bluuebunny/crossref_metadata_2025 huggingface dataset:
Students’ Perceptions of Materials and Techniques Used at European Dental Schools in the Education of Fixed Prosthodontics
Authors: Brand Henk S. , Kamell Hassib , Kharbanda Aron K. , Dozic Alma
Published: June 2020

The aim of this study was to explore the materials and procedures used by students in dental schools across Europe for teaching fixed prosthodontics. An online questionnaire, containing twenty–eight dichotomous, multiple–choice, and Likert scale rating questions, was sent to students in forty dental schools. After excluding dental schools in which less than 10 percent of the students responded, 775 questionnaires from ten schools remained for statistical analysis. Among these respondents, acrylic resin teeth were said to be the most commonly used material during preclinical practice (46–96 percent), and use of extracted teeth varied from 8 to 65 percent. At nine of the ten institutions, metal–ceramic was reported to be most commonly used for fixed dental prostheses. There was large variation in the type of finish line for a metal–ceramic fixed dental prosthesis: students at five institutions reported using a shoulder finish line, three a chamfer finish line, and two a shoulder–bevel finish line. A similar variation was observed with regard to the final cementation of metal–ceramic fixed dental prostheses: students at four institutions reporting most frequently using glass ionomer cement, with three using zinc phosphate cement and three using carboxylate cement. The responding European dental students varied considerably in their opinions about whether they were preclinically properly trained for the first preparation on a patient and in their overall rating of their education in fixed prosthodontics. Responding students in the United Kingdom, Sweden, and Nijmegen, The Netherlands, rated their fixed prosthodontics training overall the highest. Overall, this study found a wide variation amongst dental schools with regard to their education in fixed prosthodontics and their rating of this teaching.
Knowledge and Attitudes about HIV/AIDS of Students in H.P. Government Dental College and Hospital, Shimla, India
Authors: Fotedar Shailee , Sharma Kapil Rajeev , Sogi Girish M. , Fotedar Vikas , Chauhan Atul
Published: June 2020

The purpose of this cross–sectional survey was to assess the knowledge and attitudes towards patients with HIV/AIDS among dental students in H.P. Government Dental College, Shimla, India. In November 2011, a survey was conducted of all the dental students of the college using a forty–five–item, self–administered questionnaire. The total mean knowledge score was 68.3 percent (good knowledge). The mean knowledge score was statistically higher in the clinical group than in the preclinical group. A majority of the students were aware of the association between HIV and oral candidiasis (89.1 percent), major aphthous (83.2 percent), and Kaposi's sarcoma (68.9 percent). Only 4.9 percent had professional attitudes about treating patients with HIV/AIDS. Male students had significantly fewer negative attitudes and higher positive attitudes than female students. The overall attitude score was significantly higher in the clinical group than in the preclinical group. Although a majority of the students had good knowledge, there were some inadequacies in their knowledge; those were more frequently seen in the preclinical students. It is important that dental students, as future dentists, develop not only the necessary practical skills but also knowledge and attitudes that will prepare them to treat patients with HIV/AIDS.
Randomized Trial of Two e–Learning Programs for Oral Health Students on Secondary Prevention of Eating Disorders
Authors: DeBate Rita D. , Severson Herbert H. , Cragun Deborah , Bleck Jennifer , Gau Jeff , Merrell Laura , Cantwell Carley , Christiansen Steve , Koerber Anne , Tomar Scott L. , Brown Kelli McCormack , Tedesco Lisa A. , Hendricson William , Taris Mark
Published: June 2020

The purpose of this study was to test whether an interactive, web–based training program is more effective than an existing, flat–text, e–learning program at improving oral health students’ knowledge, motivation, and self–efficacy to address signs of disordered eating behaviors with patients. Eighteen oral health classes of dental and dental hygiene students were randomized to either the Intervention (interactive program; n=259) or Alternative (existing program; n=58) conditions. Hierarchical linear modeling assessed for posttest differences between groups while controlling for baseline measures. Improvement among Intervention participants was superior to those who completed the Alternative program for three of the six outcomes: benefits/barriers, self–efficacy, and skills–based knowledge (effect sizes ranging from 0.43 to 0.87). This study thus suggests that interactive training programs may be better than flat–text e–learning programs for improving the skills–based knowledge and self–efficacy necessary for behavior change.
Student Learning Outcomes Associated with Video vs. Paper Cases in a Public Health Dentistry Course
Authors: Chi Donald L. , Pickrell Jacqueline E. , Riedy Christine A.
Published: June 2020

Educational technologies such as video cases can improve health professions student learning outcomes, but few studies in dentistry have evaluated video–based technologies. The goal of this study was to compare outcomes associated with video and paper cases used in an introductory public health dentistry course. This was a retrospective cohort study with a historical control group. Based on dual coding theory, the authors tested the hypotheses that dental students who received a video case (n=37) would report better affective, cognitive, and overall learning outcomes than students who received a paper case (n=75). One–way ANOVA was used to test the hypotheses across ten cognitive, two affective, and one general assessment measures (α=0.05). Students in the video group reported a significantly higher overall mean effectiveness score than students in the paper group (4.2 and 3.3, respectively; p<0.001). Video cases were also associated with significantly higher mean scores across the remaining twelve measures and were effective in helping students achieve cognitive (e.g., facilitating good discussions, identifying public health problems, realizing how health disparities might impact their future role as dentists) and affective (e.g., empathizing with vulnerable individuals, appreciating how health disparities impact real people) goals. Compared to paper cases, video cases significantly improved cognitive, affective, and overall learning outcomes for dental students.
Reliability of CAD CAM Technology in Assessing Crown Preparations in a Preclinical Dental School Environment
Authors: Callan Richard S. , Blalock John S. , Cooper Jeril R. , Coleman John F. , Looney Stephen W.
Published: June 2020

In order to use CAD CAM (Computer Aided Design, Computer Aided Manufacturing) technology as an assessment tool when evaluating the preclinical performance of dental students, it is imperative that one has confidence in the reliability of the process. In this study, a variety of alignment methods were compared to determine both the consistency and accuracy of each method. Although the “Tooth Dots Diagonal” method exhibited the best precision (coefficient of variation=5.4 percent), it also represented the least accurate method when compared to the other methods tested. Using “Small Dots Diagonal” on the gingiva appears to be the best option, exhibiting an acceptable coefficient of variation (17.6 percent) and a high degree of accuracy in terms of tolerance (mean±standard deviation=0.163±0.029). Based on the results of this study, further investigation of CAD CAM technology for the purpose of assessment and education of dental students is recommended.
Tobacco Cessation Training Among Dental and Other Health Professions Students in Eight Low– and Middle–Income Countries
Authors: Agaku Israel T. , Ayo‐Yusuf Olalekan A. , Connolly Gregory N.
Published: June 2020

This study assessed differences among health professions students in exposure to didactic tobacco cessation training in asking about patients’ tobacco use status (“ask”) and assisting smoking patients to quit by providing educational materials (“assist”). Data from the 2005–08 Global Health Professions Student Survey were analyzed for 28,420 medical, dental, nursing, and pharmacy students in eight low– and middle–income countries. Country–specific prevalence of exposure to training in tobacco cessation was calculated for each profession category; differences were assessed using logistic regression analysis (p<0.05). The proportion of dental students taught to implement the “ask” intervention ranged from 45.4 percent (Armenia) to 95.2 percent (Chile). Only about one–third of these dental students reported being taught to implement the “assist” intervention in most countries. After adjusting for survey year, country, gender, and tobacco use, the odds of dental students’ being taught to implement the “ask” intervention were lower than for medical students (adjusted odds ratio [aOR]=0.63; 95% CI: 0.42–0.96). Similarly, the odds of being taught to implement the “assist” intervention were significantly higher for medical (aOR=1.65; 95% CI: 1.26–2.17), nursing (aOR=2.84; 95% CI: 2.37–3.40), and pharmacy students (aOR=1.36; 95CI:1.05–1.76) than for dental students. These findings underscore the need for enhanced measures to incorporate tobacco cessation training as a formal component of dental education globally.
Problem–Based Learning in Dental Education: A Systematic Review of the Literature
Authors: Bassir Seyed Hossein , Sadr‐Eshkevari Pooyan , Amirikhorheh Shaden , Karimbux Nadeem Y.
Published: June 2020

The purpose of this systematic review was to compare the effectiveness of problem–based learning (PBL) with that of traditional (non–PBL) approaches in dental education. The search strategy included electronic and manual searches of studies published up to October 2012. The PICO (Population, Intervention, Comparator, and Outcome) framework was utilized to guide the inclusion or exclusion of studies. The search strategy identified 436 articles, seventeen of which met the inclusion criteria. No randomized controlled trial was found comparing the effectiveness of PBL with that of lecture–based approach at the level of an entire curriculum. Three randomized controlled trials had evaluated the effectiveness of PBL at a single course level. The quality assessment rated four studies as being of moderate quality, while the other studies were assessed as being of weak quality. This review concludes that there are a very limited number of well–designed controlled studies evaluating the effectiveness of PBL in dental education. The data in those studies reveal that PBL does not negatively influence the acquisition of factual knowledge in dental students and PBL enhances the ability of students in applying their knowledge to clinical situations. In addition, PBL positively affects students’ perceived preparedness.
Association Between Dentists’ Participation in Charitable Care and Community–Based Dental Education
Authors: McQuistan Michelle R. , Mohamad Asana , Kuthy Raymond A.
Published: June 2020

The Institute of Medicine and the Commission on Dental Accreditation (CODA) have recommended that dental schools incorporate community–based dental education (CBDE) programs into their curricula. The expectation is that CBDE participation will help dental students gain the skills and motivation to treat vulnerable populations after graduation. The purpose of this study was to determine whether dentists’ involvement with charitable dental care is associated with participation in CBDE as dental students. A questionnaire was mailed to private practice Iowa dentists (N=1,312); the response rate was 41.2 percent (n=541). Logistic regression analyses, controlling for age, gender, number of hours worked per week, graduation year, and alma mater, were conducted. A majority of the respondents provided charitable care: 85 percent in their offices, and 70 percent in the community. Seventy–nine percent had participated in CBDE as dental students. Respondents who reported being very satisfied/satisfied with their charitable care experiences were more likely to provide charitable care in their offices and the community than respondents who were not satisfied with their experiences. Respondents who participated in CBDE as dental students were more likely to provide charitable care in the community than respondents who did not participate in CBDE. The type of sites where dentists completed their CBDE experiences was associated with where they provide charitable care. This study suggests that participation in CBDE may be associated with dental students’ providing charitable dental care after graduation.
The Status of the Scholarship of Teaching and Learning in Dental Education
Authors: Lanning Sharon K. , McGregor Michelle , Crain Geralyn , Van Ness Christopher J. , Keselyak Nancy T. , Killip John W.
Published: June 2020

The purpose of this study was to determine the current status of the Scholarship of Teaching and Learning (SoTL) within academic dentistry. A twenty‐two‐item survey was distributed to faculty members of American Dental Education Association (ADEA) member schools asking about their awareness of SoTL practices, perceived barriers to SoTL application, and ways to enhance SoTL activity. Four hundred thirty surveys with equal distribution of assistant, associate, and full professors were received (this may be considered a response rate of 5.4 percent out of roughly 8,000 ADEA faculty members). Almost 70 percent of the respondents indicated that they highly valued SoTL; only 2.1 percent indicated they did not. The extent to which the respondents valued SoTL was positively correlated with their perception of SoTL's value among other faculty members in their program (r(322)=0.374, p<0.001), school (r(299)=0.204, p<0.001), and institution (r(233)=0.296, p<0.002). However, the respondents were generally unsure how SoTL was applied at their institutions. Respondents from private institutions reported making more SoTL presentations at conferences than did those from public institutions (t(303)=−2.761, p=0.006) and stronger promotion of SoTL in their institutional policies (t(330)= −3.004, p=0.003). Barriers to changing the perception and application of SoTL appeared to exist at both organizational and individual levels, and ADEA was perceived to be well positioned to assist with both.
Introducing CAD/CAM into a Predoctoral Dental Curriculum: A Case Study
Authors: Reifeis Paul E. , Kirkup Michele L. , Willis Lisa H. , Browning William D.
Published: June 2020

This article describes the decision making and implementation process used at Indiana University School of Dentistry to incorporate a CAD/CAM system into the predoctoral curriculum and presents data regarding the opinions of students and faculty members after one year. Using a non‐validated survey instrument, D1 students rated their experience fabricating a CAD/CAM‐generated crown. Eighty‐eight of the 105 D1 students (84 percent response rate) responded to the four multiple‐choice questions, and a varying number provided written responses. Eighty percent of the responding students rated the overall learning experience as good or excellent, and 43 percent judged that they were prepared to fabricate a crown independently. Students’ comments about the experience were generally positive. The twelve supervising faculty members were also surveyed after the first year. When asked to evaluate the initial quality of the crowns at placement, they rated 89 to 98 percent of them good or excellent on the measures of marginal fit, axial contours, proximal contacts, and occlusal contacts. In their judgment, CAD/CAM‐generated crowns were as good as or better than those received from commercial labs. After one year, the school's experience has been that the performance of these crowns is consistent with the literature and that they are a viable option. Also, the students are enthusiastic about this addition to the curriculum.
Direct Assessment as a Measure of Institutional Effectiveness in a Dental Hygiene Distance Education Program
Authors: Olmsted Jodi L.
Published: June 2020

This ten‐year, longitudinal examination of a dental hygiene distance education (DE) program considered student performance on standard benchmark assessments as direct measures of institutional effectiveness. The aim of the study was to determine if students face‐to‐face in a classroom with an instructor performed differently from their counterparts in a DE program, taking courses through the alternative delivery system of synchronous interactive television (ITV). This study used students’ grade point averages and National Board Dental Hygiene Examination scores to assess the impact of ITV on student learning, filling a crucial gap in current evidence. The study's research population consisted of 189 students who graduated from one dental hygiene program between 1997 and 2006. One hundred percent of the institution's data files for these students were used: 117 students were face‐to‐face with the instructor, and seventy‐two received instruction through the ITV system. The results showed that, from a year‐by‐year perspective, no statistically significant performance differences were apparent between the two student groups when t‐tests were used for data analysis. The DE system examined was considered effective for delivering education if similar performance outcomes were the evaluation criteria used for assessment.
Patient Retention at Dental School Clinics: A Marketing Perspective
Authors: Makarem Suzanne C. , Coe Julie M.
Published: June 2020

The purpose of this investigation was to examine the drivers of patient retention at dental school clinics from a services marketing perspective. An analysis of patient characteristics at Virginia Commonwealth University School of Dentistry, screened between August 2010 and July 2011 (N=3604), was performed using descriptive statistics, cross‐tabulations, and a binary logistic regression. The main findings were that 42 percent of patients in the study were retained and that no response to communication efforts (36 percent) and financial problems (28 percent) constituted the most common reasons for non‐retention. Older age, having insurance, and living within a sixty‐mile radius were significant drivers of retention (p<0.05). Patients who had completed disease control treatments had a significantly higher retention rate (62 percent) than those who did not (42 percent). Finally, some groups of dental students had higher retention rates than others (p<0.05), indicating that service providers were a driver of retention. The resulting insights benefit dental schools in recruiting patients with the greatest likelihood of returning for care, providing dental students with skills to better service them, and consequently increasing retention. This will lead to providing a continuum of care and student education and to ensuring the sustainability and quality of the school's educational programs.
Costs of Health IT: Beginning to Understand the Financial Impact of a Dental School EHR
Authors: Spallek Heiko , Johnson Lynn , Kerr Joseph , Rankin David
Published: June 2020

Health Information Technology (Health IT) constitutes an integral component of the operations of most academic dental institutions nowadays. However, the expenses associated with the acquisition and the ongoing maintenance of these complex systems have often been buried among costs for other electronic infrastructure systems, distributed across various cost centers including unmeasured central campus support, covered centrally and therefore difficult to quantify, and spread over years, denying school administrators a clear understanding of the resources that have been dedicated to Health IT. The aim of this study was to understand the financial impact of Health IT at four similar U.S. dental schools: two schools using a purchased Electronic Health Record (EHR), and two schools that developed their own EHR. For these schools, the costs of creating ($2.5 million) and sustaining ($174,000) custom EHR software were significantly higher than acquiring ($500,000) and sustaining ($121,000) purchased software. These results are based on historical data and should not be regarded as a gold standard for what a complete Health IT suite should cost. The presented data are intended to inform school administrators about the myriad of costs associated with Health IT and give them a point of reference when comparing costs or making estimates for implementation projects.
On the Symbolism of the White Coat
Authors: Nash David A.
Published: June 2020

The white coat ceremony has become an academic ritual in the health professions: a ceremony that signals a transformation of status from ordinary student to that of one studying to become a health professional. While donning the white coat is a sign of a changed role, the white coat is also a powerful symbol of transformation. White is a symbol of purity, and the white coat symbolizes the purity of purpose being affirmed in becoming a health professional. Dentistry is afforded the status of a learned profession as a result of the power dentists possess over patients seeking care; this power is based in sophisticated knowledge. Patients must trust that the dentist's knowledge and skills will be used in their best interest—always to benefit, never to exploit. The white coat symbolizes an affirmation on the part of aspiring dentists that their purpose will be pure and that they can be trusted to honor the tradition of the learned professions in placing the interest of patients above self. Absent an emphasis on the symbolic nature of the white coat ceremony, it can simply become an opportunity to publicly congratulate individuals for their success in gaining entrance to the study of dentistry. By understanding its significance, however, the white coat ceremony can serve as a powerful, meaningful ritual emphasizing the transformation occurring within an individual who is entering the profession of dentistry.
Dental Students’ Preferences and Performance in Crown Design: Conventional Wax‐Added Versus CAD
Authors: Douglas R. Duane , Hopp Christa D. , Augustin Marcus A.
Published: June 2020

The purpose of this study was to evaluate dental students’ perceptions of traditional waxing vs. computer‐aided crown design and to determine the effectiveness of either technique through comparative grading of the final products. On one of twoidentical tooth preparations, second‐year students at one dental school fabricated a wax pattern for a full contour crown; on the second tooth preparation, the same students designed and fabricated an all‐ceramic crown using computer‐aided design (CAD) and computer‐aided manufacturing (CAM) technology. Projects were graded for occlusion and anatomic form by three faculty members. On completion of the projects, 100 percent of the students (n=50) completed an eight‐question, five‐point Likert scalesurvey, designed to assess their perceptions of and learning associated with the two design techniques. The average grades for the crown design projects were 78.3 (CAD) and 79.1 (wax design). The mean numbers of occlusal contacts were 3.8 (CAD) and 2.9(wax design), which was significantly higher for CAD (p=0.02). The survey results indicated that students enjoyed designing afull contour crown using CAD as compared to using conventional wax techniques and spent less time designing the crown using CAD. From a learning perspective, students felt that they learned more about position and the size/strength of occlusal contacts using CAD. However, students recognized that CAD technology has limits in terms of representing anatomic contours and excursive occlusion compared to conventional wax techniques. The results suggest that crown design using CAD could be considered as an adjunct to conventional wax‐added techniques in preclinical fixed prosthodontic curricula.
A Systematic Review of Stress in Dental Students
Authors: Elani Hawazin W. , Allison Paul J. , Kumar Ritu A. , Mancini Laura , Lambrou Angella , Bedos Christophe
Published: June 2020

The aim of this study was to systematically review the available literature on the levels, causes, and impact of stress among dental students. The investigators searched eight electronic databases: Medline, Medline in process, Psychinfo, ERIC, Embase, Cochrane Library, Web of Science, and SCOPUS. Two independent reviewers conducted the selection, data extraction, and quality appraisal for included studies. The investigators then coded both quantitative and qualitative studies using similar codes and pooled results from studies that used the Dental Environment Stress questionnaire to demonstrate dental students’ stress levels. The search initially identified 4,720 studies, of which 124 studies were included in the final qualitative synthesis and twenty–one were included in the meta–analysis. Evidence from this research showed that dental students experience considerable amounts of stress during their training. This stress is mainly due to the demanding nature of the training. In addition, studies suggest adverse effects of elevated stress on students’ health and well–being. Most of the available literature is based on cross–sectional studies; thus, future longitudinal studies are needed to follow students throughout their curriculum. In addition, further research needs to explore and test stress management interventions.
Using Tablet Technology and Instructional Videos to Enhance Preclinical Dental Laboratory Learning
Authors: Gadbury‐Amyot Cynthia C. , Purk John H. , Williams Brian Joseph , Van Ness Christopher J.
Published: June 2020

The purpose of this pilot study was to examine if tablet technology with accompanying instructional videos enhanced the teaching and learning outcomes in a preclinical dental laboratory setting. Two procedures deemed most challenging in Operative Dentistry II were chosen for the development of instructional videos. A random sample of thirty students was chosen to participate in the pilot. Comparison of faculty evaluations of the procedures between the experimental (tablet) and control (no tablet) groups resulted in no significant differences; however, there was a trend toward fewer failures in the experimental group. Examination of the ability to accurately self–assess was compared by exploring correlations between faculty and student evaluations. While correlations were stronger in the experimental group, the control group had significant correlations for all three procedures, while the experimental group had significant correlations on only two of the procedures. Students strongly perceived that the tablets and videos helped them perform better and more accurately self–assess their work products. Students did not support requiring that they purchase/obtain a specific brand of technology. As a result of this pilot study, further development of ideal and non–ideal videos are in progress, and the school will be implementing a “Bring Your Own Device” policy with incoming students.
Teaching Culturally Sensitive Care to Dental Students: A Multidisciplinary Approach
Authors: Donate‐Bartfield Evelyn , Lobb William K. , Roucka Toni M.
Published: June 2020

Dental schools must prepare future dentists to deliver culturally sensitive care to diverse patient populations, but there is little agreement on how best to teach these skills to students. This article examines this question by exploring the historical and theoretical foundations of this area of education in dentistry, analyzes what is needed for students to learn to provide culturally sensitive care in a dental setting, and identifies the discipline–specific skills students must master to develop this competence. The problems associated with single–discipline, lecture–based approaches to teaching culturally sensitive care are outlined, and the advantages of an interdisciplinary, patient–centered, skills–based approach to teaching culturally sensitive care are described. The authors advocate for an approach to teaching culturally sensitive care that builds upon learning in the behavioral sciences, ethics, and public health. Component skills and perspectives offered by each of these curriculum areas are identified, and their contributions to the teaching of culturally sensitive care are described. Finally, the need to consider the timing of this instruction in the dental curriculum is examined, along with instructional advantages associated with an approach that is shared by faculty across the curriculum.
What Dental Educators Need to Understand About Emerging Technologies to Incorporate Them Effectively into the Educational Process
Authors: Stein Corey D. , Eisenberg Elise S. , O’Donnell Jean A. , Spallek Heiko
Published: June 2020

Many dental schools are currently struggling with the adoption of emerging technologies and the incorporation of these technologies into the educational process. Dental students exhibit an increasing degree of digital comfort when using social networking, mobile devices, search engines, or e‐textbooks. Although the majority of students might consider themselves to be very skilled at using information technology, many faculty members would claim the opposite when evaluating their own knowledge and skills in the use of technology. As the use of technology, both formally and informally, continues to increase, dental educators are faced with many questions, such as: Does students’ digital comfort disguise a lack of information literacy? What is the appropriate path of implementing technology into teaching and learning, and how can institutions support such an implementation? This article surveys a series of myths that exist about the use of technology in education and raises questions about their validity and how dental educators can avoid being misled by them.
Developing Dental Hygiene Students as Future Leaders in Legislative Advocacy
Authors: Rogo Ellen J. , Bono Leciel K. , Peterson Teri
Published: June 2020

The purpose of this investigation was to determine the effect of a legislative advocacy project on the knowledge, values, and actions of dental hygiene students enrolled in a leadership course. A quasi‐experimental design was employed with a convenience sample of twenty‐one undergraduate and seventeen graduate students. The data collection instrument was designed by the authors with three scales (knowledge, values, and actions), a section on barriers to future advocacy actions, and two open‐ended questions. Content validity of the instrument was established before it was administered with an online survey tool. Students scored their pre‐project and post‐project status on the three scales. Cronbach's alphas revealed internal consistency of the three scales at 0.95 or higher. Pre‐project scores and post‐project scores were analyzed by parametric tests and confirmed using nonparametric tests. Knowledge, values, and actions statements were statistically significant; however, actions were rated the lowest. Multiple barriers for future advocacy actions were identified. Implementation of a legislative advocacy project in an undergraduate and graduate leadership course can positively influence the development of knowledge, values, and actions; however, mentorship in the professional association is needed after graduation to continue the development of future leaders.
Developing a Customized Multiple Interview for Dental School Admissions
Authors: Gardner Karen M.
Published: June 2020

From the early 1980s until recently, the University of British Columbia Faculty of Dentistry had employed the Canadian Dental Association (CDA) Structured Interview in its Phase 2 admissions process (with those applicants invited for interviews). While this structured interview had demonstrated reliability and validity, the Faculty of Dentistry came to believe that a multiple interview process using scenarios would help it better identify applicants who would match its mission. After a literature review that investigated such interview protocols as unstructured, semi‐structured, computerized, and telephone formats, a multiple interview format was chosen. This format was seen as an emerging trend, with evidence that it has been deemed fairer by applicants, more reliable by interviewers, more difficult for applicants to provide set answers for the scenarios, and not to require as many interviewers as other formats. This article describes the process undertaken to implement a customized multiple interview format for admissions and reports these outcomes of the process: a smoothly running multiple interview; effective training protocols for staff, interviewers, and applicants; and reports from successful applicants and interviewers that they felt the multiple interview was a more reliable and fairer recruiting tool than other models.
Performance of Dental Students Versus Prosthodontics Residents on a 3D Immersive Haptic Simulator
Authors: Eve Elizabeth J. , Koo Samuel , Alshihri Abdulmonem A. , Cormier Jeremy , Kozhenikov Maria , Donoff R. Bruce , Karimbux Nadeem Y.
Published: June 2020

This study evaluated the performance of dental students versus prosthodontics residents on a simulated caries removal exercise using a newly designed, 3D immersive haptic simulator. The intent of this study was to provide an initial assessment of the simulator's construct validity, which in the context of this experiment was defined as its ability to detect a statistically significant performance difference between novice dental students (n=12) and experienced prosthodontics residents (n=14). Both groups received equivalent calibration training on the simulator and repeated the same caries removal exercise three times. Novice and experienced subjects’ average performance differed significantly on the caries removal exercise with respect to the percentage of carious lesion removed and volume of surrounding sound tooth structure removed (p<0.05). Experienced subjects removed a greater portion of the carious lesion, but also a greater volume of the surrounding tooth structure. Efficiency, defined as percentage of carious lesion removed over drilling time, improved significantly over the course of the experiment for both novice and experienced subjects (p<0.001). Within the limitations of this study, experienced subjects removed a greater portion of carious lesion on a 3D immersive haptic simulator. These results are a first step in establishing the validity of this device.
Using Dental Students’ Preclinical Performance as an Indicator of Clinical Success
Authors: Velayo Bianca C. , Stark Paul C. , Eisen Steven E. , Kugel Gerard
Published: June 2020

The purpose of this study was to evaluate part of one dental school's predoctoral curriculum by investigating correlations between students’ final grades in two preclinical courses and their performance in the related clinical courses. The sample consisted of 301 students at Tufts University School of Dental Medicine who graduated in 2010 and 2011. All final grades used as data were obtained from the Registrar's Office and evaluated anonymously. The average preclinical final grades differed significantly for students in the 2010 (M=84.92, SD=3.35) and 2011 (M=79.67, SD=4.67) classes, as did their average clinical final grades (2010: M=88.38, SD=2.13; 2011: M=87.45, SD=2.06). The data for each class were therefore examined separately. Results showed that the correlation between students’ preclinical grades and clinical grades in operative dentistry and fixed prosthodontics was statistically significant (2010: r2=0.144, p<0.001; 2011: r2=0.261, p<0.001). This finding suggests there may be a positive relationship between preclinical and clinical performance of these students; however, the discrete factors contributing to that relationship were not investigated in this study and require further research.
Concepts in Critical Thinking Applied to Caries Risk Assessment in Dental Education
Authors: Guzman‐Armstrong Sandra , Warren John J. , Cunningham‐Ford Marsha A. , von Bergmann HsingChi , Johnsen David C.
Published: June 2020

Much progress has been made in the science of caries risk assessment and ways to analyze caries risk, yet dental education has seen little movement toward the development of frameworks to guide learning and assess critical thinking in caries risk assessment. In the absence of previous proactive implementation of a learning framework that takes the knowledge of caries risk and critically applies it to the patient with the succinctness demanded in the clinical setting, the purpose of this study was to develop a model learning framework that combines the science of caries risk assessment with principles of critical thinking from the education literature. This article also describes the implementation of that model at one dental school and presents some preliminary assessment data.
Supervising Dentists’ Perspectives on the Effectiveness of Community‐Based Dental Education
Authors: Nayar Preethy , McFarland Kimberly , Lange Brian , Ojha Diptee , Chandak Aastha
Published: June 2020

The Commission on Dental Accreditation recently implemented new predoctoral standards that require dental schools in the United States to provide students with community‐based dental education (CBDE) experiences. The objective of this study was to examine the perspectives of supervising dentists (also known as dental preceptors) at rural CBDE sites regarding the University of Nebraska Medical Center program's effectiveness in improving the competencies of dental students. Surveys were sent to all forty‐three preceptors in two subsequent years: nineteen responded to all questions in 2012 and sixteen in 2013, for a total of thirty‐five participants. These preceptors evaluated the effectiveness of the program based on the American Dental Education Association (ADEA) Competencies for the New General Dentist. Overall, these preceptors rated the CBDE program as effective (excellent or very good) in improving the students’ competence in five of the six ADEA domains: Critical Thinking, Professionalism, Communication and Interpersonal Skills, Health Promotion, Patient Care: Assessment, Diagnosis, and Treatment Planning, and Patient Care: Establishment and Maintenance of Oral Health. Practice Management and Informatics was found to be the least effective domain of competence. CBDE provides a unique opportunity to develop a competent dental workforce with an appreciation for the value of community service. Applying a competency‐based framework to program evaluation can provide valuable information on program effectiveness to program administrators, educators, and the dental preceptors.
Domestic Violence Education for UK and Ireland Undergraduate Dental Students: A Five‐Year Perspective
Authors: Patel Neil , Bailey Edmund , Mahdmina Ayeh , Lomax Alastair , Coulthard Paul
Published: June 2020

The purpose of this cross‐sectional study was to ascertain whether undergraduate dental students in the United Kingdom and Ireland are receiving formal teaching on recognizing and managing domestic violence (DV) as part of their curricula. A questionnaire was sent to all dental schools in the UK and Ireland in 2007 and again in 2012, requesting information on whether the subject was taught, by which specialty it was taught, and whether schools felt it was important to include in the curriculum. In 2007, twelve of the fifteen dental schools completed and returned the questionnaire, for a response rate of 80 percent; in 2012, eleven of the sixteen dental schools responded, for a response rate of 69 percent. The main findings were that, in 2007, 50 percent of the responding schools were providing teaching about DV and the majority of this teaching was delivered by oral surgery and pediatric dentistry departments. In 2012, only 45 percent of the responding schools were teaching DV, with 60 percent of this teaching being delivered by pediatric dentists. This study's findings suggest that DV is an undertaught area in UK and Irish undergraduate dental curricula. Some schools recognized the importance of DV teaching; however, they have been unable to implement it because of a full curriculum and lack of appropriately trained staff amongst other reasons.
Blending Public Health into Dental Education: A.T. Still University's D.M.D./M.P.H. Program
Authors: Altman Donald S. , Shantinath Shachi D. , Presley Marsha A. , Turner Aesha C.
Published: June 2020

As dental education across the United States undergoes growth and change in an effort to improve access to dental care, one dental school, the Arizona School of Dentistry & Oral Health, established in 2003, designed its initial curriculum with innovation in mind. One of those innovations was the introduction of an online certificate in public health that can be used as the foundation for a Master's in Public Health (M.P.H.) degree with a dental emphasis, which students may complete concurrent with their dental education. This article discusses the educational intersection between dentistry and public health and describes how this dental school uses an online public health curriculum to accomplish this integration. It also presents the potential advantages and disadvantages of obtaining the M.P.H. degree concurrent with the dental school training.
Dentists’ Practice Behaviors and Perceived Barriers Regarding Oral‐Systemic Evidence: Implications for Education
Authors: Wilder Rebecca S. , Bell Kathryn P. , Phillips Ceib , Paquette David W. , Offenbacher Steven
Published: June 2020

Observational studies consistently support a relationship between poor oral health and systemic diseases like cardiovascular disease and diabetes mellitus. The purpose of this study was to identify current practices and perceived barriers among North Carolina dentists regarding the incorporation of oral‐systemic evidence into the delivery of patient care. A survey questionnaire was developed, pilot tested, revised, and mailed to 1,350 licensed dentists in North Carolina. The response rate was 49 percent. Bivariate analysis was used to compare practice behaviors and barriers among age, gender, practice type, and setting categorizations using the chi‐square test. Respondents were predominantly male (77 percent), in solo practice (59.4 percent), and in urban or suburban settings (74 percent). Half (50 percent) reported updating medical histories at every patient visit. Younger dentists were significantly (p<0.05) more likely to inquire about patient blood glucose levels and utilize blood pressure guidelines. Perceived patient objections to additional fees and lack of patient acceptance were reported as significant barriers, especially among younger dentists. Significantly more rural dentists reported lack of appropriate referral options as a barrier (p<0.05). In the multivariate analysis, gender and type of practice but not age were statistically significant predictors of respondents’ perceptions of patients’ objection to additional fees. Dental schools need to prepare dental students for future roles in the assessment, management, and interprofessional collaboration that will be needed in the future.
Nursing and Dental Students’ and Pediatric Dentistry Residents’ Responses to Experiences with Interprofessional Education
Authors: Czarnecki Gail A. , Kloostra Stephanie J. , Boynton James R. , Inglehart Marita R.
Published: June 2020

Interprofessional education (IPE) has received increasingly more attention over recent years. The objectives of this study were to assess 1) how nursing students’ considerations concerning their own oral health and oral health‐related knowledge changed from before to after experiencing IPE; 2) how nursing students’, dental students’, and pediatric dentistry residents’ IPE‐related attitudes and Readiness for Interprofessional Learning Scale (RIPLS) scores changed after experiencing an IPE rotation; and 3) how these groups’ attitudes and RIPLS scores were related. Data were collected from three groups who participated in an IPE rotation: thirty‐eight of forty third‐year dental students (95 percent response rate), all thirty‐three nursing students (100 percent), and all six pediatric dentistry residents (100 percent) prior to the rotation, and 100 percent of each group after the rotation. As a control group, data were also collected at the beginning of the winter term from first‐year dental students (104 out of 105; 99 percent response rate) and second‐year dental students (102 out of 116; 88 percent); the same groups were surveyed at the end of term, with response rates of 98 percent for first‐year students and 89 percent for second‐year students. After the rotation, the nursing students’ tooth brushing frequency increased, and their comfort level with dental visits and oral health‐related knowledge improved. The dental students rated the importance of nurses’ having oral health‐related knowledge and skills lower than did the nursing students and pediatric dentistry residents. The groups’ RIPLS scores correlated with these importance ratings. Overall, while the nursing students showed positive responses to IPE, the dental students’ attitudes and RIPLS scores did not change as a result of the IPE experience. Future research should explore the conditions under which dental students are impacted by IPE.
A Faculty Development Course to Enhance Dental Hygiene Distance Education: A Pilot Study
Authors: Johnstone‐Dodge Vicki , Bowen Denise M. , Calley Kristin H. , Peterson Teri S.
Published: June 2020

This article describes the implementation and evaluation of a dental hygiene faculty development course to enhance online teaching practices that foster a sense of community and satisfaction. The sampled population was drawn from the forty‐seven U.S. dental hygiene programs that the American Dental Hygienists’ Association identified as offering bachelor's degree completion or master's degree programs with 76–100 percent of coursework delivered in an online format. This requirement was applied to exclude programs using hybrid instruction (combination of online and face‐to‐face). Of the thirty‐four faculty members who self‐identified as meeting the criteria, seven agreed to participate (21 percent response rate); however, only five completed all parts of the study (a final response rate of 15 percent). A Community of Inquiry framework was the basis for the author‐designed Distance Education Best Practices Survey used as a pretest and posttest to assess participants’ use of and perceived importance of twenty‐five best practices before and after taking the online faculty development course. Frequency of use ratings ranged from 4.0 (regularly) to 5.0 (always) on a response scale from 1.0 to 5.0. The results showed significant increases from before to after the course in participants’ perceptions of the importance of four practices: activities promoting relevant, lifelong learning (p=0.03); faculty communication fostering a sense of community (p=0.04); encouraging students’ self‐introduction (p=0.04); and encouraging productive dialogue and respecting diverse opinions (p=0.04). The findings indicate a potential value for a faculty development course designed to enhance online teaching, sense of community, and satisfaction, even for faculty members with high self‐ratings regarding best practices.