bluuebunny/crossref_metadata_2025_split huggingface dataset:
Research Productivity of Members of IADR Behavioral Sciences and Health Services Research Group: Relationship to Professional and Personal Factors
Authors: Milgrom Peter , Heima Masahiro , Tomar Scott , Kunzel Carol 
Published: June 2020

AbstractThis report describes the research productivity of the members of the International Association for Dental Research (IADR) Behavioral Sciences and Health Services Research Group and examines personal and professional factors related to greater productivity. The findings from previous studies suggested there might be gender discrimination in opportunities for women faculty. Members on the active membership list for this IADR group were surveyed by email. Most were dentists, and three‐quarters had external funding for their research. The primary outcome measure was the number of self‐reported published articles in PubMed in the preceding twenty‐four months. The mean number of these publications was 4.9 (SD=5.1). Gender and time in research were the best predictors of research productivity of this population. There was no difference in time for research between the men and women in this study. Controlling for gender, the best single predictor of research productivity remained percent time spent in research. Overall, the members of the IADR group spent almost three times as much time in research and were more than twice as productive as faculty members as a whole as described in earlier studies. In view of the current emphasis in many countries on addressing the social and behavioral determinants of oral health disparities, the productivity of this area of dental research is very important. Trends toward clinically oriented, non‐research‐intensive dental schools in the United States and reductions in time and funding available to conduct research should be of concern.
Prospective Implementation of Correction for Guessing in Oral and Maxillofacial Pathology Multiple‐Choice Examinations: Did Student Performance Improve?
Authors: Prihoda Thomas J. , Pinckard R. Neal , McMahan C. Alex , Littlefield John H. , Jones Anne Cale 
Published: June 2020

AbstractA standard correction for random guessing on multiple‐choice examinations was implemented prospectively in an Oral and Maxillofacial Pathology course for second‐year dental students. The correction was a weighted scoring formula for points awarded for correct answers, incorrect answers, and unanswered questions such that the expected gain in the multiple‐choice examination score due to random guessing was zero. An equally weighted combination of four examinations using equal numbers of short‐answer questions and multiple‐choice questions was used for student evaluation. Scores on both types of examinations, after implementation of the correction for guessing on the multiple‐choice component (academic year 2005–06), were compared with the previous year (academic year 2004–05) when correction for guessing was not used for student evaluation but was investigated retrospectively. Academically, the two classes were comparable as indicated by the grade distributions in a General Pathology course taken immediately prior to the Oral and Maxillofacial Pathology course. Agreement between scores on short‐answer examinations and multiple‐choice examinations was improved in the 2005–06 class compared with the 2004–05 class. Importantly, the test score means were higher on both the short‐answer and multiple‐choice examinations in the Oral and Maxillofacial Pathology course, and the standard deviations were significantly smaller in 2005–06 compared to 2004–05; these differences reflected an upward shift in the lower part of the grade distributions to higher grades in 2005–06. Furthermore, when students were classified by their grade in the General Pathology course, students receiving a C (numerical grade of 70–79 percent) in General Pathology had significantly improved performance in the Oral and Maxillofacial Pathology course in 2005–06, relative to 2004–05, on both short‐answer and multiple‐choice examinations representing an aptitude‐treatment interaction. We interpret this improved performance as a response to a higher expectation imposed on the 2005–06 students by the prospective implementation of correction for guessing.
Is Dentistry at Risk? A Case for Interprofessional Education
Authors: Wilder Rebecca S. , O'Donnell Jean A. , Barry J. Mark , Galli Dominique M. , Hakim Foroud F. , Holyfield Lavern J. , Robbins Miriam R. 
Published: June 2020

AbstractThe goal of interprofessional education (IPE) is to bring various professional groups together in the educational environment to promote collaborative practice and improve the health care of patients. Interest in IPE has been sparked by several factors in the health care system, including the increased awareness of oral‐systemic connections, an aging population, the shift of the burden of illness from acute to chronic care, and lack of access to basic oral care. Increasingly, since the publication of the U.S. surgeon general's report in 2000, the dialogue surrounding IPE in dentistry has escalated. But how has dentistry changed regarding IPE since the report was released? This position paper argues that little has changed in the way dental students are taught and prepared to participate in IPE. The authors contend that academic dentistry and organized dentistry must take the lead in initiating and demanding IPE if dental students are to be prepared to work in the health care environment of the twenty‐first century. Included are reasons why IPE is necessary and why dentistry must lead the conversation and participate in the solution to the oral health care crisis. It explores existing models and alternate approaches to IPE, barriers to implementation, and proposed strategies for academic institutions.
Dental School Applicants by State Compared to Population and Dentist Workforce Distribution
Authors: Mentasti Lauren E. , Thibodeau Edward A. 
Published: June 2020

AbstractMillions of Americans face significant barriers that limit their access to oral health care, including the lack of dental health care professionals willing to provide dental services in underserved areas. The purpose of this study was to evaluate the relationship between the geographic distribution of dental school applicants and the population and number of dentists by state. Data from the Associated American Dental Schools Application Service (AADSAS), the American Dental Association (ADA), the U.S. Census Bureau, and the U.S. Department of Commerce were used to determine the total number of dental school applicants, dentists, and populations by individual state. Results suggest that, based on national averages, the majority of states may have too few dentists to meet current and future state population needs. Also, many of these same states may have too few dental school applicants when compared to state population and dental workforce figures. It was concluded that states may wish to consider targeted initiatives aimed at increasing the sizes of their dental school applicant pools in order to help address current and future local or regional dental workforce needs.
Patient Satisfaction in a Restorative Functions Dental Hygiene Clinic
Authors: Cooper Brigette R. , Monson Angela L. 
Published: June 2020

AbstractIn 2003, the Minnesota Dental Practice Act was modified to allow dental hygienists and assistants to place amalgam, composite, glass ionomer, and stainless steel crowns. A restorative functions course was added to the curriculum of a dental hygiene program at a state university in Minnesota to teach these skills. Student requirements for the course included clinical experiences on a minimum of twelve patients, as outlined by the Minnesota Board of Dentistry. The objectives of this study were to describe the characteristics and satisfaction levels of patients receiving care in the restorative functions dental hygiene clinic. An online survey was offered to eighty‐two adult patients receiving restorative treatment in the clinic, with sixty‐four patients agreeing to participate for a response rate of 78 percent. The average patient was thirty‐one to forty years old, Caucasian, worked full‐time, did not have dental insurance, had a family income of between $20,000 and $40,000, and chose this clinic due to low cost. Ninety‐eight percent of responding patients were satisfied or very satisfied with their overall clinic experience, and 98 percent also thought the quality of care at this clinic was the same, better, or much better than previous dental care they had received. Most patients would return to this clinic for future restorative work (97 percent), in addition to recommending this clinic to others seeking restorative work (98 percent). Wilcoxen signed rank tests revealed the patients were significantly more satisfied (p<.001) with the fees of this clinic, as well as the communication, caring, organization, and preparedness of the dental hygiene student as compared to their last restorative visit to a private dentist. Group differences were examined using the non‐parametric test, Mann‐Whitney, which is similar to the two‐sample t‐test for parametric data. No significant group differences in the overall satisfaction with this clinic were found according to income level, dental insurance, or ability to pay for an unexpected dental bill. Findings in this study suggest the majority of patients were satisfied with the overall experience of restorations placed by a dental hygienist. Further research is indicated to determine if these results are typical of other dental hygiene restorative functions clinics in the United States.
Evolution and Revolution: The Curriculum Reform Process at UCSF
Authors: Ryder Mark I. , Sargent Peter , Perry Dorothy 
Published: June 2020

AbstractThe challenges, problems, and solutions for developing a more streamlined and integrated curriculum at the University of California, San Francisco, School of Dentistry (UCSF) centered on thematic streams are presented. The central feature of the approach was that the curriculum reform efforts were initiated, developed, and implemented for the 2004–05 academic year primarily as a grassroots faculty effort with support by the administration. In addition, the issues in obtaining the consensus support of the faculty, students, and administration in order to proceed to implementation are discussed. Under the direction of a newly created position of assistant dean of curricular affairs and a faculty curriculum oversight group initiated in 2002, curriculum hours were adjusted to thirty‐two hours per week. Departments conformed to this schedule, resulting in reductions in all areas of the curriculum, except clinical instruction, in order to provide time for independent study and electives. A new two‐week introduction to the curriculum and an online course support system were also instituted. The new courses were generally well reviewed by students and faculty. Formal course evaluations and focus groups provided specific indications of needed adjustments. National Board scores were monitored and found to be unchanged from past experience. Curriculum change at UCSF required many changes in faculty behavior, including interdepartmental collaboration and efforts to improve teaching. Although many issues were anticipated and addressed in this multiyear reform process, careful faculty and administrative oversight continues to be required to maintain this structure. Continuing challenges include better integration of course materials and incorporating more learner‐centered teaching strategies into the curriculum.
Designing an Orientation Program for New Faculty
Authors: Holyfield Lavern J. , Berry Charles W. 
Published: June 2020

AbstractThe Faculty Development Committee (FDC) at Baylor College of Dentistry (BCD) is charged with providing programs and activities that facilitate the success of existing faculty in the constantly changing environment of academia. In response to concerns regarding the challenges wrought by current and projected shortages of dental faculty across the nation, the FDC was prompted to assess development opportunities available to BCD faculty. A professional development resource that we found deficient was a formal, comprehensive orientation program for newly hired faculty. To guide the efforts of the committee in developing this program, a survey was designed and administered during an annual faculty retreat. Respondents were new and junior faculty, senior faculty, and some administrators. The results of the survey to determine requirements for new faculty orientation became the basis for formalizing BCD's new faculty orientation program. This article provides an overview of the new faculty orientation process from design to program implementation and describes the development and use of a faculty survey to determine the fundamental elements of a faculty development program, identification of essential individuals for designing/implementing the program, and implementation of a new faculty orientation program at BCD.
Evolution of Dental School Clinics as Patient Care Delivery Centers
Authors: Formicola Allan J. , Myers Ronnie , Hasler John F. , Peterson Melanie , Dodge William , Bailit Howard L. , Beazoglou Tryfon J. , Tedesco Lisa A. 
Published: June 2020

AbstractDental school clinics, originally envisioned as closely similar to private practice, evolved instead as teaching clinics. In the former, graduate and licensed dentists perform the treatment while undergraduate dental students are assigned treatment within their capabilities. In the latter, dental students provide the treatment under faculty supervision. It is generally recognized that the care provided by the teaching clinics is inefficient. However, in the last quarter of the twentieth century, dental school clinics began to pay much more attention to how treatment is rendered. The comprehensive care movement and quality assurance systems are leading towards more efficient patient‐centered care. Case studies at the University of Maryland, Columbia University, and University of Louisville describe activities to make their clinic programs more efficient and patient‐friendly. This article explores whether the potential exists for faculty to take a direct patient care delivery role in dental clinics in order for those clinics to become efficient patient care delivery systems as originally envisioned in the early part of the twentieth century.
Financing Clinical Dental Education
Authors: Bailit Howard L. , Beazoglou Tryfon J. , Formicola Allan J. , Tedesco Lisa A. 
Published: June 2020

AbstractMany reports have documented the growing financial challenges faced by dental schools. This article examines the financial implications of two new models of dental education: 1) seniors spend 70 percent of their time in community clinics and practices, providing general dental care to underserved patients, and 2) schools develop patient‐centered clinics where teams of faculty, residents, and senior students provide care to patients. We estimate that the average dental school will generate new net revenues of about $2.7 million per year from the community‐based educational programs for senior students and about $14 million per year from patient‐centered care clinics. These are upper boundary estimates and vary greatly by school. The organizational and financial challenges of moving to these new educational models are discussed.
Joining the Podcast Revolution
Authors: Jham Bruno C. , Duraes Gabriela V. , Strassler Howard E. , Sensi Luis G. 
Published: June 2020

AbstractIn recent years, there has been a growing interest in the latest generation of web‐based tools such as podcasts. Podcasts are media files that can be distributed via the Internet and played on computers and handheld devices, including iPods or other digital audio players. The essence of podcasting is the creation of audio and/or video content for an audience that wants to listen to what they want, when they want, where they want, and how they want. With students now more mobile than ever, the idea of being able to access information without being linked to a certain physical location is very attractive. In the specific context of dental education, lectures and clinical procedures can be recorded by academic staff and distributed over the Internet to students as an audio or video podcast. The objective of this article is to review the most important concepts in podcasting, using simple and nontechnical terminology. In addition, this review aims to stimulate and encourage dental educators to employ this technology as a tool to enhance the learning experience of undergraduate and postgraduate dental students.
When Will We Be Ready for Academic Integrity?
Authors: Hutchins Bob , Cobb Stan 
Published: June 2020

AbstractThe academic dental community has been taken aback by recent events involving student cheating. Several of these events have served as the catalyst for a number of recent journal articles on the subject, providing an invaluable overview of the problems. There have also been several articles over the last few years that have considered student behavior and how institutions can address professionalism. Unfortunately, administrations can only do so much with their policies and curricula, which is why this article is directed toward the individuals that have the most influence on how policies are administered, curricula are implemented, and students are directed: that is, the faculty. This article discusses various ways faculty members can become more intimately involved in the development of professionalism at their institutions and encourages the creation of a four‐year program that establishes a culture of professionalism.
Reflections on Academic Careers by Current Dental School Faculty
Authors: Rogér James M. , Wehmeyer Meggan M.H. , Milliner Matthew S. 
Published: June 2020

AbstractDuring the inaugural year (2006–07) of the Academic Dental Careers Fellowship Program (ADCFP), 110 faculty members at ten different dental schools were interviewed by dental students who were participating as ADCFP fellows in this year‐long program designed to introduce them to faculty roles and activities and help them gain an appreciation for the rewards and issues associated with academic life. The goals, format, and components of the ADCFP are described in a companion article in this issue of the Journal of Dental Education. One of the fellows’ assignments during the ADCFP was to interview faculty at various academic ranks who had differing degrees of work emphasis in teaching, research, service/patient care, and administration. Sixty‐nine (63 percent of the total) of these interviews were reviewed and analyzed by the authors, who were student fellows in the ADCFP during 2006–07. The purpose of these interviews was to provide the fellows with insight into the positive aspects and challenges in becoming and remaining a dental school faculty member. This aggregate perspective of the interviews conducted at ten dental schools highlights the motivations and challenges that confront a dentist during the process of choosing a career in academic dentistry and determining if dental education is a good fit for each individual who elects to pursue this pathway. Thematic analysis of the interviews revealed several factors consistently identified by faculty across the schools as being positive influences on the quality of the academic work environment and career satisfaction: mentorship and student interaction, opportunities for scholarship (research and discovery), job diversity, intellectual challenge, satisfaction with the nature of academic work, lifestyle/family compatibility, flexibility, lifelong learning, professional duty, and lab responsibility. A series of negative themes were also consistently identified: bureaucracy/administrative burdens and barriers, time commitment, financial frustration, political frustration, lack of mentorship, required research emphasis, lack of teaching skills development, student engagement, isolation, and funding uncertainty. This article reports the approximate frequency of each theme, presents representative statements that describe the motivations and attitudes of dental faculty members who were interviewed, and concludes with a review of programs/methods aimed at marketing academic careers to current students. The purpose of this review of the rewards, benefits, and challenges that current dental faculty face is to provide students who are considering dental education with a frame of reference to guide their further exploration of this career path and to help students appreciate the many positive aspects of academic life that may not be readily apparent from their own interactions with faculty members.
A Virtual System for Cavity Preparation in Endodontics
Authors: Marras Ioannis , Nikolaidis Nikolaos , Mikrogeorgis Georgios , Lyroudia Kleoniki , Pitas Ioannis 
Published: June 2020

AbstractThis article presents a novel virtual teeth drilling system designed to aid dentists, dental students, and researchers in getting acquainted with teeth anatomy, the handling of drilling instruments, and the challenges associated with drilling procedures during endodontic therapy. The system is designed to be used for educational and research purposes in dental schools. The application features a 3D face and oral cavity model constructed using anatomical data that can be adapted to the characteristics of a specific patient using either facial photographs or 3D data. Animation of the models is also feasible. Virtual drilling using a Phantom Desktop (Sensable Technologies Inc., Woburn, MA) force feedback haptic device is performed within the oral cavity on 3D volumetric and surface models of teeth, obtained from serial cross sections of natural teeth. Final results and intermediate steps of the drilling procedure can be saved on a file for future use. The application has the potential to be a very promising educational and research tool that allows the user to practice virtual teeth drilling for endodontic cavity preparation or other related procedures on high‐detail teeth models placed within an adaptable and animated 3D face and oral cavity model.