bluuebunny/crossref_metadata_2025 huggingface dataset:
A Competency‐Based Framework for Training in Advanced Dental Education: Experience in a Community‐Based Dental Partnership Program
Authors: Badner Victor , Ahluwalia Kavita P. , Murrman Marita K. , Sanogo Moussa , Darlington Tanya , Edelstein Burton L.
Published: June 2020

While goals and objectives are useful to assess programmatic outcomes, they are not able to evaluate individual trainees’ performance and/or corrective actions needed to improve performance. As a result, competency‐based evaluation is increasingly being used to assess trainee performance at both the doctoral and postdoctoral levels. However, the translation of broadly stated competency statements into evaluable action statements continues to pose a challenge, especially in nontechnical domains such as the assessment and integration of cultural and sociodemographic variables in the development and execution of treatment plans. This article describes a process used to develop a competency‐based framework that includes specific evaluable action statements to assess the performance of Advanced Education in General Dentistry (AEGD) residents providing dental care services to medically compromised patients in a community‐based partnership program. Although the resultant framework may not itself be generalizable across training programs, the process described to develop the framework can be used by those individuals involved in evaluating students and/or residents in training programs.
Academic Integrity Violations: A National Study of Dental Hygiene Students
Authors: Honny Jean M. , Gadbury‐Amyot Cynthia C. , Overman Pamela R. , Wilkins Kristi , Petersen Floyd
Published: June 2020

The purpose of this study was to identify the prevalence of academic integrity violations reported by a national sample of dental hygiene students as compared to general undergraduate students. This study also examined the influence of student variables such as gender, age, and level of education, along with honor codes and other contextual factors, on academic integrity. A total of 2,050 surveys were mailed to a random selection of the schools with dental hygiene degree programs in each of the twelve American Dental Hygienists’ Association (ADHA) districts. A total of 794 usable surveys were returned for an overall response rate of 39 percent. The respondents were predominantly twenty to twenty‐nine years of age (85 percent), and 97.7 percent were female. The largest percentage of respondents (38.5 percent) had completed four or more years of undergraduate education at the time of the survey, with the majority of the coursework taken in a community college setting (39 percent). Approximately 53 percent were from associate programs and 47 percent from baccalaureate programs. Of those responding, 11.3 percent reported cheating during their dental hygiene program, and 30.2 percent were aware of someone cheating in their program. A comparison of academic violations for dental hygiene students to students in other undergraduate programs reveals that a smaller proportion of dental hygiene students report violations.
Preparing Faculty Members for Significant Curricular Revisions in a School of Dental Medicine
Authors: Spallek Heiko , O’Donnell Jean A. , Yoo Young Im J.
Published: June 2020

Resistance to change is expected, especially when change involves and impacts many stakeholders. During the past year, the Curriculum Committee at the University of Pittsburgh School of Dental Medicine has been preparing the dental school for a major curricular revision of its predoctoral program. This article describes how a faculty retreat was designed to gain support for and involvement in this reform process. In particular, it examines the results of a faculty survey that was used to shape the retreat and was developed to determine the faculty's perceived knowledge about instructional design, barriers to innovations in teaching, and the influence of student evaluations and evidence‐based dentistry principles on faculty teaching. Having identified strengths and weaknesses and areas of concern among faculty members through the survey, the Curriculum Committee was able to prepare a retreat that addressed faculty needs while simultaneously advancing the movement towards curriculum reform.
Iowa's Public Health‐Based Infant Oral Health Program: A Decade of Experience
Authors: Weber‐Gasparoni Karin , Kanellis Michael J. , Qian Fang
Published: June 2020

The American Academy of Pediatric Dentistry recommends that children have their first dental visit no later than age one. However, not all dental schools have made hands‐on infant oral health programs a reality in their predoctoral programs. To target high‐caries risk infants/toddlers and provide dental students more hands‐on experience with this age group, the University of Iowa Department of Pediatric Dentistry established an Infant Oral Health Program (IOHP) affiliated with the local Special Supplemental Food Program for Women, Infants, and Children (WIC) clinic. This article reports the IOHP activities and describes how this program is integrated into a dental school curriculum. Most of the children served were around age one, from racial and ethnic minority groups, and had never been to the dentist. More than 600 fourth‐year dental students received hands‐on experience providing preventive dental care for infants and toddlers. A 2004 survey of dentists who graduated from the University of Iowa suggested that those who rotated at the IOHP while in dental school were more willing to see very young children when compared to dentists who did not rotate at the IOHP. These findings suggest that community‐based IOHPs can provide an important community resource for preventive dental care for high‐caries risk young children, while complementing the pediatric dental experience in a dental school curriculum.
Ethics, Empathy, and the Education of Dentists
Authors: Nash David A.
Published: June 2020

Professional education in dentistry exists to educate good dentists—dentists equipped and committed to helping society gain the benefits of oral health. In achieving this intention, dental educators acknowledge that student dentists must acquire the complex knowledge base and the sophisticated perceptual‐motor skills of dentistry. The graduation of knowledgeable and skilled clinicians in dentistry is a necessary, but not sufficient, condition for ensuring quality oral health care. The further requirement is the commitment of graduates to applying their abilities with moral integrity: providing appropriate and quality care in their patients’ best interest. Ultimately, good dentistry depends on individuals committed to treating their patients and society fairly, that is, ethically. This essay describes the historical basis for thinking about ethics from the perspective of human nature; describes how evolutionary ethics seeks to ground moral behavior in human emotion rather than primarily human reason; discusses the roots of morality in the behavior of animals, behavior that observed in humans would be described as empathy; characterizes empathy, discussing its imperative in caring for patients; and suggests what implications an empathy‐mediated understanding of morality has for dental education.
Publication Bias and Its Implications for Evidence‐Based Clinical Decision Making
Authors: Crawford John M. , Briggs Charlotte L. , Engeland Christopher G.
Published: June 2020

In this review, we define and discuss several aspects of publication bias: why it occurs; its importance to dental practitioners, dental educators, and dental students; its potential to affect treatment decisions; and how it can be detected. In addition, we briefly discuss attempts to reduce publication bias. Ideally, clinical decision making should be based on the totality of evidence and not on a sample biased by the selective publication of studies that show significant results. Dentistry increasingly depends on evidence‐based decision making for treatment planning and therapy. As a result we, as a profession, need to fully appreciate the potential for publication bias to hinder advancements in oral health care by decreasing the availability of scientific evidence and threatening the validity of evidence‐based practice.
Students’ Reflective Learning Within a Community Service‐Learning Dental Module
Authors: Brondani Mario A.
Published: June 2020

This article aims to illustrate the effect of reflections upon students’ learning in a newly developed dental module at the University of British Columbia. Students reflected individually before, during, and after the development of their community service‐learning (CSL) projects. One hundred twenty‐one students provided reflections through e‐mail, a password‐protected intranet site (WebCT), or handwriting. Reflections were not graded, and students were encouraged to favor thinking over description in a total of at least 150 words. Eighty‐two students were from two first‐year classes, and thirty‐nine were from one second‐year class. Reflections were analyzed thematically using framework analysis. Students appreciated the community experience and also pondered their own learning as health care providers. Reflections before the CSL projects emphasized “expectations” and “feelings of belonging,” whereas reflections during and after the projects promoted discussions on “challenges and struggles” and “ongoing engagement,” respectively. A circular and bidirectional illustration portrays students’ activities in reflecting, rethinking, reconsidering, reanalyzing, reconstructing, and reacting on their CSL experience. Reflective activity helped students to better appreciate the CSL experience within a newly developed dental course. It allowed them to gain additional value from community‐based education and had a positive impact on their attitudes about service, themselves, and the community members enrolled within their projects.
ADEA CCI Vision Focuses on Preparing Graduates for Discoveries of the Future
Authors: Hunt Ronald J. , Bushong Martha
Published: June 2020

The vision of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI) is embodied in its new slogan: building consensus and leading change to prepare graduates for an undiscovered future. The ADEA CCI envisions a future in which dental practice is vastly different from what it is today and dental education must be very different for graduates who face a future of unimaginable scientific discovery. Dental curricula need to change to better prepare today's dental students, not only for the practice of today but also for the challenges they will face in their practices of the future. The goal of “building consensus” is directed toward the many constituencies that work with dental education and its graduates. The ADEA CCI has developed a variety of policy recommendations, strategies, and resources to help policymakers, dental educators, and dental graduates better prepare for this undiscovered future. A key resource is twenty‐two commissioned white papers that cover diverse topics, such as curriculum reform, facilitating change, faculty development, student assessment, and academic leadership.
Dental Students’ Knowledge About Elder Abuse and Neglect and the Reporting Responsibilities of Dentists
Authors: Gironda Melanie W. , Lefever Karen H. , Anderson Elizabeth A.
Published: June 2020

Dentists are in a unique position to detect elder abuse and neglect. Approximately 75 percent of all physical domestic violence results in injuries to the head, neck, and/or mouth area, clearly visible to the dental team during examinations and treatment. The goal of this project was to gather a comprehensive understanding of predoctoral dental students’ perceptions of the culture of abuse and neglect and their level of fluency regarding their rights and responsibilities as mandated reporters. This article aims to inform dental educators of dental students’ level of awareness of elder abuse and neglect in order to highlight content areas to be addressed in dental school curricula and clinical training. A twenty‐four‐item survey was administered to 291 predoctoral dental students at the University of California, Los Angeles School of Dentistry. The results are organized into three general areas: prior training and education; perceptions of the culture of abuse and neglect; and knowledge of mandated reporter legal responsibilities and protections. Overall, this study found that most students do not feel adequately trained to report a case of elder abuse. Data from this study suggest that dental students need education on the psychosocial aspects of older adulthood, as well as training in detecting and reporting elder abuse.
Rural Dentists of the Future: Dental School Enrollment Strategies
Authors: McFarland Kimberly K. , Reinhardt John W. , Yaseen Muhammad
Published: June 2020

The purpose of this study was to determine the relationship, if any, of a dental student's 1) state of residency and 2) gender to his or her practice location in a rural Nebraska community after graduation. Previous research has demonstrated that dental students generally locate their practices near their place of rearing and that male graduates are more likely than female graduates to locate in rural areas. Dental student data for all University of Nebraska Medical Center College of Dentistry graduates from 1989 to 2008 (n=879) were analyzed. Descriptive and quantitative analyses were performed utilizing SPSS software (version 17.0). Chi‐square and odds ratio analyses were also conducted. In contrast to previous research, women dentists who remained in the state after graduation were more likely to locate their practice in a rural community than were male dentists: 59 percent and 48.5 percent, respectively. Nonresidents who remained in the state after graduation were also more likely to locate in a rural community than were residents: 69 percent and 51 percent, respectively. Dental schools may find this information useful as state officials and policymakers look to dental schools for leadership in addressing dental workforce needs, especially in rural/underserved areas.
Assessment of Surgical Competence in North American Graduate Periodontics Programs: A Survey of Current Practices
Authors: Ghiabi Edmond , Taylor K. Lynn
Published: June 2020

This cross‐sectional study was designed to document the methods utilized by North American graduate periodontics programs in assessing their residents’ surgical skills. A survey of clinical skills assessment was mailed to directors of all fifty‐eight graduate periodontics programs in Canada and the United States. Thirty‐four programs (59 percent) responded. The data collected were analyzed using SPSS version 15.0. The results demonstrate that the most common practice for providing feedback and documenting residents’ surgical skills in the programs surveyed was daily one‐on‐one verbal feedback given by an instructor. The next two most commonly reported methods were a standard checklist developed at program level and a combination of a checklist and verbal comments. The majority of the programs reported that the instructors met collectively once per term to evaluate the residents’ progress. The results suggest that graduate periodontics programs provide their residents frequent opportunities for daily practice with verbal feedback from instructors. However, assessment strategies identified in other health professions as beneficial in fostering the integration of clinical skills practices are not employed.
U.S. Dental School Applicants and Enrollees, 2008 Entering Class
Authors: Okwuje Ifie , Jones Gigi , Anderson Eugene , Valachovic Richard W.
Published: June 2020

Over two decades, interest in dentistry in the United States has shown a steady period of growth. Nearly 12,200 individuals applied to the 2008 entering class of U.S. dental schools, while the number of first‐time enrollees was 4,794, the highest figure since 1990. Men continue to comprise the majority of applicants; however, the percentage of women applicants continues to increase. Underrepresented minority applicants comprised 12 percent of both the applicant and first‐time enrollee pools. The largest number of applicants came from states that are among those with the largest populations in the United States: California, New York, Florida, and Texas. Nearly four out of five enrollees earned a baccalaureate degree in biological science, chemistry/ physical sciences, or pre‐dentistry. Regardless of major fields of study, the percent rates of enrollment generally exceeded 34 percent. The majority of applicants and enrollees placed in the upper GPA and Dental Admission Test (DAT) percentiles. The average age of 2008 enrollees was twenty‐four years.
Towards Defining Dental Drilling Competence, Part 1: A Study of Bone Drilling Technique
Authors: Ioannou Ioanna , Kazmierczak Edmund , Stern Linda , Smith Andrew C. , Wise Lisa Z. , Field Bruce
Published: June 2020

Technical skills are critical for dentists. Computer‐based simulation offers a range of potential benefits for surgical training, but to date the development of simulators has not been characterized by a structured investigation of specific mechanisms by which trainees attain competence. This two‐part study contributes to the understanding of the manner in which surgical psychomotor skills are acquired so that this knowledge can be incorporated into the design of training simulations. We studied participant groups of varying skill levels as they performed a drilling task in oral surgery. In this first part of our study, we investigated the elements of surgical technique and differences in the drilling performance of novice, competent, and expert dentists. Our results indicate that novice dentists employ a technique that differs considerably in drilling stroke length and duration from that employed by experts. Expert dentists perform faster, apply more force, lift the bur off the bone less, and produce superior results compared with novices.
Indian Dental Education in the New Millennium: Challenges and Opportunities
Authors: Elangovan Satheesh , Allareddy Veerasathpurush , Singh Fiza , Taneja Priyank , Karimbux Nadeem
Published: June 2020

India is poised to be a leader in the global economy in this century. Its population of more than 1.1 billion, however, will challenge both the medical and oral health care systems. The current status of dental education in India has some serious challenges that will need to be modified to be able to produce leaders in the field of dentistry to address these burgeoning needs. Dental students in India are trained to excel theoretically, but there seems to be a disconnect between what is learned and what is applied in the clinics. In the real world, when dealing with patients, problem‐solving skills and practical knowledge are necessary. Some of the changes that might bring dental education to the next level in India could include selecting highly motivated students for dentistry, modifying the teaching methodology with some importance given to treatment planning, and introducing research into the curriculum. Changing the current attitude of the faculty, students, and the general population towards dental education is another factor important in the successful transformation. The aim of this article is to discuss these issues in preparing the Indian dental workforce for the challenges of India's growing economy and population.
Developing a Self‐Scoring Comprehensive Instrument to Measure Rest's Four‐Component Model of Moral Behavior: The Moral Skills Inventory
Authors: Chambers David W.
Published: June 2020

One of the most extensively studied constructs in dental education is the four‐component model of moral behavior proposed by James Rest and the set of instruments for measuring it developed by Rest, Muriel Bebeau, and others. Although significant associations have been identified between the four components Rest proposed (called here Moral Sensitivity, Moral Reasoning, Moral Integrity, and Moral Courage) and dental ethics courses and practitioners with disciplined licenses, there is no single instrument that measures all four components, and existing single component instruments require professional scoring. This article describes the development and validation of a short, self‐scoring instrument, the Moral Skills Inventory, that measures all four components. Evidence of face validity, test/retest reliability, and concurrent convergent and divergent predictive validity are demonstrated in three populations: dental students, clinical dental faculty members, and regents and officers of the American College of Dentists. Significant issues remain in developing the Rest four‐component model for use in dental education and practice. Specifically, further construct validation research is needed to understand the nature of the components. In particular, it remains undetermined whether moral constructs are characteristics of individuals that drive behavior in specific situations or whether particular patterns of moral behavior learned and used in response to individual circumstances are summarized by researchers and then imputed to practitioners.
Caries Risk Assessment/Treatment Programs in U.S. Dental Schools: An Eleven‐Year Follow‐Up
Authors: Yorty Jack S. , Walls Allan Todd , Wearden Stanley
Published: June 2020

The purpose of this survey was to identify the number and characteristics of caries risk assessment/treatment (CRA/ Tx) programs in U.S. dental schools in 2009 and compare the results to those of the 1998 survey. A survey of U.S. dental schools was conducted in 2009 using the same eleven‐question survey instrument as in 1998. Results were analyzed using stratified random sampling and chi‐square tests for six of the questions. Additionally, data from the other questions were directly compared. Two questions showed a statistically significant difference: an increase in programs supervised by one school department and the number of schools using CRA as a graduation requirement. Positive changes are occurring in the development of CRA/Tx programs in U.S. dental schools. A wide variety of approaches to teaching this subject, including use of terminology and treatment philosophies, is evident. The evolution of this subject has been slow and varied over the past eleven years. Changing from a mainly surgical approach model to a medical model is occurring, but a more integrated method is needed to clarify terminology, diagnosis, treatment, and communications with researchers, clinicians, teachers, patients, and third‐party payers.
The Impact of Drug Samples on Clinical Recommendations in Dental Education
Authors: Hujoel Philippe P. , Gillette Jane
Published: June 2020

The distribution of branded drug samples in an educational setting may obscure the line between an evidence‐based and a marketing‐based education. The aim of this study was to evaluate the impact of branded drug samples on clinical recommendations in a dental education setting. Survey respondents exposed (n=95) and unexposed (n=80) to a specific branded drug sample program containing non‐patented ingredients responded to a brief questionnare on recommendations for dentinal hypersensitivity. The results showed that an exposure to the branded drug sample was associated with twelve‐fold increased odds for recommending the brand name (95 percent confidence interval [CI]: 5.8–24.5; p<0.0001); 2.6‐fold increased odds for recommending the therapeutic class to which the branded drug sample belonged (95 percent CI: 1.1–6.0; p=0.02); a 66 percent reduction in odds for considering other therapeutic classes (95 percent CI: 0.18–0.63; p=0.00015); and an 84 percent reduction in considering etiology (95 percent CI: 0.08–0.35; p<0.0001). We conclude that branded drug samples in a dental education setting were associated with increasing brand recommendation, narrowing therapeutic thinking, and decreased consideration for removing causes.
Dental Students’ Attitudes Toward the Design of a Computer‐Based Treatment Planning Tool
Authors: Foster Lea , Knox Kathy , Rung Andrea , Mattheos Nikos
Published: June 2020

The purpose of this study was to identify and evaluate the attitudes of a cohort of fourth‐ and fifth‐year dental students (n=53) at Griffith University in Australia to a proposed computer‐based Case Study and Treatment Planning (CSTP) tool. The tool would allow students to work through the process of comprehensive, multidisciplinary treatment planning for patients in a structured and logical manner. A questionnaire was designed to investigate the students’ perceived needs, attitudes, and factors deemed to be important in the design of such a tool. Students responded on a seven‐point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). The survey was supplemented by two focus groups, one of fourth‐year and one of fifth‐year students. The survey results indicated strong agreement that there is a need for such a tool (fourth‐year mean=6.24; fifth‐year mean=5.75) and the likelihood that it would be used after hours and for extra treatment planning practice (fourth‐year mean=5.82; fifth‐year mean=5.45). The themes that emerged from the focus groups revealed students’ agreement that a CSTP tool would be beneficial both for training and for faculty assessment of students’ treatment planning skills. The type of concerns raised included whether a rigid treatment planning template might hamper the flexibility needed to deal with complex patient cases. Additionally, there was some concern that students’ personal interaction with tutors would be reduced if this mode of computer‐based treatment planning were to be used exclusively. In conclusion, the overall attitude of dental students was positive towards a CSTP tool. This study's findings provide guidance as to how such software could be developed and which features to include.
Intraoral Cameras as a Computer‐Aided Diagnosis Tool for Root Canal Orifices
Authors: Brüllmann Dan Dominik , Weichert Catharina I.D. , Daubländer Monika
Published: June 2020

The aim of this study was to evaluate the diagnostic advantage of a new software tool in combination with an intraoral camera for automatic detection of root canal orifices in life videos via the access cavity of extracted human molars. The performance of a predoctoral dental student analyzing the images of the camera (without automatic detection) was compared with that of an experienced observer. Sensitivity and confidence intervals were provided and compared with histological slices of 200 teeth used for evaluation. The software's sensitivity for detection of root canal orifices was 0.957 (95 percent confidence interval: 0.936 to 0.972). The sensitivity for the observer was 0.906 (95 percent confidence interval: 0.877 to 0.929) compared to 0.847 (95 percent confidence interval: 0.813 to 0.877) achieved by the predoctoral student. The tested software reaches a high sensitivity for automatic real‐time detection of root canal orifices with intraoral cameras in direct comparison to histological images. The system might be a useful help for both pre‐and postdoctoral students as an aid for the detection of second mesiobuccal root canal orifices.
A Survey of U.S. Dental School Programs That Help Students Consider Academic Careers
Authors: McAndrew Maureen , Brunson W. David , Kamboj Karanjit
Published: June 2020

The faculty shortage in dental education has been reported for many years and is expected to increase. Some dental schools have developed “grow your own” programs that introduce students to academic careers and give them teaching experiences. These programs generally consist of teaching assistant, fellowship, and peer tutoring opportunities. In this study, a nineteen‐item survey was sent to fifty‐six U.S. dental schools to determine the extent to which such programs were being implemented. Thirty‐six out of fifty‐six dental schools responded, a response rate of 64 percent. Twenty‐five schools or 69 percent of the respondents reported the existence of a formal teaching assistant, fellowship, or peer tutoring program in which students teach in some capacity. The main reasons reported for implementing these programs were to expose students to academia and to address faculty shortages. The respondents reported that positive outcomes for dental student teachers and their students were academic benefits and increased interest in academic life. Among the barriers reported were securing faculty and financial support and problems with scheduling.
Attitudes of Iranian Dental Students Toward Their Future Careers: An Exploratory Study
Authors: Baharvand Maryam , Moghaddam Elnaz Jalali , Pouretemad Hamidreza , Alavi Kaveh
Published: June 2020

Students’ attitudes toward and reasons for choosing careers are of great interest for educational systems around the world. The aims of this study were to investigate Iranian dental students’ motivations in choosing dentistry as a career and their attitudes toward their future profession. A cross‐sectional study of a group of 219 out of 225 (response rate: 97 percent) final‐year dental students in four accredited dental schools in Tehran was conducted using a self‐administered, structured questionnaire. The data were analyzed using SPSS version 11.5 and the Mann‐Whitney test. The most popular reasons for these students’ choice of dentistry as a career were a general interest in medicine and desire to enter a prestigious profession with high social status. The majority of the students planned to enter private practice; fewer intended to pursue specialty education abroad. Most of the female students planned to work in a group practice environment such as a clinic rather than a solo practice. Single students showed greater enthusiasm than married ones for pursuing further studies abroad after graduation. Overall, these dental students appeared to have positive attitudes about the dental profession.
Methods to Increase Underrepresented Minority Student Enrollment and Retention at the University of Louisville School of Dentistry
Authors: McCants Jennifer B.
Published: June 2020

The 2000 U.S. census reported that the population is 12.3 percent African American and 12.5 percent Hispanic; however, less than 4 percent of dentists are African American and 2 percent are Hispanic. To address this disparity, increasing the diversity of dental students is mandatory. The purpose of this article is to describe how the University of Louisville School of Dentistry (ULSD) has approached enrolling and retaining underrepresented minority students. ULSD has increased its pool of underrepresented minority applicants through three major methods: partnerships and collaborations, mentoring, and restructuring administration. Data from ULSD's admissions, institutional research, and planning along with annual enrollment surveys from the American Dental Education Association were used to determine the percentage of African American and Hispanic students entering (1993–2006) and graduating (1997–2010). From 1993 to 2010, African American enrollment increased from 3 to 9.6 percent of the entering class, and the graduation rate of African American students increased from 1.7 to 8.5 percent. Hispanic student enrollment also increased (1.6 percent in 1993 to 2.4 percent in 2006), but Hispanic student graduation rates decreased (3.5 percent in 1996 to 0 percent in 2010).
YouTube, Dentistry, and Dental Education
Authors: Knösel Michael , Jung Klaus , Bleckmann Annalen
Published: June 2020

The objective of this study was to systematically assess the informational value, intention, source, and bias of videos related to dentistry available on the video‐sharing Internet platform YouTube. YouTube (www.youtube.com) was searched for videos related to dentistry, using the system‐generated sorts “by relevance” and “most viewed” and two categories (All and Education). Each of the first thirty results was rated by two assessors filling out a questionnaire for each (total: 120). The data were subjected to statistical analysis using Cohen's kappa, Pearson's correlation coefficient tau, Mann‐Whitney U‐tests, and a nonparametric three‐way ANOVA, including an analysis of the interaction between the sorting and category effect, with an α‐level of 5 percent. The scan produced 279,000 results in the category All and 5,050 in the category Education. The analysis revealed a wide variety of information about dentistry available on YouTube. The purpose of these videos includes entertainment, advertising, and education. The videos classified under Education have a higher degree of usefulness and informational value for laypersons, dental students, and dental professionals than those found in a broader search category. YouTube and similar social media websites offer new educational possibilities that are currently both underdeveloped and underestimated in terms of their potential value. Dentists and dental educators should also recognize the importance of these websites in shaping public opinion about their profession.
Faculty Development to Improve Teaching at a Health Sciences Center: A Needs Assessment
Authors: Scarbecz Mark , Russell Cynthia K. , Shreve Robert G. , Robinson Melissa M. , Scheid Cheryl R.
Published: June 2020

There has been increasing interest at health science centers in improving the education of health professionals by offering faculty development activities. In 2007–08, as part of an effort to expand education‐related faculty development offerings on campus, the University of Tennessee Health Science Center surveyed faculty members in an effort to identify faculty development activities that would be of interest. Factor analysis of survey data indicated that faculty interests in the areas of teaching and learning can be grouped into six dimensions: development of educational goals and objectives, the use of innovative teaching techniques, clinical teaching, improving traditional teaching skills, addressing teaching challenges, and facilitating participation. There were significant differences in the level of interest in education‐related faculty development activities by academic rank and by the college of appointment. Full professors expressed somewhat less interest in faculty development activities than faculty members of lower ranks. Faculty members in the Colleges of Medicine and Dentistry expressed somewhat greater interest in faculty development to improve traditional teaching skills. The policy implications of the survey results are discussed, including the need for faculty development activities that target the needs of specific faculty groups.
A Model for Overview of Student Learning: A Matrix of Educational Outcomes Versus Methodologies
Authors: Johnsen David C. , Marshall Teresa A. , Finkelstein Michael W. , Cunningham‐Ford Marsha A. , Straub‐Morarend Cheryl L. , Holmes David C. , Armstrong Steven R. , Aquilino Steven A. , Sharp Helen M. , Solow Catherine M. , McQuistan Michelle R.
Published: June 2020

A concise overview of an institution's aspirations for its students becomes increasingly elusive because dental education has evolving emphases on priorities like critical thinking and adapting to new technology. The purpose of this article is to offer a learner‐oriented matrix that gives a focus for discussion and an overview of an institution's educational outcomes. On one axis of the matrix, common educational outcomes are listed: knowledge, technical skills, critical thinking, ethical and professional values, patient and practice management, and social responsibility awareness. On the other axis, methodologies are listed: definition, cultivation strategies, measures (summative/formative, objective/subjective), institutional coordination, and competency determination. By completing the matrix, an overview of the process by which students reach these outcomes emerges. Each institution would likely complete the matrix differently and, ideally, with active discussion. While the matrix can first be used to establish “Where are we now?” for an institution, it can also be a starting point for more extensive matrices and further discussion. Vertical and horizontal analyses of the matrix provide a unique lens for viewing the institution's learning environment.
Evolution of Clinical Reasoning in Dental Education
Authors: Khatami Shiva , MacEntee Michael I.
Published: June 2020

The approach to care in dentistry has evolved over the past couple of decades from a narrow focus on oral disease to addressing the psychosocial determinants of oral health. Subsequently, there have been many attempts to reform dental curricula through alternative models of education, such as competency‐based and community‐based educational models and problem‐based learning. These efforts aim to improve the abilities of dental students in problem‐solving, critical thinking, professionalism, and social and cultural competence to help them cope with the complexity of dealing with oral health‐related issues and the constantly changing evidence underlying the practice of dentistry. However, it is not yet clear how well these educational initiatives meet their objectives or how they influence the reasoning skills of dental students. There is now a need to develop a conceptual framework for clinical reasoning in dentistry grounded on empirical evidence to direct the future evolution of dental education.
North Carolina Internists’ and Endocrinologists’ Knowledge, Opinions, and Behaviors Regarding Periodontal Disease and Diabetes: Need and Opportunity for Interprofessional Education
Authors: Owens Jonathan B. , Wilder Rebecca S. , Southerland Janet H. , Buse John B. , Malone Robb M.
Published: June 2020

The aim of this study was to determine the knowledge and practice behaviors of one state's internists and endocrinologists who treat patients with any type of diabetes. A thirty‐five‐item questionnaire was mailed to 1,000 internists and 115 endocrinologists in North Carolina. Questions were open and closed ended and Likert‐scaled. Descriptive statistics and bivariate analysis were utilized. The response rate was 34 percent (N=378). The overall usable response rate was 23 percent (N=254). Over half of the respondents (66 percent) were males. Internists’ and endocrinologists’ knowledge about periodontal disease was high. The majority of the respondents agreed that physicians should be taught about periodontal disease (88 percent) and should be trained to screen for periodontal disease in their patients (78 percent). However, when asked if they are confident in providing an oral health screening for their patients, the responses were evenly distributed from strongly agree to strongly disagree. This study suggests that internists and endocrinologists have some knowledge about oral health and believe that there is a link between periodontal disease and diabetes mellitus; however, the majority do not have sufficient familiarity with the studies that link periodontal disease and diabetes mellitus. They agree with the idea of collaboration with dental professionals to reduce the number of patients at risk for developing periodontal disease. Perhaps the time is conducive to promote interprofessional education and collaboration between medical and dental health care providers to prepare for the future increase in patient and treatment needs.
Evaluation of Stress in Final‐Year Saudi Dental Students Using Salivary Cortisol as a Biomarker
Authors: Pani Sharat Chandra , Al Askar Alaa M. , Al Mohrij Sara I. , Al Ohali Tagreed A.
Published: June 2020

The aims of this study were to identify the perceived sources of stress in final‐year dental students studying in a private dental school in Riyadh, Saudi Arabia, using a modified dental environmental stress (DES) scale and to correlate these findings, at various times in the semester, with the level of acute stress measured with salivary cortisol as a biomarker. A total of forty final‐year students were administered a modified DES questionnaire consisting of twenty‐five questions to determine the perceived causes of stress. Salivary cortisol levels during the first week of the semester, the final week of clinical training, and one hour before the final didactic examination were assessed. Baseline cortisol levels were significantly lower than the cortisol levels in the clinic, and both these values were significantly lower than the salivary cortisol levels before the examination (p<0.001). Comparison of cortisol levels to the perceived sources of stress and demographic data collected showed that certain discrepancies may exist between the perceived and actual stress felt by dental students at different times in the academic semester.
Transformation of a Dental School's Clinical Assessment System Through Kotter's Eight‐Step Change Process
Authors: Guzmán Wilda Z. , Gely María I. , Crespo Kathleen , Matos José R. , Sánchez Nilda , Guerrero Lidia M.
Published: June 2020

A revision of the clinical assessment system of the University of Puerto Rico School of Dental Medicine was initiated in 2007, with the goal of achieving a system that would be fully understood and used by both faculty and students to improve student performance throughout the curriculum. The transformation process was organized according to Kotter's Eight‐Step Change Model. Some of the initial findings in 2007 were as follows: 87 percent of current daily clinical evaluations were scored at the scale's highest level, 33 percent of faculty members lacked knowledge of the evaluation system, and 60 percent of students reported that faculty members were not well calibrated. As a result of the transformation process, a pilot project has been implemented in the comprehensive clinical course for senior students. The revised assessment methods utilized are verbal daily feedback, clinical evaluations once every three months, a digital portfolio, and competency exams. There is also a productivity component included in the course grade. We conclude that adapting Kotter's model for use in the transformation process has been very useful; gaining support from both the administration and faculty has been essential; and the provision of continuous faculty development activities has been empowering. The American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) Liaisons at the University of Puerto Rico School of Dental Medicine have been effective in producing a greater awareness among the faculty about the value of the competency‐based curriculum and the need for change.
The Current State of Predoctoral Orthodontic Education in the United States
Authors: Kwo Florence , Orellana Maria
Published: June 2020

The objective of this study was to assess the current state of predoctoral orthodontic education in the United States. We hypothesized that there are significant differences in the teaching methods, course content, and assessment methods in current predoctoral orthodontic curricula in U.S. dental schools. To test this hypothesis, predoctoral orthodontic directors at fifty‐five dental schools were invited to complete an anonymous online survey during the months of June and July 2010. Twenty‐nine program directors (53 percent) completed the survey. Our data showed that the mean number of full‐time and part‐time equivalent faculty members teaching predoctoral orthodontics is 2.12 and 2.5, respectively. Students are presented with orthodontic material as early as the first year in some dental schools; however, the majority of schools present the most orthodontic material in the third year. The number of curriculum hours devoted to teaching orthodontics during the predoctoral years varies greatly between schools, and many programs teach students a variety of orthodontic techniques. Less than half (48.15 percent) of the responding programs require students to treat orthodontic patients. The majority of the responding programs require students to observe residents (65.38 percent), while those requiring students to assist in graduate orthodontics clinic are in the minority (34.62 percent). Two‐thirds of the responding programs consider the current time allotted for predoctoral orthodontic clinical education at their institutions to be adequate. Our results suggest that there are, indeed, large variations in teaching methods, curriculum content, and methods of assessment in predoctoral orthodontic programs.
Perspectives on a New Educational System for Dental Hygiene Students in Japan
Authors: Hikiji Hisako , Kubota Kouzou , Takahashi Yukiko , Kanehisa Yayoi , Yoshino Kenichi , Sonoki Kazuo , Chiwata Kaoru , Inoue Hiromasa , Tsujisawa Toshiyuki , Akiifusa Sumio , Kakinoki Yasuaki , Nishihara Tatsuji , Fukuta Jinichi
Published: June 2020

The purpose of this article is to report changes to dental hygiene education in Japan and to evaluate the successful implementation of these changes in 2010. The legislative change that began in 2005 revised the length of education for dental hygiene students from two years to three or four years (the mandate was three years), which has led to a dramatic change in program curriculum. After a five‐year moratorium, a new curriculum has been established for dental hygiene education in Japan. The new curriculum provides students the requisite knowledge to effectively perform the latest dental hygiene procedures. Although the change of the educational system from the present mandatory three‐year to the new four‐year programs poses many administrative problems, we believe this shift will ultimately provide a more thorough and in‐depth education for students.
Dental Student Skill Retention Eight Months After Simulator‐Supported Training in Oral Radiology
Authors: Nilsson Tore A. , Hedman Leif R. , Ahlqvist Jan B.
Published: June 2020

The purpose of this project was to investigate the long‐term effects on skill to interpret spatial information in radiographs after conventional and simulator‐supported training. The study was a follow‐up of a previously reported randomized experimental study. The original study population was comprised of fifty‐seven dental students. Forty‐five individuals agreed to participate in a follow‐up study eight months after completion of the original study. During the time interval between completion of the previous study and the follow‐up study, the participants underwent an examination in oral radiology and had theoretical and clinical training in other topics than oral radiology. Skill at interpreting spatial information in radiographs was assessed with a previously used test instrument. The test instrument was identical with the instrument used for baseline assessment in the original study. The results showed that the skill to interpret spatial relations in radiographs eight months after completion of simulator‐supported training was significantly better (p=0.01) than before training. The conventional training showed almost the same pattern, but the difference was smaller and not statistically significant (p=0.11). It is concluded that simulator‐supported training is a valuable adjunct to conventional educational methods in oral radiology.
Evaluating the Impact of the ADEA Admissions Committee Workshops
Authors: Price Shelia S. , Wells Anne , Brunson W. David , Sinkford Jeanne C. , Valachovic Richard W.
Published: June 2020

Drawing on the interconnection of workforce diversity and oral health access, the American Dental Education Association (ADEA) is leading a novel approach to improve student body diversity in U.S. dental schools through an admissions committee development program. With funding provided by the Pipeline, Profession, and Practice: Community‐Based Dental Education program and the Robert Wood Johnson Foundation, ten dental directors/deans of admissions from a cross‐section of U.S. dental schools were selected through a competitive application process to participate in a Train‐the‐Trainers Admissions Committee Workshop. After completing intensive training that was built on legally sound admissions practices, these new trainers copresented ADEA Admissions Committee Workshops in two‐member teams at six U.S. dental schools. This report summarizes the evaluation of both the train‐the‐trainers workshop and six workshops held in summer 2009. Also summarized are post‐workshop outcomes relative to structural diversity at the participating schools.