bluuebunny/crossref_metadata_2025_split huggingface dataset:
Evolution of a Tobacco Cessation Curriculum for Dental Hygiene Students at Indiana University School of Dentistry
Authors: Coan Lorinda L. , Christen Arden , Romito Laura 
Published: June 2020

AbstractBarriers to consistent implementation of tobacco cessation strategies by dental hygiene students in practice may be overcome through mentoring by expert faculty members. This article describes a pilot study using an innovative method to achieve higher levels of student‐perceived confidence and skill in delivering cessation messages to patients. Following completion of the didactic course content, each student selected a tobacco user to complete the Indiana University Nicotine Dependence Program Patient Assessment Questionnaire (PAQ). Detailed analysis of the questionnaire and development of specific cessation strategies were accomplished in a one‐to‐one interchange with expert faculty members. Students provided suggestions to patients, wrote papers summarizing their experiences, and were asked to complete an anonymous survey. Forty‐four of forty‐six students completed the survey. Eighty percent reported the mentored session was useful in learning specific cessation strategies; 83 percent reported the session helped to boost their confidence levels in approaching patients in tobacco cessation; 83 percent believed they would use learned strategies with other patients; and 86 percent recommended this educational approach for future students. Additional mentoring may overcome barriers to approaching patients in tobacco cessation by increasing levels of confidence and skill when delivering cessation messages. This may translate into continued application of these strategies in private practice, resulting in potential benefits to the health of the public.
Evidence‐Based Dentistry: A Model for Clinical Practice
Authors: Faggion Clóvis M. , Tu Yu‐Kang 
Published: June 2020

AbstractMaking decisions in dentistry should be based on the best evidence available. The objective of this study was to demonstrate a practical procedure and model that clinicians can use to apply the results of well‐conducted studies to patient care by critically appraising the evidence with checklists and letter grade scales. To demonstrate application of this model for critically appraising the quality of research evidence, a hypothetical case involving an adult male with chronic periodontitis is used as an example. To determine the best clinical approach for this patient, a four‐step, evidence‐based model is demonstrated, consisting of the following: definition of a research question using the PICO format, search and selection of relevant literature, critical appraisal of identified research reports using checklists, and the application of evidence. In this model, the quality of research evidence was assessed quantitatively based on different levels of quality that are assigned letter grades of A, B, and C by evaluating the studies against the QUOROM (Quality of Reporting Meta‐Analyses) and CONSORT (Consolidated Standards of Reporting Trials) checklists in a tabular format. For this hypothetical periodontics case, application of the model identified the best available evidence for clinical decision making, i.e., one randomized controlled trial and one systematic review of randomized controlled trials. Both studies showed similar answers for the research question. The use of a letter grade scale allowed an objective analysis of the quality of evidence. A checklist‐driven model that assesses and applies evidence to dental practice may substantially improve dentists’ decision making skill.
Treating Patients with Herpes Simplex Virus Infections: Dental and Dental Hygiene Students’ Knowledge, Attitudes, and Professional Behavior
Authors: Kanjirath Preetha P. , Peters Mathilde C. , Inglehart Marita Rohr 
Published: June 2020

AbstractDental and dental hygiene students frequently interact with patients with herpes simplex virus (HSV) infections, often simply referred to as cold sores. The objectives of this study were to assess dental and dental hygiene students’ knowledge, attitudes, and professional behavior concerning the treatment of patients with HSV infections and to investigate the relationships among knowledge, attitudes, and professional behavior. Questionnaire data were collected from 337 dental and seventy‐three dental hygiene students at regularly scheduled classes. Dental and dental hygiene students did not differ in their overall knowledge concerning HSV infections. Dental hygiene students were more apprehensive about treating patients with these infections, but used more appropriate professional behavior compared to dental students. Dental students’ knowledge and appropriateness of professional behavior increased over the course of their education. Overall, it was found that an increase in student knowledge was associated with increased apprehension related to treating these patients. However, the more apprehensive they were, the more they engaged in appropriate professional behavior. Educating future health care providers about the treatment of patients with infectious and communicable diseases can potentially increase the students’ apprehension/negative attitudes concerning providing care, while at the same time increasing appropriate professional behavior during their education. Addressing students’ apprehensions might be a crucial moderator that will determine whether they will provide the best possible care for these patients in their future professional lives.
Dental Students’ Attitudes Toward Treating Diverse Patients: Effects of a Cross‐Cultural Patient‐Instructor Program
Authors: Wagner Julie , Arteaga Sarita , D'Ambrosio Joseph , Hodge Cynthia , Ioannidou Effie , Pfeiffer Carol A. , Reisine Susan 
Published: June 2020

AbstractThis article describes the effects of a cross‐cultural patient‐instructor (PI) program on dental students’ attitudes toward diversity. PIs were individuals from the community trained to portray specific simulated patients who presented cross‐cultural challenges to students. Dental students interviewed PIs during two rotations, one in their junior and one in their senior year. Using a retrospective pretest‐posttest design, after completing each rotation, students reported their likelihood of engaging in certain desirable diversity thoughts and actions before versus after each PI rotation. Seventy‐three students completed the first cross‐cultural rotation, and eighty‐two students completed the second. Each rotation improved students’ diversity‐related attitudes. The first rotation, in their junior year, had slightly greater effect on these outcomes than the second rotation, in their senior year. Students also reported very positive evaluations of the course. These findings suggest that students’ attitudes toward diversity can be modified. PIs are a creative way to promote cross‐cultural patient care with health professions students, making them more open to thinking about, discussing, and engaging in patient‐oriented, diversity‐related activities.
Increasing Minority Enrollment Utilizing Dental Admissions Workshop Strategies
Authors: Price Shelia S. , Crout Richard J. , Mitchell Dennis A. , Brunson W. David , Wearden Stanley 
Published: June 2020

AbstractOral Health in America, the landmark U.S. surgeon general's report, inextricably connects oral health disparities with poor access to oral care by vulnerable populations. Furthermore, the report associates an insufficiently diverse dental workforce with oral health disparities among some minority groups. Successful strategies to curtail oral health disparities and remedy work‐force issues require collaboration among all involved in dental education. As gatekeepers to dental programs, admissions committees are significant stakeholders in diversifying the dental workforce. The purpose of this article is to demonstrate that a workshop on diversity in admissions can modify the perceptions of individuals involved in the student recruitment and admissions processes and lead to increased matriculation of underrepresented minority students. Emerging from the workshop were key concepts and action steps for promoting a holistic review of dental applicants. Results since implementing the workshop recommendations have been positive, with underrepresented minority dental student acceptances increasing sixfold. The workshop was cosponsored by the Robert Wood Johnson Foundation and facilitated by two nationally recognized dental educators.
Perspectives on the Dental School Learning Environment: Putting Theory X and Theory Y into Action in Dental Education
Authors: Connor Joseph P. , Troendle Karen 
Published: June 2020

AbstractTheory X and Theory Y are terms coined by Douglas McGregor to express the belief that managers’ behaviors are shaped by their assumptions about the motivation of their subordinates. The theories were applied to dental education in a Perspectives article published in the August 2007 issue of the Journal of Dental Education. This article explains how those seemingly contradictory theories can be reconciled using the concept of the “emotional bank account” introduced by Stephen Covey in The 7 Habits of Highly Effective People. Understanding the underlying concept of an emotional bank account helps dental educators to bridge the generation gap between instructors, born during the baby boom period of 1946–63, and dental students, born after 1980, who are referred to as “Generation Y” or “millennials.”
A Model for Selection and Assessment of Community‐Based Sites for Dental Students’ Extramural Clinical Experiences
Authors: Hryhorczuk Christine , Bolden Aljernon J. , Knight G. William , Punwani Indru , Mulvihill Daniel M. , Noorullah Khatija , Evans Caswell A. 
Published: June 2020

AbstractAs a recipient of the Robert Wood Johnson's Pipeline, Profession, and Practice: Community‐Based Dental Education grant, the Extramural Education Program (EEP) at the University of Illinois at Chicago College of Dentistry was charged with developing partnerships with community‐based oral health programs throughout Illinois. These programs are to be used for clinical service‐learning rotations for fourth‐year dental students, relying on the utilization of the dentists employed at the community site as preceptors for the students. Because the College of Dentistry had essentially no community‐based service‐learning experiences prior to the Robert Wood Johnson grant, procedures and protocols needed to be developed to standardize a process for site and preceptor selection. An administrative process was developed to engage, recruit, and partner with community‐based oral health programs that provided direct clinical services. This article will discuss the development of criteria used to select sites and preceptors for extramural clinical rotations; the development of a set of standardized assessment instruments; and the credentialing process for community‐based adjunct faculty that leads to the affiliation agreements. These community‐based rotations have been integrated into the College of Dentistry curriculum as a required extramural service‐learning course referred to as Extramural Clinical Experience (DADM 325).
The Critical Incident Technique: A Useful Tool for Conducting Qualitative Research
Authors: FitzGerald Kirsten , Seale N. Sue , Kerins Carolyn A. , McElvaney Rosaleen 
Published: June 2020

AbstractThe critical incident technique (CIT) is a well‐established qualitative research tool used in many areas of the health sciences, including nursing, medicine, and dentistry, and their respective education systems. It is a flexible set of principles that can be modified and adapted to meet the specific situation at hand. By gathering factual reports made by observers, researchers can build a picture of the situation under study. The CIT maximizes the positive and minimizes the negative attributes of anecdotes, effectively turning anecdotes into data. In this, the first of two companion articles, the origins and current state of the CIT and its potential applications in dentistry and dental education are described.
Assessing the Competency of University of Malaya Dental Graduates: Employers’ and Graduates’ Perceptions
Authors: Razak Ishak A. , Latifah Rj Raja , Jaafar Nasruddin , Hassan Mi Abu , Ab Murat Norintan 
Published: June 2020

AbstractA survey was conducted to assess competencies of dental graduates of the Faculty of Dentistry, University of Malaya, as perceived by the graduates and their employers, based on the five‐year undergraduate curriculum introduced in 1995. All senior dental officers in the Ministry of Health (MOH), representing employers, and all 164 dental graduates of the years 2000, 2001, and 2002 were sent a self‐administered questionnaire covering eight areas of competency. The respondents had to rate these areas on a scale of 1 (very poor) to 4 (very good). The responses for each area were then dichotomized into poor (1 and 2) and good (3 and 4). If less than 60 percent of the respondents rated an area as good, then it was categorized as needing attention; 60–69 percent as satisfactory; and 70 percent and above as excellent. One hundred and six graduates (64.6 percent) and twenty‐nine employers (96.7 percent) responded; of the graduates, 73.6 percent were working in the MOH and 22.6 percent in private practice. About 57.1 percent of employers reported that at least five graduates have worked under them. Graduates (85.7 percent) and employers (83.3 percent) agreed that graduates have excellent skills in communication. Although all graduates perceived their competency to be excellent in the four areas (treatment planning; community‐based skills; management, administrative skills, and personal management; and professional development skills), employers felt that these are the areas that are of concern and needed attention. In conclusion, whilst generally the graduates’ level of competency in almost all areas is acceptable or good, there are areas of concern that need to be addressed to further improve the five‐year curriculum at the University of Malaya.
The State of the Art in Evaluating the Performance of Assistant and Associate Deans as Seen by Deans and Assistant and Associate Deans
Authors: Dunning David G. , Durham Timothy M. , Aksu Mert N. , Lange Brian M. 
Published: June 2020

AbstractThis study explores the little‐understood process of evaluating the performance of assistant and associate deans at dental colleges in the United States and Canada. Specifically, this research aimed to identify the methods, processes, and outcomes related to the performance appraisals of assistant/associate deans. Both deans and assistant/associate deans were surveyed. Forty‐four of sixty‐six deans (66.7 percent) and 227 of 315 assistant/associate deans (72.1 percent) completed surveys with both close‐ended and open‐ended questions. In addition, ten individuals from each group were interviewed. Results indicate that 75–89 percent of assistant/associate deans are formally evaluated, although as many as 27 percent may lack formal job descriptions. Some recommended best practices for performance appraisal are being used in a majority of colleges. Examples of these best practices are having at least yearly appraisals, holding face‐to‐face meetings, and setting specific, personal performance objectives/benchmarks for assistant/associate deans. Still, there is much room to improve appraisals by incorporating other recommended practices. Relatively high levels of overall satisfaction were reported by both assistant/associate deans and deans for the process and outcomes of appraisals. Assistant/associate deans rated the value of appraisals to overall development lower than did deans. Qualitative data revealed definite opinions about what constitutes effective and ineffective appraisals, including the use of goal‐setting, timeliness, and necessary commitment. Several critical issues related to the results are discussed: differences in perspectives on performance reviews, the importance of informal feedback and job descriptions, the influence of an assistant/associate deans’ lack of tenure, and the length of service of deans. Lastly, recommendations for enhancing performance evaluations are offered.
Rethinking the Role of Community‐Based Clinical Education in Pediatric Dentistry
Authors: Thikkurissy S. , Rowland Michael L. , Bean Canise Y. , Kumar Ashok , Levings Kevin , Casamassimo Paul S. 
Published: June 2020

AbstractThe early childhood caries epidemic has prompted a look at predoctoral clinical dental education in pediatric dentistry. The purpose of this study was to examine the contribution of community‐based clinical education (CBE) to procedural and patient diversity in predoctoral pediatric dental education. Using procedural and demographic data from pediatric clinical experiences of the dental class of 2007 at The Ohio State University College of Dentistry, profiles of patient diversity, clinical pediatric dental procedures, and student efficiency were developed for both CBE sites and the campus‐based clinic. Ninety‐two students performed 16,523 procedures on children in the fourth year in CBE sites in the community compared to 4,268 on campus in their third year. Pediatric‐dedicated CBE sites accounted for almost 12,000 pediatric dental procedures. Approximately 56 percent of children treated at CBE sites were minorities. CBE sites accounted for most of the dental student restorative experience for pediatric patients for the Class of 2007, giving each student on average multiple restorative procedures. The campus‐based clinic provided largely diagnostic and preventive procedures but few restorative opportunities. We conclude that community‐based dental clinical education presents an opportunity to enhance pediatric predoctoral student clinical experiences in both quantity and diversity.
Periodontal‐Systemic Disease Education in United States Dental Hygiene Programs
Authors: Wilder Rebecca S. , Thomas Katherine M. , Jared Heather 
Published: June 2020

AbstractThe relationship between periodontal disease and systemic disease has gained much attention in recent years in the dental profession and from national health care agencies. Two third‐party providers are now modifying their dental reimbursements for patients who have periodontal disease and are pregnant or have cardiovascular disease. However, there are few reports in the dental or dental hygiene literature about how students are taught this information and how it is incorporated into the didactic and clinical aspects of the curriculum. A thirty‐item survey and cover letter on these subjects were emailed to the directors of the 286 accredited dental hygiene programs in the United States in 2007. The response rate was 63 percent. According to these responses, the three most emphasized topics regarding oral‐systemic disease are diabetes, tobacco use, and cardiovascular disease. Most programs (90 percent) use journal articles for instructional content, and 87 percent use the American Academy of Periodontology website for reference. Only 4 percent have content taught jointly with nursing, medical, or allied health students. The majority of directors (87 percent) indicated they could use more evidence‐based educational materials to help teach the concepts to students. Only 9 percent of survey respondents thought that nurses and physicians are knowledgeable about the relationship of oral health to systemic disease. The findings indicate that dental hygiene program directors are confident about the education on oral‐systemic content provided to their dental hygiene students, but would like additional evidence‐based materials to help their students learn this topic.
Evaluation of a Blog Used in a Dental Terminology Course for First‐Year Dental Students
Authors: El Tantawi Maha M.A. 
Published: June 2020

AbstractThis article reports the findings of a study conducted to evaluate a blog used in a dental terminology course. The blog was established using free online software to provide more learning exercises for students and to collect feedback about course proceedings. The instructor posted exercises such as multiple choice and true/false questions and invited students to publish answers. Students were also encouraged to post comments about difficult parts of the course that needed clarification. Students contributed 149 comments, mostly as answers in response to thirteen posts of exercises over three months. All users of the blog who responded to a questionnaire considered it useful, and most of them expressed the opinion that blogs should be used in other courses. The main reason that students reported for not using the blog was lack of time. Statistically significant differences in examination performance existed between students who used the blog and those who did not. Based on these findings, the blog achieved its purposes, which were to enhance instructor communication with students and provide students with practice exercises to improve their understanding of dental terminology. Further research about the application of blogging and its potential to enhance dental education is needed.
Effects of Malocclusions and Orthodontics on Periodontal Health: Evidence from a Systematic Review
Authors: Bollen Anne‐Marie 
Published: June 2020

AbstractMany patients seek orthodontic treatment for esthetic improvement. These patients mostly present with mal‐alignment of the anterior teeth. The positive effects of orthodontic treatment on their appearance and self‐esteem are easy to envision. However, does orthodontic treatment provide dental health benefits in addition to the esthetic benefits? Do malocclusions harm the periodontium? Is correcting malocclusions with orthodontic treatment beneficial for periodontal health? The purpose of this study is to present evidence available on this topic. Two systematic reviews were conducted to address these questions: does a malocclusion affect periodontal health, and does orthodontic treatment affect periodontal health? Inclusion and exclusion criteria were established for both reviews, and an electronic search and a hand search were conducted. Several papers were included in both reviews, but the overall quality of the studies was weak. The first review found a correlation between the presence of a malocclusion and periodontal disease. Subjects with greater malocclusion have more severe periodontal disease. This may be dependent on oral health status. One should keep in mind that an association does not necessarily mean causation. The second review identified an absence of reliable evidence on the effects of orthodontic treatment on periodontal health. The existing low‐quality evidence suggests that orthodontic therapy results in small detrimental effects to the periodontium. The results of both reviews do not warrant recommendation for orthodontic treatment to prevent future periodontal problems, except for specific unusual malocclusions.
TMJ Disorders: Future Innovations in Diagnostics and Therapeutics
Authors: Wadhwa Sunil , Kapila Sunil 
Published: June 2020

AbstractBecause their etiologies and pathogenesis are poorly understood, temporomandibular joint (TMJ) diseases are difficult to diagnose and manage. All current approaches to treatments of TMJ diseases are largely palliative. Definitive and rational diagnoses or treatments can only be achieved through a comprehensive understanding of the etiologies, predisposing factors, and pathogenesis of TMJ diseases. While much work remains to be done in this field, novel findings in biomedicine and developments in imaging and computer technologies are beginning to provide us with a vision of future innovations in the diagnostics and therapeutics of TMJ disorders. These advances include the identification and use of local or systemic biomarkers to diagnose disease or monitor improvements in therapy; the use of imaging technologies for earlier and more sensitive diagnostics; and the use of biomedicine, biomimetics, and imaging to design and manufacture bioengineered joints. Such advances are likely to help to customize and enhance the quality of care we provide to patients with TMJ disorders.