bluuebunny/crossref_metadata_2025_split huggingface dataset:
General Dentists’ Evaluation of Anesthesia Sedation Education in U.S. Dental Schools
Authors: Boynes Sean G. , Lemak Anne L. , Close John M. 
Published: June 2020

AbstractTo assess the quality and quantity of sedation education in U.S. dental schools, a prospective, questionnaire‐based survey was administered to general dental practitioners who graduated in 2003. Questionnaires were sent via facsimile to recent dental graduates using a list obtained through the American Dental Association. The response rate was 54 percent; 718 of the 1,328 nine‐question surveys were returned. The response to the questionnaires indicates a perceived need for sedation care by the majority of recent graduates and low overall satisfaction with the quality of sedation education in U.S. dental schools. The general consensus of most 2003 dental school graduates is that they have gained little or no hands‐on experience in sedation techniques and would have supported an increase in tuition and fees if an institution were to offer more efficient sedation training. With increased popularity and high patient demand for sedation techniques, the new dentist feels a need for sedation education before graduation.
Eye Safety Practices in U.S. Dental School Restorative Clinics, 2006
Authors: Hill Edward E. 
Published: June 2020

AbstractThis study was conducted to determine how much progress U.S. dental schools have made in providing eye protection during restorative (adult operative and fixed prosthodontic) procedures since a 1979 survey. A seven‐question survey was placed at a website, and fifty‐five different U.S. dental schools were asked to complete the survey. Thirty‐one schools responded (56 percent). Eighty‐four percent of schools had safety glasses available for patients, but only 77 percent required usage during restorative procedures. Similarly, while 87 percent of schools required dental students working in restorative clinics to wear safety glasses, just 73 percent enforced the policy. Additionally, 84 percent provided blue light protection on curing lights and required students to wear eye protection while doing lab procedures. Compared to the 1979 survey, considerable progress has been made over the last twenty‐seven years in protecting dental school patients and students from ocular injuries. Because one would hope to have 100 percent compliance on this issue, there is room for improvement in promoting patient eye safety and teaching good habits to dental students.
Use of Handheld Computer Technology to Monitor General Practice Residents’ Clinical Experiences
Authors: Dyer Marc D. , Presler Emory A. , Raybould Ted P. , Burklow Cindy , Smith Timothy A. 
Published: June 2020

AbstractThe Commission on Dental Accreditation (CODA) requires that General Practice Residency (GPR) programs report a summary of each resident's clinical experiences. The goal of this study was to determine the effectiveness of handheld computer technology in tracking residents’ clinical procedures. In the academic years 2004–05 and 2005–06, University of Kentucky GPR residents were provided a Palm M130® with customized forms. These menu‐driven forms allowed residents to record procedures. Residents synchronized the data to a centralized database. A separate reporting system interfaced with the database to allow administrators to produce detailed reports on each resident. At the end of the academic year, data were tabulated, clinical procedures were correlated with respective costs, and annual production was determined. Data from fourteen residents were analyzed. Types and frequencies of various clinical experiences were tabulated, financial production summaries assessed, and percentage distribution of procedures by discipline was examined. Palm technology has proven to be an effective tool in monitoring each resident's clinical experiences. This methodology was beneficial to residency directors by allowing the examination of the experience distribution of each discipline in dentistry to determine the range of experiences that residents achieved.
Interdisciplinary Approach to Endodontic Therapy for Uncooperative Children in a Dental School Environment
Authors: Soares Flavio , Britto Leandro R. , Vertucci Frank J. , Guelmann Marcio 
Published: June 2020

AbstractThe aim of this study was to describe an interdisciplinary approach for endodontic therapy of behavior‐challenging children and to report the efficacy of sedation techniques for these procedures. Sedation records of thirty‐two patients who received root canal treatment were reviewed. Age at treatment in months, gender, year of treatment, tooth type, status of root maturation (open or closed apex), etiological factor(s), sedation protocol, and outcome were the variables analyzed. The collected information was entered into a computerized flowchart and the data analyzed using descriptive statistics. Midazolam in combination with meperidine or hydroxyzine were the most common protocols used (46 percent and 40 percent of the cases, respectively). Only two (6 percent) treatments were aborted due to uncontrolled behavior during sedation. We conclude that cooperation between pediatric dentists and endodontists is fundamental to achieving success when providing root canal treatment for uncooperative child patients.
Today's Threat Is Tomorrow's Crisis: Advocating for Dental Education, Dental and Biomedical Research, and Oral Health
Authors: Bresch Jack E. , Luke Gina G. , McKinnon Monette D. , Moss Myla J. , Pritchard Daryl , Valachovic Richard W. 
Published: June 2020

AbstractThe current political environment in the nation's capital threatens federal support for programs vital to the academic dental community. To develop a strong cadre of advocates who can deliver an effective and unified message to members of Congress on behalf of dental education and dental research, the American Dental Education Association (ADEA) and the American Association for Dental Research (AADR) created a new organizational structure: the National Oral Health Advocacy Committee (NOHAC) and the National Advocacy Network (NAN). The basic skills and knowledge required to function as an effective advocate include an understanding of the political environment, a working knowledge of the legislative processes and the political players, and the ability to build and work with grassroots networks and coalitions. NOHAC and NAN are designed to provide leadership in these areas to support effective advocacy for dental education and dental research.
Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education
Authors: Schönwetter Dieter J. , Lavigne Salme , Mazurat Randy , Nazarko Orla 
Published: June 2020

AbstractEffective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students. A total of 175 dental and dental hygiene undergraduate students nominated a total of forty instructors for teaching awards, providing a total of 695 qualitative statements reflecting their teaching in two learning contexts: the classroom and the clinic. Seven categories of effective teaching qualities were identified: individual rapport, organization, enthusiasm, learning, group interaction, exams and assignments, and breadth. Based on the frequency of the themes, effective teaching in the classroom was best defined by organization and rapport, whereas in the clinic, rapport was the most frequently described behavior. Moreover, dentistry students perceived enthusiasm as an effective teaching quality more frequently than did dental hygiene students, whereas dental hygiene students provided more responses to learning. These findings can provide guidance in preparing undergraduate dental and dental hygiene educators to enter the teaching environment. The ultimate goal to be achieved from identification of effective teaching qualities, as determined in this study, is improvement in clinical and classroom teaching for dentistry and dental hygiene programs.
Faculty Credentialing: A Survey of Forty‐Six U.S. Dental Schools
Authors: Myers Ronnie , Yoon Angela J. 
Published: June 2020

AbstractThis study was undertaken in June of 2005 to evaluate the status of credentialing of clinical faculty in United States dental schools. A short survey on the process of credentialing was developed and emailed or mailed to all clinical deans. The survey contained a standard definition of health professional credentialing to which the respondent was to compare his or her school's procedures. Of the forty‐six respondents, only 46 percent were conducting credentialing as defined on the survey. Recredentialing of clinical faculty was occurring in most of these schools; however, 23 percent did not report a process of recredentialing. Each institution required different items in its credentialing application: 95 percent required information on licensure; 86 percent, educational background; 67 percent, academic appointments; and 67 percent, specialty board status, among other items that were included at lower rates. Health status was only requested by 29 percent of the institutions. Only 34 percent of those institutions doing credentialing verified the data collected during the application process. Given the legal implications of adverse outcomes, prudent risk management calls for a strong credentialing program. Results of this survey indicate the need for an ongoing effort to standardize credentialing procedures among dental schools and to select appropriate data to be included in the process.
Using a Multifaceted Approach Including Community‐Based Service‐Learning to Enrich Formal Ethics Instruction in a Dental School Setting
Authors: Gadbury‐Amyot Cynthia C. , Simmer‐Beck Melanie , McCunniff Michael , Williams Karen B. 
Published: June 2020

AbstractThe purpose of this investigation was to examine the degree to which a multifaceted approach to formal ethics instruction including community‐based service‐learning can enrich the learning environment and how it influences students’ attitudes and perceptions about their role as oral health care providers, access to care, disparity, and working in a diverse community. Students’ attitudes were evaluated prior to and following the seven‐week course to determine if community‐based service‐learning had any impact on their perceptions. Factor analysis was conducted; and based on the identified factor structure, subscales were computed and used for subsequent analyses of change in attitude over time (pre‐ and post‐test results) and to compare assessment of experience between discipline groups (dental and dental hygiene) as well as gender. There was a statistically significant difference in student attitudes from the beginning of the course to the end about volunteering in the community (p=.036). Additionally, there was a statistically significant difference (p<.01) between male and female students related to course impact on career choice and personal ability. Female students reported the course had a greater impact on their career choice and personal ability than did males. Students were required to complete a reflection paper on their service‐learning experience. Reflective papers were analyzed using the qualitative constant comparative method. Reflective papers served as a rich source of information for understanding student perceptions related to their role as oral health care providers, access to oral health care, disparity, and cultural competence. Both dental and dental hygiene students indicated a desire for additional opportunities to participate in community‐based service‐learning activities and a desire for addressing the current access to care issues in their curricula. We found that a multifaceted approach to ethics instruction incorporating a community‐based service‐learning component provided an enriched environment for the discussion of several ethical issues facing oral health care providers today.
A Historical Perspective on the University of Nebraska Medical Center's College of Dentistry Class of 1961
Authors: Willis Mary S. , Badakhsh Roshan A. 
Published: June 2020

AbstractWe conducted a retrospective analysis of the University of Nebraska Medical Center (UNMC) College of Dentistry (COD) Class of 1961 to glean information that might be useful in the design of dental education programs in Nebraska and elsewhere. We scanned annual class newsletters, demographic statistics for students entering the UNMC dental program for each decade from 1961 to 2001, and UNMC COD alumni data for patterns and themes among thirty‐two dental professionals. Eighty‐four percent of those contacted provided responses to a survey. We found that, like current dental cohorts nationwide, the UNMC COD Class of 1961 is mostly of European ancestry (non‐Hispanic) and male. But in contrast to current dental college graduates, the UNMC Class of ’61 were able to rely upon self‐employment and spousal and/or military support (GI Bill) to cover the costs of their dental education. They also were more likely to enter dental school before completion of an undergraduate degree and have a substantial work history before entering the UNMC dental program. Although the most common reason for attending dental school related to independence and financial security, “time with family” and “family vacations” were the next most important reasons cited for becoming dental professionals. Among ’61 graduates, the average number of years spent in the dental profession is thirty‐seven years. Despite the notable changes in dental technology and the continual need for updating knowledge and skill, eight members of the UNMC COD Class of 1961 continue to practice dentistry. Most maintain contact with other class members, providing support to former classmates and maintaining an identity with their alma mater, the University of Nebraska.
The Case for Change in Dental Education
Authors:   ADEA Commission on Change and Innovation in Dental Education, Pyle Marsha , Andrieu Sandra C. , Chadwick D. Gregory , Chmar Jacqueline E. , Cole James R. , George Mary C. , Glickman Gerald N. , Glover Joel F. , Goldberg Jerold S. , Haden N. Karl , Hendricson William D. , Meyerowitz Cyril , Neumann Laura , Tedesco Lisa A. , Valachovic Richard W. , Weaver Richard G. , Winder Ronald L. , Young Stephen K. , Kalkwarf Kenneth L. 
Published: June 2020

AbstractThis article introduces a series of white papers developed by the ADEA Commission on Change and Innovation (CCI) to explore the case for change in dental education. This preamble to the series argues that there is a compelling need for rethinking the approach to dental education in the United States. Three issues facing dental education are explored: 1) the challenging financial environment of higher education, making dental schools very expensive and tuition‐intensive for universities to operate and producing high debt levels for students that limit access to education and restrict career choices; 2) the profession's apparent loss of vision for taking care of the oral health needs of all components of society and the resultant potential for marginalization of dentistry as a specialized health care service available only to the affluent; and 3) the nature of dental school education itself, which has been described as convoluted, expensive, and often deeply dissatisfying to its students.
A Snapshot of Cultural Competency Education in U.S. Dental Schools
Authors: Rowland Michael L. , Bean Canise Y. , Casamassimo Paul S. 
Published: June 2020

AbstractDuring the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web‐based thirty‐question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty‐six U.S. dental schools, followed up by subsequent email messages. Thirty‐four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty‐eight; 82 percent) did not have a specific stand‐alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two‐thirds of schools indicated that their impression of students’ acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty‐three of the thirty‐four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.
Characteristics and Study Motivation of Clinical Dental Students in Nigerian Universities
Authors: Orenuga Omolola O. , da Costa Oluranti O. 
Published: June 2020

AbstractA cross‐sectional study of a cohort of 197 clinical dental students in the four accredited dental schools in Nigeria was conducted to determine the sociodemographic characteristics of these dental students and their motives for the choice of dentistry. The results indicate that the number of female dental students in Nigeria is increasing, which reflects a trend well established in virtually all other nations. The vast majority of Nigerian dental students (97 percent) qualified for school based on their performance on the University Matriculation Examination. About one‐third, 32.5 percent, indicated that dentistry was their first choice for a career. This choice was greatly influenced by family in 50 percent of this group of students. There were several factors that strongly influenced career choice among students who indicated that dentistry was their first choice: interest, prestige, good employment opportunity abroad, and regular work hours. The need to go into a prestigious and financially lucrative profession similar to medicine were the commonest reasons identified by the group of students for whom dentistry was not the first career choice. The motives for choosing dentistry as a career in this group of students seem to relate to an image of dentistry as a vehicle for the achievement of personal goals. It is recommended that high school students be encouraged to see dentistry first hand. This is because in countries such as Nigeria it is not unusual for a potential dental student to have never visited the dentist.
Creating the Dental School Faculty of the Future: A Guide for the Perplexed
Authors: Bertolami Charles N. 
Published: June 2020

AbstractBuilding the faculty of the future has to be rooted in understanding the nature of future oral health delivery practices. Unfortunately, no one can reliably predict that future. Accepting any given scenario inevitably requires a leap of faith, but the cost of guessing wrong is high. In considering full‐time academic careers, students are often not well prepared to make such a definitive choice. When dental educators ask dental students to consider academic life, what we are really doing is trying to induce them to make a very dramatic break with their settled career aspirations, which have already been firmly established in the minds of many of our students. The reality is that being a full‐time professor of dentistry is more like being a professor in any other university discipline than it is like being a dentist in practice. Thus, the appeal of dental school to most applicants as a pathway to a practice/business career and existing admissions practices unintentionally bias the system against identifying future educators. Dental education is now engaged in a predictable blend of temporary, short‐term, intermediate, and long‐term approaches to finding faculty. Among these approaches are the following: cannibalizing other dental schools, collaborating with other professional schools, recruiting retired dentists, and growing our own faculty based on positive role modeling. The high cost of a dental education and the relatively low compensation of dental faculty are disincentives for some students who might otherwise consider dental education as a career option. However, the differential compensation between faculty members and owner/proprietors of dental practices may be misleading because of the business risks the latter assume. Understanding this means that dental schools might be more successful in finding future faculty by focusing on dental school applicants who fit the profile of employees rather than businesspeople because the lifetime differential in income nearly vanishes when comparisons are made between the categories of faculty member and employed dentist. At present, educators rely on a lack of self‐knowledge among students in the hope that some who thought they wanted to be dentists will discover that they are ill‐suited for practice and can be converted to becoming educators instead. It is not an optimal arrangement. Among practical suggestions to enhance recruitment of faculty are innovations in imprinting students early with the identity of being an educator and, in association with this concept, assisting with financing the education of future teachers. Ultimately, success in the dental educational enterprise will depend on attracting individuals who are intrinsically captivated by teaching as a moral vocation.
The Pipeline from Dental Education to Practice: The Pennsylvania Experience
Authors: Schwartz Myron R. 
Published: June 2020

AbstractThe pipeline from Pennsylvania dental education to Pennsylvania practice, rural practice, and low service area practice is described and analyzed. The article contends that pipeline development is an effective vehicle in meeting the public health mandate of ensuring access to dental care for all residents. Data from the American Dental Association served as the basis for addressing the two major research questions: 1) what are the educational origins of the dentist workforce in Pennsylvania, in rural areas of Pennsylvania, and in underserved areas of Pennsylvania? and 2) what is the proportion of Pennsylvania‐educated dentists who practice in Pennsylvania, in rural areas of Pennsylvania, and in underserved areas of Pennsylvania? As an overall assessment, one can consider the Pennsylvania dental pipeline inadequate to meet the Commonwealth's public health goals. The pipeline is not adequately developed to repopulate the current Pennsylvania‐educated dentist workforce, especially in the most needy areas. Understanding the prospects for further pipeline development is best achieved by considering the pipeline within the context of the practice model of dentistry and the current and future supply of dentists.