bluuebunny/crossref_metadata_2025 huggingface dataset:
Current State of the Effectiveness of Problem‐Based Learning in Prosthodontics: A Systematic Review
Authors: Eslami Ehsan , Bassir Seyed Hossein , Sadr‐Eshkevari Pooyan
Published: June 2020

The aim of this study was to systematically review the available literature on the effectiveness of problem‐based learning (PBL) in prosthodontics. Both electronic and manual searches were performed by two reviewers. Of the 440 studies identified, ten met the inclusion criteria (Kappa=0.83). Various assessment tools such as standardized examinations (National Board Dental Examination and North East Regional Board of Dental Examiners exam) (22 percent), tutor evaluation (practical and examinations performance) (20 percent), curriculum time (20 percent) and number of units (10 percent), peer evaluation (10 percent), and self‐evaluation (100 percent) were used in the included studies. Thirty percent of the studies adopted a control group for all measurements, 30 percent did for only some measurements, and the others lacked any control group. Although 30 percent of the studies implemented a hybrid PBL, the other studies did not mention the type of PBL. Based on the Effective Public Health Practice Project (EPHPP), all of the included studies were rated as being of weak quality. Heterogeneity across these studies in outcome variables, study designs, levels of PBL intervention, and study population limits any attempt to generalize the outcomes. The generally poor quality assessment outcomes warrant further studies on the effectiveness of PBL in prosthodontics education compared to a non‐PBL curriculum.
Effective Use of e‐Grading in the Dental Simulation Clinic
Authors: Morrow Jay A. , Pulido M. Teresa , Smith P. Bradford , McDaniel Thomas F. , Willcox Austin B.
Published: June 2020

The purpose of this article is to describe the development and implementation of a grading software system, accessible from any platform, that engages today's generation of students and replaces paper grading. Set up at one U.S. dental school in an all‐access, anytime (24/7) web‐based program accessed through tablets, the software allows for a comparison between students’ self‐grading and instructor grading. This comparison facilitates student‐faculty interaction, promoting discussion and student learning. The software can also be used for practical examination grading in which blinded grading between instructors is possible. The data gathered can produce descriptive reports students can draw upon to encourage self‐learning and guided learning, propelling students to a better understanding of critical principles as they progress through multiple psychomotor skill sets. Other reports generated by the software allow for instructor calibration, exporting of grades directly into the university grading report system, and visual analysis of trends within each class. In a post‐course survey, students (56 percent response rate) and faculty (79 percent response rate) agreed that the electronic grading was more efficient and allowed more time for faculty‐student interaction than the previous grading system, thus creating an environment more conducive to learning. Overall, the software has improved students’ perception of enhanced kinetic skills, while facilitating administration of preclinical projects and practical examinations.
A Survey of Social Media Policies in U.S. Dental Schools
Authors: Henry Rachel K. , Webb Chadleo
Published: June 2020

Since social media sites began to appear in the 1990s, their popularity has increased dramatically, especially among younger individuals. With this widespread use of social media, institutions of higher education are finding the need to implement social media policies. The purpose of this study was to gather information from accredited U.S. dental schools on their social media policies. A survey sent to academic deans asked questions related to social media policies and violations of policies. The survey yielded a 35.9 percent (n=23) response rate. Social media policies at the university level were reported by 47.8 percent (n=11) of respondents, and 34.8 percent (n=8) had social media policies specifically in the dental school. Schools that had an institutional social media policy were more likely to have a social media policy in the dental school (p=0.01), and dental schools were more likely to have a policy if the academic dean had been in the position less than five years (p=0.01). All twenty‐three responding dental schools have official social media pages. Dental educators and administrators may want to look for opportunities to raise awareness of social media professionalism in their dental schools.
Comparing Face‐to‐Face, Synchronous, and Asynchronous Learning: Postgraduate Dental Resident Preferences
Authors: Kunin Marc , Julliard Kell N. , Rodriguez Tobias E.
Published: June 2020

The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face‐to‐face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face‐to‐face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face‐to‐face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents’ perception of how well the technology worked in each format. The residents also rated the quality of student‐instructor and student‐student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face‐to‐face format as significantly more conducive to student‐instructor and student‐student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.
Changes in Self‐Directed Learning Readiness in Dental Students: A Mixed‐Methods Study
Authors: Premkumar Kalyani , Pahwa Punam , Banerjee Ankona , Baptiste Kellen , Bhatt Hitesh , Lim Hyun J.
Published: June 2020

The purpose of this study was to identify changes in dental students’ self‐directed learning (SDL) readiness during their education. Guglielmino's SDL readiness scale (SDLRS) was completed at admission by dental students at the University of Saskatchewan and at the end of each year of training. The response rates varied from year to year. Between twenty‐seven and thirty students completed the questionnaire each year at admission (93–100 percent of the entering class). The numbers of participants were lower in succeeding years: numbers used for analysis ranged from eleven to twenty‐six; years in which fewer than eleven students participated were not included in the analysis. At admission, the students’ mean SDLRS score was 228.98 (on a scale from 58 to 290, with 290 the highest); this score was higher than that of the average adult population (214±25.59). There was no significant effect of years of predental education, prior unsuccessful applications to dental school, interview scores, age, or admission test scores. There was a significant drop in SDLRS scores at the end of the first year for most of the cohorts (p<0.001). In addition to the questionnaire part of the study, two instructors and five first‐ and second‐year students participated in focus groups. Those results showed that the individuals defined SDL narrowly and had similar perceptions of curricular factors that affect SDL readiness. The drop in scores one year after admission and lack of change with increased training suggests that current educational interventions may require re‐examination and alteration to those that promote self‐direction.
Assessment of a Novel Module for Training Dental Students in Child Abuse Recognition and Reporting
Authors: Shapiro Michael C. , Anderson O. Roger , Lal Shantanu
Published: June 2020

This study assessed the merits of introducing a novel, online interactive training module designed to positively engage dental students and teach them to recognize and report signs of child abuse and neglect. The study aimed to determine if the online training module educated the students equivalently or better than a lecture presentation of the same content. Seventy‐two students from Columbia University College of Dental Medicine's class of 2015 (90 percent of the class) agreed to participate and were randomly assigned to either a traditional lecture‐based presentation or the online training module. Study participants were given a twenty‐question multiple‐choice pretest on their knowledge of child abuse recognition and reporting prior to the start of the study. The same instrument was administered as a posttest. At the end of the training, questionnaires were also given to both groups to assess students’ perceptions of the two educational methodologies. The results showed that the interactive online training module was more effective than the lecture‐based method. Results of the posttest comparison of the two groups were statistically significant (p<0.05) in favor of the online training group. Additionally, the students reported that the interactive online training module was engaging and a helpful resource, but on average they did not prefer it as a total replacement for the lecture‐based approach.
Dental Students’ Glucometer Experience and Attitudes Toward Diabetes Counseling, Monitoring, and Screening: A Comparative Study
Authors: Anders Patrick L. , Davis Elaine L. , McCall W.D.
Published: June 2020

The objectives of this study were to compare glucometer experience and attitudes toward counseling, monitoring, and screening for diabetes between two classes of graduating students at one dental school to determine if there were differences by experience and year of graduation. Dental students graduating in 2010 and 2013 completed a survey about their experience with use of a glucometer as well as their attitudes toward and perceived barriers to performing glucose monitoring, screening, and counseling. Response rates for the two classes were 100 percent and 95.7 percent, respectively. Students in the two classes were in general agreement that activities related to glucose monitoring and counseling of patients with diabetes are within the scope and responsibility of the dental profession. Examination of their attitudes toward diabetes monitoring and counseling activities by level of glucometer experience indicated that students with more experience using a glucometer were more likely to consider these activities to be within the scope of dental practice and less likely to perceive barriers to such activities compared to those with little or no experience. In addition, regardless of experience, there was significantly higher endorsement for monitoring of patients who had already been diagnosed than for screening of patients who had not been diagnosed. This study suggests that any strategy to encourage dental students’ and dentists’ involvement in nontraditional health promotion activities should include ample direct clinical experience with these activities.
Tackling Stress Management, Addiction, and Suicide Prevention in a Predoctoral Dental Curriculum
Authors: Brondani Mario A. , Ramanula Dhorea , Pattanaporn Komkhamn
Published: June 2020

Health care professionals, particularly dentists, are subject to high levels of stress. Without proper stress management, problems related to mental health and addiction and, to a lesser extent, deliberate self‐harm such as suicide may arise. There is a lack of information on teaching methodologies employed to discuss stress management and suicide prevention in dental education. The purpose of this article is to describe a University of British Columbia Faculty of Dentistry module designed to address stress management and suicide prevention, using students’ personal reflections to illustrate the impact of the pedagogies used. The module enrolls more than 200 students per year and has sessions tailored to the discussion of stress management and suicide prevention. The pedagogies include standardized patients, invited guest lectures, in‐class activities, video presentation, and self‐reflections. More than 500 students’ self‐reflections collected over the past five years illustrate the seriousness of the issues discussed and the level of discomfort students experience when pondering such issues. The instructors hope to have increased students’ awareness of the stressors in their profession. Further studies are needed to unravel the extent to which such pedagogy influences a balanced practice of dentistry.
Interprofessional Pharmacy Observation Activity for Third‐Year Dental Students
Authors: Conway Susan E. , Smith Winter J. , Truong Teresa H. , Shadid Jill
Published: June 2020

Interprofessional learning is a key component of today's health sciences education. Within a two‐course series in dental pharmacology and therapeutics, a dental curriculum was revised to provide an interprofessional activity to expose dental students to a community pharmacy setting. The objectives of this activity were to augment students’ learning about drug laws and prescription writing, as well as to foster interprofessional relationships and collaboration between pharmacists and dentists. Dental students were scheduled for one‐hour observations at community pharmacies on campus. Learning objectives to guide this activity focused on demonstrating community pharmacy operating procedures, identifying ways to minimize prescribing and dosing errors, and understanding how pharmacists can assist dentists in prescribing. Following the observation, students were required to submit a written assignment, which accounted for 14 percent of their course grade. All 119 dental students (100 percent) enrolled in the course for the summers of 2012 and 2013 completed the activity. The average grade on the written assignment was 96.2 out of 100. At the end of the course, students were asked to participate in an online course evaluation survey, for which response rates were 37 percent and 43 percent for 2012 and 2013, respectively. The students rated the pharmacy observation activity favorably on this course evaluation. The pharmacy observation activity provided a successful interprofessional component to the didactic pharmacy course and was well received by the dental students as well as the community pharmacists.
Quality Assurance Study of Caries Risk Assessment Performance by Clinical Faculty Members in a School of Dentistry
Authors: Rechmann Peter , Featherstone John D.B.
Published: June 2020

The goal of this quality assurance study was to explore the decision making of clinical faculty members at the University of California, San Francisco School of Dentistry predoctoral dental clinic in terms of caries risk level assignment using the caries risk assessment (CRA) as part of the Caries Management by Risk Assessment (CAMBRA) concept. This research was done in part to determine if additional training and calibration were needed for these faculty members. The study tested the reliability and reproducibility of the caries risk levels assigned by different clinical teachers who completed CRA forms for simulated patients. In the first step, five clinical teachers assigned caries risk levels for thirteen simulated patients. Six months later, the same five plus an additional nine faculty members assigned caries risk levels to the same thirteen simulated and nine additional cases. While the intra‐examiner reliability with weighted kappa strength of agreement was very high, the inter‐examiner agreements with a gold standard were on average only moderate. In total, 20 percent of the presented high caries risk cases were underestimated at caries levels too low, even when obvious caries disease indicators were present. This study suggests that more consistent training and calibration of clinical faculty members as well as students are needed.
Characteristics of the Cochrane Oral Health Group Systematic Reviews
Authors: Teich Sorin T. , Lang Lisa A. , Demko Catherine A.
Published: June 2020

The Cochrane Oral Health Group (COHG) was formed in 1994 with the aim of producing systematic reviews that primarily include oral health randomized controlled trials (RCTs). The purpose of this cross‐sectional study was to characterize reviews published by the COHG. In September 2013, the COHG database was accessed, and all publications were downloaded. Reviews with no studies identified according to the inclusion criteria were labeled “empty reviews.” The complete Cochrane database included a total of 5,697 reviews, of which the COHG database included 142 reviews. Of these 142, 69 (48.6%) did not reach a conclusion, including 20 (14.1%) that were identified as empty reviews. Of the 122 non‐empty reviews, 116 (95.1%) were based exclusively on RCTs. The median number of RCTs and patients included in the non‐empty reviews were seven and 489, respectively. The median number of included RCTs and patients for reviews that reached conclusions were 12 and 934, respectively, and there were five RCTs and 211 patients for reviews without conclusions. Overall, the characteristics of the Cochrane oral health reviews (OH‐CSRs) were similar to Cochrane reviews published in other disciplines (All‐CSRs). The authors observed a significant difference in the median number of RCTs and patients included when reviews that reached conclusions were separated from those that did not. A greater proportion of empty reviews were present in OH‐CSRs compared with All‐CSRs. Turning the Cochrane reviews into a tool that is more relevant in clinical practice will require implementation of a methodology allowing inclusion of non‐RCTs while controlling for possible bias.
Background, Training Experiences, and Career Plans of U.S. Periodontal Residents: Report of a Web‐Based Survey
Authors: Mawardi Hani , Fateh Ardavan , Elbadawi Lena , Karimbux Nadeem Y.
Published: June 2020

The purpose of this cross‐sectional study was to survey the backgrounds and perspectives of U.S. periodontal residents in 2012. A 64‐item web‐based survey was distributed to all periodontal residents in the United States (544 residents enrolled in 54 graduate programs) via email in March 2012. Data on the residents’ demographics, experiences during graduate periodontal training, and goals were collected and analyzed, and percentages were calculated. The survey had a 19.1% response rate. Most of the respondents (74%) had graduated from international dental schools, and 81.7% were in combined programs (clinical training combined with a Master's degree, PhD, or other doctoral degree). Almost one‐fourth of the responding residents (24%) reported a total debt of more than $300,000 after graduation. More than 60% of the respondents planned to practice in a private setting as an associate, partner, or solo practice owner. The responding residents reported having chosen their graduate programs based mainly on the programs’ clinical education and reputation (72% and 48%, respectively). Future studies will determine educational trends and outcomes for periodontal residents in the longer term.
Faculty Development at One Midwestern Dental School: A Program Evaluation
Authors: Gadbury‐Amyot Cynthia C. , Smith Deborah B. , Overman Pamela R. , Bunce Larry
Published: June 2020

Most dental school faculty members arrive on campus with a wealth of clinical experience but little to no teacher training. For the past two decades, there has been a call for schools to educate their faculty on a wide variety of topics including educational methodology and cutting‐edge educational techniques through faculty development programs. Drawing on theories of general program evaluation as well as evaluation specific to educational programming, the aim of this study was to investigate outcomes of the Faculty Development Program at the University of Missouri‐Kansas City School of Dentistry between 2007 and 2014. A mixed‐methods research design gathered quantitative data via email survey sent to all eligible teaching faculty members; it received an overall response rate of 54% (N=51). Qualitative data came from open‐ended survey questions and a focus group with seven volunteer faculty participants. The survey data suggested that the stated outcomes of faculty development were being met for all stakeholder groups with varying degrees of success. Focus group results indicated a need for a more formal new faculty orientation and better communication with all about the specific charge of faculty development within the school. Evaluation of faculty development activities in academic dental institutions is a necessary component of the ongoing improvement of dental education. Suggestions for future evaluations include the idea of collaborating with other dental schools to increase sample sizes, which would increase participants’ perception of the level of confidentiality and make statistical analyses more robust.
Dental School Vacant Budgeted Faculty Positions, Academic Years 2011–12 Through 2013–14
Authors: Wanchek Tanya , Cook Bryan J. , Anderson Eugene L. , Duranleau Lauren , Valachovic Richard W.
Published: June 2020

The American Dental Education Association (ADEA) Survey of Dental School Faculty is conducted annually to provide an overview of the hiring and retention activity of U.S. dental school faculty. The survey collects data on the dental faculty workforce, including vacant budgeted positions by appointment and discipline, number of new and lost positions, sources of new hires, and reasons for faculty separations. This report highlights the results of three years of survey data, from the 2011–12 academic year through the 2013–14 academic year. After declining in previous years, the number of vacant faculty positions in U.S. dental schools has begun to increase, rising to 242 full‐time and 55 part‐time positions in 2013–14. Additionally, the number of schools having more than ten vacancies increased from five to 12. Although the number of vacancies has increased, the length of faculty searches that took more than one year declined from 25% to 16% in the same period. Retirements as a share of full‐time faculty separations increased from 14% in 2008–09 to 31% in 2013–14. The current average retirement age of dental school faculty members is 69.7 years. The percentage of full‐time faculty members leaving for the private sector remained constant over the last three years at approximately 16%. Full‐time faculty members were more likely to be recruited from other dental schools, while part‐time faculty members were more likely to come from the private sector.
Knowledge, Attitudes, and Practices of Pediatric Dentists Regarding Speech Evaluation of Patients: Implications for Dental Education
Authors: Van Eyndhoven Lisa , Chussid Steven , Yoon Richard K.
Published: June 2020

The aim of this cross‐sectional study was to determine pediatric dentists’ attitudes about speech evaluation in the dental setting and assess their knowledge of speech development and pathology. In October 2013, members of the American Academy of Pediatric Dentistry were invited to participate in an electronic questionnaire. Categories of questions were demographics, attitudes and confidence in speech pathology, and theoretical and practical knowledge of speech development and speech pathology. Theoretical knowledge was assessed using questions about phonetics and speech milestones. Practical knowledge was determined with three 30‐second interview‐style video clips. A total of 539 responses were received for a response rate of 10.4%. The majority of respondents reported feeling that speech evaluation should be part of the pediatric dental visit (72.8%) and felt confident in their ability to detect speech issues (73.2%). However, they did poorly on the theoretical knowledge questions (41.9%) as well as the practical knowledge questions (8.5%). There was a statistically significant difference in theoretical score between gender and type of occupation (p<0.05). This difference was not observed when examining practical knowledge. This study suggests that although pediatric dentists are in an ideal position to aid in the detection of speech issues, they currently have insufficient training and knowledge to do so.
Agreement Among Dental Students, Peer Assessors, and Tutor in Assessing Students’ Competence in Preclinical Skills
Authors: Foley Jennifer I. , Richardson Gillian L. , Drummie Joyce
Published: June 2020

The aim of this study was to determine the level of agreement regarding assessments of competence among dental students, their student peers, and their clinical skills tutors in a preclinical skills program. In 2012–13 at the University of Edinburgh, second‐year dental students learned to perform the following seven cavity preparations/restorations on primary and permanent Frasaco teeth: single‐surface adhesive occlusal cavity; single‐surface adhesive interproximal cavity; single‐surface adhesive labial cavity; multi‐surface adhesive cavity; multi‐surface amalgam cavity; pre‐formed metal crown preparation; and composite resin buildup of a fractured maxillary central incisor tooth. Each student, a randomly allocated student peer, and the clinical skills tutor used standardized descriptors to assign a competency grade to all the students’ preparations/restorations. The grades were analyzed by chi‐square analysis. Data were available for all 59 second‐year students in the program. The results showed that both the students and their peers overestimated the students’ competence compared to the tutor at the following levels: single‐surface adhesive occlusal cavity (χ2=10.63, p=0.005); single‐surface adhesive interproximal cavity (χ2=11.40, p=0.003); single‐surface labial cavity (χ2=23.70, p=0.001); multi‐surface adhesive cavity (χ2=12.56, p=0.002); multi‐surface amalgam cavity (χ2=38.85, p=0.001); pre‐formed metal crown preparation (χ2=40.41, p=0.001); and composite resin buildup (χ2=57.31, p=0.001). As expected, the lowest levels of agreement occurred on the most complicated procedures. These findings support the need for additional ways to help students better self‐assess their work.
The Role of Organizational Context in the Creation and Sustainability of Dental Faculty Development Initiatives
Authors: McAndrew Maureen , Motwaly Suzanne M. , Kamens Tracy Ellen
Published: June 2020

Dental faculty development programs exist for a variety of reasons: to improve teaching skills, develop and reinforce relationships among colleagues and mentors, foster career development, and support curricular initiatives and institutional priorities. These activities impact individual faculty members as well as the institutions in which they work. Each institution has a distinct culture that should be acknowledged and understood alongside conventional outcome measures. As such, this article provides an expanded view of faculty development programming, associated educational activities, and related organizational changes at the College of Dentistry, New York University (NYU) since 2005. Contextual factors include the existence of an Office of Professional Development established in 1999, an Academy of Distinguished Educators founded in 2010, and other programs for present and future educators that support the college's educational mission. Outcomes include a comparison study of one program, the creation of new courses, the sustainability and expansion of existing programs, participants’ retention rate, and an increase in awards and other educational accomplishments such as publication of abstracts, oral presentations, and related activities by NYU faculty at national forums in dental education.
Development and Evaluation of an Endodontic Simulation Model for Dental Students
Authors: Wolgin Michael , Wiedemann Paul , Frank Wilhelm , Wrbas Karl‐Thomas , Kielbassa Andrej M.
Published: June 2020

The aims of this study were to develop an endodontic simulation model able to implement the electronic method of working length determination (electronic apex locators, EALs) in a dental school, to evaluate the practicality of this tool for dental students, and to compare the accuracy of working length measurements achieved by the EAL and the radiographic method. A new simulation model was constructed by embedding extracted human teeth in a self‐cured resin, along with a conductive medium. After radiographic and electronic working length determinations, root canal instrumentation was performed by students at a dental school in Austria according to the working lengths obtained from the EAL. Subsequently, root apices (n=44) were longitudinally sectioned using a diamond coated bur. Measurements of the distance between the anatomical root apex (ARA) and the apical constriction (AC) as well as between ARA and the ascertained apical point of endodontic instrumentation were performed using digital photography and a 3D computer‐assisted design software. The distance between ARA and the radiologic (ARA‐R) or electrometric (ARA‐EL) readings of the apical point of endodontic instrumentation was compared with the actual distance ARA‐AC. The accuracy of both methods was determined. The difference between the actual distance ARA‐AC and the targeted radiological distance was statistically significant (p=0.0001), as was the measured distance between ARA‐R and ARA‐EL (p=0.016). The electronic method seems to be more precisely referring to the AC (R2=0.0198) than the radiographic method (R2=0.0019). These results suggest that the endodontic simulation model described in this study can be successfully used in preclinical dental education.
U.S. Dental School Applicants and Enrollees, 2014 Entering Class
Authors: Wanchek Tanya , Cook Bryan J. , Anderson Eugene L. , Duranleau Lauren , Booker Carolyn
Published: June 2020

This report analyzes data collected annually by the American Dental Education Association (ADEA) on the characteristics of applicants to and first‐year enrollees in dental schools. Among the key findings this year are that, since 2010, there has been a gradual decline in the number of individuals taking the Dental Admission Test (DAT), while the number applying to dental schools has remained relatively flat. During the same five‐year time period, the number of first‐year dental students has continuously increased. The result is an increasing rate of enrollment among applicants. While the overwhelming majority of dental schools utilize some aspect of a holistic admissions process, the DAT scores and grade point averages of applicants and enrollees continue to rise. Unlike a decade ago, women now account for nearly half of all applicants and enrollees. At least part of the gain has come from a decline in the number of men applicants, rather than a change in the enrollment rate. Among underrepresented minorities, there remains a relatively low number of applicants and a lower than average enrollment rate. Overall, by analyzing data about individuals applying to and matriculating in dental schools, this report provides a window into the future dental workforce.
Improving the Fiscal Sustainability of Teaching Clinics at Dental Schools
Authors: Reinhardt John W.
Published: June 2020

Educational patient care clinics are becoming an increasingly important source of revenue for dental schools. Revenue from clinics can help offset the rising cost of dental education. In addition, those clinics represent a source of income over which the schools have reasonably direct control. Recently, a group of nine U.S. dental schools conducted a detailed financial survey of their clinics and shared the confidential results with each other. The purpose of their analysis was to develop benchmarks for key factors related to clinical financial productivity and expenses and to define best practices to guide improvements at each school. The survey found significant variations among the nine schools in revenue produced by predoctoral students and by postdoctoral residents. There were similar variations for levels of clinical staffing. By sharing the results of the survey with each other, the individual schools gained a strong understanding of the business strengths or weakness of their own clinical programs. That information gave each school's leaders the opportunity to investigate how they might improve their clinical fiscal sustainability.
Can Clinical Scenario Videos Improve Dental Students’ Perceptions of the Basic Sciences and Ability to Apply Content Knowledge?
Authors: Miller Cynthia Jayne , Metz Michael James
Published: June 2020

Dental students often have difficulty understanding the importance of basic science classes, such as physiology, for their future careers. To help alleviate this problem, the aim of this study was to create and evaluate a series of video modules using simulated patients and custom‐designed animations that showcase medical emergencies in the dental practice. First‐year students in a dental physiology course formatively assessed their knowledge using embedded questions in each of the three videos; 108 to 114 of the total 120 first‐year students answered the questions, for a 90–95% response rate. These responses indicated that while the students could initially recognize the cause of the medical emergency, they had difficulty in applying their knowledge of physiology to the scenario. In two of the three videos, students drastically improved their ability to answer high‐level clinical questions at the conclusion of the video. Additionally, when compared to the previous year of the course, there was a significant improvement in unit exam scores on clinically related questions (6.2% increase). Surveys were administered to the first‐year students who participated in the video modules and fourth‐year students who had completed the course prior to implementation of any clinical material. The response rate for the first‐year students was 96% (115/120) and for the fourth‐year students was 57% (68/120). The first‐year students indicated a more positive perception of the physiology course and its importance for success on board examinations and their dental career than the fourth‐year students. The students perceived that the most positive aspects of the modules were the clear applications of physiology to real‐life dental situations, the interactive nature of the videos, and the improved student comprehension of course concepts. These results suggest that online modules may be used successfully to improve students’ perceptions of the basic sciences and enhance their ability to apply basic science content to clinically important scenarios.
Effect of Video Triggering During Conventional Lectures on Final Grades of Dental Students in an Oral Biology Course: A Two‐Year Retrospective Study
Authors: Farooq Imran , Al‐Jandan Badr A.
Published: June 2020

The aim of this study was to analyze the effect of the inclusion of video triggers in conventional face‐to‐face lectures on the final grades of dental students in an oral biology course. The study consisted of two groups of students taking the course in two academic years at a dental school in Saudi Arabia: group 1, 2013–14 (control); and group 2, 2014–15. The total sample comprised 163 students (n=163; group 1: 71 and group 2: 92). Group 1 received lectures without any videos, whereas group 2 received lectures that included two to three videos of one to five minutes in duration with triggering effect (a video was shown every 10–15 minutes into the lecture). The final examination grades of the students were accessed retrospectively, and the data were compared with a chi‐square test. The results confirmed that a higher number of students who received video triggering during lectures (group 2) performed better than their counterparts who did not receive video triggers (group 1); the difference was statistically significant (p<0.05). Among the group 2 students, 26% achieved a grade of A, and 37% achieved a grade of B. In contrast, only 7% of the group 1 students obtained a grade of A, and 31% achieved a grade of B. These results suggest that video triggers may offer an advantage over conventional methods and their inclusion in lectures can be a way to enhance students’ learning.
Instant Messaging in Dental Education
Authors: Khatoon Binish , Hill Kirsty B. , Walmsley A. Damien
Published: June 2020

Instant messaging (IM) is when users communicate instantly via their mobile devices, and it has become one of the most preferred choices of tools to communicate amongst health professions students. The aim of this study was to understand how dental students communicate via IM, faculty members’ perspectives on using IM to communicate with students, and whether such tools are useful in the learning environment. After free‐associating themes on online communication, two draft topic guides for structured interviews were designed that focussed on mobile device‐related communication activities. A total of 20 students and six faculty members at the University of Birmingham School of Dentistry agreed to take part in the interviews. Students were selected from years 1–5 representing each year group. The most preferred communication tools were emails, social networking, and IM. Emails were used for more formal messages, and IM and social networking sites were used for shorter messages. WhatsApp was the most used IM app because of its popular features such as being able to check if recipients have read and received messages and group work. The students reported that changes were necessary to improve their communication with faculty members. The faculty members reported having mixed feelings toward the use of IM to communicate with students. The students wished to make such tools a permanent part of their learning environment, but only with the approval of faculty members. The faculty members were willing to accept IM as a communication tool only if it is monitored and maintained by the university and has a positive effect on learning.
Dental Students’ Ability to Detect and Diagnose Oral Mucosal Lesions
Authors: Ali Mohammad A. , Joseph Bobby K. , Sundaram Devipriya B.
Published: June 2020

The aim of this study was to assess the ability of dental students in the screening clinic of the Kuwait University Dental Center to detect and diagnose oral mucosal lesions. Clinical examinations performed by dental students between January 2009 and February 2011 were included. All their findings regarding the oral mucosal lesions and dental carious lesions detected were recorded, after which the patients were re‐examined by faculty examiners. The students rated their own ability to detect mucosal and carious lesions before each examination. Among the 341 patients screened, 375 oral mucosal lesions were found by the faculty examiners. Of those, the students detected 178 (47.5%). Out of the 375 lesions, including the ones they failed to detect, the students diagnosed 272 (72.5%) correctly. The students were more likely (p≤0.01) to correctly diagnose a mucosal lesion when they themselves had detected it (n=169/178) than when they failed to detect it and had it subsequently pointed out by the faculty examiners (n=103/197). The students were more competent in detecting carious lesions (p≤0.001) than in detecting mucosal lesions. A significantly higher proportion of students who felt confident in detecting mucosal lesions were actually more competent in detecting the lesions than those who were not confident (p≤0.001). Further educational strategies are needed to motivate Kuwait University dental students to develop the knowledge, skills, and judgment necessary to integrate a complete intraoral examination into their routine practice.
Evaluation of Occlusal Rest Seats With 3D Technology in Dental Education
Authors: Sampaio‐Fernandes Manuel António Ferreira , Sampaio‐Fernandes Maria M. , Fonseca Patrícia A. , Almeida Paulo R. , Reis‐Campos José C. , Figueiral Maria H.
Published: June 2020

The preparation of rest seats must comply with specific sizes and shapes. Various technological systems such as Kavo PrepAssistant have been used as an auxiliary method to evaluate preclinical preparations more objectively. The aims of this study were to establish an alternative system for evaluating occlusal rest seats and to compare different types of assessment. Seventy‐six undergraduate students at Oporto University Faculty of Dental Medicine in Portugal were selected as a convenience sample to prepare two occlusal rest seats in Kavo teeth #45 and #46 (FDI World Dental Federation ISO‐3950) and were randomly assigned to two groups. Bearing in mind the ideal characteristics of rest seats, the investigators defined ten assessment parameters, and their evaluation weights were independently estimated by three evaluators. Four of these parameters were measured in Kavo PrepAssistant. The results of the different evaluation methods and evaluators varied considerably. The classical evaluation presented final results worse than those of the evaluations using parameters. In this study, carrying out the assessment with Kavo PrepAssistant helped to achieve a more objective and less evaluator‐dependent final evaluation.
How Do Dental Students Determine Patients’ Caries Risk Level Using the Caries Management By Risk Assessment (CAMBRA) System?
Authors: Doméjean Sophie , Léger Stéphanie , Rechmann Peter , White Joel M. , Featherstone John D.B.
Published: June 2020

Research has demonstrated the validation of specific caries risk assessment (CRA) systems, but little is known about how dental practitioners assign a caries risk level to their patients. The aim of this study was to explore dental students’ decision making in caries risk assignment when using the Caries Management By Risk Assessment (CAMBRA) system. Multiple correspondence analysis and chi‐squared automated interaction detector analysis were performed on data collected retrospectively for a period of six years (2003–09) at the University of California, San Francisco predoctoral dental clinic. The study population consisted of 12,952 patients from six years of age through adult who received a baseline CRA during the period, were new to CAMBRA, and had not received any prior CAMBRA recommendations. The results showed variation in decision making and risk level assignment, illustrated by the range of percentages for the three scores (low, moderate, and high/extreme caries risk) when CRA was assigned for the first time. For those first‐time CRAs, decision making was mainly based on four factors: cavities or caries lesions into dentin on radiograph, restorations during the last three years due to caries, visible heavy plaque, and interproximal lesions into enamel (by radiographs). This study's findings provide important data regarding one group of CAMBRA users and thus contribute to the development of knowledge about the implementation of caries risk assessment in contemporary dental practice.
The Gross Anatomy Laboratory: A Novel Venue for Critical Thinking and Interdisciplinary Teaching in Dental Education
Authors: Rowland Kevin C. , Joy Anita
Published: June 2020

Reports on the status of dental education have concluded that there is a need for various types of curricular reform, making recommendations that include better integration of basic, behavioral, and clinical sciences, increased case‐based teaching, emphasis on student‐driven learning, and creation of lifelong learners. Dental schools faced with decreasing contact hours, increasing teaching material, and technological advancements have experimented with alternate curricular strategies. At Southern Illinois University School of Dental Medicine, curricular changes have begun with a series of integrated biomedical sciences courses. During the process of planning and implementing the integrated courses, a novel venue—the gross anatomy laboratory—was used to introduce all Year 1 students to critical thinking, self‐directed learning, and the scientific method. The venture included student‐driven documentation of anatomical variations encountered in the laboratory using robust scientific methods, thorough literature review, and subsequent presentation of findings in peer review settings. Students responded positively, with over 75% agreeing the experience intellectually challenged them. This article describes the process of re‐envisioning the gross anatomy laboratory as an effective venue for small group‐based, student‐driven projects that focus on key pedagogical concepts to encourage the development of lifelong learners.
Impact of the NBDE Grading Change on Postgraduate Admissions Processes
Authors: Fagin Adam P. , Howell T. Howard , Park Sang E.
Published: June 2020

The aim of this study was to assess the effect of discontinuing the reporting of National Board Dental Examination (NBDE) Part I numerical scores on postgraduate program directors’ admissions selection processes. This cross‐sectional survey‐based study collected information about two admissions cycles (2012–13 and 2013–14) from directors of American Dental Education Association Postdoctoral Application Support Service (ADEA PASSSM) programs in all postdoctoral training disciplines; the response rate was 54.5%. According to the 2012–13 cycle results, these program directors rated an NBDE Part I score the third most important part of an application, behind grade point average (GPA) and class rank (ranked first and second, respectively). In the 2013–14 cycle, in the absence of an NBDE Part I score, almost all other parts of the application increased in importance for the responding directors, but the relative rank of factors remained almost unchanged. Significantly, 71% of the directors reported that it was now more difficult to select interview candidates, and 76% said they wanted some form of national, numerically scored exam. No significant change was noted between the two years in the number of applications or interviews offered per resident position, although the standard deviation of the number of interviews offered increased in both pediatric dentistry and postdoctoral general dentistry.
Are More Endodontic Consultations Needed in Dental School Clinic Settings? A Study of Treatment Decisions at One School
Authors: Aminoshariae Anita , Tulunoglu Ibrahim , Demko Catherine , Galsterer Mark , Montagnese Thomas A. , Mickel Andre
Published: June 2020

With no previous studies of the occurrence of interdisciplinary consultations for tooth extraction in a dental school clinic setting, the aim of this cross‐sectional descriptive investigation was to measure and compare the consultation process that occurred among departments at one U.S. dental school for making treatment decisions on tooth extraction. A comprehensive computerized retrieval (Crystal Reports) was used to identify and gather data from patient records from July 1, 2007, to July 1, 2011. Treatment plans and progress notes were analyzed to determine why each tooth had been extracted and which department had recommended the extraction. Results showed that the clinical departments involved in treatment planning decisions were the DMD dental student clinic, Department of Periodontics, and Department of Endodontics. The narrative records of 227 patients who had 516 teeth extracted were examined. About three‐fourths (73.26%) of the extracted teeth were extracted based on the recommendation of only one department. Of these extracted teeth, 22.0% (n=114) were previously endodontically treated, and only four were recommended for endodontic consultation prior to extraction. The study found that most extractions were performed without specialty consultations and that the Department of Endodontics was consulted the least of all departments. To foster interdisciplinary collaboration in dental school clinics and help students develop expertise in such collaborations, more specialty consultations are needed for teeth that are treatment planned for extraction in order to preclude needless extraction of potentially salvageable teeth. Doing so will provide benefits for both patient care and students’ education.