bluuebunny/crossref_metadata_2025 huggingface dataset:
A Survey of Dual‐Degree Training Opportunities at U.S. Dental Schools
Authors: Rogér James M.
Published: June 2020

The purpose of this article is to describe access to information for the dual‐degree dental scientist training programs (D.D.S.‐D.M.D./Ph.D.) currently available for predoctoral students at U.S. dental schools. Given the ongoing shortage of dental faculty and the progressive emphasis on evidence‐based dentistry, these programs will be instrumental in training future dental faculty. A comprehensive review of the institutional websites for all fifty‐six U.S. dental schools was undertaken in January 2006. After identification of advertised dual‐degree programs, a follow‐up survey was sent to twenty‐two dental schools that described the existence of a dual‐degree dental scientist training program. The results of the survey and website review indicate that there are a number of programs in operation, but it is difficult to determine even basic features of these programs including curriculum structure, financial aid, and infrastructure support for students. Several current dental scientist trainee students were also contacted to discuss their programs in more detail. The insights derived from this investigation may assist dental school applicants, current predoctoral dental students, and administrators seeking to design or promote their existing dental scientist training programs.
Canadian Dental Students’ Perceptions of Their Learning Environment and Psychological Functioning Over Time
Authors: Stewart Donald W. , de Vries Johann , Singer David L. , Degen Gene G. , Wener Pam
Published: June 2020

A cohort of dental students (N=28) at the University of Manitoba was followed throughout their entire dental education program to explore changes in their perceptions of the learning environment over time. Aspects of the students'psychological functioning, including common psychological symptoms, self‐esteem, and coping strategies, were also evaluated to assess changes in these factors over time. A battery of instruments consisting of the Learning Environment Survey (LES), the Symptom Questionnaire (SQ), the Ways of Coping Checklist (WCCL), and the State Self‐Esteem Scale (SSES) was administered at the beginning, midpoint, and end of each academic year throughout the four‐year dental education program. Results indicated that there was a minor positive recalibration of student perceptions in the areas of course relevance and opportunities for outside interests during the first months of year one. Apart from this, perceptions of dental school as a seldom‐to‐occasionally positive learning environment were maintained over the entire dental education program. In terms of psychological functioning over time, students reported decreases in their levels of problem‐focused coping and self‐esteem, increased use of avoidance and wishful thinking as coping strategies, and more anxiety, depression, and hostility at various points. Some implications of these findings for dental education are discussed.
Recent Changes in the Curriculum of Chinese Dental Schools
Authors: Ling Junqi , Fu Yun
Published: June 2020

Chinese dental education is organized and controlled by the government at different levels, and the curriculum is based on the stomatology model. The unique feature of this system has been a heavy emphasis on the medical sciences and the integration of medicine with dentistry. However, the problems with this curriculum have been greater than its advantages since a dental student trained under this educational model was unlikely to be well prepared for patient care in a clinical setting and could struggle to apply modern techniques during his or her professional career. From 1995 to 2000, six well‐known Chinese dental schools participated in a curriculum innovation project supported by the central government. This article describes the educational model developed during the project and presents several new educational concepts that have been put into practice in dental schools in China. Nevertheless, the new model is not without problems. If there are no additional innovations related to didactic teaching methods, clinical education, and interpersonal skills, the outcome of recent changes in the curriculum of Chinese dental schools will be unpredictable, and our dental education will not continue to advance.
Cross‐Cultural Comparison of the Attitudes of Dental Students in Three Countries
Authors: Karibe Hiroyuki , Suzuki Atsuko , Sekimoto Tsuneo , Srithavaj M.L. Theerathavaj , Iamaroon Anak , Warita Sachie , Kawakami Tomomi , Ogata Kiyokazu , Shirase Toshiomi , Nakahara Sen
Published: June 2020

The aim of this study was to identify and compare the attitudes of dental students toward their career choice and dental education in three different countries. Three hundred thirty‐six dental students from the University of British Columbia, Canada; Mahidol University and Chiang Mai University, Thailand; and Nippon Dental University, Japan, participated in this study. Information was derived from a questionnaire consisting of career choice items and dental education items. Significant differences in the responses of the participants from each of the three countries were detected for each of the questionnaire items (P<0.001). Regarding factors that may have served as motivations for career choice, the majority of dental students from each country indicated positive reasons such as interpersonal motives, caring for other people, and academic interest. For future career options, the majority of Japanese and Canadian students planned to work as general dentists. Thai students were more likely than Japanese or Canadian to prefer specialization than practicing general dentistry. Nearly three‐quarters of the Canadian and Thai students were satisfied with the teaching faculty of their schools, while only a quarter of the Japanese students indicated satisfaction. The findings from this study enhance our understanding of differences and/or similarities among dental students in three nations; this information may help to define strategies to improve the quality of international student exchange programs.
Addressing the Marketplace Mentality and Improving Professionalism in Dental Education: Response to Richard Masella's “Renewing Professionalism in Dental Education”
Authors: Botto Ronald W.
Published: June 2020

Richard Masella has written a very thought‐provoking article that makes many excellent arguments regarding critical issues about professionalism in dental education. Rather than focus on minor points of contention, this response to his article highlights two main areas for further discussion. The first is the impact of the “marketplace” mentality and how there needs to be a balance between fiscal responsibility and ethical and professional responsibility. Changes in language are suggested as a starting point. Instead of using the term “productivity” to describe the goal, we need to focus on the process of behaving ethically, effectively, and efficiently in the provision of care to patients as well as in general professional behavior. The second major emphasis is on recommendations for improving the ethical climate of the dental college community and the teaching, exhibition, and celebration of professionalism. Included in this area are discussions of white coat ceremonies and honor codes, as well as the importance of recognizing the impact of the hidden curriculum in dental ethical education. Masella has made a major contribution by bringing forth strong arguments for discussing whether dental education truly is committed to teaching professionalism in a way that has meaning and impact rather than simply complying with accreditation standards. While there are certainly several points that appear to be speculative and could be debated in Masella's article, he has provided a valuable catalyst for discussion and introspection by identifying critical issues for both dental education and organized dentistry to address.
Self‐Reported Compliance with Preventive Measures Among Regularly Attending Pediatric Patients
Authors: Ashkenazi Malka , Cohen Rafaela , Levin Liran
Published: June 2020

This study evaluated the compliance with preventive measures of regularly attending pediatric patients. Children attending at least four consecutive recall appointments in a pediatric dental clinic were interviewed regarding their compliance with the previously recommended preventive measures. During each recall appointment, participants and/or their parents received oral and written instructions regarding the preventive measures. Caries experience index was calculated as sum of decayed, missing, and filled surfaces of participants’ primary and permanent dentition. Files of 496 children were analyzed. Mean age was 9.0 ±4.5 years. Mean caries experience index was 7.0 ±9.0. Participants reported eating more than six times a day (22.8 percent) and consuming in between meals water only (54.4 percent), noncarbonated beverages (23.2 percent), carbonated beverages (13.1 percent), and a combination of both beverages (9.3 percent). Children reported brushing their teeth at least once a day (94.4 percent), rinsing their teeth once a day (11.9 percent), flossing once a day (5.6 percent), and brushing once a week regularly with highly concentrated fluoride gel (12.6 percent). No statistical differences were found in compliance measures within two consecutive dental recalls. Caries experience was correlated with regular meals (p=0.01), drinks between meals (p<0.001), and toothbrushing frequency (p=0.01). In conclusion, compliance with preventive measures is low among regularly attending pediatric patients. In high caries risk patients, a frequent preventive intervention might be warranted by dental practitioners.
Educational Practices Regarding Anticoagulation and Dental Procedures in U.S. Dental Schools
Authors: Linnebur Sunny A. , Ellis Samuel L. , Astroth Jeffrey D.
Published: June 2020

Evidence suggests that stopping oral anticoagulation with warfarin is not necessary in patients requiring low‐risk dental procedures and may actually increase thrombosis risk. However, widespread belief remains among dentists that stopping oral anticoagulation for dental procedures is necessary. The purpose of this study was to investigate the teaching practice of U.S. dental faculty responsible for providing education to dental students about anticoagulation. Surveys were mailed in 2003 and 2004 to fifty‐five U.S. dental faculties to assess their teaching practice regarding anticoagulation and dental procedures. Twenty‐eight (50.9 percent) of the schools returned surveys. Contrary to evidence indicating anticoagulation does not need to be altered, many dental faculty responded that they teach dental students to discuss with medical providers/patients about altering warfarin therapy for several routine procedures: 21.4 percent (cleaning), 14.3 percent (restorative treatment), 46.4 percent (single simple extraction), 64.3 percent (multiple simple extractions), and 17.9 percent (root canal). However, 67.9 percent stated an International Normalized Ratio (INR) of 2.0–3.0 would be acceptable prior to dental procedures. A discrepancy was also found between the number of faculty recommending altering warfarin in intermediate‐ to high‐risk individuals compared to those recommending heparin bridging for the same patients. Overall, this study identified inconsistencies between teaching practices in U.S. dental schools and medical evidence. Dental faculty should consider comparing their teaching material with evidence regarding anticoagulation and dental procedures. Continuing education may be necessary for practicing dentists regarding this topic.
Dental Education in Wuhan, China: Challenges and Changes
Authors: Huang Cui , Bian Zhuan , Tai Baojun , Fan Mingwen , Chiu‐Yin Kwan
Published: June 2020

The aim of this article is to describe the innovations in the School of Stomatology at Wuhan University (WHUSS) that are likely to shape the future of dental education in the People's Republic of China. There are forty dental schools in China; the five most well known are located in Beijing, Chengdu, Shanghai, Xi'an, and Wuhan. Although patient‐centered, comprehensive care has been recommended as the future of dental education, traditional dental education in China still faces many challenges to accomplish this goal. WHUSS, one of the more progressive dental schools in China, has implemented several educational innovations to traditional dental education by restructuring the curriculum through the introduction of problem‐based learning (PBL) and other strategies in clinical training. Although implementation of educational innovations is still at an early stage throughout China, it is reasonable to speculate that many schools will develop similar strategies as those developed at Wuhan to improve dental education during the next several years. However, additional research is necessary to evaluate the efficacy of such educational strategies and to determine the appropriate implementation of a contemporary dental curriculum and pedagogic methodology. The curriculum modifications that have been achieved to date as well as the existing challenges are discussed to provide the reader with an understanding of contemporary dental education in China.
Increasing the Enrollment of Underrepresented Minority Dental Students: Experiences from the Dental Pipeline Program
Authors: Price Shelia S. , Brunson W. David , Mitchell Dennis A. , Alexander Charles J. , Jackson Douglass L.
Published: June 2020

Dental educators have been trying to increase enrollment of underrepresented minority (URM) students for many years with limited success. The Pipeline, Profession, and Practice: Community‐Based Dental Education program has developed or been affiliated with several innovative strategies for increasing the enrollment of URM students in U.S. dental schools. In March 2005, three promising approaches were discussed at an American Dental Education Association symposium and are described in this article: 1) collaborative recruitment programs based on groups of regional schools; 2) workshops that focus on the effective operation of admissions committees; and 3) a new summer enrichment program for college students interested in dentistry and medicine.
Allied Restorative Functions Training in Minnesota: A Case Study
Authors: Cooper Brigette R. , Monson Angela L.
Published: June 2020

In 2003, the Minnesota Dental Practice Act was modified to allow dental hygienists and assistants to place amalgam, composite, glass ionomer, and stainless steel crowns. The concept of utilizing allied professionals to perform expanded functions has been suggested as a way to increase access to care and productivity. A continuing education course was offered to provide required certification for interested dental practitioners (N=12). The objectives of this study were to examine confidence levels and effectiveness of the continuing education program. Pre‐ and post‐course restorative content knowledge, along with confidence levels in knowledge, technical skills, and the ability to implement skills were measured. A matched pairs t‐test found a significant increase in participants’ restorative content knowledge (p<.001). Wilcoxen signed rank tests revealed an increase in confidence in all content knowledge (p<.01) and technical skill (p<.05) categories. Participants did not significantly increase in confidence to implement restorative functions skills into practice (p<.7). Interview data revealed that participants remain unclear about ways to incorporate restorative functions into the schedule. Findings in this case study suggest that content knowledge and confidence levels increase following completion of a restorative functions course. To improve education and training, research is needed to identify why participants’ confidence in implementation did not increase.
Trends in the Placement of Posterior Composites in Dental Schools
Authors: Lynch Christopher D. , McConnell Robert J. , Wilson Nairn H.F.
Published: June 2020

The aim of this paper is to review trends in the teaching of posterior composites in the United States, Canada, Ireland, and the United Kingdom over the last fifteen years. The authors compared the results of surveys of the teaching of posterior composites performed in 1989, 1997, and 2004–05. Historical and contemporary international trends were investigated. The amount of clinical and didactic teaching of posterior composites has increased over the past fifteen years. From a time over fifteen years ago, when very few dental students placed posterior composites in dental school, approximately one‐third of posterior plastic restorations placed by U.S., Irish, and UK dental students are now composite, with the corresponding finding for Canadian dental schools being approximately 50 percent. Some variations were noted between dental schools in terms of the teaching of contraindications to placement as well as lining and basing techniques. There was some inappropriate teaching of techniques, in particular, in relation to the use of transparent matrix bands and light transmitting wedges. There was also evidence of limited student exposure to newer forms of technology, notably LED curing light units. There have been clear increases in the teaching of posterior composites in the United States, Canada, the United Kingdom, and Ireland in recent years; however, the proportion of posterior composite restorations placed by dental students relative to dental amalgams does not yet match the typical situation in contemporary clinical practice. Dental schools have a responsibility to ensure that their curricula are evidence‐based to best prepare their students to meet the needs and expectations of their future patients.
A Study of Military Recruitment Strategies for Dentists: Possible Implications for Academia
Authors: Hsu Ronald H. , Roberts Michael W. , Tulloch J.F. Camilla , Trotman Carroll‐Ann
Published: June 2020

Results of the annual American Dental Education Association surveys of dental school seniors show approximately 10 percent of graduates enter federal government services while less than 1 percent enter dental academia. To examine this difference, this study sought the perceptions of senior dental students and junior military dental officers regarding their choice of a military career in order to determine how military recruitment strategies influenced their career decisions. Official documents explaining military recruitment efforts were requested from the military services and summarized. In‐depth telephone interviews were conducted to gather perception data from the students and dental officers on successful strategies. By employing several strategies, the military was able to inform potential recruits about the benefits of being a dentist in the military. The opportunity to have the military finance a student's dental education was a successful military recruitment tool. Other enticing factors included guaranteed employment upon graduation, prestige associated with serving in the military, access to postgraduate training, minimal practice management responsibilities, and opportunities to continue learning and improve clinical skills without significant financial implications. It was concluded that dental education can use the same strategies to highlight the benefits of an academic career and offer many similar incentives that may encourage students to consider a career path in dental education.
Eating Disorders in the Oral Health Curriculum
Authors: DeBate Rita D. , Shuman Deanne , Tedesco Lisa A.
Published: June 2020

Due to the oral/systemic nature of eating disorders, this serious health issue requires comprehensive patient assessment and coordinated health treatment. The purpose of this study was to assess the breadth and depth of eating disorder and comprehensive care within the dental and dental hygiene curriculum. Survey data were collected from deans of U.S. dental programs (n=24) and dental hygiene program directors (n=94). Statistically significant differences were observed between dental programs (DP) and dental hygiene programs (DHP) as more DHP reported including anorexia nervosa (p<.001), bulimia nervosa (p<.001), and oral manifestations of eating disorders (p=.003) within their curricula. Clock hours dedicated to these topics ranged from seventeen to thirty‐five minutes, with no statistically significant differences observed between DP and DHP. Only 58 percent of DP and 56 percent of DHP included patient communication skills specific to eating disorders. Moreover, DHP were observed dedicating more instruction time for this skill (p=.011). As greater emphasis is placed on oral/systemic health and the provision of comprehensive care, many oral health professionals may not be adequately trained to identify, provide education, and communicate with patients regarding the oral/systemic nature of eating disorders. The findings from this study indicate that there is a need for appropriate training to better prepare oral health professionals for comprehensive patient care.
Expert Performance on a Virtual Reality Simulation System
Authors: Wierinck Els R. , Puttemans Veerle , Swinnen Stephan P. , van Steenberghe Daniel
Published: June 2020

The objective of this research was to determine if the essence of expert performance could be captured on a virtual reality simulation system. Six experts in operative dentistry, six experts in periodontology, and six novice dental students performed a Class II tooth preparation task on the lower left second premolar. All subjects performed a pre‐test to assess the basic skill level of each group. During the (limited) training component of the study, the three groups practiced three tooth preparations and received augmented feedback. At both a one‐minute and one‐day interval, subjects performed a final test in the absence of augmented feedback. All preparations were graded by the simulation system. The results showed at pre‐test a significantly better performance of the experts in operative dentistry as compared to the novices. During the practice (acquisition) phase, the experts in operative dentistry outperformed both the periodontologists and novices, whereas the experts in periodontology performed more accurately than the novices. After one minute and one day following practice, similar results were obtained. Retention performance was most accurate after a one‐day delay. Based on these results, the simulator appears to be a valid and reliable tool to capture expert performance. It is an effective screening device for assessing the level of expert performance.
Dental Education: A Leadership Challenge for Dental Educators and Practitioners
Authors: Roth Kathleen
Published: June 2020

By all outward signs, the dental profession is prospering. However, signs of a looming crisis in dental education threaten the future effectiveness of the profession. Transforming dental education through the application of principles espoused by the ADEA Commission on Change and Innovation in Dental Education (CCI) is essential for securing the future of the profession. To meet the future oral health needs of the public, dental schools must retain their research mission and prepare students for evidence‐based practice. To accomplish this, both the curricular content and the environment and approach to dental education must change. Besides the knowledge and abilities needed to care for a more diverse and aging population, future practitioners must possess tools needed to thrive in the world of small business and have the ethical foundation to conduct themselves as responsible professionals. Ensuring the future of the profession is a leadership challenge to be shared by both dental educators and practitioners.
What Enhances Underrepresented Minority Recruitment to Dental Schools?
Authors: Andersen Ronald M. , Carreon Daisy C. , Friedman Judith‐Ann , Baumeister Sebastian E. , Afifi Abdelmonem A. , Nakazono Terry T. , Davidson Pamela L.
Published: June 2020

This study examined the factors influencing the proportion of underrepresented minority students (URM) in dental schools. Using a comprehensive recruitment model, it considered the relative importance of community characteristics (population demographics, oral health policies, dental care system, and university environment), dental school characteristics (Pipeline‐supported, mission, and financing), and community‐based dental education (CBDE) characteristics of the dental school on recruitment of URM students. Data come from a national survey of dental school seniors and a variety of publicly available sources. Three outcome variables measure URM recruitment: percent URM, percent Hispanic, and percent African American in the first year of dental school. Multivariable results revealed that the most important factors predicting a higher percent URM in first‐year classes were a higher proportion of URM clinical faculty and graduating students’ perceptions that their clinical rotation experience improved their ability to care for diverse groups. For percent Hispanic in the first year, a higher proportion of URM clinical faculty and students spending more time in clinical rotations predicted greater Hispanic recruitment. Graduating students’ perceptions that they were less prepared to treat diverse groups were directly associated with the proportion of Hispanic students in the class. For a higher percent of African Americans in the first‐year class, the most important factors were a higher proportion of blacks in the county, support from the national Pipeline program, and graduating students’ perceptions of better preparedness to integrate cultural differences into treatment planning. Higher total financial aid awarded by the school was negatively associated with recruitment of African Americans. Results suggest some improved URM recruitment strategies for dental schools.
Effectiveness of Faculty Training to Enhance Clinical Evaluation of Student Competence in Ethical Reasoning and Professionalism
Authors: Christie Carole , Bowen Denise , Paarmann Carlene
Published: June 2020

This study evaluated the short‐ and long‐term effectiveness of faculty training to enhance clinical evaluation of ethical reasoning and professionalism in a baccalaureate dental hygiene program. Ethics, values, and professionalism are best measured in contexts comparable to practice; therefore, authentic evaluation is desirable for assessing these areas of competence. Methods were the following: 1) a faculty development workshop implementing a core values‐based clinical evaluation system for assessing students’ professional judgment; 2) subsequent evaluation of the clinical faculty's use of core values for grading and providing written comments related to students’ professional judgment during patient care for three academic years; and 3) evaluation of program outcomes assessments regarding clinical learning experiences related to ethics and professionalism domains. Results revealed the clinical faculty's evaluation of professional judgment during patient care was enhanced by training; written comments more frequently related to core values defined in the American Dental Hygienists’ Association (ADHA) Code of Ethics; and faculty members reported more confidence and comfort evaluating professional judgment after implementation of this evaluation system and receiving training in its application. Students were more positive in outcomes assessments about their competency and learning experiences related to professionalism and ethics. This article shares one approach for enhancing clinical faculty's authentic evaluation of student competence in ethical reasoning and professionalism.
Implementation of Problem‐Based Learning in a Baccalaureate Dental Hygiene Program
Authors: Moore Tricia S.
Published: June 2020

Problem‐based learning (PBL) is an instructional method that is gaining popularity in health care education. Rationale for the use of PBL to better prepare health care providers for the future is provided. Implementation of a PBL model into a baccalaureate dental hygiene degree program is described, including examples of activities that may be helpful to others wishing to implement PBL. Preliminary evaluation results indicate positive outcomes in the intended areas of problem solving and critical thinking, team skills, and personal growth.
The Impact of Targeted Shortened Preclinical Exercises on Student Perceptions and Outcomes
Authors: Sukotjo Cortino , Thammasitboon Kewalin , Howell Howard , Karimbux Nadeem
Published: June 2020

The Harvard School of Dental Medicine (HSDM) introduced problem‐based learning (PBL) into the dental curriculum in 1994 as a part of curriculum reform. During the reorganization, departments were consolidated, and courses were taught in an interdisciplinary fashion rather than in a discipline‐based approach. The changes required a reduction in lecture and preclinical clock hours, which might have affected student performance and anxiety levels. The objectives of this study were to 1) compare the HSDM didactic and laboratory preclinical hours in Endodontics, Operative, and Prosthodontics before and after PBL implementation; 2) compare the HSDM didactic and laboratory preclinical hours in Endodontics, Operative, and Prosthodontics with other schools nationwide; 3) measure students’ perceptions of their levels of stress and self‐confidence at two time points during their preclinical and clinical years; 4) investigate the correlation between the number of preclinical hours and the students’ stress level and self‐confidence; and 5) evaluate the impact of shortened preclinical hours on the performance of HSDM students on the National Board Dental Examination Parts I and II. A survey regarding the students’ level of stress, self‐confidence, and preparation to treat patients during preclinical laboratory exercises was distributed to the HSDM classes of 2005 and 2006 (n=70). The HSDM preclinical curriculum hours were compared to national data as reported by the American Dental Association (ADA). Cross‐tabulations were constructed, and the Fisher's exact test was conducted to examine the relationships between the variables. We found that HSDM preclinical hours in Endodontics, Operative, and Prosthodontics were significantly lower than at other schools. During the preclinical exercises, the Prosthodontics preclinical exercises were found to be the most stressful and provided the lowest self‐confidence in treating patients as compared to the other preclinical subject areas. HSDM students’ scores on the National Board Part I and II examinations continue to be among the highest in the nation and have not been affected by the change in curriculum. We conclude that the change in HSDM's curriculum that resulted in targeted, shorter preclinical exercises has not affected clinical and didactic outcomes, but may have affected the anxiety that students feel when entering the clinic.
Problem‐Based Learning at the Harvard School of Dental Medicine: Self‐Assessment of Performance in Postdoctoral Training
Authors: Thammasitboon Kewalin , Sukotjo Cortino , Howell Howard , Karimbux Nadeem
Published: June 2020

Problem‐based learning (PBL) was implemented into the dental curriculum at the Harvard School of Dental Medicine (HSDM) in 1994 with an expectation that this pedagogy would enhance students’ critical thinking and communication skills as well as general professional competencies. Previous studies have described several aspects of the outcome of PBL curricula at the predoctoral level. However, there is no information available on the perceptions and performance of PBL graduates during their postdoctoral training in dentistry. The purpose of this study was to evaluate the effect of PBL methodology on the performance of HSDM graduates during their postdoctoral training in comparison with their non‐HSDM (traditional) co‐residents. Surveys containing traditional knowledge‐based criteria, preclinical and clinical criteria, and PBL criteria were sent to HSDM graduates from the classes of 2002 through 2004 who were in postgraduate training programs. The HSDM and traditional graduates were asked to evaluate and compare their performance in selected areas with those of their co‐residents from either a PBL curriculum or a traditional curriculum. The directors of each program were also asked to assess HSDM graduates relative to other graduates in the program based on the same aspects. Overall, HSDM graduates rated themselves more highly than non‐HSDM graduates on all competencies. No significant difference between HSDM and non‐HSDM responses was found in general dental knowledge, specialty specific knowledge, preclinical skills, clinical skills, communication with staff, and patient education, whereas significant differences (p<0.05) were found for communication with patients, critical thinking, independent learning, performance in small group settings, self‐assessment, and teamwork. The data obtained from the program directors revealed corresponding results. The HSDM graduates’ capacity for independent learning was rated as “excellent” by 65.31 percent of the directors and 80.95 percent of the HSDM graduates themselves. These findings suggest that the performance of HSDM graduates during their postdoctoral training met expectations and were similar to non‐HSDM graduates for traditional residency program competencies. However, the PBL training appears to provide HSDM graduates with enhanced abilities in independent learning, communication, and cooperation skills.
U.S. Dental School Applicants and Enrollees, 2005 Entering Class
Authors: Chmar Jacqueline E. , Weaver Richard G. , Ramanna Satyan , Valachovic Richard W.
Published: June 2020

There were 10,731 applicants to the entering dental school class in 2005. This represents a 13.8 percent increase over the number of applicants to the 2004 entering class and almost a 45 percent increase over the number of applicants in 2001. Dental schools reported 4,558 first‐time, first‐year enrollees in 2005, an increase of 101 first‐time, first‐year enrollees over the number reported in 2004. The percent of applicants that were enrolled in 2005 was 42.5. The percent of applicants enrolled in 2001 was 57.6. Women were 44.2 percent of the applicants and 43.8 percent of the first‐time, first‐year enrollees in 2005, slight increases from what they were in 2004. Underrepresented minorities comprised 12.8 percent of the applicants and 12.6 percent of the first‐time, first‐year enrollees in 2005. These percentages are little changed from those reported in 2001. The average GPA of the first‐time, first‐year enrollees increased slightly in 2005, from 3.4 to 3.5; there was little change in DAT scores, standing at 18.9 for Academic Average, 17.4 for Perceptual Ability, and 18.4 for Total Science.
Designing Evaluation Forms to Facilitate Student Learning
Authors: Licari Frank W. , Knight G. William , Guenzel Pamela J.
Published: June 2020

Most dental school instructors struggle to develop course evaluation criteria that can effectively be applied as valid and reliable learning instruments. Vague and unreliable learning assessments often lead to increased dissatisfaction among both faculty and students. Students complain about the “lack of faculty calibration,” and faculty are often unable to adequately evaluate competence due to the need to provide an overall course grade by the end of the term. By systematically addressing Mackenzie et al.'s list of sixteen factors that contribute to faculty disagreements on student evaluation, we developed “Criteria for Writing Effective Evaluation Forms” as a guide for developing evaluation criteria. By using the guide for developing evaluation forms for student learning, course directors will have the components necessary to ensure validity and reliability of student assessment methodology. By providing students and faculty with clearly defined criteria and the training to apply those criteria, Mackenzie et al.'s concerns may be conquered.
An Evolving Community‐Based Dental Course on Professionalism and Community Service
Authors: Brondani Mario A. , Clark Chris , Rossoff Larry , Aleksejūnienė Jolanta
Published: June 2020

In 2007, the Faculty of Dentistry at the University of British Columbia formally introduced the course Professionalism and Community Service (PACS) in year one of its dental curriculum. PACS features community‐based dental education as an experiential learning pedagogy, as well as additional themes that support the community experience. PACS will be incorporated into all four years of the curriculum, with health promotion activities in community sites as the focus in years one and two and the provision of patient care in community clinics in years three and four. Students are encouraged to provide feedback on this newly implemented course. The objective of this article is to provide an overview of the themes and modules of PACS, in the context of its being an evolving course for implementing community‐based health promotion activities as experiential education for dental students. The current PACS modules are designed to expose students to a variety of experiences—from assessing community needs and developing, applying, and evaluating an educational health promotion activity to demonstrating a systematic approach to ethical reasoning and critical thinking. In their feedback, students have expressed their appreciation for the community experience and suggested modifications to the course in terms of guidelines and assignments.
A Global Oral Health Course: Isn't It Time?
Authors: Karim Asef , Mascarenhas Ana Karina , Dharamsi Shafik
Published: June 2020

This article examines current global oral health initiatives to underserved dental populations and assesses the level of familiarity with these initiatives among dental students. The World Health Organization (WHO)'s basic package of oral care (BPOC) is described, as well as successes and difficulties in global oral health initiatives. A survey was conducted of third‐year dental students at a North American dental school to determine their familiarity with global oral health initiatives set out by the WHO and the World Dental Federation (FDI). The majority of the surveyed students (87 percent) expressed interest in volunteering their professional services in international settings. However, none of the surveyed students knew about the BPOC or the FDI's role in global oral health. The findings indicate that predoctoral dental public health courses in dental schools ought to include a course on global oral health to expose students to global oral health issues and equip them with interventions like the BPOC so they can provide better care to globally underserved dental populations.
Dental Education Economics: Challenges and Innovative Strategies
Authors: Walker Mary P. , Duley Susan I. , Beach M. Miles , Deem Lisa , Pileggi Roberta , Samet Nachum , Segura Adriana , Williams John N.
Published: June 2020

This article reviews current dental education economic challenges such as increasing student tuition and debt, decreasing funds for faculty salaries and the associated faculty shortage, and the high cost of clinic operations and their effect on the future of dentistry. Management tactics to address these issues are also reviewed. Despite recent efforts to change the clinical education model, implementation of proposed faculty recruitment and compensation programs, and creation of education‐ corporate partnerships, the authors argue that the current economics of public dental education is not sustainable. To remain viable, the dental education system must adopt transformational actions to re‐engineer the program for long‐term stability. The proposed re‐engineering includes strategies in the following three areas: 1) educational process redesign, 2) reduction and redistribution of time in dental school, and 3) development of a regional curriculum. The intent of these strategies is to address the financial challenges, while educating adequate numbers of dentists at a reasonable cost to both the student and the institution in addition to maintaining dental education within research universities as a learned profession.
Correlation of Quantity of Dental Students’ Clinical Experiences with Faculty Evaluation of Overall Clinical Competence: A Twenty‐Two‐Year Retrospective Investigation
Authors: Spector Michael , Holmes David C. , Doering John V.
Published: June 2020

The purpose of this study was to investigate the correlation between the quantity of a student's clinical experiences in the final year of dental school and the student's overall clinical competence at graduation, as evaluated by faculty at the University of Iowa College of Dentistry. Further, the authors sought to determine whether this correlation changed over time, as new generations of students come to dental school. Information including year of graduation, age at graduation, final grade in the course Clinical Competencies in Comprehensive Care, and final total Clinical Experience Units (CEUs) earned by each student in the D4 Family Dentistry Clinic was collected for 1987–2008 graduates of the University of Iowa College of Dentistry. Spearman's rank correlation coefficient (rs) was computed for the association of final clinical course grade and final CEU total for each graduation year. The correlation between final course grade and final CEU total was variable, ranging from moderately strong (rs=0.614, Class of 1991) to negligible (rs=−0.013, Class of 2008). This correlation generally tended to become weaker over time. The results of this study suggest that the terminal quality of a dental student's work is not solely a function of repetitions of prescribed procedures and that repetition of procedures may have even less influence on the quality of clinical performance for the new generation of dental students.
Mexican Dental School Deans’ Opinions and Practices Regarding Oral Cancer, 2007
Authors: Vázquez‐Mayoral E.E. , Sánchez‐Pérez L. , Olguín‐Barreto Y. , Acosta‐Gío A.E.
Published: June 2020

Dentists must be trained in oral cancer (OC) screening and counseling. However, educational gaps exist in OC prevention worldwide. The objective of this investigation was to assess self‐reported perceptions and practices relevant to OC education among Mexican dental school deans. At a leadership meeting in 2007, deans were given a questionnaire containing Likert‐type scale evaluations of agreement with statements. Associations between variables were analyzed with Pearson's chi‐square test. Of thirty‐four deans attending, twenty‐three (68 percent response rate) answered the questionnaire in full. Among the respondents, 83 percent believed “very strongly” that dentists must look for OC, but only 52 percent believed “very strongly” that OC screening must be adopted as a standard practice. Fifty‐two percent ranked dentists’ responsibility in looking after their patients’ overall health as “very strong.” The deans indicated less support for dentists’ roles to intervene in tobacco and alcohol cessation. Participant deans lead institutions that provide education for over 12,000 dental students; their low awareness on OC screening and counseling may hinder the establishment of routine standardized screening and health promotion that help save human lives.
Educational, Personal, and Cultural Attributes of Dental Students’ Humanitarian Trips to Latin America
Authors: Bimstein Enrique , Gardner Quinton W. , Riley Joseph L. , Gibson Robert W.
Published: June 2020

This article evaluates the educational, personal, and cultural attributes that motivate or inhibit dental students’ participation in humanitarian and educational trips to underserved communities in Latin America. Interviews, concentrating on students’ expectations and experiences, were conducted with students who participated in the trips and with those who did not. A survey of a larger group of students (including those interviewed) was also conducted; the survey included demographic data, ethnic affiliation, cultural competence, motivators and inhibitors to attend trips, and trip attributes. One hundred and seventy‐four students at one dental school completed the survey; the group interviews were conducted with twenty‐three students who attended humanitarian and educational trips and nine students who did not. This research found that skill development, educational opportunity, and philanthropy were the most important motivators for trip participation. Cost and time commitments were the strongest inhibitors to participate. Exposure to infectious diseases, substandard working and living conditions, threat of crime, and language barriers were mostly considered as “not important.” However, female dental students were more concerned than males about crime, living conditions, and infectious diseases during the trips. Cultural education, increased knowledge, cross‐cultural professional relationships, increased self‐confidence, and public health awareness were the most important attributes of the trips. This study indicates that the undergraduate humanitarian educational trips to underserved Latin American communities have a most significant personal, professional, and social impact on dental students.
Women's Oral Health: The Evolving Science
Authors: Sinkford Jeanne C. , Valachovic Richard W. , Harrison Sonja G.
Published: June 2020

The evidence base for women's oral health is emerging from legislative action, clinical research, and survey documentation. The Women's Health in the Dental School Curriculum study (1999) followed a similar study (1996) of medical school curricula. Both of these major efforts resulted from statutory mandates in the National Institutes of Health Revitalization Act of 1993 (updated October 2000). A major study of the Institute of Medicine (IOM) National Academy of Sciences in 2001 concluded that “the study of sex differences is evolving into a mature science.” This IOM study documented the scientific basis for gender‐related policy and research and challenged the dental research enterprise to conduct collaborative, cross‐disciplinary research on gender‐related issues in oral health, disease, and disparities. This report chronicles some of the factors that have and continue to influence concepts of women's oral health in dental education, research, and practice. Gender issues related to women's health are no longer restricted to reproductive issues but are being considered across the life span and include psychosocial factors that impact women's health and treatment outcomes.
Dental Hygiene Fear Survey: Reliability and Validity of the Turkish Version
Authors: Ay Zuhal Yetkin , Gündoğar Duru , Büyüköztürk Şener , Gadbury‐Amyot Cynthia
Published: June 2020

The aims of the present study were to 1) investigate patient anxiety as it relates to dental hygiene procedures and 2) conduct validity and reliability testing of the Turkish version of the Dental Hygiene Fear Survey (DHFS) to test its psychometric properties in the Turkish culture. The study consisted of 200 periodontal patients. The patients completed the DHFS, the Modified Dental Anxiety Scale (MDAS), and a questionnaire designed to elicit sociodemographic and clinical characteristics. Reliability was estimated by Cronbach's alpha. Validity was examined by correlating the DHFS with measures found in the literature that correlate with dental fear and anxiety. Construct validity was determined using exploratory factor analysis with a direct oblimin (oblique) rotation, which revealed a model with three factors accounting for 62.8 of the variance when item 11, which has the lowest item total correlation, was omitted. The Cronbach alpha coefficients of the subscales in the fifteen‐item scale (generalized anxiety, dental hygiene specific anxiety, and catastrophe) were 0.83, 0.86, and 0.79, respectively. The overall reliability of the DHFS was 0.91. Significant negative correlations were found between total DHFS scores and age (p<0.05). Females reported dental hygiene fear more frequently than did males. The DHFS demonstrated good psychometric properties in spite of being translated into another language and used in a culture different from the one where it was originally developed. The Turkish version of the DHFS is a valid and reliable instrument and may be included in assessments designed to measure fear related to dental hygiene treatment procedures.