bluuebunny/crossref_metadata_2025 huggingface dataset:
Sociodemographic Profile and Career Decisions of Australian Oral Health Profession Students
Authors: Mariño Rodrigo , Au‐Yeung Winnie , Habibi Elmira , Morgan Michael
Published: June 2020

This study collected and analyzed recent information regarding the sociodemographic profile and career decisions of Australian oral health profession students (earning B.D.Sc. and B.O.H. degrees) and the reasons for their career choice. Data were collected during the 2009–10 academic year via a web‐based survey. A total of 829 students participated; the response rates for each oral health course at the seven participating universities ranged from 15.0 percent to 88.7 percent. The respondents had an average age of 21.4 years, ranging from eighteen to fifty‐one. The majority of the respondents were female (61.4 percent), single (91.0 percent), and of Asian ethnicity (65.0 percent), and almost half had attended a public secondary school (49.7 percent). Most of the responding students either lived in rented accommodation (44.0 percent) or with their parents (28.6 percent), and 41.5 percent reported having an urban address. Most respondents’ fathers (67.2 percent) and mothers (54.8 percent) had completed undergraduate or postgraduate education and were employed in managerial or professional occupations (68.5 percent and 54.9 percent, respectively). Most of the students said they had selected their course in high school (66.8 percent) and were most influenced in their career choice by self‐motivation (85.3 percent) and caring for and helping other people (86.6 percent). The majority of the respondents reported wishing to work in a city (51.5 percent), practicing general dentistry (31.8 percent) in either the public or private sector (40.2 percent each). This article provides a preliminary look at the future dental workforce of Australia, identifying issues for further analysis and assisting each university to address current inequalities and challenges.
Student Evaluation of Clickers in a Combined Dental and Dental Hygiene Periodontology Course
Authors: Satheesh Keerthana M. , Saylor‐Boles Catherine D. , Rapley John W. , Liu Ying , Gadbury‐Amyot Cynthia C.
Published: June 2020

The purpose of this report is to describe the general use of clickers as an active learning tool and how they were used in teaching a combined periodontology course for second–year dental and junior dental hygiene students. A survey was used to capture student perceptions following completion of the course. Specific domains were active learning, improved performance, and expectations. The survey response rate was 94.5 percent (121/128). Descriptive analyses showed that, in the domain of active learning, 102 (84.3 percent) agreed/strongly agreed that the use of clickers made the lectures more interactive; sixty–six (54.5 percent) agreed/strongly agreed that the clickers made them focus; and ninety–two (76 percent) agreed/strongly agreed that the clickers encouraged active participation. In the domain regarding improved performance, sixty–three (52 percent) agreed/ strongly agreed that the review sessions utilizing clickers helped them prepare for tests. In the domain of expectations, ninety–three (76.9 percent) had a better idea of what to expect on the examination due to the use of clickers, and seventy–three (60.3 percent) thought that the clickers should be used in future semesters for this class. In addition, faculty members appreciated the greater participation afforded through the use of clickers to obtain a better understanding of the students’ grasp of course content. Learning theory suggests that students must actively engage in the learning process in order for meaningful learning in the form of critical thinking and problem–solving to take place. In this study, students confirmed that the use of clicker technology encouraged their active participation in a periodontology course.
Nationwide Survey of Fifth–Year Dental Students’ Perceptions About Tobacco Prevention, Control, and Curriculum in India
Authors: Balappanavar Aswini Y. , Sardana Varun , Gupta Puneet
Published: June 2020

The objective of this study was to assess the tobacco cessation knowledge, attitudes, practices, and perceived barriers of dental interns (students in their last year of the five–year dental curriculum) in India as well as to assess the adequacy of training in tobacco use cessation (TUC) counselling. This was a cross–sectional questionnaire study conducted with 1,521 interns at fiftyone dental colleges of India selected by multistage random sampling. The survey instrument was a fifty–nine–item, self–structured, and self–administered questionnaire. Fifteen questions were about knowledge and attitudes, with twenty–two about practices, fifteen about barriers, and seven about curriculum adequacy; demographic data were also collected. The response rate was 99.7 percent. The results showed that 38.8 percent had knowledge, 30.8 percent had positive attitudes, 19.2 percent practiced TUC, 43 percent experienced barriers, and 85.2 percent agreed on receiving extensive curriculum on tobacco cessation. Only 1 percent were aware of the 5As, the 5Rs protocol, and the motivational interviewing technique of TUC. These respondents’ knowledge, attitudes, and practices were below normative level, and they took a superficial approach to TUC. The perceived barriers were very high and included curriculum inadequacy. The results of this study help show there is an urgent need to revise the tobacco curriculum in dental schools in India to make students more confident to practice this aspect of dentistry independently.
A Complex Haptic Exercise to Predict Preclinical Operative Dentistry Performance: A Retrospective Study
Authors: Urbankova Alice , Eber Miroslav , Engebretson Steven P.
Published: June 2020

A reliable test of manual dexterity could potentially have utility in dental education. Recently, haptic technologies have emerged that may offer a means of testing manual dexterity in the preclinical setting. The purpose of this study was to determine whether performance on a complex haptic simulator exercise was associated with preclinical operative dentistry practical examination scores or the Perceptual Ability Test (PAT) scores of the Dental Admission Test. All thirty–nine first–year dental students enrolled in the Operative Dentistry preclinical course at the Stony Brook University School of Dental Medicine completed a haptic exercise consisting of a single manual dexterity test (D–circle), repeated eight times in succession during a single session at midterm. A score reflecting accuracy and time to completion of each trial was calculated automatically and resulted in a success or failure for each trial. Preclinical operative dentistry practical examinations consisting of plastic tooth preparations given at three time points during the course were scored by four calibrated and masked course faculty members. Examination scores were compared with students’ performance on the haptic test using linear regression. Number of failures during a single session on a complex haptic exercise was found to be a significant predictor of examination performance in the preclinical setting. These results suggest a role for haptics in identifying students with potential learning challenges in the preclinical stages of dental education. Identification of students with manual dexterity problems at an early stage may allow for early intervention to prevent failure.
E4D Compare Software: An Alternative to Faculty Grading in Dental Education
Authors: Renne Walter G. , McGill S. Theodore , Mennito Anthony S. , Wolf Bethany J. , Marlow Nicole M. , Shaftman Stephanie , Holmes J. Robert
Published: June 2020

The traditional method of evaluating student tooth preparations in preclinical courses has relied on the judgment of experienced clinicians primarily utilizing visual inspection. At times, certain aids such as reduction matrices or reduction instruments of known dimension are used to assist the evaluator in determining the grade. Despite the skill and experience of the evaluator, there is still a significant element of uncertainty and inconsistency in these methods. Students may perceive this inconsistency as a form of subjective, arbitrary, and empirical evaluation, which often results in students’ focusing more on the grade than the actual learning or developing skills necessary to accomplish the preparation properly. Perceptions of favoritism, discrimination, and unfairness (whether verbalized or not) may interfere with the learning process. This study reports the use of a new experimental scanning and evaluation software program (E4D Compare) that can consistently and reliably scan a student's tooth preparation and compare it to a known (faculty‐determined) standardized preparation. An actual numerical evaluation is generated by the E4D Compare software, thereby making subjective judgments by the faculty unnecessary. In this study, the computer‐generated result was found to be more precise than the hand‐graded method.
Knowledge, Attitudes, and Awareness of Croatian Dentists Concerning Patients’ Confidentiality and Privacy
Authors: Budimir Vice , Cerjan‐Letica Gordana , Budimir Jozo , Macan Darko
Published: June 2020

Confidentiality and privacy have always been a vital part of the health care provider‐patient relationship. The aim of this study was to identify and analyze the knowledge, attitudes, and awareness of dentists in Croatia concerning patients’ confidentiality and privacy and to determine the degree to which they were protecting patients’ confidentiality and privacy in everyday practice. Survey data were collected from seventy of the approximately 4,000 dentists in Croatia who had been randomly selected using the registry of the Croatian Chamber of Dental Medicine. Our strategy for data collection included visits to the dental offices and clinics. The data showed that dentists displayed a lack of awareness and had a poor attitude toward respecting patients’ rights to confidentiality and privacy. This study indicated the need to educate dentists about their responsibilities and legal obligations.
Comparing Methods of Cultural Competency Training and Assessment in a Predoctoral Dental Course
Authors: Venturin Jaqueline S. , Durall Piedad S. , Enciso Reyes , Clark Glenn T. , Mulligan Roseann
Published: June 2020

Cultural competence is considered an important skill in health care delivery; accordingly, it requires an effective and efficient course of training. Web‐based teaching has increasingly been used in medical education with a few reports also in the dental field; however, there is a lack of evidence of its full application and usefulness. The objective of this study was to evaluate the efficacy of web‐based case scenarios in comparison with seminar‐based training to deliver cultural competency material to the health care provider in training. Eighty‐one fourth‐year dental students attending a mandatory Special Patients’ Care clinical rotation were randomly allocated to receive first either a session of seminar or web‐based case scenarios on cultural competence, with all students receiving a manual containing information about various cultures and the issues of cultural diversity on the first day of the training. All students underwent pre‐ and post‐training examinations, which were conducted using a multiple‐choice questionnaire and a self‐analytic evaluation. Both the seminar and the web‐based case scenarios resulted in significant improvement (p≤0.001) of scores comparing the pre‐ and posttest outcomes. Training either as a seminar or a series of web‐based case scenarios combined with written material presented in a manual was found to increase students’ cultural competence.
Indian Dental Students’ Attitudes and Practices Regarding Tobacco Cessation Counseling
Authors: Murugaboopathy Vikneshan , Ankola Anil V. , Hebbal Mamata , Sharma Ratika
Published: June 2020

Tobacco cessation counseling (TCC) has been proven to be very effective in helping tobacco users to quit. Dentists can play a vital role in helping patients to quit tobacco use. The aim of this study was to examine five groups of Indian dental students’ attitudes and practices regarding TCC. Out of 514 fifth‐year students in five colleges of Karnataka, India, 456 students voluntarily participated. The thirty‐five‐item questionnaire consisted of four sections: demographic characteristics, practices in the institution, attitudes toward tobacco cessation programs in the dental setting, knowledge of tobacco counseling, and perceived barriers in counseling. To test the reliability of the survey items, Cronbach's alpha coefficient was used. Frequency distributions and percentages were examined for each item, and chi‐square tests were used to analyze differences based on tobacco usage status. The sample consisted of 317 female and 139 male students. The majority of the students (n=429, 94 percent) reported that they give anti‐tobacco usage advice to patients who smoke and planned to advise patients about tobacco cessation throughout their careers. Fewer students (n=314, 68.9 percent) indicated that such counseling would assist patients to quit. The major barriers were reported to be patients’ resistance, inadequate skills, and poor knowledge about nicotine replacement therapy. This study found that these students had a positive attitude about TCC, along with adequate knowledge regarding the ill effects of tobacco. However, this study concludes that tobacco cessation should be given greater emphasis in the curriculum of Indian dental schools in order to expand the use of TCC in dental practices.
A Critical Appraisal of Holistic Teaching and Its Effects on Dental Student Learning at University of Bergen, Norway
Authors: Berge Morten E. , Berg Einar , Ingebrigtsen Jana
Published: June 2020

The curriculum of the dental faculty at the University of Bergen, Norway, was revised and a new curriculum implemented in 1998 based on the principles of holistic teaching and patient‐centered treatment. The first candidates graduated in 2003. The change of curricula, experience gained, and lack of an evidence base for holistic teaching justify a general discussion of all relevant aspects associated with this approach. The purpose of this article was to make a contribution towards such a discussion. A PubMed search regarding holistic teaching in dentistry was performed. Of the 211 entries on holistic teaching, few discussed holism in depth; none reported outcome measures comparing old and new curricula. Data collected from students graduating in 2003 (new curriculum) and 2000 (old curriculum) on their satisfaction with the teaching comprise a possible outcome measure. In most respects, using prosthodontics as an example, no differences between the two groups of students were found. Students studying under the new holistic curriculum were less satisfied than those studying under the old one regarding the number of available teachers and teachers’ feedback on student performance. Both holistic teaching/patient‐centered treatment and a more traditional subject‐specific approach have advantages and disadvantages, and neither can be practiced in its pure form for ethical and practical reasons. The quantitative results of this study did not support the hypothesis that holism improved students’ satisfaction with the teaching. A wide discussion of holism in dental education is needed, along with outcome measures when curricula are changed.
Teaching Model for Artificial Teeth and Endodontic Apex Locators
Authors: Tchorz Jörg Philipp , Hellwig Elmar , Altenburger Markus Jörg
Published: June 2020

Artificial teeth are a useful teaching aid during endodontic education. This article describes the development of a simple and inexpensive model that can be equipped with artificial teeth. It shows that working length determination in artificial root canals using electronic apex locators is possible and that the embedding media has no influence on measurements. The model supports the application of current endodontic techniques and facilitates a validated evaluation of the treatments between students. Artificial teeth can be removed for visualization and replaced for further endodontic exercises.
Undergraduate Dental English Education in Japanese Dental Schools
Authors: Rodis Omar M.M. , Matsumura Seishi , Kariya Naoyuki , Nishimura Michiko , Yoshida Toshiko
Published: June 2020

Dental schools in Japan are among many worldwide whose medium of instruction is not in English. With advances in science, technology, and communication, the demand for the globalization of professions increases. At present, dental schools in Asia, the Middle East, and Europe have started revising their dental curricula to either include English courses for dentistry or offer a full English dental curriculum. In Japan, dental English courses started to be introduced into curricula in the early 1990s. However, a survey conducted in 1999 found that English courses were not offered in Japan's twenty‐nine dental schools and there was no consensus as to what such courses should include or when and how they should be taught. Ten years after that survey, the survey results reported in this article found that the problems reported in the 1999 survey still exist. Additionally, there are still differences among schools offering English courses in terms of the timing and contents of the courses. Since teachers and school officials will have an important role in curriculum development, this article recommends that a fact‐finding meeting with educators, school, and education officials be initiated to discuss, develop, and implement a core curriculum for these dental English courses.
Teaching with Technology: Learning Outcomes for a Combined Dental and Dental Hygiene Online Hybrid Oral Histology Course
Authors: Gadbury‐Amyot Cynthia C. , Singh Amul H. , Overman Pamela R.
Published: June 2020

Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well‐qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri‐Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face‐to‐face, in‐class lectures and multiple‐choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author‐designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face‐to‐face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.
Pharmacology Education in North American Dental Schools: The Basic Science Survey Series
Authors: Gautam Medha , Shaw David H. , Pate Ted D. , Lambert H. Wayne
Published: June 2020

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty‐nine of sixty‐seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer‐assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.
Integrating Issues of Substance Abuse and Addiction into the Predoctoral Dental Curriculum
Authors: Brondani Mario A. , Pattanaporn Komkham
Published: June 2020

Methodological discussions about the teaching of substance abuse and addiction in predoctoral dental curricula typically fall short. This article explores the pedagogy employed to present and discuss the relevance of addiction (mostly to illicit drugs) to the dental profession in the first–year predoctoral dental curriculum at the University of British Columbia. These pedagogical approaches are multifaceted and include a role–play scenario with a standardized patient; an interactive guest lecture–based seminar and a community panel of personal testimonials; students’ written reflections; and the provision of clinical care to patients with a past or current history of addiction. Students’ reflections illustrate the impact of these approaches upon their views of addiction and the dental profession. This pedagogy exposes students to alternative views on substance abuse and addiction, challenges their values and beliefs, and fosters dialogue.
Aligning Clinical Assessment with Course Elements in Prosthodontic Dentistry: A South African Case
Authors: Deidre Maart Ronel , Bitzer Elias Matthys
Published: June 2020

Clinical tests were introduced as an additional clinical assessment tool in the prosthodontics curriculum of the fourth–year undergraduate dentistry program at one South African university. This study compared the relationship between the students’ performance in the clinical tests and daily clinical grades on the one hand with their theoretical performance on the other. It also explored the perceptions of the academic staff on the validity of clinical tests as an assessment tool. The analysis of the students’ test results showed insignificant relationships between their clinical daily grades and their grades for assessing theory. However, clinical assessment via tests is well accepted by the course staff, and they perceived them to be more reliable than daily clinical grades as assessment methods. The findings of the study support other studies that concluded that the daily grades of dental students poorly correlate with their competency exams module. The findings also relate well to the lecturers’ views that clinical tests were more reliable as a clinical assessment tool than the students’ daily clinical grade.
Integrating Tobacco Dependence Counseling into Electronic Dental Records: A Multi–Method Approach
Authors: Rush William A. , Schleyer Titus K.L. , Kirshner Michael , Boyle Raymond , Thoele Merry Jo , Lenton P.A. , Asche Steve , Thyvalikakath Thankam , Spallek Heiko , Durand Emily C. , Enstad Chris J. , Huntley Charles L. , Rindal D. Brad
Published: June 2020

Dentistry has historically seen tobacco dependence as a medical problem. As a consequence, dentistry has not adopted or developed effective interventions to deal with tobacco dependence. With the expanded use of electronic dental records, the authors identified an opportunity to incorporate standardized expert support for tobacco dependence counseling during the dental visit. Using qualitative results from observations and focus groups, a decision support system was designed that suggested discussion topics based on the patient's desire to quit and his or her level of nicotine addiction. Because dental providers are always pressed for time, the goal was a three–minute average intervention interval. To fulfill the provider's need for an easy way to track ongoing interventions, script usage was recorded. This process helped the provider track what he or she had said to the patient about tobacco dependence during previous encounters and to vary the messages. While the individual elements of the design process were not new, the combination of them proved to be very effective in designing a usable and accepted intervention. The heavy involvement of stakeholders in all components of the design gave providers and administrators ownership of the final product, which was ultimately adopted for use in all the clinics of a large dental group practice in Minnesota.
Dental Students’ Attitudes Toward Tobacco Cessation Counseling
Authors: Anders Patrick L. , Davis Elaine L. , McCall W.D.
Published: June 2020

The main objective of this study was to determine if level of education, gender, and tobacco history affected attitudes of dental students toward tobacco cessation counseling. A secondary objective was to examine the psychometric properties of the survey instrument. First– and fourth–year dental students at one school of dental medicine completed a survey examining attitudes toward tobacco cessation and perceived barriers to performing tobacco cessation counseling in a dental setting. Analyses were conducted to determine whether there were differences in attitudes by gender, level of education, or personal and family tobacco use. A main effect for education level was discovered. Fourth–year students were more likely than first–year students to consider the prescription of nicotine gum and transdermal patches to be within the scope and responsibility of the dental profession. No significant differences were seen with regard to gender or students’ personal and family tobacco histories. Dental students were in general agreement that tobacco cessation counseling is within the responsibility of the dental profession, is within the scope of dental practice, and can be effective. Psychometric analysis revealed reliability of the survey instrument.
Impact of a Research Requirement in a Dental School Curriculum
Authors: Nalliah Romesh P. , Lee Min Kyeong , Da Silva John D. , Allareddy Veerasathpurush
Published: June 2020

With reported shortages in full‐time dental educators across the world, any exposure to teaching and/or research during dental school might increase a graduate's interest in an academic career. Harvard School of Dental Medicine (HSDM) has a mandatory research experience for all students enrolled in the Doctor of Dental Medicine program. Each year, the graduating class is surveyed about characteristics and outcomes of their research experience. The aim of this study was to use the resulting data for five years of graduating classes (2008 to 2012) to assess the impact of the research requirement. The results showed that 54 percent of these students had presented their research projects at a forum outside Harvard. Thirty‐six percent had had their research published in peer‐reviewed journals, 38 percent had manuscripts in preparation or submitted for review, and only 26 percent had no intention to publish their work. Overall, 81.5 percent felt positive about their research experience at HSDM. Only 48 percent said they would definitely have pursued research even if it was not compulsory, and 36 percent were uncertain. However, 83 percent said they would have some involvement in research during their careers, and only 10 percent were uncertain. Implementing a compulsory research experience may lead to increased numbers of graduates pursuing research in their careers and contributing to the scientific development of the dental profession.
Comparison of Case‐Based and Lecture‐Based Learning in Dental Education Using the SOLO Taxonomy
Authors: İlgüy Mehmet , İlgüy Dilhan , Fişekçioğlu Erdoğan , Oktay İnci
Published: June 2020

The aim of this study was to compare the impact of case‐based learning (CBL) and lecture‐based learning (LBL) on fourth‐year dental students’ clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth‐year dental students (n=55) in academic year 2012–13 taught in a large‐group LBL context and fourth‐year dental students (n=54) in academic year 2013–14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A real case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t‐test was used for statistical evaluation, and significance was set at the p<0.05 level. A statistically significant difference was found between the mean scores of the relational and extended abstract categories of the CBL and LBL groups (p<0.05). Students who were taught with CBL had higher scores at the top two levels of the SOLO taxonomy than students taught with LBL. These findings suggest that an integrated case‐based curriculum may be effective in promoting students’ deep learning and it holds promise for better integration of clinical cases likely to be encountered during independent practice.
YouTube: A New Way of Supplementing Traditional Methods in Dental Education
Authors: Mukhopadhyay Sanjana , Kruger Estie , Tennant Marc
Published: June 2020

Higher education in many disciplines has undergone a dramatic change with the incorporation of electronic means to enhance student learning. YouTube is an open‐access online website that has gained tremendous popularity in recent years as it allows users to upload videos for social and educational purposes. The aim of this study was to assess whether dentally relevant videos would be utilized as a freely available tool to aid learning. Forty videos, mainly in the area of dental anatomy and local anesthesia, were uploaded and made available for a period of eighteen months from March 2012 to September 2013. The videos were watched a total of nearly 71,000 times, with the anatomy channels accounting for 58,000 views. Most of the viewers were from the United States and Australia, with an ever‐increasing number of viewers from developing countries. This study suggests that YouTube can be used as an adjunct tool to supplement dental education due to it being easily accessible online. It provides many sources of information that can be accessed by those working in or preparing for the dental profession, whether students, practitioners, or those in geographically isolated areas.
Integrating Critical Thinking and Evidence–Based Dentistry Across a Four–Year Dental Curriculum: A Model for Independent Learning
Authors: Marshall Teresa A. , Straub‐Morarend Cheryl L. , Handoo Nidhi , Solow Catherine M. , Cunningham‐Ford Marsha A. , Finkelstein Michael W.
Published: June 2020

Introducing critical thinking and evidence–based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four–year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem–based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five–step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.
Evaluation of an Integrative Model for Professional Development and Research in a Dental Curriculum
Authors: Ditmyer Marcia M. , Mobley Connie C. , Davenport William D.
Published: June 2020

The purpose of this project was to evaluate a Research, Professional Development, and Critical Thinking Integrative Model developed for use in a dental curriculum. This article outlines strategies used in developing a competency–based pedagogical model designed to provide a tailored student learning environment with objective, measurable, and calibrated assessment outcomes. The theoretical model integrated elements of critical thinking, professionalism, and evidence–based dentistry across dental school disciplines; implementation was based on consensus of dental faculty and student representatives about course content, faculty allocation, and curriculum alignment. Changes introduced included the following: 1) conversion and integration of previously siloed course content taught in Years 1 and 2 to sequential two–year combined courses; 2) reduction of course and content redundancies; 3) delivery of courses by teams of faculty members in biomedical, behavioral, and clinical sciences; and 4) reduction of total curriculum credit/contact hours from 13.5 (201 contact hours) to 5.0 (60 contact hours), allowing the Curriculum Committee to accommodate additional courses. These changes resulted in improvement in student satisfaction.
Students from Underrepresented Racial and Ethnic Groups Entering the Dental Hygiene Profession
Authors: Sandino Alma H. , Rowe Dorothy J.
Published: June 2020

African American, Hispanic/Latina, and American Indian/Alaska Native persons are markedly underrepresented racial and ethnic groups (UREG) in the dental hygiene profession. The purpose of this study was to survey UREG dental hygiene students to determine their perceptions of the barriers and facilitators that influenced their decision to enter the dental hygiene profession. Participants were eighty–four UREG students attending entry–level dental hygiene programs across the state of California. We conducted face–to–face interviews using a survey guide that consisted of forty–two mostly closed–ended questions. Most (57 percent) participants reported that they had either perceived or experienced barriers: primarily costs associated with the program and the lack of role models in their race/ethnicity. Almost all participants reported that there had been a person, mainly a dental professional, who influenced them to become a dental hygienist; 62 percent of these individuals were reported to be from a similar UREG group as the participant. Funding (57 percent) and emotional support from family and friends (87 percent) were the predominant facilitators employed by the participants to overcome barriers. Based on these results, we recommend three strategies to recruit more UREG students into the dental hygiene profession: more extensive outreach programs, enhanced mentoring by UREG dental professionals, and a modified admission process.
U.S. Dental Hygiene Faculty Perceptions of Learner Outcomes in Distance Education Courses
Authors: Corum Kathrine A. , Gadbury‐Amyot Cynthia C. , Johnson Kerry , Strait Tia M.
Published: June 2020

The purpose of this study was to determine perceptions of full‐time, entry‐level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student‐instructor, student‐content, and student‐student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student‐instructor interaction as achievable, 95.3 percent reported student‐content interaction as achievable, and 79.7 percent reported student‐student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student‐instructor interaction, 79.7 percent from student‐content interaction, and 70.3 percent from student‐student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student‐student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.
Why Professional Judgment Is Better Than Objective Description in Dental Faculty Evaluations of Student Performance
Authors: Chambers David W. , LaBarre Eugene E.
Published: June 2020

Practices intended to increase the appearance of objectivity in grading may work at cross purposes with professional judgment. In this study, an analysis of two removable prosthodontics technique projects in one U.S. dental school found that the use of component criteria (checklist) grading was less consistent than overall judgments of the same work and less predictive of dental students’ future learning. A factor analysis revealed latent structures in both projects that would make it inappropriate to use a component criteria approach for grading. Common defenses of objectivity—such as scientific foundation, the relationship between reliability and validity, and legal requirements—are questioned in this article, and it is shown how simple adjustments to judgment scores can be made more effective than checklists, faculty calibration, or deselecting faculty members and with better measurement and teaching features.
Dental Student Perceptions of the Educational Value of a Comprehensive, Multidisciplinary OSCE
Authors: Graham Roseanna , Zubiaurre Bitzer Laureen A. , Mensah Felicia Moore , Anderson O. Roger
Published: June 2020

The aim of this study was to examine student perceptions of the educational value of a comprehensive, multidisciplinary objective structured clinical examination (OSCE). The examination is administered after the second year of the curriculum, prior to the beginning of clinical training at the Columbia University College of Dental Medicine. The quantitative component of the study consisted of a survey administered to students who had taken the OSCE (N=78). Due to the ordinal level of data produced by the Likert‐scale survey, statistical analysis was performed through calculation of the median and interquartile range (IQR). Overall, student perceptions of the educational value of the OSCE, as measured using a five‐point scale (1=strongly disagree to 5=strongly agree) were positive, demonstrating students’ agreement that the exam required the ability to think critically and problem‐solve (median=4, IQR=1), assessed clinically relevant skills (median=5, IQR=1), and was a learning experience (median=5, IQR=1). A statistically significant chi‐square value (p<0.001) was found for all questions. The qualitative component consisted of phenomenological examination of student focus group interviews (N=15). Four main themes were identified including that the OSCE was an authentic assessment that required integration and application of knowledge.
Are Predoctoral Students Able to Provide Single Tooth Implant Restorations in the Maxillary Esthetic Zone?
Authors: Taylor Emily J. , Yuan Judy Chia‐Chun , Lee Damian J. , Harlow Rand , Afshari Fatemeh S. , Knoernschild Kent L. , Campbell Stephen D. , Sukotjo Cortino
Published: June 2020

The objective of this study was to assess the ability of the University of Illinois at Chicago College of Dentistry (UIC‐COD) predoctoral students to provide single tooth implant (STI) prostheses in the maxillary esthetic zone. The patient's esthetic satisfaction and the correlation between prosthodontists’ and patients’ perspectives were examined. Twenty‐seven patients were recruited for recall examinations at the UIC‐COD predoctoral implant program and underwent clinical and radiographic examination with clinical photographs of the implant sites. The patients completed a semantic differential scale questionnaire. The collected information was formulated into a PowerPoint presentation for two Diplomate of the American Board of Prosthodontists to use the Pink/White Esthetic Score (PES/WES) to evaluate the esthetic outcome. Descriptive analyses, Cohen kappa test, and Spearman rank correlation coefficient test were performed. The average PES/WES were above 6.0 (out of 10). The median for the patient satisfaction and esthetic outcome questionnaires were 10 and 9, respectively, on a scale with 10=highest. There was a medium and positive correlation between prosthodontists’ and patients’ perspectives in esthetic outcome. This study found that, with strict guidance and proper selection criteria, predoctoral students were able to provide esthetically acceptable STI prostheses in the maxillary esthetic zone and patients were satisfied with the treatment provided.
Dental Rounds: An Evolving Process of Curriculum Integration at the LSU School of Dentistry
Authors: Townsend Janice A. , Bates Michael L. , Rodriguez Tobias E. , Andrieu Sandra C. , Hagan Joseph L. , Cheramie Toby J. , Smith Chet A. , Leigh Janet E. , Fidel Paul L.
Published: June 2020

With the support for curriculum change expressed by the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), the Louisiana State University Health Sciences Center School of Dentistry (LSUSD) initiated a course that vertically integrates the basic sciences and clinical sciences and promotes critical thinking. The resulting Dental Rounds course includes presentations by D3 and D4 students on interesting clinical cases, which the entire student body is required to attend. Following the third year of the program, a formal evaluation was conducted, in which surveys were disseminated to students, recent graduates, and faculty members to collect feedback on the efficacy of the course, its perceived value, and its success as an educational tool. Of the 242 students and graduates who were sent surveys, 181 responded, a 74 percent response rate. Of the eighty full‐time faculty members, sixty‐one responded, a 76 percent response rate. Most respondents reported that the objectives of the course were being achieved, but they identified case‐related discussion as an area for strengthening critical thinking skills. As a result, modifications were planned to include formal participation of D1 and D2 students in the presentations, less frequent sessions to accommodate more complete cases, more emphasis on basic science, more structured mentoring, and a modified question format. Dental Rounds was a necessary integration step in dental education for LSUSD, and it is anticipated that the planned modifications will lead to strengthening of critical thinking skills in both students and faculty.
Teaching Dental Students to Interact with Survivors of Traumatic Events: Development of a Two‐Day Module
Authors: Raja Sheela , Rajagopalan Chelsea F. , Kruthoff Mariela , Kuperschmidt Alexandra , Chang Priscilla , Hoersch Michelle
Published: June 2020

Dentists are likely to treat patients who have experienced a wide range of traumatic life events, including child abuse and neglect, domestic violence, sexual assault, elder abuse, and exposure to combat. In order to effectively treat survivors of traumatic events, dentists must understand how these patients may present in oral health settings, the basic mandated reporting requirements related to abuse and neglect, and communication strategies to help engage trauma survivors in dental treatment. A traditional lecture‐format educational module on trauma‐informed care was developed and implemented for second‐year dental students (N=92) at one U.S. dental school, after which a needs assessment was performed (all 92 students participated). This assessment then informed development of an enhanced module for the subsequent group of second‐year dental students (N=102) at the same school. The revised (final) module was more interactive in nature, expanded to multiple sessions, and included more discussion of mandated reporting and appropriate dentist‐patient communication in relation to traumatic events. All 102 students participated in assessments of the revised module. Comparison of pre and post tests and needs assessments between the initial and final modules indicated that the extended, more interactive final module was more effective in meeting the educational objectives. Results showed that the final module increased the students’ knowledge in the health‐related manifestations of traumatic events and slightly improved their confidence levels in treating survivors of trauma. Dentists who are prepared to deliver trauma‐informed care may help individual patients feel more at ease and increase engagement in regular preventive care. Suggestions for future educational efforts in this area are discussed.
Recruitment of Dental Hygiene Students from Underrepresented Minority Groups: A National Survey of U.S. Dental Hygiene Programs
Authors: Hunter Jennifer M. , Kinney Janet S. , Inglehart Marita R.
Published: June 2020

The aims of this study were to assess how U.S. undergraduate dental hygiene programs recruit students, especially students from underrepresented minority (URM) groups, and how the program directors value recruiting those students, how satisfied they are with their efforts, which practices they use, and which challenges they encounter. Relationships between diversity‐related recruitment motivation and satisfaction and the program and recruitment characteristics were also explored. Survey data were collected from 56 of the 287 programs that could be successfully contacted with individual emails to their directors (response rate: 20%). The majority of responding programs recruited students into their programs by using written materials (91%), websites (91%), on‐campus events (77%), and high school visits (52%). However, only 20% had written materials and 13% special events for recruiting students from URM groups. While 75% of the responding program directors considered high grade point averages (GPAs) to be a priority and 85% thought high GPAs were important/very important when recruiting students, only 17% considered it a priority to recruit URM students, and only 35% reported thinking it was important/very important to do so. The more of a priority it was to have a diverse student body and the more important the respondents considered it, the more likely they were to have written URM‐specific recruitment materials (r=0.34; p<0.05/r=0.39; p<0.01). The more the respondents valued ACT scores, the less likely they were to engage in URM‐specific recruitment efforts (r=−0.38; p<0.05/r=−0.34; p<0.05). If the dental hygiene profession is to better reflect the racial/ethnic makeup of the U.S. population, dental hygiene programs’ considerations and efforts related to the recruitment of URM students need to be reconsidered.