bluuebunny/crossref_metadata_2025_split huggingface dataset:
Managing Change in Dental Education: Is There a Method to the Madness?
Authors: Crain Geralyn 
Published: June 2020

AbstractThe literature surrounding dental education in the United States is replete with calls for change in the way that dental students are being educated. These calls are being echoed with curriculum models and examples of best practices, but what is missing is specific information about how to implement a desired change—that is, discussion of the change process itself. Knowledge of the organizational change process in other settings, particularly in higher education and professional education, may be of interest to academic program managers in dental schools who are planning or are engaged in change. Historical and theoretical perspectives on organizations and change are presented in this article as groundwork for more detailed discussion about management of change. Seventeen research‐based principles of change in higher education and factors in dental education that influence change processes and outcomes are presented and synthesized into guidelines for a hypothetical model for change in a dental school environment. Issues pertinent to the practical management of change are presented, including reframing organizational complexity, change leadership, values/competence/commitment, and organizational learning. An appreciation for change as an ongoing and manageable process will enhance a dental school's viability in a rapidly changing world and ultimately benefit dental graduates and the communities they serve.
Assessing the Cultural Competency of Dental Students and Residents
Authors: Gregorczyk Suzanne M. , Bailit Howard L. 
Published: June 2020

AbstractThis article presents a literature review of cultural competency education in the health professions (dentistry, dental hygiene, medicine, and nursing) with specific reference to methods of evaluating student and resident knowledge of cultural competency concepts and practices and clinical performance. Some important barriers to developing evaluation instruments are the following: 1) little consensus on core competency knowledge; 2) erroneous notions of race; and 3) stereotyping the behavior of racial groups. The relative advantages of the different examination methods now used to evaluate students and residents (qualitative, quantitative, practical, and self‐evaluation) are reviewed, and recommendations are made regarding three instruments that schools can use to assess student knowledge and clinical performance.
Outcomes Assessment of Dental Hygiene Clinical Teaching Workshops
Authors: Wallace Juanita S. , Infante Taline D. 
Published: June 2020

AbstractFaculty development courses related to acquiring clinical teaching skills in the health professions are limited. Consequently, the Department of Dental Hygiene at the University of Texas Health Science Center at San Antonio conducted a series of clinical teaching workshops to address clinical teaching methodology. The goal of these workshops was to promote a problem‐solving learning atmosphere for dental hygiene faculty to acquire and share sound clinical teaching strategies. To determine the value of the annual workshops on clinical teaching and evaluation, a web‐based qualitative program assessment was developed using software by Survey Tracker. Four open‐ended questions were designed to elicit perceptions regarding what significant changes in teaching strategies were achieved, what barriers or challenges were encountered in making these changes, and what strategies were used to overcome the barriers. The assessment was sent to dental hygiene educators representing thirty‐eight dental hygiene programs who had participated in two or more of these workshops. Twenty‐eight programs provided collective responses to the questions, and the narrative data were analyzed, using a qualitative methodology. Responses revealed that programs had made productive changes to their clinical education curricula and the information gained from the workshops had a positive effect on clinical teaching.
Do Dental Educators Need to Improve Their Approach to Teaching Rubber Dam Use?
Authors: Hill Edward E. , Rubel Barry S. 
Published: June 2020

AbstractMost dentists are educated in rubber dam use in dental school, but there is often disparity between what is taught for various restorative procedures and what is practiced in the private sector. It is a common, although undocumented, belief that few practicing dentists routinely use rubber dam isolation. This study repeated a survey conducted in 1985 evaluating U.S. general dentists’ attitudes toward rubber dam usage to see if improvement is needed in current dental educators’ approach to this topic. Four hundred dentists were selected randomly from ten major geographically diverse cities using the website YellowPages.com. Each was mailed a letter requesting survey participation, which included a pre‐stamped, pre‐addressed postcard with the survey printed on the back. The target population, general dentists, returned 164 surveys (41 percent). Their responses can be summarized as follows: 71 percent do amalgams—of those, 53 percent never use a rubber dam whereas 12 percent always use a rubber dam; 100 percent do anterior direct resin composites—of those, 45 percent never use a rubber dam whereas 17 percent always use a rubber dam; 98 percent do posterior direct resin composites—of those, 39 percent never use a rubber dam and 18 percent always use a rubber dam; and 78 percent do endodontic procedures—of those, 11 percent never use a rubber dam whereas 58 percent always use a rubber dam. Most (74 percent) felt that their dental school rubber dam training was adequate; 42 percent felt that its use has an effect on the quality of restorative dentistry. Their most common reasons for not using a dam were the following: inconvenience (40 percent); unnecessary (28 percent); other (12 percent); patient refusal (11 percent); and time (9 percent). No respondent indicated that “cost” was a reason for not using rubber dams. This study indicates that many general dentists in this country continue to ignore the rubber dam for many restorative and some endodontic procedures. It indicates that predoctoral dental educators need to look for opportunities for improvement to reduce the discrepancy between what is taught and the general practice of dentistry.
Occupational Exposure to Potentially Infectious Biological Material in a Dental Teaching Environment
Authors: Machado‐Carvalhais Helenaura P. , Ramos‐Jorge Maria L. , Auad Sheyla M. , Martins Laura H.P.M. , Paiva Saul M. , Pordeus Isabela A. 
Published: June 2020

AbstractThe aims of this cross‐sectional study were to determine the prevalence of occupational accidents with exposure to biological material among undergraduate students of dentistry and to estimate potential risk factors associated with exposure to blood. Data were collected through a self‐administered questionnaire (86.4 percent return rate), which was completed by a sample of 286 undergraduate dental students (mean age 22.4 ±2.4 years). The students were enrolled in the clinical component of the curriculum, which corresponds to the final six semesters of study. Descriptive, bivariate, simple logistic regression and multiple logistic regression (Forward Stepwise Procedure) analyses were performed. The level of statistical significance was set at 5 percent. Percutaneous and mucous exposures to potentially infectious biological material were reported by 102 individuals (35.6 percent); 26.8 percent reported the occurrence of multiple episodes of exposure. The logistic regression analyses revealed that the incomplete use of individual protection equipment (OR=3.7; 95 percent CI 1.5–9.3), disciplines where surgical procedures are carried out (OR=16.3; 95 percent CI 7.1–37.2), and handling sharp instruments (OR=4.4; 95 percent CI 2.1–9.1), more specifically, hollow‐bore needles (OR=6.8; 95 percent CI 2.1–19.0), were independently associated with exposure to blood. Policies of reviewing the procedures during clinical practice are recommended in order to reduce occupational exposure.
Recent Admissions Trends at UNLV‐SDM: Perspectives on Recruitment of Female and Minority Students at a New Dental School
Authors: Sewell Jeremy , Hawley Nathan , Kingsley Karl , O'Malley Susan , Ancajas Christine C. 
Published: June 2020

AbstractAs the U.S. population continues to become more diverse, there has been a movement toward the recruitment of more diverse students into the dental profession. The purpose of this study was to assess the current and historical trends in diversity among dental school applicants and enrollees at a new dental institution, the University of Nevada, Las Vegas, School of Dental Medicine (UNLV‐SDM). Applicant and enrollment data for the first four cohorts, sorted by gender and ethnicity, were retrieved and summarized by the Office of Admissions and Student Affairs at UNLV‐SDM. The principal findings of this analysis revealed enrollment of females at UNLV‐SDM was relatively consistent during this time interval, although significantly lower than the U.S. average of all dental schools. The enrollment of minorities at UNLV‐SDM, however, was consistent and comparable to the U.S. average, although these percentages were disproportionately smaller than the percentage of minorities in the general population. Based upon these findings, a new model for outreach and recruitment of females and minorities was recently created, based in part upon evidence of successful strategies by dental educators at other institutions, in order to increase the enrollment of female and underrepresented minority students.
Instruction in Dental Curricula to Identify and Assist Domestic Violence Victims
Authors: Gibson‐Howell Joan C. , Gladwin Marcia A. , Hicks Marilyn J. , Tudor Jessie F.E. , Rashid Robert G. 
Published: June 2020

AbstractSince most domestic violence injuries occur in the head and neck areas, it is critical that dental professionals be prepared to identify, interview, and assist potential victims. The purposes of these surveys in 1996 and 2007 were to investigate U.S. and Canadian dental school curricula regarding the inclusion of domestic violence topics, determine the topics emphasized, determine beliefs of course directors about domestic violence issues, and report progress of dental curricula in preparing dental professionals regarding domestic violence over the eleven‐year period. Surveys were sent to associate deans for academic affairs of dental schools in the United States and Canada in 1996 (N=64) and the United States in 2007 (N=56). Each academic dean was asked to forward the survey to the faculty member who taught this topic. Topics most frequently included and emphasized in dental school curricula were the responsibility of the health care professional (HCP) regarding domestic violence, how to identify physical and behavioral indicators, and how to refer the abused victim. The topics least frequently included and emphasized in the curricula regarded education of the abused and the impact of domestic violence on society. There were four strong beliefs reported by dental course directors: a trusting, professional rapport is essential for disclosure; the dentist or a dental team member may be the first HCP to recognize signs of abuse; the dentist has a professional responsibility to refer for assistance; and domestic violence education should be included in dental curricula. Over the eleven years, the surveys demonstrate that course directors have become more aware of the need to inform dental students about domestic violence and that more schools have increased the amount of information about domestic violence in dental courses. However, due to the complexity and sensitivity of this topic, course instructors in dental schools may consider other teaching methods to enhance learning. The authors identified the need for further course development and make recommendations to use experiential learning to enhance dental students’ interpersonal and interviewing skills. These strategies may increase dentists’ comfort and confidence when treating and assisting possible victims of domestic violence.
A Model for an Integrated Predoctoral Implant Curriculum: Implementation and Outcomes
Authors: Jahangiri Leila , Choi Mijin 
Published: June 2020

AbstractThe implementation of an implant dental curriculum in U.S. dental schools has been consistently increasing from 33 percent in 1974 to 97 percent in 2004. Among these, only 51 percent have clinical components implemented. A survey of students conducted in 2004 at New York University College of Dentistry (NYUCD) showed an inadequacy in clinical implant restoration experience by graduation. This prompted the development of an extensive dental implant curriculum at NYUCD to meet the needs of the dental students. This report addresses the challenges in implementing such a curriculum and describes a step‐by‐step approach to develop a program that encompasses didactic, simulation, and patient care components. In 2005, a fully integrated predoctoral implant curriculum was initiated. In 2008, nearly all of the NYUCD students (91.8 percent) completed implant restorations/prosthesis on patients. An assessment revealed a 30 percent increase in students’ positive perceptions of the implant curriculum. Based on our experiences at NYUCD, it is recommended that an implant curriculum become part of the core predoctoral curriculum and be integrated throughout the four years of dental education. This article reports on a model for a pre‐doctoral implant curriculum, which includes planning, curriculum implementation, program management, and post‐implementation stages. Using this model, dental schools can develop implant education for their students that is adapted to their institutional missions, priorities, and resources.
Predental Students’ Attitudes Toward and Perceptions of the Dental Profession
Authors: Hawley Nathan J. , Ditmyer Marcia M. , Sandoval Victor A. 
Published: June 2020

AbstractThe purpose of this study was to assess reasons students seek a career in dentistry, their perceptions of the dental school admissions process, and their expectations of the profession. Of 155 predental students participating in a dental school simulation course offered at a Nevada dental school, 152 participated in this study (68.4 percent [n=104] male, and 31.6 percent [n=48] female). When asked when they made the decision to pursue a career in dentistry, 52 percent (n=79) said they decided in college, while 33.6 percent (n=51) made the decision in high school. A slight majority of the respondents (52.6 percent; n=80) identified their family dentist as having the greatest influence in their decision. Nearly half (47.8 percent; n=64) expected to pursue a career in general dentistry, while the next largest subgroup expected to pursue orthodontics (16.4 percent; n=22). A significant majority of the respondents (72.8 percent; n=110) perceived the dental school admissions process to be fair. Males were significantly more likely to identify themselves as competitive applicants than did females (χ²=9.644; p<.01). Approximately half (47.4 percent; n=72) anticipate earning between $100,000 and $199,999 within five years after graduation, with 50.7 percent (n=77) anticipating working between thirty‐five and forty hours a week. By understanding the applicant pool and their perceptions, admissions committees can better prepare to attract the applicants they desire.
Communication Skills Instruction Utilizing Interdisciplinary Peer Teachers: Program Development and Student Perceptions
Authors: Lanning Sharon K. , Ranson Sonya L. , Willett Rita M. 
Published: June 2020

AbstractLack of curricular time, faculty time, and funding are potential limitations for communication skills training in dentistry. Interdisciplinary collaboration amongst health care faculties could address these limitations. This article describes the development, implementation, and student perceptions of a communication skills program in dentistry. The program has four components: Knowledge, Observation, Simulation, and Experience (KOSE) and spans over the second and third years of dental school. KOSE allows students to obtain knowledge of and observe effective communication skills and practice these skills in the simulated and nonsimulated environment. A key feature of KOSE is the utilization of fourth‐year medical and dental students as peer teachers. Evaluation of KOSE was geared toward student perceptions. Cross‐sectional data were gathered via written surveys from 143 learners (second‐ and third‐year dental students) in 2006–07. Students perceived the ability to recognize effective communication, demonstrated awareness of their communication strengths and weaknesses, and reported that skills gained were transferable to actual patient care. Interdisciplinary collaboration was a feasible way to address the lack of resources in the development of a communications skills program, which was perceived to be worthwhile by learners.
Utilizing Debates as an Instructional Tool for Dental Students
Authors: Rubin Richard W. , Weyant Robert J. , Trovato Charlene A. 
Published: June 2020

AbstractDebates have been used as an instructional tool since 1999 in the Program in Dental Hygiene and are currently used by the School of Dental Medicine at the University of Pittsburgh. The debate format is designed to present a thought‐provoking and uncomplicated teaching tool that uses key elements of adult education, such as emphasis on self‐learning and its process. The objective of this article is to demonstrate the use of debates as an instructional tool for dental hygiene and dental students. A debate format is presented in detail. Post‐debate small discussion groups and a questionnaire were used to explore dental student experiences with using debates as an instructional tool. Dental students indicated that their experiences with the debate format had positive pedagogical benefits. Students reported that their interest in the given topic was heightened and knowledge was improved or reinforced. The debates also appeared to help students organize their thoughts on the presented topics. The debates were reported to be engaging and were received with enthusiasm by the students. Students reported that the debates enhanced their ability to organize and reinforce their thoughts on issues they may confront as dental professionals.
A Qualitative Study of Limited Access Permit Dental Hygienists in Oregon
Authors: Battrell Ann M. , Gadbury‐Amyot Cynthia C. , Overman Pamela R. 
Published: June 2020

AbstractMany states have adopted alternative oral health care delivery systems that include expanded roles for dental hygienists. This qualitative study was designed to evaluate the impact of the Limited Access Permit (LAP) legislation in Oregon and to understand the relationship between dental hygienists and dentists within this delivery system. The snowball sampling technique was used to identify LAP dental hygienists and collaborating dentists. The snowball sampling technique begins with the identification of a known expert in the field who serves as the initial “sampling unit.” Subsequent individuals are then recommended, or nominated, to the investigator by the initial study participant and are selected based upon the need to fill in or extend information. The final sample consisted of seven LAP dental hygienists and two collaborating dentists. Interviews, field observations, and document analysis were utilized for data collection. Factors that led to the creation of LAP dental hygiene practice, current LAP practice, personal characteristics, relationships between LAP dental hygienists and dentists, and the impact that LAP dental hygienists have had on access to oral health care were explored. Data revealed that the Oregon legislature twice expanded the LAP scope of practice to increase access to oral health care services. LAP dental hygienists practice in community and school‐based settings. Common characteristics of LAP dental hygienists include entrepreneurship, lifelong learning, and a commitment to underserved populations. The findings from this study indicate that LAP dental hygienists and collaborating dentists have positive relationships. No evidence of lower quality of care in unsupervised dental hygiene practices was found. However, the impact of the LAP legislation is still unknown due to the limited numbers of LAP dental hygienists and the early nature of the LAP practice.
Dentists' Comfort in Treating Underserved Populations After Participating in Community‐Based Clinical Experiences as a Student
Authors: McQuistan Michelle R. , Kuthy Raymond A. , Heller Keith E. , Qian Fang , Riniker Katharine J. 
Published: June 2020

AbstractThe purpose of this project was to determine new dentists’ comfort levels in treating traditionally underserved populations after participating in two consecutive five‐week community‐based clinical experiences while in dental school. A written survey was mailed to all known University of Iowa alumni (1992–2002; N=745). Respondents were asked to rank their comfort levels in treating twelve underserved populations on a five‐point Likert type scale (5=no problem; 1=will not). Bivariate and logistic regression model analyses were performed to examine associations (p<0.05) among comfort and six predictor variables. Alumni (n=372) were most comfortable treating other ethnic, low‐income, non‐English‐speaking, and HIV+/AIDS populations and least comfortable treating incarcerated and homebound populations. The following variables were significantly associated with comfort: 1) perception that the community experiences had great/much value; 2) practice located in larger communities; 3) non‐solo practitioners; and 4) dentist's gender. As more dental schools utilize community‐based clinical experiences to increase students’ exposure to underserved populations, it is important that these experiences provide exposure to a variety of populations. Additionally, dental schools should continuously monitor the short‐ and long‐term value of these programs for their students and recent graduates.
Attitudes Toward Patient Safety Standards in U.S. Dental Schools: A Pilot Study
Authors: Leong Peggy , Afrow Jay , Weber Hans Peter , Howell Howard 
Published: June 2020

AbstractThe objective of this study was to assess the patient safety culture among students, staff, and faculty in seven U.S. dental school clinics when compared to those from a similar study in twenty U.S. hospitals. A survey on patient safety culture developed by the Agency for Healthcare Research and Quality (AHRQ) was used to measure attitudes towards patient safety by anonymous faculty, students, and support staff members who work in the clinics of seven U.S. dental schools. This survey instrument was also administered to staff at twenty U.S. hospitals. In three of the twelve sections of the survey (Overall Perceptions of Safety, Management Support for Patient Safety, and Teamwork Across Units), dental school personnel responses rated above the hospital benchmark results. In Section 2 (Frequency of Adverse Events Reported) and Section 4 (Organizational Learning/ Continuous Improvement), average dental school responses were below those recorded for hospital personnel. The overall score from the twelve sections of the survey indicated that patient safety attitudes of dental school participants were higher than those of their hospital counterparts.