bluuebunny/crossref_metadata_2025 huggingface dataset:
Seeing Through the Dentist's Eyes: Video–Based Clinical Demonstrations in Preclinical Dental Training
Authors: Rystedt Hans , Reit Claes , Johansson Elin , Lindwall Oskar
Published: June 2020

The clinical demonstration is an established way of bridging the disciplinary content in preclinical and clinical courses. In dentistry, however, clinical demonstrations have often been perceived as less rewarding due to the restricted visual access to the details of the treatment. This study investigated a course in endodontics at the University of Gothenburg, Sweden, in which traditional clinical demonstrations were replaced by instructor–led seminars that enabled students to follow and discuss broadcasted root canal treatments. Two cameras provided overviews of the operating room, whereas a third camera attached to a surgical microscope offered a magnified view of procedures carried out in the inner parts of teeth. The hypothesis was that this arrangement would increase the students’ sense of the clinical relevance of basic scientific knowledge. Two focus group interviews were designed to explore the students’ perceptions of this change. The students expressed that the video–based seminars offered ample opportunities to integrate theoretical and clinical understanding. The major reasons were that the visualization displayed procedures on a sufficiently detailed level; instructors demonstrated clinical reasoning in situ and provided the context necessary for understanding procedures; and the interactive format encouraged discussions on the generalizability of knowledge beyond the specific case.
Team‐Based Learning in a Preclinical Removable Denture Prosthesis Module in a United Arab Emirates Dental School
Authors: Haj‐Ali Reem , Quran Firas Al
Published: June 2020

The purpose of this article is to describe the implementation of a team‐based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students’ performance in individual and group TBL activities and exam scores, students’ experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre‐assigned reading (self‐directed learning), in‐class individual and group readiness tests (accountability), team problem‐solving of patient RDP cases, and faculty‐led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture‐based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active‐learning instructional strategy for courses with high student‐to‐faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.
Past, Present, and Future of Predoctoral Dental Education in Orofacial Pain and TMDs: A Call for Interprofessional Education
Authors: Klasser Gary D. , Gremillion Henry A.
Published: June 2020

Over the past several decades, there has been an explosion of knowledge in the fields of science and technology as they relate to the profession of dentistry. Due to these advances, dental curricula have had to incorporate many changes as they prepare students as well as faculty members for the twenty‐first century. Dental educators have been encouraged to alter their paradigms to these new realities. One of the areas in which change has been profound is the field of orofacial pain (OFP) and, more specifically, temporomandibular disorders (TMDs). OFP/TMDs, once subject matters surrounded by ambiguity and controversy, are now being better understood due to advances in basic and clinical science research. In order to appreciate the impact that evidence‐based science has had on the education of predoctoral students during past decades, it would be beneficial for dental educators to be cognizant of the history and current status regarding these topics. To promote the educational process of OFP/TMDs, a future directions approach is presented encompassing the concepts of interprofessional education so that innovation may be considered within our academic dental institutions.
Assessment of Graduate Orthodontic Programs in North America
Authors: Burk Thomas , Orellana Maria
Published: June 2020

This study collected information on four main aspects of U.S. and Canadian orthodontic programs: demographic profiles of residents, requirements for graduation, graduate curriculum, and number of faculty and staff members. Program directors at seventy U.S. and Canadian orthodontic programs were invited to participate in a twenty‐question survey and to distribute a ten‐question survey to their residents. Twenty program directors and eighty‐four residents completed the anonymous, online surveys on Qualtrics.com in July–August 2010. The average age of surveyed residents was 29.6 years of age; 73 percent were non‐Hispanic white, with 14 percent Asian/Asian‐American, 5 percent Hispanic, and 1 percent African American. A small percentage of residents (13 percent) were foreign‐trained. The majority of residents (64 percent) were male. There was a wide variety of clinical and didactic requirements in the programs. Almost all programs emphasized treatment with functional appliances and clear aligners. An average of three full‐time and ten part‐time faculty members were dedicated to each residency program. This survey reveals a potential shortage of minority orthodontic residents currently being trained in orthodontic programs, in addition to several commonalities and differences among the programs’ curricula, graduation requirements, and numbers of faculty and staff members. This preliminary survey will hopefully inspire measures to address the discrepancies revealed, particularly the lack of minority students and full‐time faculty members.
A Case Study on Development of an Integrated, Multidisciplinary Dental Curriculum
Authors: Nadershahi Nader A. , Bender Daniel J. , Beck Lynn , Alexander Steven
Published: June 2020

Calls for fundamental reform of dental education were made twice in the twentieth century. More recently, spurred by the work of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), North American dental educators have again begun advocating for major curriculum reform in order to develop in students the higher order thinking skills required for the contemporary practice of dentistry. This case study describes the process of curricular reform at one school designed to move from a traditional siloed curriculum to one that uses case‐based, integrated multidisciplinary courses to improve teaching and learning. The process was broad‐based and comprehensive and included a schoolwide values clarification exercise and agreement on desired characteristics of an ideal graduate. Stakeholders agreed that the reform curriculum should incorporate inter‐ and multidisciplinary courses, case‐based and active learning strategies, and concepts from adult learning theory. The new curriculum model is comprised of five unique but related curriculum “strands,” each managed by a small group of interdisciplinary faculty content experts. Challenges in the development and implementation of the reform curriculum are discussed, and an assessment plan is presented.
Dental Student Perceptions of Case‐Based Educational Effectiveness
Authors: McKenzie Carly T.
Published: June 2020

This study investigated the effects of a case‐based education course on second‐year dental students. It explored what impact the small‐group environment had on the participants professionally, communicatively, and personally and also analyzed their performance evaluations of the facilitators. The study employed a pretest‐posttest survey design. Students’ professional development consistently showed a positive significant change as a result of the course, especially regarding perceived skills. The course was found to have impacted the students’ confidence in their own team contribution, and their ability to discuss and present treatment plans also significantly increased. This study did not find evidence of influence on the students’ personal benefit. The students reported perceiving that the facilitators’ abilities were stronger at the beginning of the course, but then the ratings decreased over time. Overall, the case‐based education course was found to have positively affected students’ knowledge and skills acquisition as well as their communication skills.
Stress and Health‐Promoting Attributes in Australian, New Zealand, and Chilean Dental Students
Authors: Gambetta‐Tessini Karla , Mariño Rodrigo , Morgan Mike , Evans Wendell , Anderson Vivienne
Published: June 2020

This study investigated stress levels and health‐promoting attributes (sense of coherence, social support, and coping strategies) in dental students using a Salutogenic approach. All dental students (n=2,049) from two Australian universities, two Chilean universities, and one New Zealand university were invited to participate in this cross‐sectional study. The questionnaire covered sociodemographic and career choice questions, Perceived Stress Scale, Orientation to Life Questionnaire, Multidimensional Scale of Perceived Social Support, and Brief COPE scale. A total of 897 students participated, for a 44 percent response rate. Students’ mean age was 22.1 (SD=2.7). The majority were females (59.3 percent). Students reported moderate stress, moderate sense of coherence (SOC), and high levels of social support. Significant differences in the SOC scores by country were reported. The linear regression model for stress explained 44 percent of the variance, in which SOC and social support are negatively associated with stress and the use of maladaptive coping strategies positively predicts high stress. These findings confirm that health‐promoting attributes were negatively related to stress in these dental students. This is an initial approach to guide academics in the creation of Salutogenic programs that optimize students’ chances to successfully cope with stress.
A Tool for Assessing Cultural Competence Training in Dental Education
Authors: Holyfield Lavern J. , Miller Barbara H.
Published: June 2020

Policies exist to promote fairness and equal access to opportunities and services that address basic human needs of all U.S. citizens. Nonetheless, health disparities continue to persist among certain subpopulations, including those of racial, ethnic, geographic, socioeconomic, and other cultural identity groups. The Commission on Dental Accreditation (CODA) has added standards to address this concern. According to the most recent standards, adopted in 2010 for implementation in July 2013, CODA stipulates that “students should learn about factors and practices associated with disparities in health.” Thus, it is imperative that dental schools develop strategies to comply with this addition. One key strategy for compliance is the inclusion of cultural competence training in the dental curriculum. A survey, the Dental Tool for Assessing Cultural Competence Training (D‐TACCT), based on the Association of American Medical Colleges’ Tool for Assessing Cultural Competence Training (TACCT), was sent to the academic deans at seventy‐one U.S. and Canadian dental schools to determine best practices for cultural competence training. The survey was completed by thirty‐seven individuals, for a 52 percent response rate. This article describes the use of this survey as a guide for developing culturally competent strategies and enhancing cultural competence training in dental schools.
Communication Skills Course in an Indian Undergraduate Dental Curriculum: A Randomized Controlled Trial
Authors: Sangappa Sunila B. , Tekian Ara
Published: June 2020

This study assessed the impact of a course on communication skills for third‐year undergraduate dental students at a dental institute in India. A randomized pretest, posttest controlled trial was conducted with all the students from four cohorts of third‐year dental undergraduate students, divided into an intervention group (n=30) and a control group (n=30). The course was developed using Kern's six‐step approach to curriculum development. Needs assessment was ascertained, and readings, lectures, and role‐plays with real and simulated patients were implemented. Encounters of students during two patient interviews (simulated and real) were rated by two raters using a twenty‐seven‐item dental consultation communication checklist with a rating scale 0 to 3. Students completed a questionnaire regarding their acceptance of the course. A 2×2 (group × time) ANOVA with group as a between‐subjects factor (control vs. experimental) and time as a within‐subjects factor (pre vs. post) was performed. The two groups did not differ at pretest but differed significantly at posttest. This study showed that simply attending to patients during a clinical course did not improve professional communication skills. In contrast, the implementation of a course on communication skills did improve the students’ dentist‐patient interactions. Integrating the teaching and development of a relevant, outcome‐based course on communication skills provided clear evidence of communication skills acquisition among these dental students. The course could be introduced in other Indian dental schools.
Development and Evaluation of a New Dental Model at Tokyo Medical and Dental University for the Practice of Periodontal Pocket Probing
Authors: Sunaga Masayo , Kondo Keiko , Adachi Toshiko , Miura Yoshiko , Kinoshita Atsuhiro
Published: June 2020

Dental and dental hygiene students must acquire the skill of measuring periodontal pockets and learn to identify the bottom of a pocket, especially of deep periodontal pockets. A new dental model that would enable students to practice measuring deep periodontal pockets was developed at the Tokyo Medical and Dental University. The purpose of this study was to evaluate the feasibility and effectiveness of this model. Twenty dental hygiene students in their third year at the school and twenty–four instructors or dental hygienists of the University Hospital measured periodontal pockets on the newly designed dental model. Feasibility and effectiveness of the model were evaluated based on periodontal probing by the students and instructors, as well as results of a questionnaire. The results demonstrated an intraexaminer agreement (within ±1 mm) averaging 91 percent. The mean percentages of correct answers of the students and instructors were 82 percent and 80 percent, respectively. More than 90 percent of the instructors and students reported that the new model would be suitable for pocket probing training. In the questionnaire, they responded that this practice using the new model would contribute to students’ future and that they wanted to try other dental models with various probing depths. The new dental model designed for periodontal pocket probing training was reported to be feasible and effective for student practice.
An Online Alcohol and Oral Health Curriculum for Dental Students
Authors: Miller Peter M. , Ravenel Michele C. , Mauldin Mary P. , Sulkowski Stanley , Lowndes Arden , Thomas Suzanne E.
Published: June 2020

Regular heavy alcohol use can cause or worsen several oral health disorders and is associated with complications during and after dental procedures. Dental student education should provide detailed knowledge of these issues together with skills needed to detect and counsel patients with unhealthy drinking patterns. This project was designed to develop and evaluate a five–module, online program to teach dental students about alcohol and oral health, systemic and oral biological effects of heavy drinking, required changes to treatment protocols for heavy drinkers, reliable methods of alcohol screening, and ways to provide heavy drinkers with brief interventions. Results indicated that the online program resulted in significant changes in knowledge, attitudes, and behavior. This online format could easily be incorporated into an already crowded dental school curriculum, with students learning the material at their own pace and in their own available time.
Community–Based Dental Education and Dentists’ Attitudes and Behavior Concerning Patients from Underserved Populations
Authors: Rohra Ashok K. , Piskorowski Wilhelm A. , Inglehart Marita R.
Published: June 2020

The objectives of this study were to explore how dentists with well–structured vs. not well–structured community–based dental education (CBDE) experiences differ in perceptions of their CBDE and its impact on their professional lives and in their professional attitudes and behavior related to treating patients from underserved populations. The relationships between CBDE evaluations and impact on the dentists’ professional lives and professional attitudes and behavior were explored as well. Data were collected from 254 dentists who participated in CBDE before graduating from the University of Michigan School of Dentistry between 1970 and 2011. The results showed that the alumni with well–structured experiences rated the quality of their CBDE more positively and its impact on their professional lives as stronger than those with less well–structured experiences. They also had more positive attitudes concerning treating underserved patients and were more likely to treat underserved patients than their peers with less well–structured experiences. These dentists’ perceptions of the quality of CBDE and impact on their professional lives correlated significantly with their attitudes and behavior concerning treating underserved patients. Their perceptions of the quality of their CBDE experiences and perceptions of benefits from these experiences were significantly related to their professional attitudes and behavior related to providing care for patients from underserved populations.
Infant and Toddler Oral Health: Attitudes and Practice Behaviors of North Carolina Dental Hygienists
Authors: Ruiz Viviana R. , Quinonez Rocio B. , Wilder Rebecca S. , Phillips Ceib
Published: June 2020

The purpose of this study was to evaluate the knowledge, comfort, practice behaviors, and perceived barriers of dental hygienists in North Carolina regarding their delivery of oral health preventive services to infants and toddlers. A questionnaire was mailed to 2,000 dental hygienists randomly selected from the North Carolina Board of Dental Examiners database. The response rate was 43 percent. The majority of the respondents were female and worked in private practice. Forty–two percent reported that they delivered preventive care to infants/toddlers (action stage of readiness). Of the 58 percent who reported not delivering care, two–thirds were contemplating caring for this population (contemplation stage), but only 10 percent of these were very likely to make changes in the next six months. Those with higher comfort levels and fewer perceived practice constraints were more likely to be in the action stage. Although these dental hygienists may be willing to consider providing care, they perceived a lack of continuing education opportunities, unfamiliarity with pediatric guidelines, and their current practice situation as significant barriers. Strategies to increase comfort and diminish practice constraints for North Carolina dental hygienists should be considered to improve access to oral health care for infants and toddlers. Teaching strategies in dental hygiene education that include both didactic and clinical experiences in treating infants and toddlers could be beneficial.
Exploring the Relation Between Online Case‐Based Discussions and Learning Outcomes in Dental Education
Authors: Koole Sebastiaan , Vervaeke Stijn , Cosyn Jan , De Bruyn Hugo
Published: June 2020

Online case‐based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case‐based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra‐ and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty‐three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors’ interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors’ interventions (ρ=0.12), and supervisors’ questions (ρ=0.20). These results suggest that individual student contributions during online case‐based discussions and the provided supervision were related to learning outcomes.
Should Laptops Be Allowed in the Classroom? Two Viewpoints
Authors: Spallek Heiko , von Bergmann HsingChi
Published: June 2020

This Point/Counterpoint article discusses the pros and cons of deploying one aspect of instructional technology in dental education: the use of laptops in the classroom. Two opposing viewpoints, written by different authors, evaluate the arguments. Viewpoint 1 argues that laptops in classrooms can be a catalyst for rapid curricular advancement and prepare dental graduates for the digital age of dentistry. As dental education is not limited to textual information, but includes skill development in spatial relationships and hands‐on training, technology can play a transformative role in students’ learning. Carefully implemented instructional technology can enhance student motivation when it transforms students from being the objects of teaching to the subjects of learning. Ubiquitous access to educational material allows for just‐in‐time learning and can overcome organizational barriers when, for instance, introducing interprofessional education. Viewpoint 2 argues that, in spite of widespread agreement that instructional technology leads to curricular innovation, the notion of the use of laptops in classrooms needs to be deconstructed and rethought when effective learning outcomes are sought. Analyzing the purpose, pedagogy, and learning product while applying lessons learned from K‐12 implementation leads to a more complex picture of laptop integration in dental classrooms and forms the basis for questioning the value of such usage. For laptop use to contribute to student learning, rather than simply providing opportunity for students to take notes and access the Internet during class, this viewpoint emphasizes that dental educators need to think carefully about the purpose of this technology and to develop appropriate pedagogical strategies to achieve their objectives. The two viewpoints agree that significant faculty development efforts should precede any introduction of technology into the educational process and that technology alone cannot change education. While the first viewpoint emphasizes the pivotal role of technology in bringing dental education into the contemporary digital world, the second viewpoint focuses on challenges surrounding laptop usage in the classroom including the alignment of instructional methods with learning objectives.
Dental Hygiene Students’ Perceptions of Older Adults
Authors: Wiener R. Constance , Shockey Alcinda Trickett , Long D. Leann
Published: June 2020

Geriatric education is an important component of the dental hygiene curriculum because, in it, students acquire skills and attitudes to help provide quality care to older adults. The purpose of this study was to determine if off‐site exposure to nursing home residents with supervised oversight had the potential to improve dental hygiene students’ attitudes toward older adults. Senior dental hygiene students at one school completed a pre‐nursing home experience questionnaire. A series of geriatric lectures and discussions, which included discussions about students’ anxieties of working with institutionalized older adults, were held prior to the nursing home experience. The students then participated in two supervised four‐hour nursing home experiences, were debriefed after the experiences, and completed a second questionnaire. Of thirty‐nine potential participants in the study, thirty‐two took part in the pre‐nursing home experience questionnaire (82.1 percent). They had a mean split Fabroni score of 34.2 (95 percent confidence interval: 32.2, 36.3). The thirty participants in the post‐experience questionnaire (76.9 percent of total) had a mean split score of 32.7 (95 percent confidence interval: 30.1, 35.3). This study failed to reject the null hypothesis of no mean difference between the pre‐ and post‐nursing home experience; however, the post‐experience mean score was lower than the pre‐nursing home experience mean score, indicating a more positive attitude toward older adults after the experience.
A Humanistic Environment for Dental Schools: What Are Dental Students Experiencing?
Authors: Quick Karin K.
Published: June 2020

A Commission on Dental Accreditation (CODA) standard now requires that dental schools commit to establishing a “humanistic culture and learning environment” for all members of the academic environment. The aim of this study was to identify students’ perceptions of factors that affect the dental school environment and to test differences in their experiences in terms of gender and year. This picture of the existing environment was meant to serve as a first step toward creating and supporting a more humanistic academic environment. A mixed‐methods approach was used for data collection during the 2009–10 and 2010–11 academic years at one U.S. dental school. Four focus groups were first conducted to explore challenges and conflicts faced by students during their dental education. A written survey informed by the focus group results was then used to obtain quantitative data. The survey response rate was 47 percent (N=188). Faculty inconsistency, cheating, and belittlement/disrespect were experienced by many of the responding dental students during their education, similar to what has been documented in medicine. These students also reported experiencing both constructive communication (90 percent) and destructive communication (up to 32 percent). The female students reported more gender discrimination and sexual harassment than their male peers, and the clinical students reported more experience with belittlement and destructive communication than the preclinical students. The results suggest that greater effort should be directed toward creating a more humanistic environment in dental schools. Based on the issues identified, steps academic institutions can take to improve these environments and student skills are outlined.
Communicating Prosthetic Prescriptions from Dental Students to the Dental Laboratory: Is the Message Getting Through?
Authors: Parry Glenn R. , Evans Jane L. , Cameron Andrew
Published: June 2020

The aim of this research was to investigate the quality of written prosthetic prescriptions provided by fourth‐year dental students to a commercially operated dental laboratory and to ascertain the contribution of interprofessional education to improving prescription quality. Based on guidelines established by the Medicines and Healthcare Products Regulatory Agency of the European Union (Medical Device Directive 93/42/EEC), an audit was conducted prior to and after an educational intervention was delivered by a dental technician to a dental student cohort at one Australian dental school. Prior to the intervention, thirty‐nine dental prosthetic prescriptions were collected, analyzed, and audited to determine the clarity of written communication and instructions from dental student to dental technician. Following the intervention, a further forty prosthetic prescriptions were collected from the same cohort of students and were audited. The audit of the initial prescriptions showed that 85 percent (n=33) did not comply with the recommended conventions. After the intervention, the prescriptions that did not meet the guidelines had fallen to 30 percent (n=12) of the total. Improvements in prosthetic prescriptions submitted by these dental students to the commercial dental laboratory suggest there is an advantage to including a prosthetic prescription‐writing module in dental school curricula.
Fostering Dental Student Self‐Assessment of Knowledge by Confidence Scoring of Multiple‐Choice Examinations
Authors: McMahan C. Alex , Pinckard R. Neal , Jones Anne Cale , Hendricson William D.
Published: June 2020

Creating a learning environment that fosters student acquisition of self‐assessment behaviors and skills is critically important in the education and training of health professionals. Self‐assessment is a vital component of competent practice and lifelong learning. This article proposes applying a version of confidence scoring of multiple‐choice questions as one avenue to address this crucial educational objective for students to be able to recognize and admit what they do not know. The confidence scoring algorithm assigns one point for a correct answer, deducts fractional points for an incorrect answer, but rewards students fractional points for leaving the question unanswered in admission that they are unsure of the correct answer. The magnitude of the reward relative to the deduction is selected such that the expected gain due to random guessing, even after elimination of all but one distractor, is never greater than the reward. Curricular implementation of this confidence scoring algorithm should motivate health professions students to develop self‐assessment behaviors and enable them to acquire the skills necessary to critically evaluate the extent of their current knowledge throughout their professional careers. This is a professional development competency that is emphasized in the educational standards of the Commission on Dental Accreditation (CODA).
Introducing Evidence–Based Dentistry to Dental Students Using Histology
Authors: Lallier Thomas E.
Published: June 2020

The expansion of evidence–based dentistry (EBD) is essential to the continued growth and development of the dental profession. Expanding EBD requires increased emphasis on critical thinking skills during dental education, as noted in the American Dental Education Association's Competencies for the New General Dentist. In order to achieve this goal, educational exercises must be introduced to increase the use of critical thinking skills early in the dental curriculum, with continued reinforcement as students progress through subsequent years. Described in this article is one approach to increasing student exposure to critical thinking during the early basic science curriculum—specifically, within the confines of a traditional histology course. A method of utilizing the medical and dental research literature to reinforce and enliven the concepts taught in histology is described, along with an approach for using peer–to–peer presentations to demonstrate the tools needed to critically evaluate research studies and their presentation in published articles. This approach, which could be applied to any basic science course, will result in a stronger foundation on which students can build their EBD and critical thinking skills.
Gender Issues in Clinical Dental Education
Authors: Tiwana Karen K. , Kutcher Mark J. , Phillips Ceib , Stein Margot , Oliver Jessica
Published: June 2020

In spring 2011, a study was initiated to investigate the nature and extent of gender issues in clinical dental education at the University of North Carolina at Chapel Hill School of Dentistry. Surveys were sent to 236 dental students in the second, third, and fourth years; eighty–six (36.4 percent) responded. Surveys were also sent to seventy–one full–time dental faculty members who had clinical contact with students, and thirty–four (47.9 percent) responded. Of the student respondents, fifty–one were female and thirty–five were male; the faculty respondents were ten women and twenty–four men. A significantly greater proportion of female than male student respondents reported that issues related to gender affected clinical training. The female students also responded that mentorship was less available and less in content for them compared to males, and significantly more female than male students reported lower self–confidence in clinical settings. Among faculty respondents, a higher proportion of women than men reported insufficient awareness of gender issues. These faculty members also reported thinking that female students showed more empathy toward patients than males. Both faculty and student respondents said that female faculty members received less respect from students than did male faculty members. Forty–eight percent of the students reported experiencing or witnessing gender–based prejudice in clinical settings, and 7.0 percent reported experiencing or witnessing unwelcome sexual advances or conduct. A more robust study to include other dental institutions is needed. With confirmation of specific gender issues, corrective measures could be recommended to improve the climate for both females and males in the clinical component of dental education.
U.S. Dental Students’ and Faculty Members’ Attitudes About Technology, Instructional Strategies, Student Diversity, and School Duration: A Comparative Study
Authors: Abdelkarim Ahmad , Benghuzzi Hamed , Hamadain Elgenaid , Tucci Michelle , Ford Timothy , Sullivan Donna
Published: June 2020

In this study, attitudes and perceptions of U.S. dental students and faculty members were evaluated regarding four aspects of dental education: technology integration, instructional strategies, student diversity, and school duration. A survey instrument with eight statements using a five‐point Likert scale and a free‐text comment section was developed and distributed through SurveyMonkey. A total of 426 students and 187 faculty members from ten U.S. dental schools participated, a response rate of 17 percent of those surveyed. Faculty and student responses were compared using the Mann‐Whitney U test. The results of this analytic procedure revealed that the groups differed in their average responses for seven of the eight statements. Analysis of the faculty and student comments revealed similar themes between the two groups. Both dental students and dental faculty members stated that technology integration should be viewed as only a supplement to conventional instruction and showed mixed opinions about electronic textbooks. Further, both groups had positive views of the roles of problem‐based learning, community service, and the integration of research practice into dental education. Both groups also valued diversity in the student body and supported the current four‐year duration of dental school.
The Effects of Student Self‐Assessment on Learning in Removable Prosthodontics Laboratory
Authors: Chambers David W. , LaBarre Eugene E.
Published: June 2020

It has been consistently shown that there is a weak association between student self‐assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self‐assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self‐assessment. Dental students at one U.S. dental school self‐assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six‐month period. Faculty evaluations of these projects were used to determine students’ understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self‐assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.
Using Experiential Learning and OSCEs to Teach and Assess Tobacco Dependence Education with First‐Year Dental Students
Authors: Romito Laura , Schrader Stuart , Zahl David
Published: June 2020

Previous research has indicated that dentists do not routinely engage in tobacco cessation interventions with their patients due, in part, to a lack of training in the predoctoral curriculum. From 2010 to 2012, this study at one U.S. dental school evaluated the effectiveness of experiential learning and objective structured clinical examinations (OSCEs) to improve first‐year dental students’ knowledge and beliefs about tobacco dependence and cessation interventions. Analysis indicated acceptable reliability and student performance for the OSCE. In all three years, there were statistically significant increases in student knowledge (p<0.001). In each year, there were also statistically significant shifts in student perceptions of preparedness (p<0.001 to p=0.034) and willingness (p<0.001 to p=0.005) to provide tobacco dependence treatment to patients. Results suggest that OSCEs utilizing standardized patients may be an effective method for assessing tobacco dependence education. Preparing for and participating in an OSCE with a standardized patient may help increase student knowledge and shape the beliefs of early dental students about engaging in patient tobacco cessation interventions. Findings were mixed on the impact of experiential learning on OSCE performance, suggesting further research is needed.
Triple Jump Examination Evaluation of Faculty Examiners by Dental Student Examinees
Authors: Navazesh Mahvash , Rich Sandra K. , Keim Robert G.
Published: June 2020

The triple jump examination (TJE) is an oral examination that poses challenges for objective assessment. Student satisfaction levels with faculty assessment can provide information on quality of teaching and students’ perceptions of the learning environment. The purpose of this study was to determine scale and interrater reliability of an instrument used by approximately 576 first‐year dental students at one U.S. dental school for assessment of their faculty evaluators following midterm and final TJEs over a three‐year period. One hundred and one faculty members served as administrators of the TJE with a range of one to 187 times (mean=44.10, median=29, mode=11). The grand mean for six items on a six‐point Likert scale was 5.39 with a pooled standard deviation of 1.01. Results indicate positive agreement toward performance of examiners with strong interrater reliability (Average Measures ICC=0.936, Single Measures ICC=0.708) (F5,23475 = 51.564, p<0.001) and consistency across all items (Cronbach's α=0.936). The a priori assumption that students would rate faculty higher as they gained experience over time was rejected (r=0.018, p=0.429). Indications are that faculty members, who are relatively inexperienced with TJE examining, can perform acceptable assessment from the students’ perspective. Overall, these students expressed a high level of satisfaction with TJE faculty performance.
Providing Care for Underserved Patients: Endodontic Residents’, Faculty Members’, and Endodontists’ Educational Experiences and Professional Attitudes and Behavior
Authors: Inglehart Marita R. , Schneider Brady K. , Bauer Patricia A. , Dharia Maneet M. , McDonald Neville J.
Published: June 2020

In the United States, access to dental care is often challenging for patients from socioeconomically disadvantaged and/or minority populations and for patients with special health care needs (SHCN). The objectives of this study were to a) explore endodontic residents’, endodontic faculty members’, and private practice endodontists’ perceptions of their education about treating underserved patients, along with their related attitudes and behavior, and b) to determine how their educational experiences were related to their attitudes and behavior concerning these patients. It was hypothesized that the quality of educational experiences related to these issues would correlate with the providers’ professional attitudes and behavior. Methods: Survey data were collected from seventy‐eight endodontic residents, forty‐eight endodontic faculty members, and seventy‐five endodontists in private practice. Results: The residents reported themselves being better prepared to treat these patients than did the endodontists in private practice. The residents and faculty members had more positive attitudes towards patients with SHCN, developmental disabilities, and pro bono cases and were more confident when treating patients with developmental disabilities than private practitioners. However, the three groups did not differ in educational experiences and attitudes concerning patients from different ethnic/racial groups. The better the respondents’ graduate education about certain patient groups had been, the more positive were their attitudes and behavior. Conclusions: Improving endodontic residents’ education about treating underserved patients is likely to improve their attitudes and behavior related to providing much‐needed care for these patients. These findings are a call‐to‐action for dental educators to ensure quality education is being provided about these issues in order to decrease access to care problems for underserved patients.
Open Wide: Looking into the Safety Culture of Dental School Clinics
Authors: Ramoni Rachel , Walji Muhammad F. , Tavares Anamaria , White Joel , Tokede Oluwabunmi , Vaderhobli Ram , Kalenderian Elsbeth
Published: June 2020

Although dentists perform highly technical procedures in complex environments, patient safety has not received the same focus in dentistry as in medicine. Cultivating a robust patient safety culture is foundational to minimizing patient harm, but little is known about how dental teams view patient safety or the patient safety culture within their practice. As a step toward rectifying that omission, the goals of this study were to benchmark the patient safety culture in three U.S. dental schools, identifying areas for improvement. The extensively validated Medical Office Survey on Patient Safety Culture (MOSOPS), developed by the Agency for Healthcare Research and Quality, was administered to dental faculty, dental hygienists, dental students, and staff at the three schools. Forty‐seven percent of the 328 invited individuals completed the survey. The “Teamwork” category received the highest marks and “Patient Care Tracking and Follow‐Up” and “Leadership Support for Patient Safety” the lowest. Only 48 percent of the respondents rated systems and processes in place to prevent/catch patient problems as good/excellent. All patient safety dimensions received lower marks than in medical practices. These findings and the inherent risk associated with dental procedures lead to the conclusion that dentistry in general, and academic dental clinics in particular, stands to benefit from an increased focus on patient safety. This first published use of the MOSOPS in a dental clinic setting highlights both clinical and educational priorities for improving the safety of care in dental school clinics.
Identification of Possible Factors Impacting Dental Students’ Ability to Locate MB2 Canals in Maxillary Molars
Authors: Park Ellen , Chehroudi Babak , Coil Jeffrey M.
Published: June 2020

This study examined the effect of the access size and straight‐line path of access on third‐year dental students’ ability to locate a second mesiobuccal (MB2) canal in maxillary first and second molars. One hundred and six third‐year dental students at one Faculty of Dentistry performed simulated root canal treatment with the aid of 2x magnification loupes on extracted teeth. A postgraduate endodontic student subsequently made a reasonable search for an untreated MB2 canal with the aid of a dental operating microscope. The mesiobuccal roots were then sectioned horizontally for determination of the canal configuration. The dental students were able to treat an MB2 canal in 15.8 percent of the teeth, but this was not associated with satisfactory access criteria. The postgraduate endodontic student identified an MB2 canal in 54.7 percent of the remaining tooth samples excluding those where the MB2 canal was found by the dental students; this represented 94.3 percent of those teeth confirmed by horizontal sectioning of the root to have an MB2 canal. The postgraduate student troughed, on average, 2.6 mm before negotiating the MB2 canal. As satisfactory access criteria and straight‐line path of access did not correlate with the dental students’ ability to find a second mesiobuccal canal, this result has important implications for educational goals with respect to endodontic treatment of maxillary molar teeth.
Educational Technology for Millennial Dental Hygiene Students: A Survey of U.S. Dental Hygiene Programs
Authors: Beebe Catherine R.R. , Gurenlian JoAnn R. , Rogo Ellen J.
Published: June 2020

A growing body of literature suggests that today's learners have changed and education must change as well since Millennial generation students expect technology to be used in their coursework. This study sought to determine what educational technology is being used in U.S. dental hygiene programs, what student and faculty perceptions are of the effectiveness of technology, and what barriers exist to implementing educational technology. A stratified random sample of 120 entry‐level dental hygiene programs nationwide were invited to participate in a survey. Fourteen programs participated, yielding a pool of 415 potential individual participants; out of those, eighty‐four student and thirty‐eight faculty respondents were included in the analysis, a total of 122. Results were analyzed using descriptive statistics and a Mann‐Whitney U test (p<0.05). Faculty and student respondents agreed on the effectiveness of educational technology in all areas except clickers and wikis. The faculty members tended to rate the effectiveness of educational technology higher than did the students. The greatest perceived barrier to implementing technology was technical difficulties. This study suggests that support services should be available to faculty and students to ensure successful implementation of technology. Dental hygiene educators have adopted many types of educational technology, but more data are needed to determine best practices.