bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Blended Learning Course Taught to Different Groups of Learners in a Dental School: Follow‐Up Evaluation
Authors: Pahinis Kimon , Stokes Christopher W. , Walsh Trevor F. , Tsitrou Effrosyni , Cannavina Giuseppe 
Published: June 2020

AbstractThis article reports the results of a follow‐up study conducted to investigate students’ perceptions about a blended learning health informatics course that combined online and traditional classroom instruction. The course is taught to five different groups of students at the School of Clinical Dentistry of the University of Sheffield each academic year: first‐, third‐, and fourth‐year dental students, dental hygiene and therapy students, and postgraduate dental students. The goal of the study was to determine the impact of the modifications made to the course after the first year of implementation. To accomplish this goal, students’ perceptions of this blended learning course were compared after the first and second implementations. The methodology used for this study was action research. The data were collected using three processes: questionnaires were used to collect contextual data from the students taking the course; a student‐led, nominal group technique was used to collect group data from the participants; and a non‐participant observer technique was used to record the context in which certain group and individual behaviors occurred. Depending on group assignment, between 41.5 and 91.5 percent of students believed that the blended‐learning course had added to their skills. The online learning environment was perceived as a useful resource by 75 percent of students in four of the five student groups, but only 45 percent of the fourth‐year dental students indicated it was a useful resource. The perceived lack of sufficient online support material was one of the main concerns of the students at the nominal group evaluation sessions. The non‐participant observer technique identified different engagement levels among the student groups. Discernible differences were identified, with improvement in some areas and a decline in others compared to a previous evaluation. The change in the delivery method influenced the students’ comprehension of the material negatively and the learning environment positively, but did not influence online collaboration among students.
A Nonsurgical Endodontics Relational Research Database: The Initial Six Years of Experience
Authors: Iqbal Mian K. , Shukovsky Deborah Gortler , Wong Steven , Vohra Gayatri 
Published: June 2020

AbstractThe purpose of this study was to report results of the initial six years of experience utilizing a nonsurgical root canal treatment (NSRCT) database; to compare patient characteristics, operative procedures, and patient outcomes observed in the database to those observed in other studies; and to discuss the potential benefits of a clinical endodontic database. A total of 7,372 NSRCT cases performed by endodontic residents at the University of Pennsylvania from 2000 to 2006 were evaluated. The odds ratio (OR) for caries and trauma being causative agents for NSRCT in ≤22 year‐olds was 1.4 and 6.7 times, respectively, greater than similar odds in 51+ year‐olds. The odds for younger patients presenting with the diagnosis of symptomatic irreversible pulpitis were two times greater than for their older counterparts, who were more likely to present with a diagnosis of pulp necrosis. The reasons necessitating NSRCT were most often caries (57.8 percent) and, second, inadequate prior root canal treatment (22.8 percent). The tooth most commonly treated was the mandibular first molar (20.1 percent). Procedural errors were found in 6.1 percent of cases and were more likely to occur in mandibular molars vs. maxillary molars.
Lessons from Students in a Critical Thinking Course: A Case for the Third Pedagogy
Authors: Chambers David W. 
Published: June 2020

AbstractThere have been many calls for strengthening the level of critical thinking among dental students and faculty members, but few analyses of how such curricular experiences actually affect them. This report provides a rich, multifaceted description of eight years’ experience teaching a course in critical thinking. Among the data analyzed were a) course materials and learning experiences, b) student products demonstrating critical thinking, c) tests of subject matter knowledge, d) content analysis of what students and faculty members find problematic, e) a test of critical thinking aptitude, f) two personality inventories, g) measures of didactic and clinical performance, and h) student comments and evaluation of instruction. These data support the view that critical thinking involves more than knowledge and application of skills relative to science and research that can be taught using traditional didactic methods. Personality factors emerged as predictive of both critical thinking and clinical performance, and students’ approaches to learning appeared to be influenced by their practical considerations of what is needed to practice, rather than by the logic of good science. This analysis argues for designing curricula on the full concept of competency (knowledge, skills, and values needed to function as a dental practitioner) and for exploring a third pedagogy of reflective practice to supplement the traditional ones of didactic and skill teaching in dental education.
Resident Evaluation of Orthodontic Programs in Canada
Authors: Noble James , Hechter Frank J. , Karaiskos Nicholas E. , Wiltshire William A. 
Published: June 2020

AbstractThe purpose of this study was to investigate the satisfaction of Canadian orthodontic residents with their programs and determine the scope of their training. An anonymous online questionnaire was sent to all Canadian orthodontic residents in November 2006. Data were assembled and categorized by different variables, and chi‐square comparative analyses were performed. Forty‐four out of fifty‐four residents responded, giving a participation rate of 81.48 percent. Overall, 86.36 percent of responding residents were satisfied with their program. Respondents said they felt they received the appropriate amount of formal didactic teaching sessions and dedicated and protected academic time. All residents indicated their programs offered training in numerous treatment philosophies: 93.18 percent said they have sufficient clinically based training, and 72.73 percent indicated that their research‐based training was sufficient. All responding residents indicated they will complete more than thirty patients from start to finish, and 25 percent estimated completion of more than seventy patients by graduation. Residents said they will complete on average five orthognathic surgery, twenty‐four extraction, thirty‐one non‐extraction, eight adult, and thirteen patients in the mixed dentition. Only 50 percent said their programs contained care for disabled or underserved patients. Most (86.36 percent) said they feel they will be adequately prepared to provide unsupervised orthodontic care after graduation. These orthodontic residents indicated they collaborate most with the disciplines of oral surgery, periodontics, and prosthodontics. However, only 52.27 percent indicated they have a formal interdisciplinary program for treating patients. We conclude from the study that Canadian orthodontic residents are satisfied with the didactic, clinical, and research aspects of their programs. They receive comprehensive instruction with the opportunity to complete a significant number of patients, employing a variety of treatment approaches.
Dental Hygiene Faculty Calibration in the Evaluation of Calculus Detection
Authors: Garland Kandis V. , Newell Kathleen J. 
Published: June 2020

AbstractThe purpose of this pilot study was to explore the impact of faculty calibration training on intra‐ and interrater reliability regarding calculus detection. After IRB approval, twelve dental hygiene faculty members were recruited from a pool of twenty‐two for voluntary participation and randomized into two groups. All subjects provided two pre‐ and two posttest scorings of calculus deposits on each of three typodonts by recording yes or no indicating if they detected calculus. Accuracy and consistency of calculus detection were evaluated using an answer key. The experimental group received three two‐hour training sessions to practice a prescribed exploring sequence and technique for calculus detection. Participants immediately corrected their answers, received feedback from the trainer, and reconciled missed areas. Intra‐ and interrater reliability (pre‐ and posttest) was determined using Cohen's Kappa and compared between groups using repeated measures (split‐plot) ANOVA. The groups did not differ from pre‐ to posttraining (intrarater reliability p=0.64; interrater reliability p=0.20). Training had no effect on reliability levels for simulated calculus detection in this study. Recommendations for future studies of faculty calibration when evaluating students include using patients for assessing rater reliability, employing larger samples at multiple sites, and assessing the impact on students’ attitudes and learning outcomes.
What Victims of Domestic Violence Need from the Dental Profession
Authors: Nelms Amy P. , Gutmann Marylou E. , Solomon Eric S. , DeWald Janice P. , Campbell Patricia R. 
Published: June 2020

AbstractMost dental schools teach students about domestic abuse, but it is unknown if this information is ever applied in practice. This study was conducted to determine whether domestic violence victims 1) visited dental offices when signs of abuse were present; 2) were asked about their injuries; 3) were given referrals or assistance; and 4) want the abuse recognized by and discussed with the dental professional. A survey was developed and mailed to fifteen shelters. Eleven (73.3 percent) shelters participated, with a total of 112 out of 165 (67.8 percent) surveys returned. Descriptive statistics were analyzed, and an ANOVA test was conducted to determine if a relationship existed between the incidence of abuse and ethnicity. Seventy‐six percent of respondents had suffered physical abuse in the head and neck area. Over half of the participants had seen a dentist when signs of abuse were present, yet 88.6 percent were not asked about their injuries. In addition, 69.2 percent responded that they would have liked to have been asked about their injuries. It appears that the dental profession needs to take a more active role in the recognition of domestic violence in their patient populations. Raising dentists and dental hygienists’ awareness of the problem and potentially increasing the number of referrals may help more victims.
Changes in Dental Student Empathy During Training
Authors: Yarascavitch Carilynne , Regehr Glenn , Hodges Brian , Haas Daniel A. 
Published: June 2020

AbstractBecause empathic patient interactions by dentists are associated with improved patient outcomes, self‐reported declines in empathy during dental student training are a concern. This study examined differences in empathy in 178 dental students at the University of Toronto and the University of Western Ontario from years one through four using an anonymous self‐report web‐based survey in a cross‐sectional design. To localize the effects of training on empathy, an instrument that separately evaluated emotive (Emo) and cognitive (Cog) types of empathy in both personal (Per) and professional (Pro) contexts was developed, using items modified from previously validated scales and resulting in an empathy scale with four thirteen‐item subscales (Per‐Emo, Per‐Cog, Pro‐Emo, Pro‐Cog). The response rate was 36.5 percent, and all subscales showed good reliability and validity. A 2x2x4 mixed design ANOVA tested differences in mean scores among the four subscales across the four years of training. Following a significant three‐way interaction, subanalyses demonstrated no significant effects in the Per‐context, but a significant year by empathy‐type interaction in the Pro‐context. Post hoc analyses of Pro measures indicated year three emotive empathy scores were significantly lower than earlier years, whereas years three and four cognitive empathy scores were significantly higher. This isolated decrease in Pro‐Emo empathy with an increase in Pro‐Cog empathy is consistent with the development of “professional empathy,” described elsewhere as detached concern.
Identification of a nonsense mutation in TNNI3K associated with cardiac conduction disease
Authors: Liu Jiang , Liu Da , Li Muzheng , Wu Keke , Liu Na , Zhao Chenyu , Shi Xiaoliu , Liu Qiming 
Published: June 2020

AbstractBackgroundCardiac conduction disease (CCD) is a common cardiovascular disease which can lead to life‐threatening conditions. The importance of heredity in CCD has been realized in recent years. Several causal genes have been found to be implicated in CCD such as SCN5A, TRPM4, SCN1B, TNNI3K, LMNA, and NKX2.5. To date, only four genetic mutations in TNNI3K have been identified related to CCD.MethodsWhole‐exome sequencing (WES) was carried out in order to identify the underlying disease‐causing mutation in a Chinese family with CCD. The potential mutations were confirmed by Sanger sequencing. Real‐time qPCR was used to detect the level of TNNI3K mRNA expression.ResultsA nonsense mutation in TNNI3K (NM_015978.2: g.170891C > T, c.1441C > T) was identified in this family and validated by Sanger sequencing. Real‐time qPCR confirmed that the level of TNNI3K mRNA expression was decreased compared with the controls.ConclusionsThis study found the first nonsense TNNI3K mutation associated with CCD in a Chinese family. TNNI3K harboring the mutation (c.1441C > T) implicated a loss‐of‐function pathogenic mechanism with an autosomal dominant inheritance pattern. This research enriches the phenotypic spectrum of TNNI3K mutations, casting a new light upon the genotype‐phenotype correlations between TNNI3K mutations and CCD and indicating the importance of TNNI3K screening in CCD patients.
Analyzing essays about treating adults with special health care needs and intellectual and developmental disabilities
Authors: LeClaire JoAnn P. , Stille Sheila O. , Foster Karen D. , Berg Rob G. 
Published: June 2020

AbstractObjectiveAnalyze reflection essays written by one graduating class of students after an initial experience in a clinic for adults with special health care needs (SHCN) and intellectual and developmental disabilities, to draw insights from the patterns of observations expressed.MethodsEssays were written by students from the University of Colorado School of Dental Medicine during the 2016‐2017 academic year after completing a 1‐day clinical experience treating this patient population. Readers identified 18 primary themes (PTs) previously identified in essays written during 2012‐2013.ResultsThe PT Complex communicating through third party was identified in 79.4% of essays. Least common were Frustrated patient could not understand (1.9%) and Frustrated patient could not talk (1.9%). Nine PTs were grouped to represent 3 component themes (CTs): CT1 Communication challenges, CT2 Behavioral challenge, and CT3 Altruistic responses. This grouping showed moderate internal reliability. A fourth, CT4 Emotional challenges, was rejected due to low internal reliability. CT1 was most frequently identified, followed by CT3 then CT2. Three PTs were chosen as indicative of desirable outcomes and were labeled outcome themes (OTs): OT1 Willing to see patients with SHCNs after graduation, OT2 Would like more Special Care Clinic (SCC) experiences in the future, and OT3 Looking forward to next SCC experience. Associations between CTs and OTs were not statistically significant, but provided useful insights.ConclusionReflection essays indicate discussion of strategies to manage behavioral challenges and encouragement of altruistic feelings are both vital in orientation sessions. These topics may be critical to positive student perceptions of the experience.
Process and outcome evaluation of the Oral Health Improvement through Outreach (OHIO) Project
Authors: Partido Brian B. , Bean Canise Y. , Hicks Sadra 
Published: June 2020

AbstractAcademic dental institutions serve a foundational role in meeting the oral health needs of Americans through community‐based learning experiences.PurposeThe purpose of this study was to longitudinally evaluate an ongoing primary objective of the Oral Health Improvement through Outreach (OHIO) Project Program, which is to build strong partnerships between The Ohio State University (OSU) College of Dentistry (CoD) and community‐based dental facilities and increase access to dental care for underserved populations.MethodsUpon exempt Institutional Review Board approval (2004H0067), a longitudinal evaluation study was conducted of 15 years of the OHIO Project during the 2004–2019 academic years. Descriptive statistics were used to evaluate the OHIO Project using process and outcome evaluation methods.ResultsThe data from 107,510 patients were analyzed. Process evaluation revealed the OHIO Project has been reaching the target population of communities with dental care needs and limited access, as evidenced by the main methods of patient payment/non‐payment and the quantity of completed restorative/oral surgery procedures. Outcome evaluation revealed the OHIO Project has been building strong partnerships between the CoD and communities to address dental care needs and improve access, as evidenced by the increased number and distribution of the community‐based facilities throughout Ohio.ConclusionProcess and outcome evaluation revealed the OHIO Project has been meeting its primary goal of building strong partnerships between the CoD and OHIO Project community‐based facilities to address the basic dental needs and increase access for Ohio residents. Future research is needed to evaluate the dental student impact of providing community‐based care.
The development and implementation of a training program for pediatric dentistry residents working with patients diagnosed with ASD in a special needs dental clinic
Authors: Ocanto Romer , Levi‐Minzi Maria A. , Chung Jennifer , Sheehan Tara , Padilla Oscar , Brimlow Deborah 
Published: June 2020

AbstractOral health care is the most prevalent unmet health care need among all U.S. children age 17 and under in the U.S., and this includes those with special health care needs (SHCN). Children with SHCN experience unique barriers to receiving oral care including challenging behaviors, inadequate insurance coverage, and a lack of trained dentists. Despite the need for specialized training to successfully provide dental care to children with SHCN, few dental programs offer the necessary educational preparation. The Nova Southeastern University College of Dentistry was funded by the Health Resources and Services Administration to prepare pediatric and Advanced Education in General Dentistry (AEGD) dental residents in the care of children, adolescents, and adults with SHCN. The purpose of this paper is to describe the didactic and clinical training program and to provide data on the program’s impact.
Is there an association between Perceptual Ability Test scores and color vision acuity?
Authors: Imbery Terence A. , Stilianoudakis Spiro , Tran Dan , Bugas Courtney K. , Seekford Karoline 
Published: June 2020

AbstractObjectiveThe purpose of this study was to determine if there is an association between Perceptual Ability Test (PAT) results and color vision deficiency (CVD).MethodsThree consecutive classes of first‐year dental students (n = 291) voluntarily participated in the study. The Farnsworth‐Munsell 100 Hue Color Vision test (FM‐100) was administered to students beneath a Macbeth Judge II viewing booth that provided ideal lighting conditions to ascertain CVD. Results of FM‐100 test were recorded as total error scores (TES). Color acuity was scored as superior (TES 0‐16), average (TES 20‐100), or poor (TES > 100). Additional information of age, sex, ethnicity, and time to complete the FM‐100 was obtained. Multiple linear regression was used to determine the association between PAT and CVD while adjusting for age, sex, ethnicity, and time to complete the FM‐100 test.ResultsTES ranged from 0–244. There were 132 students with superior color acuity, 161 with average, and eight with poor acuity. Females performed better than males on the FM‐100 test. Time to complete the FM‐100 test ranged from 3:40 minutes to 25:12 minutes. There was a strong relationship between PAT scores and CVD (P = 0.0003). A 1‐unit increase in PAT scores was found to result in a 9% decrease in TES; indicating that students with higher PAT scores are less likely to have CVD.ConclusionThe PAT may be a preliminary screening instrument to identify students who may have CVD. The FM‐100 test can then confirm the presence of CVD. Students with CVD may desire to improve dental shade matching skills through targeted training and education.
Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review
Authors: Nassar Hani M. , Tekian Ara 
Published: June 2020

AbstractThe primary aim of this review was to synthesize the literature for studies investigating the use of computer simulation (CS) and virtual reality (VR) in undergraduate dental education in operative and restorative dentistry. The secondary aim was to list best practices that maximize the simulation experience in dental education. A literature review of the PubMed and ERIC databases was conducted using the search terms “Dental AND Simulator,” “Dental AND Virtual reality,” and “Simulation AND Dental education.” Studies in English language were categorized into 1 of 5 themes: Manual dexterity and cavity preparation, light curing skills, simulation perception and experience, predictability, and simulation model development. Main practices of simulation education indicated in the McGaghie et al. critical review published in 2010 were used as a reference to identify common practices for dental simulation. Thirty nine of 579 identified abstracts met the inclusion criteria. Skill acquisition and feedback were the two most frequently investigated parameters found in the review. CS was efficient in teaching cavity preparation and light curing skills. Feedback and deliberate practice were among the best practices that should be emphasized in order to enhance the efficiency of the CS and VR simulation exercises. The use of CS is effective in teaching operative skills (such as light curing and cavity preparation) reliably; whereas, the use of VR in undergraduate curricula is debatable. To achieve the maximum benefits of the simulation exercises, emphasis must be given to the timely feedback and deliberate practice approaches.