bluuebunny/crossref_metadata_2025_split huggingface dataset:
Short‐ and Long‐Term Effects of Training on Dental Hygiene Faculty Members’ Capacity to Write SOAP Notes
Authors: Jacks Mary E. , Blue Christine , Murphy Douglas 
Published: June 2020

AbstractCalibration among faculty is challenging to achieve and maintain. In this study, calibration refers to the training process by which standardization of chart documentation in a SOAP note format was achieved. In the SOAP format, chart entries by health care providers are written in the following categories: Subjective data, Objective data, Assessment, and Plans. The primary training “effect” or outcome that was measured in this study was the capacity of faculty members to write a SOAP note that adhered to prescribed standards for chart documentation. This study was conducted to assess the short‐term effects of training and determine whether faculty members’ capacity to write appropriately constructed SOAP notes could be sustained for one year. Eight dental hygiene faculty members at the University of Minnesota participated in a pre‐training assessment in which they prepared a SOAP note based on a patient case, completed a training session on writing SOAP notes, and completed a post‐training test shortly after training that also consisted of writing a SOAP note based on a patient's case. One year later, a follow‐up test, similar to the pre‐ and post‐tests, was conducted. Each component of the SOAP note was compared and scored against a gold standard benchmark score of 29 that represented the number of items that should have been included in an ideal SOAP note in the estimation of the investigators, based on chart documentation guidelines of the University of Minnesota Dental Hygiene Division. The mean score for the pre‐test was 18.25 (SD=2.82), which represented 63 percent of the benchmark gold standard score of 29. The post‐test mean score immediately after training was 24.63 (SD=2.13; 84.9 percent of the benchmark score), and the one‐year follow‐up mean score was 22.75 (SD=1.83; 78.4 percent of the gold standard benchmark). From the pre‐test to the post‐test administered in close approximation to the SOAP note training, faculty members’ approximation of the gold standard benchmark increased by 35 percent, or 6.28 points, and from the post‐test to the follow‐up test one year subsequently, approximation of the benchmark score decreased by approximately 1 percent or 1.88 points. Friedman's test indicated that the differences in mean scores for the pre‐test, post‐test, and follow‐up test were significant. The Sign test was used for post hoc tests; alpha was adjusted using Bonferroni's procedure. Conclusions support a hypothesis that faculty capacity to write a SOAP note that adheres to standards can be increased through training and that the effects can be maintained over a period of approximately one year.
Willing, Ready, and Able? How We Must Exercise Leadership for Needed Change in Dental Education
Authors: Cohen Peter A. , Tedesco Lisa A. 
Published: June 2020

AbstractFor over twenty‐five years, dental education has had the benefit of environmental analyses and institutional planning for change. Strong programs for leadership development have emerged to give direction to these efforts. Leading and thriving, not merely surviving, are universal aspirations, yet we remain vexed by finances, structures, and traditions. This article takes a look at change and examines the difference between technical frameworks for leadership and adaptive leadership. Leadership for change is viewed as an activity, not as a position of formal authority. The skills necessary to address the beliefs, attitudes, and culture that place limiting boundaries on adaptive leadership are described. Using the work of Heifetz and Linsky, the relationship between authority and adaptive leadership is defined. Resistance to change is presented as reaction to loss, which needs to be addressed in a fundamental way, through leadership activity and engagement. If change and innovation are to be sustained, leadership must be less accidental, less technical, and more adaptive.
Periodontal Referral Patterns of General Dentists: Lessons for Dental Education
Authors: Lee Jung Ho , Bennett Duane E. , Richards Philip S. , Inglehart Marita Rohr 
Published: June 2020

AbstractThe objectives of this study were to investigate periodontal treatment and referral patterns and the considerations used in the process of dentists who make no periodontal referrals, relatively few referrals, or more referrals. Specifically, the role of disease characteristics, patient‐ and provider‐related factors, attitudes towards periodontal referrals, and perceptions of dental education were explored. The relationships between the perceived quality of dental education concerning periodontal diagnosis and treatment and the considerations used in this process were evaluated as well. Data were collected from 160 members of the Michigan Dental Association using a mailed questionnaire. The respondents were predominantly male (77 percent) and white (96 percent) and had practiced for an average of twenty‐three years (SD=10.7). While 13 percent of the respondents had not made any periodontal referrals during the past month, 69 percent had referred between one and five patients, and 18 percent more than five patients. Dentists who referred more than three patients per month considered the patients’ oral hygiene as more important, had fewer patients from lower socioeconomic backgrounds and more patients with private insurance, and felt less well prepared by their dental education compared to general dentists who referred fewer than three patients per month to a periodontist. The more positively dentists evaluated their dental education in periodontics, the more conservative they were when considering percentage of bone loss as a basis for referral (r=.228; p=.014), the more frequently they used systemic antibiotics in their treatment of periodontal disease (r=.180; p=.036), and the more they considered whether their patients would return after the periodontal treatment (r=.185; p=.028) as a factor in their referral decisions. General dentists’ perceptions of the quality of their dental school education in periodontics decreased their willingness to refer patients and increased their desire to treat these patients in their own practices. Future research should analyze the ways in which dental school curricula could prepare students to make timely and necessary periodontal referrals.
A Comparative Study of Professional Student Stress
Authors: Murphy Robert J. , Gray Sarah A. , Sterling Gerald , Reeves Kathleen , DuCette Joseph 
Published: June 2020

AbstractA study was conducted involving a group of 290 medical and dental students to directly compare perceived stress levels encountered during their education. A modified questionnaire based on Garbee et al.'s Dental Environmental Stress survey was provided to the students by either email or paper. The purpose of the investigation was to determine if the sources of stress reported by medical and dental students, both male and female, were due to common factors. A multivariate statistical analysis was also conducted to measure stress differences by year in school. Through factor analysis, the survey question responses were grouped into five causal categories: academic performance, faculty relations, patient and clinic responsibilities, personal life issues, and professional identity. The overall findings show that dental students had greater levels of stress than medical students in three of the five categories. The only category in which medical students demonstrated greater stress levels than dental students was in professional identity. Measures of comparative levels of stress between male and female students for either profession did not demonstrate any significant differences. Stress levels related to clinical work varied significantly between the type of professional student and his or her year in school.
Dental Hygiene Students’ Attitudes Toward Ethical Dilemmas in Practice
Authors: Duley Susan I. , Fitzpatrick Peter G. , Zornosa Ximena , Lambert Cynthia A. , Mitchell Ashlie 
Published: June 2020

AbstractThis article reports the findings of a survey‐based study conducted in 2006 to determine graduating dental hygiene students’ attitudes toward ethical dilemmas in eight areas of practice: substandard care, overtreatment of patients, scope of practice, fraud, confidentiality, impaired professionals, sexual harassment, abuse, and health status. The findings, based on responses from 1,165 students at 141 U.S. dental hygiene programs, indicate that many dental hygiene students do not understand what behaviors in the patient care environment are consistent with ethical practice and which are not. Responding students believed that hygienists have a strong duty to report, intercede, or educate in areas of abuse, sexual harassment, detection of cancer, and smoking cessation. However, they were less likely to report concerns about ethical transgressions such as fraud, inadequate infection control, exceeding practice scope, and failure to diagnose disease when such disclosures could potentially threaten their employment status. Based on the results, we recommend that dental hygiene programs explore curriculum enhancements to improve students’ comprehension of what constitutes fraud and other ethical transgressions and the proper reporting mechanisms.
Primer on Preclinical Instruction and Evaluation
Authors: Hauser Anna Marie , Bowen Denise M. 
Published: June 2020

AbstractThis review summarizes the available literature for both instruction and evaluation of the novice dental and dental hygiene preclinical student. Effective instruction for dental and dental hygiene instrumentation requires knowledge of motor skills theory and mechanisms of fine motor skills attainment. The novice learner requires small, explicit steps that clearly define production. Prior to any performance, the skill to be performed should be envisioned accurately by the learner. Timely, precise feedback from the instructor to the learner contributes to learning. Novices are unable to judge their performance accurately, so self‐assessment skills must be taught. Repetition enhances motor performance. Instruction is supported through well‐designed evaluation instruments containing explicit criteria arranged in the correct order of production. Assessment tools should be designed to aid in providing specific, immediate feedback. Well‐designed assessments may also aid in calibration of instructors. Examples of evaluation instruments are found in the literature, and several are reviewed in this article. For those responsible for preclinical performance assessment, application of current motor skills theory and development of appropriate instruction and evaluation instruments may result in improved student performance. Studies also indicate the instructional environment in the dental clinical setting may be less stressful if evaluation is based on achievement of target levels rather than multiple daily grades.
Patterns of Dental Therapists’ Scope of Practice and Employment in Victoria, Australia
Authors: Satur Julie , Gussy Mark , Mariño Rodrigo , Martini Tamsin 
Published: June 2020

AbstractIn Australia, dental therapists have practiced only within the state‐operated School Dental Services (SDS) for around forty years providing preventive, diagnostic, restorative, and health promotion services to children and adolescents in a collaborative and referral relationship with dentists. Changes to legislation in 2000 have seen limits to dental therapists’ employment removed, allowing private sector employment. This study examines the changes to dental therapists’ employment since 2000 using a self‐completed questionnaire with a response rate of 82 percent. Approximately one‐third of responding dental therapists reported that they spent some time employed outside the SDS in community health services and private orthodontic and general practices, which indicates an acceptance of this type of dental care provider in these areas. The clinical services that dental therapists are currently providing are a complex mix with significant variations according to type and geographical location of practice, but include high levels of patient assessment, diagnosis, treatment planning, and the restoration of teeth. The findings from this study indicate that when legislative restrictions on employment settings are removed, there is a demand and demonstrable role for dental therapist‐delivered services in nongovernment dental practices.
Service‐Learning in Dental Education: Meeting Needs and Challenges
Authors: Hood Janet Grobe 
Published: June 2020

AbstractCommunity‐based service‐learning is increasingly common in dental education. By definition, service‐learning combines educational goals with service to the community, and the community and school are equal partners. The three main goals of service‐learning are improving learning, promoting civic engagement, and strengthening communities. There have been calls from many groups to reform dental education to better serve the public, and service‐learning is one of the most often recommended methods to help meet this goal. One of the key attributes of service‐learning is its potential to promote civic engagement and social responsibility during the student's education. The social responsibility of dentists and aspects of professionalism can be learned by students through participation in well‐structured service‐learning programs. Community‐based service‐learning programs can also address societal needs by improving the public's access to oral health care through partnerships among dental schools, oral health providers, and communities. This article describes service‐learning programs at several dental schools to illustrate application of this educational strategy in predoctoral dental education. This article also describes challenges that confront schools desiring to implement and sustain service‐learning programs, including academic quality, faculty development and training, interprofessionalism, making time in the curriculum, budget, faculty shortages and time, student credit, quality control, and remote sites away from the dental school.
Development of ROS‐responsive amino acid‐based poly(ester amide) nanoparticle for anticancer drug delivery
Authors: Xu Qinghua , Chu Chih‐Chang 
Published: June 2020

AbstractReactive oxygen species (ROS) play an important role in cellular metabolism and many oxidative stress related diseases. Oxidative stress results from toxic effects of ROS and plays a critical role in the pathogenesis of a variety of diseases like cancers and many important biological processes. It is known that the unique feature of high intracellular ROS level in cancer cells can be considered as target and utilized as a useful cancer‐related stimulus to mediate intracellular drug delivery. Therefore, biomaterials responsive to excess level of ROS are of great importance in biomedical applications. In this study, a novel ROS‐responsive polymer based on L‐methionine poly(ester amide) (Met‐PEA‐PEG) was designed, synthesized, characterized and self‐assembled into nano‐micellar‐type nanoparticles (NP). The Met‐PEA‐PEG NP exhibited responsiveness to an oxidative environment. The size and morphology of the nanoparticle changed rapidly in the presence of H2O2. The Nile Red dye was loaded into the Met‐PEA‐PEG NP to demonstrate a H2O2 concentration induced time‐dependent release behavior. The Met‐PEA‐PEG NP was sensitive to high intracellular ROS level of PC3 prostate cancer cells. Furthermore, the Met‐PEA‐PEG NP was investigated as a carrier of a Chinese medicine‐based anticancer component, gambogic acid (GA). Compared to free GA, the GA‐loaded nanocomplex (GA‐NP) showed enhanced cytotoxicity toward PC3 and HeLa cells. The GA‐NP also induced a higher level of apoptosis and mitochondrial depolarization in PC3 cells than free GA. The Met‐PEA‐PEG NP improved the therapeutic effect of GA and may serve as a potential carrier for anticancer drug delivery.
Analysis of carcinogenic signaling networks in endometrial cancer identifies RAB17 as a potential target
Authors: Zhou Xing , Xia Geqing , Liu Yan , Xin Xiaoyan , Shi Rui , An Lanfen , Zhang Jun , Zhao Rong , Zhao Yingchao , Wang Hongbo 
Published: June 2020

AbstractEndometrial cancer is one of the most common malignancies in postmenopausal women. Several potential therapeutic targets have been investigated in current research, but few have been used clinically. Therefore, further investigating the potential pathogenesis of endometrial cancer and new effective therapeutic targets for endometrial malignancies is still necessary. Our study used a The Cancer Genome Atlas dataset and two Gene Expression Omnibus datasets for weighted gene coexpression network analysis to identify important genes associated with the histological grades of endometrial cancer. In addition, we performed gene set enrichment analysis on the three datasets and found that abnormally activated signaling pathways and metabolic pathways are the main biological behaviors of endometrial cancer. Moreover, we further used different algorithms and identified the RAB17 gene as a potential study object. To further illustrate the potential role of the genes we analyzed in clinical and cellular aspects, we performed a clinical correlation analysis. Finally, we demonstrated the important roles and mechanisms of the RAB17 gene in the cell cycle, proliferation, and metastasis of endometrial cancer. Using repeated database analysis and cell‐level assays, we propose RAB17 as a potential target gene for endometrial cancer for further study.
ADEA‐ADEE Shaping the Future of Dental Education III
Authors: Tonni Ingrid , Gadbury‐Amyot Cynthia C. , Govaerts Marjan , ten Cate Olle , Davis Joan , Garcia Lily T. , Valachovic Richard W. 
Published: June 2020

AbstractAssessment in competency‐based dental education continues to be a recognized area for growth and development within dental programs around the world. At the joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, the workshop on assessment was designed to continue the discussion started in 2017 at the ADEA‐ADEE Shaping the Future of Dental Education II.1 The focus of the 2019 conference involved examining the potential of entrustable professional activities (EPAs) and current thinking about workplace‐based assessment (WBA) within competency‐based education in the 21st century. Approximately 30 years ago, George Miller wrote about the assessment of competence in medical education and challenged faculty to reach for higher levels of assessment than knowledge or skill.2 Acknowledging that no one assessment method can result in a valid assessment of competence, Miller proposed a four‐level framework for assessment. The lowest level involves measuring what students know (“knows”), followed by assessment of the skill with which knowledge is applied in relevant tasks or problems (“knows how”). Next is an assessment of task performance in standardized settings (“shows how”), and finally, the highest level assesses the student's performance in the unstandardized clinical workplace (“does”). The 2019 assessment workshop focused on advances in the assessment of learners in the unstandardized workplace—the highest level of Miller's assessment pyramid (“does”). Research has shown that dental education has struggled to implement assessment strategies that meet this level.3 The workshop brought together individuals from around the world, with an interest in assessment in dental education, to consider how assessment in the “does” level, specifically EPAs and WBA, factors into competence assessment in dentistry/dental education.
ADEA‐ADEE Shaping the Future of Dental Education III
Authors: Patel Upen S. , Shapira Lior , Gallagher Jennifer E. , Davis Joan , Garcia Lily T. , Valachovic Richard W. 
Published: June 2020

AbstractGlobal networking has been identified as an important method of enhancing health care education and services in the field of dentistry.1 The ability to share expertise, resources, knowledge, and experience to benefit all is highly desired among students, educators, health care professionals, and communities globally. Both our student and patient populations are dynamic societies that are becoming increasingly complex and facing growing needs and expectations, which is a constant challenge for educators and health care professionals to satisfy.2 The key question, stemming from the Global Networking (GN) workshop of the 2017 ADEE‐ADEA Shaping the Future of Dental Education II meeting, was identified as, “How can dental educators around the world network to share ideas, experience, expertise, and resources to improve our curricula and teaching and learning environments for our educators, students, and communities that they serve?” The action plan devised by the GN workshop from the 2017meeting indicated two key steps in these early stages of setting up a global network: 1) “…grassroots participation for input and consumption of meaningful and needed content,” and 2) “…advisors/consultants for organizational top‐down guidance to define and maintain the global networking philosophy and platform…”.1 The GN workshop of 2019 SFDE meeting aimed to deliver guidance and discussion with those experienced in engaging local communities from both a grassroots and an organizational approach.
ADEA‐ADEE Shaping the Future of Dental Education III
Authors: Dragan Irina F. , Walji Muhammad , Vervoorn Marjoke , Quinn Barry , Johnson Lynn , Davis Joan , Garcia Lily T. , Valachovic Richard W. 
Published: June 2020

AbstractThe central purpose of scientific research and emerging dental health technologies is to improve care for patients and achieve health equity. The Impact of Scientific Technologies and Discoveries on Oral Health Globally workshop conducted joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, highlighted innovative technologies and scientific discoveries to support personalized dental care in an academic and clinical setting. The 2019 workshop built upon the new ideas and way forward identified in the 2017 ADEE‐ADEA joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education II held in London. During the most recent workshop the approach was to explore the “Teaching Clinic of the Future”. Participants applied ideas proposed by keynote speakers, Dr. Walji and Dr. Vervoorn to educational models (Logic Model) in an ideal dental education setting. It is only through this continuous improvement of our use of scientific and technological advances that dental education will be able to convey to students the cognitive skills required to continually adapt to the changes that will affect them and consequently their patients throughout their career. This workshop was a valuable experience for highlighting opportunities and challenges for all stakeholders when aiming to incorporate new technologies to facilitate patient care and students’ education.