bluuebunny/crossref_metadata_2025 huggingface dataset:
Safety Assessment of Two Hybrid Instrumentation Techniques in a Dental Student Endodontic Clinic: A Retrospective Study
Authors: Coelho Marcelo Santos , Card Steven John , Tawil Peter Zahi
Published: June 2020

The aim of this study was to retrospectively assess the safety potential of a hybrid technique combining nickel‐titanium (NiTi) reciprocating and rotary instruments by third‐ and fourth‐year dental students in the predoctoral endodontics clinic at one U.S. dental school. For the study, 3,194 root canal treatments performed by 317 dental students from 2012 through 2015 were evaluated for incidence of ledge creation and instrument separation. The hybrid reciprocating and rotary technique (RRT) consisted of a glide path creation with stainless steel hand files up to size 15/02, a crown down preparation with a NiTi reciprocating instrument, and an apical preparation with NiTi rotary instruments. The control was a traditional rotary and hand technique (RHT) that consisted of the same glide path procedure followed by a crown down preparation with NiTi rotary instruments and an apical preparation with NiTi hand instruments. The results showed that the RHT technique presented a rate of ledge creation of 1.4% per root and the RRT technique was 0.5% per root (p<0.05). Three stainless steel hand files separated: two in the RHT group and one in the RRT group. There was no separation of any NiTi file in any of the techniques. The use of the reciprocating and rotary technique for root canal instrumentation by these dental students provided good safety. This hybrid technique offered a low rate of ledge creation along with no NiTi instrument separation.
Identification of a nonsense mutation in TNNI3K associated with cardiac conduction disease
Authors: Liu Jiang , Liu Da , Li Muzheng , Wu Keke , Liu Na , Zhao Chenyu , Shi Xiaoliu , Liu Qiming
Published: June 2020

Background

Cardiac conduction disease (CCD) is a common cardiovascular disease which can lead to life‐threatening conditions. The importance of heredity in CCD has been realized in recent years. Several causal genes have been found to be implicated in CCD such as SCN5A, TRPM4, SCN1B, TNNI3K, LMNA, and NKX2.5. To date, only four genetic mutations in TNNI3K have been identified related to CCD.

Methods

Whole‐exome sequencing (WES) was carried out in order to identify the underlying disease‐causing mutation in a Chinese family with CCD. The potential mutations were confirmed by Sanger sequencing. Real‐time qPCR was used to detect the level of TNNI3K mRNA expression.

Results

A nonsense mutation in TNNI3K (NM_015978.2: g.170891C > T, c.1441C > T) was identified in this family and validated by Sanger sequencing. Real‐time qPCR confirmed that the level of TNNI3K mRNA expression was decreased compared with the controls.

Conclusions

This study found the first nonsense TNNI3K mutation associated with CCD in a Chinese family. TNNI3K harboring the mutation (c.1441C > T) implicated a loss‐of‐function pathogenic mechanism with an autosomal dominant inheritance pattern. This research enriches the phenotypic spectrum of TNNI3K mutations, casting a new light upon the genotype‐phenotype correlations between TNNI3K mutations and CCD and indicating the importance of TNNI3K screening in CCD patients.
Analyzing essays about treating adults with special health care needs and intellectual and developmental disabilities
Authors: LeClaire JoAnn P. , Stille Sheila O. , Foster Karen D. , Berg Rob G.
Published: June 2020

Objective

Analyze reflection essays written by one graduating class of students after an initial experience in a clinic for adults with special health care needs (SHCN) and intellectual and developmental disabilities, to draw insights from the patterns of observations expressed.

Methods

Essays were written by students from the University of Colorado School of Dental Medicine during the 2016‐2017 academic year after completing a 1‐day clinical experience treating this patient population. Readers identified 18 primary themes (PTs) previously identified in essays written during 2012‐2013.

Results

The PT Complex communicating through third party was identified in 79.4% of essays. Least common were Frustrated patient could not understand (1.9%) and Frustrated patient could not talk (1.9%). Nine PTs were grouped to represent 3 component themes (CTs): CT1 Communication challenges, CT2 Behavioral challenge, and CT3 Altruistic responses. This grouping showed moderate internal reliability. A fourth, CT4 Emotional challenges, was rejected due to low internal reliability. CT1 was most frequently identified, followed by CT3 then CT2. Three PTs were chosen as indicative of desirable outcomes and were labeled outcome themes (OTs): OT1 Willing to see patients with SHCNs after graduation, OT2 Would like more Special Care Clinic (SCC) experiences in the future, and OT3 Looking forward to next SCC experience. Associations between CTs and OTs were not statistically significant, but provided useful insights.

Conclusion

Reflection essays indicate discussion of strategies to manage behavioral challenges and encouragement of altruistic feelings are both vital in orientation sessions. These topics may be critical to positive student perceptions of the experience.
Process and outcome evaluation of the Oral Health Improvement through Outreach (OHIO) Project
Authors: Partido Brian B. , Bean Canise Y. , Hicks Sadra
Published: June 2020

Academic dental institutions serve a foundational role in meeting the oral health needs of Americans through community‐based learning experiences.

Purpose

The purpose of this study was to longitudinally evaluate an ongoing primary objective of the Oral Health Improvement through Outreach (OHIO) Project Program, which is to build strong partnerships between The Ohio State University (OSU) College of Dentistry (CoD) and community‐based dental facilities and increase access to dental care for underserved populations.

Methods

Upon exempt Institutional Review Board approval (2004H0067), a longitudinal evaluation study was conducted of 15 years of the OHIO Project during the 2004–2019 academic years. Descriptive statistics were used to evaluate the OHIO Project using process and outcome evaluation methods.

Results

The data from 107,510 patients were analyzed. Process evaluation revealed the OHIO Project has been reaching the target population of communities with dental care needs and limited access, as evidenced by the main methods of patient payment/non‐payment and the quantity of completed restorative/oral surgery procedures. Outcome evaluation revealed the OHIO Project has been building strong partnerships between the CoD and communities to address dental care needs and improve access, as evidenced by the increased number and distribution of the community‐based facilities throughout Ohio.

Conclusion

Process and outcome evaluation revealed the OHIO Project has been meeting its primary goal of building strong partnerships between the CoD and OHIO Project community‐based facilities to address the basic dental needs and increase access for Ohio residents. Future research is needed to evaluate the dental student impact of providing community‐based care.
The development and implementation of a training program for pediatric dentistry residents working with patients diagnosed with ASD in a special needs dental clinic
Authors: Ocanto Romer , Levi‐Minzi Maria A. , Chung Jennifer , Sheehan Tara , Padilla Oscar , Brimlow Deborah
Published: June 2020

Oral health care is the most prevalent unmet health care need among all U.S. children age 17 and under in the U.S., and this includes those with special health care needs (SHCN). Children with SHCN experience unique barriers to receiving oral care including challenging behaviors, inadequate insurance coverage, and a lack of trained dentists. Despite the need for specialized training to successfully provide dental care to children with SHCN, few dental programs offer the necessary educational preparation. The Nova Southeastern University College of Dentistry was funded by the Health Resources and Services Administration to prepare pediatric and Advanced Education in General Dentistry (AEGD) dental residents in the care of children, adolescents, and adults with SHCN. The purpose of this paper is to describe the didactic and clinical training program and to provide data on the program’s impact.
Is there an association between Perceptual Ability Test scores and color vision acuity?
Authors: Imbery Terence A. , Stilianoudakis Spiro , Tran Dan , Bugas Courtney K. , Seekford Karoline
Published: June 2020

Objective

The purpose of this study was to determine if there is an association between Perceptual Ability Test (PAT) results and color vision deficiency (CVD).

Methods

Three consecutive classes of first‐year dental students (n = 291) voluntarily participated in the study. The Farnsworth‐Munsell 100 Hue Color Vision test (FM‐100) was administered to students beneath a Macbeth Judge II viewing booth that provided ideal lighting conditions to ascertain CVD. Results of FM‐100 test were recorded as total error scores (TES). Color acuity was scored as superior (TES 0‐16), average (TES 20‐100), or poor (TES > 100). Additional information of age, sex, ethnicity, and time to complete the FM‐100 was obtained. Multiple linear regression was used to determine the association between PAT and CVD while adjusting for age, sex, ethnicity, and time to complete the FM‐100 test.

Results

TES ranged from 0–244. There were 132 students with superior color acuity, 161 with average, and eight with poor acuity. Females performed better than males on the FM‐100 test. Time to complete the FM‐100 test ranged from 3:40 minutes to 25:12 minutes. There was a strong relationship between PAT scores and CVD (P = 0.0003). A 1‐unit increase in PAT scores was found to result in a 9% decrease in TES; indicating that students with higher PAT scores are less likely to have CVD.

Conclusion

The PAT may be a preliminary screening instrument to identify students who may have CVD. The FM‐100 test can then confirm the presence of CVD. Students with CVD may desire to improve dental shade matching skills through targeted training and education.
Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review
Authors: Nassar Hani M. , Tekian Ara
Published: June 2020

The primary aim of this review was to synthesize the literature for studies investigating the use of computer simulation (CS) and virtual reality (VR) in undergraduate dental education in operative and restorative dentistry. The secondary aim was to list best practices that maximize the simulation experience in dental education. A literature review of the PubMed and ERIC databases was conducted using the search terms “Dental AND Simulator,” “Dental AND Virtual reality,” and “Simulation AND Dental education.” Studies in English language were categorized into 1 of 5 themes: Manual dexterity and cavity preparation, light curing skills, simulation perception and experience, predictability, and simulation model development. Main practices of simulation education indicated in the McGaghie et al. critical review published in 2010 were used as a reference to identify common practices for dental simulation. Thirty nine of 579 identified abstracts met the inclusion criteria. Skill acquisition and feedback were the two most frequently investigated parameters found in the review. CS was efficient in teaching cavity preparation and light curing skills. Feedback and deliberate practice were among the best practices that should be emphasized in order to enhance the efficiency of the CS and VR simulation exercises. The use of CS is effective in teaching operative skills (such as light curing and cavity preparation) reliably; whereas, the use of VR in undergraduate curricula is debatable. To achieve the maximum benefits of the simulation exercises, emphasis must be given to the timely feedback and deliberate practice approaches.
The case for tying specialty status to completion of dental residency: Dental education's stake
Authors: Fields Henry W. , Casamassimo Paul , Owsiany David J. , Saperstein Martin
Published: June 2020

Background

The American Dental Association's (ADA) specialty recognition process has long been the gold standard in dentistry. Specialty advertising regulations have been challenged as inconsistent with commercial speech rights of dentists wishing to advertise as specialists in areas not recognized as ADA specialties. Commission of Dental Accreditation‐approved postdoctoral education exists to support this process using standard‐based education, continuous quality review and accountability.

Purpose

In 2017, a federal court declared Texas dental specialty advertising rules unconstitutional noting the state did not present evidence demonstrating the public was being misled. A state dental association commissioned a professional survey to assess state residents’ understanding of the term “specialist” in dental advertising.

Methods

Telephone interviews conducted with 812, 18+‐year‐old Ohio residents focused on advertising related to dental implants and TMJ disorders (not recognized specialties) and orthodontics and oral surgery (recognized specialties).

Results

Respondents indicated they would be inclined to think a dentist who advertised as a specialist had completed an accredited dental residency program and was more qualified to perform specialty care than a general dentist. Respondents also indicated that they would be less likely to choose a dentist who advertised as a specialist who did not have accredited residency training.

Conclusions

Tying specialty status to completion of a residency program accredited by an agency recognized by the U.S. Department of Education is important to the public's expectations and has implications for dental education.
Preliminary evaluation of dental hygiene curriculum: Assessment and management of peri‐implant conditions and diseases
Authors: Arnett Michelle C. , Reibel Yvette G. , Evans Michael D. , Stull Cynthia L.
Published: June 2020

Objective

The purpose of this study was to investigate dental hygiene (DH) educational programs’ didactic and clinical curriculum in the management of peri‐implant diseases and conditions. The specific aims were (1) assess if evidence‐based content for peri‐implant diseases and conditions are currently included in didactic and clinical DH curriculum and (2) determine if DH education programs are currently preparing students at a level of clinical competency for the assessment and management of peri‐implant diseases and conditions.

Design

A cross‐sectional study of DH faculty member(s) from 331 United States entry‐level programs responsible for didactic and clinical curriculum for peri‐implant diseases and conditions were surveyed. The survey was disseminated electronically via Qualtricsxm August 2019 for a response rate of 26%.

Results

The results showed didactic courses taught DH students the etiology of peri‐mucositis and peri‐implantitis (98%), clinical characteristics (98%), and risk factors contributing to these implant diseases (96%). Evaluation methods to determine student level of competency in a didactic setting included quizzes/examinations (98%), case‐based examinations (63%), and written essays (6%). Eighty‐five percent reported DH students are not required in a clinical setting to provide care for patients with peri‐implant diseases and conditions.

Conclusions

Study results suggest DH education programs may need to revise didactic and clinical curriculum to ensure students graduate at a level of clinical competency for assessing and managing peri‐implant conditions and diseases. DH educational programs should consider requiring clinical patient experiences for the assessment and management of peri‐mucositis and peri‐implantitis to prepare students for their professional role.
ADEA Faculty Diversity Toolkit: A Comprehensive Approach to Improving Diversity and Inclusion in Dental Education
Authors: Schwartz Scott B. , Smith Sonya G. , Johnson Kelli R.
Published: June 2020

Population demographic shifts in the United States and Canada have led to an increasingly diverse postsecondary student population. However, the largely homogenous dental faculty in the United States and Canada does not reflect the rapidly changing student body and the diverse patient population academic dentistry has been called to serve. Therefore, recruitment and retention of diverse dental faculty in dental education must be a priority. Substantial evidence also indicates improved outcomes for faculty, students, and institutions when faculty diversity on campus is increased. Beyond the positive impact faculty diversity can deliver to the learning and working environments of an academic institution, a variety of regulatory bodies mandate good faith efforts to maintain a diverse faculty, including the Commission on Dental Accreditation (CODA) standards for dental schools and dental therapy education programs. To assist its member institutions with answering the call for improved faculty diversity, the American Dental Education Association (ADEA) worked with its members to develop the ADEA Faculty Diversity Toolkit (ADEA FDT), a landmark evidence‐based resource designed to assist dental education with the design and implementation of faculty recruitment and retention initiatives that can be tailored to their unique needs. This article provides an overview of the changing landscape of the United States and Canadian populations, shares the historic homogeneity of dental education faculty, provides an overview of some of the benefits associated with faculty diversity and highlights the challenges and barriers related to recruiting and retaining diverse faculty. Most importantly, it introduces the ADEA FDT and the need for dental schools and allied dental programs to use the Toolkit as a proactive resource in increasing and maintaining faculty diversity. Furthermore, it provides an overview of how to utilize and adapt the highlighted best practices and model programs to improve faculty diversity on their campuses.
Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review
Authors: Chaviano‐Moran Rosa , Chuck Emil , Perez Herminio
Published: June 2020

Although they are valued for their perceived maturity, resiliency, and diverse insight into dentistry, postbaccalaureate and graduate (PBGR) applicants face significant challenges in the admissions process. This study looks at how PBGR applicants are evaluated during the selection process at a US dental school. An analysis of metrics associated with PBGR applicants was performed, focusing on the demographic makeup, academic performance, and total experience hours compared to traditional applicants. Our results suggest that PBGR applicants who are successful in their postbaccalaureate/graduate course of study are also more likely to be admitted if they have a history of strong undergraduate performance. Our results also suggest that PBGR applicants with high self‐disclosed employment hours are strongly considered. Taken together, these results suggest that holistic review has helped PBGR applicants in the admissions process but that further adjustments need to be implemented.
Differential effects of individual and school factors on the academic trajectories of Japanese dental students
Authors: Nawa Nobutoshi , Numasawa Mitsuyuki , Nakagawa Mina , Sunaga Masayo , Fujiwara Takeo , Tanaka Yujiro , Kinoshita Atsuhiro
Published: June 2020

Objective

Dental students follow different academic performance trajectories in response to increasing study load, based on individual and school factors. Group‐based trajectory modeling is useful for clarifying the underlying trajectory patterns of students’ academic performance and its determinants. To our knowledge, no studies have used group‐based trajectory modeling to examine the effects of individual and school factors on academic performance trajectories in dental students. The objective of this study was to examine the effects of individual and school factors on academic performance trajectories in Japanese dental students using group‐based trajectory modeling.

Methods

The analytical sample consists of 103 dental students admitted to Tokyo Medical and Dental University, Tokyo, Japan, in 2013 and 2014. Students’ academic performance was assessed by biannual grade point average (GPA) score and GPA in the preclinical phase (second to fourth grade) was used for this study. We used group‐based trajectory modeling to categorize students’ GPA trajectories into different groups. A multinomial logistic regression model was fit to examine associations between students’ individual and school factors, and odds of being assigned to certain GPA groups.

Results

GPA trajectories of dental students were classified into 4 different groups. Students’ past academic performance in high school was associated with lower GPA trajectories and withdrawal or repeating years. Males were significantly associated with lower GPA trajectories and withdrawal or repeating years, even after adjusting for past academic performance.

Conclusions

Past lower academic performance and being male were positively associated with lower academic performance trajectories in Japanese dental students.
Impact of COVID‐19 on dental education in the United States
Authors: Iyer Parvati , Aziz Kalid , Ojcius David M.
Published: June 2020

Dental institutions in the United States are reeling from the consequences of the novel SARS‐CoV2 coronavirus, the causative agent of CODIV‐19. As oral health care providers, we have been trained on prevention of aerosol transmissible diseases, but we are still grappling with many unknown factors regarding COVID‐19. While the Centers for Disease Control and Prevention (CDC), American Dental Association (ADA), and local state agencies are releasing updates on guidelines for dentists and patients, no official information exists for dental institutions on how to effectively follow the recommended guidelines including “shelter in place” with social distancing to protect students, faculty, staff, and patients, and still ensure continuity of dental education. This article discusses the challenges that we face currently and offers some simple strategies to bridge the gaps in dental education to overcome this emergency.
Survey instrument development and validation to measure technology adoption in dental hygiene clinical environments
Authors: Delacruz Natalie M. , Carlson Brandi N. , Smith Barbara S.
Published: June 2020

Purpose

This pilot study aimed to develop and test a comprehensive assessment instrument, through an examination of measurement properties, to evaluate relationships between faculty technology adoption and age, level of education, teaching experience, technology anxiety, perceived technology integration barriers, and technology available in dental hygiene (DH) clinical environments. Focus was to acquire instrument validity with emphasis on test content, internal structure, and response processes.

Methods

The survey was developed based on expert review, pretesting, and survey piloting in 2018. Three content experts evaluated face and traditional content validity. Eleven DH faculty with diverse clinical experiences were recruited for pretesting to comment on item definitions and language. The instrument was pilot tested among DH faculty with full‐time, part‐time, and clinical appointments at institutions located in the Mid‐West. Psychometric properties of the questionnaire were evaluated with frequency analysis and scale responses detailed.

Results

Evaluation by experts and faculty members refined definitions, language, and response options for the seventy‐item response scale. Forty‐three DH faculty completed the online pilot. The 4 sections subjected to factor analysis showed excellent factor loading. Internal consistency was satisfactory. Frequency analysis showed an array of perceived abilities and technological integration in the educational environment.

Conclusion

Findings suggest that respondents found the survey easy to complete and understand. The survey appears to be a valid measure of technology adoption among DH faculty of differing experiences. The survey will now be disseminated to a larger group of DH faculty.
Development, implementation, and early results of a 4‐year interprofessional education curriculum
Authors: Sabato Emily H. , Fenesy Kim E. , Parrott J. Scott , Rico Valerie
Published: June 2020

This article seeks to outline the implementation of a longitudinal interprofessional education (IPE) program in the predoctoral curriculum at a U.S. dental school. The challenges of implementing the curriculum in a complex environment are reviewed, and an overview of the 4‐year curriculum is offered, including exposure, immersion, and clinical readiness components. Results of developmental evaluations are reviewed. Respondents to surveys regarding the capstone case conference experiences overwhelmingly suggest the conferences were educationally rewarding as well as enriching for each of the health professions represented. While response was limited, alumni surveys also indicate satisfaction with the IPE experience. A discussion of challenges and suggestions regarding successful implementation and expansion of IPE programs from didactic to clinical settings are also included.
Comparing case‐based and lecture‐based learning strategies for orthodontic case diagnosis: A randomized controlled trial
Authors: Alhazmi Anwar , Quadri Mir Faeq Ali
Published: June 2020

Background

Case‐based learning (CBL), in contrast to traditional lecture‐based learning (LBL), is an andragogical method carrying an earnest teaching approach that uses demonstration of clinical cases as an active learning tool.

Objective

To compare the effectiveness of knowledge delivery and student satisfaction between CBL and LBL strategies to diagnose orthodontic cases.

Methods

A single‐blinded randomized controlled trial was performed. The sample of dental undergraduate students was randomly divided into 2 groups. Average GPA among the groups was compared to establish the baseline measure. Visual slides of 6 orthodontic diagnostic cases were presented to the students after implementing the teaching strategies, and a rubrics‐based assessment method was adopted to assess the effectiveness in diagnosis. A questionnaire was distributed to compare the level of satisfaction between the groups exposed to CBL and LBL. A t‐test was performed to assess the difference in effectiveness, while Cochran‐Armitage trend analysis was performed to analyze the difference in the level of satisfaction between LBL and CBL experiences.

Results

We detected no significant (P = 0.11) relation of gender with effective orthodontic diagnosis. The orthodontic diagnostic ability of students for the 6 cases was significantly different (P < 0.05) in the CBL and LBL groups. The satisfaction score obtained for the CBL group was higher than for the LBL group (P < 0.05).

Conclusion

The current study provides evidence that CBL is an effective and acceptable teaching strategy in comparison to traditional LBL among undergraduate dental students embarking on an orthodontic diagnostic course.
Two critical thinking models—probing questions and conceptualization—adding 4 skillsets to the teacher's armamentarium
Authors: Johnsen David C. , Flick Kristen , Butali Azeez , Cunningham‐Ford Marsha A. , Holloway Julie A. , Mahrous Ahmed , Marchini Leonardo , Clancy James M.
Published: June 2020

Critical thinking is ubiquitous in patient care. One track for critical thinking develops skillsets emulating the thought process of the master clinician using probing questions and has been offered in treatment planning, literature search, and critique, risk assessment in caries and geriatrics, technology decision‐making, EBD, and IPP. This paper offers 2 additional critical thinking skillsets following this emulation model in social work and ethics. Conceptualization, another form of critical thinking, is also ubiquitous in health care, yet almost no literature exists to guide learning and assess performance on conceptualization. This paper introduces for discussion 2 examples of conceptualization—“How and how much does this situation differ from the ideal?” and “How does the student/practitioner conceptualize the outcome prior to the imminent procedure?” —used continually by the practitioner in patient care situations. The result is 4 additional critical thinking skillsets at different stages of development in the armamentarium for the teacher.
Fink's integrated course design and taxonomy: The impact of their use in a “Basics of Dental Anatomy” course
Authors: Uribe Cantalejo Juan Carlos , Pardo María Isabel
Published: June 2020

Objective

This study aimed to assess whether the adjustment of Fink's Model of Integrated Course Design (ICD) with his Taxonomy of Significant Learning (hereinafter referred to as “ICD/SL”) affected the academic performance of students at Universidad El Bosque in the “Basics of Dental Anatomy” course.

Design

For this purpose, 3 academic groups were selected: 2018/1 (55 students), 2018/2 (79 students), and 2019/1 (57 students). The control group, 2018/1, was taught without ICD/SL; the 2 treatment groups, 2018/2 and 2019/1, was taught with ICD/SL, which applied revised learning goals based on Fink's Taxonomy and new teaching and evaluation activities. The assessment of academic performance was based on a Likert scale to position student results in each grade score report. Statistical analysis was performed through the Kruskal‐Wallis test and P‐value through the Mann‐Whitney U test and Fisher exact test.

Results

The results indicated that the treatment groups evidenced better academic performance in the summative assessment of the partial and final grades. In the treatment groups, 64% to 97% of students were in the High to Excellent segment; in comparison, this percentage in the control group was 44% to 65%. The course's rate of failure dropped from 10.9% in 2018/1 to only 1.7% in 2019/1. All the differences between the treatment and control groups were statistically significant (P < 0.0001).

Conclusion

The use of ICD/SL improved the academic performance of students.
Should dentistry be a specialty of medicine? Two viewpoints
Authors: Akyalcin Sercan , Bruzzaniti Angela , Chávez Elisa M. , Delgado Alex J. , Duqum Ibrahim , Kure Larisa
Published: June 2020

Dentistry and dental education are well‐established domains with deep‐rooted institutions, educational programs, organizational structures, and advanced specialty fields. Almost 100 years ago, Dr. William Gies, founder of the Columbia University College of Dental Medicine, stated that to best serve the oral health needs of the population, dentistry should be considered a specialty of medicine, and dental students should have the same solid foundation in the basic and clinical sciences as medical students. More recently, the report on “Advancing Dental Education in the 21st Century” recommends an increase in the integration of dental and medical education as a means to address 2 of its key challenges: “shrinking demand for dental services” and “shifting practice environment.” However, it has also been argued that making dentistry and dental education a subspecialty of medicine and medical education will create logistical, structural, regulatory, and financial dilemmas. Instead of a drastic change to current dental educational, organizational, and institutional models, some argue a contemporary approach to dental education is required to ensure dentists are well prepared to address the healthcare needs of the population and future healthcare delivery systems and practice models. Recognizing the need for change in dental education to keep pace with changes in patient demographics and healthcare systems, the dental profession has the responsibility and opportunity to develop new models and paradigms that improve educational and clinical outcomes in our educational programs and future practice.
Comparison of individual and team readiness assurance tests in a modified team based learning method
Authors: Karandish Maryam
Published: June 2020

Objective

Team based learning (TBL) is shown to have a positive impact on learning abilities. In this study, we compared the individual and group readiness assurance grades of dental students toward a modified TBL protocol for an orthodontic topic.

Methods

All of the dentistry students in 2 different annual intakes from Shiraz University of Medical Sciences took part in the study. The references and methods for holding the class was presented to the vice dean of educational affairs and to the students. At the beginning of the session, individual readiness assurance test (iRAT) was held. Then, the students were asked to arrange in 15‐member groups for a modified TBL exercise. Each group took part in the team readiness assessment test (tRAT) and draw concept maps of 5 major topics. Then, they presented their team work, discussed them, and concluded. At the end of the session, the students reported their attitude on the pre‐constructed assay form. The data were analyzed with SPSS software 17, using paired T test and Wilcoxon signed rank test.

Results

We observed statistically significant improvement in the tRAT score compared with iRAT in the male and female participants (P‐value <0.001). More than 60% of the participants felt that TBL enhanced the overall satisfaction and pleasure from participation in class.

Conclusions

Based on our study, team work depicted significant improvement in the students' scores of an orthodontic topic. According to students, satisfaction with TBL was favorable and improved with additional experience.
Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program
Authors: Ungard Jesse T. , Beck Ellen , Byington Emily A. , Catalanotto Frank A. , Chou Chiu‐Fang , Edelstein Burton L. , Fenesy Kim E. , Hicks Jeffery L. , Holtzman Jennifer S. , Jung Paul , Kritz‐Silverstein Donna , Kovarik Robert E. , Rogers Shane , Sabato Emily H.
Published: June 2020

Purpose/objectives

While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs.

Methods

After the 5‐year grant program (2012‐2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post‐completion intentions, and course development activities.

Results

Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30‐49 years, and non‐Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community‐based training, curriculum enhancements, Web‐based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics.

Conclusions

Faculty development better prepares individuals to compete in academic environments and develop faculty. Community‐based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.
Disruptions during a pandemic: Gaps identified and lessons learned
Authors: Elangovan Satheesh , Mahrous Ahmed , Marchini Leonardo
Published: June 2020

Global disruptions caused by coronavirus disease 2019 (COVID‐19) affects all walks of life, and dentistry and dental education are no exceptions. Dental education uniquely blends didactic courses and hands‐on clinical training seamlessly to prepare oral healthcare providers of the future. Apart from economical and access to care implications, closure of all the dental institutions in the United States affects their educational mission greatly, equally disturbing pre‐doctoral and graduate training. Efforts are ongoing to continue the educational mission in dental institutions by delivering scheduled course content remotely using multiple online tools. In spite of those efforts, since clinical experiences cannot be completely replaced by any available alternative method of instruction that is delivered remotely, students are missing out on valuable patient‐based clinical experiences. In this perspective article, we briefly discuss the several implications of COVID‐19, in the context of dental education. We then highlight some of the lessons we can learn from this pandemic which we hope will have several positive implications, including curricular changes, increased public health awareness and preparedness for future public health emergencies.
Unusual liver‐related heart injury
Authors: Nevola Riccardo , Rosato Valerio , Perillo Pasquale , Esposito Nicolino , Massa Domenico , Frascino Anna Maria , Capurro Vittorio , Claar Ernesto
Published: June 2020

A 72‐year‐old man with polycystic liver disease and unexplained shock was admitted to our Emergency Department. The presence of turgidity in the jugular veins and acute prerenal kidney failure led to a possible hypothesis of right ventricular heart failure. A massive hepatic cyst resulted in right atrial compression and, secondarily, a state of shock. Surgical decompression by drainage of the hepatic cyst resulted in rapid improvement in the patient's hemodynamics. We report the description of an extremely rare complication of polycystic liver disease.
Multiple roles of caspase-8 in cell death, inflammation, and innate immunity
Authors: Orning Pontus , Lien Egil
Published: June 2020

Caspase-8 is an apical caspase involved in the programmed form of cell death called apoptosis that is critically important for mammalian development and immunity. Apoptosis was historically described as immunologically silent in contrast to other types of programmed cell death such as necroptosis or pyroptosis. Recent reports suggest considerable crosstalk between these different forms of cell death. It is becoming increasingly clear that caspase-8 has many non-apoptotic roles, participating in multiple processes including regulation of necroptosis (mediated by receptor-interacting serine/threonine kinases, RIPK1-RIPK3), inflammatory cytokine expression, inflammasome activation, and cleavage of IL-1β and gasdermin D, and protection against shock and microbial infection. In this review, we discuss the involvement of caspase-8 in cell death and inflammation and highlight its role in innate immune responses and in the relationship between different forms of cell death. Caspase-8 is one of the central components in this type of crosstalk.
Frontline Science: Antibiotic treatment routes Mycobacterium avium to phagolysosomes without triggering proinflammatory cytokine production in human Mϕs
Authors: Åsberg Signe Elisabeth , Mediaas Sindre Dahl , Marstad Anne , Ryan Liv , Louet Claire , Sporsheim Bjørnar , Beckwith Kai Sandvold , Underhill David Michael , Gidon Alexandre , Flo Trude Helen
Published: June 2020

Mycobacterium avium (Mav) causes chronic infections in immunocompromised patients that require long-term antibiotic treatment. We have previously shown that Mav takes residence in host Mϕs and establishes a compartment (MavC) in which it is hidden from host defenses. Failure to establish the MavC traps Mav in Lamp1+ phagolysosomes where growth is prevented, and inflammatory signaling activated through TLRs 7/8. To elucidate how antibiotic treatment affects mycobacterial trafficking and host defenses, we infected human primary Mϕs with Mav for 4 days prior to treatment with a macrolide, aminoglycoside, and ethambutol. We show that Mav is killed and the MavC fuses with Lamp1+ lysosomes following antibiotic treatment. However, this does not result in nuclear translocation of NF-κB or production of inflammatory cytokines, suggesting different Lamp1+ lysosomal compartments can form that differ in their innate signaling capabilities. Thus, we show that upon antibiotic treatment of a chronic infection, Mav is quietly disposed of by Mϕs.
Changing the paradigm of IFN-γ at the interface between innate and adaptive immunity: Macrophage-derived IFN-γ
Authors: Mezouar Soraya , Mege Jean-Louis
Published: June 2020

IFN-γ plays a critical role in the immune response to bacterial infections. It is established that IFN-γ is mainly produced by NK/ILC1 cells and T cells, and most of papers have rejected the biologic reality of alternative sources for more than 20 years. Here, we are proposing to revisit this dogma and discuss the role of macrophage-derived IFN-γ in bacterial infections. Our hypothesis is based on a panel of publications and is recently revived by our results on placenta, a chimeric organ in which the immune response is tailored to protect the fetus from mother’s immune response. The culture of purified placental macrophages is associated with a production of IFN-γ that may contribute to fetal protection from bacterial infections before eliciting a Th1-like immune response potentially pathogenic for pregnancy. Hence, macrophage IFN-γ may be a novel actor of early crosstalk between innate and adaptive immunity in the context of host defense against bacterial infections.
Molecularly imprinted polymers—A closer look at the control polymer used in determining the imprinting effect: A mini review
Authors: Ndunda Elizabeth N.
Published: June 2020

Molecular recognition displayed by naturally occurring receptors has continued to inspire new innovations aimed at developing systems that can mimic this natural phenomenon. Since 1930s, a technology called molecular imprinting for producing biomimetic receptors has been in place. In this technology, tailor made binding sites that selectively bind a given target analyte (also called template) are incorporated in a polymer matrix by polymerizing functional monomers and cross‐linking monomers around a target analyte followed by removal of the analyte to leave behind cavities specific to the analyte. The success of the imprinting process is defined by two main figures of merit, that is, the imprinting factor, and selectivity, which are determined by comparing the amount of target analyte or structural analogue bound by the molecularly imprinted polymer (MIP) and the nonimprinted polymer (NIP). NIP is a control synthesized alongside the MIP but in the absence of the template. However, questions arise on whether these figures of merit are reliable measures of the imprinting effect because of the significant differences between the MIP and the NIP in terms of their physical and chemical characteristics. Therefore, this review critically looks into this subject, with a view of defining the best approaches for determining the imprinting effect.
Ciliary melanin‐concentrating hormone receptor 1 (MCHR1) is widely distributed in the murine CNS in a sex‐independent manner
Authors: Diniz Giovanne B. , Battagello Daniella S. , Klein Marianne O. , Bono Bianca S. M. , Ferreira Jozélia G. P. , Motta‐Teixeira Livia C. , Duarte Jessica C. G. , Presse Françoise , Nahon Jean‐Louis , Adamantidis Antoine , Chee Melissa J. , Sita Luciane V. , Bittencourt Jackson C.
Published: June 2020

Melanin‐concentrating hormone (MCH) is a ubiquitous vertebrate neuropeptide predominantly synthesized by neurons of the diencephalon that can act through two G protein‐coupled receptors, called MCHR1 and MCHR2. The expression of Mchr1 has been investigated in both rats and mice, but its synthesis remains poorly described. After identifying an antibody that detects MCHR1 with high specificity, we employed immunohistochemistry to map the distribution of MCHR1 in the CNS of rats and mice. Multiple neurochemical markers were also employed to characterize some of the neuronal populations that synthesize MCHR1. Our results show that MCHR1 is abundantly found in a subcellular structure called the primary cilium, which has been associated, among other functions, with the detection of free neurochemical messengers present in the extracellular space. Ciliary MCHR1 was found in a wide range of areas, including the olfactory bulb, cortical mantle, striatum, hippocampal formation, amygdala, midline thalamic nuclei, periventricular hypothalamic nuclei, midbrain areas, and in the spinal cord. No differences were observed between male and female mice, and interspecies differences were found in the caudate‐putamen nucleus and the subgranular zone. Ciliary MCHR1 was found in close association with several neurochemical markers, including tyrosine hydroxylase, calretinin, kisspeptin, estrogen receptor, oxytocin, vasopressin, and corticotropin‐releasing factor. Given the role of neuronal primary cilia in sensing free neurochemical messengers in the extracellular fluid, the widespread distribution of ciliary MCHR1, and the diverse neurochemical populations who synthesize MCHR1, our data indicate that nonsynaptic communication plays a prominent role in the normal function of the MCH system.
Evaluation and comparison of the microbial communities and volatile profiles in homemade suansun from Guangdong and Yunnan provinces in China
Authors: Guan Qianqian , Zheng Wendi , Mo Jialing , Huang Tao , Xiao Yangsheng , Liu Zhanggen , Peng Zhen , Xie Mingyong , Xiong Tao
Published: June 2020

BACKGROUND

Suansun is a traditional salt‐free fermented bamboo shoot product that has been widely consumed as a cooking ingredient in south China for centuries. The aim of this study was to evaluate and compare the microbial and metabolic diversity in samples of two kinds of suansun, namely Guangdong suansun (GD) and Yunnan suansun (YN), using high‐throughput sequencing (HTS) and headspace solid‐phase microextraction‐gas chromatograph–mass spectrometry (HS‐SPME/GC–MS), respectively, and then to assess the influence of environmental factors on the microbial communities.

RESULTS

The results showed that Lactobacillus and Serratia were the most abundant bacterial genera in both the GD and YN groups. For the fungi, Pichia, Candida, and Debaryomyces were the major genera in the GD group, whereas Pichia and Zygosaccharomyces were the dominant genera in the YN group. The canonical correlation analysis (CCA) results demonstrated that three environmental factors – temperature, longitude, and altitude – play a more important role in affecting the microbial community composition of suansun than physical and chemical factors. The fugal community composition was more influenced by environmental factors than the bacterial community. The volatile profile of the GD group differed from that of the YN group, and the difference was mainly reflected in the relative alcohol, aldehyde, ester, and aromatic compound content.

CONCLUSIONS

This study provided insights into the microbial and metabolic profiles of suansun products. The findings might be useful for the improvement and standardization of suansun production. © 2020 Society of Chemical Industry