bluuebunny/crossref_metadata_2025_split huggingface dataset:
Which Factors Influence Students’ Selection of Advanced Graduate Programs? One Institution's Experience
Authors: Saeed Sophia , Jimenez Monik , Howell Howard , Karimbux Nadeem , Sukotjo Cortino 
Published: June 2020

AbstractThe reasons that students choose certain specialties may be integral to the quality of specialty programs and the future of those specialties. The Harvard School of Dental Medicine (HSDM) has a high percentage (87.6 percent) of students who enroll in postgraduate programs. The goals of this study were to establish a baseline of factors that affect postgraduate program selection at HSDM and to determine if there was a significant difference in factor selection by gender, relationship status, graduation year, or choice to specialize versus choice to pursue advanced training in general dentistry. As a pilot study, we asked HSDM graduates from the classes of 2005 to 2007 to rank the importance of forty‐two factors in selecting a field of dentistry and a particular program or institution within a specialty. Overall, students felt that intellectual content, challenging diagnostic problems, and possessing a special skill or talent unique to a specialty were the most important factors in choosing a field of dentistry. Influence of family members in dentistry was ranked as least important. In choice of a certain program or institution within a given field, clinical training and philosophy of training were ranked most highly. Students felt that the opportunity to moonlight was least important. Significant differences (p<0.05) were found regarding gender, relationship status, and students who chose to specialize versus those pursuing advanced general dentistry training. No significant differences were found among the students in different graduating classes.
Esthetic Orthodontic Treatment Using the Invisalign Appliance for Moderate to Complex Malocclusions
Authors: Boyd Robert L. 
Published: June 2020

AbstractIn this report, three patients were treated with a new treatment protocol for Invisalign to demonstrate that a variety of complex malocclusions can be successfully treated using this protocol, including correction of moderate crowding, correction of moderate Class II division 1, and deep overbite. Previous studies of Invisalign showed significant limitations for more complex orthodontic treatment, although a few recent case reports have shown successfully completed moderate to difficult orthodontic malocclusions. One reason for the discrepancy is that the earlier studies were done during the first four years of the appliance development (now ten years of clinical use), when significant problems existed with accomplishing bodily movement, torquing of roots, extrusions, and rotations of premolars and canines. The new protocol included new methods for anterior/posterior corrections, showing on the computer the effect of elastics for Class II treatment simulated as a one‐stage anterior/posterior movement at the end of treatment. Staging for interproximal reduction (IPR) is now automatically staged when there is better access to interproximal contacts to avoid IPR where significant overlap between teeth is present to avoid performing IPR on surfaces that may be damaged by instruments such as burs, strips, and disks when cut on a sharp angle. Staging for tooth movements is now also done to enable combination movements to occur simultaneously for each tooth with the tooth that needs to move the most (the lead tooth) determining the minimum number of stages required. All other teeth move at a slower rate than the lead tooth throughout the duration of treatment. Attachments are now placed in the middle of the crown automatically for rotation and automatically sized in proportion to the clinical crown. Use of 1 mm thick (buccal‐lingual dimension) horizontal beveled rectangular attachments is standard on premolars for retention of aligners during intrusive movements, such as leveling the lower curve of Spee in deep overbite for extrusions and for control of the tooth long axis during torquing movements. Staging of tooth movements now track linear and rotational velocities of teeth separately with the number of treatment stages determined by the lead tooth based on its rotational or linear maximum velocities at no more than two degrees of rotation per stage. Simultaneous movements are done for all teeth providing visible space (approximately 0.05 mm) between teeth during movements past other teeth using expansion instead of IPR as a primary way to increase space available for correction of crowding.
Leadership Development for Dental Students: What Do Students Think?
Authors: Victoroff Kristin Z. , Schneider Keith , Perry Crystal 
Published: June 2020

AbstractEffective leaders are needed to move the dental profession forward, building on past accomplishments, meeting new challenges, and leading innovation and change. There is a lack of research findings regarding students’ perceptions of the importance of leadership abilities and/or their interest in developing leadership skills during their dental school experience. The purpose of this study was to explore dental students’ perceptions related to leadership development. A forty‐seven‐question, self‐administered, paper and pencil survey was administered to all students enrolled in the D.M.D. program at one Midwestern dental school. The response rate was 83 percent (225/272). The majority of students agreed that it is important for dentists to have leadership skills and that leadership skills can be learned. Most reported that they expect to assume a leadership role in their dental practices (97 percent), to participate in volunteerism in dentistry (85 percent), and to participate in non‐dentistry‐related leadership roles in the community (72 percent). Over one‐third (37 percent) anticipate participating in leadership roles in dental associations, 28 percent in academic dentistry, and 14 percent in military dentistry. Approximately two‐thirds of respondents agreed (42 percent) or strongly agreed (24 percent) that they would be interested in participating in a leadership development program if one were offered at their school. Students reported interest in improving their confidence, assertiveness, ability to communicate effectively (including public speaking), ability to listen to others, organizational skills, and ability to influence others. The results of this study suggest that many dental students are interested in developing leadership skills. Insights from this study can inform the design of leadership development programs.
Development and Assessment of a Cultural Competency Curriculum
Authors: Pilcher Elizabeth S. , Charles Laurine T. , Lancaster Carol J. 
Published: June 2020

AbstractThe recent intense attention given to the existence of racial and ethnic health care disparities in the United States has resulted in an enhanced focus on the problem and a call to integrate cultural competence training into health professions curricula. While most dental schools have formally integrated cultural competence into their curricula, the professional literature contains little information regarding the specific types of curriculum modifications necessary to prepare culturally competent dentists. The purpose of this article is to communicate the process and materials used to develop and present didactic curriculum content incorporating cultural competence and to report early data regarding its effectiveness in improving students’ knowledge and self‐awareness regarding cultural competence. The preliminary observation of differences between pre‐test and post‐test scores suggests that the curriculum content may have contributed to developing students’ cultural knowledge and self‐awareness. Students’ reflection papers also provided qualitative evidence that experience with the curriculum modules was transformational for some. Recommendations for future curriculum modifications and follow‐up research studies to validate the instrument are discussed.
Development of an Interdisciplinary Course in Information Resources and Evidence‐Based Dentistry
Authors: Levine Alan E. , Bebermeyer Richard D. , Chen Jung‐Wei , Davis Dell , Harty Carolyn 
Published: June 2020

AbstractThe capacity to locate, access, and appraise information is an important skill required for success in dental school and beyond. An interdisciplinary course was implemented to teach first‐year dental students at the University of Texas Health Science Center at Houston Dental Branch about evidence‐based dentistry, search strategies, critical appraisal of the literature, and dental informatics. Students learned to develop a clinical question, conduct a search to find answers to that question, and critically appraise one of the retrieved resources. Over a period of four years, a total of 259 dental students completed a questionnaire that requested their assessment of this course. Seventy‐five percent of the respondents agreed or strongly agreed that they learned to effectively search databases such as the Cochrane Collaboration and PubMed and to critically appraise websites and journal articles and that the information on evidence‐based dentistry and critical thinking skills was valuable. In response to open‐ended questions, approximately 35 percent of the respondents mentioned the importance of learning to search PubMed and Cochrane databases. Approximately 20 percent of the respondents felt the course did not contain new information. These results indicated the effectiveness of the course in familiarizing the students with the capacity of online resources to help them locate, access, and appraise information pertinent to oral health issues and the practice of dentistry. A future goal is to integrate information and skills associated with evidence‐based practice into other courses in the dental curriculum.
Dentistry in Japan Should Become a Specialty of Medicine with Dentists Educated as Oral Physicians
Authors: Tanaka Kenzo , Honda Takeshi , Kitamura Kenji 
Published: June 2020

AbstractIn Japan, the population of elderly individuals (those sixty‐five years of age and older) will increase to over 30 percent of the total population by 2030. The elderly commonly have chronic diseases that result in individuals being biologically and pharmacologically compromised. Dentists must have a reliable knowledge of basic clinical medicine for these individuals to be safely and effectively treated. The isolation of dental education from medical education may have been advantageous in the past for the development of dentistry as a profession; however, changes in people's life expectancy and lifestyles, as well as rapid advances in the biomedical sciences, require dentists to have a thorough foundation in biomedical science and clinical medicine not dissimilar from a physician in any other field of medicine. A reformation of dental education is necessary if optimum oral health care is to be provided for patients in the future. It is thus advocated that dentistry should become one specialty of medicine known as oral medicine, and we propose that the education of dentists should be modified to produce oral physicians.
Factors That Influence Dental Students’ Attitudes About Older Adults
Authors: Nochajski Thomas H. , Waldrop Deborah P. , Davis Elaine L. , Fabiano Jude A. , Goldberg Louis J. 
Published: June 2020

AbstractOur study considered dental students’ general attitudes towards older persons using the Aging Semantic Differential. The influence of age, gender, cohort, education, and academic exposure on general attitudes towards older adults was evaluated using a total of 328 dental students across all four years of academic standing. Students were assessed in the fall and spring semesters. The results showed differential responding on the four subscales, with slight positive ratings on the autonomy, acceptability, and integrity subscales and a slight negative rating for instrumentality. Females expressed more negative attitudes than their male counterparts, with no age differences. There was also no significant impact from a specific, didactic educational component offered to the fourth‐year students. However, the fourth‐year students were the only group to show positive changes across the full academic year. The results suggest that general attitudes can be changed, but didactic (classroom) forms of education alone are insufficient to meaningfully modify students’ perceptions of the elderly. Exposure to older adults in a clinical setting appears to be a critical element, as the fourth‐year students received much greater exposure to older patients and more intensified interface with their mentors.
Student‐to‐Student Local Anesthesia Injections in Dental Education: Moral, Ethical, and Legal Issues
Authors: Rosenberg Morton , Orr Daniel L. , Starley Eric D. , Jensen Dayne R. 
Published: June 2020

AbstractThis article reports the findings of a survey‐based study conducted to determine U.S. dental schools’ institutional protocols regarding the practice of students’ administering local anesthetic injections to fellow students as part of their process of learning this skill. The majority of schools ask students to practice local anesthetic injections on each other without obtaining informed consent.
Managing a Cardiac Arrest: Evaluation of Final‐Year Predoctoral Dental Students
Authors: Laurent Florian , Augustin Pascal , Nabet Cathy , Ackers Sophie , Zamaroczy Damian , Maman Louis 
Published: June 2020

AbstractAn increasing proportion of the population is medically at risk. Dental providers can encounter a cardiac arrest (CA) while treating their patients. Several studies have assessed qualified dental surgeons on the management of medical emergencies, but to our knowledge there is no reported study about dental students. The aim of this study was to evaluate final‐year dental students in their ability to recognize a cardiac arrest and to apply cardiopulmonary resuscitation (CPR). We evaluated, with a questionnaire, how seventy‐six final‐year dental students self‐assessed their capacity in the management of CA. Then we randomly selected twenty‐two of the final‐year students and compared their answers on the self‐assessment questionnaire to their objective ability to perform CPR. Though 53 percent of the students who answered the questionnaire felt they were able to manage a CA, the performance of the twenty‐two students selected to demonstrate CPR was poor. Only two performed an appropriate CPR, and none combined an adequate CA diagnosis with an appropriate CPR. In conclusion, the predoctoral dental students evaluated in this study were not able to diagnose and manage a CA. The findings indicate that the teaching of cardiac arrest management should be revised. Students should learn and review the theoretical and practical components of cardiac arrest recognition and management in a more intensive manner.
Behavior‐Associated Self‐Report Items in Patient Charts As Predictors of Dental Appointment Avoidance
Authors: Lin Kevin C. 
Published: June 2020

AbstractDentally anxious patients with long‐term avoidance behavior may experience treatment complications and induce stress in the dentist. Since dental anxiety scales are seldom used clinically, it is valuable to investigate the strength of behavior‐associated items in the current patient chart in predicting canceled or missed appointments. Charts from a sample of patients (N=357) who visited the UCLA Dental Center January 2006 to June 2006 were examined for self‐reports of depression, moodiness, nervousness, and anxiety. Multivariate regression indicated that reported feelings of depression, moodiness, and prior appointment avoidance due to fear were strong predictors for canceled or missed appointments. Reported anxiety or nervousness did not predict missed appointments. Although studies have shown that anxious patients who have completed behavioral‐cognitive therapy were more likely to maintain regular dental care, the lack of prediction from anxiety or nervousness implies that dental anxiety may not play a direct role in patient compliance with attending dental appointments. By examining the relation of additional temperaments to appointment avoidance, a self‐report questionnaire can be developed to identify patients with emotional distress and tailor interventions to decrease missed appointments.
Impact of Community‐Based Oral Health Experiences on Dental Students’ Attitudes Towards Caring for the Underserved
Authors: Holtzman Jennifer S. , Seirawan Hazem 
Published: June 2020

AbstractDental students’ attitudes towards access to dental care for the underserved may be impacted by participation in community oral health promotion programs that target individuals in underserved communities. At the University of Southern California School of Dentistry, freshman dental students provide classroom oral health promotion and preventive dental care programs to underserved elementary school children. One hundred forty‐four freshman dental students were surveyed three times during their freshman year—before, during, and after participation in these programs. The students’ attitudes about societal expectations, health professionals’ responsibility, access to care, and students’ personal efficacy to positively impact the need for expanded oral health care services for segments of the population were measured. Students reported positive attitudes in all categories throughout the study period. The students’ attitudes about societal expectations to care for the oral health of the underserved remained stable over the study period, but they became more uncertain of who should be responsible for fulfilling that obligation, who should receive that care, and their capability to provide this care while in dental school. These changes in attitude may reflect the students’ greater understanding of the complexity of the determinants of oral health as a consequence of their community education experiences.
Advanced Placement, Qualifying, and Degree Completion Programs for Internationally Trained Dentists in Canada and the United States: An Overview
Authors: Boorberg Noriko B. , Schönwetter Dieter J. , Swain Vanessa L. 
Published: June 2020

AbstractCanadian and U.S. universities are faced with the challenge that they are not graduating enough dentists to meet the future needs of the Canadian and U.S. populations. Foreign‐trained dentists represent a valuable resource to society and the economy. Dental programs have been established to train foreign‐trained dentists for some or all of the following reasons: public need for health care services, income generation for universities, and demand by foreign‐trained dentists who desire to practice dentistry in Canada or the United States rather than in their own nation. Changes implemented by the National Dental Examining Board (NDEB) of Canada in 2000 and by the Commission on Dental Accreditation (CODA) in the United States in 1986 have resulted in foreign‐trained dentists no longer being able to gain dental licensure in these countries strictly through a certification examination. Foreign‐trained dentists are now required to apply for and complete a two‐ to three‐year advanced placement, qualifying, or degree program at a Canadian or U.S. dental school prior to receiving licensure to practice. The study reported in this article investigated the various types of advanced placement, qualifying, or degree programs available to foreign‐trained dentists wishing to practice in either Canada or the United States and the differences among these programs. This research provides a better understanding of the various commonalities and differences among Canadian and U.S. programs for internationally trained dentists.
First experiences with patient‐centered training in virtual reality
Authors: Serrano Carlos M. , Wesselink Paul R. , Vervoorn Johanna M. 
Published: June 2020

AbstractContextIn preclinical dental education, plastic and extracted teeth have been broadly used for skills training without specific focus on the patient behind the procedure. A patient‐centered approach remains challenging in traditional simulation, which does not resemble realistic clinical situations.ObjectiveThis article describes the development and first experiences with a patient‐centered virtual reality training module (PC‐VR) that allows dental care providers to prepare, beforehand and in virtual reality (VR), specific procedures required by their patients. Experiences with this patient‐centered practice are described to reflect on its value for clinical training in dentistry.DesignUsing an intraoral scanner, digital impressions of 10 patients were made; these served as stereolithography (STL) digital files, which were converted into volumetric haptic models for display in a VR dental simulator. In this study, students’ experiences were investigated through a short open‐answer survey in 2018. Atlas.ti was used for qualitative analysis of the answers through the inductive methodology of the grounded theory approach.ResultsDrillable virtual models of real patients were made available for training using VR. Inductive analysis of the experiences identified 5 dimensions describing the main features of PC‐VR: added value, competence development, self‐efficacy, outcomes, and room for development.ConclusionThis article provides a general overview of the possibilities and challenges of the implementation PC‐VR in dental education. Although concrete effects on trainees’ self‐confidence and performance are yet to be determined, all participants appreciated the opportunity to explore clinical situations before experiencing them in the context of a real patient.
Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students
Authors: Mardani Maryam , Cheraghian Sajjad , Naeeni Soheyl Khaje , Zarifsanaiey Nahid 
Published: June 2020

AbstractObjectivesThe aim of this study was to investigate the effect of virtual patient‐based training on the clinical decision‐making ability of dental students.MethodsThis quasi‐experimental study with pretest and posttest design was conducted on 76 (2015 admitted) dental students of Shiraz Dental School in 2018–2019. The study samples were randomly divided into 2 groups: intervention (web‐based virtual patient training = 36) and control (face‐to‐face case‐based training, n = 40). The data collection tools in this study included a questionnaire consisting of 2 sections: demographic information and procedural knowledge. The key‐feature test was used to measure procedural knowledge and problem‐solving ability in students.Content validity was confirmed by 7 faculty members. Statistical analysis was carried out using SPSS Statistics version 23.0. Descriptive statistics were used to describe the samples, Independent‐t test was used to compare the scores between the 2 groups, and repeated measures ANOVA was used to assess the effect of time on the training provided. P < 0.05 was considered as the acceptable significance level.ResultsThe mean clinical‐decision‐making score in the intervention group (11.3 ± 88.88) was more than the control group (8.2 ± 45.54) in Posttest 1 (1 week after intervention), and the difference was statistically significant (P < 0.001). Besides, the scores in the control group (8.2 ± 45.54) rose more significantly than the intervention group (11.3 ± 0.86) in Posttest 2 (1 month after intervention) (P < 0.001).ConclusionThe results of the present research showed that application of virtual patient (VP)‐based training can improve learning and clinical decision‐making ability of dental students. Moreover, group discussions in physical classrooms should be held alongside VP programs in order to ensure the maximum retention of the topics learned.