bluuebunny/crossref_metadata_2025 huggingface dataset:
Creation of a Scholars Program in Dental Leadership (SPDL) for Dental and Dental Hygiene Students
Authors: Taichman Russell S. , Green Thomas G. , Polverini Peter J.
Published: June 2020

There is a great need for leaders in the dental profession. As technological advances make our world smaller and our lives faster and more complex, we as a profession face challenges and opportunities that are evolving. Many of the changes in the scope and mode of practice will require new and different approaches. Meeting these challenges will require changes in how we as dental professionals do business; interact with our patients, other stakeholders, and health care providers; and educate our future colleagues. The purposeful incorporation of leadership education into dental and dental hygiene curricula represents an important departure from existing paradigms—but will help prepare our students to address these challenges. This article provides an overview of the development of a Scholars Program in Dental Leadership (SPDL) at the University of Michigan School of Dentistry. Our aim for the program is to create a learning environment that fosters leadership development, so that students are prepared and motivated to assume leadership positions in the profession and their communities.
Implementing E‐Learning in a Radiological Science Course in Dental Education: A Short‐Term Longitudinal Study
Authors: Tan Po‐Li , Hay D.B. , Whaites Eric
Published: June 2020

This short‐term longitudinal case study evaluated the quality of learning by comparing assessment outcomes following the traditional face‐to‐face lecture teaching of a radiological science course to first‐year dental students in 2007 with assessment outcomes following conversion of the course to an e‐learning format for first‐year dental students in 2008. Multiple methods were used to triangulate and add rigor to the study. Not only were multiple‐choice exam results from both the 2007 and 2008 cohorts statistically compared, but an interview was conducted with the content provider to capture a different perspective. A survey was also used to provide insights into students’ perceptions of the use of e‐learning. Finally, the tracking records of students who accessed online lectures were considered in analysis of the data. Due to the positive response from the students, coupled with the nature of the course and an emphasis on the quality of the content, e‐learning could be fully implemented, despite some shortcomings, without compromising the quality of learning.
Community‐Based Dental Partnerships: Improving Access to Dental Care for Persons Living with HIV/AIDS
Authors: Mofidi Mahyar , Gambrell Alan
Published: June 2020

Access to oral health care for persons living with HIV/AIDS is limited. Academic dental institutions can play a significant role in addressing the problem. The purpose of this article is to describe the design and impact of the Community‐Based Dental Partnership Program (CBDPP), a federal program created to reduce dental care access disparities for persons living with HIV/AIDS through education and training of students and residents in underserved communities. CBDPP forms collaborations between participating dental education programs and community health organizations. Data for this report were drawn and analyzed from site visits, site visit reports, focus groups, and program data reports. In 2007, 4,745 individuals received oral health services through this program, an increase of 47 percent from 2004, the first year of full program operations. The number of dental providers who delivered oral health services grew from 766 in 2004 to 1,474 in 2007. Providers acquired skills, developed self‐confidence, and overcame stereotypes in managing the oral health needs of persons living with HIV/AIDS. Community partners reported expanded dental care capacity to meet the unmet oral health needs of their service populations. CBDPP has had a positive impact on access to dental care and training of providers in HIV and oral health.
Second Life for Dental Education
Authors: Phillips Jane , Berge Zane L.
Published: June 2020

Dental education strives to balance the use of traditional teaching methods with technologically advanced systems to meet the needs of an ever‐expanding curriculum. Establishing distance education technologies is an identified goal of dental education. Technologically adept students desire meaningful and efficient distance education instruction. A majority of preclinical instruction is devoted to acquiring psychomotor skills and methods of patient care delivery, and simulation is a pedagogical instructional tool used for acquisition of preclinical skills. The purpose of this article is to review the technological tool Second Life as a medium for total virtual patient simulation. Second Life demonstrates promise for enhancing current standardized instruction and competency testing and for promoting distance education. As an emerging technological tool, Second Life is valuable as an adjunct to preclinical teaching methods in virtual problem‐solving and communication prior to student clinicians’ treating patients in the clinical setting and as a resource for continuing dental education for practitioners. Because some degree of consistency exists in the curriculum objectives of preclinical patient care and assessment in dental and dental hygiene education, within the context of this article the term “dental education” refers to both professions of dentistry and dental hygiene.
Final‐Year South African Dental Student Attitudes Toward a Research Component in the Curriculum
Authors: Grossman Elly S. , Naidoo Sudeshni
Published: June 2020

South Africa has recently introduced a compulsory research component into the undergraduate dental curriculum. This study was undertaken to establish how the students experienced the research exercise and what outcomes could be determined. A questionnaire of thirteen open‐ and closed‐ended questions was distributed to final‐year students at all four South African dental schools. A response rate of 56 percent was achieved, with 127 completed questionnaires returned. Forty‐four percent of students enjoyed the research, 34 percent would have liked to have done more research, and 92 percent regarded research as being important in dentistry. Open‐ended questions revealed that time, topic, financial, and group work issues hindered students’ research experiences. This is in common with dental undergraduates elsewhere. Positive outcomes related to acquaintance with scientific literature, desire for further study, support from their research supervisor, and acknowledgment of a constructive learning event. South African dental undergraduates may not like the research component, but this is not due to lack of enthusiasm on their part. It appears that both internal and external factors impacting the South African dental academic system are influencing their research experience and making it unattractive. These factors should be identified and addressed at the school level where it is possible to optimize student research training.
Dental Students’ Attitudes Towards Digital Textbooks
Authors: Strother Elizabeth A. , Brunet Darlene P. , Bates Michael L. , Gallo John R.
Published: June 2020

Dental students at the Louisiana State University School of Dentistry (LSUSD) have participated in the VitalSource Bookshelf digital textbook program for the last four years. The Bookshelf, a collection of downloadable textbooks, includes the Contemporary Dental Library (CDL), a basic package of sixty books, plus additional titles selected by course directors. A survey was sent to students in the four LSUSD classes to assess satisfaction with the program. Eighty‐two (34.2 percent) students completed the survey. In addition, exit interviews of graduating seniors contained a question on the Bookshelf. In both the survey and the exit interview, LSUSD students overwhelmingly expressed dissatisfaction with reading extensive amounts of text online and indicated a preference for printed books. Some students also resented paying for books in the CDL that were not required by instructors and felt that, considering how infrequently they used the Bookshelf, the cost was too high.
Resident Evaluation of Orthodontic Programs in Canada
Authors: Noble James , Hechter Frank J. , Karaiskos Nicholas E. , Wiltshire William A.
Published: June 2020

The purpose of this study was to investigate the satisfaction of Canadian orthodontic residents with their programs and determine the scope of their training. An anonymous online questionnaire was sent to all Canadian orthodontic residents in November 2006. Data were assembled and categorized by different variables, and chi‐square comparative analyses were performed. Forty‐four out of fifty‐four residents responded, giving a participation rate of 81.48 percent. Overall, 86.36 percent of responding residents were satisfied with their program. Respondents said they felt they received the appropriate amount of formal didactic teaching sessions and dedicated and protected academic time. All residents indicated their programs offered training in numerous treatment philosophies: 93.18 percent said they have sufficient clinically based training, and 72.73 percent indicated that their research‐based training was sufficient. All responding residents indicated they will complete more than thirty patients from start to finish, and 25 percent estimated completion of more than seventy patients by graduation. Residents said they will complete on average five orthognathic surgery, twenty‐four extraction, thirty‐one non‐extraction, eight adult, and thirteen patients in the mixed dentition. Only 50 percent said their programs contained care for disabled or underserved patients. Most (86.36 percent) said they feel they will be adequately prepared to provide unsupervised orthodontic care after graduation. These orthodontic residents indicated they collaborate most with the disciplines of oral surgery, periodontics, and prosthodontics. However, only 52.27 percent indicated they have a formal interdisciplinary program for treating patients. We conclude from the study that Canadian orthodontic residents are satisfied with the didactic, clinical, and research aspects of their programs. They receive comprehensive instruction with the opportunity to complete a significant number of patients, employing a variety of treatment approaches.
Dental Hygiene Faculty Calibration in the Evaluation of Calculus Detection
Authors: Garland Kandis V. , Newell Kathleen J.
Published: June 2020

The purpose of this pilot study was to explore the impact of faculty calibration training on intra‐ and interrater reliability regarding calculus detection. After IRB approval, twelve dental hygiene faculty members were recruited from a pool of twenty‐two for voluntary participation and randomized into two groups. All subjects provided two pre‐ and two posttest scorings of calculus deposits on each of three typodonts by recording yes or no indicating if they detected calculus. Accuracy and consistency of calculus detection were evaluated using an answer key. The experimental group received three two‐hour training sessions to practice a prescribed exploring sequence and technique for calculus detection. Participants immediately corrected their answers, received feedback from the trainer, and reconciled missed areas. Intra‐ and interrater reliability (pre‐ and posttest) was determined using Cohen's Kappa and compared between groups using repeated measures (split‐plot) ANOVA. The groups did not differ from pre‐ to posttraining (intrarater reliability p=0.64; interrater reliability p=0.20). Training had no effect on reliability levels for simulated calculus detection in this study. Recommendations for future studies of faculty calibration when evaluating students include using patients for assessing rater reliability, employing larger samples at multiple sites, and assessing the impact on students’ attitudes and learning outcomes.
What Victims of Domestic Violence Need from the Dental Profession
Authors: Nelms Amy P. , Gutmann Marylou E. , Solomon Eric S. , DeWald Janice P. , Campbell Patricia R.
Published: June 2020

Most dental schools teach students about domestic abuse, but it is unknown if this information is ever applied in practice. This study was conducted to determine whether domestic violence victims 1) visited dental offices when signs of abuse were present; 2) were asked about their injuries; 3) were given referrals or assistance; and 4) want the abuse recognized by and discussed with the dental professional. A survey was developed and mailed to fifteen shelters. Eleven (73.3 percent) shelters participated, with a total of 112 out of 165 (67.8 percent) surveys returned. Descriptive statistics were analyzed, and an ANOVA test was conducted to determine if a relationship existed between the incidence of abuse and ethnicity. Seventy‐six percent of respondents had suffered physical abuse in the head and neck area. Over half of the participants had seen a dentist when signs of abuse were present, yet 88.6 percent were not asked about their injuries. In addition, 69.2 percent responded that they would have liked to have been asked about their injuries. It appears that the dental profession needs to take a more active role in the recognition of domestic violence in their patient populations. Raising dentists and dental hygienists’ awareness of the problem and potentially increasing the number of referrals may help more victims.
Changes in Dental Student Empathy During Training
Authors: Yarascavitch Carilynne , Regehr Glenn , Hodges Brian , Haas Daniel A.
Published: June 2020

Because empathic patient interactions by dentists are associated with improved patient outcomes, self‐reported declines in empathy during dental student training are a concern. This study examined differences in empathy in 178 dental students at the University of Toronto and the University of Western Ontario from years one through four using an anonymous self‐report web‐based survey in a cross‐sectional design. To localize the effects of training on empathy, an instrument that separately evaluated emotive (Emo) and cognitive (Cog) types of empathy in both personal (Per) and professional (Pro) contexts was developed, using items modified from previously validated scales and resulting in an empathy scale with four thirteen‐item subscales (Per‐Emo, Per‐Cog, Pro‐Emo, Pro‐Cog). The response rate was 36.5 percent, and all subscales showed good reliability and validity. A 2x2x4 mixed design ANOVA tested differences in mean scores among the four subscales across the four years of training. Following a significant three‐way interaction, subanalyses demonstrated no significant effects in the Per‐context, but a significant year by empathy‐type interaction in the Pro‐context. Post hoc analyses of Pro measures indicated year three emotive empathy scores were significantly lower than earlier years, whereas years three and four cognitive empathy scores were significantly higher. This isolated decrease in Pro‐Emo empathy with an increase in Pro‐Cog empathy is consistent with the development of “professional empathy,” described elsewhere as detached concern.
Cross‐Cultural Adaptability of Texas Dental Hygienists and Dental Hygiene Students: A Preliminary Study
Authors: Tavoc Tabitha , Newsom Ron , DeWald Janice P.
Published: June 2020

This study sought to determine if statistically significant differences existed among and between licensed dental hygienists and first‐ and second‐year dental hygiene students in Texas on a cross‐cultural adaptability measure. The cross‐cultural adaptability of licensed dental hygienists and of first‐ and second‐year dental hygiene students attending five randomly selected dental hygiene schools in Texas was investigated. A sample of 289 individuals completed the fifty‐item Cross‐Cultural Adaptability Inventory (CCAI) and a brief demographic survey, resulting in 278 usable responses. The CCAI yields a total score and four individual subscale scores that describe a person's readiness to interact with people of different cultures. The results revealed no statistically significant differences among the licensed hygienists and students in the first and second years of study and CCAI scores. A statistically significant relationship (r=.148) was found between age and one of the four CCAI subscale scores: flexibility/openness. No other statistically significant relationships were found. The number of years to earn a degree, level of practice, ethnicity, and years employed may not play a significant role in enhancing cross‐cultural adaptability. Further research needs to be conducted to determine differences and relationships between and among various dental hygiene groups and their cross‐cultural adaptability performance.
Factors Affecting Postgraduate Dental Students’ Performance in a Biostatistics and Research Design Course
Authors: El Tantawi Maha M.A.
Published: June 2020

Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence‐based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read‐write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.
Dental Students’ Perceived Sources of Stress: A Multi‐Country Study
Authors: Polychronopoulou Argy , Divaris Kimon
Published: June 2020

The aim of this study was to identify dental students’ self‐reported sources of stress and to explore the role of specific curricular and institutional differences in the variation of perceived stressors among dental students in Greece, Ireland, Slovenia, Sweden, Spain, and Croatia. A thirty‐item modified version of the Dental Environment Stress (DES) questionnaire was administered to all undergraduate students enrolled at six European dental schools selected to reflect geographical, curricular, and professional environment diversity: Athens, Greece; Dublin, Ireland; Ljubljana, Slovenia; Malmö, Sweden; Santiago de Compostela, Spain; and Zagreb, Croatia. Participation varied from 93 percent in Athens to 65 percent in Dublin. A total of 1,492 questionnaires were available for analysis. Univariate analysis and multivariate modelling were used for data analysis. Performance pressure, workload, and self‐efficacy beliefs constituted the students’ main concerns. In the univariate analysis, student responses differed by country: Swedish students provided the lowestst scores in five out of six DES factors, Spanish students were the most concerned about “clinical training” and “performance pressure,” whereas Greek students were the most concerned about “patient treatment.” Multivariate modelling revealed that problem‐based learning (PBL) was inversely associated with perceived stress for “self‐efficacy beliefs” OR (95% CI): 0.66 (0.52, 0.84), “workload” OR (95% CI): 0.58 (0.41, 0.80); and “clinical training” OR (95% CI): 0.69 (0.50, 0.95) when compared to traditional curricula. Students’ perceived stressors differed greatly among the six institutions and were associated with both individual (gender, study level) and educational/institutional (curriculum type, class size, educational costs) parameters.
Promoting the Teaching of Critical Thinking Skills Through Faculty Development
Authors: Behar‐Horenstein Linda S. , Schneider‐Mitchell Gail , Graff Randy
Published: June 2020

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants’ use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two‐hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor‐assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self‐doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5‐point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence‐based pedagogies are followed, instructional changes can result from faculty development.
Dental School Deans’ Perceptions of the Organizational Culture and Impact of the ELAM Program on the Culture and Advancement of Women Faculty
Authors: Dannels Sharon A. , McLaughlin Jean M. , Gleason Katharine A. , Dolan Teresa A. , McDade Sharon A. , Richman Rosalyn C. , Morahan Page S.
Published: June 2020

In 2006, deans of the sixty‐four U.S. and Canadian dental schools were surveyed to gain their perspectives on their institutions’ organizational culture for faculty, family‐friendly policies, processes used by deans to develop faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The deans reported (52 percent response rate) an improved climate in terms of gender equity, yet recognized that inequities still exist. Of fifteen family‐friendly policies, only three were available at more than 50 percent of the schools, with little indication that additional policies were under consideration. The deans reported active engagement in behaviors to develop the leadership of their faculty members. Of the nine processes, 50 percent of the deans indicated three they believed to be particularly effective with women. They agreed that ELAM has had a positive impact on their alumnae and their schools. Results are discussed in terms of how the deans’ perceptions compare to faculty perceptions and within the larger context of higher education and other organizations. The responsibility of the dean to shape the dental school's culture, particularly in the face of the changing demographics of dental faculty, adds to the importance of the unique perspective provided by the deans.
Strategic Management and Organizational Behavior in Dental Education: Reflections on Key Issues in an Environment of Change
Authors: Dunning David G. , Durham Timothy M. , Lange Brian M. , Aksu Mert N.
Published: June 2020

With issues such as shrinking revenue, access to care, faculty workloads, and graying faculty, dental schools are faced with difficult challenges that fall to dental school deans to manage. Do dental school deans have the organizational skill sets and ethical frameworks necessary to address the challenges now facing dental schools? The purpose of this article is to pose questions and suggestions regarding some of the key issues in dental colleges today and to stimulate discussion in the dental community about needed changes in dental education.
Computer‐Assisted Learning in Orthodontic Education: A Systematic Review and Meta‐Analysis
Authors: Al‐Jewair Thikriat S. , Azarpazhooh Amir , Suri Sunjay , Shah Prakesh S.
Published: June 2020

The purpose of this systematic review and meta‐analysis was to compare the efficacy of computer‐assisted learning (CAL) with traditional methods of learning in orthodontic education. Comprehensive electronic and manual searches of randomized controlled trials and prospective studies were conducted. Participants considered were undergraduate or postgraduate orthodontic students or orthodontic educators. The main outcome measure of CAL efficacy was knowledge gain. The time efficiency of the method was assessed based on the time spent learning the material, while its qualitative effect was tested by the attitudes of participants. Nine studies assessing CAL in teaching orthodontic diagnosis and treatment planning met the inclusion criteria. A statistically significantly higher knowledge gain favoring CAL was identified in studies that used pre‐ and post‐intervention tests (weighted mean difference [WMD] 9.78 percent, 95 percent confidence intervals [CI] 2.89 percent, 16.67 percent; test of heterogeneity p=0.25). For studies that used only post‐intervention tests, significantly greater efficacy was noted, but the effect size was smaller (WMD 3.79 percent, 95 percent CI 0.31 percent, 7.28 percent; test of heterogeneity p=0.003). Overall, student attitudes were positive towards CAL. No conclusions can be drawn about the time efficiency of CAL. Further studies are warranted to examine other important outcomes, including CAL efficacy in teaching other orthodontic topics, cost‐effectiveness, and knowledge retention.
Observation, Assisting, Apprenticeship: Cycles of Visual and Kinesthetic Learning in Dental Education
Authors: Horst Jeremy A. , Clark Matthew D. , Lee Andrew H.
Published: June 2020

Dentists are self‐selected for visual and kinesthetic learning preferences. Watching another practitioner perform treatment can be incredibly didactic, both before and after learning the procedure. This missing part of dental education has the capacity to play a tremendous role in dental education for all levels of practitioner. Dental students in their clinical years begin to realize the meaning of dentistry as a practice, a set of skills that are never perfected. Abundant evidence demonstrates that cycling between observation and practice enhances procedural learning and retention, yet this mechanism is vastly underused in dental education. Collaborative treatment paradigms, wherein the able student assists a more experienced practitioner, can create mentorship. Learning potentially esoteric information or subtle nuances of clinical acumen is facilitated by the contextual framework of the clinical environment and is strengthened by emotional attachments through interpersonal interactions. In this article, we explore the evidence surrounding mentorship and clinical observation both before and after students are given the responsibilities of patient care, which together recapitulate clinical apprenticeship. Finally, we present examples of how apprenticeship can be brought back to dental education, including evaluation of a clinical assisting program that we implemented and explanation of a hypothetical faculty‐student practice partnership model.
An Integrated Curriculum: Evolution, Evaluation, and Future Direction
Authors: Howard Katherine M. , Stewart Tanis , Woodall Wendy , Kingsley Karl , Ditmyer Marcia
Published: June 2020

The topic of curriculum reform has received an enormous amount of attention in the field of dental education. While recently established dental schools benefit from the evolution of curriculum change and innovation in constructing their new curricula, these advantages can become lost if the curriculum is not assessed to ascertain the degree to which the curriculum accurately reflects the initial intended goals. The purpose of this educational research project was to evaluate a dental school curriculum to determine the extent of vertical and horizontal integration originally intended. After a faculty retreat that presented a historical perspective and prevalent concepts of the definitions of an integrated curriculum, a survey instrument was distributed to all course directors asking them to assign each of their courses to one of ten established models of integration. Analysis of the survey results allowed the mapping of each of the eighty‐four courses to four themes of integration. Chi‐square analysis demonstrated courses were distributed in a classic bell‐shaped curve along the integration continuum. Dental school year 4 courses mapped to the highest levels of integration, while no courses were assigned to the lowest level (fragment or silo model). All courses were found to have at least some level of integration. More than half (n=43) were found to be both horizontally and vertically integrated.
Teaching Dental Pain With and Without Underlying Oral Physiology: Learning Implications
Authors: Ali Rahat , O'Sullivan Dominic J. , Gray Gordon B. , Vowles Richard W. , Hooper Susan M.
Published: June 2020

This study investigated whether teaching undergraduate dental students the diagnosis and management of acute dental pain alongside the underpinning oral physiology helped them to understand the topic better than teaching them acute dental pain as a separate entity. Each of three clinical years of dental students at the same dental school was taught in two groups. Each group was taught the signs/symptoms of five acute dental pain conditions by the same member of the staff. However, the teaching for one group of students in each year reminded the students about the physiology that underpinned the clinical symptoms. One week later, the students completed an open‐ended questionnaire that required them to list signs/symptoms of the five dental pain conditions. For each year of dental students that was examined, the mean student marks were significantly higher (p<0.05) for those who were taught dental pain and the underlying physiology compared with students who were only taught dental pain as a stand‐alone subject. This suggests that integrating biomedical science and clinical teaching is beneficial.
Meeting Oral Health Needs to Promote the Well‐Being of the Geriatric Population: Educational Research Issues
Authors: Ettinger Ronald L.
Published: June 2020

This article reviews some of the more recent demographic changes affecting aging populations. The author expands the concept of aging to include persons who may be chronologically young but biologically old because they are medically compromised or developmentally disabled. It is not known how many persons can be included in this definition who will need care, and the question is what are their needs and how are we going to teach dental students and dentists to care for them. These problems are discussed, and some models of care are described.
Assessment of Tobacco Dependence Curricula in U.S. Dental Hygiene Programs
Authors: Davis Joan M. , Koerber Anne
Published: June 2020

Tobacco dependence education (TDE) continues to be a vital component of dental hygiene curricula—made even more important by the fact that tobacco cessation in adults in the United States has stagnated over the past ten years. This study was undertaken to assess the salient characteristics of TDE in U.S. dental hygiene programs. A fifty‐one question survey was mailed to the program directors of all 283 accredited dental hygiene programs during the 2007–08 school year (this number does not include the programs in Illinois, which were excluded since they had participated in a previous study). A total of 187 schools returned the survey for a return rate of 66 percent. Curricular content, minutes spent on each topic, existing level of clinical competence measured, expected level of clinical competence, and resources used were assessed. Respondents reported an average of 6.7 hours spent on all identified components of tobacco education. While 77 percent of respondents reported formally assessing whether a student asked if a patient used tobacco, only 26 percent indicated having a formal competency utilizing all of the U.S. Public Health Service's Clinical Practice Guideline 5 As and 5 Rs. In contrast, 72 percent of program directors reported expecting their graduates to be competent in a moderate intervention that included all 5 As. Though there is a clear commitment to TDE among dental hygiene programs in the United States, we recommend training to a more intensive level of TDE in order to facilitate broader adoption of comprehensive, evidence‐based guidelines.
Evaluation of a U.K. Community‐Based Clinical Teaching/Outreach Program by Former Dental Students Two and Five Years After Graduation
Authors: Lynch Christopher D. , Ash Peter J. , Chadwick Barbara L. , Hannigan Ailish
Published: June 2020

Over the past few years, community‐based clinical teaching/outreach teaching programs have been established in many dental schools in the United Kingdom. One such program was developed by Cardiff University at the local St. David's Hospital in 2002. Students visit this unit throughout their dental school program—as an assistant/observer initially, but gaining a significant amount of clinical operating experience within the unit during their final year of studies. While contemporaneous feedback from current dental students at this and other programs has been positive, very little information exists on the impact of this form of training on the subsequent clinical careers and working practices of qualified dentists. In autumn 2009, a postal questionnaire was distributed to dentists who graduated from the School of Dentistry at Cardiff in 2004 (n=41) and 2007 (n=51). Fifty‐eight responses were returned, for a response rate of 63 percent: 2004 (66 percent), 2007 (61 percent). Forty‐seven respondents (81 percent) reported that their learning experience at the St. David's outreach teaching program had been of significant assistance in their professional development in their subsequent clinical careers. Positive features of the program included the availability of a suitably trained dental nurse for all procedures (n=26, 45 percent), ready access to helpful/approachable teaching staff (n=24, 41 percent), and a good working atmosphere (n=23, 40 percent). Overwhelmingly, former dental students reported that the educational experiences they gained were positive and have had a beneficial effect on their subsequent clinical careers. Further development of community‐based clinical teaching/outreach training as part of dental school training programs is encouraged.
The Role of Enrichment Programs in Strengthening the Academic Pipeline to Dental Education
Authors: Alexander Charles J. , Mitchell Dennis A.
Published: June 2020

Academic enrichment programs can be essential to efforts by dental schools to recruit and enroll underrepresented minority students (URM). Many summer academic enrichment programs provide additional preparation and support to URM students in the sciences. They often address barriers to student achievement such as unevenness in academic preparation, less rigorous educational background, family influence on preparation aspiration and success, unease in a new setting, and lack of professional role models. To be successful, these programs must address both the academic and social complexities of URM students and often require a range of programs to meet the specific needs of different student groups.
Evaluation of Senior Brazilian Dental Students About Mouth Preparation and Removable Partial Denture Design
Authors: Neto Arcelino Farias , Duarte Antônio Ricardo Calazans , Shiratori Fábio Kenji , de Alencar e Silva Leite Pedro Henrique , Rizzatti‐Barbosa Célia Marisa , Bonachela Wellington Cardoso
Published: June 2020

This study aimed to evaluate the knowledge of senior dental students about mouth preparation and removable partial denture (RPD) design. Two hundred sixty‐six senior students from eleven dental schools in the State of São Paulo, Brazil, comprised the sample. The subjects examined two partially edentulous casts mounted on a semiadjustable articulator, answered a questionnaire regarding the treatment plan, and drew the RPD design. The casts consisted of Kennedy Class III, modification 1 maxillary arch and Class II mandibular arch. Ninety percent of the students believed that mouth preparation should be performed although no one was able to name all necessary procedures. For the maxillary arch, 12 percent of the denture designs were completely appropriate, 51 percent were partially appropriate, and 37 percent were inappropriate. For the mandibular arch, the results were 3 percent, 40 percent, and 57 percent, respectively.
Dental Education and Dentists’ Attitudes and Behavior Concerning Patients with Autism
Authors: Weil Taryn N. , Inglehart Marita R.
Published: June 2020

The number of patients diagnosed with autism spectrum disorders (ASD) in the United States has increased significantly. The objectives of this study were to explore general and pediatric dentists’ professional attitudes and behavior towards patients with ASD; these dentists’ perceptions of their dental education about these issues; and the relationships among their educational experiences, attitudes, and behaviors concerning patients with ASD. Survey data were collected from 162 general dentists in Michigan and 212 pediatric dentists across the United States. The results showed that 89 percent of pediatric dentists and 32 percent of general dentists treat patients with ASD. The respondents disagreed with statements indicating that their predoctoral dental education had prepared them well to treat patients with ASD. However, the better they felt prepared, the more likely they were to provide care for these patients. The frequency with which pediatric dentists said they use appropriate behavior management strategies when treating patients with ASD correlated with the quality of their educational experiences. In conclusion, given the growing number of patients with ASD, it is important to revisit dental education efforts targeted towards preparing future dental care providers for the treatment of patients with ASD and special needs.
A Typology of Dental Students According to Their Experience of Stress: A Qualitative Study
Authors: Dahan Haissam , Bedos Christophe
Published: June 2020

Dental students often report high levels of stress. Even though many studies have been conducted on this issue, we still lack a global understanding of how dental students experience and deal with stress, making it difficult for dental educators to improve this situation. Consequently, our study aimed to understand in a comprehensive manner how dental students experience stress. We conducted a qualitative research study based on in‐depth one‐on‐one interviews with twelve recent graduates from a Canadian dental school. The interviews were recorded and transcribed verbatim. We then analyzed the transcripts in a process that included coding, displaying, and interpreting data. We identified three types of students: highly stressed, moderately stressed, and relaxed students. Relaxed students reported very low levels of stress, which they dealt with by using good coping skills. Moderately stressed students were more affected, but they considered stress as acceptable and even helpful as it pushed them to perform better and succeed. Finally, highly stressed students showed alarming levels of stress and described it as “crippling” and “unmanageable.” They felt helpless and explained that stress had negative repercussions for their physical and mental health as well as their social life. They related stress to fear of failing, heavy workload, and difficulties in dealing with transitions in the curriculum and sometimes to difficult relationships with the academic staff. They dealt with stress by using poor coping skills. It is crucial to help highly stressed students by both reducing their sources of stress and helping them develop appropriate coping strategies.
Stress, Burnout, and Renewal Activities of Dental Hygiene Education Administrators in Six U.S. Midwestern States
Authors: Hinshaw Kathleen J. , Richter Louiseann T. , Kramer Gene A.
Published: June 2020

The purpose of this study was to explore the patterns that emerge among stress, burnout, and renewal activities of dental hygiene education administrators in six midwestern states in the United States. The study investigated the effects of stress on these administrators by identifying when stress and burnout occur, what precautions they take to prevent it, and what actions might combat stress and/or burnout once it has occurred. The administrators were asked to complete a demographic questionnaire, the Maslach Burnout Inventory (MBI)‐Educators Survey, and an in‐depth interview. The response rate to the demographic questionnaire and MBI‐Educators Survey was 54.5 percent (30/55). Respondents were primarily Caucasian females (93 percent), at least fifty‐one years of age (67 percent), employed in dental hygiene education at least twenty‐one years (56 percent), and dental hygiene education administrators for less than ten years (55 percent). Almost half (43 percent) reported a moderate to high Emotional Exhaustion burnout score, one of three characteristics measured by the MBI‐Educators Survey. All participants (100 percent) responded that stress had affected their personal and/or professional lives. The findings indicate that dental hygiene education administrators a) experience stress, b) experience patterns of stress, and c) use preventive strategies. Study participants felt that the stress and burnout they experienced may be altered through personal and/or professional lifestyle modifications and that additional training in stress management is needed.
The Nature and Frequency of Medical Emergencies Among Patients in a Dental School Setting
Authors: Anders Patrick L. , Comeau Robin L. , Hatton Michael , Neiders Mirdza E.
Published: June 2020

As health care improves and life expectancy increases, dentists and dental students are treating a growing number of elderly and medically compromised patients, increasing the likelihood of a medical emergency during treatment. Previous studies examining emergencies in a dental setting have relied upon self‐reports and are therefore subject to biases in reporting. The purpose of this study was to examine data generated from documentation of CODE‐5 medical emergency events at the University at Buffalo School of Dental Medicine over an eight‐and‐a‐half‐year period. The incidence of emergencies was found to be 164 events per million patient visits, which is lower than reported in previous studies. Most emergencies involved suspected cardiovascular events, syncope, complications related to local anesthesia, and hypoglycemia. Twenty percent of emergencies involved people who were in the building for reasons other than to receive dental care, underscoring the need for an operational CODE‐5 system whenever a building is occupied. We suggest strategies to reduce the incidence of medical emergencies and increase ability to manage those that do occur.
Curriculum Change in Dental Education, 2003–09
Authors: Haden N. Karl , Hendricson William D. , Kassebaum Denise K. , Ranney Richard R. , Weinstein George , Anderson Eugene L. , Valachovic Richard W.
Published: June 2020

This 2009 study of dental school curricula follows a similar one conducted in 2002–03. Through a web‐based survey, the authors gathered information from dental schools about 1) past trends in curricular change over seven years; 2) current changes under way in dental school curricula; 3) significant challenges to curricular innovation; and 4) projected future trends in curricular change and innovation. Fifty‐five schools (fifty U.S. and five Canadian) responded to the survey for a response rate of 86 percent. In addition to background information, the survey requested information in four broad areas: curriculum format, curriculum assessment, curriculum innovation, and resources needed for curriculum enhancement. Forty‐nine percent of the respondents defined their curriculum format as primarily organized by disciplines. Half of the respondents reported the use of problem‐based and case‐reinforced learning for a section or specific component of some courses. In a significant change from the 2002–03 study, a high proportion (91 percent) of the responding schools require community‐based patient care by all students, with just over half requiring five or more weeks of such experience. Competency‐based education to prepare an entry‐level general dentist seems well established as the norm in responding dental schools. Forty‐three percent or less of the responding schools indicated that their students participate with other health professions education programs for various portions of their educational experience. Since the 2002–03 survey, dental schools have been active in conducting comprehensive curriculum reviews; 65 percent indicated that their most recent comprehensive curriculum review is currently under way or was conducted within the past two years. Respondents indicated that the primary reasons for the configuration of the current curriculum were “perceived success” (it works), “compatibility with faculty preferences,” “faculty comfort,” and “capacity/feasibility.” Key catalysts for curricular change were “findings of a curriculum review we conducted ourselves,” students’ feedback about curriculum, and administration and faculty dissatisfaction. There was an increase in the percentage of schools with interdisciplinary courses, especially in the basic sciences since 2002–03, but no change in the use of problem‐based and case‐reinforced learning in dental curricula. Respondents reported that priorities for future curriculum modification included creating interdisciplinary curricula that are organized around themes, blending the basic and clinical sciences, provision of some elements of core curricula in an online format, developing new techniques for assessing competency, and increasing collaborations with other health professions schools. Respondents identified training for new faculty members in teaching skills, curriculum design, and assessment methods as the most critical need to support future innovation.