bluuebunny/crossref_metadata_2025 huggingface dataset:
Improving Patient Retention and Access to Oral Health Care: The CARES Program
Authors: Zittel‐Palamara Kimberley , Fabiano Jude A. , Davis Elaine L. , Waldrop Deborah P. , Wysocki James A. , Goldberg Louis J.
Published: June 2020

Improving access to dental care for patients experiencing barriers such as financial, transportation, or mental health is a public health concern. Dental schools have an obligation to assist patients experiencing such barriers as well as to educate future dentists and allied professionals on how to assist these patients in overcoming barriers. Once admitted to the dental clinic, retention issues can further complicate the provision of dental care. This article will describe an innovative program designed to address biopsychosocial barriers to dental care. Needs assessments of patients sitting in the waiting room of the dental clinic were conducted by master's of social work (M.S.W.) students. Based on needs assessment results, common dental care barriers were identified and served as the foundation for the establishment of a social work program in the dental clinic. Dental students, faculty, and staff refer patients to the social work program when barriers to care are found. These biopsychosocial barriers are addressed by social workers, uniquely qualified professionals in providing case management, advocacy, referrals, education, and services (CARES). Over the course of three years, 80 percent of patients experiencing an identified barrier to the receipt of dental care were retained through social work intervention. These patients were able to receive dental care within the past year. Dental schools can collaborate with social work schools to establish a protocol and assistance program for dental patients experiencing difficulty accessing care, thereby improving oral health status, retention rates, and dental student education.
Racial/Ethnic Disparities in Health Care: Lessons from Medicine for Dentistry
Authors: Kressin Nancy R.
Published: June 2020

To describe what is known about racial disparities in provided health care and to better understand the dynamics of this issue within dentistry, this article draws on data from the medical literature, focusing especially on reviewing what is known about disparities in care received by those who have accessed the health care system. An overview of the possible causal factors is presented, along with suggestions for future research.
Racial and Socioeconomic Disparities in Health from Population‐Based Research to Practice‐Based Research: The Example of Oral Health
Authors: Gilbert Gregg H.
Published: June 2020

Oral health serves as an excellent model for understanding social disparities in health. Associations among race, socioeconomic status, oral health, and dental care are strong. Multiple points along the dental care process allow investigation of disparities and mechanisms; and there are multiple types of treatment services (ranging from those that all patients and clinicians would likely agree on, to multiple treatment options, to discretionary treatments). Florida Dental Care Study (FDCS) data are used to provide examples of these concepts. Without regard to whether the dental care system was ultimately entered, the FDCS found substantive social differences in 1) incidence of need; 2) responsiveness to this need; and 3) propensity to seek preventive services. Once the dental care system had been accessed, substantive social differences were still evident with regard to 1) clinical condition; 2) awareness of treatment options; and 3) treatment discussions and recommendations. Once differences in clinical condition were taken into account, and once analysis was limited to persons who had entered the dental care system, social differences in receipt of care were still evident. Findings suggested that although dental care was effective at treating and preventing certain oral conditions, social differences in treatment effectiveness were evident.
Expansion of Dental Benefits Under the Medicare Advantage Program
Authors: Compton Robert D.
Published: June 2020

Uninsured older adults are twice as likely to not receive needed dental care as their insured counterparts. Yet, nearly one‐third of older adults have untreated dental caries, and older adults are more likely to have complete tooth loss, periodontal disease, and oral cancer. Moreover, persons sixty‐five and older had the lowest percentage of individuals with dental insurance and the highest average out‐of‐pocket expenses of all persons with a dental visit in 2000. Given that retiree health benefits for large companies have declined from 66 percent in 1988 to 38 percent in 2003, it is unlikely that the private sector will increase funding for dental benefits for the elderly. However, some Medicare managed care plans already cover either preventive or comprehensive dental benefits. The Medicare Prescription Drug, Improvement, and Modernization Act of 2003 created incentives for Medicare managed care plans to offer beneficiaries additional benefits, including dental. The First Seniority Dental Plan, described in this article, demonstrates that it is possible to create a dental plan that is affordable for the HMO, reimburses providers at reasonable rates, provides a reduction in costs to Medicare beneficiaries, and may present a method to expand dental benefits for elders of the future.
U.S. Dental School Applicants and Enrollees: 2003 and 2004
Authors: Weaver Richard G. , Ramanna Satyan , Haden N. Karl , Valachovic Richard W.
Published: June 2020

Following a 25 percent decline in dental school applicants between 1997 and 2001, from 9,829 to 7,412, the number of applicants over the last three years has increased to 9,433. Based on the rate of applicants to the class entering in the fall of 2005, it is estimated there will be a further 10 to 15 percent increase in the number of applicants, thereby exceeding the 1997 number of applicants. The number of first‐time, first‐year enrollees rose from 4,039 to 4,457 (10.4 percent) between 1996 and 2004, during which time three new dental schools were established (Nova Southeastern University; University of Nevada, Las Vegas; and Arizona School of Dentistry & Oral Health). Almost 54 percent of the 418 additional first‐year positions can be attributed to the three new schools. Slightly over 47 percent of the dental school applicants were enrolled in 2004; 55.4 percent of the applicants in 2003 were enrolled. The number of applicants per first‐time, first‐year position was 2.12 in 2004 and 1.81 in 2003. It was 2.31 in 1997, the last peak of dental school applicants. (The most recent low was 1.34 in 1989.) The average GPA of the first‐time, first‐year enrollees continued to increase slightly, standing at 3.35 for science GPA and 3.44 for total GPA. Over the last several years there has been essentially no change in the average academic average and total science DAT scores of the first‐time, first‐year enrollees, standing at 18.7 and 18.5 respectively. However, the average perceptual ability score has declined slightly, from 18.1 to 17.3. Women were 43.9 percent of the applicants and 42.4 percent of the first‐time, first‐year enrollees in 2004. Five years ago, women were 38.6 percent of the applicants and 36.5 percent of the first‐time, first‐year enrollees. Underrepresented minorities comprised 12.4 percent of the applicants and 11.6 percent of the first‐time, first‐year enrollees in 2004. These percentages are little changed from those reported since 2001.
How Do Social‐Psychological Concerns Impede the Delivery of Care to People with HIV? Issues for Dental Education
Authors: Rohn Edward J. , Sankar Andrea , Hoelscher Diane C. , Luborsky Mark , Parise Mary H.
Published: June 2020

Oral health is an essential aspect of the overall medical care for patients with HIV. However, fear of status disclosure is a significant barrier to access to care. Preparing future oral health care providers to maintain all aspects of confidentiality and to understand the role stigma plays in the lives of HIV‐positive individuals are critical issues that must be addressed by dental education. To provide important perspectives regarding HIV‐related stigma and confidentiality, data from the HAART (Highly Active Antiretroviral Therapy) Project is presented. This study is a five‐year National Institute of Allergy and Infectious Disease (NIAID)‐funded longitudinal qualitative study of sero‐positive African Americans’ adherence to antiretroviral therapy (N=137). The current literature regarding HIV patient confidentiality and student attitudes regarding HIV/AIDS is also reviewed. Findings suggest that dental student attitudes may be improved by providing more comprehensive experiences and information and that procedures in place in dental clinics should be continuously monitored to ensure that patient confidentiality is maintained. Strategies for addressing these important issues in dental education are presented. Ensuring that dental school graduates are well prepared to maintain confidentiality with sensitivity to the role stigma plays in HIV disease has the potential to enhance access to health care.
Nonacademic Characteristics of Dental School Applicants
Authors: Mentasti Lauren E. , Thibodeau Edward A.
Published: June 2020

The purpose of this study was to characterize the average dental school applicant's participation in four nonacademic areas: shadowing, extracurricular activities, volunteer experiences, and research. Demographic, academic, and nonacademic information was compared for 12 percent of all applicants to U.S. dental schools in 2005. Applicants had an average GPA of 3.23 and DAT Academic Average of 18.6. Applicants participated in an average of 3.7 extracurricular activities, 3.2 volunteer experiences, and 0.8 research projects. The average nondental employee applicant shadowed 172 hours. As shadowing hours increased, GPA declined. While academically similar, women reported significantly greater (p<.05) participation in all four nonacademic areas than males. Overall, Hispanic students reported the most shadowing hours and had the greatest percentage of parents as dentists, while black students had the least in both areas. Black students reported the most extracurricular activities. More than 90 percent of all applicants participated in three or four of the major nonacademic areas. Participation in extracurricular activities, volunteer experiences, and research projects was correlated; however, there was no relationship between shadowing hours and the other areas. Applicants with the most shadowing tended to be less academically qualified. The typical applicant reported a total of approximately eight extracurricular, volunteer, and research endeavors and 170 or more hours of shadowing. Results of this study can assist dental admissions committees in making qualitative comparisons between applicants with similar academic qualifications and aid health career counselors in advising predental students.
Competencies for the Beginning Dental Practitioner in Canada: A Validity Survey
Authors: Gerrow Jack D. , Murphy H. Joseph , Boyd Marcia A.
Published: June 2020

As part of the recommended review of the national competencies for beginning general dentists in Canada, a validation survey was distributed to 731 dentists. The survey asked participants to supply demographic information and rate each of the forty‐six competencies on a 5‐point Likert scale. The response rate was 43.1 percent (315 total usable responses). Self‐reported demographic data was used to create respondent subgroups. The participants rated all of the competencies quite high with thirty‐six of the forty‐six receiving rankings averaging 4.0 or higher on the 5‐point scale. No competency received a ranking averaging lower than 3.0. Competencies rated as most important by the entire sample were also rated as most important by all respondent subgroups. The results of this validation survey provide evidence of content validity and reinforce the value of a national competency document that can serve as a reference for curriculum management, program accreditation, and development of certification examinations.
Access to Oral Health Care: Professional and Societal Considerations
Authors: Crall James J.
Published: June 2020

Access to health care is a complex subject with vast personal, economic, political, and societal ramifications. Issues concerning the rights and responsibilities of health care professionals—collectively and as individual members of a profession—comprise an important topic within ongoing debates concerning access to care, and constituted the overarching focus of the deliberations that form the basis of this publication. This article provides definitions of key terms; data concerning demography, oral health status, and use of dental services for children and seniors; and a contextual framework for examining broad underlying professional and societal considerations. It concludes with reflections on joint responsibilities and guiding principles that apply to dental professionals and government agencies charged with administering public benefits programs and the consequences likely to ensue if these vital stakeholders fail to respect fundamental principles of professionalism and economics.
Access Denied; Invalid Password
Authors: Chambers David W.
Published: June 2020

Progress addressing access to oral health is difficult to evaluate because it is unclear what access means. Ozar's proposal that access should be defined by dentists as true dental need is criticized. It is proposed that four different types of treatment are currently identifiable in dentistry: 1) traditional oral health care, 2) oral care that has minimal or no health component, 3) episodic care, and 4) oral health outcomes not resulting from dentist interventions such as fluoridation. Each of these models has a different definition of care and of access. The profession is becoming segmented—including growing disparities among dentists in earning potential—to the point where a single model may no longer be able to cover all needs for oral health.
Reaction to Universal Patient Acceptance: The Perspective of a Private Practice Dentist
Authors: Largent Beverly A.
Published: June 2020

The purpose of this article is to respond to the theories of Acceptance and Universal Patient Acceptance and their relationship to the American Dental Association's Principles of Ethics and Code of Professional Conduct (ADA Code). Universal Patient Acceptance (UPA) requires the dentist to communicate in some fashion with each patient who attempts to enter his or her practice to determine needs, desires, and financial ability to access dental care. The dentist must then help the patient gain entry into his or her practice or make appropriate referrals based on the patient's desires, needs, and financial status. The theory of UPA proposes that this action will alleviate some portion of the access problem. This article explores the notion of access as articulated in the ADA Code. The theory of UPA is explored from the view of the practicing dentist, noting the difficulties encountered when incorporating this theory into private practice. The conclusion is that the ADA Code offers appropriate guidance for ADA members regarding the ethical treatment of the underserved. Without further study, the inclusion of UPA in the ADA Code is not desirable. The author also concludes that support systems for the practicing dentist are necessary before UPA could be considered a reasonable way to practice dentistry.
General Dentists’ Evaluation of Anesthesia Sedation Education in U.S. Dental Schools
Authors: Boynes Sean G. , Lemak Anne L. , Close John M.
Published: June 2020

To assess the quality and quantity of sedation education in U.S. dental schools, a prospective, questionnaire‐based survey was administered to general dental practitioners who graduated in 2003. Questionnaires were sent via facsimile to recent dental graduates using a list obtained through the American Dental Association. The response rate was 54 percent; 718 of the 1,328 nine‐question surveys were returned. The response to the questionnaires indicates a perceived need for sedation care by the majority of recent graduates and low overall satisfaction with the quality of sedation education in U.S. dental schools. The general consensus of most 2003 dental school graduates is that they have gained little or no hands‐on experience in sedation techniques and would have supported an increase in tuition and fees if an institution were to offer more efficient sedation training. With increased popularity and high patient demand for sedation techniques, the new dentist feels a need for sedation education before graduation.
Eye Safety Practices in U.S. Dental School Restorative Clinics, 2006
Authors: Hill Edward E.
Published: June 2020

This study was conducted to determine how much progress U.S. dental schools have made in providing eye protection during restorative (adult operative and fixed prosthodontic) procedures since a 1979 survey. A seven‐question survey was placed at a website, and fifty‐five different U.S. dental schools were asked to complete the survey. Thirty‐one schools responded (56 percent). Eighty‐four percent of schools had safety glasses available for patients, but only 77 percent required usage during restorative procedures. Similarly, while 87 percent of schools required dental students working in restorative clinics to wear safety glasses, just 73 percent enforced the policy. Additionally, 84 percent provided blue light protection on curing lights and required students to wear eye protection while doing lab procedures. Compared to the 1979 survey, considerable progress has been made over the last twenty‐seven years in protecting dental school patients and students from ocular injuries. Because one would hope to have 100 percent compliance on this issue, there is room for improvement in promoting patient eye safety and teaching good habits to dental students.
Use of Handheld Computer Technology to Monitor General Practice Residents’ Clinical Experiences
Authors: Dyer Marc D. , Presler Emory A. , Raybould Ted P. , Burklow Cindy , Smith Timothy A.
Published: June 2020

The Commission on Dental Accreditation (CODA) requires that General Practice Residency (GPR) programs report a summary of each resident's clinical experiences. The goal of this study was to determine the effectiveness of handheld computer technology in tracking residents’ clinical procedures. In the academic years 2004–05 and 2005–06, University of Kentucky GPR residents were provided a Palm M130® with customized forms. These menu‐driven forms allowed residents to record procedures. Residents synchronized the data to a centralized database. A separate reporting system interfaced with the database to allow administrators to produce detailed reports on each resident. At the end of the academic year, data were tabulated, clinical procedures were correlated with respective costs, and annual production was determined. Data from fourteen residents were analyzed. Types and frequencies of various clinical experiences were tabulated, financial production summaries assessed, and percentage distribution of procedures by discipline was examined. Palm technology has proven to be an effective tool in monitoring each resident's clinical experiences. This methodology was beneficial to residency directors by allowing the examination of the experience distribution of each discipline in dentistry to determine the range of experiences that residents achieved.
Interdisciplinary Approach to Endodontic Therapy for Uncooperative Children in a Dental School Environment
Authors: Soares Flavio , Britto Leandro R. , Vertucci Frank J. , Guelmann Marcio
Published: June 2020

The aim of this study was to describe an interdisciplinary approach for endodontic therapy of behavior‐challenging children and to report the efficacy of sedation techniques for these procedures. Sedation records of thirty‐two patients who received root canal treatment were reviewed. Age at treatment in months, gender, year of treatment, tooth type, status of root maturation (open or closed apex), etiological factor(s), sedation protocol, and outcome were the variables analyzed. The collected information was entered into a computerized flowchart and the data analyzed using descriptive statistics. Midazolam in combination with meperidine or hydroxyzine were the most common protocols used (46 percent and 40 percent of the cases, respectively). Only two (6 percent) treatments were aborted due to uncontrolled behavior during sedation. We conclude that cooperation between pediatric dentists and endodontists is fundamental to achieving success when providing root canal treatment for uncooperative child patients.
Students’ Perceptions of Effective Learning Experiences in Dental School: A Qualitative Study Using a Critical Incident Technique
Authors: Victoroff Kristin Zakariasen , Hogan Sarah
Published: June 2020

Students’ views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students’ dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third‐year (seventy) and fourth‐year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty‐three dental students (thirty‐five male and eighteen female; thirty‐two third‐year and twenty‐one fourth‐year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, “checking‐in” with students, and an interactive style); 2) characteristics of the learning process (focus on the “big picture,” modeling and demonstrations, opportunities to apply new knowledge, high‐quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school curriculum as a whole.
Sociodemographic Backgrounds and Career Decisions of Australian and New Zealand Dental Students
Authors: Mariño Rodrigo J. , Morgan Michael V. , Winning Tracey , Thomson W. Murray , Marshall Roderick I. , Gotjamanos Theo , Evans Wendell
Published: June 2020

This article describes the sociodemographic and career selection characteristics of dental students in Australia and New Zealand. A total of 672 dental students participated in the study. The survey covered age, language proficiency, type of school attended, place of residence, parental occupation, and level of education. The respondents had an average age of twenty‐two years, with a range of eighteen to fifty. Fifty‐six percent of respondents were female, and approximately half had completed secondary education in private schools with 44.3 percent having finished in public schools. The majority of students lived with their parents, with only a few respondents reporting a rural home address (6.8 percent). The majority of students (65.3 percent) had placed dentistry as their first career choice and had most likely made the decision after leaving high school or near the end of high school (81.4 percent), with self‐motivation being the major influence on their decision. This study provides a description of the sociodemographic profile of Australian and New Zealand dental students and provides a better understanding of career decision issues. It also highlights areas for further investigation and management by educational institutions and public policy.
Oral Health Attitudes, Knowledge, and Behavior Among School Children in North Jordan
Authors: Al‐Omiri Mahmoud K. , Al‐Wahadni Ahed M. , Saeed Khaled N.
Published: June 2020

The aim of this study was to assess the knowledge, attitude, and behavior of school children towards oral health and dental care as well as to evaluate the factors that determine these variables. School children (n=557) of an average age of 13.5 years attending public schools in North Jordan were recruited into this study. The subjects completed a questionnaire that aimed to evaluate young school children's behavior, knowledge, and perception of their oral health and dental treatment. The participants’ oral hygiene habits (such as tooth brushing) were found to be irregular, and parents’ role in the oral hygiene habits of their children was limited. The study population showed higher awareness of caries than periodontal conditions. Irregular visits to the dentist were found to be common, and toothache was the major driving factor for dental visits. Children had positive attitudes toward their dentists; nevertheless, they indicated that they feared dental treatment. The children in this study also recognized the importance of oral health to the well‐being of the rest of the body. Parents were not proactive in making sure that their children received regular dental care. Parents’ knowledge and attitudes about the importance of oral health care and their fears about dental treatment influenced their children's dental care. The results of this study indicate that children's and parents’ attitudes toward oral health and dental care need to be improved. Comprehensive oral health educational programs for both children and their parents are required to achieve this goal.
Access to Care and the Allied Oral Health Care Workforce in Kansas: Perceptions of Kansas Dental Hygienists and Scaling Dental Assistants
Authors: Mitchell Tanya Villalpando , Peters Ralph , Gadbury‐Amyot Cynthia C. , Overman Pamela R. , Stover Lauren
Published: June 2020

Access to oral health care continues to be a problem in the United States. Research has called for innovative approaches to improve access to oral health care and reduce oral health care disparities. Successful alternate approaches have been reported. In 1998 the Kansas Legislature passed a proposal to enhance access to care and manpower needs by allowing dental assistants to provide supragingival scaling, a service traditionally assigned to dental hygienists. In 2000, Mitchell et al. investigated the perceptions of Kansas dental hygienists and scaling dental assistants in relation to House Bill 2724 (HB 2724), which allows dental assistants to perform coronal scaling. The intent of the study was to collect baseline data in relation to HB 2724. The purpose of the present study was to follow up on the impact of HB 2724 six years after legislation. Both groups report satisfaction with their professions: scaling dental assistants believe the delivery of care in Kansas has changed, and areas of Kansas previously noted as dental health professional shortage areas are now served by either a registered dental hygienist or scaling dental assistant.
Oral Pathology in the Dental Curriculum: A Guide on What to Teach
Authors: Darling Mark R. , Daley Tom D.
Published: June 2020

There has been considerable disagreement among educators on the topics and details of topics that should be included in the teaching of oral pathology to dental students and graduate students in dental specialties. Various authorities have recommended core curricula that range from comprehensive teaching of eighteen categories, each with up to nine subheadings, covering hundreds of entities, to as few as approximately fifty of the most common lesions that affect the oral and maxillofacial region. This article offers a curriculum planning model designed to help faculty make decisions about course content and emphases. The model allows instructors to assess content relevance and priority based on three criteria: 1) commonness, 2) uniqueness, and 3) significance of diseases and conditions. The product of this decision‐making process is a relevance score that can serve as a guideline for the choice and details of topics to be included in oral pathology courses.
Dental and Medical Students’ Knowledge and Opinions of Infant Oral Health
Authors: Chung Mina H. , Kaste Linda M. , Koerber Anne , Fadavi Shahrbanoo , Punwani Indru
Published: June 2020

Primary care providers’ involvement with and perceptions of the epidemic of early childhood caries could be related to attitudes and knowledge of the disease as well as to differences in discipline‐based recommendations. A cross‐sectional survey of demographics, opinions on infant oral health care visits and importance of infant oral health care, knowledge of tooth eruption, and knowledge of health care guidelines of the American Academy of Pediatrics (AAP) and American Academy of Pediatric Dentistry (AAPD) was administered by several methods to first‐ and fourth‐year dental and medical students at two University of Illinois campuses. Some expected variations were found among dental and medical students pertaining to perceptions and knowledge of infant oral health. Higher proportions of dental students responded correctly or considered the issues very important. However, Rockford medicine students were more likely to know when children should be weaned, yet less likely to agree with recommendations for time of first dental visit. Furthermore, fourth‐year dental students were less likely than first‐year dental students to give the recommended answer for age of first dental visit. Variances of opinions and basic knowledge of infant oral health of dental and medical students showed inconsistencies with desired outcomes of educational and clinical experiences. Further research is needed to understand the role of experience and other factors to effectively educate primary care providers in this area.
Accuracy and Consistency of Radiographic Interpretation Among Clinical Instructors in Conjunction with a Training Program
Authors: Lanning Sharon K. , Best Al M. , Temple Henry J. , Richards Philip S. , Carey Allison , McCauley Laurie K.
Published: June 2020

There are inaccuracies and inconsistencies of radiographic interpretation among clinical instructors. The purpose of this investigation was to determine if a training program could improve the accuracy and consistency of instructors’ ratings of bone loss. A total of thirty‐five clinical instructors consisting of periodontal faculty (periodontists and general dentists), dental hygiene faculty, and periodontal graduate students viewed projected digitized radiographic images and quantified bone loss for twenty‐five teeth into four descriptive categories. Ratings of bone loss were made immediately before (pretest) and after (post‐test 1) initiation of the training program and then again three months later (post‐test 2). Ratings were compared to the correct choice categories as determined by direct measurement using the Schei ruler. Overall agreement with the correct choice improved over time (from 64.5 percent to 85.2 percent) with the greatest change from pretest (64.5 percent) to post‐test 1 (76.5 percent). Mean and absolute differences improved in three of the four categories, but worsened in one from pretest to post‐test 1. This category returned to its original high value at post‐test 2. The greatest improvement in consistency among instructors’ ratings was seen in one of the four categories, which was “none” (no bone loss). Extension of the training program may further enhance the accuracy and consistency of instructors’ radiographic interpretation.
Today's Threat Is Tomorrow's Crisis: Advocating for Dental Education, Dental and Biomedical Research, and Oral Health
Authors: Bresch Jack E. , Luke Gina G. , McKinnon Monette D. , Moss Myla J. , Pritchard Daryl , Valachovic Richard W.
Published: June 2020

The current political environment in the nation's capital threatens federal support for programs vital to the academic dental community. To develop a strong cadre of advocates who can deliver an effective and unified message to members of Congress on behalf of dental education and dental research, the American Dental Education Association (ADEA) and the American Association for Dental Research (AADR) created a new organizational structure: the National Oral Health Advocacy Committee (NOHAC) and the National Advocacy Network (NAN). The basic skills and knowledge required to function as an effective advocate include an understanding of the political environment, a working knowledge of the legislative processes and the political players, and the ability to build and work with grassroots networks and coalitions. NOHAC and NAN are designed to provide leadership in these areas to support effective advocacy for dental education and dental research.
Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education
Authors: Schönwetter Dieter J. , Lavigne Salme , Mazurat Randy , Nazarko Orla
Published: June 2020

Effective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students. A total of 175 dental and dental hygiene undergraduate students nominated a total of forty instructors for teaching awards, providing a total of 695 qualitative statements reflecting their teaching in two learning contexts: the classroom and the clinic. Seven categories of effective teaching qualities were identified: individual rapport, organization, enthusiasm, learning, group interaction, exams and assignments, and breadth. Based on the frequency of the themes, effective teaching in the classroom was best defined by organization and rapport, whereas in the clinic, rapport was the most frequently described behavior. Moreover, dentistry students perceived enthusiasm as an effective teaching quality more frequently than did dental hygiene students, whereas dental hygiene students provided more responses to learning. These findings can provide guidance in preparing undergraduate dental and dental hygiene educators to enter the teaching environment. The ultimate goal to be achieved from identification of effective teaching qualities, as determined in this study, is improvement in clinical and classroom teaching for dentistry and dental hygiene programs.
Faculty Credentialing: A Survey of Forty‐Six U.S. Dental Schools
Authors: Myers Ronnie , Yoon Angela J.
Published: June 2020

This study was undertaken in June of 2005 to evaluate the status of credentialing of clinical faculty in United States dental schools. A short survey on the process of credentialing was developed and emailed or mailed to all clinical deans. The survey contained a standard definition of health professional credentialing to which the respondent was to compare his or her school's procedures. Of the forty‐six respondents, only 46 percent were conducting credentialing as defined on the survey. Recredentialing of clinical faculty was occurring in most of these schools; however, 23 percent did not report a process of recredentialing. Each institution required different items in its credentialing application: 95 percent required information on licensure; 86 percent, educational background; 67 percent, academic appointments; and 67 percent, specialty board status, among other items that were included at lower rates. Health status was only requested by 29 percent of the institutions. Only 34 percent of those institutions doing credentialing verified the data collected during the application process. Given the legal implications of adverse outcomes, prudent risk management calls for a strong credentialing program. Results of this survey indicate the need for an ongoing effort to standardize credentialing procedures among dental schools and to select appropriate data to be included in the process.
Using a Multifaceted Approach Including Community‐Based Service‐Learning to Enrich Formal Ethics Instruction in a Dental School Setting
Authors: Gadbury‐Amyot Cynthia C. , Simmer‐Beck Melanie , McCunniff Michael , Williams Karen B.
Published: June 2020

The purpose of this investigation was to examine the degree to which a multifaceted approach to formal ethics instruction including community‐based service‐learning can enrich the learning environment and how it influences students’ attitudes and perceptions about their role as oral health care providers, access to care, disparity, and working in a diverse community. Students’ attitudes were evaluated prior to and following the seven‐week course to determine if community‐based service‐learning had any impact on their perceptions. Factor analysis was conducted; and based on the identified factor structure, subscales were computed and used for subsequent analyses of change in attitude over time (pre‐ and post‐test results) and to compare assessment of experience between discipline groups (dental and dental hygiene) as well as gender. There was a statistically significant difference in student attitudes from the beginning of the course to the end about volunteering in the community (p=.036). Additionally, there was a statistically significant difference (p<.01) between male and female students related to course impact on career choice and personal ability. Female students reported the course had a greater impact on their career choice and personal ability than did males. Students were required to complete a reflection paper on their service‐learning experience. Reflective papers were analyzed using the qualitative constant comparative method. Reflective papers served as a rich source of information for understanding student perceptions related to their role as oral health care providers, access to oral health care, disparity, and cultural competence. Both dental and dental hygiene students indicated a desire for additional opportunities to participate in community‐based service‐learning activities and a desire for addressing the current access to care issues in their curricula. We found that a multifaceted approach to ethics instruction incorporating a community‐based service‐learning component provided an enriched environment for the discussion of several ethical issues facing oral health care providers today.
A Historical Perspective on the University of Nebraska Medical Center's College of Dentistry Class of 1961
Authors: Willis Mary S. , Badakhsh Roshan A.
Published: June 2020

We conducted a retrospective analysis of the University of Nebraska Medical Center (UNMC) College of Dentistry (COD) Class of 1961 to glean information that might be useful in the design of dental education programs in Nebraska and elsewhere. We scanned annual class newsletters, demographic statistics for students entering the UNMC dental program for each decade from 1961 to 2001, and UNMC COD alumni data for patterns and themes among thirty‐two dental professionals. Eighty‐four percent of those contacted provided responses to a survey. We found that, like current dental cohorts nationwide, the UNMC COD Class of 1961 is mostly of European ancestry (non‐Hispanic) and male. But in contrast to current dental college graduates, the UNMC Class of ’61 were able to rely upon self‐employment and spousal and/or military support (GI Bill) to cover the costs of their dental education. They also were more likely to enter dental school before completion of an undergraduate degree and have a substantial work history before entering the UNMC dental program. Although the most common reason for attending dental school related to independence and financial security, “time with family” and “family vacations” were the next most important reasons cited for becoming dental professionals. Among ’61 graduates, the average number of years spent in the dental profession is thirty‐seven years. Despite the notable changes in dental technology and the continual need for updating knowledge and skill, eight members of the UNMC COD Class of 1961 continue to practice dentistry. Most maintain contact with other class members, providing support to former classmates and maintaining an identity with their alma mater, the University of Nebraska.
The Case for Change in Dental Education
Authors:   ADEA Commission on Change and Innovation in Dental Education, Pyle Marsha , Andrieu Sandra C. , Chadwick D. Gregory , Chmar Jacqueline E. , Cole James R. , George Mary C. , Glickman Gerald N. , Glover Joel F. , Goldberg Jerold S. , Haden N. Karl , Hendricson William D. , Meyerowitz Cyril , Neumann Laura , Tedesco Lisa A. , Valachovic Richard W. , Weaver Richard G. , Winder Ronald L. , Young Stephen K. , Kalkwarf Kenneth L.
Published: June 2020

This article introduces a series of white papers developed by the ADEA Commission on Change and Innovation (CCI) to explore the case for change in dental education. This preamble to the series argues that there is a compelling need for rethinking the approach to dental education in the United States. Three issues facing dental education are explored: 1) the challenging financial environment of higher education, making dental schools very expensive and tuition‐intensive for universities to operate and producing high debt levels for students that limit access to education and restrict career choices; 2) the profession's apparent loss of vision for taking care of the oral health needs of all components of society and the resultant potential for marginalization of dentistry as a specialized health care service available only to the affluent; and 3) the nature of dental school education itself, which has been described as convoluted, expensive, and often deeply dissatisfying to its students.
A Snapshot of Cultural Competency Education in U.S. Dental Schools
Authors: Rowland Michael L. , Bean Canise Y. , Casamassimo Paul S.
Published: June 2020

During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web‐based thirty‐question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty‐six U.S. dental schools, followed up by subsequent email messages. Thirty‐four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty‐eight; 82 percent) did not have a specific stand‐alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two‐thirds of schools indicated that their impression of students’ acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty‐three of the thirty‐four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.
Characteristics and Study Motivation of Clinical Dental Students in Nigerian Universities
Authors: Orenuga Omolola O. , da Costa Oluranti O.
Published: June 2020

A cross‐sectional study of a cohort of 197 clinical dental students in the four accredited dental schools in Nigeria was conducted to determine the sociodemographic characteristics of these dental students and their motives for the choice of dentistry. The results indicate that the number of female dental students in Nigeria is increasing, which reflects a trend well established in virtually all other nations. The vast majority of Nigerian dental students (97 percent) qualified for school based on their performance on the University Matriculation Examination. About one‐third, 32.5 percent, indicated that dentistry was their first choice for a career. This choice was greatly influenced by family in 50 percent of this group of students. There were several factors that strongly influenced career choice among students who indicated that dentistry was their first choice: interest, prestige, good employment opportunity abroad, and regular work hours. The need to go into a prestigious and financially lucrative profession similar to medicine were the commonest reasons identified by the group of students for whom dentistry was not the first career choice. The motives for choosing dentistry as a career in this group of students seem to relate to an image of dentistry as a vehicle for the achievement of personal goals. It is recommended that high school students be encouraged to see dentistry first hand. This is because in countries such as Nigeria it is not unusual for a potential dental student to have never visited the dentist.