bluuebunny/crossref_metadata_2025 huggingface dataset:
Do Dental Students Use Optimal Study Strategies?
Authors: McAndrew Maureen , Kamboj Rajit S. , Pierre Gaëlle C.
Published: June 2020

Research on human learning has shown that repeated retrieval practice or self‐testing maximizes learning. However, recent studies have found undergraduate students to be largely unaware of the benefits of self‐testing. The aim of this study was to examine dental students’ study strategies and utilization of retrieval techniques for learning. All second‐year dental students at New York University College of Dentistry were invited to participate. Of the total 360 students, 66 completed the two‐question survey, for a response rate of 18.3%. The first question asked students to choose from a list of twelve study strategies the ones they used and to rank their top five in order of personal preference. Repeated reading was the most frequently used strategy with 83.3% of students reporting that they used it and 43.9% naming it as their top strategy. Of these students, 45.5% indicated that they self‐tested while studying, but none indicated it was their number one strategy. The second question asked students how they would study after reading a textbook chapter for the first time. They were asked to choose one option from three possibilities: going back and restudying, self‐testing (with the possibility of restudying afterward), or some other strategy. On this question, 25.8% chose restudying, 45.5% chose self‐testing, and 28.8% indicated they would use another study strategy. Thus, 54.6% of the students reported they would not test themselves after reading a textbook chapter. Of those who chose self‐testing, only seven students indicated they would do so to improve learning. The results of this study suggest that the students lacked sufficient awareness of the superiority of self‐testing for learning.
Perceptions of Uncivil Student Behavior in Dental Education
Authors: Ballard Richard W. , Hagan Joseph L. , Townsend Janice A. , Ballard Mary B. , Armbruster Paul C.
Published: June 2020

Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment, but there is little published research concerning incivility in the area of dental education. The aim of this study was to evaluate differences in perceptions of incivility between dental faculty and students, between students in different courses of study, and between students in different years of dental study. The study utilized an anonymous electronic survey of all dental faculty and administrators and all dental, dental hygiene, and dental laboratory technology students at a single institution. The survey instrument contained questions concerning perceived uncivil behavior in the classroom and clinical settings. Response rates were 54% for faculty and administrators and ranged from 60% to 97% for students in various years and programs. The results were analyzed based on gender, course of study, year of study, and ethnicity. Significant differences were found regarding perceptions of civil behaviour between faculty and students, male and female students, the year of study, and the course of study. These differences point to the need for further research as well as administrative leadership and faculty development to define guidelines in this area in order to ensure a positive learning environment.
Developing Dental Students’ Awareness of Health Care Disparities and Desire to Serve Vulnerable Populations Through Service‐Learning
Authors: Behar‐Horenstein Linda S. , Feng Xiaoying , Roberts Kellie W. , Gibbs Micaela , Catalanotto Frank A. , Hudson‐Vassell Charisse M.
Published: June 2020

Service‐learning in dental education helps students integrate knowledge with practice in an underserved community setting. The aim of this study was to explore how a service‐learning experience affected a small group of dental students’ beliefs about cultural competence, professionalism, career development, desire to practice in a community service setting, and perceptions about access and disparities issues. Prior to beginning their first year of dental school, five first‐year dental students at one U.S. dental school participated in a six‐week service‐learning program in which they interned at one of three at‐risk settings in order to experience health care delivery there. After the program, 60 reflective writing assignments completed by the participants were analyzed using grounded theory methods; interviews with the students were used to corroborate the findings from that analysis. Seven themes identified in the journal reflections and interview findings showed enhanced awareness of social health care issues and patient differences, as well as a social justice orientation and desire to address disparities. Building on this study, future research should explore the curricular components of service‐learning programs to ensure students receive ample opportunity to reflect upon their experiences in order to integrate previously held assumptions with their newfound knowledge.
Interprofessional Education in U.S. Dental Hygiene Programs: A National Survey
Authors: Furgeson Danielle , Kinney Janet S. , Gwozdek Anne E. , Wilder Rebecca , Inglehart Marita R.
Published: June 2020

Although there are many benefits of interprofessional health care, no previous research has sought to define the status of interprofessional education (IPE) in U.S. dental hygiene programs. The aims of this study were to assess how these programs engage in IPE, the challenges they encounter, and the value they place on IPE. Additionally, the study explored how program characteristics are related to IPE. Data were collected with a web‐based survey sent to all 322 U.S. dental hygiene program directors (response rate: 33% of the 305 successfully contacted). The majority of the responding programs were located at institutions with nursing (90%) and other allied health programs (85%). They were likely to collaborate with nursing (50%), other allied health (44%), and dental assisting programs (41%), but were less likely to collaborate with dental schools (28%). IPE was most likely to occur in volunteer activities (68%), basic science courses (65%), and communication training/behavioral science courses (63%/59%). The most frequently reported challenges for IPE were schedule coordination (92%) and curriculum overload (76%). The majority of the respondents agreed that IPE was a priority for the dental hygiene profession in the U.S. (59%) and for the program directors personally (56%). Programs granting bachelor degrees were more likely to have IPE as a priority than programs that did not grant such degrees (scale of 1–5 with 5=most important: 3.81 vs. 2.88; p<0.01). The longer the students spent in the programs, the more those programs engaged in IPE (r=0.21; p<0.05). The data collected in this study can contribute to future efforts to help dental hygiene programs engage in meaningful IPE and contribute to developing interprofessional care in the U.S. health care system.
Association Between Dental Student‐Developed Exam Questions and Learning at Higher Cognitive Levels
Authors: Gonzalez‐Cabezas Carlos , Anderson Olivia S. , Wright Mary C. , Fontana Margherita
Published: June 2020

New dental accreditation standards emphasize that graduates must be competent in the use of critical thinking (a high cognitive‐level skill). Despite this new standard, most written assessments in dental school courses are still based on low cognitive‐level questions. The aim of this study was to determine if an exercise that allows students to collaboratively write exam questions would help cultivate higher cognitive levels of learning. To evaluate this exercise at one U.S. dental school, the cognitive level (according to Bloom's taxonomy) of multiple‐choice exam questions and students’ scores across two cohorts in a cariology course were compared. This evaluation took place using a control group in which questions were instructor‐generated and an intervention group in which students worked in groups to develop questions. All students in one first‐year class participated in the intervention group (n=104); all students in the first‐year class two years earlier served as the control group (n=106). Among students in the intervention group, the response rate to a post‐intervention survey measuring students’ attitudes about the experience was 70% (N=73). The results showed that the students generating their own assessments developed higher cognitive‐level exam questions than the instructor‐generated assessments. The intervention group (with student‐generated assessments) also performed as well or better on tests compared to the control group (with instructor‐generated assessments). In the intervention group survey, the vast majority of students agreed that the exercise was helpful for their overall learning experience, but working in teams was said to be the least valuable component of the activity for their learning. This study suggests that student‐driven, collaborative assessments can be an important tool for building critical thinking skills in dental classrooms and that it may be worthwhile to expand this type of exercise into other courses.
A One‐Day Dental Faculty Workshop in Writing Multiple‐Choice Questions: An Impact Evaluation
Authors: AlFaris Eiad , Naeem Naghma , Irfan Farhana , Qureshi Riaz , Saad Hussain , Al Sadhan Ra'ed , Abdulghani Hamza Mohammad , Van der Vleuten Cees
Published: June 2020

Long training workshops on the writing of exam questions have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the impact of a one‐day, seven‐hour faculty development workshop at the College of Dentistry, King Saud University, Saudi Arabia, on the quality of multiple‐choice questions (MCQs). Kirkpatrick's four‐level evaluation model was used. Participants’ satisfaction (Kirkpatrick's Level 1) was evaluated with a post‐workshop questionnaire. A quasi‐experimental, randomized separate sample, pretest‐posttest design was used to assess the learning effect (Kirkpatrick's Level 2). To evaluate transfer of learning to practice (Kirkpatrick's Level 3), MCQs created by ten faculty members as a result of the training were assessed. To assess Kirkpatrick's Level 4 regarding institutional change, interviews with three key leaders of the school were conducted, coded, and analyzed. A total of 72 course directors were invited to and attended some part of the workshop; all 52 who attended the entire workshop completed the satisfaction form; and 22 of the 36 participants in the experimental group completed the posttest. The results showed that all 52 participants were highly satisfied with the workshop, and significant positive changes were found in the faculty members’ knowledge and the quality of their MCQs with effect sizes of 0.7 and 0.28, respectively. At the institutional level, the interviews demonstrated positive structural changes in the school's assessment system. Overall, this one‐day item‐writing faculty workshop resulted in positive changes at all four of Kirkpatrick's levels; these effects suggest that even a short training session can improve a dental school's assessment of its students.
Are All Dentiform Teeth with Simulated Caries the Same? A Six‐Year Retrospective Study in Preclinical Operative Dentistry
Authors: Delgado Alex J. , Walter Ricardo , Behar‐Horenstein Linda S. , Boushell Lee W.
Published: June 2020

Dentiform teeth with simulated caries (DTSC), frequently used in preclinical courses, should show no variability in the amount of simulated caries from tooth to tooth. However, the level of caries variability among DTSC is currently unknown. The aim of this study was to assess the variation in simulated caries levels in one group of DTSC and determine whether variation among DTSC impacted the preclinical performance of dental students. In the study, 80 commercially available mandibular first molar DTSC with simulated mesio‐occluso‐distal caries were sectioned in coronal (n=40) and sagittal (n=40) planes where the caries depth/width was greatest. Section images were analyzed for variation in levels of simulated caries using image‐processing software. Three years of practical performance data using DTSC were compared with three years of practical performance data using dentiform teeth without simulated caries, for a total of six years (students’ performance on two exams, Practical 1 and Practical 2). The results showed that 70% of the coronally sectioned teeth had manufacturing defects that resulted in caries overextension at the dentino‐enamel junctions (DEJs). Overextensions were found at the DEJ in 41.3% of the sagittally sectioned teeth. There was a statistically significant decrease in Practical 1 performance of the students who used DTSC as compared with students who used teeth without simulated caries (p=0.0001); there was no statistically significant difference on Practical 2 performance. Of the DTSC evaluated in this study, 56.6% contained manufacturing defects, and more than 80% were found to have excessive caries variation. Prediction of which DTSC will have caries overextension is not possible. Students preparing DTSC that contain caries overextension are therefore at increased risk of receiving undeserved negative summative assessment on practical examinations.
Using a Simulated Infobutton Linked to an Evidence‐Based Resource to Research Drug‐Drug Interactions: A Pilot Study with Third‐Year Dental Students
Authors: Dragan Irina F. , Newman Michael , Stark Paul , Steffensen Bjorn , Karimbux Nadeem
Published: June 2020

Many health professions students and clinicians are using evidence‐based databases that allow for quicker and more accurate clinical decisions. The aims of this pilot study were to compare third‐year dental students’ speed and accuracy in researching questions about drug‐drug interactions (DDI) when using two different methods: a simulated infobutton linked to the evidence‐based clinical decision support resource UpToDate versus traditional Internet resources accessed through a computer or smart device. Students researched two simulated cases during two sessions. In the first session, half the students used the infobutton, while the other half used traditional electronic tools only. In the second session, ten days later, a cross‐over took place. The sessions were timed, and after researching the case, students answered three questions on the use of antibiotics, analgesics, and local anesthetics. Of the 50 students who volunteered for the study, two were excluded, and 44 participated in both sessions and the exam. The results showed that the students took a similar amount of time to identify DDI whether they used the infobutton (mean=286.5 seconds) or traditional tools (265.2 seconds); the difference was not statistically significant (p=0.429). Their scores using the two research methods were similar in all three content areas: antibiotics (p=0.797), analgesics (p=0.850), and local anesthetics (p=0.850). In a post‐intervention survey, students were generally favorable about infobutton and UpToDate, reporting the tool was easy to use (62.5%), provided the answer they were looking for (53.1%), was fast (50%), and they would use it again (68.8%). This pilot study found that the time and accuracy of these students conducting DDI research with the infobutton and UpToDate were about the same as using traditional Internet resources.
Noncognitive Indicators as Critical Predictors of Students’ Performance in Dental School
Authors: Stacey D. Graham , Kurunathan Tania M.
Published: June 2020

Dental educators have traditionally prioritized cognitive indicators (especially undergraduate grade point average and Dental Admission Test scores) in choosing students for admission to dental school. These indicators’ role in predicting academic outcomes, including coursework and examination success, is well documented. However, noncognitive predictors including conscientiousness, self‐discipline, achievement‐striving, task orientation, deliberation, resilience, and situational judgment have also been identified. This study's aims were to assess the significance of noncognitive indicators measured by the version of the Neuroticism‐Extraversion‐Openness Personality Inventory (NEO PI) known as the NEO‐PI‐3, determine the place in the curriculum when these indicators’ impact was most influential, and compare their influence with that of the cognitive indicators. Analysis was performed on stored data for three classes of dental students from admission through clinical exams at one U.S. dental school. Significant associations were found between NEO‐PI‐3 domains and facets (especially Conscientiousness) and the outcomes of coursework grades, standardized exam scores, and clinical behavior scores. Multiple regression analyses identified that the noncognitive indicators enhanced the prediction of students’ academic and clinical performance early in the curriculum and then equaled or surpassed the predictive impact of cognitive indicators as they progressed through the curriculum sequence. The implications of noncognitive predictors for dental education are discussed including the challenge to identify and then weight the indicators, whether to include them as admissions criteria, how to assess their impact as compared with cognitive measures, the necessity of standardization of assessment, and if and when to evaluate their relevance to professional practice.
Measuring Curricular Impact on Dental Hygiene Students’ Transformative Learning
Authors: Springfield Emily C. , Smiler Andrew P. , Gwozdek Anne E.
Published: June 2020

Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e‐learning dental hygiene degree completion program beyond attainment of competence—changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students’ confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle‐performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e‐learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle‐performing students is warranted.
Concentration of Undergraduate Dental College Admissions in Areas with High Health and Human Development in India
Authors: Allareddy Veerasathpurush
Published: June 2020

The aims of this study were to determine if dental colleges are clustered in selective states in India and if population to dental college admissions (seats) is correlated with regional health, economic, and human development in that country. There are 29 states and seven union territories in India, with 301 dental colleges. This study used publicly available data from the Dental Council of India, Comptroller and Auditor General of India, Ministry of Health and Family Welfare, and Institute of Applied Manpower Research of the Government of India. Non‐parametric tests were used to test for associations. In academic year 2013–14, a total of 293 approved and recognized colleges were in existence, and a total of 23,780 seats were available in all dental colleges. Close to 54% of all dental colleges and 55% of all dental college seats were clustered in five states. The mean population per dental college seat was 94,324 (median was 46,898, and range was a minimum of 2,432 to a maximum of 780,139). The population to one dental college seat decreased significantly as the health and human development index increased (p<0.05). The results showed that dental colleges are clustered in a few states, leaving multiple states in India with no dental colleges. Dental colleges appear to be located in states with high health, economic, and human development indices, thus doing little to address the imbalance in dentist to population ratios in states that are disadvantaged in terms of health, economics, and human development.
Curriculum Time Compared to Clinical Procedures in Amalgam and Composite Posterior Restorations in U.S. Dental Schools: A Preliminary Study
Authors: Rey Rosalia , Nimmo Susan , Childs Gail S. , Behar‐Horenstein Linda S.
Published: June 2020

Dental clinicians have an expanding range of biomaterial choices for restoring tooth structure. Scientific developments in cariology, advances in dental biomaterials, and patients’ esthetic concerns have led to a reduction in amalgam restorations and an increase in composite restorations. The aim of this study was to compare teaching time with students’ clinical procedures in amalgam and composite posterior restorations in dental schools across the United States. Academic deans in 60 schools were invited to complete a survey that asked for the amount of instructional time for amalgam and composite posterior restorations and the number of clinical restorations performed by their Classes of 2009, 2010, and 2011. Of these 60, 12 returned surveys with complete data, for a 20% response rate. Responses from these schools showed little change in lecture and preclinical laboratory instruction from 2009 to 2011. There was a slight increase in two‐surface restorations for both amalgam and composites; however, the total number of reported composite and amalgam restorations remained the same. Of 204,864 restorations reported, 53% were composite, and 47% were amalgam. There were twice as many multisurface large or complex amalgam restorations as composites. One‐surface composite restorations exceeded amalgams. Among the participating schools, there was little to no change between curriculum time and clinical procedures. Findings from this preliminary study reflect a modest increase in two‐surface resin‐based restorations placed by dental students from 2009 to 2011 and little change in curricular time devoted to teaching amalgam restorations. The total number of posterior composite restorations placed by students in these schools was slightly higher than amalgams.
Dental Students’ Perceived Preparedness to Treat Patients in Clinic After a Fixed Prosthodontics Course: Survey Results of a Case Study
Authors: Barrero Carlos , Duqum Ibrahim , Petrola Frank
Published: June 2020

Previous research regarding dental students has found modest predictive value in preclinical didactic course grades in predicting clinical performance, but systematic assessment of students’ feedback on their perceived preparedness has received little attention as a preclinical assessment methodology. The aim of this study was to assess the perceptions of the dental students at one U.S. academic dental institution regarding their preparedness for clinical performance following the preclinical fixed prosthodontics course. Third‐ and fourth‐year dental students participated in a survey about their perceived preparedness to diagnose and treat patients with fixed prosthodontics needs in the school's dental clinics. The respondents (79 out of 161 students, for a response rate of 49%) rated each item on a five‐point Likert scale. Responses about which preclinical procedures of the course prepared students the least and the best were consistent for the third‐ and fourth‐year students. Less than 60% of all responding students felt prepared for planning complex cases and performing laboratory‐related procedures. The findings of this study indicate that improvement is required in teaching students about laboratory procedures and problem‐solving to adequately prepare them for clinical treatment of patients with fixed prosthodontics needs.
Effects of Team‐Based Learning on Fixed Prosthodontic Education in a Japanese School of Dentistry
Authors: Takeuchi Hisahiro , Omoto Katsuhiro , Okura Kazuo , Tajima Toyoko , Suzuki Yoshitaka , Hosoki Maki , Koori Motoharu , Shigemoto Shuji , Ueda Mayu , Nishigawa Keisuke , Rodis Omar Marianito Maningo , Matsuka Yoshizo
Published: June 2020

The aims of this study were to evaluate the quality of team‐based learning (TBL) in prosthodontics education for fourth‐year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture‐based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL‐style fixed prosthodontics course. Ten 60‐minute classes were held. The first three were traditional lecture‐style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL‐format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term‐end examination. The questionnaire revealed high student approval for TBL‐style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term‐end examination, there were significantly higher scores on the questions that covered TBL‐taught material than those covering traditional lecture‐taught topics. The results of this study suggest that TBL‐style lecture was more effective than traditional‐style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture‐based teaching.
Development of a Mobile Device Optimized Cross Platform‐Compatible Oral Pathology and Radiology Spaced Repetition System for Dental Education
Authors: Al‐Rawi Wisam , Easterling Lauren , Edwards Paul C.
Published: June 2020

Combining active recall testing with spaced repetition increases memory retention. The aim of this study was to evaluate and compare students’ perception and utilization of an electronic spaced repetition oral pathology‐radiology system in dental hygiene education and predoctoral dental education. The study employed an open‐source suite of applications to create electronic “flashcards” that can be individually adjusted for frequency of repetition, depending on a user's assessment of difficulty. Accessible across multiple platforms (iOS, Android, Linux, OSX, Windows) as well as via any web‐based browser, this framework was used to develop an oral radiology‐oral pathology database of case‐based questions. This system was introduced in two courses: sophomore oral pathology for dental students and sophomore radiology for dental hygiene students. Students were provided free software and/or mobile tablet devices as well as a database of 300 electronic question cards. Study participants were surveyed on frequency and extent of use. Perception‐based surveys were used to evaluate their attitudes towards this technology. Of the eligible students, 12 of 22 (54.5%) dental hygiene and 49 of 107 (45.8%) dental students responded to the surveys. Adoption rates and student feedback were compared between the two groups. Among the respondents, acceptance of this technology with respect to educational usefulness was similar for the dental and dental hygiene students (median=5 on a five‐point scale; dental hygiene interquartile range (IQR)=0; dental IQR=1). Only a minority of the survey respondents (25% dental, 33% dental hygiene) took advantage of one of the main benefits of this technology: automated spaced repetition.
The Association of Patients’ Oral Health Literacy and Dental School Communication Tools: A Pilot Study
Authors: Tam Amy , Yue Olivia , Atchison Kathryn A. , Richards Jessica K. , Holtzman Jennifer S.
Published: June 2020

The aim of this pilot study was to assess adult patients’ ability to read and understand two communication tools at the University of California, Los Angeles, School of Dentistry: the dental school clinic website and a patient education brochure pertaining to sedation in children that was written by dental school personnel. A convenience sample of 100 adults seeking treatment at the school's general dental clinic during 2012–13 completed a health literacy screening instrument. They were then asked to read clinic educational and informational materials and complete a survey. Analyses were conducted to determine the association between the subjects’ oral health literacy and sociodemographics and their ability to locate and interpret information in written oral health information materials. SMOG and Flesch‐Kincade formulas were used to assess the readability level of the electronic and written communication tools. The results demonstrated an association between these adults’ oral health literacy and their dental knowledge and ability to navigate health information website resources and understand health education materials. Health literacy was not associated with age or gender, but was associated with education and race/ethnicity. The SMOG Readability Index determined that the website and the sedation form were written at a ninth grade reading level. These results suggest that dental schools and other health care organizations should incorporate a health‐literate approach for their digital and written materials to enhance patients’ ability to navigate and understand health information, regardless of their health literacy.
Implementation of a Flipped Classroom Educational Model in a Predoctoral Dental Course
Authors: Park Sang E. , Howell T. Howard
Published: June 2020

This article describes the development and implementation of a flipped classroom model to promote student‐centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture‐style classroom into a blended learning model that combines active learning pedagogy with instructional technology and “flips” the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second‐year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre‐ and post‐class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.
Harmonizing Professional, Personal, and Social Responsibilities: Indian Women Dentists’ Perspectives
Authors: Nagda Suhasini Jayantilal
Published: June 2020

Women in Indian culture have a paradoxical status: on the one hand, goddesses are worshipped for power and prosperity; on the other hand, working women face challenges due to age‐old beliefs and sociocultural norms. With 60% of the students enrolled in undergraduate dental education currently being women, there is a need to study the challenges these women are facing and how they tackle them. The aim of this survey study was to assess the barriers women dentists face in career advancement and how successfully they balance the personal, professional, and social aspects of their lives. Questionnaires, consisting of four qualitative and 24 quantitative items, were distributed to 500 women dentists: postgraduate residents and faculty members in dental colleges of Mumbai and Navi Mumbai, as well as private dental practitioners. Of the 500 women, 210 returned the survey, for an overall response rate of 42%. The results showed that 95% of the respondents believed they successfully balance the various spheres of their lives, but the most common challenges they faced continued to be traditional gender bias, dual professional and home responsibilities, and preconceived ideas about women.
The ARCTIC Workshop: An Interprofessional Education Activity in an Academic Health Sciences Center
Authors: Sutherland Susan E. , Moline Karen A.
Published: June 2020

The complex care required to address the needs of head and neck cancer patients requires interprofessional collaboration. Using the compelling narrative of a patient's journey through cancer treatment in the Canadian setting, the aim of this study was to engage health professions students to discover the importance of interprofessional care for complex patients, while delivering content on head and neck cancer care and providing training/experience in interprofessional education (IPE) facilitation to clinicians. In the study, 38 students from nine health disciplines participated in a three‐hour workshop that included interactive presentations and facilitated small‐ and large‐group activities. The Interdisciplinary Education Perception Scale (IEPS) was administered pre and post workshop to examine changes in students’ attitudes and perceptions about IPE. Qualitative participant and facilitator feedback regarding the session was obtained using a structured questionnaire and debriefing sessions with each group. An overall improvement of scores on the IEPS was observed, while analyses of individual items showed improved scores on all items but one. Session feedback from students and facilitators was positive. The results suggest that combining case‐based methods with interprofessional learning in the clinical setting allowed students to develop an appreciation for the complex needs of head and neck cancer patients and the need for collaboration to improve patient outcomes.
An Outcomes Study of 40 Years of Graduates of a General Practice Dental Residency
Authors: Lau Agnes , Dodson Thomas B. , Sonis Stephen T. , Kaban Leonard B.
Published: June 2020

Assessing program quality and outcomes is essential to improve postgraduate dental education. This study's aims were to document career direction and practice patterns of graduates of the Brigham and Women's Hospital (BWH) General Practice Residency (GPR), to compare BWH GPR outcomes to those of other American GPRs, and to identify characteristics of the BWH GPR program that trainees valued. This was a retrospective cohort study with a sample comprised of BWH GPR graduates between 1973 and 2013. Outcomes examined included pursuit of specialty training and positions on academic or hospital staff. Data sources were a survey of BWH GPR graduates and published national surveys. Of the 190 BWH graduates (95% of total) who were located and contacted, 133 (70% response rate) completed the survey. Compared to national survey data, BWH GPR graduates were significantly more likely to be specialists, full‐time hospital staff, or full‐time or part‐time dental school faculty. Most BWH graduates (96.2%) ranked the program as outstanding or good. Faculty characteristics were considered by BWH graduates to be the most important factors in judging program quality. Since faculty characteristics were the most important factors in residents’ judgment of program quality, GPR programs should recruit, maintain, and develop a quality faculty in order to attract students.
Dental Hygienists’ Experiences with Motivational Interviewing: A Qualitative Study
Authors: Curry‐Chiu Margaret E. , Catley Delwyn , Voelker Marsha A. , Bray Kimberly Krust
Published: June 2020

The effectiveness of Motivational Interviewing (MI) to change health behaviors is well documented. Previous studies support use of MI to change oral health behaviors in the areas of early childhood caries and periodontal diseases, but research is limited due to the sparse number of oral health care providers with training in MI. The University of Missouri‐Kansas City (UMKC) formally integrated MI training into its dental hygiene curriculum five years ago. Summative program evaluation of UMKC's MI training shows that it effectively equips graduates with MI skills. The aim of this qualitative study was to use semi‐structured interviews with nine program alumni to provide insight into the experiences of MI‐trained dental hygienists in clinical practice. All interviews were captured with a digital voice recorder, were transcribed, and were resubmitted to the interviewees for checking. Five themes emerged from the data analysis: salience, best practices, barriers, facilitators, and lessons learned. These dental hygienists strongly valued and embraced the spirit of MI. They reported feeling strongly that it should be part of all dental hygiene curricula, and they upheld MI as a best practice. The participants approved of their MI instruction as a whole but felt it was difficult and sometimes not viable in practice. They reported that MI training had improved their communication skills and increased treatment acceptance. Time, difficulty, and managing patient resistance were the most often cited barriers, while a supportive climate and creating a routine were the most often cited facilitators.
Ability of Dental Students in Spain to Identify Potentially Malignant Disorders and Oral Cancer
Authors: Cerero‐Lapiedra Rocío , Esparza‐Gómez Germán C. , la Cruz Laura Casado‐de , Domínguez‐Gordillo Adelaida A. , Corral‐Linaza César , Seoane‐Romero Juan M.
Published: June 2020

The aim of this study was to assess the ability of students at the School of Dentistry, Complutense University of Madrid, Spain, to diagnose oral cancer and other potentially malignant disorders, as well as to compare their ability at different stages of the learning process and evaluate their knowledge retention. Students were surveyed after they had studied oral medicine and oral pathology at two time points: midway through and near the end of their studies. The survey consisted of questions about 40 photographs of benign oral lesions, malignant oral lesions, and potentially malignant disorders. The response rate for all groups was greater than 70%. The results showed that these students’ overall success rate in differentiating benign from malignant lesions averaged 73.9%. When the distinction for potentially malignant disorders was included, their average overall success rate decreased to 42.8% (p<0.001). Furthermore, the students’ average success rate was at its lowest at the end of the dental program (p<0.001). Results from this study suggest that, given these students’ difficulties in identifying potentially malignant disorders, an increased emphasis on cancer education in the dental curriculum may be needed for future practitioners to master this ability.
High‐Fidelity Simulation: Preparing Dental Hygiene Students for Managing Medical Emergencies
Authors: Bilich Lisa A. , Jackson Sarah C. , Bray Brenda S. , Willson Megan N.
Published: June 2020

Medical emergencies can occur at any time in the dental office, so being prepared to properly manage the situation can be the difference between life and death. The entire dental team must be properly trained regarding all aspects of emergency management in the dental clinic. The aim of this study was to evaluate a new educational approach using a high‐fidelity simulator to prepare dental hygiene students for medical emergencies. This study utilized high‐fidelity simulation (HFS) to evaluate the abilities of junior dental hygiene students at Eastern Washington University to handle a medical emergency in the dental hygiene clinic. Students were given a medical emergency scenario requiring them to assess the emergency and implement life‐saving protocols in a simulated “real‐life” situation using a high‐fidelity manikin. Retrospective data were collected for four years from the classes of 2010 through 2013 (N=114). The results indicated that learning with simulation was effective in helping the students identify the medical emergency in a timely manner, implement emergency procedures correctly, locate and correctly utilize contents of the emergency kit, administer appropriate intervention/treatment for a specific patient, and provide the patient with appropriate follow‐up instructions. For dental hygiene programs seeking to enhance their curricula in the area of medical emergencies, this study suggests that HFS is an effective tool to prepare students to appropriately handle medical emergencies. Faculty calibration is essential to standardize simulation.
An Investigation into Patient Non‐Attendance and Use of a Short‐Message Reminder System at a University Dental Clinic
Authors: Storrs Mark J. , Ramov Helen M. , Lalloo Ratilal
Published: June 2020

Non‐attended appointments in health care facilities create inefficiencies and loss of clinical productivity: clinical teaching hours are reduced, impacting students’ ability to meet the competencies necessary for professional registration. The aim of this study was to assess demographic and time‐related factors for patient non‐attendance at a dental school clinic in Australia. Appointment data were extracted from the patient management system for the years 2011 and 2012. Data included the status of appointment (attended, cancelled, or failed to attend [FTA]) and an array of demographic and time‐related factors. Multinomial logistic regression was conducted to assess relationships between these factors and appointment status. Attendance rates were also compared by year following implementation of a short message service (SMS) reminder at the beginning of 2012. The results showed that, of 58,622 appointments booked with students during 2011 and 2012, 68% of patients attended, 23% cancelled, and 9% were FTA. The percentage of non‐attended (cancelled or FTA) appointments differed by demographic and time‐related factors. Females were 7% less likely to be FTA, those aged 16–24 years were five times more likely to be FTA, and early morning appointments were 18% less likely to be cancelled and FTA. With the SMS reminder system, the odds of a cancellation were 15% higher, but FTAs were 14% lower (both were statistically significant differences). This study found that failing to attend an appointment was significantly related to a number of factors. Clinical scheduling and reminder systems may need to take these factors into account to decrease the number of teaching hours lost due to patients’ missing their appointments.
An Instrument to Measure Dental Students’ Communication Skills With Patients in Six Specific Circumstances: An Exploratory Factor Analysis
Authors: Aalboe Joanna A. , Schumacher Mitzi M.
Published: June 2020

The aim of this study was to explore the internal structure of an instrument assessing dental students’ confidence in their ability to communicate with patients in six specific circumstances (anxious, in pain, etc.) using exploratory factor analysis. In a Communication in the Dental Health Care Setting course at a U.S. dental school, second‐year dental students in two years (2013 and 2014) responded to the six items on a survey instrument. Of the total 123 students, 122 fully completed the instrument, for a response rate of 99%. Analysis of the results identified a unidimensional scale with regards to patient‐specific communication self‐efficacy and explained 74% of the total variance. The scale had good internal consistency reflected by high Cronbach's alpha (α=0.929, 95% CI [0.907, 0.947]). These findings suggest the instrument may be a useful tool in assessing the development of patient communication skills in second‐year dental students following a course in communication. Further exploration utilizing confirmatory analysis, determining predictive validity, and assessing convergent and discriminant evidence is warranted.
U.S. Dental Specialty Residents’ Expectations and Anticipated Benefits of Academic Employment
Authors: Nazarova Elena , Martin-Peele Melanie , Fifield Judith
Published: June 2020

The aims of this study were to assess features of an academic career that dental specialty residents, as a group and by gender, find most attractive and to identify what determines their expectations for responsibilities and professional growth in academic employment. In November 2013, an invitation to participate in the study along with a link to an online survey was sent to the 407 U.S. program directors of six of the dental specialties (endodontics, oral and maxillofacial surgery, pediatric dentistry, periodontics, prosthodontics, and orthodontics), asking them to forward the survey to their residents. A total of 287 residents responded (112 [41.3%] female and 159 [58.7%] male) out of 4,400 enrolled in these specialty training programs (6.5% response rate). The female respondents were significantly more interested in joining academia than were the male respondents (female 48%; male 31.5%; p<0.005). Respondents of both genders were attracted to academic dentistry by opportunities for intellectual and professional stimulation, but the lifestyle of academicians was significantly more important for the female respondents. The most important feature of a successful academic career for the female respondents was the ability to have a good balance between career and personal life. While opportunity to conduct research was a positive feature for all residents interested in academia and both male and female respondents agreed strongly on the need for collaboration between faculty members for productive research, male respondents agreed significantly more than female respondents that faculty members should conduct independent research. Faculty members’ feedback about academic employment were a significantly positive influence on those planning an academic career compared to those planning to enter private practice. This study found that the female and male residents differed in their expectations of responsibilities and professional growth in academic employment. These results may be useful for academic dental institutions and organizations when developing faculty recruitment and retention programs.
Survey of Advanced Education in Prosthodontics Directors and Residents on Practices in Esthetic Dentistry
Authors: Sheets James L. , Yuan Judy Chia-Chun , Sukotjo Cortino , Wee Alvin G.
Published: June 2020

The aim of this study was to determine the difference between the intended education by advanced education in prosthodontics (AEP) program directors and the perceived education received by AEP residents with respect to concepts of esthetic dentistry. Residents’ confidence levels and current practices were also determined based on program level, with first‐ and second‐year residents combined into “junior residents” and third‐ and fourth‐year residents combined into “senior residents.” Surveys were distributed to all U.S. and Canadian AEP program directors (N=52) in 2014 and residents (N=393) in 2015. The seven questions asked of directors and 20 asked of residents assessed resident training. The response rate for directors was 59.6% and for residents was 27.3%. Statistically significant results were found between the responding program directors’ perceived education on esthetic principles and the responding residents’ perceived education. The senior‐level residents were more confident in each of the categories than residents at the junior level, although the difference was only significant for selecting porcelain systems to match inherent translucency, transfer of information to the laboratory, and surface staining or characterization. There was a difference between the program directors’ intended teaching and the residents’ perceptions with regards to bleaching, shade matching, selection of porcelain systems, transfer of information to the laboratory, and surface staining or characterization. The residents’ confidence levels were higher at the senior level than those at the junior level in selecting porcelain systems, transfer of information to the laboratory, and staining/characterization. Faculty members in advanced prosthodontics programs may be able to use these findings to improve their residents’ education in these areas.