bluuebunny/crossref_metadata_2025_split huggingface dataset:
Ethical Dilemmas Reported by Fourth‐Year Dental Students
Authors: Sharp Helen M. , Kuthy Raymond A. , Heller Keith E. 
Published: June 2020

AbstractEthics education in dentistry is a requirement for accreditation. Despite universal adoption of ethics courses, there is ongoing discussion about the appropriate content of these courses and about methods to engage students. Faculty who teach ethics must select a limited set of topics from the broad fields of professional ethics, bioethics, and the humanities. The purpose of this article is to describe the ethical issues reported by fourth‐year dental students during community‐based extramural clinical experiences. Senior dental students (n=123) wrote essays describing an ethical issue they encountered during one of two extramural rotations. Ethical issues were categorized and coded by consensus between two faculty authors. Students most often reported perceived dilemmas related to patients’ limited resources (25 percent), conflict between professionals (19 percent), clinic policy or procedures (15 percent), and decision making by patients’ surrogates (13 percent). One student (<1 percent) reported encountering no ethical issues. Students’ perceptions of ethical issues in clinical practice offer faculty a foundation for designing a dental ethics curriculum that is practical and immediately relevant to the experience of a dental student. Students’ reports may also yield a method for systematic assessment of students’ abilities to apply classroom ethics instruction to clinical practice.
“We Are Not in the Least Bit Used to These Ways of Studying”: Developing Academic Competence in All Students
Authors: McMillan Wendy J. 
Published: June 2020

AbstractThis article is located in the field of academic development in oral health science education. Specifically, it examines the academic difficulties experienced by oral hygiene students in their transition from high school to university. A qualitative approach was employed to elicit student and lecturer perceptions. Drawing on empirical evidence from a case study of a cohort of first‐year oral hygiene students at a dental faculty in South Africa, the article contributes to an understanding of how first‐year university students might be better prepared for the challenges of reading and writing in higher education. The voices of lecturers and students are used to highlight the nature of the difficulties that students experience in the transition from high school to university. The suggestions that students made regarding how the transition might be eased are also examined. The final section draws on these suggestions and presents a working model for an academic development module for first‐year oral health students.
Appraisal of the Dental School Learning Environment: The Students’ View
Authors: Henzi David , Davis Elaine , Jasinevicius Roma , Hendricson William , Cintron Laura , Isaacs Marcia 
Published: June 2020

AbstractThe majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students’ opinions of dental school. The purpose of this study was to determine students’ perceptions of the learning environment, intellectual climate, and teacher‐student relationships in dental school. This report describes how the “dental version” of the Medical Student Learning Environment Survey (MSLES) was used to identify students’ perceptions of their dental education. Freshman and junior dental students’ perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student‐to‐student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty‐three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of “breadth of interest” (interest in dentistry and outside interests are encouraged) and “meaningful learning experience” (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for “emotional climate” (students’ responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for “faculty supportiveness” (extent of faculty support and encouragement provided to students). The DSLES identified students’ perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.
Knowledge Integration and Reasoning as a Function of Instruction in a Hybrid Medical Curriculum
Authors: Patel Vimla L. , Arocha Jose F. , Chaudhari Sumedha , Karlin Daniel R. , Briedis Dalius J. 
Published: June 2020

AbstractThis study investigates the effect of curricular change on knowledge integration and reasoning processes during problem‐solving by medical students. The curricular change involved the introduction of problem‐based, small group tutorials into a conventional health science curriculum (CC). Students at three levels of training were asked to provide diagnostic explanations of two clinical cases, both before (spontaneous) and after (primed) being exposed to basic science information relevant to the clinical problems. Data were analyzed using techniques of propositional and semantic analysis. Based on theories of instruction and cognition, we expected that the instructional changes would facilitate knowledge integration and influence the reasoning patterns of the students. The results show that students generated fewer inferences and used more information from the basic science text (text‐based) to explain the clinical problems. However, they generated a greater number of elaborations during explanations using a mixture of data‐driven and hypothesis‐driven strategies. The spontaneous and primed problem‐solving conditions produced more hypothesis‐driven and data‐driven strategies, respectively, as would be expected in a hybrid curriculum. We conclude that a) problem‐based, small group tutorials facilitate integration of clinical and biomedical knowledge through the use of elaborations and hypothesis‐driven strategies, and b) aspects of problem‐based learning can be successfully integrated into traditional curricula.
Outcome Assessment of the Dental Early Acceptance Program
Authors: Hermesch Charles B. , McEntire John F. , Thomas Denee D. , Berrong J.M. 
Published: June 2020

AbstractThe University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School recruits a student body from a wide number of undergraduate institutions, primarily in Texas. One method supporting this effort is the Dental Early Acceptance Program (DEAP). This program is unique in that it grants conditional acceptance to dental school during a student's first year of undergraduate education and admission upon completion of three years of college coursework as directed by the student's undergraduate academic advisor. The purpose of this study was to assess and compare the academic performance of DEAP students to students accepted through the standard competitive admissions process. The academic records of all students matriculating into our dental school between 1993 and 1996 were examined. National Board Dental Examination Parts I and II scores, the cumulative dental school and college GPAs, DAT scores, and demographic data were recorded. The data were analyzed descriptively and statistically. Graduation rates were 92 percent for DEAP students and 94 percent for standard admissions students. Comparison of college cumulative GPA between the two groups showed no statistically significant difference. A significant difference was found between the groups in their dental school cumulative GPA. In a comparison of National Board Examination scores, DEAP students had a significantly lower NBDE Part I mean score (82.9) than standard admissions students (85.8). DEAP students also showed significantly lower NBDE Part II scores (80.4) than standard admissions students (82.4).
Utilization of Evidence‐Based Informational Resources for Clinical Decisions Related to Posterior Composite Restorations
Authors: Haj‐Ali Reem N. , Walker Mary P. , Petrie Cynthia S. , Williams Karen , Strain Tabitha 
Published: June 2020

AbstractThe purpose of this study was to characterize evidence‐based informational resources utilization patterns of a sample of general dentists with respect to clinical decisions regarding posterior composite restorations. A stratified random sample of general practitioners belonging to the Academy of General Dentistry (n=2880) was mailed a questionnaire that elicited information about practice characteristics and informational resources used for clinical decision making related to posterior composite restorations. Six hundred ninety‐nine dentists responded (24 percent response rate). Use of evidence‐based (EB) resources (journals and online data bases) was low for all respondents (14 percent) for all levels of experience; however, more experienced clinicians were more likely to use EB resources than recent graduates. AGD Master‐level members were significantly more likely to use EB resources than their counterparts (p<.05). Within the limitation of this study, current patterns suggest a low reliance on evidence‐based informational resources in the practice of clinical dentistry.
Present and Future Approaches for the Control of Caries
Authors: Anusavice Kenneth J. 
Published: June 2020

AbstractThis article summarizes current and potential future approaches for the management of caries. Current surveys suggest that traditional “drill, fill, and bill” dentistry is still widely practiced in the United States in spite of considerable evidence that supports a minimally invasive treatment approach. Because there is a wide variability in treatment decisions on when and how to prevent new lesions, on how to arrest the progression of existing lesions, and on when and how to place initial and replacement restorations, the findings from some studies differ significantly from the results of other studies. While fluoride treatments are known to prevent a percentage of new lesions, they do not have the ability to prevent all caries lesions. Modern management of caries entails treating patients according to risk and monitoring early lesions in tooth surfaces that are not cavitated. Although we know that the dmfs score for children is a powerful predictor of caries increment in permanent teeth of these children a few years later, this score is rarely used in private practice as a measure of risk or as a measure of treatment success. Although these modern methods for caries management offer great promise for controlling the disease, they may take decades to apply in a standardized way so that the variability in treatment is reduced. However, during the next two decades, an alternative approach to caries prevention such as replacement therapy and a caries vaccine may become available as a more consistent method of controlling this disease.
Validating Dental and Medical Students’ Evaluations of Faculty Teaching in an Integrated, Multi‐Instructor Course
Authors: Stratton Terry D. , Witzke Donald B. , Freund Mary Jane , Wilson Martha T. , Jacob Robert J. 
Published: June 2020

AbstractAs more students from various health professions are combined into integrated courses, evaluating the teaching quality of individual faculty in these typically large, multi‐instructor contexts becomes increasingly difficult. Indeed, students who lack sufficient recall of a given faculty member or are not committed to the evaluation process may respond by marking identical responses to all evaluation items (e.g., 3‐3‐3‐3‐3), regardless of the specific content of the items on the faculty evaluation questionnaire. These “straight‐lining” behaviors—more formally referred to as monotonic response patterns (MRPs)—often reflect students’ inattention to the task at hand or lack of motivation to be discriminating, which may result in invalid data. This study examines the prevalence of MRP ratings in relation to indicators reflective of students’ lack of attention to evaluating the quality of faculty teaching. Dental and medical students in a required, second‐year (medicine) basic science course conducted by the medical school and taught primarily by medical school faculty completed seven‐item faculty evaluation forms, along with an anonymous questionnaire measuring their need to evaluate, attitudes toward faculty evaluation, and recall of instructors. MRP ratings failed to correlate significantly with students’ need to evaluate or their attitudes toward faculty evaluation. However, among medical students, MRP “straight‐line” responses were more prevalent for raters who recalled faculty members “very well” (p=.04). For dental students, MRPs were associated with less accurate recall (p=.01). As such, the validity of faculty evaluations within integrated, multi‐instructor courses may vary when students rate distinct aspects of a teacher's performance identically. In this case—in which medical students’ greater recall of instructors coincides with MRPs—ratings may suffice as global, holistic assessments of an instructor's teaching. For dental students, similar ratings may be less viable. Individual item analysis is cautioned under any circumstances.
Perceived Sources of Stress Among Greek Dental Students
Authors: Polychronopoulou Argy , Divaris Kimon 
Published: June 2020

AbstractThe goals of this study were to identify sources of stress in dental education and to explore the role of year of study and gender on perceived stressors. Five hundred and seventy‐one undergraduates, officially registered at the University of Athens School of Dentistry, participated in the survey by completing a thirty‐item modified version of the Dental Environment Stress Questionnaire. Assigned workload, performance pressure, and self‐efficacy beliefs constituted the most stress‐provoking factors. Gender differences were found in most of the perceived stressors, whereas stress intensity greatly differed by year of study. Multivariate analysis suggested that, irrespective of gender, fourth‐year and graduating students were less concerned about class work overload, clinical training difficulties, and course failing, but were significantly more insecure about their professional future. Entry‐level students appeared to be the most concerned about the lack of time for relaxation. However, they were the least stressed about completing graduation requirements compared with the rest of their peers. Possible strategies for reducing stress in Greek dental education are considered in the light of these findings.
Attitudes of Advanced Dental Education Students Toward Individuals with AIDS
Authors: Cohen Leonard A. , Romberg Elaine , Grace Edward G. , Barnes Douglas M. 
Published: June 2020

AbstractThe number of patients with HIV/AIDS who receive dental care is increasing. This study was undertaken to gain a better understanding of the attitudes of dentists enrolled in postgraduate training toward AIDS and homosexuals. Each respondent received a 500‐word patient case vignette and two scales for recording impressions of the person described in the vignette. There were four vignettes, identical except that the portrayed individual's illness was identified as either AIDS or leukemia and sexual preference as either homosexual or heterosexual. Two‐way analyses of variance and t tests (p<.05) revealed a bias toward individuals with AIDS and toward homosexuals. Respondents reacted more negatively to both groups on the Social Interaction Scale as seen in total scale scores as well as to individual scale items. In addition, although overall Prejudicial Evaluation Scale scores displayed no evidence of bias, several individual scale items did. It is important to ensure that dentists’ attitudes toward patients with AIDS and homosexuals are not a barrier to these patients receiving the best possible care. Therefore, dental education programs at all levels should give consideration to interventions to address provider attitudes and potential biases.
Improving Patient Retention and Access to Oral Health Care: The CARES Program
Authors: Zittel‐Palamara Kimberley , Fabiano Jude A. , Davis Elaine L. , Waldrop Deborah P. , Wysocki James A. , Goldberg Louis J. 
Published: June 2020

AbstractImproving access to dental care for patients experiencing barriers such as financial, transportation, or mental health is a public health concern. Dental schools have an obligation to assist patients experiencing such barriers as well as to educate future dentists and allied professionals on how to assist these patients in overcoming barriers. Once admitted to the dental clinic, retention issues can further complicate the provision of dental care. This article will describe an innovative program designed to address biopsychosocial barriers to dental care. Needs assessments of patients sitting in the waiting room of the dental clinic were conducted by master's of social work (M.S.W.) students. Based on needs assessment results, common dental care barriers were identified and served as the foundation for the establishment of a social work program in the dental clinic. Dental students, faculty, and staff refer patients to the social work program when barriers to care are found. These biopsychosocial barriers are addressed by social workers, uniquely qualified professionals in providing case management, advocacy, referrals, education, and services (CARES). Over the course of three years, 80 percent of patients experiencing an identified barrier to the receipt of dental care were retained through social work intervention. These patients were able to receive dental care within the past year. Dental schools can collaborate with social work schools to establish a protocol and assistance program for dental patients experiencing difficulty accessing care, thereby improving oral health status, retention rates, and dental student education.
How Do Social‐Psychological Concerns Impede the Delivery of Care to People with HIV? Issues for Dental Education
Authors: Rohn Edward J. , Sankar Andrea , Hoelscher Diane C. , Luborsky Mark , Parise Mary H. 
Published: June 2020

AbstractOral health is an essential aspect of the overall medical care for patients with HIV. However, fear of status disclosure is a significant barrier to access to care. Preparing future oral health care providers to maintain all aspects of confidentiality and to understand the role stigma plays in the lives of HIV‐positive individuals are critical issues that must be addressed by dental education. To provide important perspectives regarding HIV‐related stigma and confidentiality, data from the HAART (Highly Active Antiretroviral Therapy) Project is presented. This study is a five‐year National Institute of Allergy and Infectious Disease (NIAID)‐funded longitudinal qualitative study of sero‐positive African Americans’ adherence to antiretroviral therapy (N=137). The current literature regarding HIV patient confidentiality and student attitudes regarding HIV/AIDS is also reviewed. Findings suggest that dental student attitudes may be improved by providing more comprehensive experiences and information and that procedures in place in dental clinics should be continuously monitored to ensure that patient confidentiality is maintained. Strategies for addressing these important issues in dental education are presented. Ensuring that dental school graduates are well prepared to maintain confidentiality with sensitivity to the role stigma plays in HIV disease has the potential to enhance access to health care.
Nonacademic Characteristics of Dental School Applicants
Authors: Mentasti Lauren E. , Thibodeau Edward A. 
Published: June 2020

AbstractThe purpose of this study was to characterize the average dental school applicant's participation in four nonacademic areas: shadowing, extracurricular activities, volunteer experiences, and research. Demographic, academic, and nonacademic information was compared for 12 percent of all applicants to U.S. dental schools in 2005. Applicants had an average GPA of 3.23 and DAT Academic Average of 18.6. Applicants participated in an average of 3.7 extracurricular activities, 3.2 volunteer experiences, and 0.8 research projects. The average nondental employee applicant shadowed 172 hours. As shadowing hours increased, GPA declined. While academically similar, women reported significantly greater (p<.05) participation in all four nonacademic areas than males. Overall, Hispanic students reported the most shadowing hours and had the greatest percentage of parents as dentists, while black students had the least in both areas. Black students reported the most extracurricular activities. More than 90 percent of all applicants participated in three or four of the major nonacademic areas. Participation in extracurricular activities, volunteer experiences, and research projects was correlated; however, there was no relationship between shadowing hours and the other areas. Applicants with the most shadowing tended to be less academically qualified. The typical applicant reported a total of approximately eight extracurricular, volunteer, and research endeavors and 170 or more hours of shadowing. Results of this study can assist dental admissions committees in making qualitative comparisons between applicants with similar academic qualifications and aid health career counselors in advising predental students.
Competencies for the Beginning Dental Practitioner in Canada: A Validity Survey
Authors: Gerrow Jack D. , Murphy H. Joseph , Boyd Marcia A. 
Published: June 2020

AbstractAs part of the recommended review of the national competencies for beginning general dentists in Canada, a validation survey was distributed to 731 dentists. The survey asked participants to supply demographic information and rate each of the forty‐six competencies on a 5‐point Likert scale. The response rate was 43.1 percent (315 total usable responses). Self‐reported demographic data was used to create respondent subgroups. The participants rated all of the competencies quite high with thirty‐six of the forty‐six receiving rankings averaging 4.0 or higher on the 5‐point scale. No competency received a ranking averaging lower than 3.0. Competencies rated as most important by the entire sample were also rated as most important by all respondent subgroups. The results of this validation survey provide evidence of content validity and reinforce the value of a national competency document that can serve as a reference for curriculum management, program accreditation, and development of certification examinations.