that refer to the antimicrobial substances extracted from plant sources. This study was undertaken to determine the influence of blueberry and muscadine phenolic extracts on the growths of 2 important foodborne bacterial pathogens, Salmonella Enteritidis and Listeria monocytogenes. Cells of S. Enteritidis (n = 4) or L. monocytogenes (n = 4) strains were inoculated (3 log CFU/mL) into tryptic soy broth (TSB) supplemented with 46.25 ppm of muscadine phenolics and 24 ppm of blueberry phenolics, respectively. The inoculated and un‐inoculated broth with or without the supplemented phenolics were incubated at 37 °C for 24 h. Samples were drawn periodically, and cell populations of Salmonella and Listeria were determined on tryptic soy agar (TSA). It was observed that Salmonella was relatively more susceptible than Listeria to the phenolic extracts used in the study. The growth of Salmonella was significantly inhibited in all samples at all sampling points except for the sample that was supplemented with muscadine water extract and drawn at the 24‐h sampling point. Blueberry phenolics were relatively more effective than muscadine phenolic extracts in inhibiting the growth of Salmonella. One tested strain of Listeria was more susceptible to ethanol than water phenolic extracts. The study revealed the potentials and limitations of using blueberry and muscadine phenolics to control the growths of selected Salmonella and Listeria strains.
Effects of Salting Processes and Time on the Chemical Composition, Textural Properties, and Microstructure of Cooked Duck Egg
Authors: Kaewmanee Thammarat , Benjakul Soottawat , Visessanguan Wonnop
Published: January 2011

Abstract:  Chemical composition, textural properties, and microstructure of cooked duck egg salted by 2 methods (coating and immersing) were determined during 4 wk of salting. As the salting time increased, moisture content increased and salt content decreased for both cooked salted egg white and yolk. Oil exudation of cooked yolk and expressible water content of cooked egg white obtained from both salting methods increased as salting proceeded (P < 0.05). After cooking, oil exudation accompanied by the solubilized pigments, especially at the outer layer of yolk, was obtained. At week 3 of salting, egg yolk from coating method had the higher egg exudation than that from immersing method. As the salting times increased, the lower hardness, springiness, gumminess, chewiness, and resilience with higher adhesiveness and cohesiveness were generally found in cooked salted egg white (P < 0.05), irrespective of salting methods. Conversely, the hardness of cooked yolk increased continuously and reached the maximum at week 2 and 2 to 3 for immersing and coating method (P < 0.05), respectively. Confocal laser scanning micrographs revealed the smaller yolk granules with more release of free lipid in salted egg after heating, compared with the fresh counterpart. As visualized by scanning electron microscope, gel of cooked salted egg white was coagulum type with larger voids. Salting methods determined oil exudation in egg yolk and texture profile of egg white gel after cooking; however, those attributes were also governed by the salting time.

Practical Application:  Salted duck egg can be made by 2 methods (coating and immersing) affecting the characteristic of salted egg white and yolk after cooking. Desirable cooked salted egg having the red yolk with hardness and high oil exudation could be obtained when salting was carried out for 3 and 4 wk for immersing and coating method, respectively.
Effect of Drying Temperatures on Starch‐Related Functional and Thermal Properties of Acorn Flours
Authors: Correia P.R. , Beirão‐da‐Costa M.L.
Published: January 2011

Abstract:  The application of starchy flours from different origins in food systems depends greatly on information about the chemical and functional properties of such food materials. Acorns are important forestry resources in the central and southern regions of Portugal. To preserve these fruits and to optimize their use, techniques like drying are needed. The effects of different drying temperatures on starch‐related functional properties of acorn flours obtained from dried fruits of Quercus rotundifolia (QR) and Quercus suber (QS) were evaluated. Flours were characterized for amylose and resistant starch (RS) contents, swelling ability, and gelatinization properties. Drying temperature mainly affected amylose content and viscoamylographic properties. Amylograms of flours from fruits dried at 60 °C displayed higher consistency (2102 B.U. and 1560 B.U., respectively, for QR and QS). The transition temperatures and enthalpy were less affected by drying temperature, suggesting few modifications in starch structure during drying. QR flours presented different functional properties to those obtained from QS acorn flours. The effect of drying temperatures were more evident in QR.