bluuebunny/crossref_metadata_2025_split huggingface dataset:
Eating Disorders in the Oral Health Curriculum
Authors: DeBate Rita D. , Shuman Deanne , Tedesco Lisa A. 
Published: June 2020

AbstractDue to the oral/systemic nature of eating disorders, this serious health issue requires comprehensive patient assessment and coordinated health treatment. The purpose of this study was to assess the breadth and depth of eating disorder and comprehensive care within the dental and dental hygiene curriculum. Survey data were collected from deans of U.S. dental programs (n=24) and dental hygiene program directors (n=94). Statistically significant differences were observed between dental programs (DP) and dental hygiene programs (DHP) as more DHP reported including anorexia nervosa (p<.001), bulimia nervosa (p<.001), and oral manifestations of eating disorders (p=.003) within their curricula. Clock hours dedicated to these topics ranged from seventeen to thirty‐five minutes, with no statistically significant differences observed between DP and DHP. Only 58 percent of DP and 56 percent of DHP included patient communication skills specific to eating disorders. Moreover, DHP were observed dedicating more instruction time for this skill (p=.011). As greater emphasis is placed on oral/systemic health and the provision of comprehensive care, many oral health professionals may not be adequately trained to identify, provide education, and communicate with patients regarding the oral/systemic nature of eating disorders. The findings from this study indicate that there is a need for appropriate training to better prepare oral health professionals for comprehensive patient care.
Expert Performance on a Virtual Reality Simulation System
Authors: Wierinck Els R. , Puttemans Veerle , Swinnen Stephan P. , van Steenberghe Daniel 
Published: June 2020

AbstractThe objective of this research was to determine if the essence of expert performance could be captured on a virtual reality simulation system. Six experts in operative dentistry, six experts in periodontology, and six novice dental students performed a Class II tooth preparation task on the lower left second premolar. All subjects performed a pre‐test to assess the basic skill level of each group. During the (limited) training component of the study, the three groups practiced three tooth preparations and received augmented feedback. At both a one‐minute and one‐day interval, subjects performed a final test in the absence of augmented feedback. All preparations were graded by the simulation system. The results showed at pre‐test a significantly better performance of the experts in operative dentistry as compared to the novices. During the practice (acquisition) phase, the experts in operative dentistry outperformed both the periodontologists and novices, whereas the experts in periodontology performed more accurately than the novices. After one minute and one day following practice, similar results were obtained. Retention performance was most accurate after a one‐day delay. Based on these results, the simulator appears to be a valid and reliable tool to capture expert performance. It is an effective screening device for assessing the level of expert performance.
An Evolving Community‐Based Dental Course on Professionalism and Community Service
Authors: Brondani Mario A. , Clark Chris , Rossoff Larry , Aleksejūnienė Jolanta 
Published: June 2020

AbstractIn 2007, the Faculty of Dentistry at the University of British Columbia formally introduced the course Professionalism and Community Service (PACS) in year one of its dental curriculum. PACS features community‐based dental education as an experiential learning pedagogy, as well as additional themes that support the community experience. PACS will be incorporated into all four years of the curriculum, with health promotion activities in community sites as the focus in years one and two and the provision of patient care in community clinics in years three and four. Students are encouraged to provide feedback on this newly implemented course. The objective of this article is to provide an overview of the themes and modules of PACS, in the context of its being an evolving course for implementing community‐based health promotion activities as experiential education for dental students. The current PACS modules are designed to expose students to a variety of experiences—from assessing community needs and developing, applying, and evaluating an educational health promotion activity to demonstrating a systematic approach to ethical reasoning and critical thinking. In their feedback, students have expressed their appreciation for the community experience and suggested modifications to the course in terms of guidelines and assignments.
A Global Oral Health Course: Isn't It Time?
Authors: Karim Asef , Mascarenhas Ana Karina , Dharamsi Shafik 
Published: June 2020

AbstractThis article examines current global oral health initiatives to underserved dental populations and assesses the level of familiarity with these initiatives among dental students. The World Health Organization (WHO)'s basic package of oral care (BPOC) is described, as well as successes and difficulties in global oral health initiatives. A survey was conducted of third‐year dental students at a North American dental school to determine their familiarity with global oral health initiatives set out by the WHO and the World Dental Federation (FDI). The majority of the surveyed students (87 percent) expressed interest in volunteering their professional services in international settings. However, none of the surveyed students knew about the BPOC or the FDI's role in global oral health. The findings indicate that predoctoral dental public health courses in dental schools ought to include a course on global oral health to expose students to global oral health issues and equip them with interventions like the BPOC so they can provide better care to globally underserved dental populations.
Dental Education Economics: Challenges and Innovative Strategies
Authors: Walker Mary P. , Duley Susan I. , Beach M. Miles , Deem Lisa , Pileggi Roberta , Samet Nachum , Segura Adriana , Williams John N. 
Published: June 2020

AbstractThis article reviews current dental education economic challenges such as increasing student tuition and debt, decreasing funds for faculty salaries and the associated faculty shortage, and the high cost of clinic operations and their effect on the future of dentistry. Management tactics to address these issues are also reviewed. Despite recent efforts to change the clinical education model, implementation of proposed faculty recruitment and compensation programs, and creation of education‐ corporate partnerships, the authors argue that the current economics of public dental education is not sustainable. To remain viable, the dental education system must adopt transformational actions to re‐engineer the program for long‐term stability. The proposed re‐engineering includes strategies in the following three areas: 1) educational process redesign, 2) reduction and redistribution of time in dental school, and 3) development of a regional curriculum. The intent of these strategies is to address the financial challenges, while educating adequate numbers of dentists at a reasonable cost to both the student and the institution in addition to maintaining dental education within research universities as a learned profession.
Correlation of Quantity of Dental Students’ Clinical Experiences with Faculty Evaluation of Overall Clinical Competence: A Twenty‐Two‐Year Retrospective Investigation
Authors: Spector Michael , Holmes David C. , Doering John V. 
Published: June 2020

AbstractThe purpose of this study was to investigate the correlation between the quantity of a student's clinical experiences in the final year of dental school and the student's overall clinical competence at graduation, as evaluated by faculty at the University of Iowa College of Dentistry. Further, the authors sought to determine whether this correlation changed over time, as new generations of students come to dental school. Information including year of graduation, age at graduation, final grade in the course Clinical Competencies in Comprehensive Care, and final total Clinical Experience Units (CEUs) earned by each student in the D4 Family Dentistry Clinic was collected for 1987–2008 graduates of the University of Iowa College of Dentistry. Spearman's rank correlation coefficient (rs) was computed for the association of final clinical course grade and final CEU total for each graduation year. The correlation between final course grade and final CEU total was variable, ranging from moderately strong (rs=0.614, Class of 1991) to negligible (rs=−0.013, Class of 2008). This correlation generally tended to become weaker over time. The results of this study suggest that the terminal quality of a dental student's work is not solely a function of repetitions of prescribed procedures and that repetition of procedures may have even less influence on the quality of clinical performance for the new generation of dental students.
Mexican Dental School Deans’ Opinions and Practices Regarding Oral Cancer, 2007
Authors: Vázquez‐Mayoral E.E. , Sánchez‐Pérez L. , Olguín‐Barreto Y. , Acosta‐Gío A.E. 
Published: June 2020

AbstractDentists must be trained in oral cancer (OC) screening and counseling. However, educational gaps exist in OC prevention worldwide. The objective of this investigation was to assess self‐reported perceptions and practices relevant to OC education among Mexican dental school deans. At a leadership meeting in 2007, deans were given a questionnaire containing Likert‐type scale evaluations of agreement with statements. Associations between variables were analyzed with Pearson's chi‐square test. Of thirty‐four deans attending, twenty‐three (68 percent response rate) answered the questionnaire in full. Among the respondents, 83 percent believed “very strongly” that dentists must look for OC, but only 52 percent believed “very strongly” that OC screening must be adopted as a standard practice. Fifty‐two percent ranked dentists’ responsibility in looking after their patients’ overall health as “very strong.” The deans indicated less support for dentists’ roles to intervene in tobacco and alcohol cessation. Participant deans lead institutions that provide education for over 12,000 dental students; their low awareness on OC screening and counseling may hinder the establishment of routine standardized screening and health promotion that help save human lives.
Educational, Personal, and Cultural Attributes of Dental Students’ Humanitarian Trips to Latin America
Authors: Bimstein Enrique , Gardner Quinton W. , Riley Joseph L. , Gibson Robert W. 
Published: June 2020

AbstractThis article evaluates the educational, personal, and cultural attributes that motivate or inhibit dental students’ participation in humanitarian and educational trips to underserved communities in Latin America. Interviews, concentrating on students’ expectations and experiences, were conducted with students who participated in the trips and with those who did not. A survey of a larger group of students (including those interviewed) was also conducted; the survey included demographic data, ethnic affiliation, cultural competence, motivators and inhibitors to attend trips, and trip attributes. One hundred and seventy‐four students at one dental school completed the survey; the group interviews were conducted with twenty‐three students who attended humanitarian and educational trips and nine students who did not. This research found that skill development, educational opportunity, and philanthropy were the most important motivators for trip participation. Cost and time commitments were the strongest inhibitors to participate. Exposure to infectious diseases, substandard working and living conditions, threat of crime, and language barriers were mostly considered as “not important.” However, female dental students were more concerned than males about crime, living conditions, and infectious diseases during the trips. Cultural education, increased knowledge, cross‐cultural professional relationships, increased self‐confidence, and public health awareness were the most important attributes of the trips. This study indicates that the undergraduate humanitarian educational trips to underserved Latin American communities have a most significant personal, professional, and social impact on dental students.
Women's Oral Health: The Evolving Science
Authors: Sinkford Jeanne C. , Valachovic Richard W. , Harrison Sonja G. 
Published: June 2020

AbstractThe evidence base for women's oral health is emerging from legislative action, clinical research, and survey documentation. The Women's Health in the Dental School Curriculum study (1999) followed a similar study (1996) of medical school curricula. Both of these major efforts resulted from statutory mandates in the National Institutes of Health Revitalization Act of 1993 (updated October 2000). A major study of the Institute of Medicine (IOM) National Academy of Sciences in 2001 concluded that “the study of sex differences is evolving into a mature science.” This IOM study documented the scientific basis for gender‐related policy and research and challenged the dental research enterprise to conduct collaborative, cross‐disciplinary research on gender‐related issues in oral health, disease, and disparities. This report chronicles some of the factors that have and continue to influence concepts of women's oral health in dental education, research, and practice. Gender issues related to women's health are no longer restricted to reproductive issues but are being considered across the life span and include psychosocial factors that impact women's health and treatment outcomes.
Dental Hygiene Fear Survey: Reliability and Validity of the Turkish Version
Authors: Ay Zuhal Yetkin , Gündoğar Duru , Büyüköztürk Şener , Gadbury‐Amyot Cynthia 
Published: June 2020

AbstractThe aims of the present study were to 1) investigate patient anxiety as it relates to dental hygiene procedures and 2) conduct validity and reliability testing of the Turkish version of the Dental Hygiene Fear Survey (DHFS) to test its psychometric properties in the Turkish culture. The study consisted of 200 periodontal patients. The patients completed the DHFS, the Modified Dental Anxiety Scale (MDAS), and a questionnaire designed to elicit sociodemographic and clinical characteristics. Reliability was estimated by Cronbach's alpha. Validity was examined by correlating the DHFS with measures found in the literature that correlate with dental fear and anxiety. Construct validity was determined using exploratory factor analysis with a direct oblimin (oblique) rotation, which revealed a model with three factors accounting for 62.8 of the variance when item 11, which has the lowest item total correlation, was omitted. The Cronbach alpha coefficients of the subscales in the fifteen‐item scale (generalized anxiety, dental hygiene specific anxiety, and catastrophe) were 0.83, 0.86, and 0.79, respectively. The overall reliability of the DHFS was 0.91. Significant negative correlations were found between total DHFS scores and age (p<0.05). Females reported dental hygiene fear more frequently than did males. The DHFS demonstrated good psychometric properties in spite of being translated into another language and used in a culture different from the one where it was originally developed. The Turkish version of the DHFS is a valid and reliable instrument and may be included in assessments designed to measure fear related to dental hygiene treatment procedures.
U.S. State‐Supported Dental Schools: Financial Projections and Implications
Authors: Bailit Howard L. , Beazoglou Tryfon J. , Formicola Allan J. , Tedesco Lisa A. , Brown L. Jackson , Weaver Richard G. 
Published: June 2020

AbstractThis article examines the impact of financial trends in state‐supported dental schools on full‐time clinical faculty; the diversity of dental students and their career choices; investments in physical facilities; and the place of dentistry in research universities. The findings of our study are the following: the number of students per full‐time clinical faculty member increased; the three schools with the lowest revenue increases lost a third of their full‐time clinical faculty; more students are from wealthier families; most schools are not able to adequately invest in their physical plant; and more than half of schools have substantial NIH‐funded research programs. If current trends continue, the term “crisis” will describe the situation faced by most dental schools. Now is the time to build the political consensus needed to develop new and more effective strategies to educate the next generation of American dentists and to keep dental education primarily based in research universities. The future of the dental profession and the oral health of the American people depend on it.
Retention of Teeth Versus Extraction and Implant Placement: Treatment Preferences of Dental Faculty and Dental Students
Authors: Di Fiore Peter M. , Tam Lawrence , Thai Ha T. , Hittelman Eugene , Norman Robert G. 
Published: June 2020

AbstractThe purpose of this study was to determine the treatment preferences amongst dental faculty and dental students for either retention of teeth by endodontic and restorative treatment or extraction and implant placement. A survey of 134 general dentistry faculty and 253 senior (fourth‐year) dental students was conducted in a university college of dentistry. Participants completed a survey consisting of questions for which one of two choices could be selected. For questions describing specific clinical situations, dental faculty and dental students more frequently selected endodontic and restorative treatment over extraction and implant placement. However, dental students selected implants more frequently than dental faculty, and more recent graduates on the dental faculty selected implants more frequently than less recent graduates on the dental faculty. In addition, there was an increase in the selection of implants, for all participant groups, as the prosthetic and endodontic complexities of the clinical situations increased. Participants were more likely to select endodontics rather than implants for medically compromised patients, and an implant was overwhelmingly selected over a fixed bridge for the replacement of a single tooth unit. In conclusion, the findings of this study indicate that retention of teeth is preferred, but there may be an increased preference toward implants in the future.
Characteristics of Effective Classroom Teachers as Identified by Students and Professionals: A Qualitative Study
Authors: Jahangiri Leila , Mucciolo Thomas W. 
Published: June 2020

AbstractThis qualitative research study identified criteria for teacher quality preferences as perceived by current and past students. A two‐question, open‐ended survey asking what qualities learners liked most and least in a teacher/presenter was given to two groups: students (Group A) from medicine, dentistry, and related residency programs; and dentists and physicians (Group B) who had graduated at least three years previously and who attended a minimum of two days of continuing education courses in lecture format each year. A total of 300 subjects provided 2,295 written responses. Descriptive words within the responses were coded and grouped according to similar relationships, resulting in the emergence of twenty‐one defined categories that were further refined into three core categories: personality, process, and performance. Results showed that the two groups appear to have different preferences in teacher/presenter characteristics. For Group A (students), the categories of content design, content organization, and content development were at the forefront of their preferences. Group B (professionals) overwhelmingly favored elements of speaker self‐confidence and expertise. Both groups highly valued expertise and speaking style. These findings can be used to develop curriculum, enhance faculty members’ teaching skills, and plan continuing education programs.
Feeding the Pipeline: Academic Skills Training for Predental Students
Authors: Markel Geraldine , Woolfolk Marilyn , Inglehart Marita Rohr 
Published: June 2020

AbstractThis article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students’ standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject‐specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject‐specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six‐week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson‐Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject‐specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six‐week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students in college courses and thus increase their level of competitiveness in the dental school admissions process.
Whole‐Tooth Regeneration: It Takes a Village of Scientists, Clinicians, and Patients
Authors: Snead Malcolm L. 
Published: June 2020

AbstractA team of senior scientists was formed in 2006 to create a blueprint for the regeneration of whole human teeth along with all of the supporting structure of the dentition. The team included experts from diverse fields, each with a reputation for stellar accomplishment. Participants attacked the scientific issues of tooth regeneration but, more importantly, each agreed to work collaboratively with experts from other disciplines to form a learning organization. A commitment to learn from one another produced a unique interdisciplinary and multidisciplinary team. Inspired by the Kennedy space program to send a man to the moon, with its myriad of problems and solutions that no one discipline could solve, this tooth regeneration team devised an ambitious plan that sought to use stem cell biology, engineering, and computational biology to replicate the developmental program for odontogenesis. In this manner, team members envisioned a solution that consisted of known or knowable fundamentals. They proposed a laboratory‐grown tooth rudiment that would be capable of executing the complete program for odontogenesis when transplanted to a suitable host, recreating all of the dental tissues, periodontal ligament, cementum, and alveolar bone associated with the canonical tooth. This plan was designed to bring regenerative medicine fully into the dental surgery suite, although a lack of funding has so far prevented the plan from being carried out.