bluuebunny/crossref_metadata_2025_split huggingface dataset:
Correlation of Admissions Criteria with Academic Performance in Dental Students
Authors: Curtis Donald A. , Lind Samuel L. , Plesh Octavia , Finzen Frederick C. 
Published: June 2020

AbstractOur purpose was to compare admissions criteria as predictors of dental school performance in underachieving and normally tracking dental students. Underachieving dental students were identified by selecting ten students with the lowest class grade point average following the first year of dental school from five classes, resulting in a pool of fifty students. Normally tracking students served as a control and were randomly selected from students who had completed their first year of dental school not in the underachieving group. Admission measures of college grade point average (GPA), science grade point average (SGPA), academic average (AA), Perceptual Ability Test (PAT), college rigor, and academic load in college were evaluated with descriptive statistics, correlation, and regression analysis with first‐year and graduating GPA as the dependent variables. Admissions criteria were generally weak predictors of first‐year and graduating GPA. However, first‐year dental school GPA was a strong predictor (R2=0.77) of graduating GPA for normally tracking students and a moderate predictor (R2=0.58) for underachieving students. Students who completed the first year of dental school having a low GPA tended to graduate with a low GPA. Therefore, remediation and monitoring would be important during the dental school experience for these students.
The Integration Seminar: A First‐Year Dental Course Integrating Concepts from the Biomedical, Professional, and Clinical Sciences
Authors: Kingsley Karl , O'Malley Susan , Stewart Tanis , Galbraith Gillian M. 
Published: June 2020

AbstractThis study describes the planning, implementation, and evaluation of a seminar course designed to facilitate discussion and understanding of cross‐disciplinary concepts by first‐year dental students. Dental and medical schools are implementing integrated curricula in which clinical courses are taught early in the curriculum and the clinical and basic sciences are taught not only concurrently, but in an integrated manner. This first‐year course, Integration Seminar, was developed to cross traditional subject and departmental boundaries with the intent of fostering dental care providers who understand the interdependence of the major concepts within these areas. This report describes the development and structure of the Integration Seminar. Furthermore, student perception of this course was determined by evaluating year‐end course surveys, and student performance outcomes were measured by comparing student scores on the National Board Dental Examination Part I (NBDE‐I) prior to and after the inception of this course. We determined that a substantial majority of students recognized the integrated nature of the course. In addition, NBDE‐I scores were significantly higher for the cohorts of students who had participated in the course, although this observation is likely dependent upon many other factors. This report may thus provide a course model for other schools with a similar goal of achieving an integrated curriculum.
Comparison of Student Satisfaction in Public Versus Private Dental Schools in Brazil
Authors: Chapper Ana , Campani Simone A. , Paiva Verônica da S. , de A. de Assis Camila , Garcia Eduardo , Silva Fernando A. Abreu e 
Published: June 2020

AbstractThis study compared perceptions of the teaching and learning process of twenty‐four senior dental students from a public school and fifteen from a private school by means of a questionnaire with direct questions. Another five students in each group completed a qualitative survey with five open‐ended questions. The questionnaires assessed perceptions of the interaction between didactic and clinical content, the role of professors during the course, and their future professional practice in Brazil. Quantitative data were summarized as means and standard deviations and statistically analyzed with the Student t test, P<0.05. Qualitative data were analyzed using a content analysis method. The results revealed that the students in the private school had more positive perceptions than those in the public school of how much the didactic classes contributed to professional practice, the level of motivation for the topics discussed, and how well coursework related to clinical practice. Both groups mentioned the importance of the clinical component of learning and perceived that professors showed little commitment to the professional preparation of dental students. Students’ perceptions of their preparation to work in different Brazilian communities and with different segments of society varied widely. The qualitative analyses confirmed students’ dissatisfaction with their learning. No difference was found between students in the public and private schools in their assessment of how well prepared they were to enter the working market. These findings indicate that measures should be taken to improve the quality of teaching and the satisfaction of dental school students in Brazil.
New Directions in Interorganizational Collaboration in Dentistry: The CAMBRA Coalition Model
Authors: Young Douglas A. , Buchanan Philip M. , Lubman Richard G. , Badway Norena Norton 
Published: June 2020

AbstractCaries management by risk assessment (CAMBRA) represents a paradigm shift in the management of dental decay. It treats dental caries as an infectious disease that is curable and preventable. The science supporting CAMBRA has been present for quite some time; however, its clinical adoption, until recently, remained slow. This article analyzes the Western CAMBRA Coalition, a special collaboration of diverse groups of independent organizations based in the western region of the United States. This coalition, which has formed an interorganizational collaborative (IOC), has evolved over four years and has led to significant progress in the clinical adoption of CAMBRA. Theoretical perspectives of reasons and the conditions that drive organizations to collaborate will be applied to the CAMBRA model, concluding that IOCs offer great benefits in promoting CAMBRA as well as future innovations in dental treatments.
PBL Core Skills Faculty Development Workshop 2: Training Faculty in Group Learning Facilitation Skills Through Role‐Modeling and Role‐Play Activities
Authors: Wuenschell Carol W. , Dalrymple Kirsten R. , Shuler Charles F. 
Published: June 2020

AbstractThis report describes the second workshop in a series intended to prepare faculty for their roles in a newly instituted problem‐based learning (PBL) dental program. The Facilitation of Learning workshop was designed to familiarize participants with the role of the facilitator in the small‐group learning context, the skills required for facilitation, and identification of student behaviors requiring facilitator intervention. Methods included discussion of a subject‐specific scenario, role‐modeling of a mock student group by workshop leaders or PBL students, and role‐play by participants as facilitators of the mock group. An exit survey showed the majority of participants felt the workshop goals had been met. The opportunity to observe and participate in a realistically simulated PBL group was most commonly identified as an effective workshop element by attendees, with participant discussions and opportunities for input from experienced facilitators and students (when used) also cited as effective. Participant criticisms and suggestions that will likely contribute to program enhancement notably included expressed desires for further observation and practice prior to facilitation of a PBL student learning group and availability of ongoing follow‐up training and support for fledgling facilitators.
Does the Dental School Work Environment Promote Successful Academic Careers?
Authors: Trotman Carroll‐Ann , Haden N. Karl , Hendricson William 
Published: June 2020

AbstractA consistent theme in the national dialogue about future directions for the educational arm of dentistry is how best to cultivate a school environment that will be seen as attractive by members of the dental community who desire to serve their profession as teachers and scholars. As a first step toward stimulating broad‐based reflection on the working environment within dental schools, the ADEA Commission on Change and Innovation (CCI) conducted a symposium titled “Change, Innovation, and the Quality of Faculty Work‐Life” at the 2007 ADEA Annual Session in New Orleans. Aspects of this article are based on the content of this symposium, which explored research on the perceptions and concerns of dental faculty regarding the current academic workplace and provided perspectives of university faculty about university life and career growth. This article reviews the findings from two interview‐based qualitative assessments of faculty perceptions of work‐life in dental schools and other schools of higher education, presents a preliminary summary of the first national survey of dental school faculty regarding their impressions of the academic work environment, and makes recommendations for enhancing the dental school work environment with an emphasis on those factors that influence career growth. Results from these three studies illustrate faculty perceptions about the promotion and tenure and performance evaluation processes; workload and quality of work‐life; and quality of institutional support.
Clinical Quality Assurance Surveillance and Targeted Interventions: Managing Unfavorable Trends in a Dental School Clinic
Authors: Hoover Terry E. , Kirk Jeffrey , Fredekind Richard E. 
Published: June 2020

AbstractDental schools establish quality assurance (QA) programs that are intended to improve patient care, comply with requirements of liability carriers and regulatory agencies, and maintain accreditation. Data collection, trend analysis, and interventions are typically used in QA programs to monitor and improve compliance. The purpose of this article is to discuss unfavorable trends and examine the effect of targeted interventions in three clinical operations: infection control, removable prosthodontics, and case reviews of students’ patient care in progress (interim case reviews) at a U.S. dental school. Infection control compliance was evaluated and interventions were implemented beginning in 2002 to correct unfavorable trends in two protocols: placement of students’ mobile supply cart and the use of overgloves. A predelivery esthetic consent was introduced in spring 2004 to decrease esthetic failures in removable prosthodontics. For interim case reviews, two areas received interventions going back to 2003: reevaluation following initial periodontal therapy and orthodontic screening. The data presented are not meant to show conclusive success of particular interventions, but to display broad trends and suggest methods to manage quality assurance parameters. These trends suggest we had better success with the interventions that were simple, valuable, measurable, and repeatable than with interventions that less fit these criteria.
Management of High Caries Risk and High Caries Activity Patients: Rampant Caries Control Program (RCCP)
Authors: Guzmán‐Armstrong Sandra , Warren John J. 
Published: June 2020

AbstractThe purpose of this article is to describe the Rampant Caries Control Program established in the operative dentistry third‐year clinic at the University of Iowa College of Dentistry. This program represents a new approach to the management of high caries risk and high caries activity patients who come to the school. The patients are referred initially to the third‐year operative clinic only for disease control (phase I) to help them decrease the caries risk and activity. The disease control phase has three important components: 1) caries risk assessment evaluation and reevaluation throughout their treatment, in which individual risk factors are identified and recommendations are made; 2) caries removal and placement of transitional restorations using fluoride release restorative materials (glass ionomers); and 3) chemotherapeutic agents and preventive treatment in which a therapeutic regimen for prevention and nonsurgical treatment is established according to each patient's individual risk factors. About 50 percent of patients have dropped from the program, 36 percent currently are under disease control treatment, and 14 percent have finished the disease control phase of the program. After the disease is controlled through modification of risk factors and activity, the patients can be referred for reevaluation prior to beginning the rehabilitation phase.
The Relationship Between Gender and Postgraduate Aspirations Among First‐ and Fourth‐Year Students at Public Dental Schools: A Longitudinal Analysis
Authors: Scarbecz Mark , Ross Judith A. 
Published: June 2020

AbstractThe purpose of this study was to examine gender differences and other predictors of postgraduate plans among U.S. dental students. A national sample of dental students was surveyed in their first and fourth years of dental school. Female first‐year students were less likely than male students to express interest in specialization in endodontics and oral surgery. Fourth‐year students who had a dental school mentor, a high GPA, and encouragement from significant others were more likely to apply for postgraduate training. Gender and first‐year interest in dental specialization did not affect the likelihood of applying for postgraduate training in the fourth year. Female fourth‐year students were more likely to predict that they would be an associate in a practice five years following graduation. The results suggest that mentoring and faculty encouragement are important influences on dental students’ plans for postgraduate education.
Tobacco Cessation Counseling Training with Standardized Patients
Authors: Walsh Sarah E. , Singleton Jacqueline A. , Worth Celeste T. , Krugler Jacqueline , Moore Regan , Wesley Gina C. , Mitchell Charlene K. 
Published: June 2020

AbstractA pilot study was conducted to assess clinician receptivity to tobacco cessation counseling training methods using standardized patients. Additionally, the study assessed changes in clinician knowledge and behavioral intentions following the training. Medical and dental residents and dental hygiene students from the University of Louisville attended a one‐ to two‐hour lecture addressing the counseling strategies (the Five As/the Five Rs) and pharmacotherapy recommended in the U.S. Public Health Service Clinical Practice Guideline: Treating Tobacco Use and Dependence. Participants subsequently had three training encounters with standardized patients representing various stages of change including a patient ready to quit, a patient contemplating quitting, and a patient resistant to quitting. Thirty‐six participants completed a preprogram survey prior to the lecture and a postprogram evaluation that included questions about their attitudes and beliefs about tobacco, their comfort level with various aspects of tobacco intervention, and eight knowledge questions. Participants demonstrated a statistically significant increase in objective knowledge about the practices recommended in the Clinical Practice Guideline following intervention. Results also indicate a significant increase in subjective measures of participant receptivity, self‐reported comfort, and perceived skill with various aspects of tobacco intervention. Overall, participants were found to be very receptive to training sessions on tobacco cessation counseling with standardized patients. In light of the educational gains and positive response from participants, the use of standardized patients is a promising strategy for training on tobacco cessation counseling.
Effectiveness of Phase I Orthodontic Treatment in an Undergraduate Teaching Clinic
Authors: Bernas Andrew J. , Banting David W. , Short Lesley L. 
Published: June 2020

AbstractIn this retrospective study, the Peer Assessment Rating (PAR) index was used to objectively evaluate the effectiveness of Phase I (early) orthodontic treatment provided in an undergraduate teaching clinic. Pre‐treatment and post‐treatment casts of ninety‐three patients were analyzed. All patients selected for Phase I orthodontic treatment had Class I skeletal relationships and did not require complex orthodontic treatment such as growth modification or treatment of occlusions with missing or impacted teeth. The mean age of patients who received Phase I orthodontic treatment was 9.9 years. The mean initial PAR score for the sample was 29.70 ±9.84. The mean reduction in PAR score was 14.9 points corresponding to a 50.2 percent decrease in the PAR score following Phase I orthodontic treatment. Seventy‐three percent of the patients experienced at least a 30 percent reduction in their PAR score following Phase I (early) orthodontic treatment. The mean cost of $381.00 for the Phase I orthodontic treatment was found to be influenced by the length of treatment, type of Phase I treatment provided, age at start of treatment, and percentage reduction in PAR score. The greatest success rate for the Phase I orthodontic treatment occurred with either fixed or a combination of fixed and removable appliances. Over half of the patients recommended for Phase I orthodontic treatment in the undergraduate dental clinic were successfully treated and did not require Phase II treatment. For them, there was both a treatment and a financial benefit to the Phase I orthodontic treatment.
Factors Influencing Candidates’ Choice of a Pediatric Dental Residency Program
Authors: da Fonseca Marcio A. , Pollock Matthew , Majewski Robert , Tootla Ruwaida , Murdoch‐Kinch Carol Anne 
Published: June 2020

AbstractThe goal of this study was to identify the factors and program characteristics that influenced the program ranking decisions of applicants to pediatric dentistry residency programs. A questionnaire was sent to the first‐year resident class in 2005 with a response rate of 69.2 percent (n=260). Approximately 55 percent were female (104/180) and 61 percent were non‐His‐panic white (110/180). The respondents reported that they applied to an average of nine programs, of which five were ranked. Most applicants were interested in a program that had a hospital component with a duration of two years. A program's ability to prepare the resident for an academic career was a minimal influence for 48.6 percent (87/179), and 57.5 percent (103/179) were not interested in a master's or Ph.D. degree. Factors associated with program ranking included modern clinical facilities, high ratio of dental assistants and faculty to residents, availability of assistants for sedation and general anesthesia cases, availability of a salary or stipend, and amount of clinical experience. Important non‐clinical factors included hospitality during the interview, geographic location, and perceived reputation of the program. Opportunity to speak with the current residents in private, observing the interaction between residents and faculty, and touring the facilities were also highly considered. These findings may help program directors tailor their interviews and programs to suit the needs of applicants.
Accreditation of Dental Programs in Australia: A Thematic Analysis of Recommendations, 1996–2004
Authors: Arena Gina , Kruger Estie , Tennant Marc 
Published: June 2020

AbstractFor dental education to continue to grow in Australia, there is a need to understand the effect of new innovations and to reflect on the way the profession as a whole has adapted to the highly innovative environment that is modern dental education. The Australian Dental Council's (ADC) accreditation activities for undergraduate dental programs is one constant over the last ten years that can be used to provide some insight into the reactions of schools to threats and opportunistic solutions brought about by change. In this study, accreditation reports were analyzed to provide trends in the themes of accreditation findings over the last ten years. The hypothesis was that the themes emanating from the findings of accreditation will reflect changes over time as schools have adapted to the changing higher education environment. A total of 820 recommendations were collated from twenty‐one reports. From the recommendations collated, a series of themes were identified; predominant themes included staff, external relationships, funding, structure, documentation, curriculum, and communications. No clear trends in terms of recommendations were noted over the study period, and themes remained fairly consistent over the years. The outcome of the study did not support the hypothesis that changing trends in accreditation recommendations over the last ten years would reflect changes in the environment in which education providers are operating.
Exploring Dental Students’ Perceptions of Cultural Competence and Social Responsibility
Authors: Rubin Richard W. , Rustveld Luis O. , Weyant Robert J. , Close John M. 
Published: June 2020

AbstractThe improvement of basic cultural competency skills and the creation of a greater community‐minded spirit among dental students are important parts of dental education. The purpose of our study was to assess changes in dental students’ attitudes and beliefs about community service and changes in cultural competencies after participation in a two‐year program of non‐dental community service (Student Community Outreach Program and Education, SCOPE). During 2003–07, two identical twenty‐eight‐item surveys were administered to SCOPE participants/completers. In the first, students reported on their attitudes after program completion. In the second, students reported retrospectively on their attitudes prior to starting the program. One hundred twenty‐six post‐ and pre‐intervention surveys were matched and assessed for changes in student attitudes after program participation. Based on factor analysis, four distinct scales were identified: 1) community service, 2) cultural competence, 3) communication, and 4) treatment perspective. Over time, statistically significant changes (p<.05) in student attitudes and beliefs were found for scales 1 (p=.017), 2 (p=.001), and 3 (borderline significance, p=.057). Scale 4 showed no significant difference (p=.108). These scales indicate main focus areas to help guide future dentists in acquiring relevant sociocultural competencies and enabling community‐minded attitudes. Overall, this study provides support for the addition of a non‐dental community service‐learning program into the preclinical curriculum.
Team‐Based Learning Using an Audience Response System: An Innovative Method of Teaching Diagnosis to Undergraduate Dental Students
Authors: Pileggi Roberta , O'Neill Paula N. 
Published: June 2020

AbstractA team‐based learning (TBL) approach was used to facilitate student learning and performance in a sophomore preclinical endodontic course. TBL is based upon the division of a class into small groups of students using a problem‐based learning approach. The purpose of this project was to improve student ability to diagnose diseases utilizing TBL combined with an audience response system (ARS). Three measures were used to assess the outcomes: 1) pre‐ and posttest scores, 2) a diagnostic skills assessment during the final examination, and 3) an attitudinal survey completed by the students. At the beginning of the course, second‐year students (n=64) were evaluated to determine entry‐level knowledge. Six groups of ten to eleven students each were pretested, followed by a parallel posttest following the implementation of the TBL experience. Students’ performance on the posttest (63.4 percent) showed improved results when compared to the pretest (36.9 percent). Students also exhibited improved diagnostic skills with the final examination. The results of the students’ attitudinal survey indicated an 80 percent agreement that TBL enhanced their powers of critical analysis.