bluuebunny/crossref_metadata_2025 huggingface dataset:
Improving Multiple–Choice Questions to Better Assess Dental Student Knowledge: Distractor Utilization in Oral and Maxillofacial Pathology Course Examinations
Authors: McMahan C. Alex , Pinckard R. Neal , Prihoda Thomas J. , Hendricson William D. , Jones Anne Cale
Published: June 2020

How many incorrect response options (known as distractors) to use in multiple–choice questions has been the source of considerable debate in the assessment literature, especially relative to influence on the likelihood of students’ guessing the correct answer. This study compared distractor use by second–year dental students in three successive oral and maxillofacial pathology classes that had three different examination question formats and scoring resulting in different levels of academic performance. One class was given all multiple–choice questions; the two other were given half multiple–choice questions, with and without formula scoring, and half un–cued short–answer questions. Use by at least 1 percent of the students was found to better identify functioning distractors than higher cutoffs. The average number of functioning distractors differed among the three classes and did not always correspond to differences in class scores. Increased numbers of functioning distractors were associated with higher question discrimination and greater question difficulty. Fewer functioning distractors fostered more effective student guessing and overestimation of academic achievement. Appropriate identification of functioning distractors is essential for improving examination quality and better estimating actual student knowledge through retrospective use of formula scoring, where the amount subtracted for incorrect answers is based on the harmonic mean number of functioning distractors.
Complementary and Alternative Medicine in Predoctoral Dental Curricula: An Exploratory Survey of U.S. Dental Schools
Authors: Spector Michael L. , Kummet Colleen M. , Holmes David C.
Published: June 2020

The purpose of this study was to identify the prevalence of complementary and alternative medicine (CAM) education in U.S. dental schools. A survey was administered via e–mail to each U.S. dental school's academic dean, and data were collected from respondents in a fillable PDF form submitted electronically to the study investigators. The survey asked respondents whether CAM was taught at the institution; if the response was yes, information was requested regarding the CAM therapies included, credentials of the instructor, number of hours taught, reason for teaching CAM, and format in which CAM was taught. Of the sixty dental schools contacted, twenty–two responded to the survey (37 percent response rate). Of these respondents, ten (45.5 percent) reported offering instruction in CAM as part of their predoctoral curricula. Herb/drug interactions were found to be taught with more frequency than any other CAM topic (in six out of the ten institutions). Limitations of the study are discussed, and suggestions for future studies are made.
Career Decisions of Undergraduate Dental Students at the University of Science and Technology, Yemen
Authors: Banabilh Saeed M.
Published: June 2020

Students’ reasons for choosing dentistry as a profession have not been well documented, especially in the developing countries. Therefore, the aim of this study was to determine the reasons why undergraduate Yemeni dental students who attended the University of Science and Technology (UST) chose dentistry as a career. A total of 300 out of 500 responses were recorded for this study, a response rate of 60 percent. An anonymous questionnaire was administered to dental students at UST, and a chi‐square test was used for statistical analysis of the data. The results showed that students chose dentistry as a career for the following reasons: economic (easy to find jobs, 44.7 percent); vocational (I like to treat people to improve their health, 39.0 percent); personal (my family dentist's encouragement, 37.3 percent); and professional (I can work in many fields, 33.0 percent). When group and item scores were compared between genders, statistically significant differences were only found for vocational reasons (p<0.05). In conclusion, the reasons Yemeni dental students chose dentistry as a profession were primarily economic, then vocational. However, vocational reasons were found to be the significant factors for choosing dentistry as a career by both genders in this group of UST Yemeni dental students.
Dental Laboratory Technology Education in China: Current Situation and Challenges
Authors: Zheng Liwei , Yue Li , Zhou Min , Yu Haiyang
Published: June 2020

Modern dentistry and dental education in China were first introduced from abroad by Dr. Lindsay in 1907. However, advancements in the field of dental laboratory technology did not occur to the same degree in specialties such as prosthodontics and orthodontics. Since the 1990s, orders from abroad demanding dental appliances surged as the image of China as the “world's factory” strengthened. The assembly line model, in which technicians work like simple procedure workers, was rapidly applied to denture production, while the traditional education system and apprenticeship systems demonstrated little progress in these years. The lack of advancement in dental laboratory technology education caused insufficient development in China's dental technology industry. In order to alter the situation, a four‐year dental laboratory technology undergraduate educational program was established in 2005 by West China School of Stomatology, Sichuan University (WCSS, SCU). This program was based on SCU's undergraduate education and WCSS's junior college education systems. The program introduced scientific methods in relevant subjects into laboratory technicians’ training and made many improvements in the availability of trained faculty, textbooks, laboratory facilities, and curriculum.
Assessment of Implementation of a CAMBRA‐Based Program in a Dental School Environment
Authors: Teich Sorin T. , Demko Catherine , Al‐Rawi Wisam , Gutberg Tom
Published: June 2020

Caries development is determined by a balance of protective and pathological factors, so the clinician should be able to identify and document those factors, understand their relative weight in disease development or reversal, and make recommendations to patients that will lead to risk reduction. The caries management by risk assessment (CAMBRA) protocol frames these factors into an easy‐to‐follow template that also guides the clinician in making recommendations. The purposes of this study were to examine implementation of the CAMBRA‐based risk assessment program in a predoctoral clinic at one dental school, assess the accuracy of caries risk evaluation by the students, and evaluate the utilization of professionally applied fluoride varnish in a moderate‐ and high‐risk patient cohort. After dental clinic patients were screened for previous caries risk status, sixty‐eight moderate‐ or high‐risk patients were invited to participate in the study. At the study visit that included four bite‐wing radiographs, a new caries risk assessment (CRA) form was completed. Our results showed that students underestimated the risk in 25 percent of the cases; the underestimation occurred especially when visible cavitation or caries into dentin by radiograph was the only risk factor or when caries were not identified at the initial visit when the CRA form was completed for the first time despite the presence of other high‐risk factors. Students also underestimated both risk and protective factors at the initial evaluation visit compared with the study visit. The results show that students were not rigorous enough in documenting these factors and determining the patient's risk. In order to increase the sensitivity of risk assessment, training and recalibration for students and faculty members should be an ongoing process.
Risk Assessment‐Based Individualized Treatment (RABIT): A Comprehensive Approach to Dental Patient Recall
Authors: Teich Sorin T.
Published: June 2020

Patient recall should be a tool to support prevention, allow early intervention, and ensure long‐term dental health. Although the concept of patient‐customized recall intervals has increased in popularity, recommendations vary significantly. Concepts of risk assessment‐derived recalls are described in the literature separately for caries, periodontal disease, and edentulism, but no published guidelines exist for creating patient‐centered recall systems that integrate all risks. Further, no recommendations exist regarding oral cancer risk assessment and recall intervals. The evidence shows that recall intervals of less than twelve months do not impact stage and tumor size at diagnosis although increasing this interval may significantly affect the outcome. The typical approach to recall scheduling is that the interval before the next oral health review should be chosen when no further treatment is indicated or on completion of a specific treatment journey. This article advocates a modified approach that supports individualized risk‐based recall schedules not only after active therapy is completed but also during the course of treatment. The design of individualized recall schedules would address a patient's risk for caries and periodontal disease and the need to perform periodic oral cancer screenings. Evidence is also presented regarding the timing of recalls for edentulous patients. This article describes design principles for a Risk Assessment‐Based Individualized Treatment (RABIT) system, presents an example of an electronic health record (EHR) recall module implemented at one dental school, and identifies barriers to implementation. As EHRs become more prevalent in dental practice, it is expected that the software industry and the profession will collaborate to include RABIT‐like concepts in software management packages.
M‐OSCE as a Method to Measure Dental Hygiene Students’ Critical Thinking: A Pilot Study
Authors: McComas Martha J. , Wright Rebecca A. , Mann Nancy K. , Cooper Mary D. , Jacks Mary E.
Published: June 2020

Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students’ critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m‐OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m‐OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple‐choice questions intended to measure students’ ability to utilize critical thinking skills. Additionally, there was one fill‐in‐the‐blank question and a treatment plan that was completed at the fifth station. The results of this study revealed that the m‐OSCE did not reliably measure dental hygiene students’ critical thinking. Statistical analysis found no satisfactory reliability within the multiple‐choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students’ abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple‐choice questioning results. This outcome warrants further investigation of the utility of the m‐OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case.
Relationship Between Procrastination and Academic Performance Among a Group of Undergraduate Dental Students in India
Authors: Lakshminarayan Nagesh , Potdar Shrudha , Reddy Siddana Goud
Published: June 2020

Procrastination, generally defined as a voluntary, irrational delay of behavior, is a prevalent phenomenon among college students throughout the world and occurs at alarmingly high rates. For this study, a survey was conducted of 209 second‐, third‐, and fourth‐year undergraduate dental students of Bapuji Dental College and Hospital, Davangere, India, to identify the relationship between their level of procrastination and academic performance. A sixteen‐item questionnaire was used to assess the level of procrastination among these students. Data related to their academic performance were also collected. Spearman's correlation coefficient test was used to assess the relationship between procrastination and academic performance. It showed a negative correlation of −0.63 with a significance level of p<0.01 (two‐tailed test), indicating that students who showed high procrastination scores performed below average in their academics. In addition, analysis with the Mann‐Whitney U test found a significant difference in procrastination scores between the two gender groups (p<0.05). Hence, among the Indian undergraduate dental students evaluated in this study, it appeared that individuals with above average and average academic performance had lower scores of procrastination and vice versa.
The Utility of Hybrid Promotion and Tenure Tracks for Dental School Faculty
Authors: Costello Bernard J. , Marshall Kathy L. , Schafer Tara , Phillips Scott , Hart Thomas C.
Published: June 2020

The promotion and tenure process for faculty members varies, by design, for different disciplines, departments, and academic institutions. For many faculty members in U.S. dental schools, the process may thus appear nebulous and be difficult to navigate. In this article, we review the history, forces of change, and some of the mechanisms utilized for promotion and tenure of faculty in the health sciences, particularly for clinician‐educators. Some institutions have successfully created hybrid tracks for clinician‐educators in order to develop and recognize these faculty members’ scholarly activity in addition to their clinical teaching. Hybrid tracks empower faculty members to successfully perform scholarly activities that realistically reflect institutional missions. The authors of this article conclude with a number of practical suggestions to enhance development and retention of faculty using the hybrid promotion and tenure mechanism. These include demonstrating the congruence of institutional mission, faculty activities, and promotion and tenure guidelines; developing scholarly activities for clinician‐educators that can be measured in the promotion and tenure process; rewarding scholarly achievement for clinician‐educators utilizing the promotion and tenure mechanism; and developing an evaluation system that accounts for changes in mission and faculty activities.
Alfred Owre: Revisiting the Thought of a Distinguished, Though Controversial, Early Twentieth‐Century Dental Educator
Authors: Nash David A.
Published: June 2020

Many in dental education are unfamiliar with the professional life and thought of Dr. Alfred Owre, a distinguished though controversial dental educator in the early twentieth century. Owre served as dean of dentistry at both the University of Minnesota, 1905–27, and Columbia University, 1927–33. He was also a member of the Carnegie Foundation's commission that developed the report Dental Education in the United States and Canada, written by Dr. William J. Gies. Owre was a controversial leader due to his creative and original ideas that challenged dental education and the profession. His assessment and critique of the problems of dental education in his era can readily be applied to contemporary dental education and the profession, just as his vision for transformative change resonates with ideas that continue to be advocated by some individuals today. This article also documents his tumultuous relationship with Gies.
Dental Students’ Reflections on Clinical Placement in a Rural and Indigenous Community in Australia
Authors: Lalloo Ratilal , Evans Jane L. , Johnson Newell W.
Published: June 2020

Clinical placements away from the dental school are now an integral and important component of dental education internationally. This article presents feedback from students on their experience in a remote rural clinical placement in Australia by year cohorts 2009, 2010, and 2011. An online feedback survey instrument and compulsory reflective journals were analyzed both by calendar year cohort and amongst individual student groups. The information obtained suggests that overall this was a very positive experience for most students and the clinical experience gained was valued highly. Many students wrote positively about their cultural experiences and the knowledge they gained of life in a remote rural area. Many were pleased with the contribution they made to the oral health treatment needs of the community. Concerns related to the lower patient flow and the inferior quality of equipment compared to that in the main university clinic and with delays in maintaining and repairing equipment. While the overall outcome was positive, significant challenges face all stakeholders to maintain and enhance the clinical and social experiences of these future practitioners. The true impact of the placement will only be realized when graduates are confident to venture into clinical practice settings in rural locations.
Traditional and Interprofessional Curricula for Dental Technology: Perceptions of Students in Two Programs in Australia
Authors: Evans Jane L. , Henderson Amanda , Johnson Newell W.
Published: June 2020

Collaboration between dental technicians and other members of the dental care team is essential to achieve optimal outcomes for patients in prosthetic care. Interprofessional education can be effective in improving attitudes, communication, and practices within such teams. This study compared and contrasted the perceptions of role, responsibilities, communication, and teamworking of dental technology students in a traditional curriculum with those in an interprofessional curriculum, both in Australia. A social demographic questionnaire and two standard self–report measures were used to collect data from each year group of the two programs. Thirty to thirty–two of the thirty–nine students enrolled in a traditional dental technology program and nineteen to twenty–two of twenty–five students enrolled in an interprofessional curriculum completed surveys. Statistical analysis of self–report measures identified a significant difference in professional identity, development of roles, and perception of enhanced opportunities for collaboration of dental technologists with the wider oral health professions in those undertaking the interprofessional curriculum. This study suggests that interprofessional learning can shift traditional attitudes and, potentially, improve opportunities for collaboration between dentists and dental technicians. It also supports the idea that adoption of an interprofessional curriculum can significantly enhance communication and teamwork skills essential for readiness in the workplace.
Using Peer–Assisted Learning and Role–Playing to Teach Generic Skills to Dental Students: The Health Care Simulation Model
Authors: El Tantawi Maha M.A. , Abdelaziz Hytham , AbdelRaheem Amira S. , Mahrous Ahmed A.
Published: June 2020

Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student–led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role–playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self–reported improvement in knowledge of health care systems increased. This study suggests that innovative, student–centered educational methods can be effective for teaching generic skills and factual information.
Dental Students’ Perceived Level of Competence in Orofacial Pain
Authors: Alonso Aurelio A. , Heima Masahiro , Lang Lisa A. , Teich Sorin T.
Published: June 2020

Orofacial pain (OFP) is a group of symptoms affecting a significant portion of the population; inadequate diagnosis and management of these symptoms present a potential detrimental effect on the public's health. It has been suggested that dental schools must prepare their graduates to deal with these problems rather than relying on their participation in continuing education courses after graduation. The aim of this study was to determine how third‐ and fourth‐year students at one dental school perceived their level of competence related to OFP. Out of 140 students who were sent the survey, seventy‐four (53 percent response rate) completed it in its entirety. The cross‐sectional survey included questions regarding the students’ familiarity with the categories of OFP. Questions asked how they perceived their knowledge in each of these areas, how comfortable they felt providing diagnosis and treatment, and if more knowledge was needed. The results showed that the fourth‐year students were more comfortable than the third‐year students in diagnosing and managing intraoral pain. Multiple comparisons also showed statistically significant differences between OFP categories for questions related to perceived knowledge, comfort in diagnosing and treating, and perceived need for more information. Overall, the students’ perceived knowledge of and confidence in treating OFP varied with respect to certain categories, being lowest for psychogenic pain.
Establishing a Good Dentist‐Patient Relationship: Skills Defined from the Dental Faculty Perspective
Authors: Orsini Cesar A. , Jerez Oscar M.
Published: June 2020

The importance of developing good dentist‐patient relationships has been well documented, but previous studies have focused on social techniques, not considering the psychological and behavioral characteristics of patients, and have used definitions and instruments that were not dental‐specific. Therefore, the aims of this study were to propose a definition of dentist‐patient relationship skills, derived from dental faculty members’ criteria and informed by Emotional Intelligence concepts, and to propose a preliminary dental‐specific, face‐valid, and reliable self‐assessment instrument. The study was conducted in three phases. Phases I and II defined dentist‐patient relationship competence through literature analysis and semi‐structured interviews with expert key informants, establishing the outcome skills. In Phase III, the instrument was constructed and piloted. Communication skills and basic psychological tools resulted in core topics for use in practice. The definition both specifies and broadens social interactions in dentistry by including dental faculty members’ criteria and topics such as psychological tools and pre‐, intra‐, and postoperative topics appropriate for use during consultation, examination, and treatment. The instrument was found suitable, reasonable, and accessible with a Cronbach's alpha level of 0.95. Future studies are needed to confirm the definition, as well as the instrument's validity, reliability, transference, and sensitivity to the dental educational environment.
Dental Students’ Opinions of Preparation Assessment with E4D Compare Software Versus Traditional Methods
Authors: Hamil Lindsey M. , Mennito Anthony S. , Renné Walter G. , Vuthiganon Jompobe
Published: June 2020

The aim of this study was to evaluate dental students’ opinions regarding the utilization of a new grading software program for student self‐assessment and a faculty‐grading tool in a preclinical course. Using surface mapping technology, this program, called E4D Compare, yields a digital model of a student's preparation that is color‐coded to show deficient areas. The program has now been used for two years at the James B. Edwards College of Dental Medicine at the Medical University of South Carolina, and the students previously assessed with E4D Compare have now entered into the dental clinics. For this study, students were asked to complete an anonymous survey for the investigators to evaluate students’ attitudes and opinions on the effectiveness of this software in their preclinical courses to determine if this type of feedback helped them develop clinical skills. The survey also sought to collect students’ opinions on the traditional objective criteria‐based grading system. The survey was distributed to all members of the Classes of 2014 and 2015; it yielded a 59 percent response rate for the two classes, with a total of eighty‐one students responding. Overall, the majority of students preferred the E4D Compare grading system over traditional hand‐grading methods. The grading system provided instant, objective, and visual feedback that allowed students to easily see where their deficiencies were and encouraged them to work towards an ideal final product.
Development and Outcomes of an Online‐Onsite Hybrid Dental Admissions Enhancement Pilot Program
Authors: Hanson Carrie L. , Van Ness Chris , Gadbury‐Amyot Cynthia C. , Crain Geralyn
Published: June 2020

The University of Missouri‐Kansas City (UMKC) School of Dentistry has piloted two years of an Admissions Enhancement Program (AEP) with students from underrepresented minority groups and/or economically disadvantaged areas of Missouri interested in applying to dental school. The AEP utilizes an innovative online‐onsite hybrid format to elevate students’ foundational knowledge in biology, chemistry, organic chemistry, and quantitative reasoning. The online component includes interaction with UMKC instructors using tablet technology and Wimba virtual classroom sessions. The onsite component engages students in academic and professional development, enrichment activities targeting skills training, experience in dental labs and clinics, and mentoring in preparing the dental school application, essay writing, and interviewing. Results to date indicate overall program satisfaction among AEP participants and a dental school acceptance rate of 73.7 percent (14/19 students). Participants reported the mock interviews and essay‐writing portions contributed to their becoming competitive candidates for the admission process, and the online material enhanced their preparation for the Dental Admission Test (DAT). Pre‐ and post‐AEP data show participant DAT Academic Average scores increased by two points. The school will continue to monitor program participants in subsequent years.
The Economic Costs and Benefits of Dental Education: An Empirical Analysis
Authors: Stafford Gary L. , Nourzad Farrokh , Lobb William K. , Beall Jason R.
Published: June 2020

The rising costs associated with obtaining a dental education have caused some to question the financial benefit of pursuing a dental degree. There is a concern that recent graduates may have difficulty finding professional opportunities that provide the income necessary to service their accumulated educational debt. The aim of this study was to evaluate the trends in educational costs to aid in making an accurate appraisal of the financial benefit of a dental education. Adjusted into constant dollar terms, data from a variety of sources were collected for economic variables such as tuition, fees, student indebtedness, and dentists’ earnings. These variables were then analyzed to determine the true costs and benefits of obtaining a dental education. The results showed that, over the course of the last decade, educational costs increased faster than the real net income of practicing dentists, which led to a decline in the return on investment in dental education. However, regardless of an applicant's choice of public or private dental school, there continues to be a positive economic return on students’ commitment of both financial resources and time to receive a dental education.
Administrative Trends in U.S. Dental Schools
Authors: Fu Martin M. , Rodriguez Angel , Chen Rebecca Y. , Fu Earl , Liao Shu‐Yi , Karimbux Nadeem Y.
Published: June 2020

The aims of this study were to analyze the administrative trends in U.S. dental schools at the beginning and end of a thirteen‐year period and to identify the predictive factors for those changes. Administrative trends were measured by the difference in the number of major administrative positions for 1997 and 2010 reported in American Dental Education Association (ADEA) and American Dental Association (ADA) publications. Secondary measures (program length, student enrollment, and tuition) were also gathered. The mean numbers of administrative positions per school significantly increased over the study period, while the mean number of clinical science departments per school significantly decreased. The change in the number of directors was positively correlated with the change in student enrollment, but inversely correlated with the change in number of vice/associate/assistant deans. The change in the number of clinical science departments was positively correlated with changes in student enrollment and out‐of‐state tuition, but inversely correlated with the change in in‐state tuition. The number of all departments per U.S. dental school significantly decreased in this period. The schools that had consolidation of clinical science departments were less likely to have increases in student enrollment and out‐of‐state tuition, but more likely to have increases in in‐state tuition.
Creating a New Generation of Pediatric Dentists: A Paradigm Shift in Training
Authors: Ramos‐Gomez Francisco J. , Silva Daniela Rodrigues P. , Law Clarice S. , Pizzitola Rebecca L. , John Brendan , Crall James J.
Published: June 2020

The University of California, Los Angeles (UCLA) School of Dentistry has implemented a Health Resources and Services Administration‐funded program to prepare dentists for the complex and comprehensive needs of pediatric patients within rapidly changing demographics and a paradigm shift in dentistry. Traditional dental education has focused on how to respond to oral disease, whereas UCLA's program shifts the paradigm to emphasize early assessment, risk‐based prevention, and disease management. A holistic approach to dental care that considers social and environmental determinants is used with minimally invasive techniques for restorative care. To support this change, pediatric dental residents receive traditional training combined with new didactics, advocacy opportunities, and applied learning experiences at community‐based organizations. These new elements teach residents to recognize the causal factors of disease and to identify interventions that promote oral health at the individual, family, community, and policy level. Consequently, they are better prepared to treat a diverse group of patients who historically have faced the greatest burden of disease as well as an increased number of barriers to accessing oral health care; these consist of low‐income, minority, and/or pediatric populations including children with special health needs. The program's ultimate goal is for residents to deploy these skills in treating vulnerable populations and to demonstrate greater interest in collaborating with non‐dental health providers and community organizations to increase access to dental services in private or public health practice settings.
Implementation of a Laboratory Quality Assurance Program: The Louisville Experience
Authors: Metz Michael J. , Abdel‐Azim Tamer , Miller Cynthia J. , Lin Wei‐Shao , ZandiNejad Amirali , Oliveira Gustavo M. , Morton Dean
Published: June 2020

Remakes, or the refabrication of dental prostheses, can occur as a result of inherent inaccuracies in both clinical and laboratory procedures. Because dental schools manage large numbers of predoctoral dental students with limited familiarity and expertise as related to clinical prosthodontic techniques, it is likely these schools will experience an elevated incidence of laboratory remakes and their ramifications. The University of Louisville School of Dentistry, not unlike other dental schools, has experienced remakes associated with both fixed and removable prosthodontic procedures. Limitations in faculty standardization and variable enforcement of established preclinical protocols have been identified as variables associated with the high percentage of remakes documented. The purpose of this study was to introduce the implementation of a new multidepartmental quality assurance program designed to increase consistency and quality in both information provided to commercial dental laboratories and the prostheses returned. The program has shown to be advantageous in terms of cost–effectiveness and treatment outcomes. A statistically significant decrease in remake percentages has been recorded from inception of this program in December 2010 until December 2012. Furthermore, this program has resulted in more consistent communication between the dental school and commercial dental laboratories, among faculty members, and between faculty and students.
Extracurricular Factors Influence Perceived Stress in a Large Cohort of Colombian Dental Students
Authors: Divaris Kimon , Polychronopoulou Argy , Villa‐Torres Laura , Mafla Ana Cristina , Moya Gloria Aranzazu , González‐Martínez Farith , Vila‐Sierra Luis Armando , Fortich‐Mesa Natalia , Gómez‐Scarpetta Ruth Ángela , Duque‐Restrepo Liliana María
Published: June 2020

The aim of this study was to investigate the association of extracurricular factors including socioeconomic status and career choice with perceived stress in dental school in a large cohort of Colombian dental students. Participants in the study were 5,700 students enrolled in seventeen Colombian dental schools. The study employed a Spanish adaptation of the Dental Environment Stressors (DES30–Sp) questionnaire and recorded an array of demographic, socioeconomic, career choice, and dental studies–related information. Data analyses relied on descriptive, bivariate, and multivariate methods based on multi–level mixed–effects linear regression and post hoc estimation of predictive margins. “Fear of failing a course or year” emerged as the highest ranked item. Male students consistently reported less perceived stress than females, and stress scores were higher among seniors. Independent of gender, age, and study year, having dentistry as one's first career choice, relying on financial support, and belonging to higher socioeconomic strata were associated with lower stress levels. Academic environment interventions aimed to improve students’ educational well–being will need to account for the individual heterogeneity among them. These data from a robust cohort of predoctoral dental students underscore the importance of considering students’ educational experiences in a broader social and economic context.
U.S. Dental Students’ Attitudes Toward Research and Science: Impact of Research Experience
Authors: Holman Shaina Devi , Wietecha Mateusz S. , Gullard Angela , Peterson Jon M.B.
Published: June 2020

This study aimed to provide a first nationwide assessment of dental students’ attitudes toward the importance of research and its integration into the dental curriculum. For this purpose, the American Association for Dental Research National Student Research Group developed an online survey that was distributed to 89 percent of U.S. dental students in May 2012. The survey consisted of twenty–one Likert–type items divided into three groups: importance of research in dentistry, barriers to research involvement, and exposure to research in the dental curriculum. There were 733 responses (3.9 percent response rate), including students in all stages of education representing fifty–eight out of sixty–one dental schools. Age and race/ethnic distributions corresponded with U.S. dental school enrollees. Results showed that 63 percent of respondents had conducted research before matriculation, and of the 34 percent that participated in research during dental school, only 27 percent were newcomers. Respondents strongly agreed that scientific research enabled their progress in dentistry. Inadequate time in the curriculum was an obstacle they perceived to research involvement during dental school. Respondents agreed that dental curricula emphasize evidence–based practices but may be inadequately teaching biostatistics and research methodologies. Students with research experience tended to have stronger positive opinions about the importance of research in dental education. Efforts to foster research in schools have been well received by students, but several issues remain for enriching dental education through greater involvement of students in research.
Fostering Dental Faculty Collaboration with an Evidence–Based Decision Making Model Designed for Curricular Change
Authors: Stafford Gary L.
Published: June 2020

This article introduces an innovative decision making model for adapting evidence–based practice to the specific needs of a department in a dental school. The design encourages suggestions for curricular change directly from the faculty members, while providing a mechanism that allows them to actively participate in the process through the use of evidence–based principles and practice. The nucleus of this model is an Advisory Council comprised of nine full–time departmental faculty members who, when charged, act as independent task force leaders who recruit other faculty members and lead small teams that investigate suggestions for curricular change. Following an accelerated investigative process, recommendations to the Advisory Council are made; if approved, these changes are integrated into the curriculum. The incorporation of an interdisciplinary Advisory Council of key departmental faculty members structured to investigate questions or concerns posed by students, administrators, or other faculty members through the use of evidence–based methodologies has proved to be a successful management tool. Well received by the participants, this model has the potential to further develop and calibrate the school's faculty, increase the timeliness of the decision making process, and lessen the time required to incorporate a proposed change into the curriculum.
Recruiting Underrepresented Minority and Low–Income High School Students into Dentistry While Educating Dental and Dental Hygiene Students About Academic Careers
Authors: Inglehart Marita R. , Stefanac Stephen J. , Johnson Kimberly P. , Gwozdek Anne E. , May Kenneth B. , Piskorowski William , Woolfolk Marilyn W.
Published: June 2020

The objectives of this project were to create a program that would expose underrepresented minority (URM) and low income (LI) high school students to dental professions and provide an opportunity for dental and dental hygiene students from URM/LI groups to be engaged in teaching activities. Data were collected from participants during the school years 2009–10 (high school students: N=23, dental students: N=21, dental hygiene students: N=5) and 2010–11 (N=27, N=11, N=3, respectively). The students participated in fifteen Saturday sessions from October through March each year. The data showed that, from the beginning, mentees and mentors were very interested in participating in the program and getting to know each other. Lectures, general program activities, and patient–related events such as organizing a health fair and shadowing during two outreach clinics were evaluated positively by mentees and mentors. The end of program evaluations showed that the program and the mentee–mentor relationships were rated very positively and that the mentees had an increased interest in oral health–related careers. In conclusion, creating opportunities for URM/LI high school students to explore dental careers and for dental and dental hygiene students to engage in teaching resulted in positive experiences for both groups.
Specialty Education in Periodontics in Japan and the United States: Comparison of Programs at Nippon Dental University Hospital and the University of Texas Health Science Center at San Antonio
Authors: Osawa Ginko , Nakaya Hiroshi , Mealey Brian L. , Kalkwarf Kenneth , Cochran David L.
Published: June 2020

Japan has institutions that train qualified postdoctoral students in the field of periodontics; however, Japan does not have comprehensive advanced periodontal programs and national standards for these specialty programs. To help Japanese programs move toward global standards in this area, this study was designed to describe overall differences in periodontics specialty education in Japan and the United States and to compare periodontics faculty members and residents’ characteristics and attitudes in two specific programs, one in each country. Periodontal faculty members and residents at Nippon Dental University (NDU) and the University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School participated in the survey study: four faculty members and nine residents at NDU; seven faculty members and thirteen residents at UTHSCSA. Demographic data were collected as well as respondents’ attitudes toward and assessment of their programs. The results showed many differences in curriculum structure and clinical performance. In contrast to the UTHSCSA respondents, for example, the residents and faculty members at NDU reported that they did not have enough subject matter and time to learn clinical science. Although the residents at NDU reported seeing more total patients in one month than those at UTHSCSA, they were taught fewer varieties of periodontal treatments. To provide high–quality and consistent education for periodontal residents, Japan needs to establish a set of standards that will have positive consequences for those in Japan who need periodontal treatment.
Who Is Teaching What, When? An Evolving Online Tool to Manage Dental Curricula
Authors: Walton Joanne N.
Published: June 2020

There are numerous issues in the documentation and ongoing development of health professions curricula. It seems that curriculum information falls quickly out of date between accreditation cycles, while students and faculty members struggle in the meantime with the “hidden curriculum” and unintended redundancies and gaps. Beyond knowing what is in the curriculum lies the frustration of timetabling learning in a transparent way while allowing for on–the–fly changes and improvements. The University of British Columbia Faculty of Dentistry set out to develop a curriculum database to answer the simple but challenging question “who is teaching what, when?” That tool, dubbed “OSCAR,” has evolved to not only document the dental curriculum, but as a shared instrument that also holds the curricula and scheduling detail of the dental hygiene degree and clinical graduate programs. In addition to providing documentation ranging from reports for accreditation to daily information critical to faculty administrators and staff, OSCAR provides faculty and students with individual timetables and pushes updates via text, email, and calendar changes. It incorporates reminders and session resources for students and can be updated by both faculty members and staff. OSCAR has evolved into an essential tool for tracking, scheduling, and improving the school's curricula.
Retaining New Dentists in Iowa: A Role for Dental Schools in Facilitating Graduates’ Connections to Practice Opportunities in Underserved Areas
Authors: Hoyle Debra A. , Ryan Penni M. , Hand Jed S. , Damiano Peter , Schneider Galen B.
Published: June 2020

Like many other states, Iowa has an aging dental workforce. As this aging population of dentists retires and communities are unable to find new dentists to take over their practices, more small and rural communities lack easy access to oral health care. The University of Iowa College of Dentistry and Dental Clinics established the Office of Iowa Practice Opportunities in 2006 to promote dental practice opportunities in Iowa for its graduates. With this office, an infrastructure connecting the college with practices and communities across the state has been developed. The Office of Iowa Practice Opportunities is the first place many students go to decide what they will do after graduation and to identify practice opportunities in Iowa. The office has exceeded the college's initial expectations and has provided significant assistance in retaining recently graduated dentists in the state of Iowa and ensuring access to oral health care in the state. This article will show that facilitating connections to practice opportunities has a place in a college of dentistry.
Multiple Mini Interviews for Selection of Dental Students: Influence of Gender and Starting Station
Authors: Barbour Michele E. , Sandy Jonathan R.
Published: June 2020

Multiple Mini Interviews (MMI) are an increasingly popular tool for selecting entrants to undergraduate degree programs in dentistry in the United Kingdom. This article reports on the use of MMI to select dental students at the University of Bristol, United Kingdom, over two successive admissions cycles (2011–12 and 2012–13). MMI provided an efficient means to discriminate between the performance of applicants who were all academically highly qualified, with total scores ranging from 35 percent to 87 percent of the maximum possible score. Female candidates performed significantly better than male candidates when assessed by total score (p=0.011; mean score 94.4 for female applicants and 91.9 for male applicants) and by outcome (offer/decline; p=0.016; 58.6 percent of female and 46.4 percent of male interviewees received an offer of study following interview). There was no statistically significant effect of starting station on candidate performance (p=0.359), indicating that a candidate's overall chance of success in the MMI was not influenced by which station he or she experienced first. Stakeholder acceptance was good, with 75 percent of candidates and 95 percent of assessors preferring MMI over traditional interviews.
Validity and Reliability of Portfolio Assessment of Student Competence in Two Dental School Populations: A Four‐Year Study
Authors: Gadbury‐Amyot Cynthia C. , McCracken Michael S. , Woldt Janet L. , Brennan Robert L.
Published: June 2020

The purpose of this study was to empirically investigate the validity and reliability of portfolio assessment in two U.S. dental schools using a unified framework for validity. In the process of validation, it is not the test that is validated but rather the claims (interpretations and uses) about test scores that are validated. Kane's argument‐based validation framework provided the structure for reporting results where validity claims are followed by evidence to support the argument. This multivariate generalizability theory study found that the greatest source of variance was attributable to faculty raters, suggesting that portfolio assessment would benefit from two raters’ evaluating each portfolio independently. The results are generally supportive of holistic scoring, but analytical scoring deserves further research. Correlational analyses between student portfolios and traditional measures of student competence and readiness for licensure resulted in significant correlations between portfolios and National Board Dental Examination Part I (r=0.323, p<0.01) and Part II scores (r=0.268, p<0.05) and small and non‐significant correlations with grade point average and scores on the Western Regional Examining Board (WREB) exam. It is incumbent upon the users of portfolio assessment to determine if the claims and evidence arguments set forth in this study support the proposed claims for and decisions about portfolio assessment in their respective institutions.