bluuebunny/crossref_metadata_2025 huggingface dataset:
Influence of instructional methods on student achievement and attitude in an introductory endodontic course
Authors: Kampfe LV , Kerber PE
Published: June 2020

1. Self‐paced instruction did not improve performance in raw score on achievement by a different amount for each achievement level, but it did bring all the students to the same level of performance as the group‐paced treatment in less time. 2. Permitting the self‐paced students to take quizzes when they felt prepared improved student performance. 3. Self‐paced instruction lends itself readily to flexible scheduling and thus permitted high achievers to complete the course sooner and allowed new students to start the course at any time. 4. The slide‐tape method also freed the instructor from formal lectures and thus permitted him to spend one additional hour (the unused discussion hour) each week in laboratory exercises with the students.
Course evaluation by committee
Authors: Feldman SM , Scheetz JP , Strauch AB , Fields WT
Published: June 2020

An intradepartmental course evaluation committee has been established in the Department of Community Dentistry at the University of Louisville School of Dentistry. This committee's review of student evaluation mechanisms was a major focus in the assessment of all departmental courses. An evaluation technique, based on a comparison of existing student evaluation mechanisms against criteria established by the committee and approved by the departmental faculty, was designed and applied. The committee was viewed as successful by departmental course directors; however, its suggestions were not widely implemented by the departmental faculty. Several reasons are cited for this, as well as suggestions for future modifications of the committee's procedures.
Results of a workshop on the development of TEAM training programs
Authors: Kress GC
Published: June 2020

A two‐week workshop was conducted to instruct current and potential directors of TEAM programs in planning and implementation of effective programs. A participant was sent by 36 of the 59 invited dental schools. Nineteen persons were selected as workshop faculty. The first week was spent in didactic sessions on educational methods, TEAM curriculum topics, and noncurricular issues. The second week was spent on development and review of original TEAM proposals. Significant overall gains in proficiency test scores were earned by both participants who came from schools with funded TEAM programs (n=16) and those from schools without funded programs (n=18). No test score differences were observed between these groups. The two areas of greatest perceived weakness at the end were evaluation and management training. Data on TEAM grant submissions during the two years following the workshop are discussed, along with several implications for planning of long‐term workshops.
Essential features of a faculty evaluation program
Authors: Mackenzie RS
Published: June 2020

A faculty evaluation system should be developed by cooperation between evaluation specialists and dental faculty. The system should depend on a broad spectrum of data collected from a variety of sources in order to reduce personal bias and subjective judgments concerning the performance of all faculty members. Its primary purpose should be to help faculty improve and to this end should be linked to both a faculty development program and a reward system. The criteria for each faculty member's evaluation should be clearly specified in advance and be directly linked to his duties. Department and college goals must be considered as well as the individual faculty member's own interests. Standards or criteria for both rewards and sanctions should be clearly defined, and guidelines for the operation of the system should be given to each participant. The system itself should not cost more than the benefits derived from it justify, and adequate resources should be allocated to make the system effective.
Sabbatical policies and their implementation at United States dental schools
Authors: Neidle EA
Published: June 2020

An ad hoc Committee on Sabbaticals created by the Council of Faculties of the AADS surveyed sabbatical policies and their implementation at dental schools in the United States. Data from a questionnaire completed by 56 of 60 members of the Council of Faculties reveal that a majority of U.S. dental schools have sabbatical policies but that dental educators are less likely to apply for or to be awarded sabbaticals than educators from other parts of the university, except perhaps the medical school. Information was also obtained on the regulations governing sabbaticals–interval between leaves, rates of remuneration, and rules defining how the leave may be spent. Finally, suggestions are made as to how this important benefit of academic life might be made more available to dental educators.
An employment checklist for prospective dental educators
Authors: Casamassimo PS
Published: June 2020

Recent dental literature suggests that there is a shortage of dental educators and provides suggestions for dental schools to increase and improve recruitment efforts. However, little has been published to aid the prospective dental educator in finding the most appropriate position. A checklist to aid the prospective faculty member is proposed, which enumerates critical employment characteristics to be considered by the applicant during the recruitment process. Essential elements of the dental school environment, the department environment, the salary and benefits structure, and the community are discussed. Techniques for application of the checklist are also suggested.
Teaching advanced life support to predoctoral dental students
Authors: Racey GL , Weaver JM
Published: June 2020

The purpose of this project was to determine if senior dental students were capable of meeting the rigid didactic and clinical performance requirements of the American Heart Association's course in advanced life support. The course includes cardiopulmonary resuscitation, mechanical ventilation, endotracheal intubation, intravenous cannulation, interpretation of certain electro‐cardiographic dysrhythmias, synchronized cardioversion, defibrillation and the use of intravenous vasopressors, cardiotonics, and antiarhythmics. Of 30 students who were randomly selected from over 120 applicants for this senior elective course, 27 met the minimum proficiency requirement of 85 percent on a standardized written examination, and no one scored less than 78 percent. Of the students who were offered clinical testing stations, 19 out of 20 met the clinicae support can be considered a feasible addition to other instruction in emergency care in the undergraduate dental curriculum.
Sources of stress and interpersonal support among first‐year dental students
Authors: Goldstein MB
Published: June 2020

Sixty‐three first‐year dental students were surveyed to gather information regarding sources of stress within the dental school environment and sources of interpersonal support. The results indicated that, as a group, dental students feel most stressed in regard to demands on their time, mastery of the volume of material presented, and inconsistent feedback from faculty. Significant sex differences emerged, with women reporting more stress associated with peer competition, fear of failure, fear of falling behind, and lack of positive feedback. Analysis of interpersonal support data revealed that women reported fewer peers as part of their support networks, especially in regard to task‐oriented interactions. Possible strategies for reducing environmental stress and the development of support services for female students are considered in light of the findings.
Period end clinical evaluation
Authors: Weinlander GH
Published: June 2020

This paper describes the evolution and operation of a system of clinical evaluation which has been in use in the Faculty of Dentistry at McGill University since 19749 Students are evaluated for their overall performance throughout an entire clinical period rather than for individual treatment steps or units.
Evaluation of predictor variables for a self‐instructional preclinical course
Authors: Wong AY , Watson JF , Thye RP
Published: June 2020

Several studies have shown that the Dental Admission Test and predental grade point average have validity in predicting performance in dental school. The purpose of this two‐year study is to compare these predictors with a manual skill exercise to determine their usefulness in predicting manual dexterity success in operative dentistry. Sophomore students were instructed to make preparations on an Ivorine block following imprinted outlines. Correlation to performance on laboratory examinations was computed. Results indicate the traditional predictors have limited usefulness in manual skill prediction while the Ivorine block exercise demonstrated consistent correlation over both years. The emphasis on manual dexterity in preclinical dental courses requires that appropriate variables be used in selecting students.
Manual dexterity as a predictor of quality of care among dental practitioners
Authors: Weinstein P , Kiyak HA , Milgrom P , Ratener P , Morrison K
Published: June 2020

This study explores the relationship between time to complete a manual dexterity exercise and quality of restorative dentistry. Ninety‐seven general practitioners volunteered to take part in the study. An average of 14 patients per office were recalled and an average of five recent restorations per patient were examined clinically by trained peer reviewers. Subsequently, 74 of the 97 dentists participated in a session in which the O'Connor Tweezer Dexterity test was administered. Pearson correlations between speed on the test of tweezer dexterity and quality measures indicated that, on the average, those practitioners who took longer to complete the tweezer test achieved significantly higher scores on restorative quality.
The supply of dental manpower in the United States
Authors: Douglass CW , Cole KO
Published: June 2020

This description of the supply of dental services in the United States addresses the number, kind, distribution, and training of dentists and dental auxiliaries, and the organizational factors that affect the production of dental services. Beginning with a brief historical review, the paper gives a general overview of the different types of dental personnel including the dentist, dental hygienist, dental assistant, and laboratory technician. The discussion of these categories of providers includes consideration of manpower planning as it has evolved over the past two decades, National manpower legislation is mentioned first as a reaction to the projected dentist shortage and then in response to the issues of geographic maldistribution and the effects of specialization. The second section of the paper discusses the dynamics of the dental care market. The distribution of the supply of services is identified and related to patterns of utilization and productivity. These factors are considered to be part of the set of dynamic relationships that help explain the current manpower problems of geographic and specialty maldistribution. A concluding section superficially discusses policy implications regarding the potential for increasing supply by: (1) increasing the number of dentists, (2) increasing the numbers and functions of auxiliaries, (3) increasing practice efficiency through group practice, and (4) reducing the restrictions that result from current state dental practice acts.
Temporary auditory threshold shift following sophomore operative technique laboratory
Authors: Bowman DC , Blanchet LJ , Doemling DB
Published: June 2020

Twenty sophomore dental students were studied for the “temporary threshold shift” (TTS) due to exposure to the noise of high‐speed dental headpieces during technique laboratory sessions. TTS was experienced at all four frequencies tested–8000, 6000, 4000, and 3000 hertz, but tended to be greater and of longer duration at the higher frequencies. Approximately one‐fourth of the students still had some hearing loss 15 minutes after leaving the laboratory.
Prediction of preclinical operative dentistry performance in two instructional methods
Authors: Boyd MA , Wood WW , Conry RF
Published: June 2020

This study evaluated the accuracy of manual and academic variables in predicting preclinical operative technique performance. In addition, it tested and compared two teaching methods and their effects on performance outcomes. Simple correlations and stepwise multiple regression analysis were used. Although correlations were low, they were significant for predicting performance using the Perceptual Motor Ability Test (PMAT) of the Dental Admission Test (DAT). The treatment of the two groups showed that students with low or average two dimension (2D) scores on the PMAT benefited from an alternate teaching method in the preclinical operative technique course.
The dental educator and the law
Authors: Mattingly SL , Gehring DD
Published: June 2020

Dental educators become vulnerable to student lawsuits if they ignore legislative changes and judicial decisions that affect all academic units in higher education. Issues involving contractual considerations, privacy and grading, and recent copyright revisions are of particular interest to those faculty actively engaged in teaching. Knowledge of these issues as they relate to the course director's daily responsibilities will better prepare the dental educator to avoid litigation and to know when to seek advice of institutional counsel.
Policy research related to the diffusion of medical technologies
Authors: Coombs JA , Silversin JB , Drolette ME
Published: June 2020

There has been a growing interest among policy‐makers in improving the transfer of preventive health technologies from research in the laboratory to application in the field. The dissemination of disease prevention technologies depends on understanding the dynamics of local acceptance and long‐term commitment to such technologies by institutions, many of which do not have health as their primary responsibility. This paper describes selected national programs concerned with technology transfer and discusses a study of the adoption and implementation of one preventive health innovation—fluoride rinse procedures—as it is diffusing to public schools. Policy implications inherent in research regarding the diffusion and implementation of medical technologies are examined in terms of their relevance to those interested in assessing the school as a feasible site for delivering preventive health services and to those concerned with achieving the successful transfer of a technology from the laboratory to the field.
A comparison of two methods for evaluating primary class II cavity preparations
Authors: Goepferd SJ , Kerber PE
Published: June 2020

An analytical system for evaluating class II cavity preparations in primary teeth was developed and tested and then compared with the traditional global (glance and grade) evaluation method with respect to intraexaminer and interexaminer reliability. Fifteen examiners with varied experience in clinical evaluation rated 24 class II cavity preparations in ivorine inverted question mark primary teeth mounted in dentoforms inverted question mark in a simulated clinical setting. The global method of scoring was compared to an analytical system consisting of a rating scale with five operationally‐defined points for each of 10 specifically‐defined performance criteria. Interexaminer reliability was improved with the analytical system which also provides a means for facilitating student feedback and learning. The gain in reliability was not tested for statistical significance.
Comprehensive evaluation in a preclinical restorative dentistry technique course
Authors: Shugars DA , May KN , Vann WF
Published: June 2020

The student evaluation system in a preclinical technique course serves several important functions. This paper describes an evaluation system that has been used for three years. Designed to evaluate student performance in the cognitive, psychomotor, and affective domains, the system maximizes characteristics of formative evaluation and uses multiple forms of assessment to evaluate competency. Further, specific provisions have been made to ensure timely and detailed feedback and opportunities for remediation. Over the past three years, student and faculty review of this system has been positive.
Self‐instruction in dental education: 1960–1980
Authors: Williams RE
Published: June 2020

An extensive, critical review of the dental education literature of the last two decades, related to self‐instruction, reveals that this method is capable of significantly increasing cognitive knowledge in a shorter period of time and with increased student satisfaction, compared to conventional instructional methods. Suggestions for more detailed investigation of self‐instructional techniques, and the need to develop a more integrated curriculum using self‐instructional materials, small group interaction, and formal lectures are presented.
A fitness course for dental students
Authors: Shugars DA
Published: June 2020

A great deal has been written about the hazards of dental practice and the stressful nature of dental school. While efforts are underway to assist practitioners in stress management and general health improvement, little work has been done with dental students. Dental educators should assist students in managing dental school pressures and in preparing for the potential burdens of practice. This paper describes an elective course that is designed to create student awareness of the potential adverse effects of dental school and dental practice, and of methods to avoid and cope with such problems. A detailed course outline and results from one‐ and two‐year course evaluations are included.
The probable effects of Federal Trade Commission actions on dentistry and dental education
Authors: Conrad DA , Milgrom P
Published: June 2020

For the last several years the Federal Trade Commission has been actively involved in investigation and legal action within the market for dental services. The essence of FTC policy has been to promote competitive market forces in the dental care sector. This intervention has produced and will continue to produce several direct and indirect effects on dental education. By shaping the rules of the game for the dental services market and by influencing the income prospects for dental practice, the FTC's forays will alter the type of training and knowledge demanded by dental school applicants, the quality of the applicant pool, the mix of practice settings selected by newly graduated practitioners, the nature of school‐based clinical practice, and the process and content of the dental school curriculum.
The effects of a continuing education course on dental hygiene practice
Authors: Young LJ , Speidel TM , Willie R
Published: June 2020

Thirty‐three dental hygienists were evaluated to measure the immediate and long‐term effects of a continuing education course on their knowledge, attitudes, and clinical skills. The group demonstrated a significant gain in knowledge at the conclusion of the course. A postcourse evaluation was conducted after six months to determine students' ability to apply clinically the knowledge gained. the evaluation revealed no favorable change from the precourse state. Students rated themselves as having significantly improved in their ability to perform root planing, soft tissue curettage, and probing procedures from precourse to six months postcourse. No relationship was found between knowledge gained and students' evaluation of the effectiveness of the course.
The effect of teaching method on endodontic problem solving
Authors: Mendel RW , Scheetz JP
Published: June 2020

A study was conducted to determine the effects of seminars and computer‐assisted self‐evaluation (CASE) modules on third‐year dental students' endodontic problem‐solving abilities. Students studying by a combination of seminars and CASE modules did not differ in their ability to solve endodontic problems compared with students receiving CASE modules, but they demonstrated greater ability than did students in a control group or those participating only in seminars. Analysis of gain scores from pretest to post‐test among the treatment groups showed significant improvement in learning after instruction, but failed to identify any method as more effective in facilitating this improvement. Previous grade point average was not a factor in problem‐solving ability or in improvement instruction.
Effect of percentage cut‐off scores and scale point variation on preclinical project evaluation
Authors: Deranleau NJ , Feiker JH , Beck M
Published: June 2020

Several modifications were introduced in a criterion‐referenced evaluation system to determine which modification would result in optimal evaluator reliability and performance differentiation on two representative wax‐up projects. Variables investigated included the use of percentages as cut‐off scores and the number of scoring options. The use of percentage cut‐off scores to define minimal competency significantly increased intrajudge reliability for one of the two projects. Two‐option scoring resulted in significantly higher rater agreement than three‐option scoring in half of the comparisons.
Effects of criteria and checklists on reliability in preclinical evaluation
Authors: Vann WF , Machen JB , Hounshell PB
Published: June 2020

This study sought to expand and clarify research on intra‐ and interexaminer reliability in preclinical pedodontic grading. Six examiners graded 30 dentoform preparations using three different evaluation methods in a design that controlled the effects of order. The three methods were global (glance and grade), checklist with criteria (analytical), and checklist only. No method resulted in superior intra‐ or interexaminer reliability. The three evaluation methods can be easily adapted or replicated by other clinical disciplines, and the research design offers a model for similar studies in other preclinical and clinical dental settings.
Mirror‐tracing and Embedded Figures tests as predictors of dental students' performance
Authors: Suddick RP , Yancey JM , Wilson S
Published: June 2020

Recent studies of the Embedded Figures and Mirror‐Tracing Tests as predictors of first‐, second‐, and third‐year dental students' grades were extended to the fourth year, and the comparative utility of the experimental predictors were examined in groups of recent dental graduates categorized by their predental science GPAs and DAT scores. The experimental predictors proved to very strong in graduates whose grades were below average at admission and were the best overall predictors for students who entered dental school with a predental science GPA below 3.0 or a combined DAT score below 4.0. Neither the DATs nor the predental science GPAs contributed consistently as predictors in these below average students. However, the predental science GPA was the best single overall predictor for all graduates (when not categorized as described). the experimental predictors contributed significantly to the predictive utility of the predental science GPA.
The clinical‐pathologic forum in oral pathology
Authors: Eisenberg E , Krutchkoff DJ
Published: June 2020

A clinical‐pathologic “forum” has been employed for the past three years as the laboratory component of the predoctoral course in oral pathology at the University of Connecticut School of Dental Medicine. In addition to instruction in oral histopathology, this format provides an effective matrix for the development of descriptive skills and diagnostic discipline in clinical problem solving. The method is described and discussed.
Psychomotor skills and technical ability in dental school
Authors: Raybould TP , Raggard DC , Norton JC
Published: June 2020

Graduating dental students were grouped according to technical ability and compared with regard to admissions variables and a variety of psychomotor skills. Neither class of variable differentiated the groups. This article discusses implications for efforts to identify technically marginal students.
Impact of general practice residency training on dentists and dental practice
Authors: Handelman SL , Blandford DH , Balzer J
Published: June 2020

This study compared dentists who had completed general practice residency (GPR) training programs in 1974–76 with a similar group of dentists who had not (NGPR). Response to a mailed questionnaire indicated that the GPR group performed more oral surgery, periodontal surgery, and complex endodontic procedures and spent more time in the physical evaluation of patients. They also used the medical laboratory more frequently and tended to refer to specialists less often. GPR‐trained dentists had more hospital staff appointments, admitted more patients to the hospital, and performed a greater amount and range of services within the hospital than the NGPRs. GPRs tended to subscribe to and read more journals, teach, and publish research papers. There were no differences in participation in continuing education courses and professional meetings or in self‐esteem as a general dentist.
The epidemiology of dental caries and its impact on the operative dentistry curriculum
Authors: Douglass CW , Gammon MD
Published: June 2020

Existing demographic and epidemiologic data are used to project the number of hours of operative dentistry treatment needed by all age groups in the year 2000. The findings suggest that calls to reduce the operative dentistry curriculum because of a decline in the need for single tooth restorative services may be premature, despite the recent caries decline in children and adolescents. The need for operative dentistry treatment is projected to increase until the 21st century, and the nature of this need has implications for the content of operative dentistry curricula.
Dental student recruitment
Authors: Abbott BJ , Wege WR , Volkmann KR , Forde EB
Published: June 2020

A seven‐step student recruitment program employed in a dental school is described. The program comprises (1) a marketing survey, (2) a plan based upon information derived from the survey, (3) recruiting materials, (4) a “Recruitment Partners” program using alumni throughout the state, (5) publicity in state high schools and colleges, (6) recruiting in target high schools and colleges, and (7) a mailing list for follow‐up with prospective applicants. The initial response to the program has been encouraging. The recruiting materials have been well received, more than 100 alumni dentists are now serving as active Recruitment Partners and are using the recruiting materials in their local high schools and colleges, and over 300 reply cards have been received from interested high schools and college students. A final evaluation of the program in three years will assess its impact on the number of dental school applicants.
Mental imagery and intraoral local anesthesia
Authors: Walsh MM , Hannebrink R , Heckman B
Published: June 2020

This study was designed to determine whether mental imagery ability improves through mental practice, and whether mental imagery practice can help students learn to administer intraoral local anesthetics. Pre‐ and post‐test measures of imagery ability and first and final measures of performance in local anesthetic administration were examined in dental hygiene students. Results indicated a significant increase in mean scores for the Gordon Test of Imagery Control from pre‐ to post‐test within the experimental group. Although there was a trend toward higher mean performance scores for the experimental subjects, they performed significantly better than the controls only on the posterior superior alveolar nerve block. There were, however, significant correlations between imagery ability and clinical performance for the combined groups. Mental imagery ability improved with practice and appeared to assist in learning the technique of intraoral local anesthetic administration.
Clinic simulation and preclinical performance
Authors: Green TG , Klausner LH
Published: June 2020

The physical environment in which dental students learn preclinical skills has been a focus of attention recently; the effect of this variable on practical examination performance by first‐year students in a preclinical dentistry course was examined. In a controlled, two‐part experiment, students doing preclinical work in the clinic did not perform significantly better on practical examinations than students working in a typical laboratory environment. Other factors such as enthusiasm, motivation, satisfaction, operator comfort, long‐term productivity, and exposure to the clinical environment prior to patient treatment are important dimensions of the preclinical experience; the effect of the environment on these factors should be examined.
A simulation program for reviewing endodontics
Authors: Dale RA , Hendricson WD , Sandoval VA , Schroder BK
Published: June 2020

To reduce repetitive endodontic errors by senior dental students, a formal review program was established. It consisted of a slide‐tape and a written, latent‐image simulation of an endodontic case requiring diagnostic and treatment decisions. Before undertaking any endodontic cases in the senior year, each student had to complete the program successfully. The program significantly reduced diagnostic errors in six categories for posterior teeth and in four of six categories for anterior teeth. Errors were also significantly reduced in eight of 12 treatment categories for posterior teeth and in five of 12 categories for anterior teeth. Students' opinions of the endodontic review program were quite favorable.
Faculty approaches to combating professional burnout
Authors: Neidle EA
Published: June 2020

The peculiar stresses of the dental educator make him or her a prime candidate for burnout and at the same time offer rather special protection against this phenomenon. The dental teacher, especially the clinical teacher, is required to spend virtually all of his time in intimate contact with students, whom he instructs, and with patients in the clinic, for whom he has responsibility. In addition, this same dental educator will probably have some kind of private practice. He will also be required, if he expects to advance in academic rank, to do research, to be cognizant of the latest developments in his field, to publish, to give presentations to his peers and to the community. This adds up to a lot that is expected of one person. Many people have expectations of him, many people crowd in on him with their demands. The situation sounds ideal for burnout. Yet, I believe that if the dental educator does what is expected, if he laces this diet of teaching and patient contact with research and library work, if he sets aside time (you may ask where he is to find it) for contemplation, for good works in the community, for hobbies, for reading, for cultural activities, then in fact the chance of burnout seems lower. And finally, if the dental educator pursues the possibilities that exist for leaves, for time away, for refreshment of his career by new contacts, new ideas, new ways of doing things, and new commitments, he will push away and hold at bay the dangers of burnout.
Geriatric dentistry in the predoctoral curriculum
Authors: Moshman J , Warren GB , Blandford DH , Aumack L
Published: June 2020

A survey was conducted among U.S. dental schools to determine the status of geriatric dentistry in the curriculum. Since a comparable, independent study was done in 1979, there has been significant growth in formalized didactic courses and less reliance on incorporating geriatric content as lectures or other components of existing courses. The growth in specialized courses was accompanied by an increased tendency to supplement the clinical topics with others relating to social and behavioral aspects of treating geriatric patients.
Comparison of dental students' academic performance using honors/pass/fail and letter grades
Authors: Leske GS , Ripa L
Published: June 2020

Performance in a second‐year course in pedodontics/orthodontics for three classes of students at the State University of New York at Stony Brook School of Dental Medicine who received grades under an honors/pass/fail system was compared to that of three academically comparable classes that received letter grades. The average scores from the pedodontic/orthodontic section of the Part II National Board examination also were compared. The dental students taught under the letter grade system achieved a small but statistically significant higher grade point average in the dental course than the students taught under the honors/pass/fail system. The difference between the National Board scores was not statistically significant. It was concluded that while the letter grade system provided incentive for the students to perform at a higher level than those under the honors/pass/fail system, it did not influence their performance on the National Board examination.
Teaching ethics in dentistry
Authors: Bebeau MJ
Published: June 2020

This paper describes a curriculum project designed to help dental students identify, reason about, and adequately resolve ethical problems in their chosen profession. The project involved application of a theoretical approach to the study of ethical development that had not been applied previously in professional education. Tests were designed to measure the abilities defined by the theory and used to evaluate the program and to monitor student progress. To date, studies of student abilities and attitudes clearly indicate that the curriculum is needed. Learning activities, created to promote the abilities, are based on studies of the real‐life ethical problems confronting dentists and dental students. A program of research and development has been established to study the influence of this curriculum on the abilities defined, and to link them to clinical performance. Half of the dental schools in the United States have requested these materials. Suggestions are made to professional schools considering expanding the teaching of ethics.
Registered dental hygienists as dental students
Authors: Arnold J , Shugars DA
Published: June 2020

Surveys were conducted to (1) investigate how and why dental hygienists choose to become dentists, (2) evaluate their success in dental school, (3) assess the experience of those who had entered dental school, and (4) gauge the level of interest among dental hygienists and currently enrolled dental hygiene students in applying to dental school. Records of former dental hygienists who had earned a dental degree indicated that the majority performed above class averages and that none withdrew or were dismissed from school. Those enrolled in dental school agreed that prior dental hygiene experience was an asset in laboratory and clinical work; they were less certain about any academic advantage. Registered and student dental hygienists generally agreed on the attractive and unattractive aspects of becoming a dentist. Major attractions cited were increased earnings and independence; major drawbacks were the costs of dental education and stress associated with being a dentist. Those with baccalaureate degrees showed more interest in becoming dentists than did those with associate degrees. Dental schools should give dental hygienists positive consideration as applicants and advanced placement as students. In view of the observed interest in career change, dental hygiene and dental programs are encouraged to develop more sensitive career counseling.
Current and future projections of dental school patient availability
Authors: Meskin LH , Entwistle B
Published: June 2020

Results of a mail questionnaire received from 59 United States and ten Canadian dental schools indicated a potentially serious problem in obtaining and maintaining dental teaching patients. Most schools report at least one shortage that could eventually compromise the clinical education process. Future projections indicated a continuing problem due to perceived reductions in disease incidence. The importance of addressing this problem is accentuated by the dental schools' educational mission to provide sufficient clinical experiences in all subject areas of dentistry. The information derived from the questionnaire should provide background for dental administrators as they respond to the patient availability problem.
The relationship of marital status and living arrangement to stress among dental students
Authors: Musser LA , Lloyd C
Published: June 2020

A survey conducted at one dental school was designed to assess the relationship between dental students' perceived level of stress and two possible indicators of social support, marital status, and living arrangements; to examine whether sex differences occurred in this relationship; and to assess the effect of marital status and gender on students' preferences for support services. A total of 484 students were surveyed, with 298 completing the survey instrument, resulting in a 62 percent response rate. The findings indicated that academic pressures are responsible for higher levels of stress among dental students than are personal, nonacademic stresses, with the exception of financial pressures. Only three of 32 sources of stress were affected significantly by marital status: “loneliness,” “difficulties in love relationships,” and “child‐care responsibilities.” The relationship between marital status and stress differed by sex; never‐married females and separated/widowed/divorced males reported higher levels of stress than their counterparts. Living arrangement showed significant differences for four of the 32 stressors (the three listed above and “sex‐related problems”) and appeared to provide a better measure of social support than marital status. Nonacademic support programs were rated by students, regardless of marital status, as more desirable than those that focused on academic skills.
Analysis of personality traits of the contemporary dental student
Authors: McDaniel SP , Siler WM , Isenberg BP
Published: June 2020

The Allport‐Vernon‐Lindzey Study of Values (AVL) and the Myers‐Briggs Type Inventory (MBTI) were administered to four classes of students upon their matriculation into dental school and readministered during each year until graduation. Over the four years, scores on the economic and political scales of the AVL increased significantly but decreased significantly on the social scale. Female students were more aesthetic than males and less politically inclined. On the MBTI, scores remained relatively stable over the entire four years. However, females were significantly more intuitive and more feeling than males. In general, this sample of dental students, who graduated in 1979, 1980, 1981, and 1982, was quite similar in personality to samples of dental students of the early 1960s.
A compendium of objectives for geriatric dentistry
Authors: Kress GC , Vidmar GC
Published: June 2020

A two‐phase survey was conducted with 82 persons identified as having special knowledge in geriatric dentistry. In Phase 1, they were asked to list competencies required of the geriatric dentist. In Phase 2, they were asked to rate the relative importance of 150 competencies for five different educational settings: dental school, general practice residency, prosthodontic specialty program, geriatric fellowship program, and continuing education. The resulting compendium of objectives suggests that geriatric dentistry should become integrated into general dentistry, with relatively few competencies reserved for specialists.
Dentist use patterns for pit and fissure sealants and topical fluorides
Authors: Badner VM , Rosenberg D
Published: June 2020

A survey of 2,800 general dentists from six licensing regions was conducted to determine the current rate of pit and fissure sealants and topical fluoride use. The response rate was 56 percent. Seventy percent of general dentists used sealants on newly erupted secondary teeth and 20 percent of general dentists had never used sealants. Sixty‐five percent of general dentists used topical fluorides on pedodontic patients at six‐months intervals and 25 percent used them at one‐year intervals. Dentists with more frequent use of sealants tended to be recent graduates who used new procedures, spent more practice time in pedodontics, came from the central region, had a hygienist in their practice, and belonged to the Academy of General Dentistry. Dentists with more frequent use of topical fluorides tended to perform frequent recall examinations. Those who performed frequent recall examinations were more likely to come from Florida and the Southeast, to believe caries spread rapidly, to be recent graduates, and to have a greater percentage of patients with insurance.
Preferences for treatment by dental specialists
Authors: Crall JJ
Published: June 2020

A group of employees was surveyed regarding factors related to selection of dental insurance coverage, including preference for obtaining various types of dental services from specialists. More than one‐third of the 885 respondents preferred to see a specialist for services other than routine examinations, cleanings, and restorations. Preference varied according to the type of service, being lowest for prosthodontic care (31 percent) and highest for treatment of periodontal conditions (44 percent). Respondents who perceived a need for a particular category of services within the next year were more likely to prefer treatment by a specialist compared to those who perceived no need for that type of service. No significant differences with regard to preference for specialty care were noted among groups having different ages, income levels, or patterns of seeking dental care.
Estimating treatment and treatment times for special and nonspecial patients in hospital ambulatory dental clinics
Authors: Rosenberg DJ , Koch AL , Cretin S , Schoen MH , Marcus M
Published: June 2020

Increased time to treat the special patient is often cited as a barrier to dental care. The purpose of this study was to analyze the separate and combined effects of differences in dental services planned, services actually performed, and differences in treatment time requirements between special and nonspecial patients in a hospital ambulatory clinical setting. Data for this study were obtained from the UCLA evaluators of the RWJ‐funded Hospital‐Sponsored Ambulatory Dental Services Program (HSADSP). The results show that special patients require more dental treatment than nonspecial patients for advanced dental disease (i.e., periodontics, surgery, and removable prosthetics) and that they receive more of such services. The study also found that special patients should not be viewed as a homogeneous group when evaluating dental needs and required time resources for treatment. Three subgroups of special patients were identified: developmentally disabled, severely compromised, and moderately compromised. The developmentally disabled as compared to the nonspecial patients required significantly more (20 percent) provider time in completing a “representative” treatment plan.
Computer‐assisted instruction in mixed dentition analysis
Authors: Irvine NR , Moore RN
Published: June 2020

A computer‐assisted instruction (CAI) tutorial in the basics of mixed dentition analysis was developed and evaluated as a substitute for a one‐hour lecture segment on the same topic. The instructional effectiveness of the program was evaluated using an experimental CAI‐lecture group design. A posttest included in the final examination for the course served to compare learning outcomes of 24 students instructed via the computer with 28 students instructed by the traditional lecture method. The results of this investigation revealed that: the CAI group performed significantly better on the posttest than did the lecture group, there was no significant correlation between posttest scores and the time used to view the program for students in the computer groups, and student attitude toward the use of this CAI program was favorable.
Didactic community dentistry curricula in U.S. dental schools
Authors: Cunningham MA
Published: June 2020

A national survey of predoctoral community dentistry faculty members provided “ratings of importance” for each of 32 community dentistry topics. Departmental chairpersons, identified by respondents, were sent a second questionnaire to determine clock hours of didactic instruction for each topic. A response rate of 79 percent (N = 121) was achieved for the faculty survey with a 91 percent response rate (N = 53) for the chairperson survey. Mean clock hours of didactic instruction in community dentistry ranged from .5 to 3.1 hours per topic with a cumulative mean total of 51.3 hours. Mean ratings of importance for each of the 32 community dentistry topics ranged from 4.3 to 2.7 (on a five‐point scale). The results of this survey provide information on the current status of predoctoral community dentistry curricula in U.S. dental schools.
The reliability and agreement of subtask assessments
Authors: Reed TR , Feil PH , Greer DE
Published: June 2020

Knowledge of results (KR) for subtasks is an important type of error information for students, since it is related to a particular sequence of movements. Students' attempts to correct movement errors may be hindered when the KR provided by different instructors is not consistent. This investigation evaluated the effectiveness of a training program designed to improve interrater agreement and reliability of assessments for subtasks. The training consisted of discussions of five case studies, and subsequent group grading of prepared teeth. A comparison of pre‐ and posttraining data suggests that interrater agreement for subtasks can be significantly improved, thereby providing students with more consistent KR.
Older Americans' access to oral health care
Authors: Dolan TA , Corey CR , Freeman HE
Published: June 2020

To determine whether older Americans have difficulty obtaining access to dental care, we studied 7,265 adults nationwide. The objectives of this analysis are to: (1) determine the proportion of older Americans receiving dental services, (2) identify the types of services received, and (3) examine barriers to access to dental care in this population. Almost half of the respondents over the age of 60 reported a dental visit in the past year. This is consistent with the national trend of increasing utilization of dental services by older adults in the United States. However, older respondents reported significantly fewer dental visits in the past year than respondents aged 25–59. The mean time since the respondent's last dental visit increased with increasing age. Minority elders and those older adults with lower incomes, lower educational achievement, poorer perceived health status, chronic diseases, transportation problems, and those living in rural areas had disproportionately fewer dental visits than more socially advantaged respondents. In multivariate analyses, less education, lower income, increasing age, and poorer self‐perceived health status were identified as independent risk factors for not having a dental visit, suggesting that certain subpopulations of older Americans are at risk for not receiving necessary oral health services.
Biomechanics of oral implants: future research directions
Authors: Brunski JB
Published: June 2020

Biomechanical principles are relevant in dental implant design because all implants share a common biomechanical purpose: the restoration of masticatory function. Key problems confronting implant designers are: What are the in vivo loadings that dental implants must support? What factors govern interfacial stress transfer? How do biomechanical factors influence tissue reactions at the interface? Dental implant designers are currently in the position of trying to design implants without complete or accurate data to answer these biomechanical questions. These three questions and suggestions for future research are answered in this paper.