bluuebunny/crossref_metadata_2025_split huggingface dataset:
Patient aggression toward dental students
Authors: Rhoades Kimberly A. , Heyman Richard E. , Eddy J. Mark , Fat Sammie Jo , Haydt Nicole C. , Glazman Jacqueline E. , Dispirito Zachary F. , Rascon Allison N. , Guerrera Charlotte M. , Wolff Mark S. 
Published: June 2020

AbstractAggression from patients is one of the risks faced by healthcare workers during a typical work week. This risk begins during training. Although rates of patient aggression have been estimated for nursing students and medical residents, studies of aggression toward dental students have not been conducted. To begin to address this knowledge gap, we surveyed 160 D.D.S. student dentists in their third‐ or fourth years who were attending a large urban college of dentistry during the 2018–2019 academic year. Each class had approximately 375 students, leading to a response rate of 21%. Approximately 28% of students reported experiencing at least 1 instance of physical aggression, 86% reported experiencing at least 1 instance of verbal aggression, and 36% reported experiencing at least 1 instance of reputational aggression. There were no differences in rates of experienced aggression by age or gender, but Hispanic or Latinx students were more likely to experience physical and reputational aggression than non‐Hispanic White or Asian students. We discuss implications for dental education, including modifications to training clinic procedures and curriculum additions or modifications that may help prepare students to prevent and address patient aggression within the dental clinic environment.
Diagnosing periodontal and dental indicators with horizontal and vertical bitewing radiographs
Authors: Hong Richard Y. , Kwon Stephen , Steffensen Bjorn , Jain Shruti , Levi Paul A. 
Published: June 2020

AbstractObjectiveThe aim of this study is to compare information provided by the 2 orientations of bitewing radiographs, horizontal (HBW) and vertical (VBW) taken in a dental school.Methods and MaterialsRadiographic records were reviewed at Tufts University School of Dental Medicine (TUSDM) for patients showing posterior bone loss who had both HBW and VBW. 320 records were reviewed with 6 criteria: visibility of crestal bone from the distal of the cuspids to the distal of the most posterior tooth, visibility of horizontal or angular bone loss, the crestal density of bone, visibility of interproximal contact areas, visibility of the entire anatomical crown, and visibility of furcations.ResultsSignificantly higher number of VBW compared with HBW (P < 0.0001) showed the levels of alveolar bone loss (52.81% vs. 3.75%), the type of loss (angular or horizontal) (50.94% vs. 3.75%), the crestal bone density (28.75% vs. 0.63%), the contact areas (20.63% vs. 14.38%), and the furcations (43.44% vs. 1.25%). A greater number of HBW showed the entire anatomical crown compared with VBW. No significant difference was detected in the number of radiographs taken per HBW and VBW set.ConclusionFor patients with alveolar bone loss, VBW are superior to HBW when assessing bone levels, density, morphology, tooth furcations, and evaluating interproximal contact areas for caries. It is recommended that the vertical bitewing technique be taught as a standard in dental, dental hygiene, and dental assisting schools for adult patients showing evidence of posterior interdental bone loss.
The effect of project‐based learning modules on a community dental hygiene practicum in South Korea
Authors: Yoo Sang‐Hee , Bae Soo‐Myoung , Shin Bo‐Mi , Shin Sun‐Jung 
Published: June 2020

AbstractPurposeThe goal of this study is to develop and apply learning modules to help community dental hygienists acquire the necessary competencies and verify the effectiveness of the modules.MethodsOn the basis of 12 domestic and international reference papers, the concept of a community dental hygiene process of care was defined, and 393 learning goals were found to perform the primary and secondary categorization processes. The final 52 learning goals were assigned as a 15‐week module series to develop project‐based learning modules. The modules were used in 2018 during the first semester of the community dental hygiene practicum at G University (bachelor's degree) and H University (associate's degree). Surveys were performed before and after the application of the modules to evaluate the method's effectiveness.ResultsConfidence in problem‐solving abilities, project value, teamwork competency, and community dental hygiene competency were compared before and after the application of the modules. Students at both G and H universities showed statistically significant improvements across all 4 indices. Project authenticity and learning outcomes were analyzed in students at G and H universities after applying the modules; the results demonstrated that project authenticity and learning outcomes were positive.ConclusionThe learning modules can be presented as systematic educational modules, which have inherent academic significance for dental hygiene, and in turn can strengthen students’ competency in community practice areas.
Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches
Authors: Orsini Cesar A. , Tricio Jorge A. , Segura Cristina , Tapia Doris 
Published: June 2020

AbstractPurposeUsing Self‐determination Theory, the purpose was to determine whether work climate, students’ motivation, and teachers’ basic psychological needs could predict clinical teachers’ autonomous and controlled motivation to teach and whether clinical teachers’ motivations could predict student‐ and teacher‐centered teaching approachesMethodsA correlational cross‐sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self‐reported questionnaires measuring teachers’ perceptions of the work climate, students’ motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling.ResultsAlpha coefficients were acceptable (0.701‐0.948). Correlation and structural equation modeling analyses showed that teachers’ perceiving a work climate characterized by a supportive supervisor‐teacher relationship and students’ autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student‐centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university.ConclusionsThese results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers’ supervisors and how teachers perceive their students’ motivation.
Should dental school faculty be measured and compensated using academic productivity models? Two viewpoints
Authors: Hoskin Eileen R. , Bertone Mary , Chun Yong‐Hee Patricia , Lee Alexander L. , Motahari Mindy Z. , Martin Amy B. 
Published: June 2020

AbstractOperationalizing faculty contributions in ways that align with organizational mission can be difficult, particularly when monetizing effort. Conventional compensation methods may result in faculty effort going undefined, resulting in more subjectivity in recognition and compensation. Inequities lead to faculty marginalization, fragmentation, decreased motivation, and attrition. Dental faculty retirements are expected to increase, as 81% of men and 19% of women faculty aged 60 years and older in 2015–2016. We present opposing perspectives on the use of educational value units (EVUs) in academic dentistry. The first viewpoint articulates that such models improve recruitment and retention by objectifying (a) faculty performance measurement, (b) academic productivity improvements, and (c) compensation determination. The counterpoint suggests EVUs are deterrents to faculty retention due to challenges with objectively quantifying performance measures, a potential inherent bias linked to gender, and the undervaluing of teaching quality or collaborative practices.
Assessing dental hygiene students’ readiness for interprofessional learning and collaborative practice
Authors: Kanji Zul , Lin Diana , Karan Jelena 
Published: June 2020

AbstractPurposeThe need for interprofessional education (IPE) has been well documented and communicated by many prominent governmental bodies and health organizations. However, more longitudinal outcomes research is needed to demonstrate the impact of IPE on students’ attitudes and behaviors. This study assessed dental hygiene students’ readiness for IPE and collaborative practice at the University of British Columbia, Canada.MethodsA modified Readiness for Interprofessional Learning Scale (RIPLS) survey was conducted on 23 (96% response rate) second‐year dental hygiene students prior to commencing the university's newly integrated 4‐week IPE curriculum and immediately following its completion 1 month later. A focus group comprising 5 students then explored learning experiences and impact on attitudes about collaborative practice in greater depth. Curriculum content included professionalism, ethical practice, Indigenous cultural safety, and resiliency.ResultsAttitudinal shifts were observed in 3 of the RIPLS measures suggesting that students found greater clarity regarding their professional roles and became more receptive to learning clinical problem‐solving skills with other disciplines. No statistically significant differences surfaced between the pre‐attitudinal and post‐attitudinal RIPLS measures. The focus group revealed 3 prominent themes: greater role clarification, recognition of similarities in knowledge and practice with other professions, and cultivation of professional identity, collegiality, and respect.ConclusionStudents found greater clarity about professional roles and developed an enhanced appreciation for working with other health professions after completing the university's month‐long integrated IPE curriculum.
Proactive safety awareness and violence prevention training for professional students
Authors: Price Shelia S. , Stricker Janelle C. , Ridenour Wendy L. , Parker R. David 
Published: June 2020

AbstractPurpose/objectivesIn response to the growing number of violent acts on college/university campuses in the US, a pilot safety awareness and violence prevention (SAVP) training was developed and collaboratively implemented for first‐year dental and pharmacy students at a US academic health center. The study assessed student knowledge of violent behavior, warning signs emphasizing active shooter situations, response strategies when witnessing or experiencing violence, and awareness of available violence prevention resources.MethodsIn 2014, a presurvey/postsurvey design was approved by the Institutional Review Board and used to assess knowledge before and after SAVP training by the university police department. As part of the new student orientation, 90% of the dental students and 100% of the pharmacy students simultaneously participated in the training and afterwards completed both number‐coded surveys. This resulted in a 96% response rate. Data were analyzed using SAS.ResultsA comparison of presurvey/postsurvey responses show notable increases on 4 key topics: awareness of actions to take if witnessing violent crime (+49%) or encountering active shooter situation (+74%), awareness of violent behavior warning signs (+63%), and knowledge of available violence prevention resources (+86%).ConclusionsFindings from this study demonstrate that integrating SAVP training in new student orientation can increase safety awareness among dental and pharmacy students. SAVP training can augment the uptake of current campus resources given there was an observed increase in knowledge of availability. Collaborating with the university police department is key to this replicable proactive SAVP program for dental and pharmacy students.
Types and roles of reviews of the literature in dental education
Authors: Nevius Amanda M. , Stellrecht Elizabeth M. , Schvaneveldt Nena , Dragan Irina F. 
Published: June 2020

AbstractSystematic reviews have consistently grown in popularity and reputation. On behalf of the Dental Caucus of the Medical Library Association and with insight from the Director of Faculty Education & Instructional Development at Tufts University School of Dental Medicine, we offer guidance on the wide variety of reviews of the literature available to aid researchers in dental education in selecting the best review to suit their question, team size, time, and needs of the profession.
Impact of emotional intelligence training in a communication and ethics course among second‐year dental students
Authors: Partido Brian B. , Stefanik Dawne 
Published: June 2020

AbstractEmotional intelligence (EI) involves the awareness and management of personal and others’ emotions. Although EI has been found to be positively associated with the academic performance of dental students, limited evidence exists regarding methods to improve the EI among dental students.PurposeThe purpose of this study was to determine whether the inclusion of EI training in a communication and ethics course would improve EI levels among dental students.MethodsUpon institutional review board exemption, this study used a pre‐test/post‐test research design. Second‐year dental students, enrolled in a Communication and Ethics in Dentistry course, were invited to participate. Participants completed a survey of demographic questions and a 30‐item Emotional Quotient Self‐Assessment Checklist at the beginning and end of the course. Participants received reports of their pre‐test and post‐test EI scores.ResultsOf the 120 enrolled, 97.5% (n = 117) completed the pre‐test survey and 91.7% (n = 110) completed the post‐test survey. Independent samples t‐tests revealed significant improvements in EI scores from pre‐test (M = 111.9, SD = 9.8) to post‐test (M = 118.8, SD = 11.2) (P < 0.001). About 75% of participants agreed that knowing their EI scores was helpful in general, knowing their EI scores was helpful in the classroom setting, and the course content and course activities helped the improvement of EI scores. Nearly 90% of participants agreed that knowing their EI scores would be helpful in the clinical setting.ConclusionFuture research should evaluate the longitudinal effects and impact of the EI training to determine how EI should be addressed in the overall dental curriculum.
High depressive symptom prevalence in dental students associated with lifestyle and well‐being characteristics
Authors: Lerman Avigael R. , Yamamoto Karisa K. , Taylor George W. , Saeed Sophia G. 
Published: June 2020

AbstractPurposeStudies show health professional students have a high prevalence of depression. Dental students are especially susceptible due to the burden of the highest debt, exposure to bloodborne pathogens and chronic pain frequency. However, few studies on depression among U.S. dental students exist. This study aims to determine: (1) the difference in depression prevalence between U.S. dental students, the general population, and medical students; and (2) demographic and lifestyle characteristics associated with depressive symptoms in dental students.MethodsResearchers surveyed dental students in California in 2018 using a 36‐ item questionnaire. The Patient Health Questionnaire (PHQ‐9), a validated diagnostic screening tool, measured depressive symptoms suggesting clinically significant moderate to severe depression. Additionally, participants answered demographic and lifestyle characteristics questions. Data analysis included bivariable chi‐square tests and multivariable logistic regression.ResultsThe response rate was 19.1%. The crude depressive symptom prevalence (27.7%) was similar to that of depression in medical students (27.2%) and higher than the U.S. population (7.7%). Bivariable analysis indicated several characteristics significantly associated (P ≤ 0.05) with moderate to severe depressive symptoms in dental students, including experience of injury/pain, financial insecurity, self‐reported minority status, perception of meaningful work, and year in school. Multivariable logistic regression modeling estimated 5 well‐being categories as significantly associated with higher odds of not having major depressive symptoms.ConclusionsPrevalence of depressive symptoms among California dental students is similar to depression in medical students and higher than the general population. Results suggest a significant proportion of dental students experience moderate to severe depression and require accessible resources.
Contemporary appraisal of factors influencing pediatric dental program directors' selection of residents
Authors: Justema Rosalee Beredo , Majewski Robert F. , Salzmann Larry , Murdoch‐Kinch Carol Anne , Boynton James R. 
Published: June 2020

AbstractPurposeWith the increasing number of applicants and changes to information available in applications, pediatric dentistry program directors must adapt the resident selection process. The evaluation approach was significantly impacted when the National Board Dental Examination (NBDE) changed to a pass/fail grading system. The purposes of this are study to examine what criteria pediatric dentistry program directors now use to select residents, and to evaluate current criteria against those used in the past.MethodsA 30‐item survey was structured similar to a previous questionnaire used in 2005. An invitation to participate was sent via email to all pediatric dentistry program directors for the 82 Commission on Dental Accreditation (CODA)‐accredited programs located in the United States and Canada. Anonymous responses were analyzed.ResultsThere were 58 responses (70.7% response rate). The overall most important factors were clinical grades, dental school class rank, dental school grade point average (GPA), and applicant's essay. The least important factors were the applicant being a graduate of the program's dental school, Advanced Dental Admission Test (ADAT) score, and applicant's fluency in a second language. The factor that had the most significant increase in importance from 2005 is the applicant's essay, followed by dental school reputation and the dental school's pediatric program reputation.ConclusionsThe most important factors to program directors are clinical grades, dental school class rank, dental school GPA, and applicant's essay. The applicant's essay has increased in importance since 2005.
Audiology and oral health professional students: An interprofessional education collaboration
Authors: Klein Brittany A. , Weintraub Jane A. , Brame Jennifer L. , Kowlowitz Vicki , McKenna Nancy M. , Ciarrocca Katharine 
Published: June 2020

AbstractObjectivesAudiology knowledge is important for oral health professionals because patients may present with hearing loss or temporomandibular joint dysfunction with referred pain to the ear. Additionally, their occupational environment may negatively affect their own hearing. An interprofessional learning experience for dental (DDS), dental hygiene (DH), and audiology students was created to increase DDS and DH students’ knowledge of the audiology profession, risks to their own hearing, and communication with hearing‐impaired patients. This study's purpose was to evaluate this new educational experience.MethodsIn 2018, audiology students presented information to DH and DDS students about audiology and offered optional supervised hearing screenings. DDS and DH students were surveyed to assess their self‐rated knowledge level on audiology topics (e.g., audiology profession, hearing assessment, noise‐induced hearing loss, and communicating with hearing impaired patients) before and after the educational sessions, as well as to evaluate their learning experience. Audiology students received didactic and hands‐on instruction by DDS and DH students and faculty on performing a head and neck exam and making appropriate referrals.ResultsThe response rate was 48% (n = 57). Students' reported knowledge on all topics significantly improved (P < 0.05) after the educational program. The majority, 86%, agreed that this experience should be added to the curriculum, and 92% reported it increased their understanding of the importance of collaborating with other health professionals.ConclusionsThis experience increased students’ knowledge of the audiology profession and understanding of hearing loss, while also increasing their appreciation of interprofessional education.
Relationships between the postures of dentists and chairside dental assistants
Authors: Partido Brian B. , Henderson Rebecca , Washington Haley 
Published: June 2020

AbstractIntroductionDental professionals have been encouraged to maintain their neutral postures throughout their workday in order to maintain a healthy musculoskeletal system. However, with 4‐handed dentistry, maintaining neutral postures becomes more challenging when the dentist and dental assistant work concurrently alongside the patient to complete dental procedures.PurposeThe purpose of this study was to determine whether relationships exist between the postures of dentists and dental assistants.MethodsUpon institutional review board approval, this study used a cross‐sectional research design of a convenience sample of 31 unique pairings of dentists and dental assistants. The Modified‐Dental Operator Posture Assessment Instrument (M‐DOPAI) and Rapid Upper Limb Assessment (RULA) were used to assess ergonomic scores and ergonomic risks of captured photographs of dentists and dental assistants performing 4‐handed dentistry. The data were analyzed using descriptive statistics and correlational analysis.ResultsThe dentists and dental assistants demonstrated higher ergonomic scores for the trunk, head, and arm positions and higher ergonomic risk scores for the neck/trunk/leg positions. The head position of dental assistants was positive correlated with hip position of dentists. The shoulder position of dental assistants was negatively correlated with the head position of dentists.ConclusionErgonomic risks scores indicated further investigations and potential changes in postures to reduce ergonomic risks. Multiple postural components of the dentists and dental assistants were related. Ergonomic training should include consideration of dentists and dental assisting working concurrently in 4‐handed dentistry. More ergonomic training is needed with 4‐handed dentistry among dental and dental assisting students and faculty members.