bluuebunny/crossref_metadata_2025 huggingface dataset:
Prenatal Oral Health Education in U.S. Dental Schools and Obstetrics and Gynecology Residencies
Authors: Curtis Megan , Silk Hugh J. , Savageau Judith A.
Published: June 2020

Prenatal oral health (POH) is an important health issue, but dental and obstetrical clinicians are not meeting the oral health needs of pregnant patients. This study evaluates how training contributes to this paradox with a national survey of sixty dental school deans and 240 obstetrics and gynecology residency program directors. Response rates were 53 percent and 40 percent for deans and program directors, respectively. According to the respondents, 94 percent of responding dental schools provided POH education, only 39 percent of responding residencies taught POH, and 65 percent of responding deans and 45 percent of responding program directors were aware of current POH guidelines. The residencies exposing trainees to guidelines were three times more likely to have POH training. Barriers to POH education were reported to include too few pregnant patients in clinical settings (for responding dental schools) and lack of faculty expertise (for responding residencies). The majority of responding deans and program directors agreed they would add more POH education if the American College of Obstetricians and Gynecologists issued a policy statement or practice bulletin. The majority of responding dental deans reported teaching POH in their schools, but clinical exposure was limited; less than half of responding residencies included POH training. Future efforts should include distribution of POH guidelines/consensus statements to educators and learners, increasing exposure of dental students to pregnant patients, and developing faculty expertise in residencies.
Caregivers’ Satisfaction with Pediatric Dental Care in a University Clinical Setting in North Philadelphia
Authors: Tellez Marisol , Kaur Sundeep
Published: June 2020

The aims of this study were twofold: to describe different aspects of caregiver satisfaction with pediatric dental treatment provided at a dental school clinic and to explore differences in satisfaction by caregivers’ demographics and compliance with their children's appointments. A cross–sectional study was conducted in two phases. In Phase I, a convenience sample of caregivers (n=100) eighteen years of age and older whose children had been receiving dental care in Philadelphia, Pennsylvania, were invited to complete a self–administered dental satisfaction questionnaire. In Phase II, sociodemographic data and the child's reason for visit were extracted from axiUm. Descriptive analyses stratified by sociodemographic variables were conducted. Results indicated that almost half of the caregivers reported feeling concerned about pain at the dental office. Those with the lowest levels of education and income reported feeling the most concern about pain at the dental office, as well as sometimes avoiding bringing their child to the dentist because of their fear of pain and not complying with scheduled dental appointments for the child. Operational aspects related to access and motivational aspects such as fear of pain when seeking dental treatment were identified as barriers to treatment.
Perception of Risk of Musculoskeletal Disorders Among Brazilian Dental Students
Authors: Garcia Patrícia Petromilli Nordi Sasso , Presoto Cristina Dupim , Campos Juliana Alvares Duarte Bonini
Published: June 2020

The aim of this study was to compare the mean scores of perceived risk factors for the development of musculoskeletal disorders in dental students presently pursuing work/study, according to gender, course series, and the presence of pain/discomfort. The participants were 348 students from the undergraduate course in dentistry at a Brazilian public university. The instrument on work–related factors that could contribute to osteomuscular symptoms and part of the Nordic questionnaire were used. The psychometric properties of the first instrument were estimated. A multivariate analysis of variance (MANOVA) revealed that the instrument had a tri–factorial structure (s2 retained: 62.72 percent). The retained factors were repetitiveness, work posture, and external factors. The internal consistency and reproducibility were adequate (α=0.746 to 0.873; p=0.729 to 0.940). Lower mean scores of perceived external factors were observed for the male participants, as well as lower scores in the three dimensions of the instrument for first–year students of the course and for those who did not report pain/discomfort in the neck, feet, and ankles. The authors concluded that the perception of risk factors for musculoskeletal disorders reported in the work/study environment of dental students was significantly related to gender, the course series, and the presence of pain/discomfort.
Development and Implementation of Online National Board Dental Examination Review Courses
Authors: Gadbury‐Amyot Cynthia C. , Austin Kylie Siruta , Overman Pamela R.
Published: June 2020

Failure on the National Board Dental Examination (NBDE) Parts I and II has troubling consequences for dental students, faculty members, and school administrators. Since the NBDE is a high–stakes exam for all involved, it is important to determine effective strategies to help students prepare. The purpose of this article is to describe the development and implementation of online NBDE Parts I and II Review Courses by the faculty and administration at the University of Missouri–Kansas City School of Dentistry. The courses are taught by faculty members who are content experts. By utilizing distance technology, students in any geographic location can review the material at the time, place, and pace that are most convenient. Early outcomes show that 592 students from thirty–two states have participated in the courses since they were first offered in 2010–11. In post–course evaluations, students report that participation in the courses encouraged them to spend more time preparing for the exam and that the associated PowerPoint slides/handouts provided structure for their review. The literature suggests that multiple modalities are most effective in preparing for the NBDE. These online review courses can serve as a beneficial component of a student's preparation regimen.
Students’ Clinical Learning in an Emerging Dental School: An Investigation in International Collaboration Between Michigan and Ghana
Authors: Peters Mathilde C. , Adu‐Ababio Francis , Jarrett‐Ananaba Nejay P. , Johnson Lynn A.
Published: June 2020

The dearth of dental faculty members is a widely known problem that is exacerbated in countries that are attempting to begin dental education programs. This collaboration between Kwame Nkrumah University of Science and Technology and the University of Michigan investigated if dental students who have just started their clinical dental education can learn the knowledge and skills required for identifying and restoring cavitated caries lesions through compact course delivery. There were three instructional blocks: 1) didactic seminar; 2) seminar, simulated hands–on skills instruction, and clinical observation/assisting with treatment of schoolchildren; and 3) seminar, simulated skills training, and application to schoolchildren. Each dental student completed a questionnaire measuring knowledge and perceptions of knowledge, experience, and confidence at five points in time. The dental students’ knowledge increased significantly as well as their perceived knowledge, experience, and confidence (p<0.0001). In general, the students showed proficiency in delivering simple treatments. The project showed that an integrated compact course delivery model may assist emerging dental schools to cope with the challenging shortage of resident faculty members.
Awareness and Beliefs Regarding Intimate Partner Violence Among First‐Year Dental Students
Authors: Everett Rhonda J. , Kingsley Karl , Demopoulos Christina A. , Herschaft Edward E. , Lamun Christine , Moonie Sheniz , Bungum Timothy J. , Chino Michelle
Published: June 2020

Intimate partner violence (IPV) may affect one to four million individuals per year in the United States, with women accounting for the majority of both reported and unreported cases. Dental professionals are in a unique position to identify many types of IPV because injuries to the head and neck may be indicators or predictors of IPV abuse. Fewer than half of dental programs surveyed have reported having IPV‐specific curricula, and most dental students surveyed have reported having little experience or training to recognize IPV. Based on this information, this pilot study sought to assess the awareness and beliefs regarding IPV among first‐year dental students at the University of Nevada, Las Vegas. Using a voluntary survey, followed by a one‐hour educational seminar facilitated by an experienced IPV/domestic violence advocate, a post‐seminar survey was administered to assess changes in student perceptions and beliefs and to determine the magnitude and direction of any changes. The survey had an 81.25 percent response rate (65/80). The results demonstrated that more than two‐thirds of the students had no previous IPV‐specific education. In addition, approximately half of these students began the educational session reporting they did not believe IPV was a health care issue, although the overwhelming majority had decided it was when surveyed after the seminar. Moreover, their perceptions and beliefs about the responsibilities of the dental professional, as well as knowledge about resources and available support services, were significantly changed. These results suggest that targeted, information‐specific seminars may be sufficient to provide dental students with an understanding of the key issues regarding IPV. With this knowledge, they can better provide specific information about resources and referrals for services to their patients who have experienced IPV. Recommendations based on these findings are being used to develop and refine IPV‐specific curricula at this institution, which may be of significant value to other dental schools with plans to develop and integrate this material into their programs.
Live Broadcast Lectures on Complete Denture Prosthodontics at Tokyo Medical and Dental University: Comparison of Two Years
Authors: Iwaki Maiko , Kanazawa Manabu , Sunaga Masayo , Kinoshita Atsuhiro , Minakuchi Shunsuke
Published: June 2020

A live broadcasting system was developed as part of dental education with Information and Communication Technology (ICT) at Tokyo Medical and Dental University. The purpose of this study was to utilize this system in complete denture prosthodontics, especially for the procedure of making a definitive impression with custom tray border molding in edentulous patients, and to evaluate its effectiveness. Live broadcast lectures on complete denture prosthodontics were given to fourth‐year students in 2009 (fifty‐nine students) and in 2010 (sixty‐five students). To evaluate this lecture, a questionnaire was distributed to the students and faculty members after the lecture. Almost all the students and faculty members rated the lecture as good. Students commented that the lecture was “intelligible,” “inspiring,” “improved understanding,” “good because they could ask questions in real time,” “helped to know the actual time,” “good for all the students to see the same case,” and “close to real experience and induced a sense of tension.” The results of this study suggested that a live broadcast lecture would help students experience the real clinical situation and aid in teaching complete denture prosthodontics.
A Survey of Local Anesthesia Education in Turkish Dental Schools
Authors: Tomruk Ceyda Özçakir , Oktay Inci , Şençift Kemal
Published: June 2020

The aim of this study was to evaluate differences with regard to local anesthesia education in Turkish dental schools. Questionnaires designed to collect information about local anesthesia education were sent to the heads of the Departments of Oral and Maxillofacial Surgery of seventeen Turkish dental schools. Eleven returned the completed survey for a response rate of 64 percent. It was determined that dental schools begin the theoretical part of their local anesthesia (LA) curricula during the first half of the third year. Most dental schools start teaching the practical aspects during the second half of the third year on average—half a year after the beginning of the theoretical background. The first injection in humans, usually a fellow student (82 percent), is mostly supervised by an oral and maxillofacial surgeon. The number of injections under supervision usually depends upon the individual capabilities of the student. None of the schools said they required permission of a medical ethics committee for injections on fellow students. Seventy‐three percent of the schools said they were satisfied with their current LA teaching and were not planning to make any changes. Overall, LA teaching programs showed minor variations across the surveyed Turkish dental schools.
Awareness of Dental Office Medical Emergencies Among Dental Interns in Southern India: An Analytical Study
Authors: Elanchezhiyan S. , Elavarasu Sugumari , Vennila K. , Renukadevi R. , Mahabob M. Nazargi , Sentilkumar B. , Raja S.
Published: June 2020

Medical emergencies in dental practices are common, and specific training and skills are needed to manage the situations. Dental curricula provide training in basic life support in medical emergency management. In India, the internship is the final stage before graduation, and the interns are future practitioners. Managing emergency situations increases the confidence level among new graduates. Training and skill improvement through various training programs on medical emergencies will improve the quality of dental practice, and it is beneficial to the patients. Knowledge of medical emergencies by dental interns is important since they go for practice without supervision. This study was conducted to assess the awareness and knowledge of medical emergencies among dental interns in the southern part of India. Based on the results, dental curricula need to include more rigorous training in emergency management.
Effectiveness of Problem‐Based Learning in Chinese Dental Education: A Meta‐Analysis
Authors: Huang Beilei , Zheng Liwei , Li Chunjie , Li Li , Yu Haiyang
Published: June 2020

This article provides a critical overview of problem‐based learning (PBL) practice in dental education in China. Because the application of PBL has not been carried out on a large scale in Chinese dental education, this review was performed to investigate its effectiveness. Databases were searched for studies that met the inclusion criteria, with study identification and data extraction performed by two reviewers independently. Meta‐analysis was done with Revman 5.1. Eleven randomized controlled trials were included. The meta‐analysis found that PBL had a positive effect on gaining higher theoretical (SMD=0.88, 95% CI [0.46, 1.31], p<0.0001) and practical scores (SMD=1.48, 95% CI [0.95, 2.00], p<0.0001). However, the pooled result did not show any positive effect on gaining higher pass rates (RR=1.06, 95% CI [0.97, 1.16], p=0.21). This meta‐analysis suggests that the PBL pedagogy is considered superior to the traditional lecture‐based teaching in this setting. PBL methods could be an optional supplementary method of dental teaching models in China. However, Chinese dental schools should devise PBL curricula according to their own conditions. The effectiveness of PBL should be optimized maximally with all these limitations.
Oral Medicine: Defining an Emerging Specialty in the United States
Authors: Sollecito Thomas P. , Rogers Helen , Prescott‐Clements Linda , Felix David H. , Kerr A. Ross , Wray David , Shirlaw Penelope , Brennan Michael T. , Greenberg Martin S. , Stoopler Eric T.
Published: June 2020

Oral medicine is a specialized area of study within the scope of dental medicine. This discipline is often viewed as the crossroads between medicine and dentistry and has become integral in both pre‐and postdoctoral dental education. Oral medicine is recognized as a dental specialty throughout most of the world and currently represents an emerging specialty in the United States. Historically, oral medicine has been loosely defined in the United States without a clear consensus definition. Recent published studies regarding international oral medicine postdoctoral programs and clinical practice have helped to provide more specific information regarding oral medicine from many perspectives. This article will review the literature relevant to defining oral medicine in the United States and present a new definition of this important discipline based on recent studies.
“Meaningful Use” of EHR in Dental School Clinics: How to Benefit from the U.S. HITECH Act's Financial and Quality Improvement Incentives
Authors: Kalenderian Elsbeth , Walji Muhammad , Ramoni Rachel B.
Published: June 2020

Through the 2009 HITECH (Health Information Technology for Economic and Clinical Health) Act, the U.S. government committed $27 billion to incentivize the adoption and “meaningful use” of certified electronic health records (EHRs) by providers, including dentists. Given their patient profiles, dental school clinics are in a position to benefit from this time‐delimited commitment to support the adoption and use of certified EHR technology under the Medicaid‐based incentive. The benefits are not merely financial: rather, the meaningful use objectives and clinical quality measures can drive quality improvement initiatives within dental practices and help develop a community of medical and dental professionals focused on quality. This article describes how dentists can qualify as eligible providers and the set of activities that must be undertaken and attested to in order to obtain this incentive. Two case studies describe the approaches that can be used to meet the Medicaid threshold necessary to be eligible for the incentive. Dentists can and have successfully applied for meaningful use incentive payments. Given the diverse set of patients who are treated at dental schools, these dental practices are among those most likely to benefit from the incentive programs.
What Is the Relationship Between Emotional Intelligence and Dental Student Clinical Performance?
Authors: Victoroff Kristin Zakariasen , Boyatzis Richard E.
Published: June 2020

Emotional intelligence has emerged as a key factor in differentiating average from outstanding performers in managerial and leadership positions across multiple business settings, but relatively few studies have examined the role of emotional intelligence in the health care professions. The purpose of this study was to examine the relationship between emotional intelligence (EI) and dental student clinical performance. All third‐ and fourth‐year students at a single U.S. dental school were invited to participate. Participation rate was 74 percent (100/136). Dental students’ EI was assessed using the Emotional Competence Inventory‐University version (ECI‐U), a seventy‐two‐item, 360‐degree questionnaire completed by both self and other raters. The ECI‐U measured twenty‐two EI competencies grouped into four clusters (Self‐Awareness, Self‐Management, Social Awareness, and Relationship Management). Clinical performance was assessed using the mean grade assigned by clinical preceptors. This grade represents an overall assessment of a student's clinical performance including diagnostic and treatment planning skills, time utilization, preparation and organization, fundamental knowledge, technical skills, self‐evaluation, professionalism, and patient management. Additional variables were didactic grade point average (GPA) in Years 1 and 2, preclinical GPA in Years 1 and 2, Dental Admission Test academic average and Perceptual Ability Test scores, year of study, age, and gender. Multiple linear regression analyses were conducted. The Self‐Management cluster of competencies (b=0.448, p<0.05) and preclinical GPA (b=0.317, p<0.01) were significantly correlated with mean clinical grade. The Self‐Management competencies were emotional self‐control, achievement orientation, initiative, trustworthiness, conscientiousness, adaptability, and optimism. In this sample, dental students’ EI competencies related to Self‐Management were significant predictors of mean clinical grade assigned by preceptors. Emotional intelligence may be an important predictor of clinical performance, which has important implications for students’ development during dental school.
Framework for E‐Learning Assessment in Dental Education: A Global Model for the Future
Authors: Arevalo Carolina R. , Bayne Stephen C. , Beeley Josie A. , Brayshaw Christine J. , Cox Margaret J. , Donaldson Nora H. , Elson Bruce S. , Grayden Sharon K. , Hatzipanagos Stylianos , Johnson Lynn A. , Reynolds Patricia A. , Schönwetter Dieter J.
Published: June 2020

The framework presented in this article demonstrates strategies for a global approach to e‐curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e‐assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E‐learning), act as case‐user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders’ focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic‐based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e‐assessment methods for new learning domains.
Can Dental Students Be Taught to Use Dental Radiographs for Osteoporosis Screening?
Authors: Shintaku Werner Harumiti , Enciso Reyes , Covington John Stansill , Migliorati Cesar Augusto
Published: June 2020

This study investigated the possibility of teaching dental students to detect radiographic changes suggestive of osteoporosis. Twenty‐five panoramic radiographs from dental school patients with a history of osteoporosis and radiographic changes suggestive of the disease and twenty‐five normal panoramic radiographs were selected by a clinician from the database of the College of Dentistry, University of Tennessee Health Science Center. Twenty students were taught to use the mandibular cortical index (MCI) and detect changes suggestive of osteoporosis. Students also used a five‐point scale to determine the diagnostic accuracy of panoramic images for osteoporosis. Intraclass Correlation Coefficient (ICCC) and Cronbach's alpha internal coefficiency statistical tests were used to evaluate interrater reliability among the twenty students and between the students and the radiologist. To test for differences in diagnosis between the gold standard (dental clinician) and the oral radiologist, we performed a McNemar's chi‐square test for matched data. The interrater consistency was excellent for both the students (α=0.902) and between the students and the radiologist (α=0.909). The diagnostic accuracy of panoramic images was moderate (Az=0.81). No statistically significant difference between radiographic and clinical evaluations (McNemar's chi‐square=3.063; p=0.0801) was observed. Teaching dental students to recognize radiographic changes suggestive of osteoporosis in routine panoramic radiographs should be emphasized to improve their awareness and identification of this disease.
A Four‐Tier Problem‐Solving Scaffold to Teach Pain Management in Dental School
Authors: Ivanoff Chris S. , Hottel Timothy L.
Published: June 2020

Pain constitutes a major reason patients pursue dental treatment. This article presents a novel curriculum to provide dental students comprehensive training in the management of pain. The curriculum's four‐tier scaffold combines traditional and problem‐based learning to improve students’ diagnostic, pharmacotherapeutic, and assessment skills to optimize decision making when treating pain. Tier 1 provides underpinning knowledge of pain mechanisms with traditional and contextualized instruction by integrating clinical correlations and studying worked cases that stimulate clinical thinking. Tier 2 develops critical decision making skills through self‐directed learning and actively solving problem‐based cases. Tier 3 exposes students to management approaches taken in allied health fields and cultivates interdisciplinary communication skills. Tier 4 provides a “knowledge and experience synthesis” by rotating students through community pain clinics to practice their assessment skills. This combined teaching approach aims to increase critical thinking and problem‐solving skills to assist dental graduates in better management of pain throughout their careers. Dental curricula that have moved to comprehensive care/private practice models are well‐suited for this educational approach. The goal of this article is to encourage dental schools to integrate pain management into their curricula, to develop pain management curriculum resources for dental students, and to provide leadership for change in pain management education.
Embryology and Histology Education in North American Dental Schools: The Basic Science Survey Series
Authors: Burk Dorothy T. , Lee Lisa M.J. , Lambert H. Wayne
Published: June 2020

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer‐assisted instruction (CAI), and recent curricular changes. Responses were received from fifty‐nine (88.1 percent) of the sixty‐seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline‐based; 2) embryology is rarely taught as a stand‐alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.
Dental Students’ Reflections on Their Experiences with a Diverse Patient Population
Authors: Victoroff Kristin Zakariasen , Williams Kristin A. , Lalumandier James
Published: June 2020

Recent developments, including national reports and new accreditation standards, have emphasized the need for dental students to be prepared to address the needs of a diverse patient population. The purpose of this study was to explore students’ descriptions of and reflections on their day‐to‐day interactions with a diverse patient population in the clinical setting, using a qualitative approach. All dental students (sixty‐six) enrolled in the third year of the D.M.D. program at a Midwestern dental school were required to write a paper reflecting on their experiences working with a diverse patient population in the general dental clinic of the school as part of a behavioral sciences course. All third‐year dental students were invited to participate in the study. The students’ papers were deidentified prior to data analysis. Forty‐two students’ papers describing a total of 126 patient‐student interactions were reviewed. Data analysis resulted in identification of three key themes: 1) development of cultural awareness and recognition of the need to understand each patient as a unique individual, 2) desire to build rapport with all patients, and 3) realization that the development of cultural competence is a lifelong learning process requiring ongoing experiences working with a diverse patient population. Review of student reflection papers is valuable in providing faculty with an understanding of students’ degree of development of cultural competence. A greater understanding of students’ day‐to‐day experiences with a diverse patient population can provide insights for dental educators who develop cultural competence curricula.
Early Performance in a Humanistic Medicine Course as a Predictor of Dental Students’ Later Clinical Performance
Authors: Nelson Linda Pollak , Maramaldi Peter , Kinnunen Taru H. , Kalenderian Elsbeth
Published: June 2020

The purpose of this study was to test the hypothesis that dental students’ early ability to demonstrate a humanistic approach with patients is associated with later clinical performance. A first‐year humanistic medicine course, Patient Doctor I (PDI), at Harvard School of Dental Medicine combines training in conducting the medical interview with human values, placing a high value on strengthening relationships with patients and emphasizing empowerment, respect, and strong communication skills. Retrospective data were collected in the following domains: PDI course evaluations, admissions information, National Board Dental Examination Parts I and II scores, and Promotions Committee and faculty evaluation scores for hand skills and humanistic and interactive patient‐student skills. Planned linear contrasts comparisons were performed for each clinical outcome variable. Tests to support the a priori hypothesis of linear relationships between PDI evaluation ratings and clinical performance, defined as hand skills and humanistic and interactive patient‐student skills scores, were significant, both at p=0.03. This study demonstrated the feasibility of measuring dental students’ humanistic qualities during the first year. Humanistic qualities (PDI performance) during the first year were found to be associated with clinical performance in the third year of dental school.
MedEdPORTAL: A Report on Oral Health Resources for Health Professions Educators
Authors: Chickmagalur Nithya S. , Allareddy Veerasathpurush , Sandmeyer Sue , Valachovic Richard W. , Candler Christopher S. , Saleh Michael , Cahill Emily , Karimbux Nadeem Y.
Published: June 2020

MedEdPORTAL is a unique web–based peer–reviewed publication venue for clinical health educators sponsored by the Association of American Medical Colleges (AAMC). The open exchange of educational resources promotes professional collaboration across health professions. In 2008, the American Dental Education Association (ADEA) collaborated with AAMC to allow dental educators to use the platform to publish dental curriculum resources. Oral health is integral to general health; hence, collaboration among health care professionals brings enormous value to patient–centered care. The aim of this study was to conduct a current survey of metrics and submission statistics of MedEdPORTAL resources. The data were collected using the MedEdPORTAL search engine and ADEA and AAMC staff. The data collected were categorized and reported in tables and charts. Results showed that at the time of this study there were over 2,000 medical and dental resources available to anyone worldwide. Oral health resources constituted approximately 30 percent of the total resources, which included cross–indexing with information relevant to both medical and dental audiences. There were several types of dental resources available; the most common were the ones focusing on critical thinking. The usage of MedEd PORTAL has been growing, with participation from over 190 countries and 10,000 educational institutions around the world. The findings of this report suggest that MedEdPORTAL is succeeding in its aim to foster global collaborative education, professional education, and educational scholarship. As such, MedEdPORTAL is providing a new forum for collaboration and opens venues for promising future work in professional education.
Convergence Angles of Clinical Tooth Preparations Achieved by Dental Students at King Saud University, Saudi Arabia
Authors: Aleisa Khalil , Al‐Dwairi Ziad N. , Alwazzan Khalid , Al‐Moither Meteab , Al‐Shammari Meshal , Lynch Edward
Published: June 2020

The appropriate convergence angle (CA) for adequate retention and resistance of cast crowns has always been a matter of research and discussion. The purpose of this study was to measure the CA of tooth preparation for single crown (SC) or as abutments for fixed partial denture (FPD) carried out by final–year undergraduate dental students at the College of Dentistry, King Saud University and to compare them with the recommended CA. The convergence angles of 355 tooth preparations were evaluated and grouped into SC preparations and FPD abutment preparations. Dies were scanned using the computer–assisted design (CAD) system (Cercon, Degudent), and snapshots were then taken from buccal and mesial views. CA was calculated from a colored printout for each snapshot using a protractor. The overall mean CA was 18.56°. Only 32.7 percent of the preparations were within the recommended CA (<12°). The mean CA of SC (17.7°) was less than the mean CA for FPD abutment preparations (19.58°). The mean CA for anterior tooth preparations (15.8°) was significantly less than the mean CA for posterior tooth preparations (20.3°). The mean CA for mesio–distal axial wall preparations (16.66°) was less than the mean CA for the buccolingual axial wall preparations (20.45°). A wide range was found for the convergence of the axial walls among dental students. The recommended CA (<12°) was difficult to achieve clinically by these students.
Temporally Contiguous Pencast Instruction Promotes Meaningful Learning for Dental and Dental Hygiene Students in Physiology
Authors: Roesch Darren M.
Published: June 2020

Smartpens allow for the creation of computerized “pencasts” that combine voice narration with handwritten notes and illustrations. The purpose of this study was to test the effects of voluntary participation in extracurricular instruction with a pencast on student learning. Dental and dental hygiene students were given instruction in a complex physiological topic using lecture and static slides. An Internet link to a pencast that covered the complex topic in a more temporally contiguous fashion was also provided for voluntary review. The students were given a multiple–choice exam that consisted of retention and transfer test questions. Sixty–nine percent of the students who did not watch the pencast and 89 percent of the students who watched the pencast answered the retention test question correctly (p=0.08). Fifty–four percent of the students who did not watch the pencast and 90 percent of the students who watched the pencast answered the transfer test question correctly (p=0.005). This finding indicates that students who watched the pencast performed better on a transfer test, a measurement of meaningful learning, than students who received only the narrated instruction with static images. This supports the hypothesis that temporally contiguous instruction promotes more meaningful learning than lecture accompanied only by static slide images.
Educating Dental Students About Diet–Related Behavior Change: Does Experiential Learning Work?
Authors: Taylor George W. , Stumpos Madelyn L. , Kerschbaum Wendy , Inglehart Marita Rohr
Published: June 2020

The objective of this study was to explore whether an experiential exercise in a nutrition class would a) increase dental students’ motivation to change their own diet–related behavior, b) improve their understanding of theoretical concepts related to behavior change, and c) improve their attitudes towards educating their patients about diet–related behavior. Data were collected from 218 senior dental students in one dental school (2010: 106; 2011: 112) during their nutrition class. The students agreed at the beginning that it was important to change their own diet–related behavior. After one week, the majority agreed that they had changed how they felt and thought about the targeted behavior and what they actually did. After three weeks and at the end of the term, they rated the exercise as helpful for gaining a better understanding of health education theories. The majority indicated that the exercise had helped them understand the difficulty of diet–related behavior change and that it had increased their interest in helping patients change their diet–related behavior. In conclusion, this study suggests that experiential learning about diet–related behavior change is likely to affect students’ own behavior positively and to result in increased understanding of behavior change theories and positive behavioral intentions concerning future health education efforts with patients.
Attitudes Towards Students Who Plagiarize: A Dental Hygiene Faculty Perspective
Authors: Patel‐Bhakta Hemali G. , Muzzin Kathleen B. , DeWald Janice P. , Campbell Patricia R. , Buschang Peter H.
Published: June 2020

The purpose of this study was to examine baccalaureate dental hygiene faculty members’ attitudes and practices regarding student plagiarism. An email containing a link to a thirty–two–item survey was sent to fifty–two baccalaureate dental hygiene program directors in the United States; thirty of those agreed for their faculty members to participate. Of the 257 faculty members who received the survey link, 106 completed the survey, for a response rate of 41.2 percent. The responding faculty members reported thinking plagiarism is a rising concern in their dental hygiene programs (54.5 percent, 54/99). The majority said they check for plagiarism on student class assignment/projects (67.1 percent, 53/79). For those who did not check for plagiarism, 45.8 percent (11/24) stated it took “too much time to check” or it was “too hard to prove” (16.6 percent, 4/24). The most frequent form of student plagiarism observed by the respondents was “copying directly from a source electronically” (78.0 percent, 39/50). Most respondents reported checking for plagiarism through visual inspection (without technological assistance) (73.0 percent, 38/52). Of those who said they use plagiarism detection software/services, 44.4 percent (16/36) always recommended their students use plagiarism detection software/services to detect unintentional plagiarism. For those faculty members who caught students plagiarizing, 52.9 percent (27/51) reported they “always or often” handled the incident within their dental hygiene department, and 76.5 percent (39/51) said they had never reported the student's violation to an academic review board.
Effectiveness and Feasibility of Utilizing E4D Technology as a Teaching Tool in a Preclinical Dental Education Environment
Authors: Callan Richard S. , Palladino Christie L. , Furness Alan R. , Bundy Emily L. , Ange Brittany L.
Published: June 2020

Recent efforts have been directed towards utilizing CAD/CAM technology in the education of future dentists. The purpose of this pilot study was to investigate the feasibility of implementing CAD/CAM technology in instruction on preparing a tooth for restoration. Students at one dental school were assigned access to CAD/CAM technology vs. traditional preparation methods in a randomized, crossover design. In a convenience sample of a second‐year class, seventy‐six of the seventy‐nine students volunteered to participate, for a response rate of 96 percent. Two analyses were performed on this pilot data: a primary effectiveness analysis comparing students’ competency exam scores by intervention group (intention‐to‐treat analysis) and a secondary efficacy analysis comparing competency exam scores among students who reported using CAD/CAM versus those who did not. The effectiveness analysis showed no difference in outcomes by intervention group assignment. While student survey results indicated interest in utilizing the technology, the actual utilization rate was much less than one might anticipate, yielding a sample size that limited statistical power. The secondary analysis demonstrated higher mean competency exam scores for students reporting use of CAD/CAM compared to those who did not use the technology, but these results did not reach statistical significance (p=0.075). Prior research has investigated the efficacy of CAD/CAM in a controlled educational trial, but this study adds to the literature by investigating student use of CAD/CAM in a real‐world, self‐study fashion. Further studies should investigate ways in which to increase student utilization of CAD/CAM and whether or not increased utilization, with a larger sample size, would yield significant outcomes.
Pathways for Foreign‐Trained Dentists to Pursue Careers in the United States
Authors: Allareddy Veerasathpurush , Elangovan Satheesh , Nalliah Romesh P. , Chickmagalur Nithya , Allareddy Veeratrishul
Published: June 2020

With the U.S. population growing ever more diverse and the need for dentists in many areas of the United States, there is increasing opportunity for foreign‐trained dentists to pursue dental careers in this country. This article provides a broad overview of dental education and career pathways available for foreign‐trained dentists in the United States. Educational opportunities include pursuing advanced standing dental degree programs and advanced graduate education (residency programs). Career pathways include working in academic and private practice settings. This article also describes the licensure and visa requirements foreign‐trained dentists must satisfy to work legally in the United States.
Dental Anatomy Grading: Comparison Between Conventional Visual and a Novel Digital Assessment Technique
Authors: Kwon So Ran , Restrepo‐Kennedy Natalia , Dawson Deborah V. , Hernandez Marcela , Denehy Gerald , Blanchette Derek , Gratton David G. , Aquilino Steven A. , Armstrong Steven R.
Published: June 2020

Conventional grading of dental students’ projects in preclinical courses has mainly relied on visual evaluation by experienced instructors. The purpose of this study was to compare conventional visual grading in a dental anatomy course at one U.S. dental school to a novel digital assessment technique. A total of sixty samples comprised of two sets of faculty wax‐ups (n=30), student wax‐ups (n=15), and dentoform teeth of tooth #14 (n=15) were used for this study. Two additional faculty members visually graded the samples according to a checklist and then repeated the grading after one week. The sample wax‐up with the highest score based on the visual grading was selected as the master model for the digital grading, which was also performed twice with an interim period of one week. Descriptive statistics and signed rank tests for systematic bias were used for intra‐ and interrater comparisons. The intraclass correlation (ICC) was used as a measure of intra‐ and interrater reliability. None of the faculty members achieved the minimum acceptable intrarater agreement of 0.8. Interrater agreement was substantially less than intrarater agreement for the visual grading, whereas all measures of intrarater agreement were greater than 0.9 and considered excellent for the digital assessment technique. These results suggest that visual grading is limited by modest intrarater reliability and low interrater agreement. Digital grading is a promising evaluation method showing excellent intrarater reliability and correlation. Correlation for visual and digital grading was consistently modest, partly supporting the potential use of digital technology in dental anatomy grading.
Dental Students’ Self‐Assessment of Operative Preparations Using CAD/CAM: A Preliminary Analysis
Authors: Mays Keith A. , Levine Eric
Published: June 2020

The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that “graduates must demonstrate the ability to self‐assess.” Therefore, dental schools have developed preclinical and clinical self‐assessment (SA) protocols aimed at fostering a reflective process. This study comparing students’ visual SA with students’ digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty‐five first‐year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=−0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=−0.027, p=0.824). This study showed that the students had challenges in self‐assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.
Advancing Women's Health Research: An Overview of U.S. Government Initiatives in the Past Three Decades
Authors: Sinkford Jeanne C. , Valachovic Richard W.
Published: June 2020

In 1985, a U.S. Public Health Service Task Force on Women's Health Issues defined the criteria to differentiate a health condition, problem, or disease as a women's issue. The criteria include diseases or conditions that are unique, more prevalent, or more serious among women or have risk factors or interventions that are different for women. The 1990s ushered in a proliferation of policies and resources directed toward the understanding of sex and gender issues across the spectrum of health, health policy, and research. The National Institutes of Health (NIH) Office of Research on Women's Health (ORWH), established in 1990, was the first public health service office dedicated to women's health. In addition to supporting research on women's health issues, the ORWH had a congressional mandate to develop opportunities and support for the advancement of women in biomedical careers and ensure the representation of women in biomedical and behavioral research studies. ORWH, through its Women's Health Agenda for the 21st Century, catapulted collaborative multidisciplinary research efforts across the NIH. A number of innovative career development and mentoring programs have been implemented to increase participation of women in interdisciplinary and clinical investigations. Other federal agencies, such as the Food and Drug Administration, Health Resources and Services Administration Office of Women's Health, Centers for Disease Control and Prevention, Department of Health and Human Services Office on Women's Health, and Department of Defense, include gender and/or women‐specific directives that are now codified into statute in the Patient Protection and Affordable Care Act of 2010. The NIH is altering its research focus to reduce reliance on male‐only models that have been typical in many research areas for decades. Studies that consider sex and gender differences are expected to bridge the divide between existing animal and human studies.