bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Case Study Examining Classroom Instructional Practices at a U.S. Dental School
Authors: Behar‐Horenstein Linda S. , Mitchell Gail S. , Dolan Teresa A. 
Published: June 2020

AbstractA case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first‐ and second‐year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher‐centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence‐based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence‐based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.
Problem‐Based Learning Versus a Traditional Educational Methodology: A Comparison of Preclinical and Clinical Periodontics Performance
Authors: Rich Sandra K. , Keim Robert G. , Shuler Charles F. 
Published: June 2020

AbstractTo evaluate efficacy of a problem‐based learning (PBL) pedagogy in preclinical and clinical teaching, test scores of 234 undergraduate dental students from the conventionally taught classes of 2003 and 2004 were compared with scores of 274 dental students from the PBL classes of 2005 and 2006. Although the groups’ means were close together, t‐test analysis of scores revealed that PBL students performed significantly better than traditional (TRAD) students on midterm (p=.0001) and final (p=.015) examinations taken on student partner/mock patients. ANOVA comparing the classes with each other showed significant differences for the midterm and final, but not for the clinical examination. Further multiple comparison tests (Tukey HSD) for the midterm and final revealed that differences specifically reflected superior performance of PBL classes against one of the TRAD classes (2004). There was no difference in performance between PBL (n=134) and TRAD (n=233) students on examinations taken with actual clinical patients who were undergoing nonsurgical periodontal treatment. Over a two‐year period, PBL students rated their program instructors at a mean of 4.41 on a Likert‐type scale of 1 (not helpful) to 5 (outstanding). The program provides a PBL model for teaching preclinical and clinical skills supported by a four‐year evaluation of manual skills outcomes.
A Model for Clinical Credentialing of Dental School Faculty
Authors: Valenza John A. , George Lloyd A. , O'Neill Paula N. 
Published: June 2020

AbstractCommitted to the premise that the same standards of review for clinical practice may be applied to clinical teaching, The University of Texas Health Science Center Dental Branch at Houston began credentialing clinical faculty in 1997 as part of its quality assurance and risk management program, one of the first dental schools in the country to do so. Credentialing, modeled after health care institutions such as hospitals, is general and procedure‐specific involving the review of qualifications such as licensure, training, education, experience, and performance of professional practitioners; measuring those qualifications against pre‐established criteria; and granting of “clinical privileges” to clinical faculty to perform or supervise procedures for which they are deemed qualified, based on that review. The development process included the leadership of the Quality Assurance and Risk Management Committee who met with all interested parties, explained the rationale and justification for credentialing, and successfully gained the support of the clinical department chairs, clinical faculty, faculty senate, and the administration of the school in implementing the credentials process. Evaluation of this process indicates that it has been useful in providing a mechanism to address a variety of patient care and clinical education issues such as faculty competency, compliance, and accommodations through a peer review process
A Survey of Canadian Dental Hygiene Faculty Needs and Credentials
Authors: Mitchell Terry L. , Lavigne Salme E. 
Published: June 2020

AbstractThe American Dental Education Association recently reported that the growing shortage of qualified faculty in dental hygiene education programs has reached a crisis situation. The authors hypothesized that Canadian dental hygiene programs will face a similar shortage. However, a review of the literature identified no studies that investigated Canadian dental hygiene faculty shortages. To address this gap in knowledge, a twenty‐three‐item descriptive survey and cover letter were mailed to the director of each Canadian school of dental hygiene (N=31) in spring 2003. The survey and letter were translated into French for francophone (French‐speaking) schools. Follow‐up telephone calls were made to nonrespondent programs. Survey results were analyzed using descriptive statistical methods. The response rate was 84 percent. Results revealed that 20 percent of schools had sought to fill empty faculty positions within the year and 47 percent of full‐time faculty were forty‐nine years or older. Within the next two years, 24 percent of dental hygiene programs in Canada will have full‐time faculty positions available, growing to 40 percent within the next five years. Respondents indicated that they preferred faculty to hold a credential above the diploma whether teaching full‐time (92 percent) or part‐time (88 percent). Other required qualifications included previous teaching experience, current clinical experience, and eligibility for licensure in the province for teaching in Canadian dental hygiene programs.
Predental Enrichment Activities of U.S. Colleges and Universities
Authors: Mentasti Lauren E. , Thibodeau Edward A. 
Published: June 2020

AbstractThe purpose of this study was to examine predental enrichment activities and their impact on the number of applicants from some of the nation's top dental school feeder institutions (DSFI). The DSFI were identified by their total number of applicants to dental schools and the number of applicants per total student enrollment. A survey consisting of twenty‐seven questions on possible predental enrichment activities was administered by phone or sent by email to eighty‐eight DSFI, with forty‐nine responding. In addition to identifying and characterizing the most common predental enrichment activities, the relationships among the number of applicants, predental activities, and total student enrollments per institution were evaluated. The total number of dental school applicants/institution was correlated with the total student enrollment/institution (r=0.529) and the number of predental activities/institution (r=0.520). No correlation was observed between the number of activities at an institution and dental school applicants per thousand enrolled. Sixteen of the DSFI reported ten or more enrichment activities, the most common being preprofessional health advising (96 percent), dentistry club (88 percent), and volunteer programs (73 percent). In general, larger institutions produced more applicants and provided more enrichment activities. However, there was no correlation between the number of dental school applicants per thousand students enrolled and the number of activities at an institution. Results indicate that there are specific predental enrichment activities common to some of the top dental school feeder institutions in the United States. A better understanding of successful feeder programs may assist nonfeeder schools in developing or strengthening an interest in dentistry as a career option.
Increasing Dentists’ Capacity for Secondary Prevention of Eating Disorders: Identification of Training, Network, and Professional Contingencies
Authors: DeBate Rita DiGioacchino , Tedesco Lisa A. 
Published: June 2020

AbstractThe incidence of eating disorders has increased substantially over the last forty years. Primary care physicians and dentists share a parallel challenge for secondary prevention of anorexia nervosa and bulimia nervosa. The dentist, in particular, has a uniquely important and valuable role with respect to assessment of oral and physical manifestations, patient communication, referral, case management, and restorative care. Despite this crucial role, few dentists are engaged in eating disorder‐specific secondary prevention. The purpose of this study was to explore beliefs, attitudes, and experiences of general dentists regarding eating disorder‐specific secondary prevention behaviors using focus group methodology. Three ninety‐minute focus groups were conducted with twenty‐one general dentists (seventeen male, four female) recruited from the 2004 Academy of General Dentistry Leadership Conference. Data from the focus groups were analyzed to identify two overarching themes and associated subthemes with regard to supports and barriers to eating disorder‐specific secondary prevention practices. Analysis of data revealed that training, network, and dental professional contingencies emerged as places of influence for increasing capacity among dentists with regard to secondary prevention of eating disorders. This exploratory assessment identifies leverage points where strategic interventions including curriculum development, policies, and practices can be developed to support and sustain secondary preventive clinical behaviors among dentists.
General Dentists and Pediatric Dental Patients: The Role of Dental Education
Authors: Rich John P. , Straffon Lloyd , Inglehart Marita Rohr 
Published: June 2020

AbstractThe objective of this study was to investigate whether undergraduate dental education affects general dentists’ practice characteristics, attitudes, and professional behavior concerning the treatment of pediatric patients. Data were collected with a self‐administered mailed survey from 241 general dentists who were members of the Michigan Dental Association (response rate=48.2 percent). While 40.4 percent of the respondents reported that their dental education had prepared them well to treat child patients, only 33.4 percent indicated that their clinical education had prepared them well. The level of educational preparedness was significantly correlated with a) practice characteristics such as how well the practice was set up to treat children and how knowledgeable and comfortable the staff was concerning providing care for children, b) attitudes concerning the treatment of child patients, and c) professional behavior such as the types of services provided for child patients versus the number of referrals made. The findings strongly suggest that educational experiences concerning the treatment of pediatric dental patients will shape future dental care providers’ attitudes and professional behavior. Given the lack of access to dental care for children, it seems crucial to carefully evaluate undergraduate dental curricula to ensure that future dental care providers receive sufficient educational and especially clinical experiences concerning the treatment of child patients.
Student Accuracy and Evaluation of a Computer‐Based Audience Response System
Authors: Holmes Robert G. , Blalock John S. , Parker Merle H. , Haywood Van B. 
Published: June 2020

AbstractWe have incorporated an audience response system into our curriculum to increase student interaction in the teaching process. Classroom Performance System (CPS) is a computer‐based audience response system that allows students to answer questions posed to the entire class by entering responses on a keypad. The responses are tallied and displayed on the classroom screen for all students to see. The purpose of our study was to determine student accuracy using the system with three different methods of administering questions. A secondary purpose was to assess students’ perceptions about using the system. Our hypothesis for the study was that there should be no difference in volunteer accuracy or questionnaire responses to the three methods of gathering responses. Sixty‐two dental students volunteered to participate. Using three methods (projected on a screen, verbal, and written), volunteers were given “responses” to enter into the system using CPS wireless remote answering devices. In the projected and verbal formats, the teacher managed the assessment by controlling the pace of input. In the written format, students were given responses on paper to input into the system at their own pace. At the end of the sessions, volunteers completed an anonymous questionnaire regarding their experiences with the system. The accuracy of responses was similar in the teacher‐managed assessments (projected and verbal format). There was a statistical difference in the accuracy of responses in the student‐managed assessment (p=<0.000001). Questionnaire responses also showed that students preferred teacher‐managed assessments. The hypothesis was disproved. The overall response to this audience response system and its methods of gathering information was very positive.
An Assessment of Cross‐Cultural Education in U.S. Dental Schools
Authors: Saleh Linda , Kuthy Raymond A. , Chalkley Yvonne , Mescher Kay M. 
Published: June 2020

AbstractThe purpose of this study was to assess the status of cross‐cultural education in U.S. dental schools and to identify characteristics associated with having a formal cross‐cultural curriculum. An eighteen‐item survey, which included questions about curricular format, teaching and evaluation methods, time, and course content, was sent to all U.S. dental schools. Comparisons were made using whether or not institutions had formal cross‐cultural curricula. Forty‐five of fifty‐six schools responded. Twenty‐nine schools reported having formal cross‐cultural curricula in a separate course and/or integrated with other courses with specific goals and objectives. Schools that have formal cross‐cultural curricula had higher scores on depth of curricula and spent more time than schools that reported having informal curricula (p=0.03). Competing curricular time and lack of faculty expertise were the most frequently cited impeding factors for inclusion of cross‐cultural issues (87.8 percent and 68.3 percent, respectively), while diverse patient population and leadership commitment were the most frequently cited facilitating factors (92.5 percent and 67.5 percent, respectively). There is wide variation among dental schools regarding how they teach these issues and how students are evaluated. Dental schools lack guidance about how to best incorporate this curricular content.
Low‐Cost Implant Overdenture Option for Patients Treated in a Predoctoral Dental School Curriculum
Authors: McCracken Michael S. , Aponte‐Wesson Ruth , O'Neal S. Jean , Rajdev Kavita 
Published: June 2020

AbstractIn an effort to make the implant overdenture more affordable for patients, a pricing package at the University of Alabama at Birmingham School of Dentistry was established. This package includes two implants, two dentures (upper and lower), and two implant abutments, all for $975. It is known as the “2‐2‐2” implant program. One concern regarding the program was whether patients would complete overdenture treatment or simply receive implants at this relatively low cost and have the implants restored outside the school. The purpose of this retrospective chart review was to determine how many patients in 2004 received implants as part of this program and how many of these patients completed overdenture treatment. Other data (age, distance from school, number of teeth at start of treatment, and gender) were collected to identify variables that might be associated with greater likelihood of completing overdenture treatment. In 2004, fifty‐one patients received 102 implants as part of this program. Two patients had a failed implant prior to restoration (two of 102 implants), and one patient was referred to graduate prosthodontics for restoration. Of the remaining forty‐eight patients, forty‐one completed overdenture treatment (85 percent), and seven (15 percent) were lost to follow‐up. The mean age of patients receiving this treatment was 60.7 years. The mean distance traveled to the school was 70.7 miles. While no variables showed significant predictive value, point estimates (estimate of the odds ratio) suggest that older patients and patients who travel greater distance to the school were less likely to complete treatment. The low‐cost implant overdenture has been an important addition to our curriculum. The majority of patients who receive implants as part of this program complete overdenture treatment.
Interprofessional Educational Partnerships in School Health for Children with Special Oral Health Needs
Authors: Mabry Charlotte Connick , Mosca Nicholas G. 
Published: June 2020

AbstractDental caries is an infectious yet preventable disease that is rampant in some subpopulations in the United States, in particular among individuals with neurodevelopmental/intellectual disabilities (ND/ID). This article reports on the implementation and evaluation of the Louisiana State University Health Sciences Center (LSUHSC) School of Dentistry interprofessional school health educational model to improve oral health assessment and referral for children with ND/ID in an inner‐city school system. During this project, dental hygiene students and elementary school nurses were paired to assess the oral health status of 255 inner‐city children with developmental disabilities, improve referral/access to dental care for those identified as having need, and propose dental hygiene curriculum changes that would incorporate participation in a “real‐life public health setting” for those with ND/ID. Following the program, 66 percent of dental hygiene students said their likelihood of participating in future oral health programs had increased and 75 percent of school nurses rated the educational process as very good or excellent. Modifications in dental hygiene curricula that provide students with training and experience in oral health risk assessment and referral for people with ND/ID is recommended to address the new Commission on Dental Accreditation educational standards 2–18 and 2–26 (implemented January 1, 2005) and dental standard 2–26 (implemented January 1, 2006), which state that dental hygiene and dental graduates must be competent in assessing the treatment needs of patients with special needs.
The Effect of an HIV/AIDS Educational Program on the Knowledge, Attitudes, and Behaviors of Dental Professionals
Authors: Mulligan Roseann , Seirawan Hazem , Galligan Joyce , Lemme Sue 
Published: June 2020

AbstractThe Pacific AIDS Education and Training Center (PAETC) developed and tested over time a curriculum to meet the changed HIV/AIDS‐related needs of dental health professionals. The objective of this study was to evaluate the HIV‐related knowledge, attitudes/beliefs, and behaviors among the participants of a CE training course based on this curriculum, both before and six weeks after the completion of the course. The project recruited 106 participants who were dental health professionals over a ten and a half year period (1992–2003). The dental participants consisted of 79 percent dentists and 21 percent dental hygienists or dental assistants. The sample was 67 percent male, 33 percent female, 45 percent Caucasian, and 24 percent Asian. An adapted questionnaire was used before and after the training to assess the educational needs of the participants and evaluate the success of the program in meeting those needs. Approximately 81 percent of the participants completed both questionnaires. After the course, the participants significantly changed their knowledge, attitudes/beliefs, and behaviors (65 percent, 86 percent, 55 percent respectively, all at p=.0001). Overall, the educational program was successful in increasing and promoting the HIV/AIDS‐related knowledge and attitudes/beliefs of the participants and enhancing their commitment to infection control and HIV risk screening behaviors.
A Survey of Dual‐Degree Training Opportunities at U.S. Dental Schools
Authors: Rogér James M. 
Published: June 2020

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

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