bluuebunny/crossref_metadata_2025 huggingface dataset:
Quantifying Appointments, Treatment Time, Impressions, and Diagnostic Data of Cases Staffed by General Dentists and Prosthodontists in a Dental School Clinic
Authors: Imbery Terence A. , Greenfield Kristy , Diaz Nicholas , Janus Charles , Best Al M.
Published: June 2020

The aim of this retrospective study was to quantify differences between general dentists and prosthodontists regarding appointments, treatment time, impressions, and preoperative diagnostic data in teaching predoctoral clinical fixed prosthodontics. Electronic dental records (n=356) of patients treated at one dental school in academic year 2012 were randomly selected for review to obtain the following data: faculty and student demographics, number of appointments and treatment time from preparation to cementation, number of impressions made, completion of oral disease control treatment (ODCT), and presence of preoperative periapical radiographs and diagnostic casts. The results showed that ODCT was completed in 78%, preoperative radiographs were present in 76%, and diagnostic casts made in 53% of the cases reviewed. There was no statistically significant difference in number of appointments, treatment time, or number of final impressions when students were staffed by general dentists or prosthodontists. When students were supervised by multiple faculty members, there was generally an increase in treatment time and number of appointments and final impressions. Although this study found no statistically significant differences between general dentists and prosthodontists regarding the criteria evaluated, the results suggest that faculty development and calibration are needed to ensure ODCT is completed and preoperative radiographs are present prior to initiating fixed prosthodontic procedures.
Psychometric Evaluation of a 13‐Point Measure of Students’ Overall Competence in Community‐Based Dental Education Programs
Authors: Ramaswamy Vidya , Piskorowski Wilhelm , Fitzgerald Mark , Hamerink Howard A. , Stefanac Stephen , Greene Rachel , Lantz Marilyn S.
Published: June 2020

Since 2006, the University of Michigan School of Dentistry has used a 13‐point measure of overall competence instrument to assess fourth‐year dental students’ end‐rotation performance at community clinics. The aim of this study was to assess the reliability and validity of this instrument used by preceptors to rate students’ overall competence during community‐based dental education experiences. The measure was analyzed using performance ratings for all fourth‐year DDS students in the graduating classes of 2012 and 2013 (combined n=201). The results were that interrater agreement was satisfactory and the measure scored high for internal consistency; also, the measure loaded highly on a single overall competence factor. Ratings on this measure did not correlate with students’ final cumulative dental school GPA, but showed a significant positive correlation with their fourth‐year fall patient management grades (which signify students’ conscientiousness in managing patients and their families in a professional and ethical manner). There were differences in grading systems between the 2012 cohort (which used a pass/fail system) and the 2013 cohort (which used a letter grade system) and the mean ratings they received (higher for the 2013 cohort). Overall, the study found that the 13‐point measure demonstrated excellent reliability and validity, suggesting it is useful in determining a student's clinical competence in these settings.
Evaluating the Impact of Releasing an Item Pool on a Test's Empirical Characteristics
Authors: Buckendahl Chad W. , Gerrow Jack D.
Published: June 2020

Protecting the security of examination questions is an important task for high‐stakes examining boards/agencies and university programs. To maintain the security of questions, examining boards and university programs use a combination of prevention, detection, and enforcement strategies. A common prevention strategy is to establish a number of controls on access to questions; however, restricting access can motivate examinees to try harder to reconstruct questions that may appear on future versions of the test. Moreover, access to study materials by some groups and not others can present a challenge to the fairness of examinations. The aim of this study was to evaluate the empirical stability of test characteristics. Specifically, the primary research objective was to investigate the empirical stability of the items and test forms of a written examination before and after a specific policy decision was implemented. As a response to both of these concerns, this article describes a study that evaluated how psychometric (i.e., statistical) properties of test forms and individual questions might be affected by publicly releasing a larger number of questions from an item question pool. A series of analyses were conducted, including item drift to evaluate stability of the characteristics. The results suggest that empirical characteristics of the test forms and individual questions have remained relatively stable since the release policy was implemented. Specifically, statistical properties of the test forms have continued to perform similarly to test forms that were constructed prior to the release. Although the results of this study were promising, the context of this specific testing program may have offered additional protections such as a limited number of administrations that others may not. Therefore, testing/examining agencies and university programs may want to consider this strategy with appropriate caution.
Clinician‐Patient Small Talk: Comparing Fourth‐Year Dental Students and Practicing Dentists in a Standardized Patient Encounter
Authors: Maupome Gerardo , Holcomb Christopher , Schrader Stuart
Published: June 2020

The aim of this study was to establish whether frequency of non‐diagnostic, non‐management exchanges between clinicians and patient (called “socioemotional communication,” SC) during a consultation differed between fourth‐year dental students and dentists, controlling for clinically driven exchanges of information. Fifteen dentists and 17 fourth‐year dental students were recorded in 2006 while undergoing a consultation with a live standardized patient and were subsequently interviewed by investigators in a separate room with the recording present for analysis. Their shared interpretations of cognitive strategies were recorded and compared for differences in the presence of SC. The results showed that most of the students and dentists engaged in SC throughout the consultation with a few exceptions. There were no significant differences between student and dentist cohorts for overall SC presence (p=0.62), time to first instance of SC from overall start of the consultation (p=0.73), and time to first instance of SC after first intraoral examination had taken place (p=0.76). Nonsignificant differences were also recorded for overall frequency at which SC occurred from overall start of the consultation (p=0.89) and after the first intraoral examination had taken place (p=0.12). The patterns showed SC interaction occurring throughout the consultation, not concentrated at the beginning or end. SC did not appear to differ between practitioners and students in terms of prevalence, frequency, or timing. Future research should examine the detailed association between SC and diagnostic thinking processes to further delineate the relationship and characterize possible pedagogical applications.
Validation of the Maslach Burnout Inventory‐Human Services Survey for Estimating Burnout in Dental Students
Authors: Montiel-Company José María , Subirats-Roig Cristian , Flores-Martí Pau , Bellot-Arcís Carlos , Almerich-Silla José Manuel
Published: June 2020

The aim of this study was to examine the validity and reliability of the Maslach Burnout Inventory‐Human Services Survey (MBI‐HSS) as a tool for assessing the prevalence and level of burnout in dental students in Spanish universities. The survey was adapted from English to Spanish. A sample of 533 dental students from 15 Spanish universities and a control group of 188 medical students self‐administered the survey online, using the Google Drive service. The test‐retest reliability or reproducibility showed an Intraclass Correlation Coefficient of 0.95. The internal consistency of the survey was 0.922. Testing the construct validity showed two components with an eigenvalue greater than 1.5, which explained 51.2% of the total variance. Factor I (36.6% of the variance) comprised the items that estimated emotional exhaustion and depersonalization. Factor II (14.6% of the variance) contained the items that estimated personal accomplishment. The cut‐off point for the existence of burnout achieved a sensitivity of 92.2%, a specificity of 92.1%, and an area under the curve of 0.96. Comparison of the total dental students sample and the control group of medical students showed significantly higher burnout levels for the dental students (50.3% vs. 40.4%). In this study, the MBI‐HSS was found to be viable, valid, and reliable for measuring burnout in dental students. Since the study also found that the dental students suffered from high levels of this syndrome, these results suggest the need for preventive burnout control programs.
A New Model for Training in Periodontal Examinations Using Manikins
Authors: Heym Richard , Krause Sebastian , Hennessen Till , Pitchika Vinay , Ern Christina , Hickel Reinhard
Published: June 2020

The aim of this study was to develop and test models for training dental students in periodontal examinations using manikins that had distinct anatomical designs but were indistinguishable in external appearance. After four models were tested for inter‐ and intra‐examiner reliability by two experienced dentists, 26 additional models were produced. The models were tested by 35 dental students at a dental school in Germany in 2014. The testing involved completing a periodontal examination that included probing depths, gingival recessions, and furcation involvements. The primary purpose of the study was to determine whether the models could be used as a tool for periodontal examination training by the students. Levels of agreement (students and dentists) and Kappa statistics (dentists) were calculated using absolute (±0 mm) and tolerable difference (±1 mm). Over the span of two weeks, the dentists’ reliability with preset values for probing depths, gingival recessions, and furcation involvements ranged from 0.29 to 0.38, 0.52 to 0.61, and 0.54 to 0.57, respectively, under absolute difference and from 0.86 to 0.90, 0.96 to 0.99, and 0.62 to 0.73, respectively, under tolerable difference. The students’ proportions of agreement for probing depths and gingival recessions under absolute vs. tolerable difference were 34.8% vs. 79.9% and 71.9% vs. 94.4%, respectively. The students frequently scored values higher than the preset values, overestimated furcation involvements, and failed to differentiate the levels of furcations. The models used did not pose any systematic or technical difficulties in the pilot study. Students were unable to measure furcation involvements with acceptable agreement. Thus, these models could be used for student periodontal examination training.
Assessment of Diagnosed Temporomandibular Disorders and Orofacial Pain Conditions by Predoctoral Dental Students: A Pilot Study
Authors: Adibi Shawn S. , Kookal Krishna Kumar , Fishbeck Nichole M. , Thompson Chris R. , Walji Muhammad F.
Published: June 2020

Temporomandibular disorders and orofacial pain (TMD/OFP) conditions are challenging to diagnose for predoctoral dental students due to the multifactorial etiology, complexity, and controversial issues surrounding these conditions. The aim of this study was to determine if patients in the clinic of one U.S. dental school reported existing signs and symptoms of TMD/OFP, whether the dental students diagnosed the condition based on the reported signs and symptoms, and if the condition was then treated. The study was based on a retrospective analysis of electronic health record data over a three‐year period. The results showed that, during the study period, 21,352 patients were treated by student providers. Of those patients, 5.33% reported signs or symptoms associated with TMD/OFP; 5.99% received a TMD/OFP diagnosis; and 0.26% received at least one form of TMD/OFP treatment that had either a diagnosis or signs/symptoms of TMD/OFP. In addition, a small percentage (0.24%) of patients with no documented diagnosis received some sort of TMD/OFP‐related treatment. A randomly selected sample of 90 patient charts found that no diagnoses of TMD/OFP were recorded in any of them. The results suggested that students had only marginally diagnosed the problems. Training for students including comprehensive didactic courses and clinical experiences to gain knowledge, context, and skill may be required to ensure they reach the required level of competence and prepare them to face the diagnostic challenges of TMD/OFP after graduation.
Does the Sequence of Preclinical Dental Crown Type Preparations Affect Evaluation Scores?
Authors: Korioth Tom V. , McBride Michael A.
Published: June 2020

Preclinical dental students must demonstrate aptitude in the preparation of teeth for treatment with several types of fixed dental prostheses. The optimal sequence of instruction and examination of these crown preparations in preclinical fixed prosthodontics is unknown. The aim of this study was to determine if grading scores by faculty and students were affected by changing the sequence of crown type preparations. Practical exams of two successive student cohorts (n=89 in 2014; n=92 in 2015) at one U.S. dental school using three crown preparations (full cast, porcelain fused to metal, and all‐ceramic) in different order were analyzed by faculty grades and student self‐assessment. All of the models indicated that the sequence in which the crown type preparations were taught did have an effect on the grades. The 2014 cohort had overall higher grades and particularly higher grades for the all‐ceramic crown preparations. Evaluation scores were affected by the sequence in which the different crown type preparations were taught and tested. Although the overall results suggested that students may perform better if the all‐ceramic crown preparation is taught last, this tendency may differ between years.
Using Twitter for Teaching and Learning in an Oral and Maxillofacial Radiology Course
Authors: Gonzalez Shawneen M. , Gadbury-Amyot Cynthia C.
Published: June 2020

The aim of this study was to describe the implementation of one form of social media (Twitter) in an oral radiology course and evaluate dental students’ use and perceptions of this technology for teaching and learning. An author‐developed questionnaire was used to solicit second‐year students’ knowledge, use, and perceptions of Twitter for teaching and learning in an oral radiology course at one U.S. dental school. A combination of Likert scales, multiple allowable answers, and an open‐ended comment question was employed. The questionnaire was piloted in spring 2010 followed by data collection in spring 2011. Out of 45 students, 40 (88.9%) completed the questionnaire. Of the respondents, 95% reported having not used Twitter prior to their second year of dental school; 55% of them created an account for the course. The top two reasons they gave for creating an account were viewing radiographic examples and staying informed about questions and answers that were posted. The top two reasons they gave for not creating an account were that the content was viewable online without an account and not wanting another online account. The students perceived the Twitter sessions as helpful and reported it improved accessibility to the instructor. The results of this study challenged the assumption that dental students are well versed in all forms of social media, but overall, these students agreed that the use of Twitter had enhanced the learning environment in the radiology course.
Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination‐Related Self‐Efficacy
Authors: Crego Antonio , Carrillo-Diaz María , Armfield Jason M. , Romero Martín
Published: June 2020

Academic stress negatively affects students’ performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam‐related self‐efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam‐related self‐efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem‐solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=−0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto‐focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=−0.22, p<0.01) associated with students’ exam‐related self‐efficacy, and this relation was found to be partially mediated by the students’ perceived stress (β=−0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=−0.21, p<0.01), but students’ exam‐related self‐efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam‐related self‐efficacy appraisals, contribute to improved academic performance.
Expansion of a Predoctoral Surgical Implant Selective for Dental Students
Authors: Seitz Stefanie D. , Zimmermann Richard L. , Hendricson William D.
Published: June 2020

Historically, predoctoral dental education programs have focused on the restoration of implants in the clinical environment; however, given the increase in dental implant therapy being performed by general dentists, the need to incorporate surgical implant training is becoming evident. This article describes a predoctoral surgical implant selective at the University of Texas Health Science Center at San Antonio and its evolution across five years to include emerging techniques and technology to enhance students’ understanding of dental implant therapy, both surgical and restorative. From virtual implant planning and guided surgery to intra‐oral scanning of implants for custom abutments and restorations, students obtained first‐hand experiences with a wide spectrum of aspects of implant therapy. The results of anonymous surveys completed by 2014–15 students before and after the year‐long selective regarding their impression of the program are also discussed.
OSCE and Case Presentations As Active Assessments of Dental Student Performance
Authors: Park Sang E. , Anderson Nina K. , Karimbux Nadeem Y.
Published: June 2020

The aim of this study was to evaluate whether the objective structured clinical examination (OSCE) and case presentation (CP) as forms of active assessment were effective measures of overall didactic knowledge and clinical performance in a predoctoral dental curriculum. This evaluation was conducted by statistical analysis of quality points (QP) awarded for didactic and clinical performance, CP grades, and OSCE scores for 185 students at Harvard School of Dental Medicine who graduated during the period 2010–14. As part of the requirements for graduation, each student takes three OSCEs and presents two patient cases. Data for the study were obtained from the Office of the Registrar. The results showed no direct correlation between QP and CP grades and no correlation between CP grades and OSCE scores. However, there was a correlation between OSCE scores and QP. Students with honors‐level scores on any of the three OSCEs received significantly more QP than students who did not receive honors. In addition, students with passing scores on OSCEs 2 and 3 received significantly more QP than students with failing or marginal OSCE scores. Innovative formats of active assessment such as OSCEs and CPs can promote a student‐centered learning environment. These data indicated that, within this study population, there was a positive association between OSCE scores and clinical and didactic performance, supporting the value of OSCEs as a means of assessment.
Feasibility Study for a Satellite Program of an Established School of Dentistry
Authors: Ahmed Arif , Pyle Marsha A. , Gadbury-Amyot Cynthia C.
Published: June 2020

Creative thinking is required to solve the many challenges the oral health care delivery system faces in meeting the needs of the U.S. population. Access to oral health care services varies widely across the country based on a host of factors including individual patient characteristics, demographic variables, and distribution of professionals by locale. There is also significant variability of need, so that many new solutions have been proposed to meet the needs of specific areas. In late 2012, the University of Missouri‐Kansas City School of Dentistry embarked on a feasibility study to determine whether its existing DDS program could be extended closer to underserved areas of Missouri and surrounding regions by utilizing distance education and a clinical training facility in conjunction with another public university. This article describes the study and its outcomes. Other institutions may find this process useful as they assess factors that could impact the success of future programming and seek new solutions to long‐standing problems.
Leadership Development in Dental Education: Report on the ADEA Leadership Institute, 2000–14
Authors: Haden N. Karl , Ditmyer Marcia M. , Mobley Connie , Rodriguez Tobias , Brallier Lynn Beck , Valachovic Richard W.
Published: June 2020

The American Dental Education Association's Leadership Institute (ADEA LI) is the association's flagship development program for those aspiring to leadership in dental and higher education. As with previous studies of the ADEA LI, ADEA will use information from the survey described in this report to improve the ADEA LI curriculum and to guide other leadership development efforts. In 2014–15, ADEA distributed a 50‐item online survey via email to all ADEA LI alumni from the classes of 2000 through 2014. The survey included selected‐response questions, closed‐ended questions, and open‐response questions. The survey had an overall response rate of 47% (133/285); response rates to individual items varied. The mean age of the respondents when they participated in the Institute was 48.5 years. Men and women were almost equally represented among the respondents. Nearly half reported their ultimate career goal as department chair, associate dean, or assistant dean, while 20 (15.8%) indicated a goal of becoming dean and 15 (11.8%) aspired to administrative roles higher than dean. Areas the respondents recommended for improvement included more programming in budgeting and financial management, fundraising, and personnel management. Almost 100% of the respondents indicated they would recommend the ADEA LI to others. Overall, the survey respondents confirmed the value of the ADEA LI in their assessment of their fellowship and its subsequent application to their careers. Comparison of elements from this study to previous studies of ADEA LI alumni demonstrates the effectiveness of past changes made to the Institute and the creation of additional ADEA leadership initiatives.
Training Future Dentists for an Academic Career: A Three‐Tiered Model
Authors: Horvath Zsuzsa , Albani Sarah E. , Wankiiri-Hale Christine
Published: June 2020

The anticipated shortage of dental faculty presents a challenge for dental education as it will greatly impact the training of the next generation of practicing dentists. One way to alleviate shortages is to identify students who are interested in an academic career at the predoctoral level and provide them with training in teaching, research, and leadership. Based on available evidence, formal programs offer the best way to introduce students to academia as a viable career path. A well‐designed program can also equip interested students with the necessary skills and basic knowledge to facilitate starting an academic career. The University of Pittsburgh School of Dental Medicine has developed a three‐tiered model for providing its dental students with exposure to and training in academic dentistry. The three tiers reflect differing levels of commitment: 1) a two‐year academic career track program, 2) academic career track elective courses, and 3) extracurricular activities. The aim of this study was to provide an initial assessment of the program's overall effectiveness. Data were collected using student and faculty surveys and student applications for the two‐year academic career track program. The data gathered included characteristics of, and feedback from, students taking the elective courses, as well as student and faculty feedback about student teacher effectiveness. The study found overall positive responses to the three‐tiered program from faculty, students, and student teachers at this initial stage. Whether these students ultimately become faculty members (the ultimate goal of the program) will be assessed in the future.
Assessment of Mass Fatality Preparedness and Response Content in Dental Hygiene Education
Authors: Bruhn Ann M. , Newcomb Tara L. , Sheth-Chandra Manasi
Published: June 2020

When mass fatality incidents (MFIs) occur, they can quickly overwhelm local, state, and government agencies, resources, and personnel. It is important to have a rapid and effective response with skilled, multidisciplinary victim identification teams since specific skill sets are necessary to participate in mass fatality preparedness and response. The aims of this study were to determine the extent of formal education related to mass fatality preparedness and response training in U.S. dental hygiene programs and to assess program directors’ perceptions of the need for such training. A 23‐item cross‐sectional survey was emailed to 319 U.S. dental hygiene programs in 2015. Survey questions addressed if the program offered mass fatality preparedness and response training to its students and how much training was given, as well as collecting respondents’ demographics and opinions regarding education and training. An overall response rate of 36% was obtained, with 111 program chairs completing the survey. The results showed that only a small percentage of responding programs incorporated coursework related to mass fatality and preparedness in their curricula. Of the responding programs, 84% had no formal instruction on the role of a dental hygienist in MFIs; however, 53 of 69 program directors agreed or strongly agreed that the role of dental hygienists in MFIs should be covered in dental hygiene curricula. The top three barriers to incorporating such training reported by respondents were time requirements, lack of faculty expertise, and lack of equipment. Future research is needed to establish standardized competencies for mass fatality preparedness and response in dental hygiene education.
Non‐Patient‐Based Clinical Licensure Examination for Dentistry in Minnesota: Significance of Decision and Description of Process
Authors: Mills Eric A.
Published: June 2020

In recent years in the United States, there has been heightened interest in offering clinical licensure examination (CLE) alternatives to the live patient‐based method in dentistry. Fueled by ethical concerns of faculty members at the University of Minnesota School of Dentistry, the state of Minnesota's Board of Dentistry approved a motion in 2009 to provide two CLE options to the school's future predoctoral graduates: a patient‐based one, administered by the Central Regional Dental Testing Service, and a non‐patient‐based one administered by the National Dental Examining Board of Canada (NDEB). The validity of the NDEB written exam and objective structured clinical exam (OSCE) has been verified in a multi‐year study. Via five‐option, one‐best‐answer, multiple‐choice questions in the written exam and extended match questions with up to 15 answer options in the station‐based OSCE, competent candidates are distinguished from those who are incompetent in their didactic knowledge and clinical critical thinking and judgment across all dental disciplines. The action had the additional effects of furthering participation of Minnesota Board of Dentistry members in the University of Minnesota School of Dentistry's competency‐based curriculum, of involving the school's faculty in NDEB item development workshops, and, beginning in 2018, of no longer permitting the patient‐based CLE option on site. The aim of this article is to describe how this change came about and its effects.
Untangling the Web of Influences on Dental Students’ Participation in Interprofessional Education Programs
Authors: Foster Page Lyndie A. , Gray Lesley , Gallagher Peter , McKinlay Eileen , Rich Alison M.
Published: June 2020

The aim of this study was to explore how dental students involved in an experiential interprofessional education (IPE) program in New Zealand made sense of engaging in this unfamiliar learning environment. Qualitative data gathered from students during group interviews were analyzed to better understand how they assessed the IPE experience. Interviews were audiorecorded and transcribed before analysis of students’ comments was undertaken, using constant comparison analysis and taking an inductive approach to the initial coding. Once each of the investigators had gone through his or her own transcripts, they reviewed each other's coding and agreed‐upon categories before applying the 3‐P model of student learning. Over a three‐year period (2012–14), 16 focus groups were conducted with students from multiple health professions. In total, 24 dental students participated. Six categories of comments made in the focus groups were identified: expectations and realizations; not practicing; trade‐offs/losses; learning with, from, and about each other; becoming open to a different clinical experience; valuing dental students’ participation in IPE; and learning about what dentists do. From these categories, three main themes emerged: becoming a dentist, negotiating IPE experience, and valuing dentistry. The 3‐P model highlighted the complexity of IPE, and the challenges suggested that dental students may need extra preparation prior to participating in IPE programs.
Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases
Authors: Imai Pauline H. , Kresyman Shelley , Asadoorian Joanna
Published: June 2020

In problem‐based learning (PBL) environments, patient cases encourage students’ development of critical thinking and problem‐solving. Previous research has found that non‐structured patient cases fostered students’ critical thinking and problem‐solving abilities; however, structured cases dominate in dental PBL. The aim of this study was to explore factors influencing educators as they developed cases for a hybrid PBL dental education program in Canada. In this phenomenological study, semi‐structured interviews were used to collect seven educators’ experiences with PBL case development. Content analyses with conceptual mapping were triangulated with field notes, researcher memos, and member checking to elucidate codes and themes. There were two major themes and 14 subthemes. The major theme—external factors—involved environmental parameters that influenced educators to develop PBL cases with a definitive problem‐solving approach and preferred solution. Structured PBL cases dominated because of limited curricular time for students to explore identified learning issues within a three‐session framework. The hybrid PBL dental curriculum further influenced educators to develop structured PBL cases such that content was not duplicated by corresponding lectures. The second major theme—internal factors—encompassed the educators’ beliefs and values about teaching and student learning. These educators were enthusiastic about PBL as an instructional strategy, but did not appear to support the PBL philosophy wherein students engage in self‐directed, self‐exploratory learning. Structured PBL case development occurred when educators believed students needed content expert guidance. Structured PBL cases dominated in the hybrid PBL program because the educators felt students needed guidance in solving the cases to meet the learning objectives within the limited curricular time.
Dental vs. Medical Students’ Comfort with Smoking Cessation Counseling: Implications for Dental Education
Authors: Allen Staci Robinson , Kritz-Silverstein Donna
Published: June 2020

The aim of this study was to determine if dental and medical students have similar feelings of professional responsibility, comfort, and confidence with counseling patients about smoking cessation during their clinical years. All third‐ and fourth‐year osteopathic medical (N=580) and dental students (N=144) at Western University of Health Sciences were invited to participate in a survey in April–July 2014, either electronically or in person, regarding their perceived professional responsibility, comfort, and confidence in counseling smokers about quitting and major constraints against counseling smokers about quitting. Respondents’ demographic characteristics, smoking history, and history of living with a smoker were also assessed. Response rates were 21% (124/580) for medical and 82% (118/144) for dental students. Most of the responding medical (99.2%) and dental (94.9%) students reported feeling it was their professional responsibility to counsel patients about smoking cessation. Medical student respondents were significantly more comfortable and confident counseling patients about smoking cessation than dental student respondents (p<0.001). Students in the third year were just as comfortable and confident counseling patients about smoking cessation as students in the fourth year (p>0.10). There were no differences by age, but students who were former smokers were significantly more comfortable and confident counseling about smoking cessation than were nonsmokers (p=0.001). While almost all of the responding students reported feeling responsible for counseling patients about smoking cessation, the medical students and former smokers were more comfortable and confident performing this counseling. These results suggest the need for additional training in counseling techniques for dental students and nonsmokers. Future studies should assess the impact of medical and dental students’ smoking cessation counseling.
The Effect of Awareness of American Board of Orthodontics Criteria on Treatment Outcomes in a Postgraduate Dental Clinic
Authors: Yilmaz Rahime Burcu Nur , Nalbantgil Didem , Ozdemir Fulya
Published: June 2020

The aims of this study were to evaluate the posttreatment outcomes in a postgraduate orthodontic clinic following a course on American Board of Orthodontics Cast and Radiograph Evaluation (ABO‐CRE); to compare the outcomes of postgraduate students who took the course before and after finishing treatment of their cases; and to assess if the need for orthodontic treatment as determined by the Index of Orthodontic Treatment Need (IOTN) at the beginning of treatment affected students’ final scores. A course on ABO‐CRE was given to second‐ (group A), third‐ (group B), and fourth‐ (group C) year postgraduate students at Yeditepe University, Istanbul, Turkey, in 2012. Pre‐ and posttreatment plaster models of 253 cases (group A) were treated by students in 2011–12. An additional 251 (group B, 2012–13) and 341 (group C, 2013–14) cases were evaluated in the first and second years after the course, respectively. The models were graded retrospectively using the ABO‐CRE and IOTN. The results showed that the total mean scores on the posttreatment plaster models were significantly higher in the pre‐course group than the first‐ and second‐year post‐course group (p<0.05 and p<0.01, respectively). The borderline cases (grade 3) received a lower score on the ABO‐CRE than the cases with need (grade 4) (p<0.01) and severe need (grade 5) (p<0.01) for orthodontic treatment. Increasing awareness by giving information about the ABO‐CRE significantly improved the posttreatment success of these postgraduate students. After the course, treatment outcomes in the following year were better than two years later, suggesting it may be useful to teach the course annually to refresh students’ knowledge.
Wellness Among Dental Students: An Institutional Study
Authors: Harrison Peter L. , Shaddox Luciana M. , Garvan Cynthia W. , Behar-Horenstein Linda S.
Published: June 2020

The high prevalence of distress among health professionals during their education has fostered increased interest in the study of student well‐being. The aim of this study was to assess the self‐perceived wellness of dental students and determine the relationship between factors affecting wellness and demographic variables. An online questionnaire was distributed to 334 first‐through fourth‐year dental students at one U.S. dental school. The questionnaire consisted of modified versions of the Perceived Wellness Survey, Medical Outcomes Study Social Support Survey, and Mental Health Inventory and also collected demographic information. The response rate was 78% (N=261). More than 80% of the respondents reported that they were happy all, most, or a good bit of the time. These students exhibited a strong sense of self‐worth, were positive about their friendships, and perceived they had good social support. Less than 20% of respondents did not view their physical health as excellent and identified a lack of self‐perceived wellness. First‐year and single students reported statistically less social support. Students who were parents perceived their wellness less favorably. Hispanic and Asian students were less happy regarding their mental health than white and African American students. These findings suggest that students, especially Hispanic and Asian students, may benefit from programs that promote student well‐being. Academic programs that encourage students to work together and promote peer‐to‐peer involvement may be beneficial, especially for first‐year and single students.
Dental Students’, Alumni, and Dentists’ Perspectives on Leadership: Impact of the Scholars Program in Dental Leadership
Authors: Niemchick Audrey L. , Delgado Jessica , Taichman Russell S. , Inglehart Marita R.
Published: June 2020

In 2006, the Scholars Program in Dental Leadership (SPDL) was created at the University of Michigan School of Dentistry with the aim of preparing dental students to take on leadership roles in their profession and communities. The aims of this quantitative study were to investigate how SPDL alumni and current participants evaluated this program; to assess whether SPDL alumni evaluated their leadership‐related educational experiences, leadership perceptions, and attitudes towards leadership activities in dentistry more positively than did non‐SPDL dental students and general dentists; and to explore if leadership‐related educational/clinical experiences were correlated with these constructs. Participants were 218 of 431 dental students across all four years (response rate 51%), 32 of whom were participants in the SPDL; 32 of 53 SPDL alumni (response rate 60%); and 595 of 3,000 general dentists invited to participate (response rate 20%). Both current and past SPDL participants evaluated the program on average positively (3.75 and 3.92, respectively, on a five‐point scale). Non‐SPDL students and alumni evaluated leadership‐related educational experiences more positively than did the dentists (3.65/3.61 vs. 2.49; p<0.001). Their evaluations of different indicators of dental leadership differed as well. Students and alumni evaluated being recognized (4.40/4.60 vs. 4.20; p<0.001), making a contribution to the community (4.04/4.40 vs. 3.81; p<0.001), and views on practice efficiency (4.61/4.53 vs. 4.36; p<0.001) more positively than did the general dentists. The SPDL alumni had more positive evaluations of organized dentistry (4.17 vs. 3.77/3.71; p=0.045) and academia (3.97 vs. 3.48/3.45; p=0.01) than did the students and general dentists. Educational/clinical experiences were positively correlated with most leadership‐related constructs. These results showed that the SPDL positively affected alumni perceptions of leadership indicators and attitudes.
Effect of a Pilot Preclinical Incentive Program on Dental Students’ Performance on a Clinical Competency Exam
Authors: Schuster Gregory M. , Hunt Ronald J. , Haering Harold J.
Published: June 2020

The aim of this study was to investigate the effect of a pilot preclinical incentive program on dental students’ performance on a clinical competency (mock board) exam at Midwestern University College of Dental Medicine‐Arizona. To assess the effect of preclinical grade incentives in a program called SUCCEED, scores from a clinical competency exam administered during the fall quarter of the fourth year were compared between the graduating classes of 2014 and 2015 (pre‐SUCCEED curriculum) and the graduating class of 2016 (post‐SUCCEED curriculum). The study hypothesized that the class participating in the SUCCEED program, with its incentives for greater preclinical preparation and practice, would score higher than the other classes on the exams. The results showed that the endodontics and periodontics pass rates and test scores from the Class of 2016 were higher than those from the Classes of 2014 and 2015; the prosthodontics pass rates were similar; and the operative dentistry pass rates and test scores were lower than the Classes of 2014 and 2015. While the results of two of the four subsections of the competency exam showed an improvement in clinical performance for the Class of 2016, the operative dentistry test scores for that class were less than expected. Based on the increased number of operative dentistry procedures performed in preclinical simulation and the clinic, the authors conclude that the competency exam should not be the only measure to evaluate success of the SUCCEED program.
Predicting Performance in Technical Preclinical Dental Courses Using Advanced Simulation
Authors: Gottlieb Riki , Baechle Mary A. , Janus Charles , Lanning Sharon K.
Published: June 2020

The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self‐evaluations, time to complete the simulation, and time to complete self‐evaluations, served as predictors of dental students’ preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students’ learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.
The Impact of Oral‐Systemic Health on Advancing Interprofessional Education Outcomes
Authors: Haber Judith , Hartnett Erin , Allen Kenneth , Crowe Ruth , Adams Jennifer , Bella Abigail , Riles Thomas , Vasilyeva Anna
Published: June 2020

The aim of this study was to evaluate the effectiveness of an interprofessional education (IPE) clinical simulation and case study experience, using oral‐systemic health as the clinical population health example, for nurse practitioner/midwifery, dental, and medical students’ self‐reported attainment of interprofessional competencies. A pretest‐posttest evaluation method was employed, using data from the Interprofessional Collaborative Competency Attainment Scale (ICCAS) completed by two large cohorts of nurse practitioner/midwifery, dental, and medical students at one U.S. university. Data from faculty facilitators were collected to assess their perceptions of the value of exposing students to interprofessional clinical simulation experiences focused on oral‐systemic health. The results showed that self‐reported interprofessional competencies measured by the ICCAS improved significantly from pre‐ to posttest for all three student types in 2013 (p<0.001) and 2014 (p<0.001). Faculty facilitators reported that the IPE clinical simulation experiences were valuable and positively influenced interprofessional communication, collaboration, patient communication, and student understanding of patient care roles. These results suggest that the Teaching Oral‐Systemic Health Program Interprofessional Oral‐Systemic Health Clinical Simulation and Case Study Experience was effective as a standardized, replicable curriculum unit using oral‐systemic health as a population health exemplar to teach and assess interprofessional competencies with nurse practitioner/midwifery, dental, and medical students.
Development of ROS‐responsive amino acid‐based poly(ester amide) nanoparticle for anticancer drug delivery
Authors: Xu Qinghua , Chu Chih‐Chang
Published: June 2020

Reactive oxygen species (ROS) play an important role in cellular metabolism and many oxidative stress related diseases. Oxidative stress results from toxic effects of ROS and plays a critical role in the pathogenesis of a variety of diseases like cancers and many important biological processes. It is known that the unique feature of high intracellular ROS level in cancer cells can be considered as target and utilized as a useful cancer‐related stimulus to mediate intracellular drug delivery. Therefore, biomaterials responsive to excess level of ROS are of great importance in biomedical applications. In this study, a novel ROS‐responsive polymer based on L‐methionine poly(ester amide) (Met‐PEA‐PEG) was designed, synthesized, characterized and self‐assembled into nano‐micellar‐type nanoparticles (NP). The Met‐PEA‐PEG NP exhibited responsiveness to an oxidative environment. The size and morphology of the nanoparticle changed rapidly in the presence of H2O2. The Nile Red dye was loaded into the Met‐PEA‐PEG NP to demonstrate a H2O2 concentration induced time‐dependent release behavior. The Met‐PEA‐PEG NP was sensitive to high intracellular ROS level of PC3 prostate cancer cells. Furthermore, the Met‐PEA‐PEG NP was investigated as a carrier of a Chinese medicine‐based anticancer component, gambogic acid (GA). Compared to free GA, the GA‐loaded nanocomplex (GA‐NP) showed enhanced cytotoxicity toward PC3 and HeLa cells. The GA‐NP also induced a higher level of apoptosis and mitochondrial depolarization in PC3 cells than free GA. The Met‐PEA‐PEG NP improved the therapeutic effect of GA and may serve as a potential carrier for anticancer drug delivery.