bluuebunny/crossref_metadata_2025_split huggingface dataset:
Advanced General Dentistry Program Directors’ Attitudes and Behaviors Regarding Pediatric Dental Training for Residents
Authors: Massey Christi Sporl , Raybould Ted P. , Skelton Judith , Wrightson A. Stevens , Smith Tim A. 
Published: June 2020

AbstractThe oral health of children became a more prominent concern with the U.S. surgeon general's report on oral health in America in 2000. The purpose of our study was 1) to assess General Practice Residency (GPR) and Advanced Education in General Dentistry (AEGD) (here jointly referred to as advanced general dentistry [AGD] programs) directors’ current behaviors with regard to pediatric training of residents and 2) to assess their attitudes about which components of pediatric oral health training should be included in AGD programs. A twenty‐one item survey was mailed to all GPR and AEGD programs accessed through the American Dental Association website. Seventy percent of directors (N=187) completed and returned the survey. Responses indicated that AGD residents receive adequate clinical exposure to pediatric patients and provide much‐needed services to uninsured, underinsured, and underserved people. Although clinical training in pediatric treatment was high, didactic hours focused on pediatric treatment did not seem commensurate with clinical activity. Program directors indicated strong attitudinal support for teaching residents many components of pediatric oral health care, although most directors have concerns over increasing didactic hours spent on pediatric oral health due to already crowded curricula. Approximately 88 percent of directors said that they would implement a pediatric oral health module in their curricula if they had access to one.
The Academic Dental Careers Fellowship Program: A Pilot Program to Introduce Dental Students to Academia
Authors: Rogér James M. 
Published: June 2020

AbstractThe Academic Dental Careers Fellowship Program (ADCFP) was established in 2006 by the American Dental Education Association (ADEA) and the American Association for Dental Research (AADR) with the financial support of the ADA Foundation to encourage dental students to consider careers in dental education and to provide participating fellows with insights into academic life. The ADA Foundation provided funding during the 2006–07 academic year for eleven dental student fellows, who were paired with faculty mentors at their respective schools. Fellows and mentors attended a two‐day retreat in the summer of 2006, and over the course of the subsequent year in dental school, the fellows with guidance from their mentors participated in preclinical laboratory, classroom, small‐group, and clinical teaching experiences; designed and implemented a research project; developed a philosophy of education; completed career reflection essays; assembled a portfolio to represent their ADCFP activities and projects; conducted a series of interviews with faculty designed to expose students to roles, issues, and career paths in academic dentistry; and presented a synopsis of their experiences at the ADEA Annual Session in New Orleans in March 2007. The fellows and mentors completed midyear and end‐of‐year evaluations of the ADCFP in which feedback and recommendations were collected by telephone interviews and questionnaires. Fellows reported positive experiences and an increased interest in and understanding of academic careers. Mentors also evaluated the ADCFP positively and reported enhancements in their mentoring skills. This article describes the goals and format of the ADCFP, summarizes program evaluation data elicited from the fellows and mentors, and proposes recommendations for future fellowship classes.
Parental Involvement in Recruitment of Underrepresented Minority Students
Authors: Wadenya Rose O. , Lopez Naty 
Published: June 2020

AbstractRecruitment of underrepresented minority (URM) students to dental schools has had limited success, so dental schools need to reach out to high school students with programs to extend the pipeline. The Short Term Enrichment Program (STEP) of the University of Pennsylvania School of Dental Medicine adds a new dimension to these efforts by involving parents, who directly or indirectly impact their children's career decisions. The program consists of an introductory two‐day course that includes presentations of the dental profession, laboratory, and virtual classrooms. Biannual follow‐up workshops are conducted for both children and parents. Outcomes are measured through pre‐ and post‐program surveys, focus groups, and interviews. STEP attendance has increased over five years, with a total of 163 students participating and 56 percent of their parents attending the program. Eighty participants have graduated from high school, twenty‐three of whom are enrolled in a predental program or dental school; twelve are in other prehealth programs. Students in predental programs or dental school have the highest percentage of parents who participated in STEP (96 percent) and engaged them in discussions over career goals (100 percent).
Assessment of Teaching Effectiveness in U.S. Dental Schools and the Value of Triangulation
Authors: Jahangiri Leila , Mucciolo Thomas W. , Choi Mijin , Spielman Andrew I. 
Published: June 2020

AbstractThe routine evaluation of teaching effectiveness is important in improving faculty, departmental, and institutional efforts. There are three main categories of assessments: those performed by students, peers, and self. Although each category is independently valid, a collection of data from all three categories leads to a more comprehensive outcome and a creation of a triangulation model. The purpose of this study was to identify commonly used methods of assessing teaching effectiveness and to suggest the use of a triangulation model, which has been advocated in the literature on performance assessment as an optimal approach for evaluating teaching effectiveness. A twelve‐question survey was sent to all U.S. dental schools to identify evaluation methods as well as to find evidence of triangulation. Thirty‐nine out of fifty‐seven schools responded. The majority of the schools used student evaluations (81 percent) and peer reviews (78 percent). A minority of schools reported using self‐evaluations (31 percent). Less than one in five dental schools reported using all three strategies to achieve triangulation (19 percent). The three most commonly used evaluation methods (“performed routinely”) were all in the student evaluation category. Less than half of the schools routinely evaluated clinical teaching effectiveness by any means (42 percent). In conclusion, dental schools should implement a triangulation process, in which evaluation data are obtained from students, peers, and self to provide a comprehensive and composite assessment of teaching effectiveness.
Does Orthodontic Treatment Affect Patients’ Quality of Life?
Authors: Kiyak H. Asuman 
Published: June 2020

AbstractThe oral‐facial region is usually an area of significant concern for the individual because it draws the most attention from other people in interpersonal interactions and is the primary source of vocal, physical, and emotional communication. As a result, patients who seek orthodontic treatment are concerned with improving their appearance and social acceptance, often more than they are with improving their oral function or health. Enhancing these aspects of quality of life is an important motive for undergoing orthodontic treatment. Regardless of age, patients’ and their parents’ or caregivers’ expectations about improvements in oral function, esthetics, social acceptance, and body image are important for both general dentists and orthodontists to consider when advising patients about these procedures and during the treatment process. This review of research on the impact of conventional and surgical orthodontics on quality of life examines the association between oral health‐related quality of life and severity and type of malocclusion, as well as the impact of treatment and patient characteristics on quality of life. The article will emphasize the importance of clinicians’ having a clear understanding, before initiating treatment, of their patients’ quality of life and their expectations about improvements in specific domains of quality of life.
Mindfulness and Professionalism in Dentistry
Authors: Lovas John G. , Lovas David A. , Lovas P. Michael 
Published: June 2020

AbstractTo improve the effectiveness of teaching professionalism, the authors propose introducing mindfulness practice into the dental curriculum. The qualities cultivated through mindfulness meditation practice closely resemble the global attitudes of professionalism. Professionalism and mindfulness are broad overlapping constructs with a common prosocial aim: letting go of selfish, short‐sighted rewards and promoting the long‐term common good. Both constructs also aim for the highest quality of life for practitioners and patients alike. Based on a selective review of the medical literature, we suggest that mindfulness practice should help improve attentiveness, self‐awareness, acceptance, wisdom, and self‐care in dentistry. We briefly review the role of mindfulness in higher education, as well as current attempts at Dalhousie University to integrate mindfulness into the dental and dental hygiene curricula.
Dental Hygiene Education About Patients with Special Needs: A Survey of U.S. Programs
Authors: Dehaitem Maryam J. , Ridley Karen , Kerschbaum Wendy E. , Inglehart Marita Rohr 
Published: June 2020

AbstractThe objective of this study was to explore how dental hygiene programs in the United States educate their students about treating patients with special needs. Data were collected from 102 U.S. dental hygiene programs (response rate=49 percent) with a web‐based survey. Nearly all programs (98 percent) reported that they present this material in lectures. However, only 42 percent of the programs required students to gain clinical experiences with patients with special needs. Most programs covered the treatment of patients with physical/sensory impairments such as hearing impairments (93.1 percent), psychopathologies (89.2 percent), and adult onset neurological disorders (89.2 percent). Outcome assessments were usually done in a written exam (97.1 percent), while objective structured clinical examinations (OSCEs) (9.8 percent) and standardized patient experiences (4.9 percent) were less frequently used. Respondents identified “curriculum overload” as the biggest challenge to addressing special patient needs. Nevertheless, 29.4 percent of the respondents indicated that they support an increase in clinical experiences for students to give them increased opportunities to work with patients with special needs. Recent changes in accreditation standards require graduating dental hygiene students to be competent in assessing the treatment needs of special needs patients. Based on the program directors’ responses, recommendations can be made to increase the opportunities for students to have clinical experiences with patients with special needs and to address the needs of patients with special needs more comprehensively in dental hygiene curricula.
Implementation and outcomes of a therapeutic drug monitoring program for antifungal and antiretroviral agents in a tertiary medical center in Taiwan
Authors: Lin Shu‐Wen , Kuo Ching‐Hua , Shen Li‐Jiuan , Chen Yee‐Chun , Hung Chien‐Ching , Wu Fe‐Lin Lin 
Published: June 2020

AbstractIntroductionTherapeutic drug monitoring (TDM) of antifungal and antiretroviral agents was recently initiated at National Taiwan University (NTU) Hospital based on a collaboration between clinicians at NTU Hospital and faculty at the NTU School of Pharmacy since 2009. Interim analyses were conducted to evaluate its effects on treatment outcomes.ObjectivesThe purpose of this study was to establish and evaluate the impact of the TDM service on effectiveness and safety over a 10‐year period.MethodsThe TDM program was initiated as a research‐based pharmacy service. This prospective observational study enrolled all patients who were prescribed voriconazole, posaconazole, and efavirenz. Three interim analyses were conducted: (1) Identification of the cutoff points of voriconazole plasma concentrations associated with hepatotoxicity and hallucinations during 2009‐2010, (2) Examination of whether TDM‐guided posaconazole dosing adjustment increased the target attainment of plasma concentrations and the response rate during 2012‐2013, and (3) Evaluation of the clinical outcomes of TDM‐guided efavirenz dosing regimens during 2009‐2016.ResultsTDM of voriconazole, posaconazole, and efavirenz was performed in 792, 237, and 901 patients, respectively. Voriconazole trough concentration was associated with hepatotoxicity and hallucinations in 40 patients. Trough concentrations above 4.5 mcg/mL may increase the risk of hepatotoxicity. Adverse events and response rates were improved by TDM followed by dosing adjustment. TDM‐guided posaconazole dosing adjustment increased the target attainment of trough concentrations and the response rate in 41 patients. The mid‐dosing concentration of efavirenz in 171 patients was 2.82 mcg/mL (range: 0.98‐10 mcg/mL) during the initial monitoring period (2009‐2012). A TDM‐guided half‐dose regimen containing efavirenz tested on 203 patients in 2013‐2016 mitigated adverse events while maintaining effectiveness.ConclusionThe interim analyses of this TDM service demonstrated an improvement in the quality of care and favorable outcomes in the treatment of fungal and HIV infections.
LOBSTER: Local orbital projections, atomic charges, and chemical‐bonding analysis from projector‐augmented‐wave‐based density‐functional theory
Authors: Nelson Ryky , Ertural Christina , George Janine , Deringer Volker L. , Hautier Geoffroy , Dronskowski Richard 
Published: June 2020

AbstractWe present an update on recently developed methodology and functionality in the computer program Local Orbital Basis Suite Toward Electronic‐Structure Reconstruction (LOBSTER) for chemical‐bonding analysis in periodic systems. LOBSTER is based on an analytic projection from projector‐augmented wave (PAW) density‐functional theory (DFT) computations (Maintz et al., J. Comput. Chem. 2013, 34, 2557), reconstructing chemical information in terms of local, auxiliary atomic orbitals and thereby opening the output of PAW‐based DFT codes to chemical interpretation. We demonstrate how LOBSTER has been improved by taking into account time‐reversal symmetry, thereby speeding up the DFT and LOBSTER calculations by a factor of 2. Over the recent years, the functionalities have also been continually expanded, including accurate projected densities of states (DOSs), crystal orbital Hamilton population (COHP) analysis, atomic and orbital charges, gross populations, and the recently introduced k‐dependent COHP. The software is offered free‐of‐charge for non‐commercial research.
Diagnostic and prognostic value of circulating miRNA‐499 and miRNA‐22 in acute myocardial infarction
Authors: Wang Xiaoqing , Tian Lu , Sun Qiyu 
Published: June 2020

AbstractBackgroundCurrently, acute myocardial infarction (AMI) represents a serious cardiovascular disease with high morbidity and mortality. Therefore, this study aimed to systematically evaluate the roles of miRNA‐499 and miRNA‐22 as potential biomarkers for AMI.MethodsAccording to the inclusion and exclusion criteria, we measured circulating levels of miRNAs in 50 AMI patients and 50 non‐MI populations. The expression levels of plasma miRNA‐499 and miRNA‐22 were analyzed by real‐time fluorescent quantitative polymerase chain reaction (qRT‐PCR). A statistical analysis of clinical data of AMI patients was conducted by 90‐day follow‐up.ResultsReal‐time PCR analysis showed that the relative expression level of miRNA‐499 increased gradually among the three groups (P < .05). However, the expression of miRNA‐22 showed a downward trend (P < .05). According to logistic analysis, the relative levels of miRNA‐499 and miRNA‐22 were important predictors of AMI. When the miRNA‐499 and miRNA‐22 levels were 0.377 and 0.946 separately, the diagnostic value of miRNA‐499 and miRNA‐22 for AMI was 86.00% and 86.00% for sensitivity, and 98.00% and 94.00% for specificity, respectively. In addition, compared to the baseline GRACE scoring system, the combination of miRNA‐499, miRNA‐22, and GRACE scores had a stronger discriminating power for MACE occurrence, with a sensitivity of 100.00% and a specificity of 79.40%.ConclusionsThe results showed that plasma miRNA‐499 and miRNA‐22 were more sensitive and specific for the diagnosis of AMI, suggesting that they can be used as potential biomarkers for clinical diagnosis of AMI.
ADEA‐ADEE Shaping the Future of Dental Education III
Authors: Field James , Hervey Tamara , Walsh Steve , Davis Joan , Garcia Lily T. , Valachovic Richard W. 
Published: June 2020

AbstractThe World Health Organization has indicated that Interprofessional Education (IPE) occurs when “students from two or more professions learn about, from, and with each other”.1 These IPE experiences are widely thought to provide students with the opportunity to learn and practice the knowledge, skills, behaviors and attitudes that will ultimately translate into the provision of safer, higher quality, team‐based patient care when they become health care practitioners in collaborative care environments. At the joint American Dental Education Association (ADEA) and Association for Dental Education in Europe (ADEE) 2019 Shaping the Future of Dental Education III conference in Brescia, Italy, delegates explored the concept of transprofessional learning, where students learn skills across a wider range of professions than health professions alone. The workshop continued the dialogue that began during the 2017 ADEA‐ADEE Shaping the Future of Dental Education II conference in London, England as previously reported by Davis et al.,2 and explored the use of transprofessional learning through the lenses of dental education, applied linguistics education and law education focusing on the use of reflective practices. The workshop brought together educators from around the globe in a highly interactive setting where they had the opportunity to discuss and develop tools and practices for teaching reflective practice by using a transprofessional learning approach.
Attitudes and behaviors regarding public health of dental school graduates from A. T. Still University
Authors: Howell Scott E. I. 
Published: June 2020

AbstractPurposeTo survey A. T. Still University, Arizona School of Dentistry & Oral Health (ATSU‐ASDOH) graduates and evaluate the impact of completing a Master of Public Health (MPH) degree during dental school on a dentist's practice behaviors, volunteerism, and attitudes toward dental education, practice preparedness, and the dental profession.MethodsIn 2018, a 35‐question survey was emailed to 637 (ATSU‐ASDOH) graduates from 2007 to 2017. Questions were related to demographics, obtaining an MPH, postgraduate education, practice setting, and attitudes regarding dental education on practice preparedness and the dental profession.ResultsOne hundred and seven dentists completed the survey for a response rate of 16.8%. Of those, 40 respondents received an MPH from (ATSU‐ASDOH) at the same time as graduating with a DMD or within 5 years following graduation. Dentists with an MPH were more likely to practice in public health settings (P = 0.028). However, the MPH did not appear to influence attitudes toward the dental profession.ConclusionDentists from (ATSU‐ASDOH) who obtained an MPH and those who entered dental school wanting to work with the underserved are more likely to practice within public health settings. This study begins to paint a picture of a dual degree graduate. Future studies should explore which variables are more likely to result in a graduate working within a public health setting.
Prescribing patterns in a US dental school from 2010 to 2017
Authors: Ticku Shenam , Starr Jacqueline R. , Da Silva John D. , Elani Hawazin W. 
Published: June 2020

AbstractObjectiveDental education has an essential role in helping combat the opioid and antibiotic resistance crises. This study evaluates the prescribing practices of clinical instructors, advanced graduate residents, and predoctoral students in an academic dental setting.MethodsA retrospective chart review was conducted of electronic dental records from the years 2010 to 2017. The proportions of prescriptions for each drug group was calculated by prescribers’ training level and specialty. Descriptive statistics were calculated for the daily opioid Morphine Milligram Equivalent (MME) dose prescribed across years and provider characteristics.ResultsOver the 8 years, 65,160 prescriptions were written for 10,374 patients by 625 prescribers. The most commonly prescribed drugs were for fluoride‐based medications (30%) and antibiotics (24%). Periodontists had the greatest absolute number of opioid analgesics prescriptions (n = 2712); oral maxillofacial surgeons (OMFS) prescribed more opioids than other classes of drug (49%) as a proportion of within‐specialty prescriptions. Antibiotics were the most common drugs prescribed by endodontists (46%) and second most common drugs prescribed by periodontists (25%), OMFS (28%), and prosthodontists (21%). From 2010 to 2017, the proportion of prescriptions for antibiotics remained unchanged, while that of fluoride‐based drugs increased from 2010 to 2014 and plateaued thereafter. The proportion of prescriptions for opioid analgesics decreased from 18% to 7%. The median daily MME dose across year and provider characteristics stayed constant (<50 MME).ConclusionThese results demonstrate encouraging prescription trends for opioid and fluoride‐based drugs. Due to the high prevalence of antibiotic prescriptions in academic dental settings, stewardship approaches should be emphasized.
Pre‐doctoral special healthcare needs education: Lost in a crowded curriculum
Authors: Inclan Meagan L. , Meyer Beau D. 
Published: June 2020

AbstractWe explored academicians’ experiences with pre‐doctoral special healthcare needs (SHCN) education using one‐on‐one interviews with academic leaders. We assessed their personal experience with SHCN, the current state of SHCN education at their institution, and their opinions about SHCN education in the pre‐doctoral curriculum. Interviews were transcribed verbatim and analyzed using a qualitative descriptive framework to identify emerging themes. Twelve faculty members were interviewed from 10 institutions. All participants acknowledged that the bulk of their training and experience treating patients with SHCN occurred during residency. Participants identified inconsistent pre‐doctoral SHCN curricular experiences attributed to time constraints imposed by an increasingly crowded curriculum. Questions remain regarding the place of SHCN education in future pre‐doctoral curricula, as well as how to create sustainable systems and programs for dental graduates to gain this experience.