bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Twenty‐Year Follow‐Up Survey of Medical Emergency Education in U.S. Dental Schools
Authors: Clark Morris S. , Wall Benjamin E. , Tholström Tad C. , Christensen Edward H. , Payne Brandon C. 
Published: June 2020

AbstractThis article reports the results of a 2003 survey of medical emergency education taught in U.S. dental schools and compares the results to findings from surveys conducted in 1983 and 1992. A questionnaire was sent to the deans of all U.S. dental schools, requesting completion of the survey by the faculty member responsible for medical emergency education. Forty‐three of fifty‐four U.S. dental schools responded, and the data were compared to similar surveys conducted in 1983 and 1992. Special attention was given to changes in technology (pulse oximetry and automated external defibrillators), teaching methods (audiovisual, role‐playing, and simulation), and subject matter (CPR, venipuncture, and endotracheal intubation) that affect medical emergency education. The study found a large disparity in number of hours dedicated to medical emergency training among dental schools. Surprisingly, CPR certification/recertification for both students and faculty was not provided at three of the reporting U.S. dental schools. Most schools included venipuncture and endotracheal intubation in their curriculum. Routine monitoring of vital signs remained fairly consistent over the past twenty years with a slight dip in the 1992 survey. A standardization of medical emergency education needs to take place to ensure an appropriate level of training for all dental students.
Effectiveness of an Electronic Histology Tutorial for First‐Year Dental Students and Improvement in “Normalized” Test Scores
Authors: Rosenberg Harold , Kermalli Jaffer , Freeman Eric , Tenenbaum Howard , Locker David , Cohen Howard 
Published: June 2020

AbstractThe effectiveness of an electronic histology tutorial (EHT) as a mode of learning was assessed by comparing performance on two term tests for an EHT class of sixty‐nine students and five prior classes (n=347) who learned by traditional methods. The aims of this study were to 1) develop and introduce a self‐instructional, computer‐aided approach to guide student learning in the first‐year histology course at the University of Toronto Faculty of Dentistry; 2) evaluate the effectiveness of the self‐study electronic histology tutorial by comparing students’ test scores for the EHT group to students’ scores in previous years; and 3) evaluate students’ acceptance of this novel mode of learning by means of a satisfaction questionnaire. The EHT group performed significantly better on both the general histology and oral histology term tests than the five prior control years (p<0.001), yet there were no significant differences in overall GPA between the groups, suggesting that the improvement was specific to the EHT/histology course grades (p=0.1 to 0.47). A statistically significant improvement in performance per unit overall GPA was noted in the test group, which demonstrated an increase in this test score normalized ratio (TSNR) of 3–18 percent in the general histology term test and 7–21 percent in the oral histology term test over the control groups. In addition to determining the effects of the EHT on grade performance, this study sought to evaluate students’ acceptance of this alternative mode of learning in comparison to the standard teaching model by means of a satisfaction questionnaire. Overall, students’ responses to the questionnaire were positive with an overall mean level of agreement for all ten responses of 4.5 out of 5 (90 percent).
Critical Appraisal and Positive Outcome Bias in Case Reports Published in Brazilian Dental Journals
Authors: Oliveira Geraldo J. , Leles Cláudio R. 
Published: June 2020

AbstractThe aim of this study was to carry out a critical appraisal to detect the occurrence of publication bias, specifically positive‐outcome bias, in Brazilian dental journals. A convenience sample of twenty‐eight dental journals published in Brazil between 1994 and 2003 was selected (564 issues containing 5,453 articles). Each article was classified according to methodological design; 1,064 were classified as case reports. A simple random sample of 435 articles comprised the final study sample and was submitted to a critical appraisal by previously trained raters. Although a great part of case reports achieve proper structural aspects, most authors did not consider important aspects that could help the decision making process, such as discussion of alternative approaches, limitation of the performed procedures, lack of long‐term clinical follow‐up, possible variations in treatment outcome, and failure to discuss limitations of study design. In addition, unanimous reports of successful outcomes of clinical interventions strongly suggest that publication of case reports was influenced by positive outcome bias, which may influence readers’ clinical decision making process.
Management of Occupational Bloodborne Exposure in a Dental Teaching Environment
Authors: Machado‐Carvalhais Helenaura P. , Martins Túlio César P.M. , Ramos‐Jorge Maria Letícia , Magela‐Machado Daniela , Paiva Saul M. , Pordeus Isabela A. 
Published: June 2020

AbstractThe aims of this cross‐sectional study were to investigate the prevalence of reporting occupational accidents regarding exposure to biological material among undergraduate students of dentistry at an institution of higher education and to estimate risk factors associated with underreporting. Data were collected by means of a questionnaire, which had an 86.4 percent rate of return. The sample was made up of 286 undergraduate dental students enrolled in the clinical component of the curriculum, corresponding to the final six semesters of study. The average age of the subjects was 22.4 years. Descriptive, bivariate, simple logistic regression and multiple logistic regression (Stepwise Forward Procedure) analyses were performed, with the significance level set at p≤0.05. Of the total 167 individuals who had been exposed to biological material, 120 (71.9 percent) failed to report the accidents. The variables that were statistically associated with the nonreporting of occupational accidents were nonexposure to blood (OR=4.0; CI 95%: 1.7–10.0) and the fact that the students considered the exposure to be minor or of low risk (OR=8.8; CI 95%: 3.5–23.0) or considered the protocol adopted by the institution to be inadequate (OR=5.2; CI 95%: 1.2–17.1). The development of a procedure review policy is recommended with the aim of establishing continuous vigilance and encouraging the reporting of bloodborne exposure.
A New Curriculum Framework for Clinical Prevention and Population Health, with a Review of Clinical Caries Prevention Teaching in U.S. and Canadian Dental Schools
Authors: Brown John P. 
Published: June 2020

AbstractTo fulfill the Healthy People 2010 Objective 1.7, “Increase the proportion of … health professional training schools whose basic curriculum for health care providers includes the core competencies in health promotion and disease prevention,” the Healthy People Curriculum Task Force has developed a curriculum framework for clinical prevention and population health for all the health professions. This framework has four components: 1) evidence base for practice; 2) clinical preventive services, including health promotion; 3) health systems and health policy; and 4) community aspects of practice. Within these four common components are nineteen domains, for which each health profession is identifying its own educational objectives. An inventory of knowledge and skills is being developed. A prerequisite to promoting change in the teaching of dental prevention and population oral health is to better understand the current status. Sixty‐six of sixty‐eight U.S. and Canadian dental schools provided input on the teaching of one important aspect of this wider topic—dental caries prevention—before a December 2002 Clinical Preventive Dentistry Leadership Conference in Cincinnati, OH. In clinical teaching, 68 percent of dental schools included caries risk assessment and also reevaluated preventive outcomes, but while 65 percent included remineralization procedures, only 38 percent specifically reevaluated this outcome. Faculty members have commonalities in attitudes about the advantages and problems in improving teaching in clinical prevention, yet dental schools act individually in curricular design and implementation. The conference introduced a method of conceptualizing change, so that dental schools might address organizational barriers in clinical curriculum development. Even with the new common curriculum framework, other barriers to improved dental prevention and population oral health exist: these include organizational change in dental schools, dental practices, and dental clinics; reimbursement issues and incentives; and lack of accepted and explicit standards in dental care.
Beyond Access: The Role of Family and Community in Children's Oral Health
Authors: Mouradian Wendy E. , Huebner Colleen E. , Ramos‐Gomez Francisco , Slavkin Harold C. 
Published: June 2020

AbstractChildren's health outcomes result from the complex interaction of biological determinants with sociocultural, family, and community variables. Dental professionals’ efforts to reduce oral health disparities often focus on improving access to dental care. However, this strategy alone cannot eliminate health disparities. Rising rates of early childhood caries create an urgent need to study family and community factors in oral health. Using Los Angeles as a multicultural laboratory for understanding health disparities, the Santa Fe Group convened an experiential conference to consider models of ensuring child and family health within communities. This article summarizes key conference themes and insights regarding 1) children's needs and societal priorities; 2) the science of child health determinants; 3) the rapidly changing demographics of the United States; and 4) the importance of communities that support children and families. Conference participants concluded that to eliminate children's oral health disparities we must change paradigms to promote health, integrate oral health into other health and social programs, and empower communities. Oral health advocates have a key role in ensuring oral health is integrated into policy for children. Dental schools have a leadership role to play in expanding community partnerships and providing education in health determinants. Participants recommended replicating this experiential conference in other venues.
Effect of School Environment on Dental Students’ Perceptions of Cultural Competency Curricula and Preparedness to Care for Diverse Populations
Authors: Hewlett Edmond R. , Davidson Pamela L. , Nakazono Terry T. , Baumeister Sebastian E. , Carreon Daisy C. , Freed James R. 
Published: June 2020

AbstractReports of oral health disparities among racial, ethnic, and socioeconomic sectors of the U.S. population have hastened development of strategies to address this issue. Among these strategies is revising dental school curricula in order to develop more culturally competent graduates. The present study uses data from the 2003 American Dental Education Association (ADEA) survey of dental school seniors to assess students’ perceptions of the adequacy of their cultural competency training. We hypothesize that these perceptions are influenced by multiple student characteristics and contextual factors, including a school's status with respect to the Pipeline, Professions, and Practice initiative of the Robert Wood Johnson Foundation and The California Endowment. Response data from ADEA survey items reflecting student perceptions of adequacy of curriculum time devoted to cultural competency and their preparedness to treat an ethnically and culturally diverse population were analyzed to assess the influence of selected student and contextual factors. Student gender, marital status, and level of educational debt were found to influence the curriculum time variable, and students at California schools reported higher perceived preparedness levels than students at dental schools nationwide. Dental school environments promoting acceptance and respect of diverse ethnicities/cultures and student race/ethnicity were significantly associated with students’ perception of the adequacy of curriculum time for cultural competency and students’ perception of their preparedness to provide oral health care for racially and culturally diverse groups. The findings provide insight for development of cultural competency curricula and direction for future study in this area.
Do Tutor Expertise and Experience Influence Student Performance in a Problem‐Based Curriculum?
Authors: Park Sang E. , Susarla Srinivas M. , Cox Cheri K. , Da Silva John , Howell T.H. 
Published: June 2020

AbstractThe purpose of this study was to evaluate the association between student performance and tutor expertise and experience in the Restorative Treatment course in a problem‐based learning (PBL) dental curriculum. This retrospective study evaluated a cohort of 206 third‐year dental students at Harvard School of Dental Medicine who were enrolled in the Restorative Treatment course between 2000 and 2005. Tutor expertise in prosthodontics and prior tutoring experience were measured against student performance in five areas: 1) tutorial session, 2) midterm examination, 3) final examination, 4) preclinical laboratory, and 5) overall cumulative course grade. Student performance in each of the five areas measured against combinations of tutor subject matter expertise and tutoring experience level showed no statistically significant difference between the groups in the overall course grade. However, student performance in the expert group showed a significant difference in the final examination compared to the nonexpert group (p<0.05). Also, students in the group consisting of expert tutors with no experience performed better on the final examination compared to those students who had expert tutors with experience (p<0.05). The results indicate that overall student performance in the problem‐based Restorative Treatment course is not affected by tutor expertise or prior tutoring experience.
Infection Control Procedures in Commercial Dental Laboratories in Jordan
Authors: Al‐Dwairi Ziad Nawaf 
Published: June 2020

AbstractThe risk of cross‐infection in dental clinics and laboratories has attracted the attention of practitioners for the past few years, yet several medical centers have discarded compliance with infection control guidelines, resulting in a non‐safe environment for research and medical care. In Jordan, there is lack of known standard infection control programs that are conducted by the Jordanian Dental Technology Association and routinely practiced in commercial dental laboratories. The aim of this study was to examine the knowledge and practices in infection control among dental technicians working in commercial dental laboratories in Jordan. Data were collected from the dental technicians by a mailed questionnaire developed by the author. The questionnaire asked respondents to provide demographic data about age and gender and to answer questions about their knowledge and practice of infection control measures: use of gloves, use of protective eyeglasses and face shields, hepatitis B virus (HBV) vaccination, laboratory work disinfection when sent to or received from dental offices. and regularly changing pot water or pumice slurry. Of the total respondents, 135 were males (67.5 percent) and sixty‐five were females (32.5 percent) with a mean age of twenty‐seven years. The results showed that 24 percent of laboratory technicians wore gloves when receiving dental impressions, while 16 percent continued to wear them while working. Eyeglasses and protective face shields were regularly worn by 35 percent (70/200) and 40 percent (80/200) of technicians, respectively. Fourteen (14 percent) had received an HBV vaccination, and 17 percent inquired if any disinfection measures were taken in the clinic. Eighty‐six percent of the technicians reported that pumice slurry and curing bath water were rarely changed. Only five dental technicians (two males and three females) were considered to be fully compliant with the inventory of infection control measures, a compliance rate of 2.5 percent with no significant difference between males and females (p>0.05). In conclusion, there is lack of compliance with infection control procedures of dental technicians working in commercial laboratories in Jordan.
Attitudes of South African Dental Therapy Students Toward Compulsory Community Service
Authors: Bhayat Ahmed , Yengopal Veerasmay , Rudolph Michael J. , Govender Urvashnee 
Published: June 2020

AbstractCompulsory community service (CCS) was introduced into the health service by the South African government to address the shortage and maldistribution of health professionals within the public sector. The aim of this study was to determine the attitudes of dental therapy students regarding CCS. A self‐administered questionnaire was delivered to the two dental schools that train dental therapists in South Africa. There was a 64 percent response rate; 56 percent of the respondents were female. The average age was 20.3 years. There was no difference in the variables between the two dental schools, so the results were combined. The majority (81 percent) supported the introduction of CCS and preferred to carry it out in Kwa‐Zulu Natal. Most students opted to perform oral health promotional (64 percent) and clinical (15 percent) activities. By aligning these requirements with the current dental needs and priority strategies of the South African Department of Health, this support would add much value to the delivery of oral health services.
Assessing Caries Removal by Undergraduate Dental Students Using Quantitative Light‐Induced Fluorescence
Authors: Adeyemi Adejumoke A. , Jarad Fadi D. , Komarov Gleb N. , Pender Neil , Higham Susan M. 
Published: June 2020

AbstractThe purpose of this study was to compare detection of enamel and dentinal caries by dental students’ and faculty members’ visual inspection and by quantitative light‐induced fluorescence (QLF). The overall aim was to determine whether QLF is an appropriate technique for use in clinical skills laboratories as a teaching aid for dental undergraduates to detect and assess the removal of enamel and dentinal caries. Sixty students who had no clinical experience with dental caries were asked to select . suitably decayed teeth and mount them in plaster. After recording baseline QLF images, students removed caries according to instructions given by the clinical tutor. On completion of the exercise, the teeth were visually determined to be caries‐free by the student, then confirmed by the clinical tutor. A fluorescein in alcohol solution was injected into the cavity for two minutes, rinsed, and dried before QLF images were captured. The images were visually analyzed by two examiners for the presence or absence of caries. From seventy‐four images recorded, seventeen were excluded due to exposure of the pulp chamber. The remaining fifty‐seven teeth, which by clinical visual examination were judged to be caries‐free, were examined using QLF. Fifty‐three percent were found to be caries‐free, while 47 percent were carious. In this sample of fifty‐seven teeth judged to be caries‐free by both dental students and faculty members, QLF thus detected caries in almost half of these teeth. These findings suggest that QLF is a useful, noninvasive, nondestructive technique for the detection of caries and can serve as an adjunct to chair‐side diagnosis and management of dental caries, which is typically accomplished by visual inspection. QLF may be useful and appropriate as an objective clinical teaching aid for the assessment of dental caries.
Associations Among Predental Credentials and Measures of Dental School Achievement
Authors: Holmes David C. , Doering John V. , Spector Michael 
Published: June 2020

AbstractThe purpose of this study was to investigate the associations among several dental school admission criteria and several measures of dental school achievement. Data were collected for 2000–07 University of Iowa dentistry graduates, including five specific preadmission credentials and five specific measures of dental school achievement for each student. Pearson product moment correlations or Mann‐Whitney U statistics were computed for the association of each of the ten variables with the nine others. The strongest correlation observed was between predental science grade point average (GPA) and overall predental GPA. Dental Admission Test (DAT) Academic Average was very strongly correlated with DAT Total Science, and both of these were each moderately correlated with DAT Perceptual Ability, predental science GPA, and overall predental GPA. Among the measures of dental school achievement, the strongest association was observed between National Board Dental Examination (NBDE) scores and dental school GPA. These were also moderately correlated with final clinical grade. All of the measures of dental school achievement were slightly stronger for candidates who passed the Central Regional Dental Testing Service (CRDTS) examination than for those who failed that exam. Of the predental credentials considered, predental science GPA and overall predental GPA were the best predictors of dental school GPA. DAT Academic Average was the best predictor of NBDE scores. Although DAT Perceptual Ability was the best predictor of clinical competency at the time of graduation, these two variables were only weakly correlated. DAT Perceptual Ability scores and overall predental GPA were slightly higher for candidates who passed the CRDTS examination than for those who failed that exam.
Dental Students’ Self‐Assessment of Preclinical Examinations
Authors: Curtis Donald A. , Lind Samuel L. , Dellinges Mark , Setia Gaurav , Finzen Frederick C. 
Published: June 2020

AbstractAccurate self‐assessment is an important attribute for practicing dentists and, therefore, an important skill to develop in dental students. Our purpose was to examine the relationship between faculty and student assessments of preclinical prosthodontic procedures. Seventy‐six second‐year students completed two consecutive examinations and two self‐assessments. The examinations involved setting maxillary denture teeth on a model to simulate the clinical procedure of a complete maxillary denture. Results indicated no significant increases in examination or student self‐assessment mean scores; however, regression analysis indicated changes in student self‐assessment scores explained 16.3 percent of the variation in examination scores. In essence, improvement in student self‐assessment predicted improvement in examination scores among dental students completing a preclinical dental procedure.
Engineering Curriculum Change at a Private Midwest School of Dental Medicine: A Faculty Innovation
Authors: Pyle Marsha A. , Goldberg Jerold S. 
Published: June 2020

AbstractThe national dental educational environment has been sensitized to the changing needs of the profession and students, resulting in an agenda for curriculum change in a number of dental schools. This report discusses the impetus for change at a private Midwestern school that has begun a multiyear implementation of an innovative curriculum. The process by which the innovations have been instituted, while unique to this school, may provide insights for change at other dental schools.