bluuebunny/crossref_metadata_2025_split huggingface dataset:
Should Preclinical Typodonts Be Disinfected Prior to Grading?
Authors: Aycock Jeffrey E. , Hill Edward E. 
Published: June 2020

AbstractThis is a report of a unique finding in a preclinical laboratory that may be a potential dental school health hazard. Visual inspection (conducted in April 2008 by a preclinical crown and bridge course coordinator) of typodonts used by second‐year students at the University of Mississippi School of Dentistry found that fourteen out of thirty‐nine had black spots on the undersurface of the cheek shroud and/or plastic gingiva. The spots were cultured by the Medical Center's Department of Microbiology and described only as being mold/fungus typical of that which frequently grows in warm, moist, southern environments. Although indoor molds are common, about 5 percent of the general population will develop some type of mild allergic airway problem from molds over their lifetime. Mold on typodonts is unsightly, indicates failure of students to recognize the value of cleanliness in the dental environment, and may be a potential health hazard for some individuals. Cleaning and drying procedures for typodonts were implemented. The transfer of items between students and instructors during preclinical courses provides many opportunities for the spread of potentially harmful microorganisms/viruses. As a minimal level of personal protection, it is suggested that instructors wear disposable gloves and face masks and exercise hand washing between handling student instruments and typodonts. This problem has not been previously mentioned in the literature and merits further investigation/discussion.
What the ADEA CCI Series of Articles Means to Me: Reflections of a Mid‐Career Dental Faculty Member
Authors: Novak Karen F. 
Published: June 2020

AbstractIn this reflection article, Dr. Karen Novak, a mid‐career faculty member at a U.S. dental school, identifies important messages and insights she gained from a series of twenty‐one articles about the future of dental education published in the Journal of Dental Education from October 2005 to February 2009. This article addresses four questions: 1) What influence have these articles had on an academic dentist's perspectives about her role and priorities as a dental school faculty member and her own career plans and future directions? 2) What are the key messages in these articles for other dental educators who are at similar places in their careers? 3) What additional topics concerning the future of academic dentistry should be covered in future articles? and 4) What issues and priorities should receive the most attention from academic dentistry in the next decade? The American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI) was established to provide a mechanism for stakeholders in academic dentistry to meet and consider future directions in the education of the nation's dental workforce. Along with ADEA, these stakeholders included dental schools, the American Dental Association (ADA) Board of Trustees, the Commission on Dental Accreditation (CODA), the ADA Council on Dental Education and Licensure (CDEL), the Joint Commission on National Dental Examinations (JCNDE), the dental licensure community, the ADA Foundation, and advanced dental education programs. The ADEA CCI was created to build consensus within the dental community for innovative changes in the education of general dentists. One outcome of this process was a series of articles intended to raise awareness and stimulate dialogue about issues and forces shaping the future of dental education. Collectively, this series of articles is known as the Perspectives and Reflections in Dental Education (PRIDE) series to acknowledge the commitment of the academic dental community to reflect on current practices and future directions and also to represent the pride of dental school faculty members in their educational responsibilities and accomplishments.
What the ADEA CCI Series of Articles Means to Me: Reflections of a Dental School Dean
Authors: Thomas Huw F. 
Published: June 2020

AbstractIn this reflection article, Dr. Huw F. Thomas, a U.S. dental school dean, identifies important messages and insights he gained from a series of twenty‐one articles about the future of dental education published in the Journal of Dental Education from October 2005 to February 2009. This article addresses three questions: 1) What influence have these articles had on a dental school dean's perspectives about his role and priorities? 2) What important messages are contained within these articles for fellow deans? and 3) What messages do these articles send to dental education in general? The American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI) was established to facilitate change and innovation in dental education. Through the ADEA CCI, ADEA brought together stakeholders in academic dentistry: dental schools, the American Dental Association (ADA) Board of Trustees, the Commission on Dental Accreditation (CODA), the ADA Council on Dental Education and Licensure (CDEL), the Joint Commission on National Dental Examinations (JCNDE), the dental licensure community, the ADA Foundation, and advanced dental education programs. The goal of the ADEA CCI is to provide a forum to build consensus within the dental community for innovative changes in the education of general dentists. As part of the consensus‐building process, the ADEA CCI commissioned a series of articles, published in the Journal of Dental Education, to raise awareness and stimulate dialogue about issues and forces shaping the future of dental education and propose strategies to achieve desired enhancements. Collectively, this series of articles is known as the Perspectives and Reflections in Dental Education (PRIDE) series to acknowledge the commitment of the academic dental community to reflect on current practices and future directions and also to represent the pride of dental school faculty members in their educational responsibilities and accomplishments.
Issues in the Interpretation and Reporting of Surveys in Dental Education
Authors: Chambers David W. , Licari Frank W. 
Published: June 2020

AbstractSurveys are the most common form of data‐based article published in the Journal of Dental Education. The apparent ease with which they are conducted and the seeming simplicity of reporting results mask significant issues in sample design and performing maximally useful analyses. Four concerns are discussed here. First, it is demonstrated that results are a function of who, when, and where responses are sampled, each source making independent contributions. Second, absolute sample size is shown to be the most significant factor affecting precision in surveys, and the numbers of schools, respondents, and other sources of variance can be chosen to minimize survey imprecision. Third, response rate typically has negligible effect on precision and an uncertain effect on accuracy (freedom from bias). A technique, sample saturation, is explained that can be used to protect, to some degree, surveys from the effects of bias. Finally, suggestions are offered for reporting survey results in a visually meaningful fashion, and an appeal is made that recommendations associated with surveys not be published unless they are grounded in both data and well‐developed theory. This analysis references a previously published survey on competency‐based dental education to illustrate methodological points in concrete terms.
Utilizing Public Health Clinics for Service‐Learning Rotations in Dental Hygiene: A Four‐Year Retrospective Study
Authors: Aston‐Brown Roberta E. , Branson Bonnie , Gadbury‐Amyot Cynthia C. , Bray Kimberly Krust 
Published: June 2020

AbstractNational reports outlining disparities in oral health care in the United States have focused attention on ways to encourage health care providers to become more involved in the public health arena. Utilization of service‐learning in professional health education programs is one method being explored. The purpose of this study was to conduct a retrospective review of a service‐learning rotation within a dental hygiene public health course. The study utilized data sources generated by students as part of a course evaluation. These sources included student journals (qualitative/quantitative) and Likert‐scaled (quantitative) and open‐ended (qualitative) student satisfaction survey items. Mixed methodology data analysis techniques were used to analyze and triangulate data in order to form conclusions related to the effectiveness of service‐learning as a teaching strategy in dental hygiene. This investigation suggests that service‐learning is an effective learning strategy for increasing student awareness of underserved populations, cultural diversity, and ethical patient care. The study also suggests that service‐learning helped students to determine their level of interest in public health as a career choice by giving them a real‐world experience in public health patient care.
Dental Students Treating Patients Living with HIV/AIDS: The Influence of Attitudes and HIV Knowledge
Authors: Seacat Jason D. , Litt Mark D. , Daniels Adam S. 
Published: June 2020

AbstractAs life expectancy for people living with HIV/AIDS (PLWHA) increases, these individuals will have greater need for competent and compassionate oral health care. Unfortunately, PLWHA face many significant barriers to receiving adequate oral health care, due in part to the fear of being stigmatized or discriminated against by dental care providers (DCPs). Although many studies have documented accounts of prejudice and discrimination toward PLWHA in the dental health care setting, few have developed theoretical explanations as to why these attitudes and behaviors persist or how they can be effectively ameliorated. The goal of the current study was to utilize Weiner's Attribution‐Helping model to explain how a patient's perceived responsibility for contracting HIV might impact DCPs’ attitudes and behavioral responses toward PLWHA. Existing research has demonstrated that DCPs’ level of HIV‐related knowledge impacts their treatment attitudes and behaviors toward PLWHA, but it remains unclear whether the effects of HIV‐related knowledge may be masked by the personal attitudes (i.e., perceived patient responsibility for contracting HIV) that DCPs maintain. One hundred and eighteen dental students were recruited from a New England dental program. All participants read one of three brief patient vignettes in which the mode by which an individual contracted HIV was manipulated. Dental students then completed a survey assessing 1) perceptions of the patient's responsibility for contracting HIV; 2) knowledge of HIV; and 3) treatment attitudes. Results indicated that both knowledge of HIV and attributions of patient responsibility for illness were predictive of negative attitudes toward treatment.
Gender‐Based Differences in Satisfaction with Academic Preparation and Practice Experiences
Authors: Kelsey William P. , Kimmes Nicole S. , Williams David E. , Ogunleye Afolabi O. , Ault James T. , Barkmeier Wayne W. 
Published: June 2020

AbstractThe purpose of this study was to investigate the effect that practice patterns and other variables had on graduates’ level of satisfaction with dental school preparation and satisfaction with several career experiences and to determine if any gender‐based differences occurred in these findings. Dentists who graduated from Creighton University School of Dentistry between 1985 and 2005 were surveyed regarding demographic factors, practice characteristics, satisfaction with educational preparation, and satisfaction with practice experiences. The response data were analyzed using Spearman's rho, multiple regression analysis, and the Pearson product moment. As a result of this analysis, no statistically significant differences were found between male and female dentists who graduated from Creighton University between 1985 and 2005 with respect to satisfaction with academic preparation and postgraduation practice experiences. The findings indicate that gender is not associated with graduates’ level of satisfaction with their academic preparation while in dental school and their practice experiences.
Survey of Systematic Review Authors in Dentistry: Challenges in Methodology and Reporting
Authors: Major Michael P. , Warren Sharon , Flores‐Mir Carlos 
Published: June 2020

AbstractThe study reported in this article had three objectives: 1) identify the challenges faced by authors of dental systematic reviews (SR) during the process of literature search and selection; 2) determine whether dental SR authors’ responses to survey questions about their study methodology were consistent with the reported published methodology; and 3) assess whether dental SR authors’ evidence‐based publication experience was associated with reported methodology. Seventy‐eight authors (53 percent) of dental SRs out of 147 potential authors published from 2000 to 2006 responded to an online survey. According to the respondents, the most challenging aspects of literature search and selection were the initial design and performing extended literature searches. Agreement between the protocol identified by SR authors on the survey and the actual protocol described in their publications was fair to moderate. There were virtually no correlations between authors’ publication experience, systematic review literature search, and selection thoroughness except for the number of past SRs published, and no differences in thoroughness between SRs written by clinicians (dental practitioners in the community) and dental school faculty members. Dental SR authors do not appear to fully appreciate the importance of extensive literature searches as central to the validity of their systematic review methods and potential findings.
Knowledge, Attitudes, and Perceptions of Participants and Instructors Taking Part in a Dental School Simulation Course for Potential Dental Students
Authors: Hawley Nathan , Dye Jared , Ditmyer Marcia 
Published: June 2020

AbstractFour two‐day dental school simulation courses were conducted over a two‐year period for the purpose of allowing prospective dental students the opportunity to gain hands‐on experience in a dental simulation lab. A total of 292 subjects from thirty‐four colleges and universities participated in the courses. The courses were planned and taught by dental students attending the host school, with oversight by faculty members. Participants took pre‐ and posttests assessing their knowledge of dental practices and completed surveys before and after the course to assess their attitudes toward the dental profession. Student instructors completed a post‐course survey of the experience. The simulation course was effective in increasing participants’ desire (8 percent increase) to attend the host school. Dental knowledge improved 34 percent following the course. Thirty‐four percent of student instructors indicated they were more likely to pursue a career in academics following this experience. Results suggest that a dental school simulation course can be a positive experience for both participants and student instructors.
Local Anesthetic Syringe Ergonomics and Student Preferences
Authors: Wiener R. Constance , Crout Richard J. , Sandell Joan , Howard Brandi , Ouassa Lydia , Wearden Stanley , Wiener Michael A. 
Published: June 2020

AbstractWith a diverse population of dentists, dental hygienists, and dental assistants, there is a wide range of sizes and shapes of individuals. Ergonomic considerations have resulted in the design of many adjustable delivery systems, chairs, and pieces of equipment. Companies have marketed instrumentation specifically for people with small hands, yet little research has been done regarding the advertising claims. The objective of this study was to compare the perceptions of dental and dental hygiene students after they used a conventional syringe and a petite syringe that has been marketed as advantageous for individuals with smaller hands. The two syringes were compared for aspiration, injection, and sense of control. A total of 181 students were invited to serve as subjects in the study, and ninety participated. The study involved two phases. During phase I, students used conventional and petite syringes to give a simulated inferior alveolar nerve block injection. In phase II, students gave a simulated palatal injection using both sizes of syringes. After performing the simulations, the students responded to a questionnaire. The students reported that the petite syringe gave them control, and 62.2 percent of them preferred it to the conventional syringe. There were differences in preferences between female and male students and also differences in preferences based on students’ glove sizes. The female students preferred the petite syringe when aspiration was required. Overall, the students who wore small and extra small gloves had a preference for the petite syringe and felt it provided a sense of control, a key component when learning to provide injections.
Who benefits from privileged peers? Evidence from siblings in schools
Authors: Bertoni Marco , Brunello Giorgio , Cappellari Lorenzo 
Published: June 2020

SummaryBy comparing siblings attending the same school at different points in time, we investigate whether the effect of peer quality on long‐term labor market outcomes varies with parental background. We find that exposure to better peers—who have higher mean parental education—increases lifetime earnings of disadvantaged students, coming from families with low parental education, but penalizes privileged students from better educated families. These results suggest that desegregation policies that allocate disadvantaged students to schools with better peers produce long‐term benefits. We discuss mechanisms and show that human capital accumulation, ordinal rank and network effects contribute to explain our findings.
Isolated ventricular apical hypoplasia: A report of four cases and literature review
Authors: Liao Hai‐Qin , Peng Ze‐Fang , Zhang Ming , Tan Yi , Ouyang Min‐Zhi , Zhou Dan , Tang Kui , Tang Shi‐Xiong , Shang Quan‐Liang 
Published: June 2020

AbstractIsolated ventricular apical hypoplasia (IVAH) is a rare congenital cardiac anomaly, with clinical manifestations depending on the age of the patient, ranging from no symptoms in children to congestive heart failure or even malignant tachycardia in adults. Herein, we describe the clinical and anatomical findings in four cases with hypoplasia of the right or left ventricular apex, and we discuss the possible mechanisms and differential diagnosis of this malformation. Echocardiography is a rapidly accessible, low cost, noninvasive technique for the detection and evaluation of IVAH.
A scoping review on social justice education in current undergraduate dental curricula
Authors: Noushi Nioushah , Enriquez Ninoska , Esfandiari Shahrokh 
Published: June 2020

AbstractBackgroundA recent shift in educational components within healthcare has pushed dentistry toward a greater understanding of the role of social components on oral health. There has also been an increased awareness of inappropriate conduct among dental students.Study design and methodsA scoping review was conducted to determine if, how, and when social‐justice‐oriented education has been incorporated into dental curricula worldwide. A systematic and reiterative search of articles was performed on February 22, 2018, and combined quantitative and qualitative synthesis of data. An updated search was done on September 26, 2019.Primary resultsSeventy‐three studies were evaluated: 46 quantitative (63%), 24 qualitative (33%), 3 multimethods (4%). The majority used self‐reported surveys and questionnaires (66%), while the remaining used interviews (9.5%), student reflections (16%) and focus groups (5.5%). Studies included dental students only (78%); dental students with dental hygiene students (5.5%) or faculty/staff (4.1%); dental students in year 1 (17%), year 2 (1.6%), year 3 (1.6%), year 4 (14.2%); first‐ and second‐year students (3%); third‐ and fourth‐year students (1.6%); all years of study (20%); and academic year not specified (41%). The study areas included “learning in dental school,” “experiencing dental school,” “focusing on cultural competency,” and “addressing dental ethics and social responsibility.”Principal conclusionsThree major research gaps were identified: no discussion of a social contract between dentists and society, no explicit social justice‐oriented topics within undergraduate dental curricula, and no standardized tool to measure these topics. Further research is necessary to understand how such topics can be included in dental curricula to form socially competent dentists.
Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment
Authors: Lee Jihyun , Kim Ryan Jin Young , Choi Hyoseon 
Published: June 2020

AbstractContextDental schools seek to educate students to become inclined toward self‐directed, lifelong learning, an important mindset for healthcare professionals that may be linked to deep versus surface learning approaches. Students using a deep learning approach are more intrinsically motivated and actively engage in higher‐order thinking, while those using a surface learning approach are more extrinsically motivated and aim for passive learning.ObjectivesBecause student learning approaches can be influenced by a wide variety of learning experiences, we sought to understand how student approaches to learning differ by year in dental school and are related to academic achievement.MethodsA total of 244 students in a 4‐year dental school program in South Korea voluntarily participated in this study. We collected data on school year and academic achievement, and approaches to learning of participants using the validated Study Processes Questionnaire to assess learning approach, which included the constructs of deep motive, deep strategy, surface motive, and surface strategy.ResultsWe conducted 3 sets of statistical analyses and found that most students adopted a deep approach to learning (DAL) in their first and second years (Y1 and Y2), with third‐year students (Y3) showing heavy dependence on a surface approach to learning (SAL) and sharp drops in intrinsic motives. Student approaches to learning were not significantly related to academic achievement. In the first 2 years of dental school, students tended to adopt a DAL, and viewed their learning as personal growth and their profession as necessitating deep intellectual inquiry.ConclusionsIn the third year, the change from a DAL to a SAL coincided with entry to clinical training. The lack of integration of biomedical science (Y1 and Y2) and clinical science (Y3 and Y4), and increased stress in the initial clinical context may account for this difference. The poor correlation between a DAL and high achievement may indicate a need for change in assessment methods. This study hopes to stimulate reflection regarding student learning approaches and educational efforts that prepare future dentists for lifelong learning.