bluuebunny/crossref_metadata_2025 huggingface dataset:
Tweezer Dexterity Aptitude of Dental Students
Authors: Lundergan William P. , Soderstrom Elizabeth J. , Chambers David W.
Published: June 2020

The rationale for using the Perceptual Ability Test (PAT) as a component in admissions decisions for dental schools is that candidates vary in an underlying aptitude that is predictive of degree of success in technique course performance and perhaps in clinical performance. There have been periodic attempts to identify tests that more directly measure manual dexterity aptitude that would supplement the predictive power of admissions decisions. Previous research has demonstrated that a commercially available “speeded” tweezer dexterity test (Johnson O’Connor Test #32022) is not associated with performance in dental school or dental practice. Our research investigated both Test #32022 and Test #18 that measure both speed and accuracy as potential predictors of dental school performance in technical and clinical courses. This article reports the results of a longitudinal, comparative study of tweezer dexterity scores for students at the University of the Pacific School of Dentistry during their first and last quarters in school. The goals of the study were to 1) evaluate the correlation between beginning students’ scores on two different types of tweezer dexterity tests; 2) compare dental students’ scores to normative data for the general population; 3) determine the effect of a dental curriculum on students’ performance on Test #18; and 4) evaluate the two tests as potential dental school admission screening instruments in comparison to the PAT. Fifty first‐quarter students were tested from a class of 134. Forty‐nine of these students were retested on Test #18 during their final quarter. The predictor value of the initial scores for the two dexterity tests was assessed for seven outcome measures reflecting student technique performance. Analysis showed a significant correlation (r=0.318, p<0.05) between the two dexterity tests. The difference between the norm mean (41.58) and the dental student mean for Test #18 (40.42) was not significant (p>0.05). The correlation between the first and final quarter administrations for Test #18 was r=0.517 (p<0.01). The predictive power of these tests for the seven educational outcomes measures was weak. Results suggest that dental student tweezer dexterity is no different from that of the general population and is not changed by completing a dental school curriculum. The ability for an applicant to perform successfully in dental school will not be reliably predicted by tweezer dexterity score.
Teaching Alternatives to the Standard Inferior Alveolar Nerve Block in Dental Education: Outcomes in Clinical Practice
Authors: Johnson Thomas M. , Badovinac Rachel , Shaefer Jeffry
Published: June 2020

Surveys were sent to Harvard School of Dental Medicine students and graduates from the classes of 2000 through 2006 to determine their current primary means of achieving mandibular anesthesia. Orthodontists and orthodontic residents were excluded. All subjects received clinical training in the conventional inferior alveolar nerve block and two alternative techniques (the Akinosi mandibular block and the Gow‐Gates mandibular block) during their predoctoral dental education. This study tests the hypothesis that students and graduates who received training in the conventional inferior alveolar nerve block, the Akinosi mandibular block, and the Gow‐Gates mandibular block will report more frequent current utilization of alternatives to the conventional inferior alveolar nerve block than clinicians trained in the conventional technique only. At the 95 percent confidence level, we estimated that between 3.7 percent and 16.1 percent (mean=8.5 percent) of clinicians trained in using the Gow‐Gates technique use this injection technique primarily, and between 35.4 percent and 56.3 percent (mean=47.5 percent) of those trained in the Gow‐Gates method never use this technique. At the same confidence level, between 0.0 percent and 3.8 percent (mean=0.0 percent) of clinicians trained in using the Akinosi technique use this injection clinical technique primarily, and between 62.2 percent and 81.1 percent (mean=72.3 percent) of those trained in the Akinosi method never use this technique. No control group that was completely untrained in the Gow‐Gates or Akinosi techniques was available for comparison. However, we presume that zero percent of clinicians who have not been trained in a given technique will use the technique in clinical practice. The confidence interval for the Gow‐Gates method excludes this value, while the confidence interval for the Akinosi technique includes zero percent. We conclude that, in the study population, formal clinical training in the Gow‐Gates and Akinosi injection techniques lead to a small but significant increase in current primary utilization of the Gow‐Gates technique. No significant increase in current primary utilization of the Akinosi technique was found.
The Virtual Child: Evaluation of an Internet‐Based Pediatric Behavior Management Simulation
Authors: Boynton James R. , Green Thomas G. , Johnson Lynn A. , Nainar S.M. Hashim , Straffon Lloyd H.
Published: June 2020

This article describes an Internet‐based instructional tool designed to give predoctoral dental students a virtual simulation of clinical pediatric dentistry to develop their pediatric behavior management knowledge. Effectiveness of this tool was evaluated using two consecutive classes of junior dental students. The control group was exposed to the traditional behavior management curriculum (two lectures) in a spring term course. The next class of dental students was exposed to the two lectures and, in addition, completed the behavior management simulation during the following spring term. Both groups completed a two‐part examination (objective section=18 questions; open‐ended section=responses to a clinical situation) designed to test their behavior management knowledge. The simulation group performed significantly better in both parts of the examination (objective section: p=.028; open‐ended section: p=.012). The simulation was evaluated by students and perceived by most to be an effective addition to the curriculum. It was concluded that the experimental behavior management simulation, when added to the traditional lecture curriculum, improved pediatric behavior management knowledge in predoctoral dental students.
Western Australian Dental Graduates’ Perception of Preparedness to Practice: A Five‐Year Follow‐Up
Authors: Arena Gina , Kruger Estie , Holley David , Millar Samantha , Tennant Marc
Published: June 2020

The School of Dentistry in Western Australia developed a pregraduation intern year in which final‐year students, having completed their didactic education, undertook a focused clinical experiential program (CEP) over an extended year. This program was implemented for the first time in 2002. The aim of this study was to identify the strengths and weaknesses of the curriculum as perceived by graduates and to compare the perceptions of those graduates who did the CEP to those who did not. A survey with questions based on the graduate outcomes of the dental school was mailed to all graduates from 2000, 2001 (did not complete CEP), and 2004 (completed CEP). The response rate was 66 percent (n=57) and included twenty‐nine respondents who graduated before implementation of the CEP and twenty‐eight who completed the CEP. Most respondents (80 percent) were in the twenty to twenty‐nine age group, and there were slightly more males (53 percent). Learning outcome items with the highest mean scores were practicing universal precautions (4.2), behaving ethically (4.2), and demonstrating a satisfactory level of core dental knowledge (4.2). Practical skills outcomes with the highest scores were amalgam restorations (4.3), anterior endodontics (4.3), and single crowns (3.9). When comparing the respondents who did CEP (51 percent) with those who did not (49 percent), there were few significant differences. The general findings from this survey were that most graduates, whether completing the CEP or not, perceived themselves to be prepared, competent, and confident to practice as dentists and were most confident in managing problems that they most frequently encountered during training.
Dental Students’ Opinions and Knowledge About Caries Management and Prevention
Authors: Autio‐Gold Jaana T. , Tomar Scott L.
Published: June 2020

Students’ attitudes toward caries prevention can impact their receptivity to training and subsequent involvement in preventive services in their future practices. The aim of this study was to evaluate dental students’ opinions and knowledge regarding caries management and prevention at the University of Florida College of Dentistry. A twenty‐six‐item written survey instrument was administered to third‐ and fourth‐year dental students. The response rate was 92.3 percent (72/78) for third‐year and 45.5 percent (35/77) for fourth‐year students. In their responses, 83 percent reported they would use chlorhexidine rinses for caries control, and 51 percent would use salivary tests for detecting cariogenic bacteria. Ninety‐two percent reported they would use fluoride varnishes for caries control, and 40 percent were not sure if varnishes have associated dental or medical side effects. The majority of respondents felt that training and practice on caries prevention should be increased. Favorable responses to increasing education in preventive dentistry indicate that students may be receptive to modern caries management and prevention principles. This study suggests there is a need to update and integrate a more comprehensive caries prevention program into the predoctoral dental curriculum. Such programs should stress, in addition to actual training, the importance of prevention in students’ future practice.
Effect of Magnification Loupes on Dental Hygiene Student Posture
Authors: Maillet J. Peggy , Millar A. Michele , Burke Jillian M. , Maillet Michelle A. , Maillet Wayne A. , Neish Nancy R.
Published: June 2020

The chair‐side work posture of dental hygienists has long been a concern because of health‐related problems potentially caused or exacerbated by poor posture. The purpose of this study was to investigate if using magnification loupes improved dental hygiene students’ posture during provision of treatment. The treatment chosen was hand‐scaling, and the effect of the timing of introduction of the loupes to students was also examined. Thirty‐five novice dental hygiene students took part in the study. Each student was assessed providing dental hygiene care with and without loupes, thus controlling for innate differences in natural posture. Students were randomized into two groups. Group one used loupes in the first session and did not use them for the second session. Group two reversed this sequence. At the end of each session, all students were videotaped while performing scaling procedures. Their posture was assessed using an adapted version of Branson et al.'s Posture Assessment Instrument (PAI). Four raters assessed students at three time periods for nine posture components on the PAI. A paired t‐test compared scores with and without loupes for each student. Scores showed a significant improvement in posture when using loupes (p<0.0001), and these improvements were significantly more pronounced for students starting loupes immediately on entering the program compared with students who delayed until the second session (p<0.1). These results suggest a significant postural benefit is realized by requiring students to master the use of magnification loupes as early as possible within the curriculum.
Clinical Decision Making in Restorative Dentistry, Endodontics, and Antibiotic Prescription
Authors: Zadik Yehuda , Levin Liran
Published: June 2020

The purpose of this study was to evaluate the influence of geographic location of graduation (Israel, Eastern Europe, Latin America) on decision making regarding management of dental caries, periapical lesions, and antibiotic prescribing routines. A questionnaire was given to ninety‐eight general practitioners regarding demographic and work habits. Photographs of lesions were shown on a screen. Participants reported recommended treatment and whether they would routinely prescribe antibiotics following regular endodontic treatment, retreatment, and impacted third molar surgical extraction in healthy patients. There was a 94 percent (n=92) response rate, of which eighty‐five responses were used in the data analysis. Surgical treatment of asymptomatic enamel caries lesions was not recommended by most of the subjects, and surgery was recommended for DEJ caries lesions in low or moderate caries risk patients, both without significant differences between geographic regions of dental school graduation. Israelis had a lower frequency of retreatment in asymptomatic teeth that demonstrated periapical radiolucency with post restoration (without crown) compared to Latin Americans and East Europeans. Most of the participants would not retreat asymptomatic teeth that demonstrated periapical radiolucency with post and crown. After third molar surgery, 46 percent of participants routinely prescribed antibiotics. Significantly more Latin American graduates prescribed antibiotics following endodontic treatment, retreatment, and third molar extractions (p<0.05). Overmedication (antibiotics) and overtreatment (caries) among young practitioners reflect failure of undergraduate education in proper use of antibiotics and management of the carious lesions according to the patient's clinical presentation and caries risk assessment rather than routinely undertaking surgical caries treatment.
Introducing Dental Students to Evidence‐Based Decisions in Dental Care
Authors: Azarpazhooh Amir , Mayhall John T. , Leake James L.
Published: June 2020

Practicing evidence‐based dentistry is a process of lifelong and self‐directed learning. Teaching evidence‐based dentistry to dental students is the key to increasing the uptake of evidence‐based treatments and practices in dentistry. This article describes the procedures undertaken to teach undergraduate dental students at the University of Toronto Faculty of Dentistry how to produce systematic reviews as a module in clinical epidemiology. Nine selected reports have been summarized as examples of the outputs of this module. At the end of the module, students are asked to participate in a survey and anonymously fill out a questionnaire to evaluate the module. Students’ evaluation of the module in the 2005–06 (n= 64) and 2006–07 (n=57) academic years were extracted for data analysis. Overall, the majority of students found the module an enjoyable way of learning that has improved their ability to gather information, apply existing evidence to a clinical question, evaluate information, and further develop their communication skills. This module was also effective in raising students’ awareness of the importance of evidence‐based clinical practice. It is essential to establish the fundamentals of evidence‐based practice during the undergraduate curriculum to assist dental students in learning the skills to practice evidence‐based dentistry.
Professionalization and Its Effect on Health Locus of Control Among Indian Dental Students
Authors: Acharya Shashidhar
Published: June 2020

The objectives of this study were to assess the effect of different stages of professionalization on the health locus of control of students in an Indian dental school and to describe possible factors that may influence the health locus of control among dental students. The multidimensional health locus of control (MHLC) scale was distributed to 372 undergraduate dental students at one school in India, and 325 students returned completed forms. Comparison of the mean scores for the three MHLC subscales (Internal, Chance, and Powerful Others) from first year to final year showed that the mean Internal score remained unchanged in the first and second year, but decreased in the third year and rose sharply in the final year. The mean score for the Internal subscale was consistently higher, followed by the mean scores for Powerful Others in all the years of study. No significant differences were observed between mean scores of the MHLC subscales when compared with gender, previous treatment histories, and missing appointments. Those with self‐perceived oral problems were found to have a lower internal locus of control than those who did not report any. The findings of this study provided credible support for the MHLC model in assessing changing health attitudes and may provide a basis for dental educators to effect changes in the locus of control among students.
Managing Change in Dental Education: Is There a Method to the Madness?
Authors: Crain Geralyn
Published: June 2020

The literature surrounding dental education in the United States is replete with calls for change in the way that dental students are being educated. These calls are being echoed with curriculum models and examples of best practices, but what is missing is specific information about how to implement a desired change—that is, discussion of the change process itself. Knowledge of the organizational change process in other settings, particularly in higher education and professional education, may be of interest to academic program managers in dental schools who are planning or are engaged in change. Historical and theoretical perspectives on organizations and change are presented in this article as groundwork for more detailed discussion about management of change. Seventeen research‐based principles of change in higher education and factors in dental education that influence change processes and outcomes are presented and synthesized into guidelines for a hypothetical model for change in a dental school environment. Issues pertinent to the practical management of change are presented, including reframing organizational complexity, change leadership, values/competence/commitment, and organizational learning. An appreciation for change as an ongoing and manageable process will enhance a dental school's viability in a rapidly changing world and ultimately benefit dental graduates and the communities they serve.
Assessing the Cultural Competency of Dental Students and Residents
Authors: Gregorczyk Suzanne M. , Bailit Howard L.
Published: June 2020

This article presents a literature review of cultural competency education in the health professions (dentistry, dental hygiene, medicine, and nursing) with specific reference to methods of evaluating student and resident knowledge of cultural competency concepts and practices and clinical performance. Some important barriers to developing evaluation instruments are the following: 1) little consensus on core competency knowledge; 2) erroneous notions of race; and 3) stereotyping the behavior of racial groups. The relative advantages of the different examination methods now used to evaluate students and residents (qualitative, quantitative, practical, and self‐evaluation) are reviewed, and recommendations are made regarding three instruments that schools can use to assess student knowledge and clinical performance.
Outcomes Assessment of Dental Hygiene Clinical Teaching Workshops
Authors: Wallace Juanita S. , Infante Taline D.
Published: June 2020

Faculty development courses related to acquiring clinical teaching skills in the health professions are limited. Consequently, the Department of Dental Hygiene at the University of Texas Health Science Center at San Antonio conducted a series of clinical teaching workshops to address clinical teaching methodology. The goal of these workshops was to promote a problem‐solving learning atmosphere for dental hygiene faculty to acquire and share sound clinical teaching strategies. To determine the value of the annual workshops on clinical teaching and evaluation, a web‐based qualitative program assessment was developed using software by Survey Tracker. Four open‐ended questions were designed to elicit perceptions regarding what significant changes in teaching strategies were achieved, what barriers or challenges were encountered in making these changes, and what strategies were used to overcome the barriers. The assessment was sent to dental hygiene educators representing thirty‐eight dental hygiene programs who had participated in two or more of these workshops. Twenty‐eight programs provided collective responses to the questions, and the narrative data were analyzed, using a qualitative methodology. Responses revealed that programs had made productive changes to their clinical education curricula and the information gained from the workshops had a positive effect on clinical teaching.
Do Dental Educators Need to Improve Their Approach to Teaching Rubber Dam Use?
Authors: Hill Edward E. , Rubel Barry S.
Published: June 2020

Most dentists are educated in rubber dam use in dental school, but there is often disparity between what is taught for various restorative procedures and what is practiced in the private sector. It is a common, although undocumented, belief that few practicing dentists routinely use rubber dam isolation. This study repeated a survey conducted in 1985 evaluating U.S. general dentists’ attitudes toward rubber dam usage to see if improvement is needed in current dental educators’ approach to this topic. Four hundred dentists were selected randomly from ten major geographically diverse cities using the website YellowPages.com. Each was mailed a letter requesting survey participation, which included a pre‐stamped, pre‐addressed postcard with the survey printed on the back. The target population, general dentists, returned 164 surveys (41 percent). Their responses can be summarized as follows: 71 percent do amalgams—of those, 53 percent never use a rubber dam whereas 12 percent always use a rubber dam; 100 percent do anterior direct resin composites—of those, 45 percent never use a rubber dam whereas 17 percent always use a rubber dam; 98 percent do posterior direct resin composites—of those, 39 percent never use a rubber dam and 18 percent always use a rubber dam; and 78 percent do endodontic procedures—of those, 11 percent never use a rubber dam whereas 58 percent always use a rubber dam. Most (74 percent) felt that their dental school rubber dam training was adequate; 42 percent felt that its use has an effect on the quality of restorative dentistry. Their most common reasons for not using a dam were the following: inconvenience (40 percent); unnecessary (28 percent); other (12 percent); patient refusal (11 percent); and time (9 percent). No respondent indicated that “cost” was a reason for not using rubber dams. This study indicates that many general dentists in this country continue to ignore the rubber dam for many restorative and some endodontic procedures. It indicates that predoctoral dental educators need to look for opportunities for improvement to reduce the discrepancy between what is taught and the general practice of dentistry.
Occupational Exposure to Potentially Infectious Biological Material in a Dental Teaching Environment
Authors: Machado‐Carvalhais Helenaura P. , Ramos‐Jorge Maria L. , Auad Sheyla M. , Martins Laura H.P.M. , Paiva Saul M. , Pordeus Isabela A.
Published: June 2020

The aims of this cross‐sectional study were to determine the prevalence of occupational accidents with exposure to biological material among undergraduate students of dentistry and to estimate potential risk factors associated with exposure to blood. Data were collected through a self‐administered questionnaire (86.4 percent return rate), which was completed by a sample of 286 undergraduate dental students (mean age 22.4 ±2.4 years). The students were enrolled in the clinical component of the curriculum, which corresponds to the final six semesters of study. Descriptive, bivariate, simple logistic regression and multiple logistic regression (Forward Stepwise Procedure) analyses were performed. The level of statistical significance was set at 5 percent. Percutaneous and mucous exposures to potentially infectious biological material were reported by 102 individuals (35.6 percent); 26.8 percent reported the occurrence of multiple episodes of exposure. The logistic regression analyses revealed that the incomplete use of individual protection equipment (OR=3.7; 95 percent CI 1.5–9.3), disciplines where surgical procedures are carried out (OR=16.3; 95 percent CI 7.1–37.2), and handling sharp instruments (OR=4.4; 95 percent CI 2.1–9.1), more specifically, hollow‐bore needles (OR=6.8; 95 percent CI 2.1–19.0), were independently associated with exposure to blood. Policies of reviewing the procedures during clinical practice are recommended in order to reduce occupational exposure.
Recent Admissions Trends at UNLV‐SDM: Perspectives on Recruitment of Female and Minority Students at a New Dental School
Authors: Sewell Jeremy , Hawley Nathan , Kingsley Karl , O'Malley Susan , Ancajas Christine C.
Published: June 2020

As the U.S. population continues to become more diverse, there has been a movement toward the recruitment of more diverse students into the dental profession. The purpose of this study was to assess the current and historical trends in diversity among dental school applicants and enrollees at a new dental institution, the University of Nevada, Las Vegas, School of Dental Medicine (UNLV‐SDM). Applicant and enrollment data for the first four cohorts, sorted by gender and ethnicity, were retrieved and summarized by the Office of Admissions and Student Affairs at UNLV‐SDM. The principal findings of this analysis revealed enrollment of females at UNLV‐SDM was relatively consistent during this time interval, although significantly lower than the U.S. average of all dental schools. The enrollment of minorities at UNLV‐SDM, however, was consistent and comparable to the U.S. average, although these percentages were disproportionately smaller than the percentage of minorities in the general population. Based upon these findings, a new model for outreach and recruitment of females and minorities was recently created, based in part upon evidence of successful strategies by dental educators at other institutions, in order to increase the enrollment of female and underrepresented minority students.
Instruction in Dental Curricula to Identify and Assist Domestic Violence Victims
Authors: Gibson‐Howell Joan C. , Gladwin Marcia A. , Hicks Marilyn J. , Tudor Jessie F.E. , Rashid Robert G.
Published: June 2020

Since most domestic violence injuries occur in the head and neck areas, it is critical that dental professionals be prepared to identify, interview, and assist potential victims. The purposes of these surveys in 1996 and 2007 were to investigate U.S. and Canadian dental school curricula regarding the inclusion of domestic violence topics, determine the topics emphasized, determine beliefs of course directors about domestic violence issues, and report progress of dental curricula in preparing dental professionals regarding domestic violence over the eleven‐year period. Surveys were sent to associate deans for academic affairs of dental schools in the United States and Canada in 1996 (N=64) and the United States in 2007 (N=56). Each academic dean was asked to forward the survey to the faculty member who taught this topic. Topics most frequently included and emphasized in dental school curricula were the responsibility of the health care professional (HCP) regarding domestic violence, how to identify physical and behavioral indicators, and how to refer the abused victim. The topics least frequently included and emphasized in the curricula regarded education of the abused and the impact of domestic violence on society. There were four strong beliefs reported by dental course directors: a trusting, professional rapport is essential for disclosure; the dentist or a dental team member may be the first HCP to recognize signs of abuse; the dentist has a professional responsibility to refer for assistance; and domestic violence education should be included in dental curricula. Over the eleven years, the surveys demonstrate that course directors have become more aware of the need to inform dental students about domestic violence and that more schools have increased the amount of information about domestic violence in dental courses. However, due to the complexity and sensitivity of this topic, course instructors in dental schools may consider other teaching methods to enhance learning. The authors identified the need for further course development and make recommendations to use experiential learning to enhance dental students’ interpersonal and interviewing skills. These strategies may increase dentists’ comfort and confidence when treating and assisting possible victims of domestic violence.
A Model for an Integrated Predoctoral Implant Curriculum: Implementation and Outcomes
Authors: Jahangiri Leila , Choi Mijin
Published: June 2020

The implementation of an implant dental curriculum in U.S. dental schools has been consistently increasing from 33 percent in 1974 to 97 percent in 2004. Among these, only 51 percent have clinical components implemented. A survey of students conducted in 2004 at New York University College of Dentistry (NYUCD) showed an inadequacy in clinical implant restoration experience by graduation. This prompted the development of an extensive dental implant curriculum at NYUCD to meet the needs of the dental students. This report addresses the challenges in implementing such a curriculum and describes a step‐by‐step approach to develop a program that encompasses didactic, simulation, and patient care components. In 2005, a fully integrated predoctoral implant curriculum was initiated. In 2008, nearly all of the NYUCD students (91.8 percent) completed implant restorations/prosthesis on patients. An assessment revealed a 30 percent increase in students’ positive perceptions of the implant curriculum. Based on our experiences at NYUCD, it is recommended that an implant curriculum become part of the core predoctoral curriculum and be integrated throughout the four years of dental education. This article reports on a model for a pre‐doctoral implant curriculum, which includes planning, curriculum implementation, program management, and post‐implementation stages. Using this model, dental schools can develop implant education for their students that is adapted to their institutional missions, priorities, and resources.
Predental Students’ Attitudes Toward and Perceptions of the Dental Profession
Authors: Hawley Nathan J. , Ditmyer Marcia M. , Sandoval Victor A.
Published: June 2020

The purpose of this study was to assess reasons students seek a career in dentistry, their perceptions of the dental school admissions process, and their expectations of the profession. Of 155 predental students participating in a dental school simulation course offered at a Nevada dental school, 152 participated in this study (68.4 percent [n=104] male, and 31.6 percent [n=48] female). When asked when they made the decision to pursue a career in dentistry, 52 percent (n=79) said they decided in college, while 33.6 percent (n=51) made the decision in high school. A slight majority of the respondents (52.6 percent; n=80) identified their family dentist as having the greatest influence in their decision. Nearly half (47.8 percent; n=64) expected to pursue a career in general dentistry, while the next largest subgroup expected to pursue orthodontics (16.4 percent; n=22). A significant majority of the respondents (72.8 percent; n=110) perceived the dental school admissions process to be fair. Males were significantly more likely to identify themselves as competitive applicants than did females (χ²=9.644; p<.01). Approximately half (47.4 percent; n=72) anticipate earning between $100,000 and $199,999 within five years after graduation, with 50.7 percent (n=77) anticipating working between thirty‐five and forty hours a week. By understanding the applicant pool and their perceptions, admissions committees can better prepare to attract the applicants they desire.
Communication Skills Instruction Utilizing Interdisciplinary Peer Teachers: Program Development and Student Perceptions
Authors: Lanning Sharon K. , Ranson Sonya L. , Willett Rita M.
Published: June 2020

Lack of curricular time, faculty time, and funding are potential limitations for communication skills training in dentistry. Interdisciplinary collaboration amongst health care faculties could address these limitations. This article describes the development, implementation, and student perceptions of a communication skills program in dentistry. The program has four components: Knowledge, Observation, Simulation, and Experience (KOSE) and spans over the second and third years of dental school. KOSE allows students to obtain knowledge of and observe effective communication skills and practice these skills in the simulated and nonsimulated environment. A key feature of KOSE is the utilization of fourth‐year medical and dental students as peer teachers. Evaluation of KOSE was geared toward student perceptions. Cross‐sectional data were gathered via written surveys from 143 learners (second‐ and third‐year dental students) in 2006–07. Students perceived the ability to recognize effective communication, demonstrated awareness of their communication strengths and weaknesses, and reported that skills gained were transferable to actual patient care. Interdisciplinary collaboration was a feasible way to address the lack of resources in the development of a communications skills program, which was perceived to be worthwhile by learners.
Utilizing Debates as an Instructional Tool for Dental Students
Authors: Rubin Richard W. , Weyant Robert J. , Trovato Charlene A.
Published: June 2020

Debates have been used as an instructional tool since 1999 in the Program in Dental Hygiene and are currently used by the School of Dental Medicine at the University of Pittsburgh. The debate format is designed to present a thought‐provoking and uncomplicated teaching tool that uses key elements of adult education, such as emphasis on self‐learning and its process. The objective of this article is to demonstrate the use of debates as an instructional tool for dental hygiene and dental students. A debate format is presented in detail. Post‐debate small discussion groups and a questionnaire were used to explore dental student experiences with using debates as an instructional tool. Dental students indicated that their experiences with the debate format had positive pedagogical benefits. Students reported that their interest in the given topic was heightened and knowledge was improved or reinforced. The debates also appeared to help students organize their thoughts on the presented topics. The debates were reported to be engaging and were received with enthusiasm by the students. Students reported that the debates enhanced their ability to organize and reinforce their thoughts on issues they may confront as dental professionals.
A Qualitative Study of Limited Access Permit Dental Hygienists in Oregon
Authors: Battrell Ann M. , Gadbury‐Amyot Cynthia C. , Overman Pamela R.
Published: June 2020

Many states have adopted alternative oral health care delivery systems that include expanded roles for dental hygienists. This qualitative study was designed to evaluate the impact of the Limited Access Permit (LAP) legislation in Oregon and to understand the relationship between dental hygienists and dentists within this delivery system. The snowball sampling technique was used to identify LAP dental hygienists and collaborating dentists. The snowball sampling technique begins with the identification of a known expert in the field who serves as the initial “sampling unit.” Subsequent individuals are then recommended, or nominated, to the investigator by the initial study participant and are selected based upon the need to fill in or extend information. The final sample consisted of seven LAP dental hygienists and two collaborating dentists. Interviews, field observations, and document analysis were utilized for data collection. Factors that led to the creation of LAP dental hygiene practice, current LAP practice, personal characteristics, relationships between LAP dental hygienists and dentists, and the impact that LAP dental hygienists have had on access to oral health care were explored. Data revealed that the Oregon legislature twice expanded the LAP scope of practice to increase access to oral health care services. LAP dental hygienists practice in community and school‐based settings. Common characteristics of LAP dental hygienists include entrepreneurship, lifelong learning, and a commitment to underserved populations. The findings from this study indicate that LAP dental hygienists and collaborating dentists have positive relationships. No evidence of lower quality of care in unsupervised dental hygiene practices was found. However, the impact of the LAP legislation is still unknown due to the limited numbers of LAP dental hygienists and the early nature of the LAP practice.
Dentists' Comfort in Treating Underserved Populations After Participating in Community‐Based Clinical Experiences as a Student
Authors: McQuistan Michelle R. , Kuthy Raymond A. , Heller Keith E. , Qian Fang , Riniker Katharine J.
Published: June 2020

The purpose of this project was to determine new dentists’ comfort levels in treating traditionally underserved populations after participating in two consecutive five‐week community‐based clinical experiences while in dental school. A written survey was mailed to all known University of Iowa alumni (1992–2002; N=745). Respondents were asked to rank their comfort levels in treating twelve underserved populations on a five‐point Likert type scale (5=no problem; 1=will not). Bivariate and logistic regression model analyses were performed to examine associations (p<0.05) among comfort and six predictor variables. Alumni (n=372) were most comfortable treating other ethnic, low‐income, non‐English‐speaking, and HIV+/AIDS populations and least comfortable treating incarcerated and homebound populations. The following variables were significantly associated with comfort: 1) perception that the community experiences had great/much value; 2) practice located in larger communities; 3) non‐solo practitioners; and 4) dentist's gender. As more dental schools utilize community‐based clinical experiences to increase students’ exposure to underserved populations, it is important that these experiences provide exposure to a variety of populations. Additionally, dental schools should continuously monitor the short‐ and long‐term value of these programs for their students and recent graduates.
Attitudes Toward Patient Safety Standards in U.S. Dental Schools: A Pilot Study
Authors: Leong Peggy , Afrow Jay , Weber Hans Peter , Howell Howard
Published: June 2020

The objective of this study was to assess the patient safety culture among students, staff, and faculty in seven U.S. dental school clinics when compared to those from a similar study in twenty U.S. hospitals. A survey on patient safety culture developed by the Agency for Healthcare Research and Quality (AHRQ) was used to measure attitudes towards patient safety by anonymous faculty, students, and support staff members who work in the clinics of seven U.S. dental schools. This survey instrument was also administered to staff at twenty U.S. hospitals. In three of the twelve sections of the survey (Overall Perceptions of Safety, Management Support for Patient Safety, and Teamwork Across Units), dental school personnel responses rated above the hospital benchmark results. In Section 2 (Frequency of Adverse Events Reported) and Section 4 (Organizational Learning/ Continuous Improvement), average dental school responses were below those recorded for hospital personnel. The overall score from the twelve sections of the survey indicated that patient safety attitudes of dental school participants were higher than those of their hospital counterparts.
Strategies for Developing a Culture of Mentoring in Postdoctoral Periodontology
Authors: Hempton Timothy J. , Drakos Dimitrios , Likhari Vikram , Hanley James B. , Johnson Lonnie , Levi Paul , Griffin Terrence J.
Published: June 2020

Dental education in the United States and Canada is currently experiencing a crisis with respect to faculty recruitment and retention. The major reasons for the status of dental and specialty education are lower salaries and lack of interest. To make up for this deficit in the specialty of periodontology, our current educators need to utilize strategies targeted towards an existing potential teaching resource: the postdoctoral students in periodontology. The intent of this article is to review the current crisis in dental faculty recruitment and retention, show how it affects the specialty of periodontics, and describe how creating a culture of mentoring may facilitate more engagement of periodontal residents in the teaching process during their postdoctoral training. The strategies utilized to develop a culture of mentoring in the Department of Periodontology at Tufts University are presented. They include methodologies to develop and enhance residents’ mentoring skills, thereby helping to compensate for the shortage of periodontists involved in academics. Measurement of the mentoring strategy is presented from data obtained from an online survey of third‐year predoctoral students’ perceptions of their interaction with residents as their clinical instructors. Moreover, the numbers of program alumni engaged in teaching prior to and after the mentoring program was initiated are also presented as an outcome of the mentoring program. Developing a culture of mentoring in postdoctoral periodontology programs can be an important tool to enable individuals to become more involved in the process of teaching and mentoring during their postdoctoral training. This outcome could ameliorate the deficit of periodontists engaged as formal educators. Moreover, development and expansion of a culture of mentoring in a periodontolgy program may encourage recent graduates to become more involved in teaching subsequent to graduation.
Dental Education from the Students’ Perspective: Curriculum and Climate
Authors: Cardall Wes R. , Rowan R. Chad , Bay Curt
Published: June 2020

This cross‐sectional study compares morale among dental students at five western U.S. dental schools, relates morale to various aspects of the school environment, and determines a prioritized list of the most important aspects of dental education from the students’ perspective. Survey data were collected from students at the end of their first, second, and third years. Respondents answered several questions associated with student morale and listed the three best aspects and three greatest challenges of their school. Lastly, respondents ranked seven different aspects of dental education in order of importance. Surveys were returned by 742 students (66 percent response). Student morale varied significantly in different educational institutions. Morale tended to be lower among third‐year students and higher among first‐year students. Poor student‐faculty relations was the factor most strongly associated with decreased morale. Similarly, positive atmosphere was the factor most frequently associated with high morale. Faculty and clinic experience were the most frequently cited positive aspects of schools; curriculum and clinic experience were the most commonly cited negative aspects. Students commonly perceived clinical experience to be the most important aspect of their education. As students neared graduation, they perceived business management as more important and lab work as less important.
Which Factors Influence Students’ Selection of Advanced Graduate Programs? One Institution's Experience
Authors: Saeed Sophia , Jimenez Monik , Howell Howard , Karimbux Nadeem , Sukotjo Cortino
Published: June 2020

The reasons that students choose certain specialties may be integral to the quality of specialty programs and the future of those specialties. The Harvard School of Dental Medicine (HSDM) has a high percentage (87.6 percent) of students who enroll in postgraduate programs. The goals of this study were to establish a baseline of factors that affect postgraduate program selection at HSDM and to determine if there was a significant difference in factor selection by gender, relationship status, graduation year, or choice to specialize versus choice to pursue advanced training in general dentistry. As a pilot study, we asked HSDM graduates from the classes of 2005 to 2007 to rank the importance of forty‐two factors in selecting a field of dentistry and a particular program or institution within a specialty. Overall, students felt that intellectual content, challenging diagnostic problems, and possessing a special skill or talent unique to a specialty were the most important factors in choosing a field of dentistry. Influence of family members in dentistry was ranked as least important. In choice of a certain program or institution within a given field, clinical training and philosophy of training were ranked most highly. Students felt that the opportunity to moonlight was least important. Significant differences (p<0.05) were found regarding gender, relationship status, and students who chose to specialize versus those pursuing advanced general dentistry training. No significant differences were found among the students in different graduating classes.
Esthetic Orthodontic Treatment Using the Invisalign Appliance for Moderate to Complex Malocclusions
Authors: Boyd Robert L.
Published: June 2020

In this report, three patients were treated with a new treatment protocol for Invisalign to demonstrate that a variety of complex malocclusions can be successfully treated using this protocol, including correction of moderate crowding, correction of moderate Class II division 1, and deep overbite. Previous studies of Invisalign showed significant limitations for more complex orthodontic treatment, although a few recent case reports have shown successfully completed moderate to difficult orthodontic malocclusions. One reason for the discrepancy is that the earlier studies were done during the first four years of the appliance development (now ten years of clinical use), when significant problems existed with accomplishing bodily movement, torquing of roots, extrusions, and rotations of premolars and canines. The new protocol included new methods for anterior/posterior corrections, showing on the computer the effect of elastics for Class II treatment simulated as a one‐stage anterior/posterior movement at the end of treatment. Staging for interproximal reduction (IPR) is now automatically staged when there is better access to interproximal contacts to avoid IPR where significant overlap between teeth is present to avoid performing IPR on surfaces that may be damaged by instruments such as burs, strips, and disks when cut on a sharp angle. Staging for tooth movements is now also done to enable combination movements to occur simultaneously for each tooth with the tooth that needs to move the most (the lead tooth) determining the minimum number of stages required. All other teeth move at a slower rate than the lead tooth throughout the duration of treatment. Attachments are now placed in the middle of the crown automatically for rotation and automatically sized in proportion to the clinical crown. Use of 1 mm thick (buccal‐lingual dimension) horizontal beveled rectangular attachments is standard on premolars for retention of aligners during intrusive movements, such as leveling the lower curve of Spee in deep overbite for extrusions and for control of the tooth long axis during torquing movements. Staging of tooth movements now track linear and rotational velocities of teeth separately with the number of treatment stages determined by the lead tooth based on its rotational or linear maximum velocities at no more than two degrees of rotation per stage. Simultaneous movements are done for all teeth providing visible space (approximately 0.05 mm) between teeth during movements past other teeth using expansion instead of IPR as a primary way to increase space available for correction of crowding.