bluuebunny/crossref_metadata_2025 huggingface dataset:
Fluoride Knowledge and Prescription Practices Among Dentists
Authors: Narendran Sena , Chan Jarvis T. , Turner Stewart D. , Keene Harris J.
Published: June 2020

The purpose of this study was to assess dentists’ knowledge about fluorides as well as their prescription practices. The study population consists of all general and pediatric dentists in Houston, and the sample consists of 360 general and forty‐one pediatric dentists. Data were collected with a self‐administered mail questionnaire, which consisted of thirteen open‐ended and twenty‐nine precoded items. After three mailings, the effective response rate was 46.4 percent. Respondents had been in practice on an average of 18.9 ±6.6 years; the majority were male. More than 75 percent of respondents believed fluoride level in drinking water is an important determinant of fluoride supplement prescription, and 29 percent felt the same about a patient's weight. The correct ages at which to begin (six months) and to discontinue (sixteen years) the fluoride supplements to children were identified by 14.7 and 14.9 percent of the respondents, respectively. Only 6.7 percent of those prescribing fluoride supplements routinely tested the fluoride level in the patient's drinking water. Even though pediatric and general dentists differed in certain items, the two groups did not differ significantly in prescribing fluorides (OR=2.4, 95% CI=0.94, 6.27). Deficiencies and ambiguity in respondents’ fluorides knowledge as well as prescription practices indicated a need for educational interventions.
Use of an Electronic Patient Record System to Evaluate Restorative Treatment Following Root Canal Therapy
Authors: Shelley Peter Q. , Johnson Bradford R. , BeGole Ellen A.
Published: June 2020

Electronic Patient Record (EPR) systems are rapidly gaining acceptance as an important tool for managing patient information. The purpose of this project was to evaluate the use of an EPR system for assessment of quality of care in an academic dental institution. The primary outcome of interest was the timeliness and completeness of restorative care following completion of nonsurgical root canal therapy. An initial query of the EPR database was performed using the following inclusion criteria: root canal treatment performed in the postgraduate endodontics clinic between September 2002 and June 2004, patient age ≥18 years old, and posterior tooth (premolars and molars). A total of 925 patients with 1,014 endodontically treated teeth met the inclusion criteria. A random sample of 30 percent of the treated teeth (302 teeth on 281 patients) was selected for detailed review. This sample of 302 teeth was then screened to determine if any restorative treatment had been performed between September 2002 and November 2005. Forty‐eight percent (n=146) of the 302 teeth did not receive any form of permanent restoration over the time period studied. Twenty‐five percent (n=75) of the teeth received a buildup only, and 27 percent (n=82) received the recommended treatment, a full occlusal coverage restoration. This study documents the use of an EPR system to objectively and efficiently assess one aspect of quality of care in a dental school environment.
Characteristics of Full‐Time Faculty in Baccalaureate Dental Hygiene Programs and Their Perceptions of the Academic Work Environment
Authors: Collins Marie A. , Zinskie Cordelia D. , Keskula Douglas R. , Thompson Ana Luz
Published: June 2020

The purpose of this study was to assess the current characteristics of full‐time faculty in baccalaureate dental hygiene programs in the United States. A mail questionnaire was sent to program administrators for distribution to faculty. Program response rate was 89.7 percent (26/29), and full‐time faculty response rate was 68.3 percent (114/167). The percentage of dental hygiene faculty who are at the associate or assistant professor ranks was similar at 35.1 percent and 34.2 percent, respectively. Forty percent of faculty are not on a tenure track, and 38.6 percent are tenured. The faculty who responded to this survey were almost exclusively white (93.9 percent) and female (95.6 percent), and their average age was 50.2 years. Faculty reported several areas of dissatisfaction with the academic work environment, including lack of time available for student advisement, class preparation, and keeping current in field, as well as concerns about heavy workload and inadequate compensation. A majority of the respondents (56 percent [39/70]) indicated that they plan to retire from the labor force in ten years or less. Three conclusions may be drawn from the findings of this study: 1) there is a lack of diversity within the dental hygiene faculty, which currently consists primarily of white females with few underrepresented minorities and males; 2) if trends persist, there will be a noticeable shortage of dental hygiene educators in the future as faculty move toward retirement without equivalent numbers of younger individuals joining the ranks of the faculty; and 3) there is a lack of published information regarding dental hygiene faculty characteristics. To address the potential academic workforce shortage, we make two recommendations based indirectly on the findings of this study: 1) the American Dental Association should include more information on dental hygiene faculty characteristics in its existing annual survey of all accredited programs; and 2) the number of advanced education programs in dental hygiene should be increased.
Institutional Responsibilities and Workload of Faculty in Baccalaureate Dental Hygiene Programs
Authors: Collins Marie A. , Zinskie Cordelia D. , Keskula Douglas R. , Thompson Ana Luz
Published: June 2020

This article reports the results of a study conducted to determine the institutional responsibilities and workload of full‐time faculty in baccalaureate dental hygiene programs. A mail questionnaire was sent to program administrators, who were asked to distribute it to faculty. Faculty reported an average work week of 50.5 hours, which includes 46.9 hours spent on paid activities and 3.6 hours spent on unpaid activities. In specific workload activities, the majority of faculty time was spent on teaching undergraduate students (56.8 percent), institutional service (14.9 percent), and research/scholarship (9.5 percent). Forty‐seven percent of the faculty described their primary professional research as program/curriculum design, and 78 percent were not engaged in funded research. The most common form of scholarship reported by faculty was presentations at professional meetings; this outnumbered all other types of scholarly activity, including publications. Faculty spent significantly more time than they preferred on teaching undergraduate students and institutional service. Faculty spent significantly less time than they preferred on teaching graduate/first professional students, research/scholarship, professional growth, and public service. We recommend that future studies compare workloads and scholarly production of dental hygiene faculty in associate and baccalaureate degree programs. We also recommend future longitudinal assessments of institutional responsibilities and workload of baccalaureate dental hygiene faculty.
Provisional Crown Failures in Dental School Predoctoral Clinics
Authors: Hyde Jeffrey D. , Bader James A. , Shugars Daniel A.
Published: June 2020

Following a preliminary study indicating that at least 10 percent of single‐unit crown temporary restorations failed in patients who received treatment by predoctoral students, a comprehensive examination of provisional crown failure was initiated to identify strategies to reduce the failure rate. For all provisionalized, natural tooth, single‐unit crown preparations in University of North Carolina School of Dentistry predoctoral clinics for one year (N=1008), we noted tooth type, type of crown, student level, faculty coverage experience, treatment clinic, temporary material and luting agent, and retreatment (failure) of the provisional restoration. For failures, we also noted the stage of crown preparation at failure and the time since initial placement of the temporary. We analyzed these data using simple cross‐tabs and logistic regression on need for retreatment (α =0.05). The failure rate was 18.75 percent (N=189). The median time to failure was twelve days; the 25th and 75th percentiles were six and twenty‐six days. Significant risk factors, in order of odds ratio estimates, were molar tooth, second‐ or third‐year student, and inexperienced faculty. Most provisional failures occurred during the final preparation phase of treatment. Provisional restoration failure is more frequent than was initially suspected from preliminary studies. Strategies for institutional intervention to reduce provisional restoration failure include greater attention to evaluating provisional crowns placed by inexperienced students (sophomores and juniors) and placing more emphasis on the retentiveness of provisional restorations reused following the final impression. Review of provisional evaluation procedures is also indicated for faculty who do not routinely supervise these procedures.
Emerging Allied Dental Workforce Models: Considerations for Academic Dental Institutions
Authors: McKinnon Monette , Luke Gina , Bresch Jack , Moss Myla , Valachovic Richard W.
Published: June 2020

The U.S. surgeon general defined the national oral health care crisis in 2001 in Oral Health in America: A Report of the Surgeon General. The report concluded that the public infrastructure for oral health is not sufficient to meet the needs of disadvantaged groups and is disproportionately available depending upon certain racial, ethnic, and socioeconomic factors within the U.S. population. Now, several new workforce models are emerging that attempt to address shortcomings in the oral health care workforce. Access to oral health care is the most critical issue driving these new workforce models. Currently, three midlevel dental workforce models dominate the debate. The purpose of this report is to describe these models and their stage of development to assist the dental education community in preparing for the education of these new providers. The models are 1) the advanced dental hygiene practitioner; 2) the community dental health coordinator; and 3) the dental health aide therapist.
PBL Core Skills Faculty Development Workshop 3: Understanding PBL Process Assessment and Feedback via Scenario‐Based Discussions, Observation, and Role‐Play
Authors: Dalrymple Kirsten R. , Wong Shirley , Rosenblum Alvin , Wuenschell Carol , Paine Michael , Shuler Charles F.
Published: June 2020

Tutorial assessment in PBL is thought to be a valid assessment approach and is believed to exert a positive impact on the learning process. Reports, however, have demonstrated that assessment by the facilitator can be unreliable. Training of faculty to conduct this type of assessment has tended to be lacking and is a likely contributor to this inconsistency. This report describes the final in a series of foundation‐building faculty development workshops focused on the instructional methodology of PBL. The PBL Assessment and Feedback workshop reported here introduced the theory and practice of conducting process‐based assessment accompanied by formative feedback. Scenario‐based discussions, mock group demonstration, role‐modeling, and role‐play were utilized as adult learning‐appropriate strategies to familiarize participants with process‐based assessment and feedback. Evaluation of the workshop by participants provided evidence that the majority of participants were satisfied with the methods and content of the workshop. Suggestions for additional training in these assessment methods included additional examples, practice, workshops, or observation and mentoring.
The Rise and Fall of the Latino Dentist Supply in California: Implications for Dental Education
Authors: Hayes‐Bautista David E. , Kahramanian Mariam Iya , Richardson Erin G. , Hsu Paul , Sosa Lucette , Gamboa Cristina , Stein Robert M.
Published: June 2020

The purpose of this study was to determine the number of Latino dentists in California, identify the schools and countries where they were educated, and compare Latino dentist demographics with that of the state's new demographics. From the 2000 California Department of Consumer Affairs list of 25,273 dentists, we identified Latino U.S. dental graduates (USDGs) by “heavily Hispanic” surnames and Latino international dental graduates (IDGs) by country and school of graduation. From the 2000 U.S. census Public Use Microdata Sample (PUMS), we described Latino dentist characteristics such as Spanish language capacity and practice location. The number of Latino dentists acquiring licenses to practice in California has fallen dramatically, by nearly 80 percent, between 1983 and 2000. This decline is not merely an affirmative action issue; it results in an issue of access. Latino dentists are far more likely to speak Spanish and be located in a heavily Latino area than non‐Latino dentists. Currently, although the supply of Latino dentists is dwindling, the Latino population is growing rapidly. In California and out‐of‐state schools, first‐year matriculation of Latino USDG must increase. Further, non‐Latino dentists should be prepared and given incentives to learn Spanish and locate practices in areas of need. The reintroduction of IDG Latino dentists needs to be seriously considered.
Comments as Part of a Clinical Competency Rating System
Authors: Milani James E. , Chi Howard H. , Chambers David W.
Published: June 2020

The nature of comments faculty members make about students’ clinical performance and the relationship between comments and numerical scores given at the same time have not been studied in dental education. We developed a coding system for comments volunteered by faculty members to supplement the numerical ratings given as part of an established clinical competency evaluation system. Twenty‐two hundred coded comments and their matched numerical ratings from more than 100 faculty members were compared for two classes of 146 and 157 students for four quarters. Thirty‐seven percent of comments focused on dental performance, 43 percent on patient interactions, and 20 percent on relationships with faculty members or the clinic system. Forty‐eight percent of comments were positive in tone. Where multiple comments were available for the same student in a quarter, 33 percent of them were confirmed by other faculty members; 9 percent were contradicted. Significant bidirectional associations were observed between comments (positive or negative) and numerical ratings in the area of patient interactions. For technical procedures and for interactions with faculty and the clinic, including professional demeanor, significant unidirectional associations predominated. The findings suggest that faculty members assume that students are skilled in these areas and tend to comment when their expectations are not fulfilled.
The Origins of Fear of Occupational Exposure in the Clinical Dental Setting
Authors: Chambers David W. , Nadershahi Nader A. , Chi Howard
Published: June 2020

Although there is a growing literature on the incidence of occurrence and reporting of occupational exposures in clinics in dental schools, the contributing factors to fear of such injuries and their dynamic evolution over time remain unstudied. It is hypothesized that fear of occupational exposures is a function of estimated likelihood of such events and their perceived importance. Individual personality factors and situational circumstances are also thought to play a role, although it is believed that these factors recede in importance as students gain direct knowledge through clinical experience. Path analysis methods are applied to longitudinal survey data in a single dental school to confirm these hypotheses.
Academic Tenure and Higher Education in the United States: Implications for the Dental Education Workforce in the Twenty‐First Century
Authors: Peterson Melanie R.
Published: June 2020

This article reviews the literature related to the evolution and implementation of academic tenure (AT) in U.S. higher education. It is intended to highlight AT implications for the recruitment, retention, and development of the dental education workforce in the twenty‐first century and the need for this workforce to implement change in dental education. The dental education workforce is shrinking, and a further decrease is projected, yet the demand for dental education is increasing. AT is becoming increasingly controversial, and the proportion of tenured to nontenured (i.e., contingent) faculty is declining within an already shrinking faculty pool. Confusion regarding the definition of scholarship and its relationship to research and publishing further confounds discussions about AT. Whether the principles of academic freedom and due process require tenure for their preservation in a democratic society is open to question. In view of competing time demands and increasing pressure to publish and apply for grants, factors including the seven‐year probationary period for tenure, the decreased availability of tenured positions, and the often perceived inequities between tenured and contingent (i.e., nontenured track) faculty may pose an obstacle to faculty recruitment and retention. These factors may severely limit the diversity and skill mix of the dental education workforce, resulting in a decrease in staffing flexibility that appears to be needed in the twenty‐first century. Politics, increasing dependence on grant funding by some institutions, resistance to change, and insufficient mentoring are all stimulating discussions about the future of tenure and its implications for U.S. dental education.
The State of the Art in Evaluating the Performance of Department Chairs and Division Heads
Authors: Dunning David G. , Durham Timothy M. , Aksu Mert N. , Lange Brian M.
Published: June 2020

This study explores the little understood process of evaluating the performance of department chairs/division heads in dental schools. Specifically, this research aimed to elucidate the methods, processes, and outcomes related to the job performance of department chairs/division heads. Forty‐three deans and 306 chairs completed surveys with both close‐ended and open‐ended questions. In addition, ten deans and ten chairs were interviewed. Results indicate that 80 to 90 percent of department chairs are formally evaluated, although as many as 50 percent may lack job descriptions. Recommended best practices for performance appraisal—such as having at least yearly appraisals, holding face‐to‐face meetings, and setting specific, personal performance objectives/benchmarks for chairs—are being used in most schools. Still, there is much room to improve appraisals by incorporating other recommended practices. Overall high levels of satisfaction were reported by both chairs and deans for the process and outcomes of appraisals. Qualitative data showed some convergence of opinions about appraisals with the notable exception of informal feedback. We explore some implications of these results, especially as they relate to improving performance appraisals.
Bridging the Gap in Caries Management Between Research and Practice Through Education: The Indiana University Experience
Authors: Fontana Margherita , Zero Domenick
Published: June 2020

Although dentistry recognizes that dental caries management encompasses more than restoring the consequences of the disease, caries risk assessment and management that go beyond traditional restorative care have not always had a strong and organized voice during clinical curriculum development and competency assessment in U.S. dental schools. This has resulted in confusion and great variability between the need for risk‐based caries management and prevention and how practitioners apply these concepts in private and community settings. Dental education is in the unique position of being able to help bridge the gap to improve dissemination of new information and to enhance communication between research and the practice of dentistry to accelerate adoption of validated approaches for the diagnosis and management of dental caries. This paper presents one example of how a dental school totally revamped its approach to teaching cariology—from a few lectures scattered throughout the curriculum to a Cariology Management Program that is integrated into all four years of the curriculum, that includes both didactic and clinical components, and that emphasizes critical thinking and problem solving. From its inception, the program was centered on a competency requirement for graduation and the principles of evidence‐based practice. The process, competency, and initial programmatic outcomes assessment measures are discussed. Barriers encountered are briefly reviewed from the following perspectives: dental school structure, faculty support/calibration, students, reimbursement, and standard of care/public expectations.
Preparation Course for Part I of the National Dental Boards: Lessons Learned
Authors: Wright Edward F. , Henzi David
Published: June 2020

Student performance on national board examinations is the predominant litmus test for successful programs in health science education. Many different strategies have been used to increase passing rates among students. The objectives of this study were to investigate the influence of a voluntary eighteen‐hour National Board Dental Examination Part I (NBDE Part I) preparation course on student performance on the NBDE Part I and to assess students’ perspectives on the preparation course. Students’ perspectives were obtained through a questionnaire and focus groups. There were significant associations between the students’ GPA and the overall examination score and between the course grades corresponding with each section and the section scores. Students attending sessions devoted to specific NBDE subject areas did not obtain significantly better scores for that subject area than nonattending students. Also, the students did not obtain significantly better overall scores for NBDE Part I than in previous years when a preparation course was not conducted. Students most frequently rated the Dental Deck's NBDE Part I Cards as the most helpful study aid, followed by old NBDE Part I tests. The most frequent student rating for most of the presentations was “somewhat helpful,” while the most frequent rating for resources placed on Blackboard such as tables and summary material was “helpful.” Based upon the findings, we recommended discontinuation of the classroom presentation portion of the board preparation course.
Occupational Exposure to Bloodborne Pathogens and Management of Exposure Incidents in Nigerian Dental Schools
Authors: Sofola Oyinkansola O. , Folayan Morenike O. , Denloye Obafunke O. , Okeigbemen Sunny A.
Published: June 2020

The goal of this study was to determine the frequency of occupational exposures to bloodborne pathogens amongst Nigerian clinical dental students, their HBV vaccination status, and reporting practices. A cross‐sectional study of all clinical dental students in the four Nigerian dental schools was carried out by means of an anonymous self‐administered questionnaire that asked questions on demography, number and type of exposure, management of the exposures, personal protection against cross infection, and the reporting of such exposures. One hundred and fifty‐three students responded (response rate of 84.5 percent). Only thirty‐three (37.9 percent) were fully vaccinated against HBV. Ninety (58.8 percent) of the students have had at least one occupational exposure. There was no significantly associated difference between sex, age, location of school, and exposure. Most of the exposures (44.4 percent) occurred in association with manual tooth cleaning. There was inadequate protection of the eyes. None of the exposures were formally reported. It is the responsibility of training institutions to ensure the safety of the students by mandatory HBV vaccination prior to exposure and adequate training in work safety. Written policies and procedures should be developed and made easily accessible to all workers to facilitate prompt reporting and management of all occupational exposures.
Perspectives on the Dental School Learning Environment: Theory X, Theory Y, and Situational Leadership Applied to Dental Education
Authors: Connor Joseph P. , Troendle Karen
Published: June 2020

This article applies two well‐known management and leadership models—Theory X and Theory Y, and Situational Leadership—to dental education. Theory X and Theory Y explain how assumptions may shape the behaviors of dental educators and lead to the development of “cop” and “coach” teaching styles. The Situational Leadership Model helps the educator to identify the teaching behaviors that are appropriate in a given situation to assist students as they move from beginner to advanced status. Together, these models provide a conceptual reference to assist in the understanding of the behaviors of both students and faculty and remind us to apply discretion in the education of our students. The implications of these models for assessing and enhancing the educational environment in dental school are discussed.
Comparing Fourth‐Year Dental Student Productivity and Experiences in a Dental School with Community‐Based Clinical Education
Authors: Bean Canise Y. , Rowland Michael L. , Soller Hilary , Casamassimo Paul , Van Sickle Rachel , Levings Kevin , Agunga Rachel
Published: June 2020

Reports and articles by the Institute of Medicine, the American Dental Education Association (ADEA) Commission on Change and Innovation in Dental Education (CCI), and the Macy Foundation have examined the challenges confronting dental education and reached the conclusion that U.S. dental education is on the brink of major change. A recent “case for change” article by the CCI makes the argument that dental education, as currently structured, is quickly becoming obsolete, overpriced, and lacking in its ability to provide the education that future practitioners will need. The Ohio State University College of Dentistry (OSUCOD) began a major reorganization of its clinical education program upon receipt of a Robert Wood Johnson Foundation‐sponsored Pipeline, Profession, and Practice grant. In our fourth year of the five‐year grant program, known as the OHIO Project (Oral Health Improvement through Outreach), our fourth‐year dental students approached the sixty‐day target of time spent in community‐based clinical education. The purpose of this report is to describe the productivity of students and the characteristics of the patient pool they care for in community‐based sites as compared to our school‐based clinics during that final year. This report reflects the activity of 102 students in the graduating class of 2006. Attendance (clinic utilization) was estimated to be 94 percent at OSUCOD and 99 percent at OHIO Project sites. In the aggregate, the OHIO Project‐based students treated a total of 11,808 unique patients and completed 26,882 procedures in the community during their 41.9‐day community experience. This translates into 116 unduplicated patients and 264 procedures per student in the community‐based sites for the period studied. In comparison, the same students treated 19,344 unique patients and completed 28,680 procedures during ninety‐three clinic days at the school. Each student treated 190 patients and completed 281 procedures. Fourth‐year dental students completed as many procedures and generated similar revenue‐equivalents in community sites as they did in a dental school clinic in half the time.
Use of the OSCE to Evaluate Brief Communication Skills Training for Dental Students
Authors: Cannick Gabrielle F. , Horowitz Alice M. , Garr David R. , Reed Susan G. , Neville Brad W. , Day Terry A. , Woolson Robert F. , Lackland Daniel T.
Published: June 2020

Although communications competency is recommended by the American Dental Education Association, only a few (n=5) dental schools report evaluating students’ skills using a competency examination for communication. This study used an objective structured clinical examination (OSCE) to evaluate dental students’ competency in interpersonal and tobacco cessation communication skills. All students were evaluated on their interpersonal communication skills at baseline and at six months post‐OSCE by standardized patients and on their tobacco cessation communication skills by two independent raters. First‐ and second‐year dental students (n=104) were randomized to a control or intervention group. One month after the baseline OSCE, students in the intervention group participated in a two‐hour training session in which faculty members communicated with a standardized patient during a head and neck examination and counseled the patient about tobacco cessation. There were no statistically significant differences from baseline to post‐test between the intervention and control group students as measured by the OSCE. However, among first‐year students, both the intervention (n=23) and control (n=21) groups significantly increased in tobacco cessation communication scores. Second‐year students in both intervention (n=24) and control (n=28) groups declined in interpersonal communication skills from baseline to post‐test. Overall, this one‐shot intervention was not successful, and results suggest that a comprehensive communication skills training course may be more beneficial than a single, brief training session for improving dental students’ communication skills.
The Role of Science and Technology in Shaping the Dental Curriculum
Authors: Rossomando Edward F. , Moura Mathew
Published: June 2020

In this article, we explore the role of science and technology as a force shaping the dental curriculum throughout history. This force is examined from a historical perspective, ranging from 1840 at the Baltimore College of Dentistry to 2007. We divide the history of dental education into two eras: the germ theory era from 1840 to 1953, and the genomic theory era from 1953 to 2007. We have chosen 1953 as the beginning of the genomic era as this is the year of publication of the structure of DNA. Based on our analysis of science and technology as a force acting on dental education throughout the two eras, we recommend a format for the basic science curriculum that emphasizes products and technologies as a means to teach the biosciences and to promote the translation of these technologies into dental practice.
Research Productivity of Members of IADR Behavioral Sciences and Health Services Research Group: Relationship to Professional and Personal Factors
Authors: Milgrom Peter , Heima Masahiro , Tomar Scott , Kunzel Carol
Published: June 2020

This report describes the research productivity of the members of the International Association for Dental Research (IADR) Behavioral Sciences and Health Services Research Group and examines personal and professional factors related to greater productivity. The findings from previous studies suggested there might be gender discrimination in opportunities for women faculty. Members on the active membership list for this IADR group were surveyed by email. Most were dentists, and three‐quarters had external funding for their research. The primary outcome measure was the number of self‐reported published articles in PubMed in the preceding twenty‐four months. The mean number of these publications was 4.9 (SD=5.1). Gender and time in research were the best predictors of research productivity of this population. There was no difference in time for research between the men and women in this study. Controlling for gender, the best single predictor of research productivity remained percent time spent in research. Overall, the members of the IADR group spent almost three times as much time in research and were more than twice as productive as faculty members as a whole as described in earlier studies. In view of the current emphasis in many countries on addressing the social and behavioral determinants of oral health disparities, the productivity of this area of dental research is very important. Trends toward clinically oriented, non‐research‐intensive dental schools in the United States and reductions in time and funding available to conduct research should be of concern.
Prospective Implementation of Correction for Guessing in Oral and Maxillofacial Pathology Multiple‐Choice Examinations: Did Student Performance Improve?
Authors: Prihoda Thomas J. , Pinckard R. Neal , McMahan C. Alex , Littlefield John H. , Jones Anne Cale
Published: June 2020

A standard correction for random guessing on multiple‐choice examinations was implemented prospectively in an Oral and Maxillofacial Pathology course for second‐year dental students. The correction was a weighted scoring formula for points awarded for correct answers, incorrect answers, and unanswered questions such that the expected gain in the multiple‐choice examination score due to random guessing was zero. An equally weighted combination of four examinations using equal numbers of short‐answer questions and multiple‐choice questions was used for student evaluation. Scores on both types of examinations, after implementation of the correction for guessing on the multiple‐choice component (academic year 2005–06), were compared with the previous year (academic year 2004–05) when correction for guessing was not used for student evaluation but was investigated retrospectively. Academically, the two classes were comparable as indicated by the grade distributions in a General Pathology course taken immediately prior to the Oral and Maxillofacial Pathology course. Agreement between scores on short‐answer examinations and multiple‐choice examinations was improved in the 2005–06 class compared with the 2004–05 class. Importantly, the test score means were higher on both the short‐answer and multiple‐choice examinations in the Oral and Maxillofacial Pathology course, and the standard deviations were significantly smaller in 2005–06 compared to 2004–05; these differences reflected an upward shift in the lower part of the grade distributions to higher grades in 2005–06. Furthermore, when students were classified by their grade in the General Pathology course, students receiving a C (numerical grade of 70–79 percent) in General Pathology had significantly improved performance in the Oral and Maxillofacial Pathology course in 2005–06, relative to 2004–05, on both short‐answer and multiple‐choice examinations representing an aptitude‐treatment interaction. We interpret this improved performance as a response to a higher expectation imposed on the 2005–06 students by the prospective implementation of correction for guessing.
Is Dentistry at Risk? A Case for Interprofessional Education
Authors: Wilder Rebecca S. , O'Donnell Jean A. , Barry J. Mark , Galli Dominique M. , Hakim Foroud F. , Holyfield Lavern J. , Robbins Miriam R.
Published: June 2020

The goal of interprofessional education (IPE) is to bring various professional groups together in the educational environment to promote collaborative practice and improve the health care of patients. Interest in IPE has been sparked by several factors in the health care system, including the increased awareness of oral‐systemic connections, an aging population, the shift of the burden of illness from acute to chronic care, and lack of access to basic oral care. Increasingly, since the publication of the U.S. surgeon general's report in 2000, the dialogue surrounding IPE in dentistry has escalated. But how has dentistry changed regarding IPE since the report was released? This position paper argues that little has changed in the way dental students are taught and prepared to participate in IPE. The authors contend that academic dentistry and organized dentistry must take the lead in initiating and demanding IPE if dental students are to be prepared to work in the health care environment of the twenty‐first century. Included are reasons why IPE is necessary and why dentistry must lead the conversation and participate in the solution to the oral health care crisis. It explores existing models and alternate approaches to IPE, barriers to implementation, and proposed strategies for academic institutions.
Dental School Applicants by State Compared to Population and Dentist Workforce Distribution
Authors: Mentasti Lauren E. , Thibodeau Edward A.
Published: June 2020

Millions of Americans face significant barriers that limit their access to oral health care, including the lack of dental health care professionals willing to provide dental services in underserved areas. The purpose of this study was to evaluate the relationship between the geographic distribution of dental school applicants and the population and number of dentists by state. Data from the Associated American Dental Schools Application Service (AADSAS), the American Dental Association (ADA), the U.S. Census Bureau, and the U.S. Department of Commerce were used to determine the total number of dental school applicants, dentists, and populations by individual state. Results suggest that, based on national averages, the majority of states may have too few dentists to meet current and future state population needs. Also, many of these same states may have too few dental school applicants when compared to state population and dental workforce figures. It was concluded that states may wish to consider targeted initiatives aimed at increasing the sizes of their dental school applicant pools in order to help address current and future local or regional dental workforce needs.
Patient Satisfaction in a Restorative Functions Dental Hygiene Clinic
Authors: Cooper Brigette R. , Monson Angela L.
Published: June 2020

In 2003, the Minnesota Dental Practice Act was modified to allow dental hygienists and assistants to place amalgam, composite, glass ionomer, and stainless steel crowns. A restorative functions course was added to the curriculum of a dental hygiene program at a state university in Minnesota to teach these skills. Student requirements for the course included clinical experiences on a minimum of twelve patients, as outlined by the Minnesota Board of Dentistry. The objectives of this study were to describe the characteristics and satisfaction levels of patients receiving care in the restorative functions dental hygiene clinic. An online survey was offered to eighty‐two adult patients receiving restorative treatment in the clinic, with sixty‐four patients agreeing to participate for a response rate of 78 percent. The average patient was thirty‐one to forty years old, Caucasian, worked full‐time, did not have dental insurance, had a family income of between $20,000 and $40,000, and chose this clinic due to low cost. Ninety‐eight percent of responding patients were satisfied or very satisfied with their overall clinic experience, and 98 percent also thought the quality of care at this clinic was the same, better, or much better than previous dental care they had received. Most patients would return to this clinic for future restorative work (97 percent), in addition to recommending this clinic to others seeking restorative work (98 percent). Wilcoxen signed rank tests revealed the patients were significantly more satisfied (p<.001) with the fees of this clinic, as well as the communication, caring, organization, and preparedness of the dental hygiene student as compared to their last restorative visit to a private dentist. Group differences were examined using the non‐parametric test, Mann‐Whitney, which is similar to the two‐sample t‐test for parametric data. No significant group differences in the overall satisfaction with this clinic were found according to income level, dental insurance, or ability to pay for an unexpected dental bill. Findings in this study suggest the majority of patients were satisfied with the overall experience of restorations placed by a dental hygienist. Further research is indicated to determine if these results are typical of other dental hygiene restorative functions clinics in the United States.
Evolution and Revolution: The Curriculum Reform Process at UCSF
Authors: Ryder Mark I. , Sargent Peter , Perry Dorothy
Published: June 2020

The challenges, problems, and solutions for developing a more streamlined and integrated curriculum at the University of California, San Francisco, School of Dentistry (UCSF) centered on thematic streams are presented. The central feature of the approach was that the curriculum reform efforts were initiated, developed, and implemented for the 2004–05 academic year primarily as a grassroots faculty effort with support by the administration. In addition, the issues in obtaining the consensus support of the faculty, students, and administration in order to proceed to implementation are discussed. Under the direction of a newly created position of assistant dean of curricular affairs and a faculty curriculum oversight group initiated in 2002, curriculum hours were adjusted to thirty‐two hours per week. Departments conformed to this schedule, resulting in reductions in all areas of the curriculum, except clinical instruction, in order to provide time for independent study and electives. A new two‐week introduction to the curriculum and an online course support system were also instituted. The new courses were generally well reviewed by students and faculty. Formal course evaluations and focus groups provided specific indications of needed adjustments. National Board scores were monitored and found to be unchanged from past experience. Curriculum change at UCSF required many changes in faculty behavior, including interdepartmental collaboration and efforts to improve teaching. Although many issues were anticipated and addressed in this multiyear reform process, careful faculty and administrative oversight continues to be required to maintain this structure. Continuing challenges include better integration of course materials and incorporating more learner‐centered teaching strategies into the curriculum.
Designing an Orientation Program for New Faculty
Authors: Holyfield Lavern J. , Berry Charles W.
Published: June 2020

The Faculty Development Committee (FDC) at Baylor College of Dentistry (BCD) is charged with providing programs and activities that facilitate the success of existing faculty in the constantly changing environment of academia. In response to concerns regarding the challenges wrought by current and projected shortages of dental faculty across the nation, the FDC was prompted to assess development opportunities available to BCD faculty. A professional development resource that we found deficient was a formal, comprehensive orientation program for newly hired faculty. To guide the efforts of the committee in developing this program, a survey was designed and administered during an annual faculty retreat. Respondents were new and junior faculty, senior faculty, and some administrators. The results of the survey to determine requirements for new faculty orientation became the basis for formalizing BCD's new faculty orientation program. This article provides an overview of the new faculty orientation process from design to program implementation and describes the development and use of a faculty survey to determine the fundamental elements of a faculty development program, identification of essential individuals for designing/implementing the program, and implementation of a new faculty orientation program at BCD.
Evolution of Dental School Clinics as Patient Care Delivery Centers
Authors: Formicola Allan J. , Myers Ronnie , Hasler John F. , Peterson Melanie , Dodge William , Bailit Howard L. , Beazoglou Tryfon J. , Tedesco Lisa A.
Published: June 2020

Dental school clinics, originally envisioned as closely similar to private practice, evolved instead as teaching clinics. In the former, graduate and licensed dentists perform the treatment while undergraduate dental students are assigned treatment within their capabilities. In the latter, dental students provide the treatment under faculty supervision. It is generally recognized that the care provided by the teaching clinics is inefficient. However, in the last quarter of the twentieth century, dental school clinics began to pay much more attention to how treatment is rendered. The comprehensive care movement and quality assurance systems are leading towards more efficient patient‐centered care. Case studies at the University of Maryland, Columbia University, and University of Louisville describe activities to make their clinic programs more efficient and patient‐friendly. This article explores whether the potential exists for faculty to take a direct patient care delivery role in dental clinics in order for those clinics to become efficient patient care delivery systems as originally envisioned in the early part of the twentieth century.
Financing Clinical Dental Education
Authors: Bailit Howard L. , Beazoglou Tryfon J. , Formicola Allan J. , Tedesco Lisa A.
Published: June 2020

Many reports have documented the growing financial challenges faced by dental schools. This article examines the financial implications of two new models of dental education: 1) seniors spend 70 percent of their time in community clinics and practices, providing general dental care to underserved patients, and 2) schools develop patient‐centered clinics where teams of faculty, residents, and senior students provide care to patients. We estimate that the average dental school will generate new net revenues of about $2.7 million per year from the community‐based educational programs for senior students and about $14 million per year from patient‐centered care clinics. These are upper boundary estimates and vary greatly by school. The organizational and financial challenges of moving to these new educational models are discussed.
Joining the Podcast Revolution
Authors: Jham Bruno C. , Duraes Gabriela V. , Strassler Howard E. , Sensi Luis G.
Published: June 2020

In recent years, there has been a growing interest in the latest generation of web‐based tools such as podcasts. Podcasts are media files that can be distributed via the Internet and played on computers and handheld devices, including iPods or other digital audio players. The essence of podcasting is the creation of audio and/or video content for an audience that wants to listen to what they want, when they want, where they want, and how they want. With students now more mobile than ever, the idea of being able to access information without being linked to a certain physical location is very attractive. In the specific context of dental education, lectures and clinical procedures can be recorded by academic staff and distributed over the Internet to students as an audio or video podcast. The objective of this article is to review the most important concepts in podcasting, using simple and nontechnical terminology. In addition, this review aims to stimulate and encourage dental educators to employ this technology as a tool to enhance the learning experience of undergraduate and postgraduate dental students.
When Will We Be Ready for Academic Integrity?
Authors: Hutchins Bob , Cobb Stan
Published: June 2020

The academic dental community has been taken aback by recent events involving student cheating. Several of these events have served as the catalyst for a number of recent journal articles on the subject, providing an invaluable overview of the problems. There have also been several articles over the last few years that have considered student behavior and how institutions can address professionalism. Unfortunately, administrations can only do so much with their policies and curricula, which is why this article is directed toward the individuals that have the most influence on how policies are administered, curricula are implemented, and students are directed: that is, the faculty. This article discusses various ways faculty members can become more intimately involved in the development of professionalism at their institutions and encourages the creation of a four‐year program that establishes a culture of professionalism.