bluuebunny/crossref_metadata_2025 huggingface dataset:
Profile of Department Chairs in U.S. and Canadian Dental Schools: Demographics, Requirements for Success, and Professional Development Needs
Authors: Rodriguez Tobias E. , Zhang Meng B. , Tucker-Lively Felicia L. , Ditmyer Marcia M. , Beck Brallier Lynn G. , Haden N. Karl , Valachovic Richard W.
Published: June 2020

The aim of this survey study was to develop a current profile of department chairs at U.S. and Canadian dental schools. The survey asked respondents to identify their responsibilities; describe the competencies needed to best serve in the position; and assess their needs in terms of professional development. An online survey with 35 items was sent to 754 individuals who self‐identified as department chairs, department heads, or program directors. Overall, 269 responses were received (overall response rate of 35.7%). The results include demographic information, data on length of tenure in the position, predominant responsibilities and challenges faced in the position, competencies necessary for effective service, and an understanding of the needs of department chairs in academic dentistry. This report suggests methods to support the needs of department chairs, including better defining expectations of the position, creating a successful onboarding process, and providing professional development opportunities for chairs. These measures, along with the professional competencies identified as part of the study, will allow administrators to provide more specific support to individuals in essential leadership roles at their institutions.
Modern Management Principles Come to the Dental School
Authors: Wataha John C. , Mouradian Wendy E. , Slayton Rebecca L. , Sorensen John A. , Berg Joel H.
Published: June 2020

The University of Washington School of Dentistry may be the first dental school in the nation to apply lean process management principles as a primary tool to re‐engineer its operations and curriculum to produce the dentist of the future. The efficiencies realized through re‐engineering will better enable the school to remain competitive and viable as a national leader of dental education. Several task forces conducted rigorous value stream analyses in a highly collaborative environment led by the dean of the school. The four areas undergoing evaluation and re‐engineering were organizational infrastructure, organizational processes, curriculum, and clinic operations. The new educational model was derived by thoroughly analyzing the current state of dental education in order to design and achieve the closest possible ideal state. As well, the school's goal was to create a lean, sustainable operational model. This model aims to ensure continued excellence in restorative dental instruction and to serve as a blueprint for other public dental schools seeking financial stability in this era of shrinking state support and rising costs.
Practice Location Characteristics of Non‐Traditional Dental Practices
Authors: Solomon Eric S. , Jones Daniel L.
Published: June 2020

Current and future dental school graduates are increasingly likely to choose a non‐traditional dental practice—a group practice managed by a dental service organization or a corporate practice with employed dentists—for their initial practice experience. In addition, the growth of non‐traditional practices, which are located primarily in major urban areas, could accelerate the movement of dentists to those areas and contribute to geographic disparities in the distribution of dental services. To help the profession understand the implications of these developments, the aim of this study was to compare the location characteristics of non‐traditional practices and traditional dental practices. After identifying non‐traditional practices across the United States, the authors located those practices and traditional dental practices geographically by zip code. Non‐traditional dental practices were found to represent about 3.1% of all dental practices, but they had a greater impact on the marketplace with almost twice the average number of staff and annual revenue. Virtually all non‐traditional dental practices were located in zip codes that also had a traditional dental practice. Zip codes with non‐traditional practices had significant differences from zip codes with only a traditional dental practice: the populations in areas with non‐traditional practices had higher income levels and higher education and were slightly younger and proportionally more Hispanic; those practices also had a much higher likelihood of being located in a major metropolitan area. Dental educators and leaders need to understand the impact of these trends in the practice environment in order to both prepare graduates for practice and make decisions about planning for the workforce of the future.
Student Evaluations of Teaching: Dental and Dental Hygiene Students’ and Faculty Members’ Perspectives
Authors: Grillo Andrew C. , Murdoch-Kinch Carol Anne , Ramaswamy Vidya , Inglehart Marita R.
Published: June 2020

The aim of this study was to explore dental and dental hygiene students’ and faculty members’ perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five‐point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open‐ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open‐ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.
Conversation Salons: A Flexible Format for Open Discourse in Dental Education
Authors: Quick Karin K.
Published: June 2020

A series of conversation salons was created at the University of Minnesota School of Dentistry as an innovative format with the objective of engaging students, faculty, staff, and practitioners in discussion to promote reflection. The aim of this study was to explore the nature of students’ abilities in the salons to connect experiences through reflection and apply what they learned to practice. Reflective essays (written during the summer and fall semesters of 2014) from 108 fourth‐year dental students (all members of the Class of 2015) were read and assessed for the nature of reflection, number of connections, references to the past, applications to the future, and use of examples. For analysis, the theoretical works of Schön and Mezirow provided a useful framework. Overall, the results showed that the participants found the salon experience to be positive, and student participation was strong. When asked about learning, the most frequent responses were topic‐related. At this stage of dental education, the students were largely focused on their future practice and found it easier to connect to an imagined future than a past experience. In terms of student abilities to reflect, the majority were skilled at simple reflection, based on these essays since only 18% were non‐reflective and 15% showed strong critical reflection skills. The open and respectful environment of the salons enabled discussion and promoted reflection. These results suggest that more opportunities for collegial conversations and instruction in reflective practice earlier in the dental curriculum may be beneficial.
Dental Student Study Strategies: Are Self‐Testing and Scheduling Related to Academic Performance?
Authors: McAndrew Maureen , Morrow Christina S. , Atiyeh Lindsey , Pierre Gaëlle C.
Published: June 2020

Self‐testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students’ grade point averages (GPAs), self‐testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students’ study strategies, scheduling of study time, and academic achievement. A 16‐item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second‐year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands‐on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self‐testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self‐testing, especially with flashcards, and to space their studying over multiple sessions. Lower performing students were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence‐based study strategies, so these results suggest that dental students may require guidance in these areas.
Development and Implementation of an Electronic Clinical Formative Assessment: Dental Faculty and Student Perspectives
Authors: Kirkup Michele L. , Adams Brooke N. , Meadows Melinda L. , Jackson Richard
Published: June 2020

A traditional summative grading structure, used at Indiana University School of Dentistry (IUSD) for more than 30 years, was identified by faculty as outdated for assessing students’ clinical performance. In an effort to change the status quo, a feedback‐driven assessment was implemented in 2012 to provide a constructive assessment tool acceptable to both faculty and students. Building on the successful non‐graded clinical evaluation employed at Baylor College of Dentistry, IUSD implemented a streamlined electronic formative feedback model (FFM) to assess students’ daily clinical performance. An important addition to this evaluation tool was the inclusion of routine student self‐assessment opportunities. The aim of this study was to determine faculty and student response to the new assessment instrument. Following training sessions, anonymous satisfaction surveys were examined for the three user groups: clinical faculty (60% response rate), third‐year (D3) students (72% response rate), and fourth‐year (D4) students (57% response rate). In the results, 70% of the responding faculty members preferred the FFM over the summative model; however, 61.8% of the D4 respondents preferred the summative model, reporting insufficient assessment time and low faculty participation. The two groups of students had different responses to the self‐assessment component: 70.2% of the D4 respondents appreciated clinical self‐assessment compared to 46% of the D3 respondents. Overall, while some components of the FFM assessment were well received, a phased approach to implementation may have facilitated a transition more acceptable to both faculty and students. Improvements are being made in an attempt to increase overall satisfaction.
Patient‐Centered Communication: Exploring the Dentist's Role in the Era of e‐Patients and Health 2.0
Authors: Seymour Brittany , Yang Helen , Getman Rebekah , Barrow Jane , Kalenderian Elsbeth
Published: June 2020

In today's digital era, people are increasingly relying on the Internet—including social media—to access health information and inform their health decisions. This article describes an exploratory initiative to better understand and define the role of dentists in patient education in the context of e‐patients and Health 2.0. This initiative consisted of four phases. In Phase I, an interdisciplinary expert advisory committee was assembled for a roundtable discussion about patients’ health information‐seeking behaviors online. In Phase II, a pilot case study was conducted, with methods and analysis informed by Phase I recommendations. Phase III consisted of a debriefing conference to outline future areas of research on modernizing health communication strategies. In Phase IV, the findings and working theories were presented to 75 dental students, who then took a survey regarding their perspectives with the objective of guiding potential curriculum design for predoctoral courses. The results of the survey showed that the validity of online content was often secondary to the strength of the network sharing it and that advocacy online could be more effective if it allowed for emotional connections with peers rather than preserving accuracy of the information. Students expressed high interest in learning how to harness modern health communications in their clinical care since the role of the dentist is evolving from giving information to giving personalized guidance against the backdrop of an often contradictory modern information environment. The authors recommend that the dental profession develop patient‐centered health communication training for predoctoral students and professional development and continuing education for practicing professionals.
Second Mesiobuccal Canal Treatment in a Predoctoral Dental Clinic: A Retrospective Clinical Study
Authors: Coelho Marcelo Santos , Parker Jeffrey M. , Tawil Peter Z.
Published: June 2020

The aim of this retrospective clinical study was to evaluate the location and treatment of second canals in mesiobuccal roots (MB2) of first and second maxillary molars in a predoctoral endodontic clinic by the graduating classes of 2008 to 2015. These results were compared to similar clinical studies. Included in the study were 368 root canal treatments performed by 310 third‐ and fourth‐year dental students at one U.S. dental school. All cases were done under faculty supervision, and the students were instructed to use dental loupe magnification. Students’ evaluation sheets were used to deteremine the total MB2 canals treated in first and second maxillary molars. The results showed that, overall, 72.55% of the teeth had an MB2 canal treated. The frequency was higher in first molars (75.91%) than in second molars (56.92%) (p<0.05). Third‐year students were able to detect 39 MB2 canals in 57 maxillary molars (68.42%), while fourth‐year students detected 228 MB2 canals in 311 teeth (73.31%) (p>0.05). Under proper supervision by experienced endodontists, these dental students were capable of treating MB2 canals in maxillary molars. The frequency of MB2 canals located and treated by dental students with the assistance of experienced professionals was higher in first than in second molars. No significant difference was found between third‐ and fourth‐year students. The incidence of MB2 canals located and treated in this study was found to be similar to that in other clinical studies.
Fostering Dental Students’ Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback
Authors: Tricio Jorge A. , Woolford Mark J. , Escudier Michael P.
Published: June 2020

Peer assessment is increasingly being encouraged to enhance dental students’ learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final‐year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self‐reflection. At the beginning (baseline) and end (resultant) of the 2012–13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty‐eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. end‐of‐year, high‐stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high‐stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students’ academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self‐reflection.
The Role of Self‐ and Peer Assessment in Dental Students’ Reflective Practice Using Standardized Patient Encounters
Authors: Quick Karin K.
Published: June 2020

The aim of this study was to gain insight into the nature of the role played by self‐ and peer assessment in the development of dental students’ reflective practice skills and the value gained through structured encounters with standardized patients. Four standardized patient encounters in an objective structured clinical exam (OSCE) format served as a learning experience for students to demonstrate decision making and communication skills in complex scenarios regarding issues of ethics. Self‐ and peer assessment and peer‐to‐peer discourse were used to enhance student reflection. A sample of 16 peer pairs was randomly selected from the population of 108 fourth‐year students who participated in the 2014 Clinical Dental Ethics OSCE. Data were collected from self‐ and peer assessment forms. Five overall performance themes (personal affect, verbal communication, professional demeanor, relationship‐building, and patient management) and three student learning themes (application and knowledge, ways to change, and impressed with peer/increased confidence in self) were identified. The results showed that peer assessment ratings were consistently higher than those in the self‐assessments, but overall the students deemed both their peers’ and their own decision making and communication skills to be quite good. These students rated their experience with the OSCE and self‐ and peer assessments as positive, appreciating the importance of reflection and learning from their peers. These results provide support for the continued formative use of standardized patient OSCEs and self‐ and peer assessment to help students develop skills in decision making, communication, professionalism, and reflection.
The Development of Dental Anesthesiology As a Discipline and Its Role As a Model of Interdisciplinary Collaboration
Authors: Giovannitti Joseph A. , Montandon Richard J. , Herlich Andrew
Published: June 2020

The majority of dental procedures can be performed with an awake patient and the use of a local anesthetic, but when deep sedation and general anesthesia are needed, they typically are provided by those dentists with advanced training in anesthesiology, i.e., oral and maxillofacial surgeons and dentist anesthesiologists. Dental anesthesiology began with the discovery of anesthesia by a dentist in 1844 and has been recognized as a separate discipline in dentistry for nearly 70 years. Training over this time evolved from apprenticeships to one‐year training programs, and in 2007, the Commission on Dental Accreditation (CODA) began accrediting two‐year dental anesthesiology training programs. Since 2015, in recognition of the increasing complexity of the discipline, training has required three years of postgraduate study. The number of dentist anesthesiologists has grown with the increasing demand for anesthesia services by both the public and the profession. However, the present number of dentist anesthesiologists is not sufficient to meet the demand, so additional programs and growth in current programs are needed. Another valuable aspect of this discipline is its role as a positive example of interdepartmental collaboration since dental anesthesiology faculty, as members of a support discipline, typically work across many of the other departments in a dental school. This article reviews the history of the discipline, describes the educational goals and CODA standards for dental anesthesiology programs, using one program as an example, and discusses the needs and challenges that will shape the discipline's development in the future.
Effectiveness of Crown Preparation Assessment Software As an Educational Tool in Simulation Clinic: A Pilot Study
Authors: Tiu Janine , Cheng Enxin , Hung Tzu-Chiao , Yu Chuan-Chia , Lin Tony , Schwass Don , Al-Amleh Basil
Published: June 2020

The aim of this pilot study was to evaluate the feasibility of a new tooth preparation assessment software, Preppr, as an educational tool for dental students in achieving optimal parameters for a crown preparation. In February 2015, 30 dental students in their fourth year in a five‐year undergraduate dental curriculum in New Zealand were randomly selected from a pool of volunteers (N=40) out of the total class of 85. The participants were placed into one of three groups of ten students each: Group A, the control group, received only written and pictorial instructions; Group B received tutor evaluation and feedback; and Group C performed self‐directed learning with the aid of Preppr. Each student was asked to prepare an all‐ceramic crown on the lower first molar typodont within three hours and to repeat the exercise three times over the next four weeks. The exercise stipulated a 1 mm finish line dimension and total convergence angles (TOC) between 10 and 20 degrees. Fulfillment of these parameters was taken as an acceptable preparation. The results showed that Group C had the highest percentage of students who achieved minimum finish line dimensions and acceptable TOC angles. Those students also achieved the stipulated requirements earlier than the other groups. This study's findings provide promising data on the feasibility of using Preppr as a self‐directed educational tool for students training to prepare dental crowns.
Self‐Perceptions of Value, Barriers, and Motivations for Graduate Education Among Dental Hygienists
Authors: Smith Amy N. , Boyd Linda D. , Rogers Christine Macarelli , Le Jeune Ronald C.
Published: June 2020

Increasing the knowledge base of its practitioners through formal education is vital to advancing the dental hygiene profession, ensuring practitioners’ readiness for participation in future health care workforce models, and preparing future dental hygiene educators. The aim of this study was to discover the value of, barriers to, and motivations for graduate education among dental hygienists as a first step toward establishing ways to stimulate enrollment and facilitate program change. A qualitative pilot study design was used, with focus groups used for data collection. Four virtual focus groups were conducted on a video conferencing platform with dental hygienists (N=15) of varying educational levels residing in nine states. Focus group results were examined for emerging themes. The majority of participants placed a high value on graduate education as it related to expanding employment options and satisfying personal goals, but perceived it to have little value regarding advancement in clinical practice. Top barriers to education were reported to be time management, finances, and degree program options. Motivational themes for pursuing education included increased career options, benefits, and salary; personal satisfaction; potential to advance the profession; and financial support. The participants agreed that increased education can lead to more varied career opportunities and advance the profession, but their responses suggested limited motivation to pursue graduate studies. Determining ways to increase the value, reduce barriers, and enhance motivation for a graduate degree should be a priority of academic institutions and professional organizations involved in dental hygiene to ensure a workforce that is qualified for future health care initiatives and prepared to become educators.
U.S. Dental Hygiene Students’ Perceptions of Interprofessional Collaboration
Authors: Navickis Marie A. , Mathieson Kathleen
Published: June 2020

Patients with complex medical conditions require collaboration among multiple health care providers, and dental hygienists must be prepared to communicate effectively with medical providers to provide comprehensive quality patient care. The aim of this study was to assess U.S. dental hygiene students’ attitudes about interprofessional collaboration (IPC) and identify any differences based on age, year in program, and program location. Participants were limited to students enrolled in dental hygiene associate degree programs across the United States. In response to an email soliciting participation sent to all dental hygiene program directors, 504 students completed the Interdisciplinary Education Perception Scale (IEPS) online (response rate could not be calculated). The IEPS is a validated survey that measures attitudes about interprofessional collaboration. The majority of the respondents were female (97%) and under 30 years of age (74.6%). Their mean scores indicated positive attitudes about IPC. There were no statistically significant differences in scores by age (p=0.700) or program location (p=0.527). There were also no statistically significant differences between first‐ and second‐year students for total mean scores (p=0.106); for the competency and autonomy subscale (p=0.125); and for the perception of actual cooperation subscale (p=0.890). There was a statistically significant difference between first‐ and second‐year students on the perception of actual cooperation subscale, with first‐year students scoring higher than second‐year students (p=0.016). This study's findings of positive attitudes about IPC and that age and program location had little bearing on the responses suggest that associate degree dental hygiene students may welcome the interprofessional education that will prepare them for practice in the future.
Dental, Dental Hygiene, and Graduate Students’ and Faculty Perspectives on Dental Hygienists’ Professional Role and the Potential Contribution of a Peer Teaching Program
Authors: McComas Martha J. , Inglehart Marita R.
Published: June 2020

The changing role of dental hygienists deserves dental and dental hygiene educators’ attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students’ and faculty members’ perceptions of dental hygienists’ roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students’ experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students’ perceptions of dental hygienists’ roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students’ perceptions of dental hygienists’ roles and attitudes about intraprofessional care.
An Inter‐ and Intraprofessional Education Program in Which Dental Hygiene Students Instruct Medical and Dental Students
Authors: Otsuka Hiromi , Kondo Keiko , Ohara Yuki , Yasuda Masayo , Kishimoto Natsuki , Sunaga Masayo , Endo Keiko , Arakawa Shinichi , Kinoshita Atsuhiro , Shinada Kayoko
Published: June 2020

The aim of this study was to develop, implement, and evaluate an inter‐ and intraprofessional education program with a peer support joint practice in which dental hygiene students teach medical and dental students about oral health care for older people requiring long‐term care. In 2015 at Tokyo Medical and Dental University, 22 dental hygiene students in their third year at the School of Oral Health Care Sciences (OH3), 110 students in their third year at the School of Medicine (M3), and 52 students in their third year at the School of Dentistry (D3) participated in this program. The OH3 students practiced with a whole‐body‐type simulator to learn oral health care for older people and then taught the methods to the M3 and D3 students according to their self‐designed teaching plan. All M3 and D3 students experienced being both practitioner and patient. The number of respondents and response rates on the questionnaires after the training were 22 (100%), 102 (92.7%), and 52 (100%) for the OH3, M3, and D3 students, respectively. Self‐assessment by the OH3 students indicated that they could supervise other students sufficiently (77–86%), and 91% of them found the preclinical practice with the simulator efficient for the peer support joint practice. Almost all the M3 and D3 students reported that they gained understanding of the methods (99%), significance (100%), and important points of oral health care for older people (97%) in addition to the jobs and roles of dental hygienists (93%) because of this program. The M3 students understood the methods and significance of oral health care more deeply than did the D3 students (p<0.05). This study found that an interprofessional program with a peer support joint practice to cultivate practical clinical ability aided in increasing understanding and cooperation between medicine and dentistry.
Education About Dental Hygienists’ Roles in Public Dental Prevention Programs: Dental and Dental Hygiene Students’ and Faculty Members’ and Dental Hygienists’ Perspectives
Authors: Pervez Anushey , Kinney Janet S. , Gwozdek Anne , Farrell Christine M. , Inglehart Marita R.
Published: June 2020

In 2005, Public Act No. 161 (PA 161) was passed in Michigan, allowing dental hygienists to practice in approved public dental prevention programs to provide services for underserved populations while utilizing a collaborative agreement with a supervising dentist. The aims of this study were to assess how well dental and dental hygiene students and faculty members and practicing dental hygienists have been educated about PA 161, what attitudes and knowledge about the act they have, and how interested they are in additional education about it. University of Michigan dental and dental hygiene students and faculty members, students in other Michigan dental hygiene programs, and dental hygienists in the state were surveyed. Respondents (response rate) were 160 dental students (50%), 63 dental hygiene students (82%), 30 dental faculty members (26%), and 12 dental hygiene faculty members (52%) at the University of Michigan; 143 dental hygiene students in other programs (20%); and 95 members of the Michigan Dental Hygienists’ Association (10%). The results showed that the dental students were less educated about PA 161 than the dental hygiene students, and the dental faculty members were less informed than the dental hygiene faculty members and dental hygienists. Responding dental hygiene faculty members and dental hygienists had more positive attitudes about PA 161 than did the students and dental faculty members. Most of the dental hygiene faculty members and dental hygienists knew a person providing services in a PA 161 program. Most dental hygiene students, faculty members, and dental hygienists wanted more education about PA 161. Overall, the better educated about the program the respondents were, the more positive their attitudes, and the more interested they were in learning more.
Effectiveness of E‐Learning in Oral Radiology Education: A Systematic Review
Authors: Santos Glaucia Nize M. , Leite André F. , Figueiredo Paulo T. de S. , Pimentel Nara M. , Flores-Mir Carlos , de Melo Nilce S. , Guerra Eliete N.S. , De Luca Canto Graziela
Published: June 2020

E‐learning has been used recently in dental curricula to support traditional learning methods. However, the published literature concerning e‐learning in oral radiology has shown mixed conclusions. The aim of this systematic review was to provide a synthesis of the effectiveness of e‐learning in oral radiology education when compared with traditional classroom learning methods. A search of the literature was conducted on the LILACS, PubMed, Science Direct, Scopus, and Web of Science databases. Trials registries were also consulted for ongoing trials, and a partial grey literature search was conducted. Controlled trials about oral radiology education that compared any e‐learning method with a control group using any traditional classroom instruction method were included. E‐learning effectiveness was measured using three outcomes from Kirkpatrick's model of evaluation: attitudes about e‐learning, knowledge gain, and performance on clinical procedures. Data were analyzed descriptively. Qualitative appraisal was performed according to the Cochrane risk of bias tool for randomized trials and MINORS tool for non‐randomized trials. Eleven studies met the inclusion criteria. Risk of bias was identified related to the selection procedures, blinding, lack of sample size calculation, and incomplete analyses. Ten studies reported that students had positive attitude when using e‐learning. Results from the knowledge gain outcome were mixed. Only two studies examined performance on clinical procedures, showing contrasting results. The evidence reviewed in this study suggests that e‐learning in oral radiology is at least as effective as traditional learning methods and that students have positive attitudes about e‐learning.
Integration of Traditional and E‐Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology
Authors: Ariana Armin , Amin Moein , Pakneshan Sahar , Dolan-Evans Elliot , Lam Alfred K.
Published: June 2020

Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self‐directed e‐learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e‐learning with traditional learning methods of lectures and tutorials would improve students’ scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self‐directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students’ satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (p<0.01). Analysis of questionnaire results showed improved student satisfaction with the course in the study cohort. These findings suggest that the use of e‐learning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students’ competence, confidence, and satisfaction.
Dental Students’ Knowledge of Resources for LGBT Persons: Findings from Three Dental Schools
Authors: Feng Xiaoying , Mugayar Leda , Perez Edna , Nagasawa Pamela R. , Brown David G. , Behar-Horenstein Linda S.
Published: June 2020

Recently, there has been increased attention to including cultural diversity in the education of health professionals, including concern for lesbian, gay, bisexual, and transgender (LGBT) inclusion and visibility. Studies regarding cultural exposure and acceptance of LGBT populations have been concentrated in medicine, with findings showing that medical providers often graduate having missed the preparation required to care for LGBT persons. A visible, comprehensive, culturally competent environment in dental schools would help ensure that all oral health professionals and students are aware of services available to address the particular needs of LGBT students. The aims of this survey‐based study conducted in 2015–16 were to determine dental students’ perceptions regarding LGBT students’ needs and to assess dental students’ knowledge of resources for LGBT persons at three U.S. dental schools, one each in the Midwest, West, and South. Of the 849 students invited to participate, 364 completed the survey (338 dental, 26 dental hygiene), for an overall response rate of 43%. The response rate at individual schools ranged from 30% to 55%. The results showed perceptions of insufficient LGBT information, resources, and support at these institutions, especially at the Western school. There were significant differences among the three schools, with students at the Western school more than the other two schools perceiving that their institution was less aware of whether it met the academic, social support, and spiritual needs of LGBT students. There were no significant differences between LGBT and non‐LGBT students’ perceptions. The authors urge dental school administrators to explore the degree to which their programs teach respectful and caring behavior towards LGBT students and, by extension, LGBT patient populations.
The Benefit of a Switch: Answer‐Changing on Multiple‐Choice Exams by First‐Year Dental Students
Authors: Pagni Sarah E. , Bak Anna G. , Eisen Steven E. , Murphy Jennipher L. , Finkelman Matthew D. , Kugel Gerard
Published: June 2020

The aim of this study was to determine if dental students would benefit from changing their initial responses to what they have deemed to be more suitable answers during high‐stakes multiple‐choice examinations. Students are often advised to stay with their first answers despite evidence from other fields suggesting this is not the best course for obtaining optimal final exam scores. Data were collected for 160 first‐year DMD students in fall 2013 for three operative dentistry and four biochemistry exams at Tufts University School of Dental Medicine. As students take all of their exams through ExamSoft, a test‐taking software application that tracks and records all changes students make during the exam period, the subjective nature of previous studies on answer changing was eliminated. The results showed that all students changed their answers on a minimum of nine questions over the seven exams, with an average of 26.55 (SD=8.8) questions changed per student. Answers changed from an incorrect to a correct response comprised nearly 65% of total answer changes, while changes from a correct to an incorrect answer encompassed slightly above 10% of answer changes. Nearly all students (99.4%) benefitted from answer‐changing with a net gain of at least two correct questions, with only one student not increasing the final score. Overall, the students greatly benefitted from changing their answer choice, suggesting that dental students could be advised to change their answers from their first choice if they identify a better option when taking multiple‐choice exams.
An Assessment of Global Oral Health Education in U.S. Dental Schools
Authors: Sung Janet , Gluch Joan I.
Published: June 2020

Dental schools need to produce graduates who are adequately prepared to respond to the complex needs and challenges of the increasingly diverse and interconnected world in which they will practice dentistry. To enhance discussions about the coverage of global oral health competencies in dental education, the aims of this study were to assess how global health education is currently incorporated into predoctoral dental training in the U.S. and which global oral health competencies are being covered. Surveys were emailed to all 64 accredited U.S. dental schools during the 2015–16 academic year. Respondents from 52 schools completed the survey (response rate 81%). The results showed that social determinants of oral diseases and conditions, how to identify barriers to use of oral health services, and how to work with patients who have limited dental health literacy were covered in the greatest number of responding schools’ curricula. Key areas of global health curricula that were covered rarely included global dental infrastructure, data collection design, and horizontal and vertical programming approaches to health improvement. Despite current dialogue on the addition of global oral health competencies to dental curricula, only 41% of the responding schools were currently planning to expand their global oral health education. Based on these results, the authors conclude that it may be most feasible for dental schools to add recommended global oral health competencies to their curricula by incorporating didactic content into already established courses.
Did Intraprofessional Training with Dental Therapists Affect Dental Students’ Attitudes Toward Caring for the Underserved?
Authors: Flynn Priscilla M. , Luthra Makshita , Blue Christine M.
Published: June 2020

Dental therapy was recently introduced as a new oral health care workforce model to increase care for vulnerable populations in Minnesota. Nine dental therapy and 98 dental students began intraprofessional training at the University of Minnesota in 2009. The aim of this longitudinal study was to determine whether intraprofessional education with the dental therapy students would affect the dental students’ attitudes toward caring for underserved populations. One class of dental students was surveyed annually between 2009 and 2013 using the Attitudes Toward Health Care survey to measure attitudinal changes about treating vulnerable patients across their four years of dental school. Participation ranged from 68% to 99% in each year. The results showed that the dental students had positive attitudes toward treating vulnerable patients on entering dental school, but their attitudes became less positive over the four years. While the composite survey results were similar to other studies using the same instrument, variations were seen by domain. These students’ attitudes about societal expectations and personal efficacy remained stable, while their dentist/student responsibility and access to care attitudes showed statistically significant declines. Their positive attitudes toward treating the underserved declined over four years regardless of intraprofessional training with dental therapy students. As attitudes toward caring for vulnerable patients are shaped by both personal attitudes and societal norms, additional research is needed to determine whether the addition of an intentional curricular thread may alter results over time compared to intraprofessional training alone.
Faculty Development for Metro New York City Postdoctoral Dental Program Directors: Delphi Assessment and Program Response
Authors: Rubin Marcie S. , Millery Mari , Edelstein Burton L.
Published: June 2020

Faculty development for dental academicians is essential to cultivate a continuous faculty workforce, retain existing faculty members, enhance their teaching skill sets, and remain responsive to changing program requirements and curricular reforms. To maximize the utility of dental faculty development, it is important to systematically assess and address faculty members’ perceived training needs. The aims of this study were to determine priority topics among one group of postdoctoral program directors and to translate those topics into faculty development programs as part of Columbia University's Health Resources and Services Administration (HRSA)‐sponsored faculty training program for primary care educators. The study was conducted in 2013–16. A Delphi consensus technique was implemented with three sequential surveys of 26 New York City metropolitan area general, pediatric, and public health dentistry residency program directors. On the first survey, the five respondents (19% response rate) identified 31 topics. On the second survey, 17 respondents (response rate 65%) rated the 15 most important topics. In the third and final round, 19 respondents (73% response rate) ranked teaching research methods and teaching literature reviews as the topics of greatest interest. Overall, the responses highlighted needs for faculty development on teaching research methods, motivating trainees, trainee evaluation, and clinical care assessment. Based on these results, a series of six Faculty Forums was developed and implemented for dental educators in the metropolitan area, starting with the topic of teaching research methods. The process flow used for assessing training needs and developing and evaluating training can be applied to a variety of populations of educators.