bluuebunny/crossref_metadata_2025_split huggingface dataset:
Economic Outcomes of a Dental Electronic Patient Record
Authors: Langabeer James R. , Walji Muhammad F. , Taylor David , Valenza John A. 
Published: June 2020

AbstractThe implementation of an electronic patient record (EPR) in many sectors of health care has been suggested to have positive relationships with both quality of care and improved pedagogy, although evaluation of actual results has been somewhat disillusioning. Evidence‐based dentistry clearly suggests the need for tools and systems to improve care, and an EPR is a critical tool that has been widely proposed in recent years. In dental schools, EPR systems are increasingly being adopted, despite obstacles such as high costs, time constraints necessary for process workflow change, and overall project complexity. The increasing movement towards cost‐effectiveness analyses in health and medicine suggests that the EPR should generally cover expenses, or produce total benefits greater than its combined costs, to ensure that resources are being utilized efficiently. To test the underlying economics of an EPR, we utilized a pre‐post research design with a probability‐based economic simulation model to analyze changes in performance and costs in one dental school. Our findings suggest that the economics are positive, but only when student fees are treated as an incremental revenue source. In addition, other performance indicators appeared to have significant changes, although most were not comprehensively measured pre‐implementation, making it difficult to truly understand the performance differential—such pre‐measurement of expected benefits is a key lesson learned. This article also provides recommendations for dental clinics and universities that are about to embark on this endeavor.
Quantitative and Qualitative Analysis of Student Feedback on ePortfolio Learning
Authors: Gardner Karen M. , Aleksejuniene Jolanta 
Published: June 2020

AbstractAt the University of British Columbia, we introduced an ePortfolio assignment in the operative dentistry clinical simulation module and conducted a pilot study to explore the usefulness of ePortfolios as a learning tool for dental students. Qualitative assessments included student self‐reflections on the ePortfolio experience. In the quantitative evaluation, ePortfolio learning was hypothesized as a multidimensional experience with four dimensions: 1) an ePortfolio experience is valuable for learning operative dentistry; 2) an ePortfolio is time‐consuming, but overall a useful experience; 3) ePortfolio learning requires technical skills that are manageable; and 4) ePortfolio experience may be beneficial for lifelong learning. Overall, both quantitative and qualitative assessments demonstrated that students valued ePortfolio learning as a positive experience. In multivariate analyses (confirmatory factor analysis), the four‐dimensional model of ePortfolio learning was confirmed. Future studies are needed to validate or revise the four‐factor model of ePortfolio learning in different student cohorts.
Brazilian Dental Students’ Perceptions About Medical Emergencies: A Qualitative Exploratory Study
Authors: Carvalho Regina M. , Costa Luciane R. , Marcelo Vânia C. 
Published: June 2020

AbstractDental students have little understanding about medical emergencies, and there is very little in‐depth data about the importance they place on this important area that is fundamental to their professional training. This study aimed to identify the perceptions of a group of undergraduate dental students about the dentistry‐medical emergency interface. Twenty undergraduate dental students at the Federal University of Goias, Brazil, took part in this study. The data were collected through in‐depth interviews with these students and were interpreted using qualitative content analysis. Two themes emerged from this data analysis: dentistry as a comprehensive health science, and students’ knowledge, feelings, and attitudes about medical emergencies in the dental office. Based on the students’ perceptions, an interface between dentistry and medical emergencies in the dental office was proposed that is comprised of the following intertwined concepts: 1) dentistry is a health science profession that should focus on the whole patient instead of being limited to the oral cavity; 2) medical emergencies do occur in the dental office, but students’ minimal knowledge about these incidents and their etiology causes feelings of insecurity, dissatisfaction, and a limited appreciation of the dentists’ responsibility; and 3) the inability to perform proper basic life support (BLS) technique in the dental office is the ultimate consequence. Undergraduate health courses need to develop strategies to teach professionals and students appropriate behavior and attitudes when facing life‐threatening emergencies.
Reforming Dental Education: Faculty Members’ Perceptions on the Continuation of Pipeline Program Changes
Authors: Thind Amardeep , Atchison Kathryn A. , Andersen Ronald M. , Nakazono Terry T. , Gutierrez John J. 
Published: June 2020

AbstractIn 2002–03 the Robert Wood Johnson Foundation (RWJF) established the Pipeline, Profession, and Practice: Community‐Based Dental Education program to change dental education in the United States. In partnership with The California Endowment, the RWJF awarded grants to fifteen U.S. dental schools that would support them in efforts to recruit more underrepresented minority/low‐income (URM/LI) students, add cultural competence training, and increase extramural rotations to sixty days. As the program evaluator, the University of California, Los Angeles, School of Public Health (UCLA‐SPH) conducted a survey of dental faculty in 2006 related to the goals of the Pipeline program. In this article, we report faculty perceptions pertaining to the extramural rotations and URM/LI recruitment. The survey was conducted in fourteen U.S. dental schools that received Pipeline grants and had an overall response rate of 60 percent (n=1,027) from the 1,713 faculty members who received the survey. A majority (57 percent) of faculty members strongly agreed that extramural rotations should continue as an integral part of students’ education; 51 percent felt the same about the continuation of URM/LI recruitment programs. Multivariate logistic regression analyses revealed that faculty type, perception of extramural rotations being a positive experience, increased student productivity, and school culture were significant determinants of support for continuation of the extramural rotation programs. Determinants of support for continuation of the URM/LI recruitment programs were faculty type, perception of URM/LI recruitment effectiveness, perception of students from diverse backgrounds improving educational experience, and having a school mission statement that supports URM/LI recruitment. Pipeline schools should ensure that their extramural faculty remain key players in the Pipeline programs, widely publicize the programs’ successes, and develop a service‐oriented culture in order to build and sustain faculty perceptions that these programs should continue as integral parts of the schools’ educational mission.
Effect of Dental Students as Instructors on Preclinical Performance in Prosthodontics
Authors: Nimmo Arthur , Mitchell Gail S. , Echeto Luisa , Ojha Ajay K. 
Published: June 2020

AbstractDental schools continue to have difficulty recruiting and retaining faculty. One approach to augment student learning would be to train and utilize senior dental students as instructors in preclinical courses. This study was undertaken to evaluate the effect of using senior dental students as instructors on the performance of second‐year students in two preclinical prosthodontic courses. In the spring term of 2007, four senior dental students and four or five full‐time faculty were assigned as instructors for the fixed prosthodontics and complete denture prosthodontics preclinical courses. Each course has previously been conducted with a total of seven to nine faculty instructors. The performance of two groups of second‐year students on preclinical projects was compared based upon their source of instruction for the project. The scores for the two groups were compared using the Wilcoxon rank sum tests and the corresponding 95 percent confidence intervals for the median difference in scores for the two instructor types. This study found no significant difference in performance between sophomore students instructed by full‐time faculty or those instructed by senior dental students in either the fixed or removable prosthodontics preclinical courses (p>.05). The use of senior dental students as instructors in the preclinical prosthodontics courses may be one option to partially address the shortage of full‐time dental faculty.
Realigning Biomedical Science Instruction in Predoctoral Curricula: A Proposal for Change
Authors: Geissberger Marc J. , Jain Poonam , Kluemper G. Thomas , Paquette David W. , Roeder Leslie B. , Scarfe William C. , Potter Brad J. 
Published: June 2020

AbstractCurrently in North America, there is an active dialogue going on about the state of predoctoral dental education and the need for curriculum change, innovation, and the adoption of contemporary, competency‐based educational models. At the institutional level, curriculum committees struggle with requests from faculty to add new content to an overburdened didactic and clinic schedule. This article will describe potential solutions centering on the role and scope of the biomedical sciences in predoctoral dental education. The authors propose that dental educators and institutions reconsider the current admission prerequisites and curriculum content of the biomedical sciences in predoctoral programs. The proposed changes are intended to eliminate content redundancy between undergraduate and predoctoral dental education by integration of the biomedical sciences—in particular, biochemistry, microbiology, and physiology—into other clinically oriented coursework and learning experiences in the curriculum based on a pathophysiology model that fosters students’ comprehension of the etiology of oral and systemic diseases encountered by the general dental practitioner. The authors explore how changes in the biomedical science prerequisites for dental school matriculation and associated modifications in curriculum focus and content would impact admissions testing, composition of national board exams, and strategies for teaching and learning within dental schools.
The Critical Incident Technique and Pediatric Dentistry: A Worked Example
Authors: FitzGerald Kirsten , Seale N. Sue , Kerins Carolyn A. , McElvaney Rosaleen , Fitzgerald Elaine 
Published: June 2020

AbstractEvaluating dental students’ experiences in pediatric dentistry may help dental educators better prepare graduates to treat the children in their communities. This qualitative investigation aimed to collect and analyze data using the critical incident technique (CIT). Sixty dental students at one southwestern dental school participated in 103 recorded interviews. They described 150 positive and 134 negative experiences related to the pediatric dentistry clinic. Analysis of the data resulted in the identification of four key factors related to their experiences: 1) the instructor; 2) the patient; 3) the learning process; and 4) the learning environment. The contribution made by the patient to dental students’ education has not been previously addressed. The CIT is a useful data collection and analysis technique that provides rich, useful data and has many potential uses in dental education.
Analyzing the Influence of Admissions Criteria and Cultural Norms on Success in an International Dental Studies Program
Authors: Itaya Lisa E. , Chambers David W. , King Patricia A. 
Published: June 2020

AbstractThis study determines the extent to which admissions criteria and cultural norms predict the success of a foreign‐trained dentist in a United States dental educational program. Correlation and regression tests were applied to an eleven‐year period from 1994 to 2004 of retrospective admissions data for 144 International Dental Studies Program students. Five cultural norms were derived from the collective cultural dimensions of a scholarly work of validated multinational surveys by Geert Hofstede. These five cultural norms are Power Distance (degree of inequality between “haves” and “have‐nots” in a culture); Individualism (support for independent or group behavior); Long‐Term View (deferred gratification versus quick results/rewards); Masculinity (emphasis on performance/outcomes versus socialization); and Uncertainty Avoidance (ability to cope with an uncertain future). Hofstede's calculated country scores on these cultural dimensions applied to the students’ countries of education and their influence on students’ academic performance were assessed by correlation and regression analyses. Results showed that the TOEFL and National Board Part I examinations and the cultural norm of Long‐Term View were the most positive predictors of grade point averages. The other four cultural norms studied were not predictors of success. Those who applied to the program more than once before being accepted did less well in the program, yet “less well” might have meant that they graduated with a 3.0 instead of a 3.5 GPA. Generally speaking, the more recent the graduated class, the higher the ending GPA has been. Admissions committees should determine if they want to invest the resources required to implement a multitude of admissions predictors to find the best of the qualified applicants.
Faculty Perceptions of a Professional Development Seminar
Authors: Behar‐Horenstein Linda S. , Schneider‐Mitchell Gail , Graff Randy 
Published: June 2020

AbstractA web‐enhanced seminar was provided to address the pedagogical needs of professional faculty educators at a college of dentistry in a research‐intensive university in fall 2006. In this qualitative report, the authors describe the participants’ (n=12) perceptions and evaluation of the seminar. An evaluation of the seminar journals showed documented improvement in the participants’ confidence and an enhanced awareness of their teaching practices. Six themes (new knowledge, planned change, awareness, changes made, current practice, and challenges to learning) ranging from 5.3 percent to 35.5 percent among four to twelve participants emerged across their learning journals. Participants also rated the course 4.9 on a five‐point scale in helping them understand a variety of teaching modalities other than lecture and the sole use of multiple‐choice tests as insufficient. When we invest resources in our faculty, progress is made towards ensuring quality teaching, as well as increased understanding and enhanced communication in the teaching and learning environment. This recursive process not only influences the faculty and those they teach but the patients they care for as well.
Obstacles to Implementing Evidence‐Based Dentistry: A Focus Group‐Based Study
Authors: Hannes Karin , Norré David , Goedhuys Jo , Naert Ignace , Aertgeerts Bert 
Published: June 2020

AbstractIn many countries, questions have been raised about the use of evidence‐based practice (EBP) in oral health care. The call for an increase in EBP seems to face many obstacles. Only limited empirical studies address these obstacles. We present a qualitative study that explores the obstacles that Flemish (Belgian, Dutch‐speaking) dentists experience in the implementation of EBP in routine clinical work. We collected data from discussions in focus groups. Seventy‐nine dentists participated. The data were analyzed using constant comparative analysis. Three major categories of obstacles were identified. These categories relate to obstacles in 1) evidence, 2) partners in health care (medical doctors, patients, and government), and 3) the field of dentistry. Our findings suggest that educators should provide communication skills to aid decision making, address the technical dimensions of dentistry, promote lifelong learning, and close the gap between academics and general practitioners (dentists) in order to create mutual understanding. The obstacles identified are considered useful to support future quantitative research that can be generalized to a broader group.
Combining Normative and Psychosocial Perceptions for Assessing Orthodontic Treatment Needs
Authors: Tsakos Georgios 
Published: June 2020

AbstractWhereas perceptions of malocclusion by the public are mainly subjective, currently orthodontic treatment needs are predominantly determined using normative need. There are considerable differences between normative and subjective perceptions of orthodontic need. Yet clinical measures determine current provision of orthodontic services, whereas subjective oral health‐related quality of life (OHRQoL) measures are seldom used and play a small part in need assessment despite predicting perceived need. The sociodental approach to assessing orthodontic treatment needs overcomes deficiencies of the sole use of normative need. It is a gradual integration process, estimating orthodontic needs by combining normative and psychosocial perspectives, as well as considering behavioral factors affecting outcomes of orthodontic treatment and scientific evidence about the effectiveness of interventions. To be appropriately used in needs assessment, an OHRQoL measure should provide condition‐specific estimates of the impact of malocclusion on daily life. The sociodental approach attempts to replicate the characteristics of good clinical practice using a structured, rational, and coherent system for assessing orthodontic needs and, therefore, is a useful tool in planning oral health services.
Orthodontic and Nonorthodontic Root Resorption: Their Impact on Clinical Dental Practice
Authors: Kokich Vincent G. 
Published: June 2020

AbstractOccasionally, general dentists are challenged with providing restorative treatment for a postorthodontic patient who has had moderate to severe root resorption. When this happens, a number of questions about the cause of such resorption and the appropriate treatment arise in the dentist's mind. This article will describe the orthodontic and restorative management of three patients with severe maxillary incisor root resorption, provide a thorough discussion of the currently available literature on the topic of root resorption, and answer clinical questions regarding this relatively infrequent but devastating sequel to orthodontic treatment.
First‐Year Students’ Perceptions About Pediatric Dental Behavior Guidance Techniques: The Effect of Education
Authors: Sotto Jason J. , Azari Amir F. , Riley Joseph , Bimstein Enrique 
Published: June 2020

AbstractThe purpose of this study was to evaluate the effect of a dental education component on dental students’ perceptions toward behavior guidance techniques in pediatric dentistry. A questionnaire was completed by seventy‐three first‐year dental students, before and after a course on human development and behavior guidance techniques in pediatric dentistry. The acceptability of behavior guidance techniques and situations in pediatric dentistry was scored with a visual analog scale before and after the course, compared, and evaluated in relation to demographic data. After the course, statistically significant increases (ANOVA) in the acceptability of aversive behavior guidance (voice control, hand over mouth, and immobilization), sedation, general anesthesia, and modeling were found. Statistically significant decreases (ANOVA) in acceptability were found in mentioning the possibility of pain during treatment and with a parent being in the clinic or talking with the child during treatment. Female or married students, those who had previously received dental treatment, or those who had a dentist in the family showed statistically significant changes that indicated more empathy toward the children. We conclude that undergraduate dental education may have a significant short‐term influence on dental students’ perceptions of behavior guidance in pediatric dentistry.
Electronic Voting in Dental Materials Education: The Impact on Students’ Attitudes and Exam Performance
Authors: Barbour Michele E. 
Published: June 2020

AbstractDental materials is an integral part of any undergraduate dental curriculum and is most commonly taught in a traditional didactic, lecture‐based format. It suffers from the ignominy of being viewed by many as a dry, factual subject with little to excite or engage the student. In this article, the author presents the experimental use of an electronic voting (eVoting) system in an undergraduate dental materials course. The practical and aspirational aspects of its application are described. The objective was to assess the student perception of the experiment and the impact on end‐of‐course examination results. The eVoting system proved overwhelmingly popular with the students with 95 percent in favor of its use at the beginning of the course and 91 percent at the end. There was, however, no statistically significant impact on the results of the examination at the end of the course, when compared to the previous year's cohort of students for whom eVoting was not used. eVoting encouraged student interaction and engagement and contributed to student satisfaction but was not seen to affect the outcome measurement (end‐of‐course examination result).
Lesbian, Gay, Bisexual, and Transgender (LGBT) Issues in Dental School Environments: Dental Student Leaders’ Perceptions
Authors: Anderson Joan I. , Patterson April N. , Temple Henry J. , Inglehart Marita Rohr 
Published: June 2020

AbstractThe objectives of the study reported in this article were to assess dental student leaders’ perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climate concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self‐identified as belonging to the LGBT community and of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty‐seven dental schools in the United States and three in Canada. Fifty student leaders were females, and sixty‐two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327; p<.001). The better they felt prepared, the more they perceived the clinic environment as sensitive and affirming for patients with different sexual orientations (r=.464; p<.001). The more they reported that dental schools’ administrations create a positive environment for students with LGBT orientations, the more they agreed that persons can feel comfortable regardless of their sexual orientation (r=.585; p<.001). In conclusion, the findings indicate that dental school administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff, faculty, students, and patients from these backgrounds are not discriminated against.
Dental Students’ and Faculty Members’ Perceptions of Incivility in the Classroom
Authors: Rowland Michael L. , Srisukho Kanokraj 
Published: June 2020

AbstractThe purpose of this study was to compare dental students’ and faculty members’ perceptions of classroom incivility and to determine how many students willingly engage in uncivil behavior in the classroom. A web‐based survey research design was used to obtain information regarding uncivil classroom behaviors from dental students and full‐ and part‐time dental faculty members at a midwestern U.S. dental school. Responses were received from sixty‐eight dental faculty members and 127 third‐ and fourth‐year students. The perceptions of faculty members about what constitutes uncivil classroom behavior differed from those of students. In fact, of the eighteen questions asked of both groups, statistical differences were found for eleven (61 percent).