bluuebunny/crossref_metadata_2025 huggingface dataset:
The Rationale for and Implementation of Learner–Centered Education: Experiences at the Ostrow School of Dentistry of the University of Southern California
Authors: Navazesh Mahvash , Rich Sandra K. , Tiber Arnold
Published: June 2020

This report describes the design, implementation, and function of integrated, learner–centered education at the Ostrow School of Dentistry of the University of Southern California. The 190 required courses of the previous curriculum have been condensed to forty–four courses. Four courses, presented for each of eleven trimesters of the four–year D.D.S. program, are entitled Human Structure, Human Function, Human Behavior, and Human Clinical Dentistry. An integrated biomedical sciences curriculum is supported by small–group, facilitator–based, problem–based learning (PBL) and an electronic PBL case library. Modules, rotations, and preclinical and clinical sessions make up remaining instructional units of the curriculum. Selected assessment outcomes measuring student knowledge, behavior, and skill development are discussed. As an external measure, first–attempt pass rates on the National Board Dental Examination (NBDE) Part I show a range of 87–96 percent over a ten–year period (for Classes 2005–14). First–attempt pass rates on the NBDE Part II for Classes 2005–12 ranged from 74 percent to 93 percent. Perceived barriers and opportunities for better performance on the NBDE Part II are addressed. Additionally, an exit survey, administered over the past four years, indicates a high level of student satisfaction with “depth and breadth” of their education (82–93 percent) and that graduates feel well prepared to enter the practice of dentistry (94–97 percent).
Dental School Application Timing: Implications for Full Admission Consideration and Improving Diversity of Dental Students
Authors: Aalboe Joanna A. , Harper Christine , Beeman Cynthia S. , Paaso Becky A.
Published: June 2020

The national underrepresentation of minorities in dental schools and the dental profession is a significant concern. Despite efforts over previous years, the number of practicing dentists from underrepresented minority (URM) groups has increased very little. Many dental schools have adopted a holistic admissions review process that uses noncognitive factors in an effort to increase diversity. However, application timing also significantly impacts the success of candidates. This study examined whether URM students’ applying late in the application cycle contributes to their lower enrollment. This study attempted to fill a void in the dental admissions knowledge base by examining whether the timing of dental school applications in a rolling admissions system with a set number of interview spots favors those who apply early. De‐identified applications (N=1,673) from one U.S. dental school in 2011 were examined. A binary logistic regression analysis revealed that URM applicants were significantly more likely to apply later in the admission cycle than non‐URM applicants by a factor of 63 percent (p=0.001), increasing the competiveness for fewer remaining spots. These results suggest the need for pre‐admission interventions and for future research to understand and address barriers that impact application timing.
Dental Students’ Motivations for Their Career Choice: An International Investigative Report
Authors: Toit Jonathan Du , Jain Sameer , Montalli Victor , Govender Urvashnee
Published: June 2020

This study's aim was to investigate on an international scale the reasons why individuals are currently choosing dentistry as a career. An observational, descriptive, cross‐sectional study was conducted on a cohort of first‐year dental students from thirteen countries on six continents in 2011–12 (n=711). Participants completed the Du Toit Questionnaire for Health Workers and Students, designed for this study, to disclose the reason(s) why they chose a career in dentistry. Data collected from the questionnaire were analyzed in EpiInfo version 7.1.1.14. The response rate was 89.1 percent; the respondents’ average age was nineteen years; and their gender was 54 percent female and 46 percent male. The motive selected by the highest percentage (37.4 percent) was “Dentists have enough time off for family life.” The second most popular motive at 36.3 percent was “I want to be a dentist who helps poor and underprivileged people.” A strong relationship was found between this altruistic motive and students’ having been accepted into their program by means of a personal interview or motivational essay as one of the admissions criteria (p<0.05, r2=0.89). This study found that the two strongest motivations for these students from around the world to seek a dental career were the flexible work schedule, leaving time for family life, and the opportunity to help those less fortunate. Dental school admissions policies that provide for review of applicants’ motivations may produce dentists with stronger altruistic interest in the profession.
Comparative Effectiveness of Instructional Methods: Oral and Pharyngeal Cancer Examination
Authors: Clark Nereyda P. , Marks John G. , Sandow Pamela R. , Seleski Christine E. , Logan Henrietta L.
Published: June 2020

This study compared the effectiveness of different methods of instruction for the oral and pharyngeal cancer examination. A group of thirty sophomore students at the University of Florida College of Dentistry were randomly assigned to three training groups: video instruction, a faculty‐led hands‐on instruction, or both video and hands‐on instruction. The training intervention involved attending two sessions spaced two weeks apart. The first session used a pretest to assess students’ baseline didactic knowledge and clinical examination technique. The second session utilized two posttests to assess the comparative effectiveness of the training methods on didactic knowledge and clinical technique. The key findings were that students performed the clinical examination significantly better with the combination of video and faculty‐led hands‐on instruction (p<0.01). All students improved their clinical exam skills, knowledge, and confidence in performing the oral and pharyngeal cancer examination independent of which training group they were assigned. Utilizing both video and interactive practice promoted greater performance of the clinical technique on the oral and pharyngeal cancer examination.
Teaching Dental Students About Patient Communication Following an Adverse Event: A Pilot Educational Module
Authors: Raja Sheela , Rajagopalan Chelsea F. , Patel Janki , Van Kanegan Kevin
Published: June 2020

Adverse events are an important but understudied area in dentistry. Most dentists will face the issue of an adverse event several times in their clinical careers. The authors implemented a six‐hour pilot educational module at one dental school to improve fourth‐year dental students’ knowledge and confidence in communicating with patients about adverse events. Based on results from the twenty‐nine students who completed both the pre‐ and posttests, the module significantly increased the students’ knowledge of the key concepts involved in adverse events. However, the module did not improve the students’ confidence that they would be able to implement these communication skills in clinical situations. Based on these results, this article discusses how future educational efforts can be modified to better prepare students for the communication challenges associated with adverse events.
Dental Students’ Attitudes Toward Diabetes Counseling, Monitoring, and Screening
Authors: Anders Patrick L. , Davis Elaine L. , McCall W.D.
Published: June 2020

The main objective of this study was to examine attitudes of dental students toward chairside counseling and monitoring of and screening for diabetes. A secondary objective was to examine the psychometric properties of the survey instrument. First‐ and fourth‐year students at one dental school completed a survey examining attitudes toward and perceived barriers to performing glucose monitoring, screening, and counseling in a dental setting. Surveys were completed by seventy‐one of ninety first‐year dental students (79 percent) and eighty‐six fourth‐year students (100 percent) for a total of 157 responses. Factor analysis of the survey instrument resulted in a three‐factor solution: scope and responsibility, barriers, and glucometer use. In analyses to determine whether there were differences in attitudes by gender, level of education, or family history of diabetes, no statistically significant effects were seen. The dental students were in general agreement that glucose monitoring of patients diagnosed with diabetes is within the scope and responsibility of the dental profession; however, only a minority endorsed screening of patients who have not been diagnosed with diabetes. Psychometric analysis revealed internal reliability of the survey instrument.
From Classroom Teaching to Clinical Practice: Experiences of Senior Dental Students Regarding the Shortened Dental Arch Concept
Authors: Khan Saadika B. , Chikte Usuf M.E. , Omar Ridwaan
Published: June 2020

This study explored the barriers to a meaningful translation of didactic classroom instruction to clinical practice, using the shortened dental arch (SDA) concept as a case study. A combination of survey and individual and group interviews (a mixed‐methods approach) was used to collect data related to the SDA. The cohort consisted of senior dental students and their clinical teachers at the University of the Western Cape, South Africa. The response rates were 100 percent for the students (n=73) and 78 percent for the clinical teachers (n=16). Triangulation was employed to eliminate bias and strengthen the reliability of the research. In the quantitative analysis, most students (81 percent) reported having heard about the SDA concept at the university, but their responses revealed an absence of clinical implementation. The students agreed that patients can function adequately with an SDA and agreed with presenting it as a treatment option to patients. In the qualitative analysis, a “change in the clinical requirements,” “being empowered by exposing them to SDA literature,” and “change in health policies” were recommended measures to increase implementation of the SDA approach clinically. The students were positive about the SDA as a treatment option, but the lack of adequate knowledge and encouragement in clinical implementation was a hindrance to its use.
Dental Students and Faculty Members’ Attitudes Towards Care for Underserved Patients and Community Service: Do Community‐Based Dental Education and Voluntary Service‐Learning Matter?
Authors: Volvovsky Mariya , Vodopyanov Dmitry , Inglehart Marita R.
Published: June 2020

The objectives of this study were to explore 1) how students across the four years of a dental curriculum differed in attitudes towards underserved patients and community service at the beginning and end of each school year; 2) how these attitudes changed as a function of participating in required vs. voluntary community‐based activities; and 3) what attitudes faculty members held about the effects of community service‐learning on students. Surveys were distributed to 440 students at one dental school at the beginning and end of the school year. The overall response rate for those surveys was 75 percent, with variations among classes: first year, 94 percent; second year, 92 percent; third year, 69 percent; and fourth year, 43 percent. Survey data were also collected from twenty‐two students (out of a possible forty‐seven) who participated in voluntary service‐learning and from fifty‐four faculty members (out of approximately 150). The results showed that, at the beginning of the year, the first‐year students’ attitudes were more positive than the responses of students in all other cohorts. However, at the end of the year, their attitudes were less positive. Participating in voluntary service‐learning improved students’ attitudes towards treating underserved patients only in the short run, and experiencing ten weeks of community‐based dental education did not improve their attitudes. The faculty respondents’ attitudes, however, were quite positive. The decrease in students’ positive attitudes towards treating underserved patients and participating in community service should raise questions about why this loss of idealism occurred.
Outcomes Mapping: A Method for Dental Schools to Coordinate Learning and Assessment Based on Desired Characteristics of a Graduate
Authors: Schneider Galen B. , Cunningham‐Ford Marsha A. , Johnsen David C. , Eckert Mary Lynn , Mulder Michael
Published: June 2020

This project, utilizing a seldom‐used approach to dental education, was designed to define the desired characteristics of a graduating dental student; convert those characteristics to educational outcomes; and use those outcomes to map a dental school's learning and assessment programs, based on outcomes rather than courses and disciplines. A detailed rubric of the outcomes expected of a graduating dental student from this school was developed, building on Commission on Dental Accreditation (CODA) standards and the school's competencies. The presence of each characteristic in the rubric was mapped within and across courses and disciplines. To assess implementation of the rubric, members of two faculty committees and all fourth‐year students were asked to use it to rate 1) the importance of each characteristic, 2) the extent to which the school teaches and assesses each, and 3) the extent to which each counts toward overall assessment of competence. All thirty‐three faculty members (100 percent) on the committees participated, as did forty‐six of the fifty‐five students (84 percent). The groups gave high scores to the importance of each characteristic, especially for knowledge and technical competence (then separate categories but merged in the final rubric) and for self‐assessment, as well as the extent to which they are being taught and assessed. Respondents most commonly named critical thinking as the area that should be emphasized more. Mapping the curriculum and creating its related database allow the faculty and administration to more systematically coordinate learning and assessment than was possible with a course‐based approach.
Dental and Dental Hygiene Students’ Diagnostic Accuracy in Oral Radiology: Effect of Diagnostic Strategy and Instructional Method
Authors: Baghdady Mariam T. , Carnahan Heather , Lam Ernest W.N. , Woods Nicole N.
Published: June 2020

There has been much debate surrounding diagnostic strategies and the most appropriate training models for novices in oral radiology. It has been argued that an analytic approach, using a step‐by‐step analysis of the radiographic features of an abnormality, is ideal. Alternative research suggests that novices can successfully employ non‐analytic reasoning. Many of these studies do not take instructional methodology into account. This study evaluated the effectiveness of non‐analytic and analytic strategies in radiographic interpretation and explored the relationship between instructional methodology and diagnostic strategy. Second‐year dental and dental hygiene students were taught four radiographic abnormalities using basic science instructions or a step‐by‐step algorithm. The students were tested on diagnostic accuracy and memory immediately after learning and one week later. A total of seventy‐three students completed both immediate and delayed sessions and were included in the analysis. Students were randomly divided into two instructional conditions: one group provided a diagnostic hypothesis for the image and then identified specific features to support it, while the other group first identified features and then provided a diagnosis. Participants in the diagnosis‐first condition (non‐analytic reasoning) had higher diagnostic accuracy then those in the features‐first condition (analytic reasoning), regardless of their learning condition. No main effect of learning condition or interaction with diagnostic strategy was observed. Educators should be mindful of the potential influence of analytic and non‐analytic approaches on the effectiveness of the instructional method.
Promoting Oral Health as Part of an Interprofessional Community‐Based Women's Health Event
Authors: Price Shelia S. , Funk Amy D. , Shockey Alcinda K. , Sharps Gina M. , Crout Richard J. , Frere Cathryn L. , Morgan Susan K. , DeBiase Christina B. , Hobbs Gerald R.
Published: June 2020

Heart disease is the number one killer of women, and studies have shown connections between cardiovascular and oral health. However, interprofessional community‐based participatory initiatives promoting women's oral health have received little research attention. This study evaluated the effectiveness of personalized oral health education (POHE) during a free one‐day interprofessional women's health promotion event. The objectives were to 1) assess the participants’ knowledge about the connection between oral health and heart disease; 2) disseminate information about oral‐systemic linkages; 3) encourage comprehensive dental examinations; and 4) evaluate POHE outcomes. West Virginia University School of Dentistry faculty and students delivered POHE to the participants. These POHE instructors were calibrated with a standardized script regarding periodontal disease, health impact of tobacco, xerostomia‐inducing medications, and oral hygiene instruction. Immediately prior to and following each POHE session, all the participants (N=165; 100 percent response rate) completed a number‐coded questionnaire. The findings showed that the participants’ knowledge of oral‐systemic health linkages had increased following the POHE. The respondents received oral health kits and were offered discount vouchers toward the cost of a comprehensive oral examination at the dental school. This replicable model may prove useful to other dental schools in promoting women's oral health.
Evidence Regarding Teaching and Assessment of Record‐Keeping Skills in Training of Dental Students
Authors: Amos Kate J. , Bearman Margaret , Palermo Claire
Published: June 2020

The aim of this study was to assess the literature on teaching and assessing dental students’ record‐keeping skills prior to qualification to practice independently as a dentist. A systematic literature review was performed using Ovid MEDLINE and SCOPUS. Keywords used in the search included dental, record, audit, education, and assessment. Electronic search results were screened for publications that targeted undergraduate dental training, related to a record‐keeping education intervention, and were published in English and available in full text. Six studies met the inclusion and exclusion criteria. Data extraction and quality assessment were performed, and research findings were compared across the included studies. These six articles addressed the techniques used to teach and assess record‐keeping skills in a pre‐qualification context. The techniques included supervisor audits, peer audits, lectures, tutorials, research assignments, case reports, record‐keeping templates, and checklists of required record components. The use of record audit as part of teaching and evaluation dominated these articles; it was used as the assessment method in five of the six studies. All methods of record‐keeping training in studies published to date were found effective in improving student record‐keeping skills. However, there was insufficient evidence to determine whether certain methods were more effective than others.
Preparedness of Entering Pediatric Dentistry Residents: Advanced Pediatric Program Directors’ and First‐Year Residents’ Perspectives
Authors: Rutkauskas John , Seale N. Sue , Casamassimo Paul , Rutkauskas John S.
Published: June 2020

For children to receive needed oral health care, adequate training at both the predoctoral and postdoctoral levels of dental education is required, but previous studies have found inadequacies in predoctoral education that lead to general dentists’ unwillingness to treat certain young populations. As another way of assessing predoctoral preparation, the aim of this study was to determine the perspectives of first‐year residents and pediatric program directors about residents’ preparedness to enter advanced education programs in pediatric dentistry. Surveys were sent to all 74 U.S. program directors and 360 first‐year residents. The survey focused on procedures related to prevention, behavior management, restorative procedures, pulp therapy, sedation, and surgery, as well as treating patients funded by Medicaid and with special health care needs. Among the first‐year residents, 173 surveys were returned for a 48% response rate; 61 directors returned surveys for an 82% response rate. Only half of the residents (55%) reported feeling adequately prepared for their first year in residency; less than half cited adequate preparation to place stainless steel crowns (SSCs) (42%) and perform pulpotomies (45%). Far fewer felt adequately prepared to provide treatment for children six months to three years of age, including examinations (29%), infant oral exams (27%), and children with severe caries (37%). The program directors were even less positive about the adequacy of residents’ preparation. Only 17% deemed them adequately prepared to place SSCs and 13% to perform pulpotomies. Approximately half reported their first‐year residents were inadequately prepared to treat very young children and children with severe caries (55% each). This study found that the perceived inadequacy of predoctoral education in pediatric dentistry was consistent at both the learner and educator levels, supporting previous studies identifying inadequacies in this area.
Correlation Between Students’ Dental Admission Test Scores and Performance on a Dental School's Competency Exam
Authors: Carroll Alexander M. , Schuster Gregory M.
Published: June 2020

The aim of this study was to investigate whether there was a statistically significant positive correlation between dental students’ Dental Admission Test (DAT) scores, particularly on the Perceptual Ability Test (PAT), and their performance on a dental school's competency exam. Scores from the written and clinical competency exam administered in the fall quarter of the fourth year of the curriculum at Midwestern University College of Dental Medicine‐Arizona were compared to DAT scores of all 216 members of the graduating classes of 2012 and 2013. It was hypothesized that students who performed highly on one or more sections of the DAT would perform highly on the competency exam. Backward stepwise regression analyses were used to analyze the data. The results showed that the PAT scores were most strongly correlated with the competency exam scores and were a positive predictor for all three clinical sections of the exam (operative dentistry, periodontics, and endodontics). Positive predictors for the written portion of the exam were total DAT score for patient assessment and treatment planning and the DAT reading comprehension score for prosthodontics; there were no predictors for periodontics. The total variance explained by the results ranged from 4% to 15%. While statistically significant relationships were found between the students’ PAT scores and clinical performance, DAT scores explained relatively little variance in the competency exam scores. According to these findings, neither the PAT nor any of the DAT components contributed to predicting these students’ clinical performance.
Evaluation of a Local Anesthesia Simulation Model with Dental Students as Novice Clinicians
Authors: Lee Jessica S. , Graham Roseanna , Bassiur Jennifer P. , Lichtenthal Richard M.
Published: June 2020

The aim of this study was to evaluate the use of a local anesthesia (LA) simulation model in a facilitated small group setting before dental students administered an inferior alveolar nerve block (IANB) for the first time. For this pilot study, 60 dental students transitioning from preclinical to clinical education were randomly assigned to either an experimental group (N=30) that participated in a small group session using the simulation model or a control group (N=30). After administering local anesthesia for the first time, students in both groups were given questionnaires regarding levels of preparedness and confidence when administering an IANB and level of anesthesia effectiveness and pain when receiving an IANB. Students in the experimental group exhibited a positive difference on all six questions regarding preparedness and confidence when administering LA to another student. One of these six questions (“I was prepared in administering local anesthesia for the first time”) showed a statistically significant difference (p<0.05). Students who received LA from students who practiced on the simulation model also experienced fewer post‐injection complications one day after receiving the IANB, including a statistically significant reduction in trismus. No statistically significant difference was found in level of effectiveness of the IANB or perceived levels of pain between the two groups. The results of this pilot study suggest that using a local anesthesia simulation model may be beneficial in increasing a dental student's level of comfort prior to administering local anesthesia for the first time.
Comparison of Dental Students’ Self‐Directed, Faculty, and Software‐Based Assessments of Dental Anatomy Wax‐Ups: A Retrospective Study
Authors: Garrett Pauline H. , Faraone Karen L. , Patzelt Sebastian B.M. , Keaser Michael L.
Published: June 2020

Little is known about self‐directed and self‐reflective assessment in preclinical dental curricula. The aim of this study was to evaluate a visual dental anatomy teaching tool to train dental students to self‐assess their dental anatomy wax carving practical examinations. The students self‐assessed two waxing practical examinations (tooth #8 and tooth #19) using high‐quality digital images in an assessment tool incorporated into a digital testing program. Student self‐assessments were compared to the faculty evaluations and the results of a software‐based evaluation tool (E4D Compare). Out of a total 130 first‐year dental students at one U.S. dental school, wax‐ups from 57 participants were available for this study. The assessment data were submitted to statistical analyses (p<0.05). For tooth #8, the student self‐assessments were significantly different from the faculty and software assessments at a 400 micrometer level of tolerance (p=0.036), whereas the faculty assessment was not significantly different from the software assessment at a 300 micrometer level of tolerance (p=0.69). The evaluation of tooth #19 resulted in no significant differences between faculty members (p=0.94) or students (p=0.21) and the software at a level of tolerance of 400 micrometers. This study indicates that students can learn to self‐assess their work using self‐reflection in conjunction with faculty guidance and that it may be possible to use software‐based evaluation tools to assist in faculty calibration and as objective grading tools.
The Validity of Using E4D Compare's “% Comparison” to Assess Crown Preparations in Preclinical Dental Education
Authors: Callan Richard S. , Van Haywood B. , Cooper Jeril R. , Furness Alan R. , Looney Stephen W.
Published: June 2020

When a dental school is deciding which technology to introduce into a curriculum, it is important to identify the educational goals for the system. The authors’ primary goal for the use of a computer‐aided resource was to offer students another way to assess their performance, to enhance their learning, and to potentially decrease their learning curve in the preclinical environment prior to using the technique in clinical patient care. The aim of this study was to examine the validity of the “% Comparison” numbers derived from the E4D Compare software program. Three practical examinations were administered to a class of 82 students at one U.S. dental school over a six‐week period. The grading of the practical examinations was performed with individual faculty members being responsible for evaluating specific aspects of each preparation. A digital image of each student's practical examination tooth was then obtained and compared to the digital image of an ideal preparation. The preparations were compared, and the “% Comparison” was recorded at five tolerance levels. Spearman's correlation coefficient (SCC) was used to measure the agreement in rankings between the faculty scores on practical exams 1–3 and the scores obtained using E4D Compare at the different tolerance levels. The SCC values for practical exams 2 and 3 were all between 0.2 and 0.4; for practical exam 1, the SCC values ranged from 0.47 to 0.56. There was no correlation between the faculty scores and the numbers given by the “% Comparison” of the software.
Videotaped Feedback Method to Enhance Learning in Preclinical Operative Dentistry: An Experimental Study
Authors: Shah Dipali Yogesh , Dadpe Ashwini Manish , Kalra Dheeraj Deepak , Garcha Vikram P.
Published: June 2020

The aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups’ videotaped performance and then performed the same exercise. The self‐evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t‐test. The experimental group also used a five‐point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non‐ideal examples enhanced the students’ performance.
Implementation of New Technologies in U.S. Dental School Curricula
Authors: Brownstein Sheri A. , Murad Aseel , Hunt Ronald J.
Published: June 2020

With dentistry rapidly evolving as new technologies are developed, this study aimed to identify the penetration of emerging dental technologies into the curricula of U.S. dental schools and to explore whether certain school characteristics affected adoption of these technologies. A 19‐question survey was sent to the academic deans of all 62 U.S. dental schools. In addition to questions about characteristics of the school, the survey asked respondents to indicate where in their curricula the technology was incorporated: preclinical didactic, preclinical laboratory, clinical didactic, and/or clinical patient experience. Of 62 eligible schools, 33 useable responses were received, for a 52% response rate. The results showed that the greatest overall penetration of dental technologies was in preclinical didactic courses and the lowest was in the preclinical laboratory. Specific technologies implemented in the largest percentage of responding schools were digital radiography and rotary endodontics. The technologies with the lowest penetration were CAD/CAM denture fabrication and hard tissue lasers. These results suggest that the incorporation of technology into dental schools is following that of private practice as the most widely adopted technologies were those with the greatest acceptance and use in private practice. Among the respondents, factors such as class size and age of the school had greater impact on incorporation of technology than funding source and geographic location.
Lessons from a Pilot Project in Cognitive Task Analysis: The Potential Role of Intermediates in Preclinical Teaching in Dental Education
Authors: Walker Judith , von Bergmann HsingChi
Published: June 2020

The purpose of this study was to explore the use of cognitive task analysis to inform the teaching of psychomotor skills and cognitive strategies in clinical tasks in dental education. Methods used were observing and videotaping an expert at one dental school thinking aloud while performing a specific preclinical task (in a simulated environment), interviewing the expert to probe deeper into his thinking processes, and applying the same procedures to analyze the performance of three second‐year dental students who had recently learned the analyzed task and who represented a spectrum of their cohort's ability to undertake the procedure. The investigators sought to understand how experts (clinical educators) and intermediates (trained students) overlapped and differed at points in the procedure that represented the highest cognitive load, known as “critical incidents.” Findings from this study and previous research identified possible limitations of current clinical teaching as a result of expert blind spots. These findings coupled with the growing evidence of the effectiveness of peer teaching suggest the potential role of intermediates in helping novices learn preclinical dentistry tasks.
Predicting Academic Performance of Dental Students Using Perception of Educational Environment
Authors: Al‐Ansari Asim A. , El Tantawi Maha M.A.
Published: June 2020

Greater emphasis on student‐centered education means that students’ perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students’ grades as indicator of academic performance through their perceptions of the educational environment. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess dental students’ perceptions of their educational environment at the University of Dammam, Saudi Arabia, in academic year 2012–13. Aggregate grades in courses were collected at the end of the semester and related to levels of perception of the five DREEM domains using regression analysis. The response rate was 87.1% among all students in Years 2–6. As the number of students perceiving excellence in learning increased, the number of students with A grades increased. Perception of an environment with problems in the atmosphere and social life increased the number of students with D and F grades. There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students’ academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.
Oral and Maxillofacial Radiologists: Career Trends and Specialty Board Certification Status
Authors: Pakchoian Andrew J. , Dagdeviren Didem , Kilham Jessica , Mahdian Mina , Lurie Alan , Tadinada Aditya
Published: June 2020

Oral and maxillofacial radiology is the newest specialty to be recognized by the American Dental Association, so knowledge about the parameters of this profession is in the early stages of development. The aim of this study was to understand the current distribution of oral and maxillofacial radiologists (OMFRs) in academia and private practice, the nature of their practice, and trends in their board certification status. An email describing the study's purpose with a link to a survey was sent to “OradList,” a listserv that has a majority of OMFRs in the United States and Canada as members. Of the 205 respondents, 46% were female; the age distribution ranged from 25 to over 70 years; and 80% were working full‐time. Among the respondents, 66% practiced in an academic setting, 20% in private practice, 8% in both private and academic settings, and 3% in the military. Only 37% of the respondents were board‐certified. For OMFRs trained from 1965 to 2009, there was an increasing trend towards becoming board‐certified, but a significant decrease occurred after 2009, dropping from 65% to 35% of those trained in those years.
Implementation of a Patient‐Centered Approach to Clinical Dental Education: A Five‐Year Reflection
Authors: Park Sang E. , Howell T. Howard
Published: June 2020

The intent of the redesign of the clinical component of the Harvard School of Dental Medicine (HSDM) curriculum from a traditional numerical procedures‐based system to a patient‐based comprehensive care system was to improve both patient care and student learning. The aim of this retrospective cohort study was to evaluate the outcomes of and students’ perspectives on this patient‐centered comprehensive care model introduced in 2009. Data were obtained from the school's Office of Dental Education for a study sample consisting of 205 fourth‐year dental students in the graduating classes of 2009 through 2014 at HSDM. The results showed that students were completing more than the required number of comprehensive patient cases on average. A survey given to the Class of 2014 found that the respondents (35 of 36 students) were generally satisfied with the new curriculum and the clinical experience in relation to continuation of care and perceptions of comprehensive care. The results of this study suggest that the redesigned patient‐centered assessment model of the clinical component of the curriculum helped improve patient care and student learning.
Incidence of Sleep Disorders Reported by Patients at UTHSC College of Dentistry: A Two‐Year Follow‐Up and Proposed Educational Program
Authors: Ivanoff Chris S. , Pancratz Frank
Published: June 2020

A 2011 study at one U.S. dental school found that patients were not routinely screened by dental students for obstructive sleep apnea and/or other related sleep disorders, nor were students being trained to screen. Consequently, the medical history questionnaire used in the clinic was updated to include five specific screening questions. The aim of this two‐year follow‐up study was to determine whether screening had improved at the school. A retrospective chart review of all patients (age 14–70+) in the third‐ and fourth‐year dental clinics in 2012 and 2013 searched for “YES” responses to the five questions. Of 5,931 patients, 38% reported they snore or were told they snore. By age 50–59, their reports of snoring increased to 50%. About 5% reported incidents waking up choking. By age 50, between one‐fifth and one‐quarter indicated they woke up frequently during the night. One in six frequently felt overly tired during the daytime, often falling asleep. This problem was evenly reported by all age groups between ages 30 and 69. About half the patients reporting sleep problems also had hypertension and cardiovascular problems with an equal distribution between males and females. The results showed that updating the medical history form had dramatically improved screening for sleep‐disordered breathing by these dental students. Though screening is neither a definitive diagnosis nor an attempt to distinguish among sleep disorders, the results correlate with national statistics. Screening is an important step to increase student awareness of this serious health trend as it prepares students to engage more constructively in its management and referral.
Relationship Between Hand‐Skill Exercises and Other Admissions Criteria and Students’ Performance in Dental School
Authors: Ballard Richard W. , Hagan Joseph L. , Cheramie Toby
Published: June 2020

The aim of this study was to investigate the existence of correlations between dental admissions criteria, including a chalk carving exercise, and students’ subsequent academic performance. The retrospective cohort study examined the records of dental students at Louisiana State University Health Science Center School of Dentistry for the years 1998 to 2008. Only those students who could be categorized into the following four groups were included: 1) those who graduated in the top 10% of their class, 2) those who graduated in the bottom 10% of their class, 3) those who repeated a year of dental school, and 4) those who were dismissed or resigned. The study sample consisted of 176 students: 62 in the first group, 62 in the second group, 25 in the third group, and 27 in the fourth group. Data collected were each student's undergraduate grade point average (GPA); chalk carving score; undergraduate biology, chemistry, physics (BCP) GPA; Dental Admission Test (DAT) Academic Average; Perceptual Ability Test (PAT) score of the DAT; total DAT score; grade in preclinical operative dentistry class; grade in morphology and occlusion class; and dental school GPA at graduation. The results showed that only the undergraduate GPA and BCP GPA were significantly higher for students in the top 10% of their class than for other groups. The only positive correlation involving the chalk carving scores was with the preclinical operative dentistry course grade. This study thus found limited correlations between this institution's admissions criteria and its students’ success in dental school.
Leveraging Strengths to Reach Your Goals: A Skills‐Building Workshop for Women in Dentistry and Other Professions
Authors: Albino Judith E.
Published: June 2020

This skills‐building workshop at the 5th American Dental Education Association (ADEA) International Women's Leadership Conference engaged participants in a series of structured experiences designed to support learning about personal leadership strengths and areas for development, as well as setting and attaining leadership goals. The session was introduced with a brief reflective exercise focused on developing statements of personal goals for professional growth. An Appreciative Inquiry process then was used to explore participants’ areas of strength, examining both self‐perceptions and the perceptions of others who listened to their descriptions of “peak experiences” in work settings. The next part of the program utilized a Johari Window exercise to clarify the extent to which participants’ self‐perceived strengths and others’ perceptions were shared, making those strengths visible to the world at large or hidden from the general view of others. This exercise allowed further exploration of individual competencies and characteristics and provided an opportunity for participants to visualize the potential for development in new areas. Finally, two very different peer coaching strategies were employed to expand on participants’ learning. The experience proved to be a lively, socially engaging, and personally meaningful one for participants, whatever the stage of their careers or their country of origin.
Ethical Considerations in Community Oral Health
Authors: Naidoo Sudeshni
Published: June 2020

As the public's oral health care needs increase in complexity, there is renewed attention to the ethical dimensions of community oral health decision making and the development of public health ethics in teaching and research in dentistry. Despite their reduction globally, oral diseases persist with a particular distribution pattern that is a reflection of the increasingly widespread inequality in access to community oral health preventive and dental care. This is due to differences in the appropriateness, availability, accessibility, and acceptability of oral health education and the care provided. This article provides an overview of community oral health from an ethical perspective, including the importance of equity, human rights, and social justice in providing oral health care to the underserved. The need for a paradigm shift from highly technical and individualistic dental training curricula is discussed, together with the need to instill a holistic approach to ethical and social responsibility in new dental graduates. It concludes with some possible strategies, using the overarching principles of ethics and bioethics that are applicable to practice among vulnerable populations.
Topical Trends in Tobacco and Alcohol Articles Published in Three Dental Journals, 1980–2010
Authors: Neff James Alan , Gunsolley John C. , Alshatrat Sabha Mahmoud
Published: June 2020

The aim of this study was to conduct a review of articles about tobacco or alcohol published from 1980 to 2010 in the Journal of the American Dental Association (JADA), Journal of Dental Education (JDE), and Journal of Public Health Dentistry (JPHD) in an attempt to identify trends by decade in topics relevant to oral health consequences, oral cancer linkages, and cessation counseling. NVivo qualitative analysis software was used to code abstracts using the keywords “tobacco” or “alcohol.” The search identified 269 articles: tobacco=211 (78%), alcohol=58 (22%). This number represented 2.4% of the total articles published in these journals for the specified years. While the percentage of tobacco‐related articles increased over this period (with highs in the 1990s of 4.1% in the JDE and 9% in the JPHD), the percentage of alcohol articles reached only 1% for JADA and 3.3% for the JPHD in the 2000s. The number of tobacco‐related articles addressing oral health effects, oral cancer linkages, and cessation counseling increased in the 1990s. Although there were modest increases in the number of articles about alcohol‐related oral health effects and oral cancer linkages (particularly in the JPHD in the 2000s), only two articles (in JADA in the 2000s) addressed alcohol cessation counseling. This study concluded that tobacco and alcohol have received limited, though increasing, attention in these three major journals between 1980 and 2010, with alcohol receiving less attention than tobacco. These results suggest a need for more published studies on tobacco and alcohol interventions in dental and allied dental education to prepare students to contribute to this aspect of their patients’ health.
Inter‐ and Intrarater Reliability Using Different Software Versions of E4D Compare in Dental Education
Authors: Callan Richard S. , Cooper Jeril R. , Young Nancy B. , Mollica Anthony G. , Furness Alan R. , Looney Stephen W.
Published: June 2020

The problems associated with intra‐ and interexaminer reliability when assessing preclinical performance continue to hinder dental educators’ ability to provide accurate and meaningful feedback to students. Many studies have been conducted to evaluate the validity of utilizing various technologies to assist educators in achieving that goal. The purpose of this study was to compare two different versions of E4D Compare software to determine if either could be expected to deliver consistent and reliable comparative results, independent of the individual utilizing the technology. Five faculty members obtained E4D digital images of students’ attempts (sample model) at ideal gold crown preparations for tooth #30 performed on typodont teeth. These images were compared to an ideal (master model) preparation utilizing two versions of E4D Compare software. The percent correlations between and within these faculty members were recorded and averaged. The intraclass correlation coefficient was used to measure both inter‐ and intrarater agreement among the examiners. The study found that using the older version of E4D Compare did not result in acceptable intra‐ or interrater agreement among the examiners. However, the newer version of E4D Compare, when combined with the Nevo scanner, resulted in a remarkable degree of agreement both between and within the examiners. These results suggest that consistent and reliable results can be expected when utilizing this technology under the protocol described in this study.