bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Crowning Achievement: Getting to the Root of the Problem
Authors: Fong Hanson K. , Foster Brian L. , Popowics Tracy E. , Somerman Martha J. 
Published: June 2020

AbstractAn ideal goal of oral‐craniofacial dental reconstructive therapy is to establish treatment modalities that predictably restore functional tissues. One major area of focus has been in the area of dental materials with marked improvements in the design of materials used to restore teeth/periodontium/bone lost as a consequence of disease or disorders. With advances in understanding the cell and molecular controls for development and regeneration of tooth structures, it is now possible to consider therapies that promote regeneration of lost tissues, along with replacement of these tissues. This review presents a background on our current knowledge as to the composition of the tooth/periodontium followed by a discussion on successes to date, both in vitro and in vivo, toward regenerating a whole tooth and next steps required to regenerate a functional tooth.
In‐State Graduate Retention for U.S. Dental Schools
Authors: Lin Hsuan L. , Rowland Michael L. , Fields Henry W. 
Published: June 2020

AbstractCurrently, dental school graduates are viewed as a resource by their institutions and those who underwrite their educational costs. The purpose of this study was to determine the percentage of dental school graduates who practiced dentistry in the same state as their dental school. Using the American Dental Association database of approximately 35,000 graduates between 1985 and 1995, the data were analyzed to determine the percentage of graduates who were retained and currently reside in the state of their dental school versus those located outside of that state (“exported”). It was also possible to calculate the number of dentists who moved into each state but were educated elsewhere (“imported”). The ratio of imported to exported graduates was calculated and indicated a positive flow into the state when greater than one and an outflow when less than one. Overall, mean graduate retention was 67.3 percent, 65.4 percent, and 44.3 percent for public, public state‐related, and private schools, respectively, while the median graduate retention of 71.1 percent and 71.6 percent for public and public state‐related schools made them indistinguishable. The mean import‐export ratio for public school graduates was 2.9, indicating that on average nearly three dentists were imported to a state for every public dental school graduate exported. States’ total import‐export ratio for all types of graduates was 2.2, indicating that on average a little over two dentists were imported to every one exported by a state with a dental school of any kind. The medians for all these ratios were much more modest (0.95 and 0.80 for public dental schools and states with dental schools), indicating that they sent more students out of the state than they imported. Six public dental schools exported greater than 50 percent of their dental graduates, while five public schools retained more than 85 percent of their graduates. Only one private state‐related school retained less than 50 percent of its students. In view of these results, it is apparent there is great variability in graduate retention, and the total yield of new dentists for each state is determined by both the retention rate for graduates and its import‐export ratio. Most public and public state‐related schools do a good job of retaining graduates. When they do send graduates out of state, the median shows they do not gain quite enough to offset those exported. In most instances, this becomes highly problematic only when a low retention rate is paired with a low import‐export ratio. Each state must consider its unique situation carefully and consider its yield, the types of problems that face the state in terms of dental workforce, and possible solutions.
Proposed Educational Objectives for Hospital‐Based Dentists During Catastrophic Events and Disaster Response
Authors: Psoter Walter J. , Herman Neal G. , More Frederick G. , Park Patricia , Robbins Miriam , Rekow E. Dianne , Ryan James M. , Triola Marc M. , Glotzer David 
Published: June 2020

AbstractThe purpose of this project was to define education and training requirements for hospital‐based dentists to efficiently and meaningfully participate in a hospital disaster response. Eight dental faculty with hospital‐based training and/or military command and CBRNE (chemical, biological, radiological, nuclear, and explosive) expertise were recruited as an expert panel. A consensus set of recommended educational objectives for hospital‐based dentists was established using the following process: 1) identify assumptions supported by all expert panelists, 2) determine current advanced dental educational training requirements, and 3) conduct additional training and literature review by various panelists and discussions with other content and systems experts. Using this three‐step process, educational objectives that the development group believed necessary for hospital‐based dentists to be effective in treatment or management roles in times of a catastrophic event were established. These educational objectives are categorized into five thematic areas: 1) disaster systems, 2) triage/medical assessment, 3) blast and burn injuries, 4) chemical agents, and 5) biological agents. Creation of training programs to help dentists acquire these educational objectives would benefit hospital‐based dental training programs and strengthen hospital surge manpower needs. The proposed educational objectives are designed to stimulate discussion and debate among dental, medical, and public health professionals about the roles of dentists in meeting hospital surge manpower needs.
Development and Implementation of a Comprehensive Faculty Development Program in PBL Core Skills
Authors: Dalrymple Kirsten R. , Wuenschell Carol , Shuler Charles F. 
Published: June 2020

AbstractLarge curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem‐based learning (PBL) pedagogy. A faculty committee created a PBL core skills program based on experiential, developmentally appropriate approaches that resulted in constructive and social learning opportunities for the faculty participants. Nearly 70 percent of faculty members have participated in the facilitation preparation workshops and contributed to the D.D.S. curriculum as small‐group, inquiry‐based learning facilitators. Faculty development programs geared toward acquisition of specific teaching skills and based on adult learning principles can be devised locally and result in increased participation in a new curriculum.
Realigning the National Board Dental Examination with Contemporary Dental Education and Practice
Authors: MacNeil R. Lamont , Neumann Laura M. 
Published: June 2020

AbstractAlthough the National Board Dental Examination (NBDE) was developed for the purpose of supporting the dental licensure process, it can have significant influence on dental school curricula. Efforts to revise and enhance dental curricula, of necessity, must engage stakeholder communities and promote an assessment process that is both valid and relevant to contemporary dental practice. The NBDE uses a systematic and objective process for test development that involves content experts from dental education and practice. This process could be enhanced by reconsidering the types of individuals who should participate in test construction, reconfiguring the groups involved in the process, augmenting training and development of test constructors, and updating the principles and documents that define the competencies and foundational knowledge required for contemporary dental practice. In addition, there is a need for ongoing research and development to explore new testing strategies that stress understanding and the ability to apply information in a problem‐solving context. Finally, examinations could be enhanced with a broader array of high‐quality supporting case materials through a more structured collaborative arrangement between dental schools and the National Board testing program.
Perceptions of Oral Illness Among Chinese Immigrants in Montreal: A Qualitative Study
Authors: Dong Mei , Loignon Christine , Levine Alissa , Bedos Christophe 
Published: June 2020

AbstractProviding culturally competent care has been a growing concern for health care professionals in recent years. Being culturally competent means taking into account the culture of patients in order to provide high‐quality services. Accordingly, the objective of this study was to better understand how oral illness was perceived by the largest visible minority group in Canada: Chinese immigrants. We conducted qualitative research based on in‐depth interviews with twelve Chinese immigrants in Montreal, Canada. The participants had a high level of education and had lived in Canada for thirteen years or less. The interviews were transcribed, and thematic analyses were then performed. Among the participants, traditional beliefs coexisted with scientific dental knowledge. On the one hand, the subjects had a fairly good understanding of dental caries in terms of etiology, process, prevention, and treatment. On the other hand, they held strong traditional beliefs concerning gingival swelling and bleeding, which had an influence on their attitudes toward dental care and professional services. Oral health care professionals should be informed about Chinese immigrants’ oral health beliefs and the acculturation process in order to understand their patients better and provide culturally competent care.
Predicting Performance in Canadian Dental Schools: The New CDA Structured Interview, a New Personality Assessment, and the DAT
Authors: Poole Amanda , Catano Victor M. , Cunningham D.P. 
Published: June 2020

AbstractUsing a sample of dental students (N=373) from four Canadian dental schools, this longitudinal study determined whether the new Canadian Dental Association (CDA) structured interview was a predictor of clinical and academic performance. The new interview predicted clinical performance in the third and fourth years of dental school, but not academic performance. The Canadian Dental Aptitude Test (DAT) continued to predict first‐ and second‐year academic performance, but not clinical performance in the senior years. A personality factor, “Conscientiousness,” predicted clinical and academic performance to various degrees across the four years of dental school. A second personality factor, “Openness to Experience,” predicted third‐year academic performance. The results suggest that a combination of scores from the DAT, a valid measure of personality, and a well‐designed structured interview will provide the best prediction of those applicants who will do well in both the academic and clinical aspects of dental school.
Survey of Special Patient Care Programs at U.S. and Canadian Dental Schools
Authors: Schwenk Debra M. , Stoeckel Daniel C. , Rieken Susan E. 
Published: June 2020

AbstractThis article describes the results of a survey of U.S. and Canadian dental schools regarding the delivery of dental care to special needs patients. The purposes of the fifteen‐item survey were to identify the percentage of dental schools that operate special patient care (SPC) clinics, gain information as to how care is being provided in those clinics, and identify how this patient population is managed in institutions without designated SPC clinics. Forty percent of the respondent institutions had designated SPC clinics. Institutions without SPC clinics tend to mainstream these patients into their predoctoral clinics or refer them to residency programs such as GPR or pediatric programs within their university.
Investigating the Relationship Between PBL Process Grades and Content Acquisition Performance in a PBL Dental Program
Authors: von Bergmann HsingChi , Dalrymple Kirsten R. , Wong Shirley , Shuler Charles F. 
Published: June 2020

AbstractIn this study, we examined the relationship between students’ problem‐based learning (PBL) skills and their content acquisition as measured by traditional examinations. We conducted this investigation to evaluate the assumption that students’ learning in the small group setting of PBL as evaluated by their faculty facilitators was an accurate indicator of students’ learning as measured by problem analysis tests and traditional content acquisition tests. Parallel model reliability analyses were conducted to determine reliability for each year's assessment components, which included multiple choice examinations, image‐based computer tests, facilitators’ evaluations of students’ performance in the PBL small groups, and assessments that measured the students’ problem analysis and problem‐solving skills. We also performed correlation tests to analyze the data. The reliability tests show that all assessment measures were consistently significant. There were predominantly significant correlations between process type assessment measures and the more traditional objective tests. When analyzed on a yearly basis, all of the correlations were significant. When analyzed on a trimester basis, all of the correlations were positive, with many being significant. The finding that the process grade revealed significant correlation with the other two assessment tools indicates that although process type evaluations may seem to be primarily subjective, they are an important metric for monitoring student progress.
Evaluation of an Audience Response System in a Preclinical Operative Dentistry Course
Authors: Elashvili Ana , Denehy Gerald E. , Dawson Deborah V. , Cunningham Marsha A. 
Published: June 2020

AbstractStudent performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy‐seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture “Principles of Dental Bonding.” The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.
What Do Dental Students Learn in an Ethics Course? An Analysis of Student‐Reported Learning Outcomes
Authors: Sharp Helen M. , Kuthy Raymond A. 
Published: June 2020

AbstractThe purpose of this article is to report first‐year dental students’ perceptions of their primary learning outcomes from a course in ethics and professionalism. Students were asked to identify one topic or theme from the course that might influence their professional practice. Responses from 232 students were analyzed according to the explicit topics taught in the course. The most commonly identified topics were confidentiality (21 percent), informed consent (21 percent), and obtaining assent from children and adolescents (19 percent). An ad hoc analysis of students’ narratives provides preliminary evidence that students perceive an increased awareness of their role and obligations as a professional immediately after a course in ethics and professionalism. The long‐term influence of coursework in ethics and professionalism remains unknown.
Dental School Vacant Budgeted Faculty Positions, Academic Years 2005–06 and 2006–07
Authors: Chmar Jacqueline E. , Weaver Richard G. , Valachovic Richard W. 
Published: June 2020

AbstractThe annual turnover of dental school faculty creates a varying number of vacant budgeted positions at any given time. The American Dental Education Association (ADEA) conducts an annual survey to determine the status and characteristics of these vacant faculty positions. In addition, ADEA conducts an annual survey of dental educators to maintain a database on the size and characteristics of dental school faculty, including data on the distribution of full‐time, part‐time, and volunteer faculty, reasons for faculty separations, and sources of new faculty. The number of vacant budgeted faculty positions within U.S. dental schools increased throughout the 1990s, with a peak of 358 positions in 2000. Following this peak, the number of vacancies declined, falling to 275 in 2004–05. Since that time, there has been a rapid increase in the number of estimated vacancies, reaching 417 in 2005–06, then falling slightly to 406 in 2006–07. The 2005–06 and 2006–07 faculty vacancies surveys explore these increases, along with information relevant to trends in the faculty workforce, factors influencing faculty vacancies, and the impact of vacant positions on dental schools.
Educational and Career Pathways of Dental Hygienists: Comparing Graduates of Associate and Baccalaureate Degree Programs
Authors: Rowe Dorothy J. , Massoumi Naz , Hyde Susan , Weintraub Jane A. 
Published: June 2020

AbstractThe purpose of this study was to compare the educational and career pathways of graduates from associate degree (A.S./A.A.) and baccalaureate degree (B.S./B.A.) entry‐level dental hygiene (DH) programs. A thirty‐item, closed‐ended questionnaire was mailed to a random sample of 1,352 dental hygienists who were educated and licensed in California between 1990 and 2000. The response rate was 76 percent. Approximately half of the respondents had a degree prior to entering the DH program, and the elapsed time between degrees was greater for A.S./A.A. graduates (p=0.05). More B.S./B.A. graduates had earned or were seeking master's and other more advanced degrees: 11.9 percent versus 4.3 percent. Graduates from both types of programs were involved in professional and community organizations and held leadership positions. Most were currently practicing in the traditional clinical setting, with means of 3.6 and 3.3 days/week for the A.S./A.A. and B.S./B.A. graduates, respectively (p<0.05). More B.S./B.A. graduates held DH faculty positions (30.3 percent versus 4.3 percent, p<0.05) and other non‐DH teaching positions (14.9 percent versus 8.6 percent, p<0.05) and had greater involvement with research (8.0 percent versus 3.6 percent, p<0.05). The two groups did not differ in regard to other dental and DH‐related positions. In conclusion, graduates from B.S./B.A. programs are more likely to have positions in nontraditional settings.
The Development and Implementation of an Online Applied Biochemistry Bridge Course for a Dental Hygiene Curriculum
Authors: Gadbury‐Amyot Cynthia C. , Overman Pamela R. , Crain Geralyn 
Published: June 2020

AbstractThis article describes a curricular change project designed to improve instruction in biochemistry. After years of unsatisfactory outcomes from a dental hygiene biochemistry course, a decision was made to change the traditional lecture‐based course to an online format. Using online technology and principles of educational pedagogy, a course was developed that fosters application of biomaterials principles to dental hygiene practice and provides a bridge between prerequisite chemistry coursework and biochemistry in a health professions program. Members of the dental hygiene graduating Classes of 2007 and 2008 participated in the revised course. The outcome measures used to assess the effectiveness of the revised course were student end‐of‐semester course evaluations, graduating senior survey results, student course performance, and National Board examination performance. While the results are based on only two classes, the positive outcomes suggest that the revision was a worthwhile endeavor. The use of technology in teaching holds the potential for solving many of the curriculum and instruction issues currently under discussion: overcrowding of the curriculum, lack of active learning methods, and basic sciences taught in isolation from the rest of the curriculum. It is hoped that the results of this change will be helpful to other faculty members seeking curricular change and innovation.
Learning Styles of Orthodontic Residents
Authors: Hughes Janeen M. , Fallis Drew W. , Peel Jennifer L. , Murchison David F. 
Published: June 2020

AbstractSignificant challenges face many orthodontic residency programs, particularly a shortage of full‐time experienced faculty members. Due to this shortage, it is critical that program directors design comprehensive curricula that incorporate the most effective and efficient teaching methods. It is theorized that teaching effectiveness and efficiency are optimized when the course design and content closely match students’ learning preferences. This survey study was designed to distinguish the learning preferences of orthodontic residents utilizing Felder and Soloman's Index of Learning Styles, which assesses student learning preferences in four dimensions using dichotomous scales, thereby providing insight into how teaching strategies can best be structured. As a secondary focus, additional questions on the survey were asked to gain information about residents’ access to the Internet and comfort level with online learning so as to address acceptance of web‐based courses in response to the shortage of full‐time faculty members. Orthodontic residents, contacted via email, were requested to complete an online survey; 261 responses were collected. The results indicate that orthodontic residents are highly visual learners and show a preference for sensing and sequential learning strategies. In terms of information technology, the residents are comfortable with and have adequate access to current technological assets; therefore, they may be well suited for inclusion of computer‐based teaching modules and other multimedia devices in their residency curriculum.