bluuebunny/crossref_metadata_2025 huggingface dataset:
Dental Professionals’ Knowledge and Perceived Need for Education in Bioterrorism Preparedness
Authors: Bhoopathi Vinodh , Mashabi Samar Omar , Scott Thayer E. , Mascarenhas Ana Karina
Published: June 2020

Dental professionals should be well prepared to provide care during bioterrorist events. In this study, we assessed the knowledge, opinions about playing various roles during a bioterrorist event, and perceived need for education of dental professionals (dentists and dental hygienists) from one region (Oregon) that had been exposed to bioterrorism and from another region (New England) not exposed. This cross‐sectional study used an eighteen‐item pretested, self‐administered questionnaire distributed at the 2005 Oregon Dental Conference (n=156) and 2005 Yankee Dental Conference (n=297). Dental professionals’ knowledge and perceived need for education on bioterrorist preparedness were quantified by multivariate linear and logistic modeling. More than 90 percent of the dental professionals were willing to provide care during bioterrorist events. Perceived knowledge was high; however, actual knowledge was low. Dental professionals who wanted to attend a continuing education course and who thought dental professionals should play more roles during a bioterrorist attack had higher actual knowledge. Willingness to provide care was not supported by adequate knowledge. No significant differences between New England and Oregon dental professionals were observed in terms of actual knowledge or perceived need for bioterrorism education. Integrating training and education into the predoctoral dental and dental hygiene curricula and developing continuing education courses would improve knowledge and better prepare dental professionals to effectively perform American Dental Association‐recommended roles during any future bioterrorism events.
Effect of Tobacco Counseling by Dental Students on Patient Quitting Rate
Authors: Shibly Othman
Published: June 2020

Tobacco use has widespread, devastating effects on the body, including the oral cavity. Today's dental professional must be trained to counsel patients on tobacco cessation, but dental health professionals and students do not feel confident in their counseling abilities. The University at Buffalo School of Dental Medicine (SDM) established the Tobacco Counseling Cessation Protocol (TCCP), which was implemented in the dental curriculum, and dental students were trained in its use. The goal of this project was to assess the effectiveness of the TCCP by surveying both patients and dental students. Students and patients were contacted to determine the effect of the TCCP on the quitting rate. Third‐ and fourth‐year dental students were surveyed through the school e‐mail system and asked to report on their tobacco cessation counseling practices. Patients who received TCCP received follow‐up telephone calls to obtain their input on the program and also to determine if they had quit. According to the follow‐up survey, 14 percent of patients reduced the number of cigarettes smoked per day, and 22 percent quit entirely. Fifty‐one percent of those who received the TCCP made a commitment to quit at the time of the intervention; 32 percent of those receiving the TCCP were still smoke‐free at six months, but 19 percent had returned to smoking. If predoctoral students receive appropriate training, they can be effective in motivating patients to quit smoking. Dental students are generally receptive to the educational material on tobacco use and smoking cessation counseling, yet only half report routinely implementing the TCCP. More needs to be done to incorporate tobacco cessation counseling into routine dental care. The culture of dentistry must be changed to view tobacco use as a dental problem.
Evaluation of Outcomes for Tobacco Cessation Counseling in the Dalhousie University Dental Hygiene Curriculum
Authors: Maillet J. Peggy , Tax Cara L. , Neish Nancy R. , Denny Allison L.
Published: June 2020

As part of their curriculum, senior dental hygiene students at Dalhousie University Faculty of Dentistry provide tobacco cessation counseling (TCC). This study was conducted to evaluate the effectiveness of the TCC didactic curriculum and its clinical extensions. Research methods included a comprehensive literature search, an assessment of available resources related to TCC, and a structured telephone interview. The interview, consisting of ten summative questions, was conducted to determine the current tobacco use status of clients who had been counseled by a dental hygiene student for tobacco cessation. A target population of 132 subjects was extracted from axiUm, Dalhousie University dental clinic's patient database. The population represented clients who had TCC from 2001 to 2008. The investigators wanted to know if the client was 1) advised to quit tobacco use; 2) informed of the health risks of using tobacco; 3) still using tobacco; 4) taught self‐examination techniques for oral cancer; and 5) if any post‐counseling follow‐up was initiated. A convenience size of fifty‐one subjects was obtained. Survey results, along with the assessment of resources, revealed that the current TCC program needed improvement. As a result of the research, changes were implemented aimed at improving the effectiveness of the TCC program, and recommendations were made for further changes to enhance the overall program effectiveness.
Dental Training and Changes in Oral Health Attitudes and Behaviors in Istanbul Dental Students
Authors: Peker Kadriye , Uysal Ömer , Bermek Gülçin
Published: June 2020

The aim of this study was to examine the changes that occur in the oral health attitudes and behaviors of dental students in Istanbul, Turkey, during their dental education. The Turkish version of the Hiroshima University‐Dental Behavioral Inventory (HU‐DBI) was distributed among 757 dental students at the Dental Faculty, Istanbul University. The response rate was 72 percent. Chi‐square and logistic regression models were used for statistical analysis. The mean HU‐DBI score of the clinical students was significantly higher than that of the preclinical students. Preclinical students significantly more often believed that it was impossible to prevent gum disease with toothbrushing alone and worried about the color of their teeth and bad breath. Most of them brushed their teeth with strong strokes, thought the condition of their teeth was getting worse despite daily toothbrushing, and would seek dental care only when symptoms arise. Clinical students more often used disclosing solutions to see how clean their teeth were and complained of bleeding gums. The variation in favorable oral health attitudes/behaviors appeared to reflect the students’ educational training experience. The findings of this study highlight the relatively poor oral health behaviors of Turkish dental students, which should be improved by means of comprehensive programs that aim to promote their own dental hygiene practices and preventive oral health knowledge from the start of dental training.
Methods Used by Accredited Dental Specialty Programs to Advertise Faculty Positions: Results of a National Survey
Authors: Ballard Richard W. , Hagan Joseph L. , Armbruster Paul C. , Gallo John R.
Published: June 2020

The various reasons for the current and projected shortages of dental faculty members in the United States have received much attention. Dental school deans have reported that the top three factors impacting their ability to fill faculty positions are meeting the requirements of the position, lack of response to position announcement, and salary/budget limitations. An electronic survey sent to program directors of specialty programs at all accredited U.S. dental schools inquired about the number of vacant positions, advertised vacant positions, reasons for not advertising, selection of advertising medium, results of advertising, and assistance from professional dental organizations. A total of seventy‐three permanently funded full‐time faculty positions were reported vacant, with 89.0 percent of these positions having been advertised in nationally recognized professional journals and newsletters. Networking or word‐of‐mouth was reported as the most successful method for advertising. The majority of those responding reported that professional dental organizations did not help with filling vacant faculty positions, but that they would utilize the American Dental Association's website or their specialty organization's website to post faculty positions if they were easy to use and update.
Preliminary Assessment of Faculty and Student Perception of a Haptic Virtual Reality Simulator for Training Dental Manual Dexterity
Authors: Gal Gilad Ben , Weiss Ervin I. , Gafni Naomi , Ziv Amitai
Published: June 2020

Virtual reality force feedback simulators provide a haptic (sense of touch) feedback through the device being held by the user. The simulator's goal is to provide a learning experience resembling reality. A newly developed haptic simulator (IDEA Dental, Las Vegas, NV, USA) was assessed in this study. Our objectives were to assess the simulator's ability to serve as a tool for dental instruction, self‐practice, and student evaluation, as well as to evaluate the sensation it provides. A total of thirty‐three evaluators were divided into two groups. The first group consisted of twenty‐one experienced dental educators; the second consisted of twelve fifth‐year dental students. Each participant performed drilling tasks using the simulator and filled out a questionnaire regarding the simulator and potential ways of using it in dental education. The results show that experienced dental faculty members as well as advanced dental students found that the simulator could provide significant potential benefits in the teaching and self‐learning of manual dental skills. Development of the simulator's tactile sensation is needed to attune it to genuine sensation. Further studies relating to aspects of the simulator's structure and its predictive validity, its scoring system, and the nature of the performed tasks should be conducted.
Dental Students’ Attitudes Toward Underserved Populations Across Four Years of Dental School
Authors: Habibian Mina , Seirawan Hazem , Mulligan Roseann
Published: June 2020

The objective of this study was to assess dental students’ attitudes toward underserved populations across their four years of dental school. Students at the Herman Ostrow School of Dentistry of the University of Southern California were invited to take part in the study. Participating students completed a questionnaire on their attitudes toward the underserved at three time points: 1) during orientation week; 2) at the end of their second year after taking part in some community dental programs; and 3) at the end of their fourth year after they had completed all their mandatory and volunteer rotations in community dental programs. Students’ attitudes were measured in four categories: societal expectations, dentist/student responsibility, personal efficacy, and access to care. First‐year students scored 85 out of a maximum of 115 on the questionnaire. Female students scored higher than male students (P=0.006). Age, debt, and past history of volunteer work were not related to first‐year students’ total attitude scores; however, students with a history of volunteer experience scored higher on the dentist/student responsibility category (P=0.04). Students’ attitude scores declined across the four years of dental school (P=0.001). The same patterns were evident for all categories except societal expectations. The decline was not related to age, gender, debt, or volunteer work experience. Follow‐up studies are needed to help explain the factors that may be related to this decline.
Introduction of an Implant Surgical Selective into a Predoctoral Dental Curriculum
Authors: Zimmermann Richard , Hendricson William D.
Published: June 2020

This article describes the introduction of an implant surgical selective into a predoctoral dental curriculum. It outlines the various challenges encountered in developing the program and the methods used to overcome those challenges. The article also discusses the outcomes of the first year of the program.
“I'll Never Forget This”: Evaluating a Pilot Workshop in Effective Communication for Dental Students
Authors: Lucander Henriette , Knutsson Kerstin , Salé Hanna , Jonsson Anders
Published: June 2020

This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The work‐shop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought‐provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high‐quality communication.
Preparing Dental Students to Treat Patients with Special Needs: Changes in Predoctoral Education After the Revised Accreditation Standard
Authors: Clemetson Jonathan C. , Jones Daniel L. , Lacy Ernestine S. , Hale David , Bolin Kenneth A.
Published: June 2020

In its accreditation standards published in 2004, the Commission on Dental Accreditation (CODA) adopted a new standard, to be implemented starting in January 1, 2006, stating that “Graduates must be competent in assessing the treatment needs of patients with special needs.” The literature shows that academic dental institutions have a history of underpreparing students to deal with the increasing population of individuals with special needs. The purpose of this study was to survey the then‐fifty‐four accredited U.S. dental schools to determine what if anything had changed since the deadline for implementation of the new standard. If dental schools’ efforts to meet this standard were found to be incomplete or ineffective, the result may be an even greater shortage of services for this population and will point to the need for additional efforts in this area.
Pre‐ and Postdoctoral Dental Education Compared to Practice Patterns in Special Care Dentistry
Authors: Subar Paul , Chávez Elisa M. , Miles Jeffrey , Wong Allen , Glassman Paul , LaBarre Eugene
Published: June 2020

There has been limited research into the impact of predoctoral experiences and postdoctoral general dentistry residencies on the practice patterns of dentists in the care of patients with special or complex needs. This study was undertaken to determine if educational experiences with special populations had a relationship to practice patterns after graduation or residency. University of the Pacific alumni who graduated between 1997 and 2007 were surveyed regarding their pre‐ and postdoctoral dental education and their practice patterns for the care of patients categorized as medically compromised, frail elders, and developmentally disabled. Definitions for each patient category were provided. Alumni were asked about their practice setting and postdoctoral education. Thirty‐one percent (n=526) of those surveyed responded. Regression analyses showed respondents not in private practice were more likely to have completed a postdoctoral general dentistry program (Advanced Education in General Dentistry or General Practice Residency) after dental school compared to respondents in private practice (p<0.001). Across all age groups, respondents not in private practice treated significantly more patients with developmental disabilities than those in private practice (p<0.001). Respondents not in private practice treated more medically compromised patients younger than age sixty‐five compared to respondents in private practice (p<0.01). Interestingly, those in private practice treated significantly more patients over sixty‐five who were also classified as medically compromised (p<0.05). Pacific alumni who completed postdoctoral training in general dentistry were found to practice more often in non‐private practice settings. Alumni in non‐private practice settings reported treating a higher percentage of medically compromised patients below age sixty‐five than their counterparts in a typical private practice. The pre‐ and postdoctoral experiences of treating special needs populations appear to have a relationship to graduates' practice setting and patient population.
A Model for Cultivating Dental Hygiene Faculty Development Within a Community of Practice
Authors: Tax Cara L. , Doucette Heather , Neish Nancy R. , Maillet J. Peggy
Published: June 2020

There is a need to explore approaches in faculty development that will foster change in actual teaching practices. The literature suggests that there should be more deliberate use of theory in faculty development research. This study addressed this gap in the literature by exploring social learning theory in the context of communities of practice and applying this theory to a dental hygiene faculty development program. The purpose of the study was to determine if participation in a community of practice helped dental hygiene clinical instructors implement new teaching strategies by providing ongoing support for their learning. In addition, the study explored whether the level of participation in the community changed over time. A retrospective self‐assessment questionnaire consisting of four open‐ended questions was administered to a group of clinical dental hygiene instructors at the end of the 2010 academic year. The narrative data were analyzed thematically using qualitative methodology. The results indicated that participation in the community of practice helped clinical instructors make effective changes in their teaching practices by optimizing social learning opportunities. The responses also revealed that instructors became more comfortable participating in discussions as they identified with other members of this unique community.
The Endangered Clinical Teacher‐Scholar: A Promising Update from One Dental School
Authors: Oakley Marnie , Vieira Alexandre R.
Published: June 2020

Clinical dental faculty members’ lack of scholarly activity not only impacts their ability to be promoted and retained in their institutions but limits the contributions they could make to clinical discovery. Contributing factors to this situation include the lack of purposeful mentoring and the widespread faculty shortages, which increase faculty workloads. One way to address this challenge is to develop and implement formal mentoring programs, endorsed by the dental school's administration, that use reward structures in which novice clinical faculty members are teamed with faculty members experienced in scholarly activity. The Clinical Research Scholars Program at the University of Pittsburgh School of Dental Medicine has been in existence since 2008. Preliminary data from this program suggest that this has been a successful plan for increasing the scholarly activity of the clinical teacher‐scholar. Although not without limitations, this program may serve as a model for other schools to consider as they encourage their own clinical faculty members to undertake research initiatives. Similar programs at dental schools across the country can enhance discovery, research, and treatment by expanding the number of researchers who are addressing the public's oral and systemic health needs.
How Do Dentists Perceive Poverty and People on Social Assistance? A Qualitative Study Conducted in Montreal, Canada
Authors: Loignon Christine , Landry Anne , Allison Paul , Richard Lucie , Bedos Christophe
Published: June 2020

Despite significant needs, people on social assistance are sometimes reluctant to consult dentists because of previous negative experience and communication barriers. They feel poorly understood by oral health professionals and sometimes complain of being stigmatized. It is thus important to know how dentists perceive poverty and this group of patients. The aim of this study was to understand how dentists perceive poverty and people on social assistance. To investigate this largely unexplored question, a qualitative study was conducted based on in‐depth interviews with thirty‐three dentists practicing in Montreal, Canada. Interviews were audiotaped and transcribed for qualitative analysis. The study revealed two perspectives on poverty: 1) the individualistic‐deficit perspective and 2) the socio‐lifecourse perspective. In the individualistic‐deficit perspective, which predominated among these participants, dentists explained poverty by individual factors and emphasized individuals’ negative attitudes toward work and lack of capabilities. Conversely, dentists with a socio‐lifecourse perspective described poverty as a structural rather than an individual process. Acknowledging individuals’ distress and powerlessness, these dentists expressed more empathy toward people on social assistance. The results suggest the individualistic‐deficit perspective impedes the care relationship between dentists and poor patients as well as highlighting the need to better prepare dentists for addressing issues of poverty and social inequities in clinical practice.
Predoctoral Prosthodontic Clinical Curriculum for Complete Dentures: Survey in Turkish Dental Schools
Authors: Ozkurt Zeynep , Dikbas Idil , Kazazoglu Ender
Published: June 2020

The aim of this study was to evaluate predoctoral complete denture curricula in the dental schools of Turkey in terms of materials, techniques, and approaches. A questionnaire with twenty‐two multiple‐choice questions was prepared and sent by e‐mail to the directors of the prosthodontic departments of the seventeen long‐established dental schools in Turkey. All schools responded for a response rate of 100 percent. All schools (100 percent) reported using irreversible hydrocolloid impression material for preliminary impression, impression compound for border molding, zinc oxide eugenol for a final impression, and heat curing technique for complete denture processing. A majority of schools said they used similar materials in complete dentures: cold cured acrylic resin in fabrication of record bases (70.5 percent) and anatomic teeth for posterior region (70.5 percent). The majority of schools did not use eccentric interocclusal records (76 percent) or occlusal equilibration and face‐bow preservation (94 percent) and did not treat patients who require tooth‐supported overdentures (70.5 percent). None of the schools taught treatment of implant‐retained overdentures in their curriculum. Eleven schools (65 percent) used positioning mandible in centric relation techniques performed by both the clinician and the patient. It can be concluded that dental schools in Turkey have different prosthodontic curricula regarding complete dentures, although some topics are the same.
Students’ Opinions and Attitudes After Performing a Dental OSCE for the First Time: A Jordanian Experience
Authors: Hammad Mohammad , Oweis Yara , Taha Sahar , Hattar Susan , Madarati Ahmad , Kadim Fouad
Published: June 2020

This study at the Faculty of Dentistry, University of Jordan investigated and evaluated students’ attitudes and opinions after attempting a dental objective structured clinical examination (OSCE) for the first time. The OSCE consisted of sixty‐seven stations for fourth‐year dental students. After the exam, students were asked to voluntarily complete a questionnaire designed to evaluate their attitudes and opinions about the exam. Of the 134 students who participated in the OSCE, 93.2 percent completed the questionnaire; 43.4 percent said they found the exam difficult and 56.6 percent found it easy (p=0.147). Seventy percent reported that the exam was objective, while 30 percent did not (p<0.001); 65.5 percent indicated that it was a better test than traditional patient‐based tests, whereas 34.5 percent did not (p<0.001). Sixty‐eight percent stated that there were too many stations, while 30.9 percent stated the number of stations was appropriate and 0.8 percent stated there were too few (p<0.001). Of these respondents, 75.6 percent reported the exam was organized, whereas 21.1 percent said the exam was not very well organized and 3.3 percent said the exam was not organized at all (p<0.001). Overall, the students responded that the OSCE was able to test their clinical judgment and skills and it was a better method for evaluating their clinical skills; most preferred to have such tests in the future. Although the students reported the exam had too many stations, they perceived that it was well organized and that the time allocated for each station was appropriate. These dental students perceived that the OSCE was a suitable method to test operative dentistry clinical judgment and skills.
Need for Geriatric Dentistry Training Programs in Iran
Authors: Mir Arash Poorsattar Bejeh
Published: June 2020

A shifting pattern from communicable diseases to the chronic noncommunicable diseases and increased life expectancy are being sensed throughout the world. Aged populations with multiple chronic diseases come up with their unique needs and require specific attention to be challenged by the health systems. Neglected orodental facts among the elders and the dearth of specific designated undergraduate and postgraduate courses of geriatric dentistry in Iran inevitably adversely affect the delivery of appropriate dental care service to elders by untrained dentists. In this article, a proposal for academic geriatric dentistry courses in Iran is introduced and highlighted with regards to elders’ special needs.
Evidence–Based Dentistry and Clinical Implementation by Third–Year Dental Students
Authors: Teich Sorin T. , Demko Catherine A. , Lang Lisa A.
Published: June 2020

Over the last two decades, the concept of evidence–based medicine (EBM) has become the standard of medical care. Defined by Sackett et al. as “the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients,” EBM recognizes that the practitioner should combine individual clinical expertise with the best available external evidence for optimal care. Consideration of the patient's needs and preferences is also an integral component of the clinical application. Dental educators have to account for the fact that not all dental treatment outcomes have been researched with randomized clinical trials. Dogmas in dentistry still exist regarding restorative treatments and methods taught to next generations of practitioners, while limited evidence is available. The purpose of this study was to determine how third–year dental students at one U.S. dental school select articles to provide supportive evidence related to treatment planning. The results show that knowledge provided in a three–week course in evidence–based dentistry (EBD) for first–year dental students was not efficiently applied when the students reached their third year. A significant percentage of the students perceived the use of literature as not beneficial for sustaining clinical aspects of a treatment plan, and they did not use appropriate tools to access best available resources. As a result of these findings, the article proposes incorporation of specific learning objectives related to EBD principles throughout the curriculum and a simplified method to search for best available evidence that has the advantage of not requiring knowledge and training in rigorous formulation of clinical questions.
Sources of Stress in Canadian Dental Students: A Prospective Mixed Methods Study
Authors: Elani Hawazin W. , Bedos Christophe , Allison Paul J.
Published: June 2020

The objectives of this study were to describe sources of stress in predoctoral dental students and first–year residents at one dental school and to understand how these sources evolved during the four–year curriculum and in the first year after graduation. The study used a mixed methods design. Quantitative data were collected from subjects in each of the five cohorts of students and residents, every month for a period of one year (other than the summer holiday period; N varied each month from 77 to 127). Sources of stress were measured using the Dental Environment Stress questionnaire (DES). The investigators administered the DES twice, once at the end of each academic semester, and used DES categories that emerged from factor analysis to assess monthly sources of stress. Qualitative data collected through individual interviews (N=6) were aimed at understanding the main sources of stress in each year of the curriculum. Results from both quantitative and qualitative phases demonstrated that the main stressors for all dental students throughout the year were examinations and grades as well as workload. Students in the clinical years were also concerned about patient treatment. The residents and final–year students reported future plans as an additional stressor. Over the year, there was a significant increase for workload stress in the fourth year (p<0.05); in the third year there was a significant increase in patient treatment stress (p<0.05) with a significant decrease for personal factors (p<0.05). The study demonstrated that sources of stress in these students and first–year residents varied according to their stage in the program and the period of the year.
Reliability and Predictive Validity of a Comprehensive Preclinical OSCE in Dental Education
Authors: Graham Roseanna , Zubiaurre Bitzer Laureen A. , Anderson O. Roger
Published: June 2020

This study examined the reliability and predictive validity of a comprehensive, multidisciplinary objective structured clinical examination (OSCE) used to assess the transition from preclinical to clinical education in a dental school. The examination is administered prior to clinical training at the Columbia University College of Dental Medicine to assess student preparedness for patient care activity. The study population consisted of seventy‐five students in the Class of 2010 and seventy students in the Class of 2011. The total reliability of the exam was assessed by Cronbach's coefficient alpha. Using polynomial regression, the predictive validity of the examination was evaluated by correlating student scores on the OSCE with clinical performance as measured by successfully completed clinical procedures during the first year of clinical training. Findings indicate a highly reliable exam (α=0.86 and α=0.80) with a moderately high correlation predicting future clinical performance (r=0.614, p<0.0001; r=0.540, p<0.0001) for the Classes of 2010 and 2011, respectively. The findings suggest that an OSCE can serve as a reliable and predictive assessment during the transition from preclinical to clinical education in the predoctoral dental curriculum.
Effect of Dental Education on Peruvian Dental Students’ Oral Health–Related Attitudes and Behavior
Authors: Sato Manuel , Camino Javier , Oyakawa Harumi Rodriguez , Rodriguez Lyly , Tong Liyue , Ahn Chul , Bird William F. , Komabayashi Takashi
Published: June 2020

This study evaluated the effect of dental education on oral health–related attitudes and behavior of students in a five–year dental program in Peru. A survey using the Hiroshima University–Dental Behavioral Inventory (HU–DBI), which consists of twenty dichotomous responses (agree–disagree) regarding oral health behavior and attitudes, was completed by Year 1 and Year 5 dental students at the Universidad Inca Garcilaso de la Vega in Lima, Peru. A total of 153 Year 1 students and 120 Year 5 students responded to the Spanish version of the HU–DBI questionnaire. The data were analyzed using chi–square tests and logistic regression analyses. Compared to the Year 1 students, the Year 5 dental students were more likely to agree with questions such as “I think I can clean my teeth well without using toothpaste” (OR=0.24, 95% CI: 0.10–0.58); “I have used a dye to see how clean my teeth are” (OR=0.19, 95% CI: 0.10–0.36); and “I have had my dentist tell me that I brush very well” (OR=0.34, 95% CI: 0.17–0.69). Overall, the data showed that the curriculum in this dental school in Peru resulted in more positive oral health–related attitudes and behavior among Year 5 dental students compared to those of Year 1 dental students.
Construct Validity and Expert Benchmarking of the Haptic Virtual Reality Dental Simulator
Authors: Suebnukarn Siriwan , Chaisombat Monthalee , Kongpunwijit Thanapohn , Rhienmora Phattanapon
Published: June 2020

The aim of this study was to demonstrate construct validation of the haptic virtual reality (VR) dental simulator and to define expert benchmarking criteria for skills assessment. Thirty‐four self‐selected participants (fourteen novices, fourteen intermediates, and six experts in endodontics) at one dental school performed ten repetitions of three mode tasks of endodontic cavity preparation: easy (mandibular premolar with one canal), medium (maxillary premolar with two canals), and hard (mandibular molar with three canals). The virtual instrument's path length was registered by the simulator. The outcomes were assessed by an expert. The error scores in easy and medium modes accurately distinguished the experts from novices and intermediates at the onset of training, when there was a significant difference between groups (ANOVA, p<0.05). The trend was consistent until trial 5. From trial 6 on, the three groups achieved similar scores. No significant difference was found between groups at the end of training. Error score analysis was not able to distinguish any group at the hard level of training. Instrument path length showed a difference in performance according to groups at the onset of training (ANOVA, p<0.05). This study established construct validity for the haptic VR dental simulator by demonstrating its discriminant capabilities between that of experts and non‐experts. The experts’ error scores and path length were used to define benchmarking criteria for optimal performance.
Impact of Pedagogical Method on Brazilian Dental Students’ Waste Management Practice
Authors: Victorelli Gabriela , Flório Flávia Martão , Ramacciato Juliana Cama , Motta Rogério Heládio Lopes , de Souza Fonseca Silva Almenara
Published: June 2020

The purpose of this study was to conduct a qualitative analysis of waste management practices among a group of Brazilian dental students (n=64) before and after implementing two different pedagogical methods: 1) the students attended a two‐hour lecture based on World Health Organization standards; and 2) the students applied the lessons learned in an organized group setting aimed toward raising their awareness about socioenvironmental issues related to waste. All eligible students participated, and the students’ learning was evaluated through their answers to a series of essay questions, which were quantitatively measured. Afterwards, the impact of the pedagogical approaches was compared by means of qualitative categorization of wastes generated in clinical activities. Waste categorization was performed for a period of eight consecutive days, both before and thirty days after the pedagogical strategies. In the written evaluation, 80 to 90 percent of the students’ answers were correct. The qualitative assessment revealed a high frequency of incorrect waste disposal with a significant increase of incorrect disposal inside general and infectious waste containers (p<0.05). Although the students’ theoretical learning improved, it was not enough to change behaviors established by cultural values or to encourage the students to adequately segregate and package waste material.
Information‐Seeking Strategies of Dental Hygienists
Authors: Osborne Sandra D. , Henley Garnett L. , Josey‐Baker Yolanda I. , Fryer Cheryl E.S.
Published: June 2020

As health care practitioners, dental hygienists need information‐gathering skills and the confidence to both perform literature searches in Internet databases and assess the results in order to utilize the wealth of scientific literature that supports evidence‐based practice. The aim of this study was to assess the information‐seeking strategies of dental hygienists. A self‐administered electronic survey of thirty‐eight questions was sent to 5,007 licensed dental hygienists in District III of the American Dental Hygienists’ Association. The overall response rate was 7.9 percent (396/5,007). Most (90.9 percent) of the respondents were currently practicing dental hygiene, with 62.9 percent having practiced more than ten years. Approximately 56 percent had graduated from a two‐year dental hygiene program and had graduated before 1998. Nearly all of the respondents who graduated in 1999 or after were confident using a computer (96.2 percent) and the Internet (95.4 percent); lower percentages of the pre‐1999 graduates expressed such confidence (68.6 percent using a computer and 80.7 percent using the Internet). Most respondents (90.9 percent) who graduated in 1999 or after reported receiving evidence‐based decision making (EBDM) training in their dental hygiene program— an increase over the 51.8 percent of pre‐1999 graduates who reported having received it—though lower percentages (78.2 and 48.0 percent, respectively) reported thinking their EBDM training was adequate. Though the response rate was low, these results may suggest that information‐gathering skills are being more effectively addressed in recent dental hygiene education than previously. Continuing education courses that teach hands‐on navigation of databases and methods to search the scientific literature and analytically appraise it could increase both the skills and comfort level of dental hygienists, especially those who graduated more than a decade ago.
A Survey of Infection Control Teaching in U.S. Dental Schools
Authors: Porteous Nuala B. , Bizra Eamon , Cothron Annaliese , Yeh Chih‐Ko
Published: June 2020

This study was conducted to determine the content of infection control (IC) curricula, the extent of IC monitoring and compliance, and the number of bloodborne pathogen (BBP) exposures/year in U.S. dental schools. A questionnaire was emailed to persons responsible for predoctoral IC programs. The response rate was 60 percent. Most schools did not have an independent course and used classroom lectures and clinic demonstrations to teach IC. Schools with an IC committee were more likely to use online learning (p<0.05), utilize multiple teaching methods (p<0.05), issue written warnings for IC violations (p<0.0001), and use multiple disciplinary actions (p<0.005) than schools without an IC committee. Schools with an IC coordinator were less likely to issue grade reductions for IC violations than schools with no IC coordinator (p<0.05). Thirty–eight percent reported ≥16 BBP exposures/year, and 18 percent reported <5. There was significant correlation between BBP exposure incidents and large class size (p<0.005). Respondents were satisfied with their IC curriculum and perceived that dental students had a high level of IC compliance and satisfaction, along with staff IC promotion and compliance. The findings suggest that schools without an IC committee should consider its benefits. Further investigation of schools with high numbers of BBP exposures is recommended.
The Impact on Dental Students of Changes to the National Board Dental Examination Grading System
Authors: Fagin Adam P. , Howell T. Howard , Da Silva John , Park Sang E.
Published: June 2020

The purpose of this study was to assess how the change to pass/fail grading of the National Board Dental Examination (NBDE) Part I has impacted dental students’ study habits and their perspectives on pursuit of postdoctoral specialty education. This cross‐sectional survey‐based study included over 75 percent of U.S. dental schools and a total of 1,843 responses. This sample was 18.5 percent of all potentially eligible U.S. dental students. Participating schools distributed the electronic survey to their last class to take the NBDE Part I for a numerical score and the first class to take the NBDE Part I pass/fail. Respondents who took the exam for a numerical score and were interested in a specialty reported studying the most (average 167 hours) compared to respondents who took the exam pass/fail (average 114 hours). Respondents who took the exam pass/fail and reported feeling that this change decreased their chances of getting into a specialty program outnumbered those who thought the change increased their chances (3:1). This study observed a correlation between the recent grading changes to the NBDE Part I and decreased reported study time. Eighty percent of the respondents preferred a standardized, objective measure to help differentiate them when applying to specialty programs, and the majority reported feeling that the change in grading practices negatively affected their chances of pursuing a specialty.
Undergraduate Education in Special Needs Dentistry in Malaysian and Australian Dental Schools
Authors: Ahmad Mas S. , Razak Ishak A. , Borromeo Gelsomina L.
Published: June 2020

Meeting the oral health care needs of the growing population of people with special health care needs (SHCN) starts with dental students’ acquisition of sound knowledge and development of clinical competence at the predoctoral level. The aim of this study was to review the level of undergraduate education in Special Needs Dentistry (SND) in Malaysian and Australian dental schools. The deans of all six Malaysian public dental schools and eight of nine Australian dental schools participated in a postal survey on current undergraduate didactic and clinical training in SND at their institutions. The results showed the number of dental schools in Malaysia with teaching in SND as a specific discipline was relatively low compared to that of Australia. However, a high percentage of Malaysian and Australian dental schools reported incorporating teaching of SND into pediatric dentistry (83.3 percent vs. 75 percent), oral medicine/oral pathology (66.7 percent vs. 75 percent), and oral surgery (66.7 percent vs. 25 percent). Most respondents said their school delivered SND clinical training in dental school clinics, hospital‐based settings, and residential aged care facilities. Respondents in both countries viewed lack of faculty expertise as the greatest barrier to providing SND education. The study provides valuable information that can direct SND curriculum development in the two countries.
Helping Dental Students Make Informed Decisions About Private Practice Employment Options in a Changing Landscape
Authors: Badger Gary R. , Fryer Cheryl E.S. , Giannini Peter J. , Townsend Janice A. , Huja Sarandeep
Published: June 2020

According to the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors, 45.3% of new graduates planned to enter private practice immediately after graduation; of those, while 65% planned to become an associate dentist in a private practice, 28.3% intended to enter a corporate group practice—the only category that saw an increase over the previous year. Current trends indicate that the number of new graduates choosing to enter some form of private practice without further education will continue to remain high, due in large part to the need to repay educational debt. In light of these trends, the question that must be asked is whether dental schools are optimally preparing students to make informed decisions regarding future employment options in the changing dental practice landscape. This article argues that dental schools should review their curricula to ensure graduates are being prepared for this changing environment and the increased business pressures associated with dental practice. Important considerations in preparing dental students to be successful in the process of selecting a practice model are identified.
An Overview of U.S. Predoctoral Dental Implant Programs and Their Directors
Authors: Barwacz Christopher A. , Avila‐Ortiz Gustavo , Allareddy Veerasathpurush , Tamegnon Monelle , Hoogeveen Kaitlin
Published: June 2020

The aim of this study was to provide an overview of current predoctoral implant programs in the United States, including curricular characteristics and clinical practices regarding implant therapy education and program directors’ characteristics. An electronic survey was sent to predoctoral implant program directors of all 64 accredited U.S. dental schools; 52 of the 60 eligible programs responded, for a response rate of 87%. The responding program directors were primarily affiliated with either prosthodontics departments (44%) or restorative dentistry departments (40%). Structurally, 80.8% of the responding schools integrate their implant programs into the third year of the curriculum. Clinical implant therapy exercises reported were simulation exercises without direct patient care (90.4% of responding schools) and direct patient care under supervision (94.2%). The most frequently taught restorative modalities are posterior single‐tooth implant crown (96.2%), mandibular implant‐retained overdenture (88.5%), and anterior implant‐supported single crown (61.5%). A majority (74.5%) of responding programs utilize analog surgical guide planning, while 25.5% reported use of digital guided surgery planning software. All schools in the Northwest and 66.7% in the South Central regions utilize custom abutments as the primary abutment design, while a majority of schools in the North Central (62.5%), Northeast (53.8%), Southwest (66.7%), and Southeast (80%) regions use stock abutments (p=0.02). Regional differences were significant with regard to fixation modality, with all the Northwest programs using screw retention and 90% of Southeast and 87.5% of North Central programs using cement retention (p=0.002). This study demonstrated that while institutions share program director and curricular similarities, clinical practices and modalities vary significantly by region.
A Study of Nutrition in Entry‐Level Dental Hygiene Education Programs
Authors: Johnson Deborah L. , Gurenlian JoAnn R. , Freudenthal Jacqueline J.
Published: June 2020

The aims of this study were to document the extent of nutritional content in U.S. dental hygiene program curricula; identify program directors’ opinions, perceptions, and barriers to expanding nutritional content; and evaluate if a proposed nutrition curriculum model would be beneficial. This mixed methods study involved quantitative and qualitative aspects. An invitation letter was sent to all 335 directors of entry‐level U.S. dental hygiene programs. In response, 55 directors submitted nutrition course syllabi from their programs (16.4% of the total) for the quantitative analysis. In addition, 14 nutrition instructors and ten program directors were interviewed regarding their perceptions and opinions of nutrition education for dental hygiene students. All aspects of the content analysis results revealed that nutrition content in entry‐level dental hygiene programs is diverse. Some programs did not include nutrition content, while others provided oral and systemic nutrition intervention subject matter. Some programs offered multiple clinical nutrition applications and patient contact opportunities while most required none. The interview results disclosed a variety of opinions and perceptions of dental hygienists’ role in nutrition. Several interviewees viewed dental hygienists’ role in nutrition to be an integral part of patient care, while others indicated no role or providing caries prevention counseling only. Although dental hygienists are expected to provide nutrition assessments and interventions, no standards or standardized competencies exist for nutrition in dental hygiene education. A standardized nutrition model could be beneficial for entry‐level programs to ensure dental hygienists possess basic knowledge to perform nutrition assessments and intervention to address Healthy People 2020's intervention initiatives.