bluuebunny/crossref_metadata_2025 huggingface dataset:
Correlation of Admission Criteria with Dental School Performance and Attrition
Authors: Sandow Pamela L. , Jones Anne C. , Peek Chuck W. , Courts Frank J. , Watson Ronald E.
Published: June 2020

This study was conducted to provide current information on the relationship between admission criteria and dental school performance, including the association of admission criteria and dental school outcomes such as remediation and attrition. Standard tests of bivariate association and multivariate regression models appropriate for continuous and discrete dependent variables were used to examine the relationship between multiple indicators of admission criteria and dental school performance for six recent classes at the University of Florida College of Dentistry (UFCD). The admission criteria included the undergraduate science grade point average (GPA), undergraduate non‐science GPA, Dental Admissions Test (DAT) academic score, Perceptual Motor Aptitude Test (PMAT) score, and admission interview score. Measures of dental school performance were the National Dental Board Examination Part I and Part II (NB‐I, NB‐II) scores, yearly and final dental school GPA, and academic progress through the UFCD program. In general, most admission criteria were good bivariate indicators of dental school performance. Multivariate analyses indicated that students with higher undergraduate science GPAs and DAT academic scores were more likely to achieve higher NB‐I and NB‐II scores. The undergraduate science GPA and admission interview score were the most consistent determinants of dental school GPA. Students with lower undergraduate science GPAs, DAT academic scores, and PMAT scores were more likely to remediate, to repeat an academic year, or to be dismissed. Although bivariate differences were observed in several admission criteria of students who remediated one or more courses, repeated an academic year, or were dismissed, only the undergraduate science GPA and the PMAT score were indicators of programmatic progress in the multivariate analysis.
Case III: Managing Conflict—The Case of the Faculty Stuck in the Middle
Authors: Trombly Robert M. , Comer Robert W. , Villamil Juanita E.
Published: June 2020

The need for administrative faculty members to have superior leadership and management skills to handle their increasingly complex responsibilities is well established. As a part of the 2000‐01 ADEA Leadership Institute curriculum, fellows were responsible for developing situational case studies for a faculty development workshop to develop participants' leadership and management skills. The case presented here involved managing conflicts in the dental academic setting. The foundation of conflict management centers on communication techniques including transparent communication, open discussion, open confrontation, and active listening. Management options such as avoidance, accommodation, competition, negotiation, and collaboration are potential strategies for the faculty leader. This case study involves a fictitious public dental school, New Horizons University, which has embarked on solutions to address limited resources, but unwittingly has created conflicts between individuals and groups of faculty members. The case discussion analyzes the cause of conflicts, presents the positive and negative potential of the conflicts, reviews techniques of conflict management, and discusses specific management concepts regarding resource allocation and equity theory.
Making Sense of the Epithelial Barrier: What Molecular Biology and Genetics Tell Us About the Functions of Oral Mucosal and Epidermal Tissues
Authors: Presland Richard B. , Jurevic Richard J.
Published: June 2020

The epidermis of skin and the oral mucosa are highly specialized stratified epithelia that function to protect the body from physical and chemical damage, infection, dehydration, and heat loss. To maintain this critical barrier, epithelial tissues undergo constant renewal and repair. Epithelial cells (keratinocytes) undergo a program of terminal differentiation, expressing a set of structural proteins, keratins, which assemble into filaments and function to maintain cell and tissue integrity. Two types of cell adhesion structures, desmosomes and hemidesmosomes, function to glue keratinocytes to one another and to the basement membrane, and connect the keratin cytoskeleton to the cell surface. Keratinizing epithelia such as the epidermis and oral gingiva that have to withstand severe physical and chemical forces produce a toughened structure, the cornified cell envelope. This envelope is a major component of the epithelial barrier at the tissue surface. This article summarizes our current understanding of the structure and function of these different cellular components and discusses various genetic and acquired diseases that alter tissue integrity and barrier function. We also highlight recent work demonstrating how loss or attenuation of certain proteases can lead to early onset periodontitis and tooth loss as well as other epithelial abnormalities.
A HIPAA Strategy for Dental Schools
Authors: Walker Rosemary
Published: June 2020

Certain health care organizations, including dental schools, should be readying themselves to comply with the numerous requirements described within the administrative simplification section of the Health Insurance Portability and Accountability Act of 1996 (HIPAA). The intent of administrative simplification is to streamline the management of health care transactions while protecting the privacy of certain written, oral, and electronic patient information. There are no field‐tested plans for implementing the law because only recently has the health care industry begun to respond to the multitude of requirements. It is essential that each organization create a customized compliance plan that best fits its structure and needs. The purpose of this paper is to propose a five‐stage theoretical strategy that could assist a dental school in achieving HIPAA compliance. The first stage involves the selection of a HIPAA task force. The second stage selects the applicable HIPAA requirements, determines the current states of confidentiality and security, manages the electronic transactions standards, and composes a gap analysis. The third stage examines risk analysis and management. The fourth stage encompasses technical modifications, policies and procedures, legal input, and training. The fifth stage addresses the maintenance of the implementation.
Critical Issues for Dentistry: PGD Program Directors Respond
Authors: Atchison Kathryn A. , Cheffetz Susan E.
Published: June 2020

Discussion of critical issues facing postgraduate education in general dentistry (PGD) and dental education in general has been intense in the past decade. This study reports on critical issues raised by directors of PGD programs that may help direct future research and action within dental education and the larger profession. The analysis reports responses to an open‐ended question sent to all U.S. PGD program directors regarding critical issues facing their training programs. Of 212 surveys, 169 program directors submitted written responses regarding critical issues. Twelve unique themes were identified: lack of postdoctoral applicants (two subthemes were high student debt and students' preference for private practice); student quality; professionalism and attitudes; number of postdoctoral positions; lack of funding; quality of facilities; special patient care; program curriculum; educator issues; mandatory or encouraged PGD year; value of dental program; and dentist shortage. Significant differences between AEGD and GPR directors were observed for two of the twelve areas: high student debt and value of dental program. The study provided insight into the thoughts of a large proportion of the U.S. PGD program directors “in the trenches.” Some consideration of allowable expenses may be needed to align federal training support to best address program director needs.
Dental and Skeletal Stem Cells: Potential Cellular Therapeutics for Craniofacial Regeneration
Authors: Krebsbach Paul H. , Robey Pamela Gehron
Published: June 2020

The study of stem cells has received considerable attention since the discovery that adult stem cells have the capacity to form many different tissue types. Technical advances have helped identify potential stem cells, and their capacity for regenerating tissues is being studied in transplantation models. Further study of the isolation, nature, and differentiation potential of stem cells will likely have a positive impact on our understanding of human development and regenerative medicine. This review highlights the difference between embryonic and adult stem cells and discusses the potential use of these cells for cellular therapeutics for craniofacial regeneration.
Reducing Tobacco Use: What Works in the Population?
Authors: Burns David M.
Published: June 2020

One‐half of those who have ever smoked cigarettes are currently former smokers. This cessation coincided with a forty‐year effort to educate and inform smokers about the risks of smoking. This paper examines the effects of several tobacco control interventions for smokers in the general population using population‐based survey data. States with large media‐led tobacco control programs have higher rates of smoking cessation, suggesting that these comprehensive approaches can alter smoking behavior. This paper also presents evidence supporting effects on smoking cessation for restrictions on where people can smoke, increases in the cost of cigarettes, provision of physician advice to quit coupled with cessation assistance, pharmacological assistance, and telephone hotlines. It also provides evidence that many of these interventions are being implemented in the general population in ways that are less effective than expected based on clinical trials. Increasing the effectiveness of these interventions and linking multiple interventions to provide synergy offer great opportunities to improve rates of population‐based cessation.
Oral Screening and Brief Spit Tobacco Cessation Counseling: A Review and Findings
Authors: Gansky Stuart A. , Ellison James A. , Kavanagh Catherine , Hilton Joan F. , Walsh Margaret M.
Published: June 2020

This paper reviews five randomized controlled trials of brief spit (smokeless) tobacco (ST) cessation treatment by dental professionals consisting of oral cancer screening, cessation advice, self‐help materials, and brief cessation counseling by a dental hygienist. In addition, original two‐year findings from a randomized controlled trial to determine the effect of a dental‐directed, peer‐assisted ST intervention among high school baseball athletes in rural California (n=1084) are reported. In the latter study, results show sustained quitting at two years of 23 percent (32/141) in the intervention group and 13 percent (21/166) in the control group (OR=2.0, 95% CI 1.1‐3.9) with subjects lost‐to‐follow‐up considered non‐quitters. The evidence presented supports the efficacy of oral screening and brief cessation counseling by dental professionals to promote ST cessation in the dental office or in athletic facilities. In addition, recommendations for policy and future research are presented.
U.S. Predoctoral Education in Pediatric Dentistry: Its Impact on Access to Dental Care
Authors: Seale N. Sue , Casamassimo Paul S.
Published: June 2020

This study sought to identify faculty, organization, patient pool, and procedures taught in predoctoral pediatric dentistry programs using a questionnaire sent to all fifty‐five U.S. dental schools in 2001. Forty‐eight (87 percent) programs reported an average of 3.9 full‐time and 2.1 part‐time FTE faculty, resulting in a mean faculty to student ratio of 1:6.4. One‐third employ general dentists to teach pediatric dentistry, and 36 percent report fewer faculty than five years ago. Two‐thirds were stand‐alone departments. Over half (55 percent) reported increases in patient pools, but also a lack of patients with restorative needs. Half of the programs supplemented school‐based pools with special populations, and two‐thirds sent students on external rotations, most often to treat high‐caries children. Those not using external rotations cited lack of faculty. Accepted patients averaged about four years, with only 6 percent of the pool under three years. Low‐income or Medicaid‐covered children accounted for 88 percent of school patient pools. Half of the schools felt the pool inadequate to meet competencies, attributable to lack of patients' restorative needs or inadequate intake numbers. Fewer than half of the programs (48 percent) provided hands‐on experience with disabled patients, and one‐third afforded every student with this experience. Pediatric dentistry was mentioned in fewer than half of the competency documents. Results suggest that U.S. pediatric dentistry predoctoral programs have faculty and patient pool limitations that affect competency achievement and adversely affect training and practice.
Enhancing Academic Integrity: Formulating Effective Honor Codes
Authors: Turner Sharon P. , Beemsterboer Phyllis L.
Published: June 2020

Academic integrity continues to be of concern in higher education as the data from undergraduate schools shows an increasing prevalence of cheating behaviors and changing values of students who are entering dental education. The use of honor codes has been reported to positively influence the attitudes and behaviors of students. This paper discusses the elements of an effective and valid honor code and its possible role in enhancing the dental school environment.
Evaluation of Educational Software
Authors: Schleyer Titus K.L. , Johnson Lynn A.
Published: June 2020

Evaluation is an important component of developing educational software. Ideally, such evaluation quantifies and qualifies the effects of a new educational intervention on the learning process and outcomes. Conducting meaningful and rigorous educational evaluation is difficult, however. Challenges include defining and measuring educational outcomes, accounting for media effects, coping with practical problems in designing studies, and asking the right research questions. Practical considerations that make the design of evaluation studies difficult include confounding, potentially small effect sizes, contamination effects, and ethics. Two distinct approaches to evaluation are objectivist and subjectivist. These two complement each other in describing the whole range of effects a new educational program can have. Objectivist demonstration studies should be preceded by measurement studies that assess the reliability and validity of the evaluation instrument(s) used. Many evaluation studies compare the performance of learners who are exposed to either the new program or a more traditional approach. However, this method is problematic because test or exam performance is often a weak indicator of competence and may fail to capture important nuances in outcomes. Subjectivist studies are more qualitative in nature and may provide insights complementary to those gained with objectivist studies. Several published examples are used in this article to illustrate different evaluation methods. Readers are encouraged to contemplate a wide range of evaluation study designs and explore increasingly complex questions when evaluating educational software.
A New School's Perspective on Clinical Curriculum
Authors: Sanders R. Michael , Ferrillo Patrick J.
Published: June 2020

The new predoctoral dental education program at the University of Nevada, Las Vegas, officially began on August 26, 2002. Key concepts identified as foundations for the UNLV clinical curriculum model include Student Active Integrated Learning (SAIL), the need to actively link oral health to systemic health, a sophisticated practice management model, a focus on culturally sensitive statewide outreach, establishing a strong biomedical research base, and development of future faculty. The predoctoral program will be comprised of five general practices. Students from each of the four academic years will be assigned to a practice group; each student will be expected to provide patient care within the scope of his or her current training.
Dental Licensure Reaches a Crossroads: The Rationale and Method for Reform
Authors: Lasky Roy E. , Shub Judith L.
Published: June 2020

Following calls to reform the dental licensure process, New York state has adopted an innovative approach that is responsive to the perceived shortcomings of the existing Part III examination. This solution eliminates the legally, psychometrically, and ethically compromised system, replacing it with a requirement that both ensures the public's protection and gives the new dentist additional experience in contemporary procedures in a supervised setting. The best preparation for the practice of dentistry is the practice of dentistry—something so profound and simple; yet it constitutes the core of New York's revolutionary reform. And the best way to measure that preparation for initial licensure is with the continual evaluation that occurs during the postdoctoral experience. New York is the first state to allow applicants for licensure to substitute the successful completion of a postdoctoral clinical program—a test in itself—for the traditional clinical licensure examination. The primary objective of this reform is to improve the quality of dentistry by elevating the standards for licensure. New York's expanded training protocol parallels that of medicine and reflects developments in the science and practice of the dental profession. The introduction of this new professional training model renders the clinical examination requirement obsolete. The fundamental principle of New York's new system is that a clinical examination is unnecessary to verify that a dentist is competent to enter practice following postdoctoral clinical training consisting of ongoing patient care, continuous oversight, mentoring, and evaluation.
Children's Oral Health in the Medical Curriculum: A Collaborative Intervention at a University‐Affiliated Hospital
Authors: Graham Elinor , Negron Reinaldo , Domoto Peter , Milgrom Peter
Published: June 2020

The purpose of this study was to 1) describe the structure of the oral health program in a university‐affiliated hospital; 2) evaluate staff's knowledge and attitudes toward oral health; and 3) propose ways to strengthen the incorporation of oral health prevention for children into clinical medical education. Qualitative methods were used to evaluate the program. Structured interviews with seventeen medical center personnel were conducted, and clinic utilization reports provided ICD‐9 diagnostic frequency and visits. Clinic staff, pediatric residents, dental and pediatric faculty, hospital administrators, and clinic directors were interviewed. The themes identified during these interviews were motivation, roles, operational and organizational issues, and integration into the larger medical care system. Integration of an early childhood caries prevention program into the clinical medical education curriculum can be accomplished. After implementation of the oral health program described in this paper, dental caries became the eleventh most common diagnosis seen in the clinic when previously it did not appear in the top forty. However, institutional and organizational barriers are significant. Barriers identified were 1) lack of clarity in defining leadership and roles regarding oral health, 2) time and work overload in a busy pediatric clinic, 3) a tracking system was not available to quickly determine which children needed caries prevention procedures and education, and 4) billing and medical record form changes could not be fully established prior to starting the program.
The Effects of Teaching Dental Students Brief Motivational Interviewing for Smoking‐Cessation Counseling: A Pilot Study
Authors: Koerber Anne , Crawford John , O'Connell Kathleen
Published: June 2020

The purpose of this research was to explore the changes that occurred in dental students' counseling techniques as a result of training in Brief Motivational Interviewing (BMI). A randomized pretest, posttest design was used with eleven students in each group. Baseline and posttraining measures of students' counseling techniques and the characteristics of the counseling session with standardized patients were made. The measures were: student behavior from videotapes, patient involvement in the treatment, establishment of good doctor‐patient rapport, perceived efficacy in promoting patient change, and student confidence and interest in the task. MANOVA found significant differences between the trained and the untrained groups (F=4.019, p=0.018). Training resulted in sessions in which students used more BMI techniques and patients were more actively involved. No changes were seen in the other variables. Future studies must examine whether more experience will improve the students' ability to use BMI to enhance patient rapport, to increase their sense of competence and interest in doing counseling, and to determine the effectiveness of the counseling to encourage patient smoking cessation.
The Effectiveness of Computer‐Aided, Self‐Instructional Programs in Dental Education: A Systematic Review of the Literature
Authors: Rosenberg Harold , Grad Helen A. , Matear David W.
Published: June 2020

Computer‐aided learning (CAL), self‐instructional programs provide an accessible, interactive, and flexible way of presenting curriculum material. In order to assess the effectiveness of CAL programs in dental education, a systematic review of the published literature comparing CAL with other teaching methods was performed. A systematic search of the published literature was performed. Articles formally assessed for inclusion had to meet the following criteria: randomized controlled trials comparing CAL with any other method of instruction, and the use of academically homogeneous dental students or dental professionals with objective, predefined outcome criteria measuring performance, time spent, and attitudes. The searches located a total of 1,042 articles; of these, only twenty‐seven articles met the inclusion criteria. Further quality assessment identified twelve studies that were included in the final review. Five of the studies documented statistically significant differences in outcome measures (scores on multiple choice, written or oral tests, and clinical performance) favoring CAL over comparison group(s), while six revealed no statistically significant differences. One study documented a greater improvement in test scores in the seminar group over the CAL group. Participants' attitudes towards CAL in the included studies are also discussed. Our study concluded that CAL is as effective as other methods of teaching and can be used as an adjunct to traditional education or as a means of self‐instruction.
Interdisciplinary, Web‐Based, Self‐Study, Interactive Programs in the Dental Undergraduate Program: A Pilot
Authors: Cohen Howard B. , Walker Stephanie R. , Tenenbaum Howard C. , Spero Lawrence
Published: June 2020

The goal of this project was to encourage interdisciplinary, integrative health teaching and research in dental education through the development of web‐accessible programs, collectively called the “StudyWeb.” The specific objective of the project was the construction and integration of a series of prototypes of self‐study modules. Four pilot modules were developed using existing teaching materials in histology, pharmacology, prosthodontics, and oral radiology and utilizing a variety of widely available software programs, including FrontPage® and Photoshop®. Low‐end technological choices were made in order to facilitate compatibility with a wide range of hardware, software, and types of Internet access. Modules were tested for functionality, usability, and ease of navigation. The scope of the initial project was limited to development and functionality testing of the original modules. The next phase of this project will involve testing of the effectiveness of these web‐based self‐instruction tools.
Addressing Disparities in Children's Oral Health: A Dental‐Medical Partnership to Train Family Practice Residents
Authors: Mouradian Wendy E. , Schaad Douglas C. , Kim Sara , Leggott Penelope J. , Domoto Peter S. , Maier Russell , Stevens Nancy G. , Koday Mark
Published: June 2020

Providing oral health care to rural populations in the United States is a major challenge. Lack of community water fluoridation, dental workforce shortages, and geographical barriers all aggravate oral health and access problems in the largely rural Northwest. Children from low‐income and minority families and children with special needs are at particular risk. Family‐centered disease prevention strategies are needed to reduce oral health disparities in children. Oral health promotion can take place in a primary care practitioner's office, but medical providers often lack relevant training. In this project, dental, medical, and educational faculty at a large academic health center partnered to provide evidence‐based, culturally competent pediatric oral health training to family medicine residents in five community‐based training programs. The curriculum targets children birth to five years and covers dental development, the caries process, dental emergencies, and oral health in children with special needs. Outcome measures include changes in knowledge, attitudes, and self‐efficacy; preliminary results are presented. The program also partnered with local dentists to ensure a referral network for children with identified disease at the family medicine training sites. Pediatric dentistry residents assisted in didactic and hands‐on training of family medicine residents. Future topics for oral health training of family physicians are suggested.
Patient Perceptions of Professionalism in Dentistry
Authors: Brosky Mary E. , Keefer Oliver A. , Hodges James S. , Pesun Igor J. , Cook Gary
Published: June 2020

The purpose of this study was to examine how patients perceived the professionalism of University of Minnesota School of Dentistry students, faculty, and staff. Professionalism is defined by the authors as an image that will promote a successful relationship with the patient. Patients within comprehensive care clinics were asked to assess physical attributes and behaviors of the dental care providers using a questionnaire. The patients read statements dealing with characteristics of the dental care providers and responded as to whether they agreed, were neutral, or disagreed with the statement. The surveyed population consisted of 103 males and 97 females, 64 percent of whom lacked insurance coverage. Fifty‐one percent of the patients were between the ages of forty‐four and sixty‐nine, but the overall age distribution was dispersed over a range of eighteen to one hundred. Our research found that all dental care providers displayed a professional appearance as well as behavior. The attire of the dental care provider affected the comfort and anxiety levels of patients, as did first impressions of both students and faculty. Most patients reported that students and faculty displayed effective time management and used appropriate language during the appointment. Finally, hairstyle, makeup, and jewelry appeared to have little effect on patients' opinions of the various dental care providers.
Strategies for Recruitment and Retention of Underrepresented Minority Students at the University of Pennsylvania School of Dental Medicine
Authors: Wadenya Rose O. , Schwartz Susan , Lopez Naty , Fonseca Raymond
Published: June 2020

In 1989, the University of Pennsylvania School of Dental Medicine (UPSDM) found there was an urgent need for new programs that would be effective in recruiting highly qualified and talented underrepresented minority students and ensuring their retention. Major efforts focused on leadership, financial support, institutional commitment, and the creation of an inclusive environment. UPSDM also offers an accelerated program leading to combined bachelor's and dental degrees and has agreements with several undergraduate institutions, including Xavier University in Louisiana and Hampton University, to enroll students in this program. UPSDM encourages minority retention through a Peer Mentorship Program, a Minority Mentorship Program, and course offerings that focus on diversity. Over the past thirteen years, these efforts have successfully garnered a fivefold increase in the number of underrepresented minority students at UPSDM.
Perceived Competency at Graduation Among Dental Alumni of the University of the West Indies
Authors: Rafeek Reisha N. , Marchan Shivaughn M. , Naidu Rahul S. , Carrotte Peter V.
Published: June 2020

The aims of this study were to describe levels of self‐rated competency of dental graduates from the University of the West Indies (UWI) and to investigate relationships with gender and the effect of curriculum change. A thirty‐two item self‐reported postal questionnaire was sent to UWI dental alumni (1994‐2002). The questionnaire included twenty‐eight competencies that could be rated on a 5‐point scale: 1 (not at all competent) to 5 (very competent). Overall preparedness for practice could also be rated from 1 (not at all prepared) to 5 (very prepared). The response rate was 77.4 percent, with a mean age of 29.3 years. Items with the highest mean scores were taking an adequate medical history (4.49), recognizing and treating dental caries (4.46), oral examination (4.36), and giving dental health education (4.35). Those with the lowest rating were designing and undertaking clinical research (2.29), dealing with practice management issues (2.52), designing and delivering crown and bridge work (3.33), and recognizing pathologic occlusions (3.33). Overall preparedness for practice was rated as 3.27. Female graduates rated four competencies significantly higher than males. Graduates exposed to the new curriculum perceived greater overall preparedness for general dental practice, suggesting the change to a competency‐based curriculum was effective.
Restorative Treatment Strategies Reported by French University Teachers
Authors: Tubert‐Jeannin Stéphanie , Doméjean‐Orliaguet Sophie , Riordan Paul J. , Espelid Ivar , Tveit Anne B.
Published: June 2020

Disparities among dental schools concerning the teaching and practice of cariology and operative dentistry can lead to variations in students’ treatment modalities that can have health and economic consequences for patients and third party providers. The purpose of this study was to assess caries management strategies taught in French dental schools employing a questionnaire used in a previous study involving private dentists. The study population consisted of 180 teachers of operative dentistry. Each teacher received a questionnaire and a reply‐paid envelope. The questionnaire assessed their treatment strategies, knowledge and beliefs about selected aspects of diagnosis, and treatment of dental caries. After one reminder, the response rate was 49.1 percent. The results illustrate a wide disparity among French teachers concerning restorative treatment thresholds for approximal surfaces, opinions about the rate of caries progression, and the need to monitor lesions near the DEJ. The teachers’ attitudes differed from those of private practitioners: they tended to intervene surgically at a later stage, but they would intervene earlier in the treatment of the carious process than would Scandinavian dentists. This study may help in encouraging dental faculties to develop a consensus on issues related to diagnosis and management of dental caries.
Cheating Behaviors of Dental Students
Authors: Al‐Dwairi Ziad Nawaf , Al‐Waheidi E.M.
Published: June 2020

There has always been some degree of cheating in educational institutions. Many students who have difficulty retaining information, or who are just too lazy to work, turn to cheating as an easy way to obtain high marks. The aims of this study were to investigate undergraduate dental students’ attitudes about the seriousness of thirteen cheating behaviors and to determine the students’ attitudes about justification for cheating. A multiple choice questionnaire was distributed to 200 undergraduate dental students at the Faculty of Dentistry of the Jordan University of Science and Technology in the second through the fifth year of the curriculum in order to rate thirteen cheating behaviors and report their degree of satisfaction with studying dentistry. The response rate was 100 percent. Nine out of the thirteen cheating behaviors were considered as serious by about 85 percent of students. This majority also reported that they enjoyed studying dentistry compared to 10 percent who liked dentistry and 5 percent who disliked dentistry. Those 85 percent reported that they considered themselves to be ethical, while 10 percent selected somewhat ethical and 5 percent selected not ethical. This study revealed the importance of the issue of cheating and how it is evaluated by dental students who may benefit from educational programs as part of their curriculum.
The Current Status of Allied Dental Faculty: A Survey Report
Authors: Nunn Patricia J. , Gadbury‐Amyot Cynthia C. , Battrell Ann , Bruce Stephen Ives , Hanlon Linda L. , Kaiser Catherine , Purifoy‐Seldon Barbara
Published: June 2020

Allied dental program directors have expressed increasing concerns about possible current and future shortages of allied dental educators. As a result, the ADEA Board of Directors created a task force to investigate the current status of allied dental faculty, including the degree of cultural diversity, and to identify whether current and/or potential future shortages of educators exist. A survey was sent to all accredited allied dental program directors. Results indicated that a current faculty shortage exists for dental assisting and dental hygiene programs, with a projected greater future shortage for all allied dental education disciplines, primarily as a result of retirement of current faculty members. The data collected also revealed a lack of diversity in allied dental faculties, especially in dental hygiene and dental assisting programs. Recommendations for action steps included investigating: 1) the use of technology to provide the faculty expertise necessary to allow more affordable quality education in almost any location and to maximize available resources; 2) alternative ways to reward faculty; 3) loan forgiveness as an incentive for exemplary graduates to pursue educational career goals; 4) an ongoing database to monitor the status of allied dental educators; and 5) best practices in higher education to attract a more diverse student body and faculty in terms of gender, ethnicity, and race.
A Preliminary Study in Using Virtual Reality to Train Dental Students
Authors: LeBlanc Vicki R. , Urbankova Alice , Hadavi Farhad , Lichtenthal Richard M.
Published: June 2020

This study compared virtual reality simulator‐enhanced training with laboratory‐only practice on the development of dental technical skills. Sixty‐eight students were randomly assigned to practice their skills in either a traditional preclinical dentistry laboratory or in combination with a virtual reality simulator. The results indicate that students who trained with the virtual reality simulator between six and ten hours improved significantly more than did the students in the control group from the first examination of the year to the final examination of the year. These results indicate that the use of virtual reality simulators holds promise for the training of future dentists. Additional research is necessary to determine the ideal implementation of virtual reality simulators into traditional dentistry curricula.
Attitudes of Incoming Dental Students Toward Tobacco Cessation Promotion in the Dental Setting
Authors: Victoroff Kristin Zakariasen , Dankulich‐Huryn Tatyana , Haque Shaziya
Published: June 2020

Dentists can play an important role in helping patients quit using tobacco. The aim of this study was to investigate incoming dental students' attitudes toward tobacco cessation promotion in the dental setting. Such attitudes can impact students' receptivity to training and subsequent involvement in tobacco cessation promotion. A twenty‐six‐item written survey was administered to freshman students at a midwestern dental school during orientation weeks 2002 and 2003. Questions focused on students' attitudes toward the dental professional's responsibilities and scope of practice in promotion of tobacco cessation. Response rate was 99 percent (139/140). Respondents were 75 percent male, 25 percent female. Mean age was 24.8 ± 3.0 years. Ninety‐nine percent agreed that it is the dental professional's responsibility to educate patients about the oral health risks of tobacco use. Eighty‐five percent agreed that it is within the scope of dental practice to advise patients to quit using tobacco, but fewer agreed that it is within the scope of practice to discuss specific strategies for stopping (70 percent) or to prescribe nicotine gum (45 percent). Sixty‐nine percent agreed that tobacco cessation counseling in the dental office could impact patients' quitting. Seventy‐one percent anticipated that patient resistance could be a barrier to tobacco cessation promotion. Nearly one quarter (23 percent) were only slightly or not interested in receiving tobacco cessation training. Attitudes of incoming dental students appear to be positive regarding the dental professional's responsibility to educate patients about the risks of tobacco use. However, some students may have reservations about the extent to which tobacco cessation services fit within the scope of dental practice, the efficacy of such services, and patient receptiveness. These reservations should be addressed if dental school curricula in tobacco cessation are to be effective.
How to Word Effective Messages About Smoking and Oral Health: Emphasize the Benefits of Quitting
Authors: McKee Sherry A. , O'Malley Stephanie , Steward Wayne T. , Neveu Susan , Land Michelle , Salovey Peter
Published: June 2020

This project examined whether smokers differentially responded to messages about oral health that emphasized either the benefits of quitting smoking or the risks of continued smoking. Messages concerning oral health and smoking were developed to emphasize the benefits of quitting smoking (gain‐framed) or the costs of continued smoking (loss‐framed). These messages were embedded in recruitment brochures for smoking cessation trials, which were placed in twenty dental office waiting rooms for a six‐month period. The number of brochures taken from the waiting rooms was tracked, as well as calls to inquire about smoking cessation studies. As hypothesized, dental patients were more likely to acquire gain‐framed brochures. Out of 271 brochures taken from the dental office waiting rooms, significantly more brochures contained gain‐framed messages compared to loss‐framed messages (59 percent vs. 41 percent, p<.05). There was an equal number of calls to inquire about smoking cessation studies for each message type. Overall, individuals in dental office waiting rooms were more likely to take brochures about smoking cessation trials that contained gain‐framed messages concerning oral health and smoking. Information about oral health and smoking typically emphasizes the dangers of continued smoking. This study found that smokers are more receptive to information that emphasizes the benefits of quitting.
Non‐Graded Clinical Evaluation of Dental Students in a Competency‐Based Education Program
Authors: Taleghani Mohsen , Solomon Eric S. , Wathen William F.
Published: June 2020

The objective of this article is to report the development, implementation, and early results of a non‐graded normative dental student clinical performance assessment system based on our competencies documents. The normative system (student performance is compared to evidence‐based clinical standards) was used and evaluated during the 2002–03 academic year and is now gradually replacing the traditional summative (numerical) grading system previously used at Baylor College of Dentistry. The methodology included: 1) consensus development of new clinical performance assessment forms over the summer of 2002; 2) concurrent fourth‐year clinical faculty calibration to the new forms; 3) implementation at the beginning of the senior year for the Class of 2003; and 4) faculty and student evaluation surveys in May 2003. Every step of each clinical procedure was recorded, weekly performance summaries by both students and faculty were collected, and periodic workshops were held to refine the forms and further calibrate faculty. The results showed strong positive responses to the new system by graduates and faculty alike. We conclude that early results warrant broadened efforts toward a continuously improved schoolwide normative student clinical performance assessment system.
Need for Genetics Education in U.S. Dental and Dental Hygiene Programs
Authors: Behnke Alisa Rose , Hassell Thomas M.
Published: June 2020

The two major afflictions of the oral cavity are dental caries and gingival/periodontal disease. While microorganisms have long been acknowledged as important etiologic factors, the most recent research data demonstrate that both of these pathologic conditions have a strong shereditary base, i.e., even in the presence of putative pathogenic microorganisms, if the host individual is not genetically susceptible, ensuing disease will be mild or even nonexistent. In the face of this evidence for heritability of the two major oral diseases, we evaluated what educational experiences in genetics were provided to students in U.S. dental schools and dental hygiene programs in 2003–04. Our survey of fifty‐four dental schools revealed that only one requires a formal genetics course before admission, and only six incorporate a required genetics course within the dental curriculum. Of the 264 dental hygiene programs surveyed, none require a formal genetics course as a prerequisite for admission, and none require a formal genetics course within their curricula. The enormous successes, and future promise, of the Human Genome Project suggest that genetics will soon dominate the future of medicine and dentistry, in prediction of diseases, disease diagnosis, and, eventually, therapy for genetically based disorders. It is therefore incumbent upon dental and dental hygiene education programs to provide genetics education for tomorrow's practitioners.
Improving Performance on the Endodontic Section of the Florida Dental Licensure Examination
Authors: Stewart Carol M. , Vertucci Frank J. , Bates Robert E.
Published: June 2020

In an attempt to improve performance of University of Florida College of Dentistry (UFCD) graduates on the endodontic section of the Florida Dental Licensure Examination, a retrospective analysis was conducted for classes graduating between 1996 and 2003 to assess potential relationships between passing and failing performance and three factors with potential impact on “first attempt” pass rates. The three factors were clinical endodontic experience, performance on the senior mock board examination, and dialogue with representatives of the licensure examination, which resulted in modification of the endodontic section of the licensure exam. Using ANOVA, we found no differences in performance on the endodontic section of the senior mock board exam between graduates who passed the endodontic section of the dental licensure exam and those who failed this section. Furthermore, no differences were found in the mean number of clinical endodontic experiences (number of teeth treated) between graduates who passed the endodontic section of the licensure exam and those who failed. However, in 2003 following dialogue between representatives of the Florida Board of Dentistry and endodontic faculty from the two dental schools in Florida, a significant difference in senior mock board endodontic scores (p>0.05) and a significant difference in performance on the endodontic section of the licensure exam scores (p>0.005) was observed for the 2003 graduates when compared to the 2002 graduates. The mean mock board scores and the mean state board endodontic section scores were higher for the 2003 graduates. In addition, the UFCD failure rate on the endodontic section of the state board exam dropped from 34 percent in 2002 to 6 percent in 2003. The primary factors believed responsible for these improvements were a direct result of dialogue between dental school faculty and state board representatives. They include a greater appreciation by the UFCD faculty for the performance criteria used by the Board of Dentistry to evaluate procedures and a change by the board in the tooth selection criteria for the endodontic experience. The options in tooth‐type used in the board exams increased from a two‐rooted maxillary premolar to any anterior or premolar tooth. In conclusion, this report supports the positive benefits from ongoing discussions between dental school faculty and representatives of the state licensure board.
Taxonomy for Competency‐Based Dental Curricula
Authors: Beltrán‐Neira Roberto J. , Beltrán‐Aguilar Eugenio D.
Published: June 2020

The objective of this article is to propose a classification of dental competencies. Interest in dental competencies has grown consistently during the last three decades. However, the dental education literature suggests that the term “competency” is understood and used differently by dental schools around the world. The taxonomic classification of dental competencies we propose follows a systematic approach starting at the highest level of complexity, i.e., the professional profile the teaching institution envisions for its graduates, and following in a decreasing degree of complexity to competency function, task, step, movement, and moment. This taxonomy has proved to be useful for more than thirty years in the Dental School of the Peruvian University Cayetano Heredia. Graduates of this school are successful practitioners, teachers, and researchers in Peru and other countries. The classification proposed here should clarify terms, facilitate curriculum design and learning assessment, stimulate further discussion on the matter, and facilitate communication among the dental education establishment.
Post‐Affirmative Action Supreme Court Decision: New Challenges for Academic Institutions
Authors: Tedesco Lisa A.
Published: June 2020

This article describes several aspects of the University of Michigan Supreme Court cases regarding diversity in higher education. It provides a number of resources that are useful in shaping the rationale and institutional practices and policies for admissions and the recruitment and retention of diverse classes of students for the health professions.
Subsequent Dental Research Output of South African Division of the IADR Colgate Prize Entrants
Authors: Porter Michelle I. , McAlpine Alistair J. , Mkhaliphi Diana S. , Grossman Elly S.
Published: June 2020

This study recorded the research output of all participants for the IADR (South African Division; SA) Colgate Prize for 1967–2004 to establish whether, in their later careers, prize winners had a greater research output than runners‐up. Using a list of all entrants, each individual was classified as winner or runner‐up and by gender, race, and research field of presentation. The publication output for each individual was obtained from PubMed. A Poisson regression set at P<0.05 compared publication numbers between winners and runners‐up. There were two groups of entrants: 101 participated once, and twenty‐two participated twice or thrice. Winners had significantly more publications than runners‐up, more so for the multiple entrants (winners 27.5±22.4; runners‐up 16.5±25.5) than single entrants (winners 16.0±40.8; runners‐up 12.0±27.7). The number of individuals participating in the Colgate Prize has declined, but representivity for race and gender is improving. This is the first study to establish that SA IADR Colgate Prize participants fulfil the long‐term IADR ideal of research promotion among young investigators.