bluuebunny/crossref_metadata_2025_split huggingface dataset:
The case for tying specialty status to completion of dental residency: Dental education's stake
Authors: Fields Henry W. , Casamassimo Paul , Owsiany David J. , Saperstein Martin 
Published: June 2020

AbstractBackgroundThe American Dental Association's (ADA) specialty recognition process has long been the gold standard in dentistry. Specialty advertising regulations have been challenged as inconsistent with commercial speech rights of dentists wishing to advertise as specialists in areas not recognized as ADA specialties. Commission of Dental Accreditation‐approved postdoctoral education exists to support this process using standard‐based education, continuous quality review and accountability.PurposeIn 2017, a federal court declared Texas dental specialty advertising rules unconstitutional noting the state did not present evidence demonstrating the public was being misled. A state dental association commissioned a professional survey to assess state residents’ understanding of the term “specialist” in dental advertising.MethodsTelephone interviews conducted with 812, 18+‐year‐old Ohio residents focused on advertising related to dental implants and TMJ disorders (not recognized specialties) and orthodontics and oral surgery (recognized specialties).ResultsRespondents indicated they would be inclined to think a dentist who advertised as a specialist had completed an accredited dental residency program and was more qualified to perform specialty care than a general dentist. Respondents also indicated that they would be less likely to choose a dentist who advertised as a specialist who did not have accredited residency training.ConclusionsTying specialty status to completion of a residency program accredited by an agency recognized by the U.S. Department of Education is important to the public's expectations and has implications for dental education.
Preliminary evaluation of dental hygiene curriculum: Assessment and management of peri‐implant conditions and diseases
Authors: Arnett Michelle C. , Reibel Yvette G. , Evans Michael D. , Stull Cynthia L. 
Published: June 2020

AbstractObjectiveThe purpose of this study was to investigate dental hygiene (DH) educational programs’ didactic and clinical curriculum in the management of peri‐implant diseases and conditions. The specific aims were (1) assess if evidence‐based content for peri‐implant diseases and conditions are currently included in didactic and clinical DH curriculum and (2) determine if DH education programs are currently preparing students at a level of clinical competency for the assessment and management of peri‐implant diseases and conditions.DesignA cross‐sectional study of DH faculty member(s) from 331 United States entry‐level programs responsible for didactic and clinical curriculum for peri‐implant diseases and conditions were surveyed. The survey was disseminated electronically via Qualtricsxm August 2019 for a response rate of 26%.ResultsThe results showed didactic courses taught DH students the etiology of peri‐mucositis and peri‐implantitis (98%), clinical characteristics (98%), and risk factors contributing to these implant diseases (96%). Evaluation methods to determine student level of competency in a didactic setting included quizzes/examinations (98%), case‐based examinations (63%), and written essays (6%). Eighty‐five percent reported DH students are not required in a clinical setting to provide care for patients with peri‐implant diseases and conditions.ConclusionsStudy results suggest DH education programs may need to revise didactic and clinical curriculum to ensure students graduate at a level of clinical competency for assessing and managing peri‐implant conditions and diseases. DH educational programs should consider requiring clinical patient experiences for the assessment and management of peri‐mucositis and peri‐implantitis to prepare students for their professional role.
ADEA Faculty Diversity Toolkit: A Comprehensive Approach to Improving Diversity and Inclusion in Dental Education
Authors: Schwartz Scott B. , Smith Sonya G. , Johnson Kelli R. 
Published: June 2020

AbstractPopulation demographic shifts in the United States and Canada have led to an increasingly diverse postsecondary student population. However, the largely homogenous dental faculty in the United States and Canada does not reflect the rapidly changing student body and the diverse patient population academic dentistry has been called to serve. Therefore, recruitment and retention of diverse dental faculty in dental education must be a priority. Substantial evidence also indicates improved outcomes for faculty, students, and institutions when faculty diversity on campus is increased. Beyond the positive impact faculty diversity can deliver to the learning and working environments of an academic institution, a variety of regulatory bodies mandate good faith efforts to maintain a diverse faculty, including the Commission on Dental Accreditation (CODA) standards for dental schools and dental therapy education programs. To assist its member institutions with answering the call for improved faculty diversity, the American Dental Education Association (ADEA) worked with its members to develop the ADEA Faculty Diversity Toolkit (ADEA FDT), a landmark evidence‐based resource designed to assist dental education with the design and implementation of faculty recruitment and retention initiatives that can be tailored to their unique needs. This article provides an overview of the changing landscape of the United States and Canadian populations, shares the historic homogeneity of dental education faculty, provides an overview of some of the benefits associated with faculty diversity and highlights the challenges and barriers related to recruiting and retaining diverse faculty. Most importantly, it introduces the ADEA FDT and the need for dental schools and allied dental programs to use the Toolkit as a proactive resource in increasing and maintaining faculty diversity. Furthermore, it provides an overview of how to utilize and adapt the highlighted best practices and model programs to improve faculty diversity on their campuses.
Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review
Authors: Chaviano‐Moran Rosa , Chuck Emil , Perez Herminio 
Published: June 2020

AbstractAlthough they are valued for their perceived maturity, resiliency, and diverse insight into dentistry, postbaccalaureate and graduate (PBGR) applicants face significant challenges in the admissions process. This study looks at how PBGR applicants are evaluated during the selection process at a US dental school. An analysis of metrics associated with PBGR applicants was performed, focusing on the demographic makeup, academic performance, and total experience hours compared to traditional applicants. Our results suggest that PBGR applicants who are successful in their postbaccalaureate/graduate course of study are also more likely to be admitted if they have a history of strong undergraduate performance. Our results also suggest that PBGR applicants with high self‐disclosed employment hours are strongly considered. Taken together, these results suggest that holistic review has helped PBGR applicants in the admissions process but that further adjustments need to be implemented.
Differential effects of individual and school factors on the academic trajectories of Japanese dental students
Authors: Nawa Nobutoshi , Numasawa Mitsuyuki , Nakagawa Mina , Sunaga Masayo , Fujiwara Takeo , Tanaka Yujiro , Kinoshita Atsuhiro 
Published: June 2020

AbstractObjectiveDental students follow different academic performance trajectories in response to increasing study load, based on individual and school factors. Group‐based trajectory modeling is useful for clarifying the underlying trajectory patterns of students’ academic performance and its determinants. To our knowledge, no studies have used group‐based trajectory modeling to examine the effects of individual and school factors on academic performance trajectories in dental students. The objective of this study was to examine the effects of individual and school factors on academic performance trajectories in Japanese dental students using group‐based trajectory modeling.MethodsThe analytical sample consists of 103 dental students admitted to Tokyo Medical and Dental University, Tokyo, Japan, in 2013 and 2014. Students’ academic performance was assessed by biannual grade point average (GPA) score and GPA in the preclinical phase (second to fourth grade) was used for this study. We used group‐based trajectory modeling to categorize students’ GPA trajectories into different groups. A multinomial logistic regression model was fit to examine associations between students’ individual and school factors, and odds of being assigned to certain GPA groups.ResultsGPA trajectories of dental students were classified into 4 different groups. Students’ past academic performance in high school was associated with lower GPA trajectories and withdrawal or repeating years. Males were significantly associated with lower GPA trajectories and withdrawal or repeating years, even after adjusting for past academic performance.ConclusionsPast lower academic performance and being male were positively associated with lower academic performance trajectories in Japanese dental students.
Impact of COVID‐19 on dental education in the United States
Authors: Iyer Parvati , Aziz Kalid , Ojcius David M. 
Published: June 2020

AbstractDental institutions in the United States are reeling from the consequences of the novel SARS‐CoV2 coronavirus, the causative agent of CODIV‐19. As oral health care providers, we have been trained on prevention of aerosol transmissible diseases, but we are still grappling with many unknown factors regarding COVID‐19. While the Centers for Disease Control and Prevention (CDC), American Dental Association (ADA), and local state agencies are releasing updates on guidelines for dentists and patients, no official information exists for dental institutions on how to effectively follow the recommended guidelines including “shelter in place” with social distancing to protect students, faculty, staff, and patients, and still ensure continuity of dental education. This article discusses the challenges that we face currently and offers some simple strategies to bridge the gaps in dental education to overcome this emergency.
Survey instrument development and validation to measure technology adoption in dental hygiene clinical environments
Authors: Delacruz Natalie M. , Carlson Brandi N. , Smith Barbara S. 
Published: June 2020

AbstractPurposeThis pilot study aimed to develop and test a comprehensive assessment instrument, through an examination of measurement properties, to evaluate relationships between faculty technology adoption and age, level of education, teaching experience, technology anxiety, perceived technology integration barriers, and technology available in dental hygiene (DH) clinical environments. Focus was to acquire instrument validity with emphasis on test content, internal structure, and response processes.MethodsThe survey was developed based on expert review, pretesting, and survey piloting in 2018. Three content experts evaluated face and traditional content validity. Eleven DH faculty with diverse clinical experiences were recruited for pretesting to comment on item definitions and language. The instrument was pilot tested among DH faculty with full‐time, part‐time, and clinical appointments at institutions located in the Mid‐West. Psychometric properties of the questionnaire were evaluated with frequency analysis and scale responses detailed.ResultsEvaluation by experts and faculty members refined definitions, language, and response options for the seventy‐item response scale. Forty‐three DH faculty completed the online pilot. The 4 sections subjected to factor analysis showed excellent factor loading. Internal consistency was satisfactory. Frequency analysis showed an array of perceived abilities and technological integration in the educational environment.ConclusionFindings suggest that respondents found the survey easy to complete and understand. The survey appears to be a valid measure of technology adoption among DH faculty of differing experiences. The survey will now be disseminated to a larger group of DH faculty.
Development, implementation, and early results of a 4‐year interprofessional education curriculum
Authors: Sabato Emily H. , Fenesy Kim E. , Parrott J. Scott , Rico Valerie 
Published: June 2020

AbstractThis article seeks to outline the implementation of a longitudinal interprofessional education (IPE) program in the predoctoral curriculum at a U.S. dental school. The challenges of implementing the curriculum in a complex environment are reviewed, and an overview of the 4‐year curriculum is offered, including exposure, immersion, and clinical readiness components. Results of developmental evaluations are reviewed. Respondents to surveys regarding the capstone case conference experiences overwhelmingly suggest the conferences were educationally rewarding as well as enriching for each of the health professions represented. While response was limited, alumni surveys also indicate satisfaction with the IPE experience. A discussion of challenges and suggestions regarding successful implementation and expansion of IPE programs from didactic to clinical settings are also included.
Comparing case‐based and lecture‐based learning strategies for orthodontic case diagnosis: A randomized controlled trial
Authors: Alhazmi Anwar , Quadri Mir Faeq Ali 
Published: June 2020

AbstractBackgroundCase‐based learning (CBL), in contrast to traditional lecture‐based learning (LBL), is an andragogical method carrying an earnest teaching approach that uses demonstration of clinical cases as an active learning tool.ObjectiveTo compare the effectiveness of knowledge delivery and student satisfaction between CBL and LBL strategies to diagnose orthodontic cases.MethodsA single‐blinded randomized controlled trial was performed. The sample of dental undergraduate students was randomly divided into 2 groups. Average GPA among the groups was compared to establish the baseline measure. Visual slides of 6 orthodontic diagnostic cases were presented to the students after implementing the teaching strategies, and a rubrics‐based assessment method was adopted to assess the effectiveness in diagnosis. A questionnaire was distributed to compare the level of satisfaction between the groups exposed to CBL and LBL. A t‐test was performed to assess the difference in effectiveness, while Cochran‐Armitage trend analysis was performed to analyze the difference in the level of satisfaction between LBL and CBL experiences.ResultsWe detected no significant (P = 0.11) relation of gender with effective orthodontic diagnosis. The orthodontic diagnostic ability of students for the 6 cases was significantly different (P < 0.05) in the CBL and LBL groups. The satisfaction score obtained for the CBL group was higher than for the LBL group (P < 0.05).ConclusionThe current study provides evidence that CBL is an effective and acceptable teaching strategy in comparison to traditional LBL among undergraduate dental students embarking on an orthodontic diagnostic course.
Two critical thinking models—probing questions and conceptualization—adding 4 skillsets to the teacher's armamentarium
Authors: Johnsen David C. , Flick Kristen , Butali Azeez , Cunningham‐Ford Marsha A. , Holloway Julie A. , Mahrous Ahmed , Marchini Leonardo , Clancy James M. 
Published: June 2020

AbstractCritical thinking is ubiquitous in patient care. One track for critical thinking develops skillsets emulating the thought process of the master clinician using probing questions and has been offered in treatment planning, literature search, and critique, risk assessment in caries and geriatrics, technology decision‐making, EBD, and IPP. This paper offers 2 additional critical thinking skillsets following this emulation model in social work and ethics. Conceptualization, another form of critical thinking, is also ubiquitous in health care, yet almost no literature exists to guide learning and assess performance on conceptualization. This paper introduces for discussion 2 examples of conceptualization—“How and how much does this situation differ from the ideal?” and “How does the student/practitioner conceptualize the outcome prior to the imminent procedure?” —used continually by the practitioner in patient care situations. The result is 4 additional critical thinking skillsets at different stages of development in the armamentarium for the teacher.
Fink's integrated course design and taxonomy: The impact of their use in a “Basics of Dental Anatomy” course
Authors: Uribe Cantalejo Juan Carlos , Pardo María Isabel 
Published: June 2020

AbstractObjectiveThis study aimed to assess whether the adjustment of Fink's Model of Integrated Course Design (ICD) with his Taxonomy of Significant Learning (hereinafter referred to as “ICD/SL”) affected the academic performance of students at Universidad El Bosque in the “Basics of Dental Anatomy” course.DesignFor this purpose, 3 academic groups were selected: 2018/1 (55 students), 2018/2 (79 students), and 2019/1 (57 students). The control group, 2018/1, was taught without ICD/SL; the 2 treatment groups, 2018/2 and 2019/1, was taught with ICD/SL, which applied revised learning goals based on Fink's Taxonomy and new teaching and evaluation activities. The assessment of academic performance was based on a Likert scale to position student results in each grade score report. Statistical analysis was performed through the Kruskal‐Wallis test and P‐value through the Mann‐Whitney U test and Fisher exact test.ResultsThe results indicated that the treatment groups evidenced better academic performance in the summative assessment of the partial and final grades. In the treatment groups, 64% to 97% of students were in the High to Excellent segment; in comparison, this percentage in the control group was 44% to 65%. The course's rate of failure dropped from 10.9% in 2018/1 to only 1.7% in 2019/1. All the differences between the treatment and control groups were statistically significant (P < 0.0001).ConclusionThe use of ICD/SL improved the academic performance of students.
Should dentistry be a specialty of medicine? Two viewpoints
Authors: Akyalcin Sercan , Bruzzaniti Angela , Chávez Elisa M. , Delgado Alex J. , Duqum Ibrahim , Kure Larisa 
Published: June 2020

AbstractDentistry and dental education are well‐established domains with deep‐rooted institutions, educational programs, organizational structures, and advanced specialty fields. Almost 100 years ago, Dr. William Gies, founder of the Columbia University College of Dental Medicine, stated that to best serve the oral health needs of the population, dentistry should be considered a specialty of medicine, and dental students should have the same solid foundation in the basic and clinical sciences as medical students. More recently, the report on “Advancing Dental Education in the 21st Century” recommends an increase in the integration of dental and medical education as a means to address 2 of its key challenges: “shrinking demand for dental services” and “shifting practice environment.” However, it has also been argued that making dentistry and dental education a subspecialty of medicine and medical education will create logistical, structural, regulatory, and financial dilemmas. Instead of a drastic change to current dental educational, organizational, and institutional models, some argue a contemporary approach to dental education is required to ensure dentists are well prepared to address the healthcare needs of the population and future healthcare delivery systems and practice models. Recognizing the need for change in dental education to keep pace with changes in patient demographics and healthcare systems, the dental profession has the responsibility and opportunity to develop new models and paradigms that improve educational and clinical outcomes in our educational programs and future practice.
Comparison of individual and team readiness assurance tests in a modified team based learning method
Authors: Karandish Maryam 
Published: June 2020

AbstractObjectiveTeam based learning (TBL) is shown to have a positive impact on learning abilities. In this study, we compared the individual and group readiness assurance grades of dental students toward a modified TBL protocol for an orthodontic topic.MethodsAll of the dentistry students in 2 different annual intakes from Shiraz University of Medical Sciences took part in the study. The references and methods for holding the class was presented to the vice dean of educational affairs and to the students. At the beginning of the session, individual readiness assurance test (iRAT) was held. Then, the students were asked to arrange in 15‐member groups for a modified TBL exercise. Each group took part in the team readiness assessment test (tRAT) and draw concept maps of 5 major topics. Then, they presented their team work, discussed them, and concluded. At the end of the session, the students reported their attitude on the pre‐constructed assay form. The data were analyzed with SPSS software 17, using paired T test and Wilcoxon signed rank test.ResultsWe observed statistically significant improvement in the tRAT score compared with iRAT in the male and female participants (P‐value <0.001). More than 60% of the participants felt that TBL enhanced the overall satisfaction and pleasure from participation in class.ConclusionsBased on our study, team work depicted significant improvement in the students' scores of an orthodontic topic. According to students, satisfaction with TBL was favorable and improved with additional experience.
Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program
Authors: Ungard Jesse T. , Beck Ellen , Byington Emily A. , Catalanotto Frank A. , Chou Chiu‐Fang , Edelstein Burton L. , Fenesy Kim E. , Hicks Jeffery L. , Holtzman Jennifer S. , Jung Paul , Kritz‐Silverstein Donna , Kovarik Robert E. , Rogers Shane , Sabato Emily H. 
Published: June 2020

AbstractPurpose/objectivesWhile the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs.MethodsAfter the 5‐year grant program (2012‐2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post‐completion intentions, and course development activities.ResultsNearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30‐49 years, and non‐Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community‐based training, curriculum enhancements, Web‐based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics.ConclusionsFaculty development better prepares individuals to compete in academic environments and develop faculty. Community‐based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.