bluuebunny/crossref_metadata_2025 huggingface dataset:
Use of Social Media in Dental Schools: Pluses, Perils, and Pitfalls from a Legal Perspective
Authors: Parkinson Joseph W. , Turner Sharon P.
Published: June 2020

One of the ways dental education is changing the way it is preparing the next generation of learners is through efficient utilization of interactive social media. Social media, which facilitates interaction and sharing of new ideas, is being utilized to educate students, residents, and faculty. Unfortunately, as with most improvements in technology, there are growing pains. Faculty, student, and patient interaction on social media platforms, such as Facebook and Twitter, can lead to inappropriate or embarrassing situations. Striking the appropriate balance between free speech rights of students and faculty and the need for colleges and universities to have efficient operations is often left to the judicial system. The concepts of free speech and contract law and how each is applied in educational settings should be understood by students, faculty, and administrators. This article provides a review of legal cases that led to current social media policies, as well as present‐day cases that exemplify the application of these principles, to help dental educators gain a greater understanding of the boundaries of protected speech. It also provides a set of sample guidelines for communicating through these media.
Dental Students’ Perceptions of and Attitudes About Poverty: A Canadian Participatory Case Study
Authors: Reis Clarice M.R. , Rodriguez Charo , Macaulay Ann C. , Bedos Christophe
Published: June 2020

This qualitative case study was conducted in a Canadian dental school using a participatory approach and was based on Paulo Freire's theoretical concept of conscientização, a form of critical consciousness that involves awareness of social reality and fosters action towards social justice. The aim of the study was to understand dental students’ perceptions of and attitudes about poverty and dental care provided to people living in poverty. It also examined how these perceptions shape students’ plans for their professional careers, as well as their opinions on educational strategies to prepare them to work with poor patients. The sources of data generation were semistructured interviews, participant observations, and document analysis. A deductive‐inductive thematic strategy was used to analyze the data. Out of a class of thirty‐five senior dental students, the authors interviewed a convenience sample of twelve: five male and seven female. The findings suggest that the students had incipient conscientização about poverty‐related themes. They perceived poverty as a distant issue and as the responsibility of the government or of the poor individuals themselves. The students did not have plans to work with patients living in poverty in the future and struggled to envision ways to address these patients’ needs other than volunteer work. This research supports the need for academic dental institutions to adopt strategies to increase students’ critical consciousness about oral health inequities. Reducing oral health inequities is a matter of social justice, and dental care providers are key actors in this endeavor.
The University of Saskatchewan's Aboriginal Equity Access Program in Dentistry
Authors: Teplitsky Paul Elliot , Uswak Gerald Stephen
Published: June 2020

Persons of Aboriginal ancestry are underrepresented in the dental profession in North America. In Canada, the University of Saskatchewan College of Dentistry began a proactive program to recruit, retain, and graduate more Aboriginal students in 1996. This program, entitled the Aboriginal Equity Access Program, has seen the inclusion of twenty–two Aboriginal students in the predoctoral program. This article describes the program and reports on the success of the students enrolled via this route. The primary conclusion is that selection of Aboriginal dental students with lower entry scores—who would not have gained entry if the program did not exist—has not impaired their ability to successfully complete the dental undergraduate program and pass the National Dental Examining Board licensure examination.
Clinical Audit Teaching in Record–Keeping for Dental Undergraduates at International Medical University, Kuala Lumpur, Malaysia
Authors: Chong Jun A. , Chew Jamie K.Y. , Ravindranath Sneha , Pau Allan
Published: June 2020

This study investigated the impact of clinical audit training on record–keeping behavior of dental students and students’ perceptions of the clinical audit training. The training was delivered to Year 4 and Year 5 undergraduates at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It included a practical audit exercise on patient records. The results were presented by the undergraduates, and guidelines were framed from the recommendations proposed. Following this, an audit of Year 4 and Year 5 students’ patient records before and after the audit training was carried out. A total of 100 records were audited against a predetermined set of criteria by two examiners. An email survey of the students was also conducted to explore their views of the audit training. Results showed statistically significant improvements in record–keeping following audit training. Responses to the email survey were analyzed qualitatively. Respondents reported that the audit training helped them to identify deficiencies in their record–keeping practice, increased their knowledge in record–keeping, and improved their record–keeping skills. Improvements in clinical audit teaching were also proposed.
Effect of a Rotation Training System on the Mental Health Status of Postgraduate Dental Trainees at Kyushu University Hospital, Fukuoka, Japan
Authors: Takarada Tohru , Asada Tetsunosuke , Sumi Yoshihisa , Higuchi Yoshinori
Published: June 2020

In Japan, the increasing frequency of mental health problems in postgraduate dental trainees has recently become apparent. To our knowledge, there has been no previous research to investigate the influence of the type of training program on the mental health of dental residents during one year of postgraduate clinical training. Therefore, the purpose of this study was to compare changes in the mental health of two groups of dental trainees at Kyushu University Hospital, Fukuoka, Japan: those who undertook a rotation training program and those who trained solely in one department (the control group). Study subjects in both groups completed the Profile of Mood States (POMS) and the General Health Questionnaire (GHQ) at five intervals throughout the postgraduate training year. Analysis of the questionnaire responses were performed by Student's t–test, analysis of variance, Bonferroni's test, and the chi–square test. Statistical tests showed differences in the mean scores of POMS–30 subscales and GHQ–28. The mood of anger was the factor that seemed to best describe the trainees’ response to stress. The study results led to the conclusion that dental trainees’ mental health is influenced by the type of training program and that dental trainees in rotation training programs may need more mental health support.
Self–Perceptions of Cultural Competence Among Dental Students and Recent Graduates
Authors: Aleksejuniene Jolanta , Zed Chris , Marino Rodrigo
Published: June 2020

This study assessed self–perceptions of cultural competence in dental students and recent graduates of the University of British Columbia. The sample consisted of 106 predoctoral students (response rate 98 percent) and thirty–three recent graduates (response rate 43 percent). The two cohorts completed similar questionnaires. Over 80 percent of responding predoctoral students reported encountering patients from culturally different groups, 50 percent of them admitted that their communication is not effective, two–thirds were not confident in caring for patients from diverse cultural groups, and over 60 percent perceived that sociocultural differences affect the provision of care. Some significant differences between the genders and study years were observed. Exploratory Factor Analyses validated multiple indicators in five domains: 1) encountering culturally diverse patients, 2) communication challenges in sociocultural situations, 3) cultural competence–related skills, 4) cultural competence related to diagnosis and patient treatment, and 5) training in cultural competence. Through qualitative assessments, important culturally relevant topics and interactive training methods preferred by students for developing cultural competence were identified. This study concluded that cultural competence was perceived as important by both dental students and recent graduates but also as partly deficient, particularly by predoctoral students. For teaching cultural competence, participants recommended various topics and interactive teaching modalities.
Underrepresented Minority Students’ Experiences at Baylor College of Dentistry: Perceptions of Cultural Climate and Reasons for Choosing to Attend
Authors: McCann Ann L. , Lacy Ernestine S. , Miller Barbara H.
Published: June 2020

A study was conducted at Texas A&M University Baylor College of Dentistry (TAMBCD) in fall 2011 to identify the reasons underrepresented minority (URM) students chose to attend TAMBCD, the factors that supported their success as enrolled students, and their perceptions of the institution's cultural climate. A survey distributed online to all URM students received a 79 percent response rate (129/164). The respondents were primarily Hispanic (62 percent Mexican American and other Hispanic) and African American (33 percent) and had attended a college pipeline program (53 percent). The top reasons these students chose TAMBCD were reputation, location, and automatic acceptance or familiarity from being in a predental program. Alumni had most influenced them to attend. Regarding support services, the largest percentage reported not using any (44 percent); personal advising and tutoring were reported to be the most commonly used. In terms of climate, discrimination was reported by 22 percent (n=29), mostly from classmates and clinical faculty. The majority (87 percent) reported their cultural competence program was “effective” and agreed that faculty (83 percent), staff (85 percent), and students (75 percent) were culturally competent. Overall, the students were “satisfied” with how they were treated (88 percent), their education (91 percent), and the services/resources (92 percent). This information is being used to continue to improve the school's cultural climate and to conduct a broader assessment of all students.
How Neuroscience Is Taught to North American Dental Students: Results of the Basic Science Survey Series
Authors: Gould Douglas J. , Clarkson Mackenzie J. , Hutchins Bob , Lambert H. Wayne
Published: June 2020

The purpose of this study was to determine how North American dental students are taught neuroscience during their preclinical dental education. This survey represents one part of a larger research project, the Basic Science Survey Series for Dentistry, which covers all of the biomedical science coursework required of preclinical students in North American dental schools. Members of the Section on Anatomical Sciences of the American Dental Education Association assembled, distributed, and analyzed the neuroscience survey, which had a 98.5 percent response from course directors of the sixty–seven North American dental schools. The eighteen–item instrument collected demographic data on the course directors, information on the content in each course, and information on how neuroscience content is presented. Findings indicate that 1) most neuroscience instruction is conducted by non–dental school faculty members; 2) large content variability exists between programs; and 3) an increase in didactic instruction, integrated curricula, and use of computer–aided instruction is occurring. It is anticipated that the information derived from the survey will help guide neuroscience curricula in dental schools and aid in identifying appropriate content.
Referring Periodontal Patients: Clinical Decision Making by Dental and Dental Hygiene Students
Authors: Williams Karen B. , Burgardt Grayson J. , Rapley John W. , Bray Kimberly K. , Cobb Charles M.
Published: June 2020

Referral of periodontal patients requires development of a complex set of decision making skills. This study was conducted to determine criteria used by dental and dental hygiene students regarding the referral of periodontal patients for specialty care. Using mixed methods, a thirteen–item survey was developed to elicit the students’ perceptions of their knowledge, confidence regarding managing patients, and clinical reasoning related to periodontal patients. The instrument was administered during the summer prior to (T1) and at the end of the students’ final year (T2) of training. Seventy–nine dental students (81 percent of total class) and thirty dental hygiene students (83 percent of total class) completed T1. At T2, forty–two dental (44 percent of total class) and twenty–six dental hygiene students (87 percent of total class) completed the questionnaire. While 90 percent of dental and 96 percent of dental hygiene respondents reported a willingness to refer patients with active disease to specialists, only 40 percent of dental and 36 percent of dental hygiene respondents reported confidence in diagnosing, treating, and appropriately referring such patients. The students’ ability to recognize critical disease and risk factors influencing referral was good; however, clinical application of that knowledge indicated a gap between knowledge and applied reasoning. The students’ attitudes about the importance of periodontal disease and their perceived competence to identify critical disease risk factors were not significantly related (p>0.05) to correct clinical decisions in the case scenarios. The study concludes that dental and dental hygiene curricula should emphasize both the acquisition and application of knowledge regarding criteria for referral of periodontal patients.
Benefits of Externships with Pediatric Dentistry Programs for Potential Residents: Program Directors’ and Current Residents’ Perceptions
Authors: Klein Ulrich , Storey Bryan , Hanson Peter D.
Published: June 2020

This study's goal was to understand the extent, framework, and benefits of externships with prospective residency programs undertaken by predoctoral dental students or dentists interested in applying for a residency program. In 2012, a questionnaire was sent to all pediatric dentistry residents and program directors in the United States (63 percent and 74 percent return rate, respectively). Externships were offered by fifty–seven of the seventy–six programs. Most program directors (95 percent) agreed that externships are beneficial and compensate at least partially for the lack of numerical National Board Dental Examination scores or class rankings. Among the responding residents, 61 percent were female. The top reasons given by residents for choosing to extern with a certain program were its location and perceived reputation. Of the 249 respondents who did an externship, 47 percent externed with their current program. The acceptance rate into the number one choice of program was similar among those who did an externship vs. those who did not (73 percent vs. 75 percent). No relationship was found between gender and externships among the 341 respondents who were accepted into their top choice. Most of the residents (98.8 percent) felt that completing an externship was beneficial, and 88 percent got an increased understanding for the differences between university– and non–university–based residency programs.
Validating Use of a Critical Thinking Test for the Dental Admission Test
Authors: Tsai Tsung‐Hsun
Published: June 2020

The purpose of this study was to validate the use of a test to assess dental school applicants’ critical thinking abilities. The intent was to include this test on the Dental Admission Test (DAT) if it was shown to enhance the DAT's validity. Correlation and regression analyses of undergraduate and dental school performance with scores on each of the tests on the DAT battery and the California Critical Thinking Skills Test (CCTST) were performed. Data were collected from 439 third‐ and fourth‐year dental students who consented to participate and were enrolled at one of the ten accredited dental schools included in the study. These ten dental schools were from most regions of the United States. This study concluded that including the CCTST on the DAT did not significantly enhance the DAT's validity.
Student Acceptability of High‐Stakes e‐Assessment in Dental Education: Using Privacy Screen Filters to Control Cheating
Authors: Escudier Michael P. , Tricio Jorge A. , Odell Edward W.
Published: June 2020

Acceptability is a required quality for a sound assessment. For students, acceptability of a test is strongly influenced by perception of fairness. Computer‐based assessment has been reported to be preferred by students provided that strict controls to prevent cheating are in place. This may be difficult to achieve as e‐assessments are often taken in learning environments where computer screens are close together. In this study, 138 Year 5 dental students completed an e‐assessment followed by an onscreen post‐assessment questionnaire about the acceptability, fairness, and effectiveness of using privacy screen filters installed in front of their monitors to prevent cheating. Ninety‐one percent of students in this study considered that taking a summative e‐assessment with privacy screen filters was acceptable, 86 percent expressed the view that filters contributed to a fairer test, and 54 percent reported the filters made it easier or did not make any difference to read the screen. In addition, 60 percent gave positive comments and feedback, mainly focused on prevention of cheating. These findings suggest that privacy filters, originally developed for data protection in banks, medicine, and business, have potential in e‐assessment in higher education. They provide an effective way of hampering cheating and improve student acceptability and confidence in the fairness of computer‐delivered assessments.
An Approach to Using Noncognitive Variables in Dental School Admissions
Authors: Wilson Margaret B. , Sedlacek William E. , Lowery B. Lamont
Published: June 2020

Dental school admissions committees continue to grapple with challenges associated with recruiting, admitting, and enrolling students who best meet the mission of the particular institution. For many students, particularly underrepresented minority students and those from non‐traditional backgrounds, standardized tests such as the Dental Admission Test (DAT) are poor predictors of their potential for success. Noncognitive assessment methods can be used in conjunction with traditional cognitive measures in making admissions decisions. These methods have been employed by hundreds of higher education institutions, foundations, and scholarship programs, but are relatively new in dental education. This article describes a prevalent assessment model and discusses one dental school's implementation of the model, with the outcome of enrolling students from diverse backgrounds whose career goals parallel the mission of the school.
Personality Preference Distribution of Dental Students Admitted to One Dental School Using Different Selection Methods
Authors: von Bergmann HsingChi , Dalrymple Kirsten R. , Shuler Charles F.
Published: June 2020

This study sought to determine whether using the Myers‐Briggs Type Indicator (MBTI) would detect differences in personality preferences in first‐year dental students admitted to the same dental school through different admission methods. First‐year dental students admitted in 2000 and 2001 were given the MBTI instrument during orientation prior to the start of classes. In fall 2000, the Class of 2004 had 140 students, with 116 in the traditional track and twenty‐four in the parallel problem‐based learning (PBL) track. In fall 2001, the Class of 2005 had 144 students, all enrolled in the PBL curriculum. All students admitted to the PBL track had experienced a process that included evaluation of their participation in a small group. Students in the traditional track had individual interviews with faculty members. Both student groups were required to meet the same baseline grade point average and Dental Admission Test standards. In 2000, the PBL students showed personality preferences that were distinctly different from the personality preferences of traditional track students in the categories of Extroversion (89 percent PBL, 44 percent traditional) and Thinking (72 percent PBL, 39 percent traditional). In 2001, the all‐PBL class retained the trend towards Extroversion (69 percent). This study suggests that admission method may effectively change the personality preference distribution exhibited by the students who are admitted to dental school.
Dental Floss Selection and Its Impact on Evaluation of Interproximal Contacts in Licensure Exams
Authors: Teich Sorin T. , Joseph Jay , Sartori Neimar , Heima Masahiro , Duarte Sillas
Published: June 2020

Ideal interproximal contacts between adjacent natural teeth or dental restorations are a critical factor for the health of the dental‐alveolar complex. Interproximal contact tightness is a physiological entity affected by many patient‐related and restorative parameters. This variation poses a challenge in defining the “clinically acceptable” contact area tightness (CAT) and therefore how students and clinicians should be trained to evaluate this parameter. The most widely used method to evaluate interproximal contacts is to pass dental floss between contact areas. Candidates for licensure exams are instructed to check contact areas with dental floss and are advised that this will be one of the crucial parameters to be evaluated in the overall restoration quality. The purpose of this study was to evaluate a standardized interproximal contact with six brands of dental floss. Thirty faculty members and thirty dental students at one U.S. dental school evaluated the tightness of a single interproximal contact on a typodont. The results showed that no difference was found between CAT evaluations by faculty and students, whereas significant differences were found between different floss brands. In light of the results, it is suggested that licensure boards should standardize the recommendation for which floss brand should be used in order to avoid inconsistencies in students’ preparation.
Association of Community‐Based Dental Education Components with Fourth‐Year Dental Students’ Clinical Performance
Authors: Major Nicole , McQuistan Michelle R. , Qian Fang
Published: June 2020

The purpose of this study was to assess which components of a community‐based dental education (CBDE) program at The University of Iowa College of Dentistry & Dental Clinics were associated with overall student performance. This retrospective study analyzed data for 444 fourth‐year students who graduated in 2006 through 2011. Information pertaining to students’ CBDE rotations and their final grades from the comprehensive clinic (in two areas: Production and Competence) were used for statistical analysis. Bivariate analyses indicated that students who completed CBDE in the fall were more likely to receive an A or B in Production compared to students who completed CBDE in the spring. However, students who completed CBDE in the beginning or end of the academic year were more likely to receive an A or B in Competence compared to those who completed CBDE in the middle of the year. Students who treated a variety of patient types during CBDE experiences (comprehensive and emergency care vs. mainly comprehensive care) were more likely to receive better grades in Production, while CBDE clinic type was not associated with grades. Dental schools should consider how CBDE may impact students’ performance in their institutional clinics when developing and evaluating CBDE programs.
Saudi and U.S. Dental Student Attitudes Toward Treating Individuals with Developmental Disabilities
Authors: Alkahtani Zuhair M. , Stark Paul C. , Loo Cheen Y. , Wright Wanda G. , Morgan John P.
Published: June 2020

This study was conducted to compare the attitudes of senior dental students at the Faculty of Dentistry at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia, and at Tufts University School of Dental Medicine (TUSDM) in Boston, Massachusetts, about providing dental care to individuals with developmental disabilities (DD). Two subsequent classes of senior dental students at both universities were surveyed using a pretested, validated, online questionnaire. The students’ demographic and educational data were collected, along with information about their experience, training, and attitudes toward this population. Two hundred and fourteen students responded to the online survey, for a response rate of 35 percent (51 percent for KAU students and 21 percent for TUSDM students). Students at TUSDM had more training, more experience, and more positive attitudes toward individuals with DD compared to KAU students (p<0.05). Students who reported having previous experience with individuals with DD had more positive attitudes than students who reported no experience with these individuals (p<0.05). Students who reported being prepared to treat individuals with DD had more positive attitudes than students who reported not being prepared (p<0.05). These findings suggest an association between predoctoral education in the treatment of individuals with special needs and having positive attitudes toward providing oral health care to individuals with DD.
Effectiveness of an Online Tutorial on Intimate Partner Violence for Dental Students: A Pilot Study
Authors: McAndrew Maureen , Pierre Gaëlle C. , Kojanis Lee C.
Published: June 2020

This pilot study sought to determine whether New York University College of Dentistry's online tutorial on domestic violence is effective for dental students poised to embark on their professional careers. The modular program is based on the RADAR model developed by the Massachusetts Medical Society. RADAR stands for Routinely screen, Ask direct questions, Document findings, Assess patient safety, and Review options and refer as indicated. An objective and validated measure, the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS), was given pre‐ and post‐tutorial to determine whether it impacted senior dental students’ knowledge, attitudes, beliefs, and behaviors about intimate partner violence. Study participants were twenty‐five senior dental students (7 percent of a class of 358) who had not received didactic instruction in domestic violence for over two years. A quasi‐experimental research design was utilized. Data analysis indicated statistically significant improvements in composite scale scores on the PREMIS Perceived Preparation, Perceived Knowledge, and Actual Knowledge sections. There was a statistically significant improvement on the self‐efficacy and constraint opinion scales. The other six opinion scale scores showed improved but not statistically significant scores. This online tutorial was found to be effective in increasing the participants’ perceived preparation, knowledge, and self‐efficacy and decreasing perceptions of provider constraints in managing victims of intimate partner violence.
Assessing the Benefit of a Personalized EHR‐Generated Informed Consent in a Dental School Setting
Authors: Valenza John A. , Taylor David , Walji Muhammad F. , Johnson Craig W.
Published: June 2020

Informed consents are routinely used as an important source of information to help patients make appropriate clinical decisions. However, current standard consent forms may not accomplish their intended purpose due to the variety of patient literacy and experiences and, in the dental school setting, the developing competence of students. The purpose of this pilot study was to test the efficacy of a personalized informed consent generated through an electronic health record (EHR) at one dental school and its role in patient decision making. In the study, a set of informed consents, or SmartConsents, were developed for specific diagnoses and procedures, enhanced with graphics, and delivered through the school's EHR. Fifty patients were recruited in the school's Urgent Care Clinic and divided evenly into two groups: one (control) receiving the standard consent, with the second receiving a SmartConsent. Following treatment, patients were assessed based on demographics, decisional conflict, satisfaction, health literacy, and knowledge. Overall, there were no significant differences in main effects between SmartConsent and standard informed consents for decisional conflict and satisfaction, although significant differences were identified during secondary analysis of satisfaction, gender, and ethnicity. The study also demonstrated the potential for consents to aid the student provider in better communicating with patients.
Utilization of Blended Learning to Teach Preclinical Endodontics
Authors: Maresca Cristina , Barrero Carlos , Duggan Dereck , Platin Enrique , Rivera Eric , Hannum Wallace , Petrola Frank
Published: June 2020

Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty‐one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre‐ and post‐intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students’ perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post‐intervention quiz scores between the two groups, and the students’ opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.
Knowledge of Risk Factors and the Periodontal Disease‐Systemic Link in Dental Students’ Clinical Decisions
Authors: Friesen Lynn Roosa , Walker Mary P. , Kisling Rebecca E. , Liu Ying , Williams Karen B.
Published: June 2020

This study evaluated second‐, third‐, and fourth‐year dental students’ ability to identify systemic conditions associated with periodontal disease, risk factors most important for referral, and medications with an effect on the periodontium and their ability to apply this knowledge to make clinical decisions regarding treatment and referral of periodontal patients. A twenty‐one question survey was administered at one U.S. dental school in the spring semester of 2012 to elicit the students’ knowledge and confidence regarding clinical reasoning. The response rate was 86 percent. Periodontal risk factors were accurately selected by at least 50 percent of students in all three classes; these were poorly controlled diabetes, ≥6 mm pockets posteriorly, and lack of response to previous non‐surgical therapy. Confidence in knowledge, knowledge of risk factors, and knowledge of medications with an effect on the periodontium improved with training and were predictive of better referral decision making. The greatest impact of training was seen on the students’ ability to make correct decisions about referral and treatment for seven clinical scenarios. Although the study found a large increase in the students’ abilities from the second through fourth years, the mean of 4.6 (out of 7) for the fourth‐year students shows that, on average, those students missed correct treatment or referral on more than two of seven clinical cases. These results suggest that dental curricula should emphasize more critical decision making with respect to referral and treatment criteria in managing the periodontal patient.
Assessment of the Calibration of Periodontal Diagnosis and Treatment Planning Among Dental Students at Three Dental Schools
Authors: Lane Brittany A. , Luepke Paul , Chaves Eros , Maupome Gerardo , Eckert George J. , Blanchard Steven , John Vanchit
Published: June 2020

Calibration in diagnosis and treatment planning is difficult to achieve due to variations that exist in clinical interpretation. To determine if dental faculty members are consistent in teaching how to diagnose and treat periodontal disease, variations among dental students can be evaluated. A previous study reported high variability in diagnoses and treatment plans of periodontal cases at Indiana University School of Dentistry. This study aimed to build on that one by extending the research to two additional schools: Marquette University School of Dentistry and West Virginia University School of Dentistry. Diagnosis and treatment planning by 40 third‐ and fourth‐year dental students were assessed at each of the schools. Students were asked to select the diagnosis and treatment plans on a questionnaire pertaining to 11 cases. Their responses were compared using chi‐square tests, and multirater kappa statistics were used to assess agreement between classes and between schools. Logistic regression models were used to evaluate the effects of school, class year, prior experience, and GPA/class rank on correct responses. One case had a statistically significant difference in responses between third‐ and fourth‐year dental students. Kappas for school agreement and class agreement were low. The students from Indiana University had higher diagnosis and treatment agreements than the Marquette University students, and the Marquette students fared better than the West Virginia University students. This study can help restructure future periodontal courses for a better understanding of periodontal diagnosis and treatment planning.
Dental Students’ Perceptions of and Experiences with Prosthodontics: Ten Graduating Classes at One Institution
Authors: Shin Jane H. , Kinnunen Taru H. , Zarchy Marisa , Da Silva John D. , Chang Brian Myung W. , Wright Robert F.
Published: June 2020

It is important for members of the dental specialties to understand what motivates students to enter the specialty in order to ensure its continuing development and ability to meet patient needs. The aim of this study was to compare ten graduating classes at Harvard School of Dental Medicine (HSDM) regarding students’ experiences with and perceptions of prosthodontics and factors influencing those interested in pursuing prosthodontics as a specialty. In 2013, HSDM students in the classes of 2012–16 were surveyed, achieving a response rate of 81%. Survey questions sought information regarding specialty choice, factors influencing the choice, student experiences with prosthodontics, and student perceptions of the dental disciplines. Responses were compared to those from a prior study of the HSDM classes of 2007–11. The responses showed a decrease in negative student experiences with prosthodontics. The students regarded prosthodontics highly for its impact on patient quality of life; however, students interested in pursuing prosthodontics as a specialty decreased. All students said provider enjoyment was most important in choice of specialty. Cost of program, patient type, and program location were factors that especially influenced students interested in prosthodontics. The improved student experiences with and perspectives on prosthodontics may be a result of a curriculum change that led to more prosthodontics procedures and case completions by students. The fall in students interested in prosthodontics may have resulted from prosthodontic faculty transitions that occurred when the survey was conducted, as well as large debt burdens in spite of the fact that prosthodontists’ earnings are among the highest in dentistry. Faculty must educate and mentor students about the realities of the profession, provide positive learning experiences in the field, and encourage students who enjoy prosthodontics to pursue specialty training.
The Influence of Examiner Type on Dental Students’ OSCE Scores
Authors: Park Sang E. , Kim Arthur , Kristiansen Joshua , Karimbux Nadeem Y.
Published: June 2020

The purpose of this study was to evaluate the difference in grading of objective structured clinical examinations (OSCEs) at Harvard School of Dental Medicine (HSDM) by full‐time faculty examiners, part‐time faculty examiners, and postgraduate resident examiners. The OSCE is an evaluation of clinical competence and is used as a multidisciplinary examination at HSDM. Two examiners are selected for each of ten disciplines. Evaluators meet to review the case before the OSCE is given, and faculty examiners are given the opportunity to write exam questions based on the students’ expected level of knowledge and ability. All examiners also meet on the day of the OSCE to review the case and discuss relevant issues. Students are randomly assigned to examiners and meet with one examiner at a time in each discipline during the examination. Analysis of OSCE scores on four exams given to HSDM students between 2012 and 2013 suggests that part‐time faculty members tended to score students significantly higher than full‐time faculty members or postgraduate residents. This may be a result of reduced contact time between students and the part‐time faculty although it may also point to a need for more efforts in calibration of the part‐time faculty members who take part in the OSCE.
Attitudes Towards Shared Learning of Trainee Dental Technicians and Undergraduate Dental Students
Authors: Reeson Michael G. , Walker‐Gleaves Caroline , Ellis Ian
Published: June 2020

The challenges of health care are increasingly complex and subject to frequent change. Meeting these demands requires that health professionals work in partnership with each other and the patient. One way of contributing to this is for students to learn together. However, effective teamwork requires an education system that helps to foster understanding among all those entering the health workforce. The purpose of this study was to investigate the attitudes towards shared learning of undergraduate dental students and trainee dental technicians in a university dental school/hospital in the United Kingdom. Twenty‐five trainee dental technicians and 75 undergraduate dental students took part in the study over five academic years. Data were collected using structured questionnaires. A 100% response rate was achieved from the questionnaires. The results indicated the majority of students recognized the benefits of shared learning and viewed the acquisition of teamworking skills as useful for their future working lives, beneficial to the care of their patients, and likely to enhance professional working relationships. The study also found a positive association of being valued as an individual in the dental team by all student groups. Future dental curricula should provide opportunities to develop effective communication between these two groups and encourage teamworking opportunities. These opportunities need to be systematically developed in the dental curriculum to achieve the desired goals.
New Dental Accreditation Standard on Critical Thinking: A Call for Learning Models, Outcomes, Assessments
Authors: Johnsen David C. , Williams John N. , Baughman Pauletta Gay , Roesch Darren M. , Feldman Cecile A.
Published: June 2020

This opinion article applauds the recent introduction of a new dental accreditation standard addressing critical thinking and problem‐solving, but expresses a need for additional means for dental schools to demonstrate they are meeting the new standard because articulated outcomes, learning models, and assessments of competence are still being developed. Validated, research‐based learning models are needed to define reference points against which schools can design and assess the education they provide to their students. This article presents one possible learning model for this purpose and calls for national experts from within and outside dental education to develop models that will help schools define outcomes and assess performance in educating their students to become practitioners who are effective critical thinkers and problem‐solvers.
Social Media in the Dental School Environment, Part A: Benefits, Challenges, and Recommendations for Use
Authors: Spallek Heiko , Turner Sharon P. , Donate‐Bartfield Evelyn , Chambers David , McAndrew Maureen , Zarkowski Pamela , Karimbux Nadeem
Published: June 2020

Social media consist of powerful tools that impact not only communication but relationships among people, thus posing an inherent challenge to the traditional standards of who we are as dental educators and what we can expect of each other. This article examines how the world of social media has changed dental education. Its goal is to outline the complex issues that social media use presents for academic dental institutions and to examine these issues from personal, professional, and legal perspectives. After providing an update on social media, the article considers the advantages and risks associated with the use of social media at the interpersonal, professional, and institutional levels. Policies and legal issues of which academic dental institutions need to be aware from a compliance perspective are examined, along with considerations and resources needed to develop effective social media policies. The challenge facing dental educators is how to capitalize on the benefits that social media offer, while minimizing risks and complying with the various forms of legal constraint.
Social Media in the Dental School Environment, Part B: Curricular Considerations
Authors: Spallek Heiko , Turner Sharon P. , Donate‐Bartfield Evelyn , Chambers David , McAndrew Maureen , Zarkowski Pamela , Karimbux Nadeem
Published: June 2020

The goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student's path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist's evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneficial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations.
Establishing CAD/CAM in Preclinical Dental Education: Evaluation of a Hands‐On Module
Authors: Schwindling Franz Sebastian , Deisenhofer Ulrich Karl , Porsche Monika , Rammelsberg Peter , Kappel Stefanie , Stober Thomas
Published: June 2020

The aim of this study was to evaluate a hands‐on computer‐assisted design/computer‐assisted manufacture (CAD/CAM) module in a preclinical dental course in restorative dentistry. A controlled trial was conducted by dividing a class of 56 third‐year dental students in Germany into study and control groups; allocation to the two groups depended on student schedules. Prior information about CAD/CAM‐based restorations was provided for all students by means of lectures, preparation exercises, and production of gypsum casts of prepared resin teeth. The study group (32 students) then participated in a hands‐on CAD/CAM module in small groups, digitizing their casts and designing zirconia frameworks for single crowns. The digitization process was introduced to the control group (24 students) solely by means of a video‐supported lecture. To assess the knowledge gained, a 20‐question written examination was administered; 48 students took the exam. The results were analyzed with Student's t‐tests at a significance level of 0.05. The results on the examination showed a significant difference between the two groups: the mean scores were 16.8 (SD 1.7, range 13–19) for the study group and 12.5 (SD 3, range 4–18) for the control group. After the control group had also experienced the hands‐on module, a total of 48 students from both groups completed a questionnaire with 13 rating‐scale and three open‐ended questions evaluating the module. Those results showed that the module was highly regarded by the students. This study supports the idea that small‐group hands‐on courses are helpful for instruction in digital restoration design. These students’ knowledge gained and satisfaction seemed to justify the time, effort, and equipment needed.
A Profile of Dental School Deans, 2014
Authors: Haden N. Karl , Ditmyer Marcia M. , Rodriguez Tobias , Mobley Connie , Beck Lynn , Valachovic Richard W.
Published: June 2020

To develop a profile of current U.S. dental school deans and report their perceptions, challenges, and opportunities that should be addressed in the leadership development programs of the American Dental Education Association (ADEA), data were gathered using a web‐based survey organized into seven content areas. In 2014, the deans of all accredited dental schools in the U.S. including Puerto Rico were invited to participate in the survey. The response rate was 86% (56/65). A majority of the deans were male (N=44; 79%) and white/non‐Hispanic (N=49; 88%); all reporting degrees held a DDS/DMD (N=54; 100%). Just over half were between the ages of 46 and 55 (N=31; 55%) when they first became a dean. The mean age of these deans was 61.4 years, with a range of 48–72. The respondents reported that school administration/management, fundraising, students, the academic environment, leadership development, and faculty had a high level of influence on their job satisfaction. Communication, conflict resolution, and finance were reported as the most important knowledge areas. A majority reported being better prepared for clinical education and student relations than fundraising and research when they took their positions. They responded that finances and faculty recruitment and retention were their greatest challenges as a dean. Among these respondents, 98% (N=55) reported being satisfied to very satisfied with their job overall. The survey results will inform ADEA's leadership development programs for the next five to seven years.