bluuebunny/crossref_metadata_2025 huggingface dataset:
Faculty Development for Underrepresented Minority Dental Faculty and Residents
Authors: Gates Paul , Ubu Ngozi , Smithey Leslie , Rogers Jennifer , Haden N. Karl , Rodriguez Tobias , Albino Judith E.N. , Evans Clyde , Zarkowski Pamela , Weinstein George , Hendricson William D.
Published: June 2020

This report describes the implementation and evaluation of the Bronx‐Lebanon Hospital Center Dental Faculty Development Program (DFDP) for fifteen participants: five advanced dental education faculty members and ten residents. The 100‐hour DFDP, designed in the longitudinal immersion model for faculty development, was conducted in four phases at the Bronx‐Lebanon Department of Dentistry in the Bronx, New York, in 2010–11. The DFDP was implemented to help underrepresented minority (URM) dental residents and clinical faculty members develop skills necessary for academic careers and enhanced teaching effectiveness. The program's curriculum had four themes: teaching and learning, scholarship, academic leadership, and career planning. For each phase, the participants completed pre‐ and post‐training assessments of their knowledge, attitudes, and confidence, as well as qualitative evaluation of DFDP organization, content, activities, and value. The participants’ pre‐instruction mean knowledge score for all phases combined was 48.3 percent, and the post‐test score was 81.1 percent (p=0.01). The participants showed minimal change in their attitudes about educational issues, but they reported enhanced confidence for twenty‐five skills addressed in the DFDP. The total confidence score was 77.5 (25 skills × 3.1 group mean) on all pre‐tests combined and 100.2 (25 × 4.0 group mean) on the post‐tests (p=0.01). The participant ratings for overall DFDP implementation and for twenty‐four topical sessions were uniformly positive. The faculty and resident participants in this year‐long faculty development initiative at an advanced dental education program with a high URM representation demonstrated enhanced knowledge and confidence and provided positive program evaluations. This report also describes curricular and assessment enhancements for subsequent years of the DFDP based on the first‐year outcomes.
A Program to Recruit and Mentor Future Academic Dentists: Successes and Challenges
Authors: Gironda Melanie W. , Bibb Carol A. , Lefever Karen , Law Clarice , Messadi Diana
Published: June 2020

There is a continuing shortage of academic dentists due to myriad factors. However, each graduating class of dental students includes a select group who choose to explore academic positions. It is this group of potential academic dentists that a four‐year R25 initiative, funded by the National Institute of Dental and Craniofacial Research, has targeted with the intent of increasing their numbers and mentoring them for success in a future faculty position. The aims of the program at the School of Dentistry, University of California, Los Angeles, are to target and recruit potential clinician‐scientists and to design and implement an Academic Track (AT) that complements existing clinical and research training with the comprehensive skill set of pedagogical, organizational, and personal strategies necessary to be successful in an academic career. Recruitment to the AT targeted candidates from a variety of sources including those enrolled in the dual D.D.S./M.S. and D.D.S./Ph.D. programs, dental residents, Ph.D. candidates in other disciplines, and predental students. Through a variety of professional development activities in the AT, selected students receive teaching, leadership, and mentoring experiences. Outcomes and lessons learned related to specific activities and lessons learned are presented in this article, and a model that recognizes the diverse paths to an academic career in dentistry is recommended.
Should Medical Students Be Educated About Dental Trauma Emergency Management? A Study of Physicians and Dentists in Kerman Province, Iran
Authors: Raoof Maryam , Vakilian Abdollah , Kakoei Shahla , Manochehrifar Hamed , Mohammadalizadeh Sakineh
Published: June 2020

Since physicians sometimes need to attend a case of dental trauma, it is necessary that they possess sufficient knowledge of management of traumatic dental emergencies. This study was conducted to assess the knowledge of dental trauma among dentists and physicians. A three‐part questionnaire, including demographic data, knowledge, and self‐assessment, was administered to 104 dentists and 151 physicians in Kerman Province, Iran. Data obtained from 255 completed questionnaires were statistically analyzed using t‐test, Mann‐Whitney U test, chi‐square, and Pearson correlation coefficient. Among the physicians, only fourteen (9.3 percent) had received education regarding dental trauma. In contrast, seventy‐seven dentists (74 percent) had received information on what to do if a tooth is traumatized. Regarding knowledge level, only 10.6 percent of the physicians had high knowledge, while 66.3 percent of the dentists demonstrated high knowledge. The differences of knowledge level between the two groups were statistically significant (p=0.0001). More than half of the dentists (58.3 percent) and nearly all the physicians (98.7 percent) were dissatisfied with their level of knowledge and suggested that further education on the topic should be offered.
Increasing Dental Student Diversity Through the UNLV Dental Prospects Program
Authors: McClain Mildred A. , Jones Francis R. , McClain Clifford R. , Curd Francis M.
Published: June 2020

Adequately providing for the health care of the growing minority population in the United States requires increased racial and ethnic diversity of the health care workforce. Long‐term diversity in the dental profession depends on a more diverse student population in dental schools. The University of Nevada, Las Vegas School of Dental Medicine's (UNLV SDM) Dental Prospects Club is a predental education program that has increased the number of underrepresented minority and disadvantaged students in the school by concentrating on outreach, recruitment, and retention initiatives. The approaches used by the club members and faculty advisors to increase the number of underrepresented minority students recruited to and enrolled in the UNLV SDM are discussed in this report. Also described are the strategies, methods, internal infrastructure, and organizational support used to increase the number of underrepresented minority students at the school.
Predoctoral Dental Implant Education at Creighton University School of Dentistry
Authors: Parrish Lawrence , Hunter Richard , Kimmes Nici , Wilcox Charles , Nunn Martha , Miyamoto Takanari
Published: June 2020

The purpose of this report is to describe the dental implant education that predoctoral students receive and to characterize the patient population receiving implants at Creighton University School of Dentistry (CDS). CDS has no postdoctoral residency programs. Therefore, clinical management of diagnosis, treatment planning, surgical aspects, restoration, complications, and maintenance of dental implants requires significant involvement by predoctoral dental students. CDS implant education involves radiology diagnostic assets of the General Dentistry Department (including the use of Cone Beam Computed Tomography), as well as faculty and equipment from the Departments of Oral and Maxillofacial Surgery, Periodontics, and Prosthodontics, with a majority of students satisfied with their didactic preparation for their clinical experiences. Focusing on a three‐year window from August 2007 to August 2010 and using electronic health records, this study found that a total of 242 implants were placed, out of which six failed within one year of placement and had to be removed. The average age of the population of 153 patients was found to be 53.3 years, with a range of eighteen to eighty‐nine. Treatment outcomes compared very favorably with those published in the literature.
Oral Health Education for Pediatric Nurse Practitioner Students
Authors: Golinveaux Jay , Gerbert Barbara , Cheng Jing , Duderstadt Karen , Alkon Abbey , Mullen Shirin , Lin Brent , Miller Arthur , Zhan Ling
Published: June 2020

The aim of this study was to evaluate whether an interdisciplinary, multifaceted oral health education program delivered to pediatric nurse practitioner students at the University of California, San Francisco, would improve their knowledge, confidence, attitudes, and behaviors regarding the provision of oral health assessments, consultations, referrals, and services to young children during well‐child visits. Thirty pediatric nurse practitioner students were included in the study. Participants completed a written survey before and after receiving an interdisciplinary educational intervention that included didactic education, simulation exercises, and clinical observation by a pediatric dental resident. Between pre‐intervention and post‐intervention, a significant improvement was seen in the pediatric nurse practitioners’ knowledge of oral health topics (p<0.001), confidence when providing oral health counseling (p<0.001), and attitudes about including oral health counseling in their examinations (p=0.006). In the post‐intervention survey, 83 percent of the subjects reported having incorporated oral examinations into their well‐child visits. Our study suggests that providing an interdisciplinary oral health educational program for pediatric nurse practitioner students can improve their knowledge, confidence, attitudes, and behaviors regarding the incorporation of oral health care services during routine well‐child visits.
Dental Students’ Familiarity with the Medical Management of Dental Patients at Brazilian Dental Schools
Authors: Araújo Paula Caetano , Garbín Cléa Adas Saliba , Moimaz Suzely Adas Saliba , Saliba Nemre Adas , Arcieri Renato Moreira
Published: June 2020

Drug therapy in dentistry is essential for patients’ treatment and requires special care by dentists, so it must be part of a well‐grounded education for predoctoral dental students. The aim of this study was to evaluate the knowledge of undergraduate students at dental schools in Brazil about the use of drugs in dental practice. The sample universe was comprised of all undergraduates enrolled in the last year of the dentistry course in three universities in 2010 (n=253). Inclusion criteria were students in their last year of enrollment and who agreed to participate in the research. The results were analyzed on Epi Info 3.5.1 software. Analyses were conducted with chi‐square, Friedman, and Wilcoxon tests. Slightly more than half of the participants (51.9 percent) reported the ideal dose of anesthetic for a normal patient. However, their difficulties increased when asked about the relationship between the anesthetic and patients with systemic disease or those needing special care. Regarding drugs that usually cause allergic attack, only 29.2 percent and 36.6 percent, respectively, cited methyl methacrylate and latex. This study found that the knowledge of these undergraduates about the questions was deficient, so dental education should include more theoretical and clinical practice in recognizing the patient's medical needs.
Learning Experience in Endodontics: Brazilian Students’ Perceptions
Authors: Seijo Marilia O.S. , Ferreira Efigênia F. , Ribeiro Sobrinho Antônio P. , Paiva Saul M. , Martins Renata C.
Published: June 2020

Including students’ perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self‐administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students’ opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety‐one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students’ perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients’ absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers’ orientation during endodontic treatment. The students’ perceptions provided valuable information about the development of the course and the teacherstudent relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.
Comprehensive Training in Suspected Child Abuse and Neglect for Dental Students: A Hybrid Curriculum
Authors: Ivanoff Chris S. , Hottel Timothy L.
Published: June 2020

Child abuse and neglect are tragic realities of American society. However, most U.S. dental schools do not provide students with adequate training to deal with the problem. This article proposes expanding the predoctoral dental curriculum with a problem‐based learning model that can effectively stimulate critical thinking skills to assist graduates in screening and reporting suspected child abuse and neglect throughout their careers. The unique multicultural environment of dental school offers students an unprecedented opportunity to develop awareness about child abuse and domestic violence, while increased vigilance can potentially save innocent young lives. Educating students about proper protocol when they suspect child abuse or neglect is imperative, particularly for dental schools involving students in community sealant and other preventive programs in public schools. By expanding their curriculum to include recognition and intervention, dental schools can help break the cycle of violence and transform attitudes towards taking decisive action. Clinical curricula that have moved to private practice preceptor models are well suited to screen for child abuse. The goal is to motivate dental schools to deal with this critical issue, develop reporting protocols and procedures for appropriate response, and provide their students with consummate training.
Long‐Term Follow‐Up of a Dental Faculty Development Program
Authors: McAndrew Maureen , Motwaly Suzanne , Kamens Tracy Ellen
Published: June 2020

Many, if not most, dental faculty members have not received formal training to be educators. However, the importance of faculty development programs in improving teaching skills, fostering career development, and reinforcing relationships with colleagues and mentors has increasingly been acknowledged. In 2005, the Excellence in Clinical Teaching Program at New York University College of Dentistry (NYUCD) was created to enhance the clinical teaching skills of NYUCD faculty members. As of spring 2009, fifty‐nine faculty members had participated in eight separate cohorts. The program consists of five formal group sessions supplemented by readings, reflection papers, and a final project. This study examined the short‐ and long‐term effectiveness of the program. Participants were asked to complete a short pre‐program survey to self‐assess their teaching abilities and, at the last session, a satisfaction survey. In fall 2011, forty‐eight faculty members who completed the program from spring 2005 to fall 2009 and were actively teaching at least one session a week at NYUCD were asked to complete a follow‐up survey asking about the long‐term value of the program and their academic career progression since program completion. Thirty‐three faculty members responded for a response rate of 69 percent. Ninety‐seven percent of the respondents indicated they would recommend the program to their colleagues, 94 percent said program participation led to a greater likelihood of conferring with peers about teaching issues,79 percent had increased their teaching responsibilities, and 62 percent said that presenting the final project improved their presentation skills. In addition, the retention rate of those still teaching at the school (81 percent) exceeds national retention rate averages for dental faculty. This follow‐up study suggests that participation in the Excellence in Clinical Teaching Program is associated with meaningful professional growth.
Integration of Basic Sciences and Clinical Sciences in Oral Radiology Education for Dental Students
Authors: Baghdady Mariam T. , Carnahan Heather , Lam Ernest W.N. , Woods Nicole N.
Published: June 2020

Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (p<0.05). The results of this study support the critical role of integrating biomedical knowledge in diagnostic radiology and shows that teaching basic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.
Improving Light‐Curing Instruction in Dental School
Authors: Federlin Marianne , Price Richard
Published: June 2020

Delivering an inadequate amount of light to a light‐cured resin will result in a resin that is inadequately cured. This study measured the radiant exposure that students delivered to a simulated restoration to determine if instruction with immediate feedback increased the amount of light they delivered. The amount of light (radiant exposure in J/cm2) delivered to a simulated restoration by sixty‐three dental students using the same curing light for twenty seconds was recorded. The experiment was repeated after the students had been given detailed light‐curing instructions together with immediate feedback using the MARCPS system. Initially, the students delivered between 1.4 and 17.5 J/cm2 (mean±SD: 9.8±3.5 J/cm2). After receiving instructions and feedback on their light‐curing technique, they delivered between 6.7 J/cm2 and 17.8 J/cm2 (mean±SD: 13.2±3.3 J/cm2). ANOVA and Fisher's post hoc multiple comparison tests showed that providing immediate feedback on the students’ light‐curing technique made a significant improvement in the radiant exposure they delivered (p<0.05). It was concluded that many dental students in this study were not using the curing light properly. After the students had received one session of additional instruction and immediate feedback using the MARC‐PS, they delivered 35 percent more light energy to the same simulated restoration. Students who were closer to graduation showed a greater improvement in their light‐curing technique (p=0.0091).
Training and Use of Lasers in Postgraduate Orthodontic Programs in the United States and Canada
Authors: Dansie Chase O. , Park Jae Hyun , Makin Inder Raj S.
Published: June 2020

This study was designed to determine if orthodontic residents are being trained to use lasers in the postgraduate orthodontic residency programs of the United States and Canada. An anonymous electronic survey was sent to the program director/chair of each of the seventy orthodontic residency programs, and thirty‐seven (53 percent) of the programs responded. Of these thirty‐seven programs, twenty‐eight (76 percent) reported providing patient treatment with lasers in the orthodontic graduate program, eight (22 percent) said they do not provide treatment in the orthodontic graduate program, and one program (3 percent) reported providing laser training but not using lasers on patients. Gingivectomy and canine exposure were reported as the most common procedures that residents perform with a laser, while debonding of orthodontic brackets was the least common procedure performed with a laser. A diode laser was the most common type of laser used. Of the eight programs (22 percent) not offering laser training, four indicated having no plans to begin using lasers or training on their use. The other four indicated that they have plans to incorporate laser use in the future.
Evaluation of a Virtual Reality Simulation System for Porcelain Fused to Metal Crown Preparation at Tokyo Medical and Dental University
Authors: Kikuchi Hirono , Ikeda Masaomi , Araki Koji
Published: June 2020

The use of virtual reality simulation (VRS) is a new teaching modality in dentistry, and there is scope for further research evaluating its use under different educational programs. The purpose of this study was to evaluate how VRS with or without instructor feedback influenced students’ learning and skills related to porcelain fused to metal (PFM) crown preparation. In this study, forty‐three dental students in their fifth year of study at Tokyo Medical and Dental University, Tokyo, Japan, were randomly divided into three groups: the first group used VRS (DentSim) with the instructor's feedback (DSF) (n=15), the second group used VRS without the instructor's feedback (DS) (n=15), and the third group neither used features of VRS (NDS) (n=13) nor received the instructor's feedback. All the students performed PFM crown preparation under the same setup once a week for four weeks. Total scores, preparation time, and twelve evaluation items were compared among the three groups and four experiments. The total scores of students in the DSF and DS groups were significantly higher than those in the NDS group. The presence of the instructor did not result in significant difference when VRS was used for training, while it shortened the preparation time at early stages. The results of this study suggested that the use of the VRS system improved student training for PFM crown preparation.
Nigerian Dental Therapy Students’ Knowledge, Attitude, and Willingness to Care for Patients with HIV
Authors: Azodo Clement Chinedu , Ehizele Adebola Oluyemisi , Umoh Agnes , Okechukwu Robinson
Published: June 2020

The objective of this study was to assess Nigerian dental therapy students’ knowledge, attitudes, and willingness to care for patients with HIV. A twenty‐six‐item questionnaire was used to conduct a cross‐sectional study of the dental therapy students of Federal School of Dental Therapy and Technology, Enugu State, Nigeria. The level of knowledge of HIV transmission and prevention among the respondents was high. However, misconceptions about the transmission of HIV through blood donation, mosquito bite, and sharing cups and plates were noted. Erroneous descriptions of HIV as harmless, self‐limiting, antibiotic sensitive infection, punishment virus, and contagious infection were also reported. More than half (56.2 percent) and 25.2 percent of the respondents, respectively, expressed feelings of empathy and sympathy towards individuals with HIV. About three‐quarters (74.3 percent) expressed willingness to treat patients with HIV, and 87.6 percent expressed confidence in their ability to prevent occupational HIV acquisition. This expressed confidence was significantly associated with their willingness to treat patients with HIV. More than half (55.7 percent) of the respondents reported they can adequately deliver HIV‐related information to patients. A total of 86.2 percent said there is a need for training dental therapists in the clinical care of patients with HIV, and 89.0 percent said that dental therapists can play a significant role in the dissemination of HIV‐related information. The vast majority (90.0 percent) expressed willingness to disseminate HIV‐related information, and the majority (70.5 percent) considered the dental therapist the most suitable dental professional to give HIV‐related information to patients.
Consensus Training: An Effective Tool to Minimize Variations in Periodontal Diagnosis and Treatment Planning Among Dental Faculty and Students
Authors: John Vanchit , Lee Seung‐Jun , Prakasam Sivaraman , Eckert George J. , Maupome Gerardo
Published: June 2020

Considerable disagreements and variations exist in diagnosis and treatment planning of periodontal disease. Achieving high interrater periodontal diagnosis can prove challenging. The objectives of this study were to measure variations in periodontal diagnosis and treatment planning among predoctoral periodontics faculty members after consensus training and to compare such variation with those identified in third‐ and fourth‐year dental students. Nine electronically stored case vignettes and survey instruments were made available to eighteen faculty members and twenty dental students under standardized conditions. A chi‐square test was used to compare responses between groups, and multirater kappa tests were used to evaluate interrater agreement/reliability. Of the nine cases, only one differed between groups significantly in terms of treatment. Also, third‐year students differed from fourth‐year students on the diagnosis of aggressive periodontitis versus chronic periodontitis. Most respondents were able to distinguish clearly among diagnoses of chronic periodontitis, aggressive periodontitis, and gingivitis. This study established a baseline assessment of the current status of consensus after training. We will reassess variations after addressing the specific challenges identified. Programs designed and implemented to help decrease the variation in periodontal diagnosis and treatment planning among faculty members may ultimately translate into better agreement and better standardization of dental instruction.
An Office‐Based Emergencies Course for Third‐Year Dental Students
Authors: Wald David A. , Wang Alvin , Carroll Gerry , Trager Jonathan , Cripe Jane , Curtis Michael
Published: June 2020

Although uncommon, medical emergencies do occur in the dental office setting. This article describes the development and implementation of an office‐based emergencies course for third‐year dental students. The course reviews the basic management of selected medical emergencies. Background information is provided that further highlights the importance of proper training to manage medical emergencies in the dental office. Details regarding course development, implementation, logistics, and teaching points are highlighted. The article provides a starting point from which dental educators can modify and adapt this course and its objectives to fit their needs or resources. This is a timely topic that should benefit both dental students and dental educators.
Cultivating Professional Responsibility in a Dental Hygiene Curriculum
Authors: Blue Christine M.
Published: June 2020

To prepare dental hygienists for future roles in the health care system, dental hygiene education must prepare graduates with skills, ethics, and values that align with professional responsibility. The objective of this study was to determine the effectiveness of curricular changes designed to develop professional identity and responsibility over the entire span of the dental hygiene curriculum. Twenty‐four dental hygiene students at the University of Minnesota were surveyed about their attitudes toward access to dental care, society's and health professionals’ responsibility to care for the underserved, and their personal efficacy to provide care for the underserved. Surveys were conducted at three time points in the curriculum. The Attitudes Toward Health Care instrument adapted by Holtzman for dental use was used to survey the students. The findings indicate that this institution's curricular changes were effective in cultivating professional responsibility among these students. Their attitude scores increased across the six‐semester curriculum, and students in their last semester of the program believed that all individuals have a right to dental care and that society has an obligation to provide dental care. These students’ sense of obligation to care for the needy became stronger and their perceptions of their own ability to impact the community and act as an agent of change also increased.
Assessment of Tobacco Dependence Curricula in Italian Dental Hygiene Schools
Authors: Pizzo Giuseppe , Davis Joan M. , Licata Maria E. , Giuliana Giovanna
Published: June 2020

The aim of this study was to assess the level of tobacco dependence education offered by Italian dental hygiene programs. A fifty‐question survey was mailed to the thirty‐one active public and private dental hygiene programs in Italy during the 2008–09 academic year. The survey assessed faculty confidence in teaching tobacco treatment, which courses contained tobacco dependence content, the number of minutes spent on specific content areas, and the level of clinical competence that dental hygiene graduates should be able to demonstrate. Surveys were returned by sixteen programs for a response rate of 52 percent. Respondents indicated tobacco dependence education was included in clinic or clinic seminar (56 percent), periodontics (44 percent), oral pathology (31 percent), and prevention (19 percent). All programs reported including the effects of tobacco on general and oral diseases in courses. However, more in‐depth topics received less curriculum time; these included tobacco treatment strategies (63 percent) and discussion of cessation medications (31 percent). Interestingly, 62 percent of the respondents indicated they expected dental hygiene graduates to demonstrate a tobacco treatment competency level of a moderate intervention or higher (counseling, discussion of medications, follow‐up) rather than a brief intervention in which patients are advised to quit then referred to a quitline. The results of this study indicated that Italian dental hygiene students are not currently receiving adequate instruction in tobacco treatment techniques nor are they being adequately assessed. This unique overview of Italian dental hygiene tobacco dependence education provides a basis for further discussion towards a national competency‐based curriculum.
Angle of Convergence of Posterior Crown Preparations Made by Predoctoral Dental Students
Authors: Alhazmi Muntaha , El‐Mowafy Omar , Zahran Mohamed H. , Uctasli Sadullah , Alkumru Hassan , Nada Kareem
Published: June 2020

The aim of this study was to determine angle of convergence (AC) of posterior crown preparations made by predoctoral dental students at the University of Toronto. Ninety–one dies of students’ crown preparations were digitally scanned with an in–Eos–Blue scanner (Sirona). Created images were virtually sliced at three similar locations of mesiodistal and buccolingual planes. Virtual protractor was used to determine AC of each section. Means and SDs were calculated, and data were statistically analyzed with ANOVA and student's t–test for operator's gender, experience, and tooth type. There were no significant differences among the groups except for AC of preparations grouped by tooth type (p<0.0001). The greatest mean mesiodistal AC was 26.4° found with mandibular molars, while the smallest was 16° found with maxillary premolars. ANOVA revealed significant difference in mean mesiodistal AC among groups (p<0.01). Also, greatest mean buccolingual AC was 25° found with mandibular molars, while the smallest was 20.8° found with maxillary premolars. ANOVA did not reveal significant difference in mean buccolingual AC among groups (p>0.05). Overall mean AC values were greater than ideal range of 2–5°; however, they were within ranges published for dentists/prosthodontists. Gender and experience had no significant effect on AC, but tooth type significantly affected AC.
Self–Directed Study and Carving Tooth Models for Learning Tooth Morphology: Perceptions of Students at the University of Aberdeen, Scotland
Authors: Eid Rasha Abu , Ewan Keith , Foley Jennifer , Oweis Yara , Jayasinghe Jaya
Published: June 2020

Tooth morphology has been taught at the University of Aberdeen Dental School, United Kingdom, through self–directed workshops, using online handouts and tooth models. Tooth carving sessions were recently added to introduce manual skills training through learning tooth morphology at an early stage of the dental course. The aim of this study was to assess students’ perception of both teaching modalities to evaluate their usefulness and to allow further course development. The subjects of this study were first–year dental students. Students’ opinions were sought upon completion of the tooth morphology sessions using a structured questionnaire that investigated their views about the effectiveness of both learning methods. The results suggest that self–directed workshops represent an effective way of learning tooth morphology; however, the students recommended further development of the course to make it more focused. Although students questioned the value of the carving sessions, they agreed that it helped to develop their manual dexterity, which was one of the main objectives of the exercise. Further review and development of the course is required in addition to follow–up of the students’ performance in clinical skills to further elucidate any advantages of tooth carving to advocate it as a mode of learning.
Validity of the UKCAT in Applicant Selection and Predicting Exam Performance in UK Dental Students
Authors: Lala Rizwana , Wood Duncan , Baker Sarah
Published: June 2020

The United Kingdom's Clinical Aptitude Test (UKCAT) aims to assess candidates’ “natural talent” for dentistry. The aim of this study was to determine the validity of the UKCAT for dental school applicant selection. The relationship of the UKCAT with demographic and academic variables was examined, assessing if the likelihood of being offered a place at a UK dental school was predicted by demographic factors and academic selection tools (predicted grades and existing school results). Finally, the validity of these selection tools in predicting first–year dental exam performance was assessed. Correlational and regression analyses showed that females and poorer students were more likely to have lower UKCAT scores. Gender and social class did not, however, predict first–year dental exam performance. UKCAT scores predicted the likelihood of the candidate being offered a place in the dental course; however, they did not predict exam performance during the first year of the course. Indeed, the only predictor of dental exam performance was existing school results. These findings argue against the use of the UKCAT as the sole determinant in dental applicant selection, instead highlighting the value of using existing school results.
Oral Health Attitudes and Behavior of Dental Students at the University of Zagreb, Croatia
Authors: Badovinac Ana , Božić Darko , Vučinac Ivana , Vešligaj Jasna , Vražić Domagoj , Plančak Darije
Published: June 2020

The aim of this study was to investigate oral health behavior and attitudes of dental students in years 1 to 6 at the University of Zagreb, Croatia. The Croatian version of the Hiroshima University–Dental Behavioral Inventory (HU–DBI) was administered to predoctoral dental students, and collected data were analyzed. A total of 503 students (22.3±2.6 mean age) completed the questionnaire. The response rate was 85.1 percent, and 72.4 percent of the respondents were female. These dental students’ answers to eleven out of twenty HU–DBI items differed significantly by academic year. The mean questionnaire score was 6.62±1.54, and the highest value of the HU–DBI score was in the fourth year (7.24±1.54). First–year students were most likely to have a toothbrush with hard bristles and felt they had not brushed well unless done with hard strokes. Students in the sixth year were least worried about visiting a dentist and most frequently put off going to a dentist until having a toothache, indicating that rise of knowledge contributes to higher self–confidence. The mean HU–DBI score for these students showed average value, pointing out the need for a comprehensive oral hygiene and preventive program from the start of dental school.
Thai Dental Practitioners’ Knowledge and Attitudes Regarding Patients with HIV
Authors: Rungsiyanont Sorasun , Lam‐ubol Aroonwan , Vacharotayangul Piamkamon , Sappayatosok Kraisorn
Published: June 2020

To investigate the knowledge and attitudes of Thai dental practitioners regarding patients with HIV, a cross–sectional study using self–administered questionnaires was conducted. The questionnaires requested demographic information and included questions evaluating the knowledge and attitude of dental practitioners towards HIV. The results were analyzed using Scheffe method for multiple comparisons at the 95 percent confidence level. Out of 1,200 questionnaires sent, 446 questionnaires were returned (response rate 37.2 percent). The subjects included final (sixth)–year dental students (11.9 percent), general dentists (29.1 percent), specialist dentists (15.5 percent), dental hygienists (30.5 percent), and dental assistants (13 percent). More than 80 percent of the dental practitioners correctly answered the questions testing their basic knowledge of HIV such as routes of transmission and common opportunistic infections. However, knowledge about HIV pathogenesis, complications, and advances in HIV management was lacking. Dental hygienists and dental assistants had statistically significant lower scores in knowledge about HIV than other groups. Sixty–seven percent of dental practitioners said they feel worried when treating patients with HIV, and 20.4 percent said they would deny treatment for patients with HIV if possible. While knowledge about HIV may be adequate among dental practitioners in Thailand, greater effort should be put into emphasizing positive attitudes towards patients with HIV.
Knowledge, Attitude, and Behavior in Managing Patients with HIV/AIDS Among a Group of Indian Dental Students
Authors: Aggarwal Ashish , Panat Sunil R.
Published: June 2020

With increasing numbers of people with HIV/AIDS receiving oral dental care, dentists should have sufficient knowledge of the disease, and their attitude should meet professional expectations. HIV and AIDS–related knowledge among dental students provides a crucial foundation for efforts aimed at developing appropriate education on these topics. Accordingly, the aim of this study was to assess the HIV/AIDS–related knowledge and attitudes amongst the 460 dental students of the Institute of Dental Sciences, Bareilly (UP), India. A self–administered survey consisting of fifty–three structured questions was conducted with the students. Overall, the response rate was 79.7 percent. The total mean knowledge and attitudes scores were 78.8 percent (excellent) and 77.7 percent (positive). There was no statistically significant difference between the knowledge and attitude scores of males and females. Regarding oral manifestations, Kaposi's sarcoma and candidiasis were the most identified. The results indicated that the students’ knowledge on HIV/AIDS generally increased as they progressed through the curriculum, but their utilization of all barrier techniques for infection control and clinical protocol lacked consistency and compliance. Hence, there is a need to address, more clearly, the students’ misconceptions and attitudes towards the disease.
Current Status of Patient Recall in U.S. Predoctoral Dental School Clinics
Authors: Afshari Fatemeh S. , Schelkopf Stuart , Yuan Judy Chia‐Chun , Marinis Aristotelis , Syros George , Campbell Stephen D. , Sukotjo Cortino
Published: June 2020

The Commission on Dental Accreditation (CODA)'s revised standard 2‐23, which went into effect in July 2013, requires U.S. dental graduates to be competent in “evaluation of the outcomes of treatment, recall strategies, and prognosis.” To assess the way dental schools are implementing this revised recommendation, a survey was conducted to assess the existence of recall systems in the schools’ clinics and factors enhancing or hindering the formation of an effective recall system. Surveys were returned from thirty‐five dental schools (54.7 percent response rate). Results showed that most institutions had active recall systems and the respondents believed that program effectiveness can be further improved. Suggested improvements included patient education and tracking patient recall appointments. The results indicate that recall systems exist in predoctoral dental education programs, have high student involvement, and vary among schools.
Dental Student Attitudes Towards Communication Skills Instruction and Clinical Application
Authors: McKenzie Carly T.
Published: June 2020

This study investigated dental students’ attitudes towards communication skills instruction and clinical application and explored the impact of a one‐semester course and year in school on students’ attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self‐assessment of communication skills were also analyzed. The study employed a pretest‐posttest survey design combined with cross‐sectional data. Participants were first‐ and fourth‐year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty‐seven D1 and forty‐nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty‐seven D1 and fifty‐eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self‐assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.
Dental and Dental Hygiene Students’ Perceptions of a Standardized Patient Instructor Conflict Resolution Program
Authors: Beattie Bridget E. , Kinney Janet , Fitzgerald Mark , Murdoch‐Kinch Carol Anne , Guenther Marilyn K. , Ridley Karen , Whitman Laurie , Ramaswamy Vidya
Published: June 2020

The aim of this study was to examine students’ perceptions of the value of a standardized patient instructor conflict resolution program designed to strengthen their communication and confidence during difficult patient conversations. Three cohorts of students at one dental school were part of the study: the dental class of 2013, the dental class of 2014, and the dental hygiene class of 2013. The same groups of students completed surveys immediately following the program and one, two, or three years afterwards. Response rates for the survey immediately after the program were 98 percent (n=99) of the dental class of 2013, 97 percent (n=103) of the dental class of 2014, and 100 percent (n=25) of the dental hygiene class of 2013. Response rates for the subsequent survey were 41.5 percent (n=42) of the dental class of 2013, 74.5 percent (n=79) of the dental class of 2014, and 100 percent (n=25) of the dental hygiene class of 2013. In the results, all students reported a high level of satisfaction in their immediate assessment of the program and its ability to prepare them for conflict situations. They also reported a high level of satisfaction in their retrospective self‐assessment of conflict resolution skills. However, their assessment of the program's value and applicability appeared to have diminished over time. This study suggests that the program should continue being a part of both dental and dental hygiene curricula, with more training and guided experiences in self‐assessment and perhaps supplemental experiences added.
Access to Care: Leveraging Dental Education
Authors: Bertolami Charles N. , Berne Robert
Published: June 2020

If it is not a naïve expectation for dentists who have been beneficiaries of public generosity to share their good fortune with the public that made it possible, there may be a rational basis for enhancing the role of dental education in improving access to oral health care by promoting—but not requiring—a voluntary service commitment after graduation commensurate with the magnitude of the subsidy received. Such an approach would be in accordance with the Institute of Medicine's report Improving Access to Oral Health Care for Vulnerable and Underserved Populations, but without the governmental coercion explicit in the report. A sustainable alternative proposal is made here, offering both greater options to students in the financing of their dental education and greater obligations for those students who accept state subsidies: providing tuition discounts for students of state‐supported dental schools based not on past residency status but rather on a future commitment to public service. This arrangement could be good public policy that might also help to create a culture in which dental students are given authentic options as part of a profession‐wide ideology of public service. The result could well contribute to improved oral health care for the underserved.
Programmatic Assessment of a University‐Based Implant Training Program Using Patient‐Reported Outcomes
Authors: Al‐Sabbagh Mohanad , Jenkins Diane W. , de Leeuw Reny , Nihill Patricia , Robinson Fonda G. , Thomas Mark V.
Published: June 2020

The University of Kentucky College of Dentistry (UKCD) established an implant training program that provides training in the use of a single implant system, evidence‐based diagnostic and treatment protocols (standardized work practices), and a total quality management system (Implant Quality Assurance Program). The aim of this study was to assess the programmatic effectiveness of the UKCD implant training program by reporting the success and survival of implants placed, using patient‐reported outcomes and comparing them to previously established benchmarks. A total of 415 patients (963 implants) were interviewed, approximately 50 percent of all qualified patients. The implant survival rate was 97 percent, and 88 percent of the implants were considered successful (as determined by patient‐centric criteria). These outcomes were consistent with the program's previously established benchmarks of 90 percent. These results suggest that work standardization (in the form of specific treatment protocols) and the use of a formal, incremental learning system can result in positive patient outcomes. Clinical outcomes should be monitored in academic dental settings as part of clinical process improvement, and these outcomes can provide a means of assessing the effectiveness of the training program.