Final year dental students in New Zealand: Self-reported confidence levels prior to BDS graduation.

PubMed

Murray, C; Chandler, N

2016-12-01

It is expected that the graduating dental student will have acquired the skills and knowledge to confidently treat most circumstances that they may encounter in private practice. The aims of this study were to evaluate final year dental students' self-reported levels of confidence in expected core skills just prior to graduation and to explore their career intentions both directly after graduating as well as in the longer term. After ethical approval was obtained, a survey and participant information sheet was distributed to all final year undergraduate dental students in 2014. Statistical analysis was carried out using SPSS version 22.0 with the alpha value set at 0.05. The response rate was 69% (58/84). Most (44.8%) were going to be working in New Zealand private practices with 34.5% definitely considering specializing. The majority reported high self-confidence levels for sealant restorations (96.6%) and radiography (94.8%), while very few were confident in carrying out soft tissue biopsies (1 .8%) or restoring dental implants and treating medical emergencies (10.5%). Some gender differences were found. The general finding was that most NZ graduates perceived themselves to be confident in managing the most fundamental aspects of general practice. Similar to their counterparts around the world, they will benefit from further mentoring and additional exposure to the more complex clinical tasks such as the restoration of implants and soft tissue biopsies.

An Epidemiologic Analysis of the Use of Dental Services and of Attitudes of Students at a Major University

ERIC Educational Resources Information Center

Blum, Steven; Tuthill, Robert W.

1977-01-01

Results are presented of an undergraduate and graduate student survey investigating (1) the state of oral pathology of the students, (2) utilization of dental services during the fifteen-months preceeding the study, (3) perceptions and utilization of local dental services, and (4) attitudes toward emergency and routine dental services at the…

Self-perceived work preparedness of the graduating dental students.

PubMed

Manakil, J; George, R

2013-05-01

The primary goal of dental education is to prepare students to work independently in a dental practice setting following graduation. Whilst academicians assess students' work preparedness through examinations and evaluations, it is equally important to understand the work preparedness as perceived by students. All students in their final year of the graduate programme in dentistry were selected for this study. The questionnaire assessed the self-perceived confidence in skills and awareness needed to integrate into a general dental practice. Personal data such as gender, age and income status were optionally recorded. The questionnaire included open-ended questions relevant to the educational experiences and suggestions for improvement from student perspective. Sixty-three students (81.9%) responded to the questionnaire. The majority of the respondents (85.7%) perceived that their education had prepared them well for a career in dentistry, and 52.4% of the students considered that the combination of community placement and in-house training helped them to enhance clinical skills. Students' suggestion for improvements indicated that a large number would wish for more clinical sessions (71.4%), whilst only 28.6% preferred an equal distribution between general clinical placements, speciality clinical placement and didactic teaching as the essential factors in attaining competency. Analysing and understanding the student's self-perspective on their dental education and work preparedness contribute towards the quality management of the dental curriculum philosophies: in holistic patient health care, lifelong learning, integration knowledge and skills, leading to the ultimate goal of clinical proficiency. © 2012 John Wiley & Sons A/S. Published by Blackwell Publishing Ltd.

Scholarships for scientific initiation encourage post-graduation degree.

PubMed

Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

2014-01-01

This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

Factors influencing dental students' specialty choice: a survey of ten graduating classes at one institution.

PubMed

Shin, Jane H; Kinnunen, Taru H; Zarchy, Marisa; Da Silva, John D; Chang, Brian Myung W; Wright, Robert F

2015-04-01

The aim of this study was to survey ten graduating classes at Harvard School of Dental Medicine regarding students' specialty choice and factors influencing that choice. Students were surveyed once in 2008 (for the Classes of 2007-11) and again in 2013 (for the Classes of 2012-16). A prior article reported results regarding students' interest in and experiences with prosthodontics; this article presents results regarding their interest in all dental specialties and factors influencing those interests. Of a total 176 students in the Classes of 2012-16, 143 responded to the survey, for a response rate of 81%, compared to a 95% response rate (167 of total 176 students) for the Classes of 2007-11. The results showed that orthodontics was the most popular specialty choice, followed by oral and maxillofacial surgery. From the 2008 to the 2013 survey groups, there was an increase in the percentages of students planning to pursue oral and maxillofacial surgery, pediatric dentistry, and postdoctoral general dentistry. The educational debt these students expected to accrue by graduation also increased. The largest percentage of students chose "enjoyment of providing the specialty service" as the factor most influencing their specialty choice. "Prior dental school experience" and "faculty influence" were greater influences for students pursuing specialties than those pursuing postdoctoral general dentistry. Increased interest in particular disciplines may be driven by high debt burdens students face upon graduation. Factors related to mentoring especially influenced students pursuing specialties, demonstrating the importance of student experiences outside direct patient care for exposure to the work of specialists beyond the scope of predoctoral training. This finding suggests that dental schools should increase mentoring efforts to help students make career decisions based not on financial burden but rather on personal interest in the specialty, which is likely to have a more satisfying result for them in the long run.

Dental students' HIV/AIDS-related knowledge, attitudes, and intentions: impact of the U.S. Health Resources and Services Administration's community-based dental partnership program.

PubMed

Hamershock, Rose A; Rajabiun, Serena; Fox, Jane E; Mofidi, Mahyar; Abel, Stephen N; York, Jill A; Kunzel, Carol; Sanogo, Moussa; Mayfield, Theresa G

2014-08-01

Access to oral health care for vulnerable populations is one of the concerns addressed by the U.S. Health Resources and Services Administration HIV/AIDS Bureau's Community-Based Dental Partnership Program (CBDPP). The program introduces dental students and residents at several dental schools to care for vulnerable patients through didactic and clinical work in community-based dental settings. This study of the dental students and residents in this program answered three questions: 1) What are their HIV knowledge, attitudes, and behaviors? 2) How has participation in the CBDPP impacted their knowledge, attitudes, and behaviors? 3) Has the intervention affected their work placement decisions and attitudes after graduation, particularly with respect to treating people living with HIV and other underserved populations? A total of 305 first- through fourth-year dental students and first- and second-year residents at five dental schools across the United States completed surveys before and after a community-based rotation and following graduation. Response rates at each of the five schools ranged from 82.4 to 100 percent. The results showed an increase in the participants' knowledge and positive attitudes regarding treatment for patients with HIV and other vulnerable populations post-rotation compared to pre-rotation. Results after graduation found that most respondents were practicing in private settings or in academic institutions as residents but were willing to treat a diverse patient population. These findings support the role of training programs, such as the CBDPP, for expanding the dental workforce to treating vulnerable populations including people living with HIV/AIDS.

Preparing health professionals to provide care to individuals with disabilities.

PubMed

Holder, Matt; Waldman, H Barry; Hood, Henry

2009-06-01

To review the perceptions of dental/medical educators and their students in the United States on the adequacy of didactic and clinical preparation to provide service for individuals with disabilities. An e-mailed questionnaire with follow-up was sent to 198 deans of dental/medical schools, 1,628 directors of residency programs in nine medical/dental residency programs, 427 medical students in 12 medical schools, and 368 health related organizations, facilities and programs. More than half (58%) of the responding deans of reported that a curriculum for patients with disabilities was not a high priority at their school. A majority (61%) of deans of medical schools, and 47% of the deans of dental schools, reported that their graduates were competent to treat patients with disabilities. However, majorities of dental/medical school seniors and graduates expressed inadequate competency in the care of these patients. A majority of the directors of medical/dental residencies indicated a need for additional training for their residents. There is need for increased didactic and clinical preparation of dental/medical school graduates in the care of individuals with special health needs. The interest expressed by health profession educators in an effort to develop appropriate curriculum modules provides an opportunity to prepare new graduates for the care of an increasing population of individuals with disabilities.

Dental Hygiene Student Attrition.

ERIC Educational Resources Information Center

Young, Lynda J.; Fellows, Avis L.

1981-01-01

A study to determine differences between graduating and withdrawing students in the University of Minnesota Dental Hygiene program is discussed. The identification of differences may prove useful in the selection process for future classes through identification of students likely to complete their education. (MLW)

Retention of underrepresented minority students in dental school: one dental schools story.

PubMed

Lacy, Ernestine S; Miller, Barbara H; Hornback, Sheryl A; McCann, Ann L; Reuben, Jayne S

2011-01-01

There is a large disparity between the proportions of African-Americans, Hispanics, and Native Americans in the general population and in the dental profession. While these underrepresented minorities (URMs) as a group make up almost 30% of the United States population, they constitute only about 6% of the nation's dentists. Eliminating this disparity is important in addressing access to care for underrepresented groups. Texas A&M Health Science Center Baylor College of Dentistry (TAMHSC-BCD) enrolled greater numbers and proportions of URM students than any other non-minority school from 2006-2010. Strategies used to achieve this level of diversity include a Whole File Review process; career awareness activities for elementary, junior high and high school students; and academic enrichment programs for college students and college graduates. Retaining and graduating URM students is just as important as enrolling them. TAMHSC-BCD's retention rate over the last five years is 95.7% for all students and 92.5% for URM students. A wide range of services aids in the retention process. These services are available to all students and include monitoring of students' academic performance followed up with academic advisement as appropriate, peer tutoring, an alternative five-year curriculum, professional psychological counseling, professional learning assessments, social support; and mentoring through student organizations. The retention program at TAMHSC-BCD can serve as a model for other dental and other health professions schools seeking ways to ensure the academic success of their URM students. The more of these students we enroll and graduate, the more the problem of access to dental care is addressed.

The Impact of an Infant Oral Health Program on Dental Students' Knowledge and Attitudes.

PubMed

Nascimento, Marcelle M; Mugayar, Leda; Tomar, Scott L; Garvan, Cynthia W; Catalanotto, Frank A; Behar-Horenstein, Linda S

2016-11-01

The high prevalence of early childhood caries and many general dentists' reluctance to treat young children and pregnant women demand new educational programs to foster delivery of oral health services. The aim of this study was to evaluate the impact of an Infant Oral Health Program (IOHP) at the University of Florida College of Dentistry on dental students' knowledge about and willingness to provide dental care for infants, children up to three years of age, and pregnant women. A total of 233 dental students in the first through fourth years and recent graduates completed a survey that assessed the educational outcomes of the IOHP; only the fourth-year students had received IOHP training. The results showed that females were more likely than males to provide counseling to caregivers about dental and physical development (p=0.024) and to offer restorative treatment to young children (p=0.021). Older students were more likely than younger students to provide restorative treatment (p=0.013). A greater percentage of IOHP-trained students (96%) reported knowing how to use the lap examination technique compared with untrained students (71%; p<0.001). IOHP-trained students were the most uncomfortable dealing with a crying child in the dental chair (p=0.0175). The graduates and fourth-year students were significantly more likely than the other cohorts to provide preventive (p=0.001) and restorative (p<0.001) care for pregnant women. The graduates were least likely to use some form of caries risk assessment (p<0.001). These findings highlight the need for earlier and greater exposure to the IOHP and the importance of promoting awareness about risk assessment and oral disease management.

Self-perceptions of cultural competence among dental students and recent graduates.

PubMed

Aleksejuniene, Jolanta; Zed, Chris; Marino, Rodrigo

2014-03-01

This study assessed self-perceptions of cultural competence in dental students and recent graduates of the University of British Columbia. The sample consisted of 106 predoctoral students (response rate 98 percent) and thirty-three recent graduates (response rate 43 percent). The two cohorts completed similar questionnaires. Over 80 percent of responding predoctoral students reported encountering patients from culturally different groups, 50 percent of them admitted that their communication is not effective, two-thirds were not confident in caring for patients from diverse cultural groups, and over 60 percent perceived that sociocultural differences affect the provision of care. Some significant differences between the genders and study years were observed. Exploratory Factor Analyses validated multiple indicators in five domains: 1) encountering culturally diverse patients, 2) communication challenges in sociocultural situations, 3) cultural competence-related skills, 4) cultural competence related to diagnosis and patient treatment, and 5) training in cultural competence. Through qualitative assessments, important culturally relevant topics and interactive training methods preferred by students for developing cultural competence were identified. This study concluded that cultural competence was perceived as important by both dental students and recent graduates but also as partly deficient, particularly by predoctoral students. For teaching cultural competence, participants recommended various topics and interactive teaching modalities.

CAREER PLANS OF GRADUATES OF A CANADIAN DENTAL SCHOOL: PRELIMINARY REPORT OF A 5-YEAR SURVEY.

PubMed

Nassar, Usama; Fairbanks, Connor; Flores-Mir, Carlos; Kilistoff, Alan; Easton, Rick

2016-07-01

Comprehensive data on the characteristics and opinions of graduating dental students in Canada are lacking. Specifically, only minimal information is available on graduates' immediate career plans and factors that may influence their decisions regarding these plans. Our aim was to gather such data to allow better understanding of this issue and improve the design of future studies on this topic. The Career Development Committee at the school of dentistry, University of Alberta, designed a short survey to be administered to graduating students over 5 years to gain insight into their immediate career plans and opinions on career services at the school. Preliminary results from 2012-2014 are reported here. With a response rate of close to 90% (n = 99/111), the data reveal considerable differences in immediate career plans between the surveyed students and those in other schools in Canada and the United States. Of the students, 89% were planning to work in a general dental practice and only 9% were planning to enroll in advanced education, including general practice residency training. More research is needed to better understand the factors affecting career path decisions of students.

Trends in dental and allied dental education.

PubMed

Neumann, Laura M

2004-09-01

Educational programs play an important role in preparing a qualified dental work force. This article reviews the current status and trends in dental, advanced dental and allied dental education programs in the United States and examines their impact on the dental work force. This analysis focuses on survey data collected by the American Dental Association during the past 10 to 15 years and compares recent patterns in applications, enrollment and graduation with previous trends. The numbers of educational programs, applicants, enrollees and graduates have increased in dentistry, dental hygiene and dental assisting, while dental laboratory technology has declined in all measures. The proportion of women in dentistry has increased, while the ethnic profile of dental and allied personnel has shown little change. Both the cost of dental education and student debt continue to increase. Despite increases in the number of educational programs and overall numbers of graduates from dental and allied dental education programs, the proportion of underrepresented groups still lags behind their representation in the overall population, and the number of allied personnel falls short of practice needs. Patterns in applications, enrollment and graduation are important determinants of the dental and allied dental work force. The cost and funding of education significantly affect the attractiveness of dental careers and the sustainability of educational programs and should be monitored carefully by the profession.

Changes in personality among male and female dental graduates.

PubMed

McCreary, C P; Gershen, J A

1982-05-01

This study examines changes in personality traits in male and female dental students and recent graduates. The Comrey Personality Scales were administered to two freshman classes, and the test was readministered two months after graduation for one class and twenty-six months after graduation for the other class. Sex. class, and test/retest scores were analyzed using a three-way analysis of variance with repeated measures for each scale. Significant test/retest differences consisted of increases on the Orderliness versus Lack of Compulsion Scale and Conformity versus Rebelliousness Scale and a decrease on the Activity versus Lack of Energy Scale. There were significant sex differences on the Activity versus Lack of Energy, Emotional Stability versus Neuroticism, and Masculinity versus Femininity Scales; a decrease on the Empathy versus Egocentrism Scale occurred among females in one of the classes. Dental students became increasingly more orderly and identified with established social values; they also became less competitive and less driven to excel. The dental school experience may partially explain these changes; however, other conditions, such as maturation and societal influences, may have been involved.

Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives. Additional cross-sectional and longitudinal studies (both qualitative and quantitative) would lead to a better understanding of what constitutes effective teaching in postgraduate dental education. © 2012 John Wiley & Sons A/S.

A global probe into dental student perceptions about philanthropy, global dentistry and international student exchanges.

PubMed

Ivanoff, Chris S; Yaneva, Krassimira; Luan, Diana; Andonov, Bogomil; Kumar, Reena R; Agnihotry, Anirudha; Ivanoff, Athena E; Emmanouil, Dimitrios; Volpato, Luiz Evaristo Ricci; Koneski, Filip; Muratovska, Ilijana; Al-Shehri, Huda A; Al-Taweel, Sara M; Daly, Michele

2017-04-01

Training culturally competent graduates who can practice effectively in a multicultural environment is a goal of contemporary dental education. The Global Oral Health Initiative is a network of dental schools seeking to promote global dentistry as a component of cultural competency training. Before initiating international student exchanges, a survey was conducted to assess students' awareness of global dentistry and interest in cross-national clerkships. A 22-question, YES/NO survey was distributed to 3,487 dental students at eight schools in seven countries. The questions probed students about their school's commitment to enhance their education by promoting global dentistry, volunteerism and philanthropy. The data were analysed using Vassarstats statistical software. In total, 2,371 students (67.9%) completed the survey. Cultural diversity was seen as an important component of dental education by 72.8% of the students, with two-thirds (66.9%) acknowledging that their training provided preparation for understanding the oral health care needs of disparate peoples. A high proportion (87.9%) agreed that volunteerism and philanthropy are important qualities of a well-rounded dentist, but only about one-third felt that their school supported these behaviours (36.2%) or demonstrated a commitment to promote global dentistry (35.5%). In addition, 87.4% felt that dental schools are morally bound to improve oral health care in marginalised global communities and should provide students with international exchange missions (91%), which would enhance their cultural competency (88.9%) and encourage their participation in charitable missions after graduation (67.6%). The study suggests that dental students would value international exchanges, which may enhance students' knowledge and self-awareness related to cultural competence. © 2016 FDI World Dental Federation.

Follow-up assessment of problem-based learning in dental alveolar surgery education: a pilot trial.

PubMed

Bai, Xiaofeng; Zhang, Xia; Wang, Xukai; Lu, Li; Liu, Qiang; Zhou, Qing

2017-06-01

Limited information exists on the effects of an oral and maxillofacial surgery integrated problem-based learning (PBL) course for dental undergraduates and the performance of these students after graduation. Therefore, we designed a PBL-implemented course with integrated dental alveolar surgery to evaluate its effects on the preparedness of graduates for clinical practice, their lifelong learning habits and their ability to collaborate, compared with the results of traditional courses. A randomised controlled trial was performed with 90 undergraduate students. The undergraduates were asked to perform a theoretical examination and to complete a clinical case analysis at the end of the course. Three years later, a follow-up survey was administered via a telephone interview and a questionnaire that measured self-perceived and supervisor-rated preparedness for clinical practice related to professional knowledge of dental alveolar surgery, lifelong learning habits, attitude and collaboration ability. All results were analysed using one-way analysis of variance (ANOVA) and a t-test. At the 3-year post-graduation time point, both PBL graduates and their supervisors rated their preparation for clinical practice as higher than those who received traditional lecture-based courses. In addition, the respondents in the PBL group believed that they were more likely than their counterparts in the traditional group to consult with professionals and other health-care staff members. No significant between-group differences were observed in the graduates' habits or lifelong learning attitudes. The PBL mode of teaching integrated dental alveolar surgery may improve preparedness for clinical practice and help undergraduates to develop the desire to collaborate. © 2017 FDI World Dental Federation.

Quality of supervision: postgraduate dental research trainees' perspectives.

PubMed

Beaudin, A; Emami, E; Palumbo, M; Tran, S D

2016-02-01

Supervision is a pillar in enhancing the student's learning environment throughout her/his higher education. Multiple studies qualify graduate supervision among the most important contributors to the successful completion of a higher education degree and to graduate students' positive academic experience. The aim of this study was to assess the views of graduate students enrolled in the Dental Sciences and Craniofacial Research Graduate Programs at McGill University (n = 64) regarding the quality of supervision they are receiving. An online questionnaire composed of 22 open and closed-ended format items was used and covered five domains: student profile, supervisory relationship, conflict resolution, student progress/thesis writing and career development. Descriptive statistics, chi-square tests and interpretative qualitative analysis were used to evaluate students' perspectives. Fifty-nine students completed the survey (92.2%). The distribution of sample in regard to the graduate student level was almost identical (M.Sc. level n = 28, Ph.D. n = 31). Overall, most graduate students appeared satisfied with the supervision they received and had similar perspectives about the surveyed domains. There was one statistically significant difference (P < 0.05) between MSc and PhD students when asked if their supervisors aided them in career development outside the supervisory relationship, where 77.4% (n = 24) of doctoral students agreed as opposed to 21.4% (n = 12) of Masters' students. Our results showed that McGill graduate students appeared to be overall satisfied with the supervision they received. The main elements contributing to a positive supervision experience were support, guidance, availability and good communication between supervisees and supervisors. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Outcomes mapping: a method for dental schools to coordinate learning and assessment based on desired characteristics of a graduate.

PubMed

Schneider, Galen B; Cunningham-Ford, Marsha A; Johnsen, David C; Eckert, Mary Lynn; Mulder, Michael

2014-09-01

This project, utilizing a seldom-used approach to dental education, was designed to define the desired characteristics of a graduating dental student; convert those characteristics to educational outcomes; and use those outcomes to map a dental school's learning and assessment programs, based on outcomes rather than courses and disciplines. A detailed rubric of the outcomes expected of a graduating dental student from this school was developed, building on Commission on Dental Accreditation (CODA) standards and the school's competencies. The presence of each characteristic in the rubric was mapped within and across courses and disciplines. To assess implementation of the rubric, members of two faculty committees and all fourth-year students were asked to use it to rate 1) the importance of each characteristic, 2) the extent to which the school teaches and assesses each, and 3) the extent to which each counts toward overall assessment of competence. All thirty-three faculty members (100 percent) on the committees participated, as did forty-six of the fifty-five students (84 percent). The groups gave high scores to the importance of each characteristic, especially for knowledge and technical competence (then separate categories but merged in the final rubric) and for self-assessment, as well as the extent to which they are being taught and assessed. Respondents most commonly named critical thinking as the area that should be emphasized more. Mapping the curriculum and creating its related database allow the faculty and administration to more systematically coordinate learning and assessment than was possible with a course-based approach.

Oral health survey and oral health questionnaire for high school students in Tibet, China

PubMed Central

2014-01-01

Objectives The aim of this study is to identify the oral health status as well as oral health practices and access for care of graduating senior high school Tibetan students in Shannan prefecture of Tibet. Methods Based on standards of the 3rd Chinese National Oral Epidemiological Survey and WHO Oral Health Surveys, 1907 graduating students from three senior high schools were examined for caries, periodontitis, dental fluorosis, and oral hygiene status. The questionnaire to the students addressed oral health practices and present access to oral medical services. Results Dental caries prevalence (39.96%) and mean DMFT (0.97) were high in Tibetan students. In community periodontal indexes, the detection rate of gingivitis and dental calculus were 59.50% and 62.64%, respectively. Oral hygiene index-simplified was 0.69, with 0.36 and 0.33 in debris index-simplified and calculus index-simplified, respectively. Community dental fluorosis index was 0.29, with 8.13% in prevalence rate. The questionnaire showed students had poor oral health practices and unawareness for their needs for oral health services. It was also noted that the local area provides inadequate oral medical services. Conclusions Tibetan students had higher prevalence of dental diseases and lower awareness of oral health needs. The main reasons were geographical environment, dietary habit, students’ attitude to oral health, and lack of oral health promotion and education. Oral health education and local dentists training should be strengthened to get effective prevention of dental diseases. PMID:24884668

Perception of graduating medical students on child and maternal oral health in a selected tertiary institution in the southern part of Nigeria.

PubMed

Eigbobo, J O; Umanah, A U

2013-01-01

Oral health care imparts on the quality of life and general health outcomes, therefore essential for the knowledge of graduating medical students To assess the knowledge of graduating medical students on child and maternal oral health A cross sectional survey was undertaken among the graduating medical students of the University of Port Harcourt using an anonymous structured questionnaire with open and closed ended questions. Participants' knowledge about aetiology of dental caries, gingivitis and preventive oral health care and behaviours associated with early childhood caries (ECC) were assessed. Information gathered was collated and analyzed using a statistical software-SPSS Version 17. There were 166 participants with a mean age of 25.4 (+/- 3.0) years, range 20-45 years. Over 80% knew the roles of diet and bacteria in aetiology of dental caries. Regarding ECC, 59% agreed that breast milk and infant formula may be harmful to the teeth and 41.4% were aware that a mother can transmit cariogenic bacteria to the child. The importance of dental check up in pregnancy and the association between oral diseases in pregnant women and infant health was known by 63.3% and 51.8% respectively. Also, the importance of age at first visit and frequency of routine dental visits in a child was known to 40.4% and 54.8% respectively. Only 12.7% of participants knew that a carious primary tooth should be restored. Over 90% agreed that they needed to increase their knowledge on child oral health. The knowledge base of graduating medical students on the subject of maternal and child oral health was inadequate. A curriculum review that accommodates clinical exposure to child and maternal oral health during undergraduate and postgraduate medical residency training in Paediatrics is advised to increase their knowledge.

Can I be a student again? How medical graduates make the decision to return to dental school prior to a career in oral and maxillofacial surgery.

PubMed

Tahim, A S; Payne, K F B; Goodson, A M C; Cabot, L B; Fan, K

2014-05-01

Oral and maxillofacial surgery (OMFS) trainees in the UK have traditionally completed their dental undergraduate studies prior to returning to medical school. Recently, there have been increasing numbers of medical graduates who return to dental school before embarking on OMFS specialist training. There is limited research into the career motivation within this group and little guidance on how they may integrate the dental undergraduate course into their postgraduate training path. This study aims to evaluate these factors in more detail. Questionnaires and focus groups were used to evaluate prior surgical experience of qualified medics who return to dental school with the intention of pursuing a career in OMFS, along with the factors that affect the timing of their return to dental school. The average age of medical graduates entering dental school decreased during the study period. The average number of months each cohort of students spent as a practicing doctor prior to starting dentistry also reduced. Postgraduate experience in OMFS was highly variable, but the numbers of students who received alternative exposure to OMFS, such as undergraduate special study modules, medical school elective or taster weeks, increased. The key barriers that were carefully considered by these trainees before returning to university included the perceived increase in the length of training, trainees' prior surgical experience, financial implications and the impact on quality of life. A trainee's decision to return to study dentistry is a multifactorial process. Understanding when trainees decide to return to sit their dental degree is vital not only to provide guidance for future trainees but also to assist future workforce planning, thus aiding training, education and development within OMFS. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

North American dental students' perspectives about their clinical education.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William

2006-04-01

Many North American dental schools face the challenge of replacing the majority of their "boomer generation" clinical instructors over the next ten years as this cohort of faculty reaches retirement age. Developing a new cadre of clinical instructors poses a substantial faculty development challenge: what instructional techniques should be integrated into routine educational practice by the dental faculty of the future, and what aspects of the clinical learning environment should be addressed to improve the overall quality of the experience for patients, students, and the new cohort of instructors? To gain insight that might guide faculty development for new clinical instructors and enhance understanding of the learning environment in dental school clinics, this study addressed the following question: what are dental students' perceptions of their learning experiences in the clinical setting? The purpose of the study was to evaluate the effectiveness of the clinical instruction from the perspectives of the actual "consumer" of dental education: the student. This consumers' perspective was provided by 655 junior, senior, and graduate dental students at twenty-one North American dental schools who completed the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) in 2003-04. The ClinED IQ examines four components of students' clinical experiences: 1) clinical learning opportunities, 2) involvement in specific learning activities, 3) interaction with clinical instructors, and 4) personal perceptions about clinical education. With the exception of inconsistent feedback and instruction and lack of continuous contact with the same instructors, juniors, seniors, and graduate students rated their interaction with clinical instructors favorably (mean=4.76 on a 6.00 scale), but provided lower ratings for clinical learning opportunities (mean=4.26 on a 6.00 scale) due to concerns about the efficiency of the dental clinic environment and lack of opportunity to treat patients in a variety of clinical settings. Analysis of more than 1,000 written comments provided by these students indicated four areas of concern: 1) inconsistent and sometimes insensitive (patronizing, rude) feedback from faculty; 2) excessive amounts of noneducational "legwork" such as billing, patient scheduling, phone calling, completing paperwork, and performing other clinic operations tasks; 3) limited access to faculty because of insufficient numbers of instructors on the clinic floor or difficulty locating faculty when they were needed for coaching, work evaluation, and chart signatures; and 4) concerns about the strategies employed to meet procedural requirements that some students saw as ethically questionable. Junior, senior, and graduate dental students at twenty-one North American dental schools perceived that the strongest aspect of their clinical education was their relationship with the faculty, but also reported that the dental school clinic was often an inefficient learning environment that hindered their opportunity to develop clinical competency. Students also sensed that faculty shortages, a growing crisis for dental education, hindered their progress in the clinic and made learning less efficient.

Increasing predoctoral dental students' motivations to specialize in prosthodontics.

PubMed

Zarchy, Marisa; Kinnunen, Taru; Chang, Brian M; Wright, Robert F

2011-09-01

This study provides data about factors that influence dental students' decision of which specialty to pursue and describes program changes in prosthodontics designed to expand student interest in a prosthodontics training program. Of 176 current and recently graduated students at Harvard School of Dental Medicine, 167 responded to the e-mail survey for a 94.9 percent response rate. Using the Pearson chi-square analysis, we analyzed nine factors to determine their contribution to these students' choice of specialty. Two factors, lecture and faculty/mentoring, were highly significant (p<0.006) regarding impact on the students' introductory experience with prosthodontics. When choosing a specialty, 44 percent of all students ranked "enjoyment of providing the specialty service" as the most important factor. Students wishing to specialize in prosthodontics, however, ranked four significant factors: enjoyment of providing the specialty service (p<0.037, p<0.057); faculty influence (p<0.0002, p<0.0001); length of program (p<0.039, p<0.006); and cost of program (p<0.023, p<0.004). Respondents also ranked the nine American Dental Association-recognized specialties regarding their perceptions of future salary and impact on the dental profession. They ranked prosthodontics fourth for future salary and fifth for impact on the profession. At the same time that this study was being conducted, key changes were being made in the graduate prosthodontics program; those appear to have had a positive impact on students' interest in pursuing prosthodontics as a specialty.

Long-Term Outcomes of a Dental Postbaccalaureate Program: Increasing Dental Student Diversity and Oral Health Care Access

PubMed Central

Wides, Cynthia D.; Brody, Harvey A.; Alexander, Charles J.; Gansky, Stuart A.; Mertz, Elizabeth A.

2013-01-01

The University of California, San Francisco School of Dentistry established the Dental Postbaccalaureate Program in 1998 to provide reapplication assistance to students from economically and/or educationally disadvantaged backgrounds who were previously denied admission to dental school. The goals were to increase diversity in the dental school student population and improve access to dental services for underserved populations. This article assesses the program’s short-, mid-, and long-term outcomes and is the first to examine long-term practice patterns after a dental postbaccalaureate program. Data collected on all participant (n=94) demographics, pre/post-program DAT scores, and post-program dental school admission results were used to assess short- and mid-term outcomes. Long-term outcomes and practice patterns were assessed using results of a census survey administered between 2009 and 2011 to the participants who had completed dental school and been in practice for at least two years (n=57). The survey had a response rate of 93 percent (n=53). Descriptive statistical techniques were used to examine the responses and to compare them to U.S. Census Bureau data and nationally available practice data for new dental graduates. Program participants’ DAT scores improved by an average of two points, and 98 percent were accepted to dental school. All survey respondents were practicing dentistry, and 81 percent reported serving underserved populations. These participants treat more Medicaid recipients than do most dentists, and their patient population is more diverse than the general population. The outcomes demonstrate that the program’s graduates are increasing diversity in the dental student population and that their practices are providing access to care for underserved populations. PMID:23658398

Expanding services in a shrinking economy: desktop document delivery in a dental school library.

PubMed

Gushrowski, Barbara A

2011-07-01

How can library staff develop and promote a document delivery service and then expand the service to a wide audience? The setting is the library at the Indiana University School of Dentistry (IUSD), Indianapolis. A faculty survey and a citation analysis were conducted to determine potential use of the service. Volume of interlibrary loan transactions and staff and equipment capacity were also studied. IUSD Library staff created a desktop delivery service (DDSXpress) for faculty and then expanded the service to practicing dental professionals and graduate students. The number of faculty using DDSXpress remains consistent. The number of practicing dental professionals using the service is low. Graduate students have been quick to adopt the service. Through careful analysis of capacity and need for the service, staff successfully expanded document delivery service without incurring additional costs. Use of DDSXpress is continually monitored, and opportunities to market the service to practicing dental professionals are being investigated.

Dental student perceptions of oral and maxillofacial surgery as a specialty.

PubMed

Jarosz, Krystian F; Ziccardi, Vincent B; Aziz, Shahid R; Sue-Jiang, Shuying

2013-05-01

The specialty of oral and maxillofacial surgery (OMS) encompasses the diagnosis and surgical management of a variety of pathologic, functional, and esthetic conditions of the oral and maxillofacial region. Despite the specialty's prominent role in the field of dentistry, a lack of complete understanding still remains among dental and medical health professionals as to the exact scope and expertise of the oral and maxillofacial surgeon. The present study aimed to analyze a population of dental students' perceptions of OMS as a specialty with respect to treatment rendered, referral patterns, and a general opinion of the specialty as a whole. A survey consisting of 10 multiple-choice questions was compiled and distributed to dental students through an on-line polling service (SurveyMonkey). A total of 5 dental student classes at a single dental school were polled using school-based electronic mail, including the graduating seniors. All answers were kept confidential, and no individual students were identified. The students were not able to retake the survey once completed. The final tallies of the survey results were compiled and submitted for statistical analysis. Statistically significant associations between the year of dental education and student perceptions of OMS were determined. As dental students progress through their undergraduate studies, their perceptions change with regard to the referral of dental implants. Periodontists were found to have statistically significantly greater rates of referral than oral and maxillofacial surgeons from dental students in the fourth year and recent graduates compared with younger dental students from the first, second, and third years for placement of dental implants. Statistically insignificant in terms of a changing dental student perception was the finding that third molar removal was within the domain of the oral and maxillofacial surgeon, as well as the management of cleft lip and palate deformities and mandibular fracture repair. Almost all the dental classes believed that the specialty of OMS was both medical and dental in nature and that it is a very important dental specialty. Dental student perceptions of OMS change throughout their undergraduate training. The reasons for such a change are multivariate and might include factors such as the amount of didactic training and clinical exposure. It is vital to both recognize and address this change at an undergraduate level of training in an effort to increase educated referrals to a surgeon who might provide the best treatment options for the patient. A stronger understanding of the dental students' perception of OMS provides an opportunity for the oral and maxillofacial academic faculty to better educate students and, ultimately, strengthen our specialty. Copyright © 2013 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

Stress and burnout in postgraduate dental education.

PubMed

Divaris, K; Polychronopoulou, A; Taoufik, K; Katsaros, C; Eliades, T

2012-02-01

High levels of stress and burnout have been documented among dental students and practicing dentists, but evidence among dental residents and postgraduate students is lacking. Ninety-nine postgraduate students enrolled in clinical, non-clinical and PhD programmes in the Athens University School of Dentistry completed the Graduate Dental Environment Stress (GDES) questionnaire and the Maslach Burnout Inventory. Perceived stress was measured in two domains, academic (GDES-A) and clinical (GDES-C) and burnout was measured using the scales of emotional exhaustion (EE), depersonalisation (DP) and personal accomplishment (PA). Analyses relied on descriptive, univariate and multivariate methods based on ANOVA and generalised linear models. Participants' mean age was 30 years; two-thirds were women and practised dentistry independently of their graduate studies. Residents in clinical programmes reported significantly higher levels of perceived stress compared to non-clinical and PhD students (P<0.05). There were no gender differences in perceived stress. Forty per cent of respondents were burnout 'cases' on the EE scale, while this proportion was 38% for reduced PA and smaller, 13% for DP. Perceived stress was positively correlated with all burnout dimensions, whereas independent dental practice and higher age had a protective effect. High rates of burnout manifestations were detected among this sample of Greek postgraduate dental students. Perceived stress correlated with burnout and was more pronounced among those enrolled in clinical residency compared to non-clinical and PhD programmes. © 2011 John Wiley & Sons A/S.

A comparative evaluation of computer literacy amongst dental educators and students.

PubMed

Mattheos, N; Schittek, M Janda; Nattestad, A; Shanley, D; Attström, R

2005-02-01

A task-oriented questionnaire was designed, aiming to quickly assess competence with the use of computers. The questionnaire consisted of distinct computer-related skills, representing various competences in educational computer use. A total score from 0 to 49 was calculated upon completion of the questionnaire, based on the sum of all the positively identified competences. The questionnaire was distributed to an international group of leading dental educators during the DentEd Global Congress in Prague in 2001 and to a cohort of first year dental students (2001) in the Dental Faculty, University of Malmo, Sweden. Certain attitudes towards the role of information and communication technology (ICT) in dental education were also measured through Visual Analogue Scales in the educator's group. A total of 149 questionnaires were collected from the educators' group and 58 from the dental students. There was no significant difference in the average computer competence score between the two groups. The educators' group average score was 20.7 (SD 9.9) and students' average was 18.1 (SD 8.5). A significant positive correlation (r = 0.395277, P < 0.0001) was found between the competence measured by the questionnaire and the year of graduation in the educators' group. The attitudes towards the role of ICT in dental education amongst the educators were very positive, regardless of their competence with computers, year of graduation or academic position. The results from this study indicate that there is wide diversity in computer competence amongst both students and academic staff. In addition, students' actual competence in the use of computers might not be as high as is often perceived through self-assessment and ordinal scales.

Core curricula for postdoctoral dental students: recent problems, potential solutions, and a model for the future.

PubMed

Iacopino, Anthony M; Taft, Thomas B

2007-11-01

Development of common core curricula for the graduate advanced education/specialty programs in dental schools presents significant challenges. Similarities in graduate education accreditation standards justify such an approach, yet a core curriculum is difficult to achieve for a variety of reasons including scheduling constraints and the capacity of a common, single pathway curriculum to address the specific educational needs of postgraduate students in different disciplines. Additionally, many dental schools are experiencing severe shortages of qualified faculty to provide graduate program instruction. There are no previous reports regarding graduate core curricula and the definition/delivery of such core curricula in advanced education programs in dentistry although there are several reports in the medical literature that support the educational value of a unified core curriculum implemented in a modular format. Graduate curricula are typically designed to provide residents with advanced education/training beyond what is acquired during their predoctoral dental school experience. Advanced education programs must emphasize knowledge and skills that are discipline-specific; however, there is a large amount of common foundational material within the early phases of these programs. Dental schools have attempted to identify and present this common material within the context of an organized shared set of courses/seminars where residents from each advanced education program are scheduled simultaneously. However, there have been problems with the implementation of a shared core curricula including the following: 1) dissimilar educational backgrounds/abilities among residents; 2) relevance of material to all residents; 3) lack of central management; 4) scheduling conflicts; and 5) lack of adequate and consistent program evaluation. In an attempt to resolve these problems, a new comprehensive graduate core curriculum was implemented at the Marquette University School of Dentistry in 2000. This core curriculum was designed to 1) be user-friendly; 2) allow flexibility; 3) meet specific programmatic/accreditation needs for each advanced education program; and 4) provide assessment tools for continuous resident feedback and curriculum improvement. Assessment data obtained from residents, faculty, and program directors indicate that this approach has been successful and has transformed graduate education at Marquette. Thus, this model may prove useful for other institutions seeking to refine or develop graduate core curricula.

Adults with Disabilities and Proper Dental Care

ERIC Educational Resources Information Center

Waldman, H. Barry; Perlman, Steven P.; Cinotti, Debra A.

2009-01-01

Repeated studies of graduating dental students indicate limited preparation to provide services for individuals with special healthcare needs. By the end of the 1990s and into the present decade, more than half of the U.S. dental schools provided less than five hours of class room presentations and about three quarters of the schools provided 0-5…

Stress and burnout among Swiss dental residents.

PubMed

Divaris, Kimon; Lai, Caroline S; Polychronopoulou, Argy; Eliades, Theodore; Katsaros, Christos

2012-01-01

Stress and burnout have been well-documented in graduate medical and undergraduate dental education, but studies among dental graduate students and residents are sparse. The purpose of this investigation was to examine perceived stressors and three dimensions of burnout among dental residents enrolled in the University of Bern, Switzerland. Thirty-six residents enrolled in five specialty programmes were administered the Graduate Dental Environment Stress (GDES30) questionnaire and the Maslach Burnout Inventory (MBI). Individual stress items and overall GDES30 scores were used to quantify perceived stress. To measure burnout, proportions of burnout "cases" and MBI subscale scores were computed in the domains of emotional exhaustion (EE), depersonalization (DP) and reduced personal accomplishment (PA). Analyses relied on descriptive and bi-variate methods. The mean GDES30 score was 2.1 (SD = 0.4). "Lack of leisure time", "meeting the research requirement of the programme" and "completing graduation requirements" emerged as the top three stressors. Thirty-six percent of respondents were burnout "cases" on the PA scale, while this proportion was 17% for EE and 8% for DP. Both stress and burnout levels increased according to year of study, whereas younger residents and females had consistently higher stress and burnout scores compared to older ones and males. Overall, low levels of perceived stress and burnout were found among this group of Swiss dental residents.

Educational debt and intended employment choice among dental school seniors.

PubMed

Wanchek, Tanya; Nicholson, Sean; Vujicic, Marko; Menezes, Adriana; Ziebert, Anthony

2014-05-01

The authors examined the association between educational debt and dental school seniors' intended activity after graduation. The authors used multinomial logit regression analysis to estimate the relationship between dental educational debt and intended activity after graduation, controlling for potentially confounding variables. They used data from the 2004 through 2011 ADEA (American Dental Education Association) Survey of Dental School Seniors. Fourth-year dental school students with high levels of educational debt were more likely to express an interest in choosing to go into private practice, although the magnitude of this effect was relatively small. For each $10,000 increase in debt, the likelihood of choosing advanced education relative to private practice was 1.5 percent lower (relative risk ratio [RRR], 0.985 [95 percent confidence interval {CI}, 0.978-0.991]). For the same $10,000 increase in debt, the probability of choosing teaching, research and administration was 3.1 percent lower than that for choosing private practice (RRR, 0.969 [95 percent CI, 0.954-0.986]) and was 8.4 percent lower than that for choosing a government service position (RRR, 0.916 [95 percent CI, 0.908-0.924]). Although educational debt was statistically significant for predicting intended activity after graduation, the magnitude of influence of other variables such as sex, race and whether a parent is a dentist was substantially larger. Practical Implications Concerns regarding rising educational debt and its effect on the dental labor market may be misplaced. The characteristics of the dental school student body may be a more accurate predictor of employment choices that dental school seniors are making than are total educational debt levels.

Retaining new dentists in Iowa: a role for dental schools in facilitating graduates' connections to practice opportunities in underserved areas.

PubMed

Hoyle, Debra A; Ryan, Penni M; Hand, Jed S; Damiano, Peter; Schneider, Galen B

2014-04-01

Like many other states, Iowa has an aging dental workforce. As this aging population of dentists retires and communities are unable to find new dentists to take over their practices, more small and rural communities lack easy access to oral health care. The University of Iowa College of Dentistry and Dental Clinics established the Office of Iowa Practice Opportunities in 2006 to promote dental practice opportunities in Iowa for its graduates. With this office, an infrastructure connecting the college with practices and communities across the state has been developed. The Office of Iowa Practice Opportunities is the first place many students go to decide what they will do after graduation and to identify practice opportunities in Iowa. The office has exceeded the college's initial expectations and has provided significant assistance in retaining recently graduated dentists in the state of Iowa and ensuring access to oral health care in the state. This article will show that facilitating connections to practice opportunities has a place in a college of dentistry.

Expanding services in a shrinking economy: desktop document delivery in a dental school library

PubMed Central

Gushrowski, Barbara A

2011-01-01

Question: How can library staff develop and promote a document delivery service and then expand the service to a wide audience? Setting: The setting is the library at the Indiana University School of Dentistry (IUSD), Indianapolis. Method: A faculty survey and a citation analysis were conducted to determine potential use of the service. Volume of interlibrary loan transactions and staff and equipment capacity were also studied. Main results: IUSD Library staff created a desktop delivery service (DDSXpress) for faculty and then expanded the service to practicing dental professionals and graduate students. The number of faculty using DDSXpress remains consistent. The number of practicing dental professionals using the service is low. Graduate students have been quick to adopt the service. Conclusion: Through careful analysis of capacity and need for the service, staff successfully expanded document delivery service without incurring additional costs. Use of DDSXpress is continually monitored, and opportunities to market the service to practicing dental professionals are being investigated. PMID:21753911

Dental Students' Clinical Expectations and Experiences Treating Persons with Disabilities.

PubMed

Perusini, Darsi J; Llacuachaqui, Marcia; Sigal, Michael J; Dempster, Laura J

2016-03-01

Persons with disabilities (PWDs) have a disproportionate level of dental disease relative to the general population. Access to care is a cause along with dentists' willingness to treat PWDs. The aim of this study was to investigate the expectations and experiences of dental students in providing treatment to these patients in a hospital-based dental clinic for PWDs. Senior dental students at the Faculty of Dentistry, University of Toronto (n=92) were surveyed prior to (Phase I) and at the end of (Phase II) mandatory clinical rotations at the Mount Sinai Hospital's Dentistry Clinic for Persons with Special Needs. Response rates were 88% for Phase I and 58% for Phase II. Before the rotations, 70% of the respondents reported little or no experience with PWDs, and 46% said they did not feel comfortable providing basic dental treatment to PWDs. However, in Phase II, significantly more students reported being comfortable than in Phase I (p=0.001). Overall, the majority of respondents (Phase I 95%; Phase II 98%) indicated they would at least attempt to provide basic dental care to PWDs after graduation. The majority also identified the opportunity to provide care and interact with PWDs as the most enjoyable aspect of their experience at the clinic. They reported that the experience helped reduce their concerns about treating PWDs including being more realistic about the time required and ideal quality of the treatment they could provide. These results suggest that their experience in the clinic significantly increased students' comfort in treating PWDs. The respondents expressed a willingness to treat PWDs once graduated and generally identified their experience as being more positive than their expectations.

Marketing the dental hygiene program. A public relations approach.

PubMed

Nielsen, C

1989-09-01

Since 1980 there has been a decline in dental hygiene enrollment and graduates. Marketing dental hygiene programs, a recognized component of organizational survival, is necessary to meet societal demands for dental hygiene care now and in the future. The purpose of this article is to examine theories on the marketing of education and to describe a systematic approach to marketing dental hygiene education. Upon examination of these theories, the importance of analysis, planning, implementation, and evaluation/control of a marketing program is found to be essential. Application of the four p's of marketing--product/service, price, place, and promotion--is necessary to achieve marketing's goals and objectives and ultimately the program's mission and goals. Moreover, projecting a quality image of the dental hygiene program and the profession of dental hygiene must be included in the overall marketing plan. Results of an effective marketing plan should increase the number of quality students graduating from the dental hygiene program, ultimately contributing to the quality of oral health care in the community.

Effective and ineffective supervision in postgraduate dental education: a qualitative study.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly. © 2012 John Wiley & Sons A/S.

The impact of rural-exposure strategies on the intention of dental students and dental graduates to practice in rural areas: a systematic review and meta-analysis

PubMed Central

Suphanchaimat, Rapeepong; Cetthakrikul, Nisachol; Dalliston, Alexander; Putthasri, Weerasak

2016-01-01

Background and objectives The objective of this study was to assess the impact of strategies on the intention of dental students/graduates to practice in rural areas. The strategies included the recruitment of dental students from rural backgrounds and clinical rotations in rural areas during the training of dental students. Materials and methods The study undertook a systematic review and utilized meta-analysis to assess these strategies. International literature published between 2000 and 2015 was retrieved from three main search engines: Medline, Embase, and Scopus. The selected articles were scanned to extract the main content. The impact of the strategies was quantitatively assessed by meta-analysis, using the random-effect model. The pooled effect was reported in terms of odds ratios (ORs) with 95% confidence intervals. Sensitivity and subgroup analyses were performed. Publication bias was assessed by the Funnel plot and Egger’s test. Results Seven of the initially selected 897 articles were included for the full review. The majority of the selected articles had been published in developed countries. The meta-analysis results revealed that the pooled OR of rural exposure on the intention to practice in rural areas was approximately 4.1, statistically significant. Subgroup analysis showed that clinical rotations in rural areas tended to have a slightly greater influence on rural dental practice than recruiting students from rural backgrounds (OR 4.3 versus 4.2). There was weaker evidence of publication bias, which was derived from small-study effects. Conclusion Enrolling students with rural backgrounds and imposing compulsory clinical rotation in rural areas during their study appeared to be effective strategies in tackling the shortage and maldistribution of dentists in rural areas. PMID:27822134

A comparison of private and public dental students' perceptions of extramural programming.

PubMed

Ayers, Curt S; Abrams, Richard A; McCunniff, Michael D; Goldstein, Benjamin R

2003-04-01

This project was undertaken to compare the opinions of private and public dental school students' perceptions concerning extramural programming, which is defined as any aspect of the curriculum in which undergraduate dental students provide dental care outside the main dental facility. A survey instrument was used to collect data from undergraduate students at a private (N = 267; 88.4 percent response rate) and at a public (N = 213; 67.2 percent response rate) dental school. When asked to rate the value of various extramural sites in making them a better dentist, both groups rated private dental offices the most valuable and prisons the least valuable. When questioned about the amount of time students should spend each year in extramural programming, private students, overall, desired 34 percent more time than did public students. When asked what percentage of the total time spent in extramural programming students should spend providing various categories of dental care, public school students thought 26 percent more time should be spent rendering preventive services/health education than did the private students. The private students indicated a stronger desire (13 percent more) for rendering clinical services than did public students. Both private and public students were most likely to enter group private practice after graduation. The increasing interest in community-based programs makes the information gained from this study useful for future curriculum planning.

Effectiveness of teaching International Caries Detection and Assessment System II and its e-learning program to freshman dental students on occlusal caries detection

PubMed Central

El-Damanhoury, Hatem M.; Fakhruddin, Kausar Sadia; Awad, Manal A.

2014-01-01

Objective: To assess the feasibility of teaching International Caries Detection and Assessment System (ICDAS) II and its e-learning program as tools for occlusal caries detection to freshmen dental students in comparison to dental graduates with 2 years of experience. Materials and Methods: Eighty-four freshmen and 32 dental graduates examined occlusal surfaces of molars/premolars (n = 72) after a lecture and a hands-on workshop. The same procedure was repeated after 1 month following the training with ICDAS II e-learning program. Validation of ICDAS II codes was done histologically. Intra- and inter-examiner reproducibility of ICDAS II severity scores were assessed before and after e-learning using (Fleiss's kappa). Results: The kappa values showed inter-examiner reproducibility ranged from 0.53 (ICDAS II code cut off ≥ 1) to 0.70 (ICDAS II code cut off ≥ 3) by undergraduates and 0.69 (ICDAS II code cut off ≥ 1) to 0.95 (ICDAS II code cut off ≥ 3) by graduates. The inter-examiner reproducibility ranged from 0.64 (ICDAS II code cut off ≥ 1) to 0.89 (ICDAS II code cut off ≥ 3). No statistically significant difference was found between both groups in intra-examiner agreements for assessing ICDAS II codes. A high statistically significant difference (P ≤ 0.01) in correct identification of codes 1, 2, and 4 from before to after e-learning were observed in both groups. The bias indices for the undergraduate group were higher than those of the graduate group. Conclusions: Early exposure of students to ICDAS II is a valuable method of teaching caries detection and its e-learning program significantly improves their caries diagnostic skills. PMID:25512730

Initiating Tobacco Curricula in Dental Hygiene Education

ERIC Educational Resources Information Center

Boyd, Linda D.; Fun, Kay; Madden, Theresa E.

2006-01-01

Two hours of tobacco instructions were incorporated into the baccalaureate dental hygiene curricula in a university in the Northwestern United States. Prior to graduation, all senior students were invited to complete anonymously a questionnaire surveying attitudes and clinical skills in providing tobacco services to their clinic patients. Twenty…

Quality and adequacy of training of expanded function dental auxiliaries in the U.S. Army.

PubMed

Chisick, M C

1994-08-01

This study explores the quality and adequacy of training U.S. Army expanded function dental auxiliaries (X2s). Data were collected in the spring of 1989 using self-administered questionnaires from dental commanders, clinic chiefs, X2 graduates, dentists working with X2s, and potential X2 students. Nearly all (94.2%) dental activities personnel responded. Results show overall performance of X2s was rated excellent or very good by 76% of commanders, 70% of clinic chiefs, and 42% of dentists. Of 23 job-specific tasks assessed, X2s received lowest performance ratings for placement of complex composite restorations and highest ratings for individual topical fluoride application. Of X2 graduates, 82% rated the overall quality of X2 training as very good or excellent. X2 graduates and their supervisors recommend retaining each job-specific skill in the X2 training program while lengthening the program from 16 to 28-30 weeks. Training of U.S. Army X2s may offer a model to other dental care systems with limited resources.

Adequacy of patient pools to support predoctoral students' achievement of competence in pediatric dentistry in U.S. dental schools.

PubMed

Casamassimo, Paul S; Seale, N Sue

2015-06-01

The aim of this study was to characterize the current status of predoctoral pediatric dentistry patient pools in U.S. dental schools and compare their status to that in 2001. A 2014 survey of school clinic-based and community-based dental patient pools was developed, piloted, and sent to pediatric predoctoral program directors in 57 U.S. dental schools via SurveyMonkey. Two follow-up contacts were made to increase the response rate. A total of 49 surveys were returned for a response rate of 86%. The responding program directors reported that their programs' patient pools had declined in number and had changed in character with more diversity and fewer procedures. They attributed the changes to competition, cost, and location of the dental school. The respondents reported that community-based dental education clinical sites continued to provide additional service experiences for dental students, with contributions varying by the nature of the site. A large number of the respondents felt that their graduates lacked some basic pediatric dentistry clinical skills and were not ready for independent practice with children. The results of this study suggest that the predoctoral pediatric dentistry patient pool has changed and general dentists may be graduating with inadequate experiences to practice dentistry for children.

Dental students' perceptions of and experiences with prosthodontics: ten graduating classes at one institution.

PubMed

Shin, Jane H; Kinnunen, Taru H; Zarchy, Marisa; Da Silva, John D; Chang, Brian Myung W; Wright, Robert F

2015-01-01

It is important for members of the dental specialties to understand what motivates students to enter the specialty in order to ensure its continuing development and ability to meet patient needs. The aim of this study was to compare ten graduating classes at Harvard School of Dental Medicine (HSDM) regarding students' experiences with and perceptions of prosthodontics and factors influencing those interested in pursuing prosthodontics as a specialty. In 2013, HSDM students in the classes of 2012-16 were surveyed, achieving a response rate of 81%. Survey questions sought information regarding specialty choice, factors influencing the choice, student experiences with prosthodontics, and student perceptions of the dental disciplines. Responses were compared to those from a prior study of the HSDM classes of 2007-11. The responses showed a decrease in negative student experiences with prosthodontics. The students regarded prosthodontics highly for its impact on patient quality of life; however, students interested in pursuing prosthodontics as a specialty decreased. All students said provider enjoyment was most important in choice of specialty. Cost of program, patient type, and program location were factors that especially influenced students interested in prosthodontics. The improved student experiences with and perspectives on prosthodontics may be a result of a curriculum change that led to more prosthodontics procedures and case completions by students. The fall in students interested in prosthodontics may have resulted from prosthodontic faculty transitions that occurred when the survey was conducted, as well as large debt burdens in spite of the fact that prosthodontists' earnings are among the highest in dentistry. Faculty must educate and mentor students about the realities of the profession, provide positive learning experiences in the field, and encourage students who enjoy prosthodontics to pursue specialty training.

Community-based dental education: history, current status, and future.

PubMed

Formicola, Allan J; Bailit, Howard L

2012-01-01

This article examines the history, current status, and future direction of community-based dental education (CBDE). The key issues addressed include the reasons that dentistry developed a different clinical education model than the other health professions; how government programs, private medical foundations, and early adopter schools influenced the development of CBDE; the societal and financial factors that are leading more schools to increase the time that senior dental students spend in community programs; the impact of CBDE on school finances and faculty and student perceptions; and the reasons that CBDE is likely to become a core part of the clinical education of all dental graduates.

Achieving student diversity in dental schools: a model that works.

PubMed

Lacy, Ernestine S; McCann, Ann L; Miller, Barbara H; Solomon, Eric; Reuben, Jayne S

2012-05-01

It is well known that there is a large disparity between the proportions of African Americans, Hispanics, and American Indians in the general U.S. population and in the nation's dental profession. While these underrepresented minorities (URMs) together make up almost 30 percent of the population, they comprise only about 6 percent of U.S. dentists. For years, the American Dental Education Association has been diligently working with U.S. dental schools to reduce this disparity by increasing the diversity of their student bodies. However, with approximately 13 percent of first-year dental students coming from URM groups, the proportion of URM students entering dental school continues to remain significantly below that of the general population. Diversifying the dental profession is important for improving access to care for underrepresented groups, and student diversity provides better educational experiences for all students. Texas A&M Health Science Center Baylor College of Dentistry's strategy for increasing the number of URM dentists was to create a series of initiatives that together form a successful comprehensive program addressing students' awareness of and attraction to a dental career, academic enrichment, admissions, and graduation. The cumulative impact of this program is that the college enrolled greater numbers and proportions of URM students than any other non-minority U.S. dental school from 2006 to 2009. This article describes the program that led to these successes.

Evaluation of understanding levels of Indian dental students' knowledge and perceptions regarding older adults.

PubMed

Anehosur, Gouri Venkatesh; Nadiger, Ramesh K

2012-06-01

Increasing numbers of older people and decreasing rates of edentulism highlight the importance of dental education that focuses on oral health and ageing. Our evaluation study was carried out to assess the Indian dental graduate's geriatric knowledge, as well as their awareness, of the bio-psychosocial factors that are potential barriers to geriatric oral health care. A total of 98 students were evaluated during their rotational clinical posting in the fifth year of the dental education programme. The results suggest that general attitudes need to be changed by the inclusion of geriatric dentistry in the dental curriculum. Exposure of students to didactic and clinical setting appears to be a critical element towards positive knowledge and attitude of the elderly. © 2010 The Gerodontology Society and John Wiley & Sons A/S.

The value of inter-professional education: a comparative study of dental technology students' perceptions across four countries.

PubMed

Evans, J; Henderson, A J; Sun, J; Haugen, H; Myhrer, T; Maryan, C; Ivanow, K N; Cameron, A; Johnson, N W

2015-04-24

The ability to function as an effective member of a dental care team is a highly desirable--frequently mandated--attribute of dental technology (DT) graduates. Currently, there is little rigorous examination of how the learning of team-working skills might best be structured in a DT curriculum. This research compares DT curricula, and students' attitudes and perceptions regarding collaboration in practice, from four countries. Students (n=376) were invited to complete an education profile questionnaire, and the standardised measure--the shared learning scale. There were 196 (52%) responses. Students given opportunities to engage with others had better perceptions of inter-professional learning (IPL). Most believed that team-work and collaborative skills were best acquired by learning together with other dental care professionals, preferably sharing cases for real patients. Curricula should maximise opportunities for dental technology students to experience authentic IPL. Collaboration and team-work needs to be embedded through the whole undergraduate programme.

Student perceptions about the mission of dental schools to advance global dentistry and philanthropy.

PubMed

Ivanoff, Chris S; Ivanoff, Athena E; Yaneva, Krassimira; Hottel, Timothy L; Proctor, Hannah L

2013-10-01

In this study, 491 dental students at one dental school in the United States and one in Bulgaria were surveyed to assess their perceptions about the mission of dental schools to advance global dentistry and philanthropy. The study included questions about prior involvement in charitable dental missions. Many respondents felt that their dental school does not advance global dentistry nor adequately teaches students the virtues of philanthropy and volunteerism. The majority agreed, however, that dental schools have a moral obligation to raise the level of oral health care worldwide and help underserved communities access basic dental care. They reported that an opportunity to spend a semester at a foreign dental school would enhance their dental education in ways that are not presently fulfilled; help them better understand cultural diversity; and teach them about philanthropy and volunteerism. In their opinion, international exchange programs that provide clinical rotations and field experiences in economically challenged and underserved areas of the world would a) foster the global advancement of dentistry; b) promote an appreciation for cultural diversity and socioeconomic disparity in the communities that graduates will be serving; and c) teach students the virtues of philanthropy and volunteerism. This study may contribute to understanding factors affecting student involvement in programs to advance global dentistry.

Evaluation of undergraduate clinical learning experiences in the subject of pediatric dentistry using critical incident technique.

PubMed

Vyawahare, S; Banda, N R; Choubey, S; Parvekar, P; Barodiya, A; Dutta, S

2013-01-01

In pediatric dentistry, the experiences of dental students may help dental educators better prepare graduates to treat the children. Research suggests that student's perceptions should be considered in any discussion of their education, but there has been no systematic examination of India's undergraduate dental students learning experiences. This qualitative investigation aimed to gather and analyze information about experiences in pediatric dentistry from the students' viewpoint using critical incident technique (CIT). The sample group for this investigation came from all 240 3rd and 4th year dental students from all the four dental colleges in Indore. Using CIT, participants were asked to describe at least one positive and one negative experience in detail. They described 308 positive and 359 negative experiences related to the pediatric dentistry clinic. Analysis of the data resulted in the identification of four key factors related to their experiences: 1) The instructor; 2) the patient; 3) the learning process; and 4) the learning environment. The CIT is a useful data collection and analysis technique that provides rich, useful data and has many potential uses in dental education.

A Cost Analysis Model for Army Sponsored Graduate Dental Education Programs.

DTIC Science & Technology

1997-04-01

characteristics of a good measurement tool ? Cooper and Emory in their textbook, Business Research Methods, state there are three major criteria for evaluating...a measurement tool : validity, reliability, and practicality (Cooper and Emory 1995). Validity can be compartmentalized into internal and external...tremendous expense? The AEGD-1 year program is used extensively as a recruiting tool to encourage senior dental students to join the Army Dental Corps. The

Dental student perception and assessment of their clinical knowledge in educating patients about preventive dentistry.

PubMed

Metz, M J; Miller, C J; Lin, W S; Abdel-Azim, T; Zandinejad, A; Crim, G A

2015-05-01

In today's dental school curricula, an increasing amount of time is dedicated to technological advances, and preventive dentistry topics may not be adequately addressed. Freshman (D1) students participated in a new Introduction to Preventive Dentistry course, which consisted of didactic lectures, active learning breakout sessions and case-based studies. The goal of this study was to determine if D1 dental students completing the course had a better knowledge and comfort level with basic preventive dentistry concepts and caries risk assessment than the upcoming graduating senior dental students. Following the completion of the course, D1 students were administered a survey that assessed their comfort level describing preventive dentistry topics to patients. This was immediately followed by an unannounced examination over the same topics. Senior (D4) students, who had not taken a formal course, reported statistically significant higher comfort levels than D1 students. However, the D4s scored significantly lower in all of the examination areas than the D1 students. Higher scores in D1s may have been due to recent exposure to the course material. However, the basic nature of the content-specific questions should be easily answered by novice practitioners educating their patients on oral disease prevention. As the current data shows lower content-specific scores of basic preventive dentistry knowledge amongst graduating D4 students, this may indicate a need for more guidance and education of students during the patient care. This study showed that implementation of a formalised course for D1 students can successfully ameliorate deficiencies in knowledge of preventive dentistry topics. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Assessment of digital literacy and use of smart phones among Central Indian dental students.

PubMed

Saxena, Payal; Gupta, Saurabh Kumar; Mehrotra, Divya; Kamthan, Shivam; Sabir, Husain; Katiyar, Pratibha; Sai Prasad, S V

2018-01-01

Education has largely been digitalized. More so, for professional education, keeping updated in this fast paced world has become a necessary requisite and dentistry has not been left untouched. This cross sectional questionnaire based study aimed to assess the digital literacy and smartphone usage amongst the 260 Central Indian dental students including their perspicacity about smartphone/internet usage for learning purposes. The students' attitude for implementation of digital technology in study programs/education system was also evaluated. The questionnaire was distributed among total 260 dental students from different dental institutes of Central India. The data was collected and analyzed using SPSS software. Out of 260 students, 250 were internet users, out of which 56% had internet access all time. 94.23% students owned a smartphone. 46.53% (114/245) students had some app related to the dentistry in their smartphone device. The commonest site for surfing related to knowledge seeking was google scholar (72%) followed by Pubmed and others. Nearly 80% dental students believed that social media helps them in their professional course studies. Post graduate students showed statistitically significant difference from undergraduates and interns in terms of knowledge of keywords, dental apps and reading research journals. 89.23% students were keen for implementation of e-learning in their curriculum. This study reflects willingness of dental students to adopt digital revolution in dental education which in turn may present an opportunity for educators and policy makers to modify educational methods and thereby advance student's current learning approaches.

Ten-year survey of program directors: trends, challenges, and mentoring in prosthodontics. Part 1.

PubMed

Munoz, Deborah M; Kinnunen, Taru; Chang, Brian M; Wright, Robert F

2011-10-01

This study consisted of two parts. Part 1 was a survey of US program directors, and Part 2 reports on the survey findings distributed to the deans of US dental schools. Both surveys evaluated observations of trends in prosthodontic education. The first survey (2005) of program directors and deans was published in 2007. This second survey was conducted in 2009. The 2009 survey provided 10-year data on trends in prosthodontics as reported by program directors. A national e-mail survey of 46 program directors was used to collect enrollment data for years 1 to 3 of prosthodontics training for US and international dental school graduates, the total number of applicants and applications considered, and the trends over time of applicants to prosthodontics for US dental school graduates and for international graduates. In addition, the program directors were asked to rank 13 key factors that may have contributed to any changes in the prosthodontic applicant pool. Program directors were also asked for information on student financial incentives and whether their programs were state or federally funded, and whether their sponsoring institution was a dental school. Of the 46 program directors, 40 responded, for an 87% response rate. Respondents reported that 66% of their enrollees were graduates of US dental schools. Between 2000 and 2009 the applicant pool in prosthodontics nearly doubled, with 50% of the program directors reporting an increase in US-trained applicants, 42.5% reporting no change, and only 7.5% reporting a decrease. Using the Spearman correlation for the 10-year survey, there was a positive, statistically significant correlation that society's demand for a higher level of training and credentialing and interest in prosthodontics among dental students contributed to an increase in the number of US dental graduates applying to prosthodontic programs. Only four programs offered no financial packages to offset tuition. The remaining 36 respondents reported some financial package. Among the respondents, there were 23 state-sponsored programs and 6 sponsored by private universities; the remaining 9 were sponsored by hospitals or federal agencies. A nearly doubled applicant pool and more US-trained applicants to prosthodontics ensure a much more competitive applicant pool for our specialty. In the 2009 survey, program directors reported that factors such as society's demand for a higher level of training and credentialing, interest in prosthodontics among US dental students, advances in implant, esthetic, and reconstructive dentistry, literature pertaining to the need of prosthodontists for the future, marketing of prosthodontics as a career, and the dollar value of prosthodontic training have all had some impact on increasing the mentored applicant pool to prosthodontic training in the United States. © 2011 by The American College of Prosthodontists.

Dental students' beliefs about culture in patient care: self-reported knowledge and importance.

PubMed

Wagner, Julie A; Redford-Badwal, Deborah

2008-05-01

In order to decrease the well-documented disparities in oral health and oral health care, the next generation of dentists must be prepared to serve a diverse patient population. This article describes dental students' self-reported knowledge of culture and importance of using culturally sensitive dental practices. Three consecutive graduating classes (n=111) were surveyed anonymously in their sophomore years. Students indicated their self-rated knowledge of oral health and oral health care for their own culture and the cultures of patients they are likely to see in dental practice. Students also rated their perceived importance of culturally sensitive dental practice. Overall, students reported low knowledge of the cultures of the patients they will see in practice. Few students could identify any cultural group that they knew well. However, students as a group indicated that using culturally sensitive practices in dentistry is important. Students who could identify at least one cultural group they knew well perceived cultural sensitivity in dental practice as more important than students who could not. These results suggest that students need cross-cultural training and believe that such training is important. The results also suggest that a specific curriculum that increases knowledge of other cultures may have the potential to ultimately increase the use of culturally sensitive practices.

Cultivating professional responsibility in a dental hygiene curriculum.

PubMed

Blue, Christine M

2013-08-01

To prepare dental hygienists for future roles in the health care system, dental hygiene education must prepare graduates with skills, ethics, and values that align with professional responsibility. The objective of this study was to determine the effectiveness of curricular changes designed to develop professional identity and responsibility over the entire span of the dental hygiene curriculum. Twenty-four dental hygiene students at the University of Minnesota were surveyed about their attitudes toward access to dental care, society's and health professionals' responsibility to care for the underserved, and their personal efficacy to provide care for the underserved. Surveys were conducted at three time points in the curriculum. The Attitudes Toward Health Care instrument adapted by Holtzman for dental use was used to survey the students. The findings indicate that this institution's curricular changes were effective in cultivating professional responsibility among these students. Their attitude scores increased across the six-semester curriculum, and students in their last semester of the program believed that all individuals have a right to dental care and that society has an obligation to provide dental care. These students' sense of obligation to care for the needy became stronger and their perceptions of their own ability to impact the community and act as an agent of change also increased.

Awareness of Consumer Protection Act among dental health professionals in dental schools of Ghaziabad, India.

PubMed

Prasad, Sumanth; Menon, Ipseeta; Dhingra, Chandan; Anand, Richa

2013-12-01

The study aimed to assess the awareness of the Consumer Protection Act among dental health professionals in dental schools of Ghaziabad, India. A cross-sectional questionnaire survey was carried out on dental health professionals in dental schools of Ghaziabad, India. A total of 348 dental health professionals (170 males and 178 females) were surveyed, out of which 116 were MDS faculty, 45 were BDS faculty and 187 were pursuing post graduation. The questionnaire comprised of 24 questions about the awareness of consumer protection act. Statistical analysis was done using Chi-square test, student's t test and ANOVA. A total of 84.8% (n=295) reported to be aware of consumer protection act. Amongst them, MDS faculty showed more awareness as compared to BDS faculty and those pursuing post-graduation. Considering the present scenario, MDS faculty dental professionals have more awareness of consumer protection act compared to other dental professionals. So, we must upgrade our knowledge on consumer protection act at all levels of our profession and change our attitude by inculcating a practice to spread the message of consumer protection act for delivering quality dental care.

Building online learning communities in a graduate dental hygiene program.

PubMed

Rogo, Ellen J; Portillo, Karen M

2014-08-01

The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

Sexual harassment in dentistry: prevalence in dental school.

PubMed

Garbin, Cléa Adas Saliba; Zina, Lívia Guimarães; Garbin, Artênio José Insper; Moimaz, Suzely Adas Saliba

2010-01-01

Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice.

Knowledge and attitude about computer and internet usage among dental students in Western Rajasthan, India.

PubMed

Jali, Pramod K; Singh, Shamsher; Babaji, Prashant; Chaurasia, Vishwajit Rampratap; Somasundaram, P; Lau, Himani

2014-01-01

Internet is a useful tool to update the knowledge. The aim of the present study was to assess the current level of knowledge on the computer and internet among under graduate dental students. The study consists of self-administered close ended questionnaire survey. Questionnaires were distributed to undergraduate dental students. The study was conducted during July to September 2012. In the selected samples, response rate was 100%. Most (94.4%) of the students had computer knowledge and 77.4% had their own computer and access at home. Nearly 40.8% of students use computer for general purpose, 28.5% for entertainment and 22.8% used for research purpose. Most of the students had internet knowledge (92.9%) and they used it independently (79.1%). Nearly 42.1% used internet occasionally whereas, 34.4% used regularly, 21.7% rarely and 1.8% don't use respectively. Internet was preferred for getting information (48.8%) due to easy accessibility and recent updates. For dental purpose students used internet 2-3 times/week (45.3%). Most (95.3%) of the students responded to have computer based learning program in the curriculum. Computer knowledge was observed to be good among dental students.

Association of community-based dental education components with fourth-year dental students' clinical performance.

PubMed

Major, Nicole; McQuistan, Michelle R; Qian, Fang

2014-08-01

The purpose of this study was to assess which components of a community-based dental education (CBDE) program at The University of Iowa College of Dentistry & Dental Clinics were associated with overall student performance. This retrospective study analyzed data for 444 fourth-year students who graduated in 2006 through 2011. Information pertaining to students' CBDE rotations and their final grades from the comprehensive clinic (in two areas: Production and Competence) were used for statistical analysis. Bivariate analyses indicated that students who completed CBDE in the fall were more likely to receive an A or B in Production compared to students who completed CBDE in the spring. However, students who completed CBDE in the beginning or end of the academic year were more likely to receive an A or B in Competence compared to those who completed CBDE in the middle of the year. Students who treated a variety of patient types during CBDE experiences (comprehensive and emergency care vs. mainly comprehensive care) were more likely to receive better grades in Production, while CBDE clinic type was not associated with grades. Dental schools should consider how CBDE may impact students' performance in their institutional clinics when developing and evaluating CBDE programs.

A comparative study of oral health attitudes and behavior using the Hiroshima University-Dental Behavioral Inventory (HU-DBI) between dental and civil engineering students in Colombia.

PubMed

Jaramillo, Jorge A; Jaramillo, Fredy; Kador, Itzjak; Masuoka, David; Tong, Liyue; Ahn, Chul; Komabayashi, Takashi

2013-03-01

The aim of this study was to use the Hiroshima University - Dental Behavioral Inventory (HU-DBI) to compare oral health attitudes and behavior of dental and civil engineering students in Colombia. The HU-DBI's survey consisting of twenty dichotomous responses (agree-disagree) regarding tooth brushing, was completed at University Antonio Narino for the dental students and the University of Cauca for the civil engineering students. The Spanish version of the HU-DBI questionnaire was taken by 182 of 247 dental students and 411 of 762 engineering students. The data was-statistically analyzed by the chi-square test and backward logistic regression. Compared to the engineering students, the dental students were more likely to agree with questions such as "I am bothered by the color of my gums"(OR = 2.2, 95% CI: 1.3-3.7),"I think I can clean my teeth well without using toothpaste" (OR = 3.0, 95% CI: 1.5-5.9), "I have used a dye to see how clean my teeth are" (OR = 2.9, 95% CI: 1.9-4.3), and "I have had my dentist tell me that I brush very well" (OR = 2.0, 95% CI: 1.3-3.1). The dental education curriculum in a dental school compared to a civil engineering school in Colombia indicated that a three-phase curriculum in didactics and clinics increased oral health attitudes and behavior from entry to graduation.

Teacher Training in Graduate Endodontic Programs.

ERIC Educational Resources Information Center

Burrell, William; Lee, Mickey M.

1981-01-01

A national survey of postdoctoral endodontic students on the perceived educational needs of dental faculty indicated that most endodontic students possess very little formal educational training, they perceive a strong need for it, and that they desire more training in evaluation/testing methods. (MLW)

Accuracy and consistency of radiographic interpretation among clinical instructors using two viewing systems.

PubMed

Lanning, Sharon K; Best, Al M; Temple, Henry J; Richards, Philip S; Carey, Allison; McCauley, Laurie K

2006-02-01

Accurate and consistent radiographic interpretation among clinical instructors is needed for assessment of teaching, student performance, and patient care. The purpose of this investigation was to determine if the method of radiographic viewing affects accuracy and consistency of instructors' determinations of bone loss. Forty-one clinicians who provide instruction in a dental school clinical teaching program (including periodontists, general dentists, periodontal graduate students, and dental hygienists) quantified bone loss for up to twenty-five teeth into four descriptive categories using a view box for plain film viewing or a projection system for digitized image viewing. Ratings were compared to the correct category as determined by direct measurement using the Schei ruler. Agreement with the correct choice for the view box and projection system was 70.2 percent and 64.5 percent, respectively. The mean difference was better for a projection system due to small rater error by graduate students. Projection system ratings were slightly less consistent than view box ratings. Dental hygiene faculty ratings were the most consistent but least accurate. Although the projection system resulted in slightly reduced accuracy and consistency among instructors, training sessions utilizing a single method for projecting digitized radiographic images have their advantages and may positively influence dental education and patient care by enhancing accuracy and consistency of radiographic interpretation among instructors.

Factors Influencing Dental Students' Interest in Advanced Periodontal Education: Perspectives of Department Chairs.

PubMed

Hearty, Luke; Demko, Catherine; Bissada, Nabil F; da Silva, Andre Paes B

2017-06-01

The number of graduates of U.S. dental schools enrolled in U.S. postdoctoral programs in periodontics has been decreasing. The aims of this study were to determine the perspectives of periodontics department chairs regarding 1) features of a school's predoctoral curriculum that promote student interest in advanced periodontal education and 2) characteristics of a periodontal residency program that make it more attractive to dental students over other specialty programs. In 2015, a 14-question survey was designed and sent to chairs of periodontics departments at all 65 U.S. dental schools at the time. Questions addressed number of instructional hours; specialty clinic rotations; elective courses; number of applicants to periodontal residency; existence of a residency program; length of the residency program; and externships, fellowships, and financial stipends offered. The survey response rate was 73.8%. The results showed that departments offering more than seven clinical credit hours in periodontics to predoctoral students had the greatest number of residency applicants. Most of the applicants were from institutions that offered specialty clinic rotations, elective courses, and residency programs in periodontics. The number of applicants did not change significantly if a stipend or fellowship was offered. However, the availability of an externship was significantly associated with a greater number of applicants (p=0.042). These results suggest that offering periodontal clinical rotations, elective courses, and especially externships in periodontics during predoctoral education may encourage more graduating students to pursue postdoctoral periodontal education.

Perceived competency towards preventive dentistry among dental graduates: the need for curriculum change.

PubMed

Arheiam, Arheiam; Bankia, Ibtesam; Ingafou, Mohamed

2015-01-01

A previous study has shown that dental practitioners in Benghazi believed that the less prevention-oriented education system is one of the barriers to applying preventive dentistry. To assess attitudes and perceived competence of the dental graduates in Benghazi towards prevention and early management of dental caries. A cross-sectional, questionnaire-based survey was conducted among internship students attending the Department of Community and Preventive Dentistry in Faculty of Dentistry, Benghazi, Libya. The participants were asked to provide demographic information, to respond to statements about their attitudes towards preventive dentistry, and to answer questions regarding their perceived competence in applying preventive dentistry procedures. Data from 108 Libyan dental graduates were analysed for this study, of which 64% of them were females and 42.1% of them passed their final year with grade: acceptable. The most acknowledged aspects of preventive dentistry were being useful and essential to the community (95.4 and 90.8%, respectively). The percentage of participants expressing a proficiency in providing oral hygiene instructions was the highest (95.4%). There were differences between study subgroups in their perceived competence of preventive dental practices by gender and academic performance (p≤0.05). This study highlighted that the currently implemented undergraduate education programme in Benghazi dental school does not provide dentists with the required attitude and skills to fulfil their role in providing preventive-oriented health services.

Perceived competency towards preventive dentistry among dental graduates: the need for curriculum change

PubMed Central

Arheiam, Arheiam; Bankia, Ibtesam; Ingafou, Mohamed

2015-01-01

Background A previous study has shown that dental practitioners in Benghazi believed that the less prevention-oriented education system is one of the barriers to applying preventive dentistry. Objective To assess attitudes and perceived competence of the dental graduates in Benghazi towards prevention and early management of dental caries. Methods A cross-sectional, questionnaire-based survey was conducted among internship students attending the Department of Community and Preventive Dentistry in Faculty of Dentistry, Benghazi, Libya. The participants were asked to provide demographic information, to respond to statements about their attitudes towards preventive dentistry, and to answer questions regarding their perceived competence in applying preventive dentistry procedures. Results Data from 108 Libyan dental graduates were analysed for this study, of which 64% of them were females and 42.1% of them passed their final year with grade: acceptable. The most acknowledged aspects of preventive dentistry were being useful and essential to the community (95.4 and 90.8%, respectively). The percentage of participants expressing a proficiency in providing oral hygiene instructions was the highest (95.4%). There were differences between study subgroups in their perceived competence of preventive dental practices by gender and academic performance (p≤0.05). Conclusion This study highlighted that the currently implemented undergraduate education programme in Benghazi dental school does not provide dentists with the required attitude and skills to fulfil their role in providing preventive-oriented health services. PMID:25556523

Motivation and Career Perceptions of Dental Students at the School of Dental Medicine University of Zagreb, Croatia.

PubMed

Kobale, Mihaela; Klaić, Marija; Bavrka, Gabriela; Vodanović, Marin

2016-09-01

Health care studies are usually considered to be complex, demanding and time consuming. The right motivation toward choosing a career in the health field is of utmost importance for the successful completion of studies. The aim of this study was to gain insight into the factors motivating students at the School of Dental Medicine University of Zagreb, Croatia and, also, to examine their career perceptions. Based on specific questions from available literature, a questionnaire was designed and a total of 270 questionnaires were distributed to the first year students during 2013, 2014 and 2015. A total of 206 students responded, for a response rate of 76.3%. 26.9% of students enrolled in dental studies because it was their first career choice; 16.4% of them believed that it is easy to find a regular job in dentistry. 9.9% of students thought that salaries are high in the field of dental medicine. 45.4% of the first year students were interested in a career in private practice after graduation. These results provide interesting clues to motivation and give additional insights into the expectations of students regarding their studies and profession. The obtained data can be used for the further improvements in the quality of dental study curricula and teaching process.

What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students.

PubMed

Plouffe, Rachel A; Hammond, Robert; Goldberg, Harvey A; Chahine, Saad

2018-05-01

The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.

Teaching the placement of posterior resin-based composite restorations in Spanish dental schools

PubMed Central

Lynch, Christopher; McConnell, Robert; Wilson, Nairn

2012-01-01

Objectives: In an area of esthetic dentistry such as posterior composites, in which new materials and techniques are being devolved continuously, it is important to confirm that dental students have a clear understanding of the basic principles of clinical application of this knowledge. Considering that the preparation of dental graduates in Spain may be of interest to competent dental authorities and employers with whom they can work worldwide, this study investigated the teaching of posterior composite restorations in Spanish dental schools. Study design: In late 2009⁄ early 2010, a questionnaire seeking information on the teaching of posterior composites was emailed to the professor responsible for teaching operative dentistry in each of the fifteen dental schools having complete undergraduate dental degree programs in Spain. Results: The response rate was 100%. Most investigated topics did not show noteworthy differences depending on whether the schools were public or private. Variations were found among Spanish dental schools in both the amount and content of the teaching programs concerning posterior composite restorations. Differences were recorded in the teaching of cavity design, contraindications to composite placement, indications for liners and bases, matrix and wedging techniques, composite and bonding systems, light curing and finishing procedures for composite restorations. More consistency was observed in teaching methods of moisture-control, indirect composites and amalgam bonding. Conclusions: As recommended in previously surveyed countries, efforts must be made to promote harmonization of dental curricula to make it easier for graduates to work elsewhere, and to ensure they meet the needs of their patients on entering independent practice. Key words:Aesthetic dentistry, composite restoration, dental education, teaching program, undergraduate dental student. PMID:22322491

The role of women in dental education: monitoring the pipeline to leadership.

PubMed

Reed, Michael J; Corry, Ann Marie; Liu, Ying W

2012-11-01

The purpose of this study was to analyze data collected by the American Dental Association and the American Dental Education Association over the past two decades relating to changes in the number of women active in dental education and dental practice. The concept of a pipeline of women in dentistry was explored by analyzing predoctoral, postdoctoral, dental practice, and dental education domains for the inclusion of women. Statistical analyses show that there has been a consistent and progressive increase in the number of women in all stages of the pipeline. Over the past two decades, the number of female students attending and graduating from dental school has steadily increased. In 1984-85, 23.7 percent of all predoctoral students were women; in 2009-10, 45.1 percent were women. Similarly, in 1999, the graduating class was 35.3 percent women; in 2009, it was 46.1 percent women. In the postdoctoral domain, in 1996, 29.9 percent of all residents were women; in 2010, this had increased to 39.0 percent. In dental practice, the number of actively licensed women dentists in 1999 was 15.3 percent of the workforce; in 2010, this percentage had grown to 24.0 percent. In dental education, the number of women clinical faculty members has gradually increased from 669 in 1997-98 to 902 in 2007-08. Until 2000, there had been only two women deans and very few associate/assistant deans, with only sixteen in 1990. In 2000, major changes began with three women deans and seventy-two women associate/assistant deans. In 2009-10, there were 111 associate/assistant women deans and twelve women deans. These data show a progressive increase in the presence of women in all domains of dentistry, especially in leadership positions in dental education.

Electronic textbooks as a professional resource after dental school.

PubMed

Bates, Michael L; Strother, Elizabeth A; Brunet, Darlene P; Gallo, John R

2012-05-01

In two previous studies of dental students' attitudes about the VitalSource Bookshelf, a digital library of dental textbooks, students expressed negative opinions about owning and reading electronic textbooks. With the assumption that dentists would find the digital textbooks useful for patient care, the authors surveyed recent graduates to determine if their attitude toward the VitalSource Bookshelf had changed. A brief survey was sent to 119 alumni from the classes of 2009 and 2010 of one U.S. dental school. Forty-seven (39.5 percent) completed the questionnaire. Eighteen respondents (48.3 percent) reported using the e-textbooks often or sometimes. The twenty-nine dentists who said they have not used the collection since graduation reported preferring print books or other online sources or having technical problems when downloading the books to a new computer. Only five respondents selected the VitalSource Bookshelf as a preferred source of professional information. Most of the respondents reported preferring to consult colleagues (37.8 percent), the Internet (20 percent), or hardcopy books (17.8 percent) for information. When asked in an open-ended question to state their opinion of the Bookshelf, nineteen (42.2 percent) responded positively, but almost one-third of these only liked the search feature. Six respondents reported that they never use the program. Twenty-two said they have had technical problems with the Bookshelf, including fifteen who have not been able to install it on a new computer. Many of them said they have not followed up with either the dental school or VitalSource support services to overcome this problem. Our study suggests that dentists, similar to dental students, dislike reading electronic textbooks, even with the advantage of searching a topic across more than sixty dental titles.

Dental students' attitudes towards digital textbooks.

PubMed

Strother, Elizabeth A; Brunet, Darlene P; Bates, Michael L; Gallo, John R

2009-12-01

Dental students at the Louisiana State University School of Dentistry (LSUSD) have participated in the VitalSource Bookshelf digital textbook program for the last four years. The Bookshelf, a collection of downloadable textbooks, includes the Contemporary Dental Library (CDL), a basic package of sixty books, plus additional titles selected by course directors. A survey was sent to students in the four LSUSD classes to assess satisfaction with the program. Eighty-two (34.2 percent) students completed the survey. In addition, exit interviews of graduating seniors contained a question on the Bookshelf. In both the survey and the exit interview, LSUSD students overwhelmingly expressed dissatisfaction with reading extensive amounts of text online and indicated a preference for printed books. Some students also resented paying for books in the CDL that were not required by instructors and felt that, considering how infrequently they used the Bookshelf, the cost was too high.

Dental Students' Knowledge of Resources for LGBT Persons: Findings from Three Dental Schools.

PubMed

Feng, Xiaoying; Mugayar, Leda; Perez, Edna; Nagasawa, Pamela R; Brown, David G; Behar-Horenstein, Linda S

2017-01-01

Recently, there has been increased attention to including cultural diversity in the education of health professionals, including concern for lesbian, gay, bisexual, and transgender (LGBT) inclusion and visibility. Studies regarding cultural exposure and acceptance of LGBT populations have been concentrated in medicine, with findings showing that medical providers often graduate having missed the preparation required to care for LGBT persons. A visible, comprehensive, culturally competent environment in dental schools would help ensure that all oral health professionals and students are aware of services available to address the particular needs of LGBT students. The aims of this survey-based study conducted in 2015-16 were to determine dental students' perceptions regarding LGBT students' needs and to assess dental students' knowledge of resources for LGBT persons at three U.S. dental schools, one each in the Midwest, West, and South. Of the 849 students invited to participate, 364 completed the survey (338 dental, 26 dental hygiene), for an overall response rate of 43%. The response rate at individual schools ranged from 30% to 55%. The results showed perceptions of insufficient LGBT information, resources, and support at these institutions, especially at the Western school. There were significant differences among the three schools, with students at the Western school more than the other two schools perceiving that their institution was less aware of whether it met the academic, social support, and spiritual needs of LGBT students. There were no significant differences between LGBT and non-LGBT students' perceptions. The authors urge dental school administrators to explore the degree to which their programs teach respectful and caring behavior towards LGBT students and, by extension, LGBT patient populations.

A comparative study of oral health attitudes and behavior using the Hiroshima University - Dental Behavioral Inventory (HU-DBI) between dental and civil engineering students in Colombia

PubMed Central

Jaramillo, Jorge A.; Jaramillo, Fredy; Kador, Itzjak; Masuoka, David; Tong, Liyue; Ahn, Chul; Komabayashi, Takashi

2014-01-01

The aim of this study was to use the Hiroshima University - Dental Behavioral Inventory (HU-DBI) to compare oral health attitudes and behavior of dental and civil engineering students in Colombia. The HU-DBI's survey consisting of twenty dichotomous responses (agree-disagree) regarding tooth brushing, was completed at University Antonio Narino for the dental students and the University of Cauca for the civil engineering students. The Spanish version of the HU-DBI questionnaire was taken by 182 of 247 dental students and 411 of 762 engineering students. The data was-statistically analyzed by the chi-square test and backward logistic regression. Compared to the engineering students, the dental students were more likely to agree with questions such as “I am bothered by the color of my gums”(OR = 2.2, 95% CI: 1.3-3.7),“I think I can clean my teeth well without using toothpaste” (OR = 3.0, 95% CI: 1.5-5.9), “I have used a dye to see how clean my teeth are” (OR = 2.9, 95% CI: 1.9-4.3), and “I have had my dentist tell me that I brush very well” (OR = 2.0, 95% CI: 1.3-3.1). The dental education curriculum in a dental school compared to a civil engineering school in Colombia indicated that a three-phase curriculum in didactics and clinics increased oral health attitudes and behavior from entry to graduation. PMID:23485597

The effect of education debt on dentists' career decisions.

PubMed

Nicholson, Sean; Vujicic, Marko; Wanchek, Tanya; Ziebert, Anthony; Menezes, Adriana

2015-11-01

The purpose of the study was to determine whether there is an association between the amount of education debt on completing dental school (initial debt) and certain career decisions. The authors surveyed 1,842 practicing dentists who completed dental school between 1996 and 2011 to ascertain their initial education debt, the balance on their debt in 2013, and a variety of specialization and practice decisions made during their careers. Data also included demographic characteristics and parental income and education levels. Dentists with higher initial debt were less likely to specialize and more likely to enter private practice, accept high-paying jobs on graduation, and work longer hours. Choice of employment setting, practice ownership, and whether to provide Medicaid and charity care were associated with dentists' sexes and races but not debt. High debt levels influenced some career decisions, but the magnitude of these effects was small compared with the effects of demographic characteristics, including race and sex, on career choices. Policy makers concerned about the influence of student debt on the professional decisions of dental school graduates should recognize that students' demographic characteristics may be more powerful in driving career choices. Copyright © 2015 American Dental Association. Published by Elsevier Inc. All rights reserved.

Sexual harassment in Dentistry: prevalence in dental school

PubMed Central

GARBIN, Cléa Adas Saliba; ZINA, Lívia Guimarães; GARBIN, Artênio José Insper; MOIMAZ, Suzely Adas Saliba

2010-01-01

Objective Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. Material and Methods An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. Results Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. Conclusion These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice. PMID:21085799

A four-tier problem-solving scaffold to teach pain management in dental school.

PubMed

Ivanoff, Chris S; Hottel, Timothy L

2013-06-01

Pain constitutes a major reason patients pursue dental treatment. This article presents a novel curriculum to provide dental students comprehensive training in the management of pain. The curriculum's four-tier scaffold combines traditional and problem-based learning to improve students' diagnostic, pharmacotherapeutic, and assessment skills to optimize decision making when treating pain. Tier 1 provides underpinning knowledge of pain mechanisms with traditional and contextualized instruction by integrating clinical correlations and studying worked cases that stimulate clinical thinking. Tier 2 develops critical decision making skills through self-directed learning and actively solving problem-based cases. Tier 3 exposes students to management approaches taken in allied health fields and cultivates interdisciplinary communication skills. Tier 4 provides a "knowledge and experience synthesis" by rotating students through community pain clinics to practice their assessment skills. This combined teaching approach aims to increase critical thinking and problem-solving skills to assist dental graduates in better management of pain throughout their careers. Dental curricula that have moved to comprehensive care/private practice models are well-suited for this educational approach. The goal of this article is to encourage dental schools to integrate pain management into their curricula, to develop pain management curriculum resources for dental students, and to provide leadership for change in pain management education.

Prerequisites in behavioral science and business: opportunities for dental education.

PubMed

Dunning, David G; Lange, Brian M; Madden, Robert D; Tacha, Koko K

2011-01-01

There is increasing pressure on recent dental school graduates to understand and successfully utilize patient management and business management strategies to run a productive dental office. Dental schools are faced with the dilemma to either add more credit hours in their already crowded curriculum or adjust predental school requirements. All fifty-nine U.S. dental schools were assessed online to determine admission requirements in the areas of behavioral science and business education. Results show that only 11.9 percent of the schools require prerequisite course work in behavioral science and no school requires prerequisite course work in business. However, 64.4 percent and 30.5 percent of schools encouraged or recommended prerequisite course work in behavioral science and business, respectively. We suggest that the dental education community involve key stakeholders to discuss the incorporation of prerequisite course work in behavioral science and business. Additional courses in these disciplines would provide dental students better backgrounds from which the dental curriculum could build a more advanced and applied perspective to better prepare students for practice.

Restructuring an undergraduate dental curriculum to global standards--a case study in an Indian dental school.

PubMed

Kadagad, P; Tekian, A; Pinto, P X; Jirge, V L

2012-05-01

Globalisation has affected all aspects of life and dentistry is no exception. In the context of today's dentist being a global citizen, undergraduate training in dentistry is set to ensure converging standards so that international recognition of dental qualifications can move forward. The decision of the Dental Council of India to expand the undergraduate dental program to five years provides an opportunity to be part of the endeavor of the Global Dental Congress to achieve converging standards which was initially for the European Union, and now spreading out globally. Economic emergence in Indian subcontinent has resulted in growing oral health care needs both in quality and quantity. To address this issue, the graduating dentist needs to be trained following a competency based curricular model. Access to Internet facilitated the goal of achieving converging standards of dental schools to be feasible because of the instant communication and capacity to share information about training strategies via technology across the globe. Upgrading the undergraduate training to global standards by dental schools in India could be a wise and strategic move both for attracting students to study in India, as well as retaining the graduates after their training. The following is a case study of an Indian dental school set to restructure the undergraduate curriculum to global standards using the 8 steps of Kotter's transformational change. Change in curriculum and the subsequent accreditation of the school in global platform not only attracts prospective students but also results in producing competent dentists. Dental education provided by the institution can result in quality assurance, benchmarking the assessment system to achieve international recognition. This paper highlights the need and importance of facilitation of international convergence with long term aspirations for mutual recognition of international degrees. © 2011 John Wiley & Sons A/S.

Knowledge and attitude about computer and internet usage among dental students in Western Rajasthan, India

PubMed Central

Jali, Pramod K.; Singh, Shamsher; Babaji, Prashant; Chaurasia, Vishwajit Rampratap; Somasundaram, P; Lau, Himani

2014-01-01

Background: Internet is a useful tool to update the knowledge. The aim of the present study was to assess the current level of knowledge on the computer and internet among under graduate dental students. Materials and Methods: The study consists of self-administered close ended questionnaire survey. Questionnaires were distributed to undergraduate dental students. The study was conducted during July to September 2012. Results: In the selected samples, response rate was 100%. Most (94.4%) of the students had computer knowledge and 77.4% had their own computer and access at home. Nearly 40.8% of students use computer for general purpose, 28.5% for entertainment and 22.8% used for research purpose. Most of the students had internet knowledge (92.9%) and they used it independently (79.1%). Nearly 42.1% used internet occasionally whereas, 34.4% used regularly, 21.7% rarely and 1.8% don’t use respectively. Internet was preferred for getting information (48.8%) due to easy accessibility and recent updates. For dental purpose students used internet 2-3 times/week (45.3%). Most (95.3%) of the students responded to have computer based learning program in the curriculum. Conclusion: Computer knowledge was observed to be good among dental students. PMID:24818091

Motivation and Career Perceptions of Dental Students at the School of Dental Medicine University of Zagreb, Croatia

PubMed Central

Kobale, Mihaela; Klaić, Marija; Bavrka, Gabriela

2016-01-01

Purpose Health care studies are usually considered to be complex, demanding and time consuming. The right motivation toward choosing a career in the health field is of utmost importance for the successful completion of studies. The aim of this study was to gain insight into the factors motivating students at the School of Dental Medicine University of Zagreb, Croatia and, also, to examine their career perceptions. Material and Methods Based on specific questions from available literature, a questionnaire was designed and a total of 270 questionnaires were distributed to the first year students during 2013, 2014 and 2015. Results A total of 206 students responded, for a response rate of 76.3%. 26.9% of students enrolled in dental studies because it was their first career choice; 16.4% of them believed that it is easy to find a regular job in dentistry. 9.9% of students thought that salaries are high in the field of dental medicine. 45.4% of the first year students were interested in a career in private practice after graduation. These results provide interesting clues to motivation and give additional insights into the expectations of students regarding their studies and profession. Conclussion The obtained data can be used for the further improvements in the quality of dental study curricula and teaching process. PMID:27847393

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

Correlation of psychomotor skills and didactic performance among dental students in Saudi Arabia.

PubMed

Afify, Ahmed R; Zawawi, Khalid H; Othman, Hisham I; Al-Dharrab, Ayman A

2013-01-01

The objective of this study is to investigate the correlation between the psychomotor skills and the academic performance of dental students. Didactic and preclinical scores were collected for students who graduated from the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia, in 2011. Three courses (Dental Anatomy, Removable Prosthodontic Denture, and Orthodontics) were selected. Correlations comparing didactic and practical scores were done for the total samples, then for the males and females separately. There was no significant correlation between the practical and didactic scores for the three courses for the total sample. There was a significant correlation between all three subjects in the didactic scores. For females, the results showed that there was only a significant correlation between the practical and didactic scores for Dental Anatomy. For males, no correlation was observed between the practical and didactic scores for all subjects. In the present sample, didactic performance did not correlate well with the students' psychomotor performance.

Fifteen years of portfolio assessment of dental hygiene student competency: lessons learned.

PubMed

Gadbury-Amyot, Cynthia C; Bray, Kimberly Krust; Austin, Kylie J

2014-10-01

Adoption of portfolio assessment in the educational environment is gaining attention as a means to incorporate self-assessment into the curriculum and to use evidence to support learning outcomes and to demonstrate competency. Portfolios provide a medium for students to demonstrate and document their personal and professional growth across the curriculum. The purpose of this literature review is to discuss the drivers for portfolio education, the benefits to both students and program faculty/administrators, the barriers associated with portfolio use, and suggested solutions that have been determined through several years of "lessons learned." The University of Missouri Kansas City School of Dentistry, Division of Dental Hygiene department has been utilizing portfolio assessment for over 15 years and has collected data related to portfolio performance since 2001. Results from correlational statistics calculated on the 312 dental hygiene students that graduated from 2001 to 2013 demonstrate a positive and significant relationship between portfolio performance and overall GPA as well as portfolio performance and NBDHE scores. Copyright © 2014 The American Dental Hygienists’ Association.

Career motivations, perceptions of the future of dentistry and preferred dental specialties among saudi dental students.

PubMed

Halawany, Hassan S

2014-01-01

The purpose of this study was to determine the career motivations, perceptions of the future of dentistry and preferred postgraduate specialties of Saudi dental students. A pretested, self-administered, 16-item questionnaire was distributed to first- through fifth-year dental students at King Saud University in Saudi Arabia. Descriptive statistics were calculated, and the level of significance was set at 5%. Of the 530 potential participants, 329 students (198 male and 131 female respondents) completed the questionnaire. High professional status (71.4%), a secure career (67.8%), a high income (78.1%), flexible working hours (54.4%), a wide range of career options after graduation (59.3%), opportunities for self-employment (69.3%) and good job opportunities abroad (65.3%) were endorsed to a great/considerable extent by the respondents. "It takes time to establish a practice" (62.3%), "Postgraduate education is a necessity" (72.4%) and "The increasing number of dental institutions is a threat to the profession" (59.3%) were endorsed to a great or considerable extent by the respondents. The most popular specialty among the male students was oral maxillofacial surgery (20.1%) and among female students was operative dentistry (23.4%). The career motivations of this group of dental students seemed to relate to socioeconomic aspects of dentistry and perceptions of the future of dentistry seemed to relate to the need for postgraduate education.

Direct assessment as a measure of institutional effectiveness in a dental hygiene distance education program.

PubMed

Olmsted, Jodi L

2014-10-01

This ten-year, longitudinal examination of a dental hygiene distance education (DE) program considered student performance on standard benchmark assessments as direct measures of institutional effectiveness. The aim of the study was to determine if students face-to-face in a classroom with an instructor performed differently from their counterparts in a DE program, taking courses through the alternative delivery system of synchronous interactive television (ITV). This study used students' grade point averages and National Board Dental Hygiene Examination scores to assess the impact of ITV on student learning, filling a crucial gap in current evidence. The study's research population consisted of 189 students who graduated from one dental hygiene program between 1997 and 2006. One hundred percent of the institution's data files for these students were used: 117 students were face-to-face with the instructor, and seventy-two received instruction through the ITV system. The results showed that, from a year-by-year perspective, no statistically significant performance differences were apparent between the two student groups when t-tests were used for data analysis. The DE system examined was considered effective for delivering education if similar performance outcomes were the evaluation criteria used for assessment.

Canadian dental students' perceptions of stress.

PubMed

Muirhead, Vanessa; Locker, David

2007-05-01

In this paper, we report the results of a survey on dental student stress carried out in April 2005. A questionnaire was used to collect data from 171 students (62% response rate). Identified stressors were academic, clinic-related, social and financial. "Examination and grades" produced the most academic stress, and inconsistent feedback from instructors created the most clinic-related stress. Students found that having a dual role--wife or husband and dental student--was the most burdensome social stressor. Approximately 60% of students reported marital problems and stress associated with "relations with members of the opposite sex." Survey results showed that students who expected a high graduating debt had higher total and academic stress scores. Total stress was not related to age, gender or marital status. Students living with parents during term time had significantly higher total stress scores than students living in other arrangements. Students residing with parents also had significantly higher debts on entry to dental school. Students with more predental education had (non-significantly) lower stress scores but also had higher student debts. Undergraduate subject major (biological science or non-science) had no bearing on reported stress. This study highlights the negative effects of student debt, the necessity for staff training and the need for further studies exploring relations among stress, psychological well-being and academic performance.

Comparison of e-mail communication skills among first- and fourth-year dental students.

PubMed

Oakley, Marnie; Horvath, Zsuzsa; Weinberg, Seth M; Bhatt, Jaya; Spallek, Heiko

2013-11-01

As e-mail and other forms of electronic communication increase in popularity, it is important for dental schools to consider a curriculum that prepares their graduates to understand and apply effective electronic communication strategies to their patients. Reflecting this shift in communication behavior, the American Medical Association has developed specific e-mail communication guidelines. Some behavioral examples in these guidelines include protecting patients' protected health information (PHI), ensuring proper record keeping, and using professional, courteous, and understandable language. In this study, a sample of first- and fourth-year dental students (n=160) at the University of Pittsburgh School of Dental Medicine participated in an assignment assessing their patient-provider e-mail communication skills. A rubric was used to evaluate and compare the data between dental student classes. The results reveal a generalized lack of compliance with several of these guidelines by both classes (e.g., failure to protect PHI), despite efforts to expose students to these concepts in the curriculum. In an effort to train emerging dentists to function in a rapidly changing technological environment, these findings suggest a need for growth and development of curricula and perhaps guidelines/recommendations for behavioral competencies regarding dental students' use of electronic communication in the patient care environment.

Self-Assessment: A Review of the Literature and Pedagogical Strategies for Its Promotion in Dental Education.

PubMed

Gadbury-Amyot, Cynthia C; Woldt, Janet L; Siruta-Austin, Kylie J

2015-12-01

In response to several publications drawing attention to self-assessment and revised Commission on Dental Accreditation standards that state graduates should possess and demonstrate the ability to self-assess, dental hygiene and pre-doctoral dental programs find themselves searching for ways in which to incorporate self-assessment practices into the curriculum. Research indicates that students are often not familiar with self-assessment strategies nor are they effective at self-assessment upon entering professional programs. Therefore, students must be taught strategies to self-assess and be given opportunities to practice and refine these skills. Opportunities to develop and demonstrate self-assessment skills can be incorporated across the curriculum at the classroom level and at the global level. Both the A.T. Still University Arizona School of Dentistry and Oral Health and the University of Missouri-Kansas City School of Dentistry utilize a capstone portfolio project to incorporate self-assessment throughout the curriculum. By combining artifacts from their dental and dental hygiene school experience with reflective writing essays, students can demonstrate attainment of program competencies. As more faculty members and students become involved and engaged in assessment strategies such as portfolios, they are also gaining a greater appreciation for the value of self-assessment. Copyright © 2015 The American Dental Hygienists’ Association.

Attitudes of Operative Dentistry Faculty toward Rubber Dam Isolation.

ERIC Educational Resources Information Center

Brackett, William W.; And Others

1989-01-01

Dental faculty responses (N=332) to a survey concerning use of rubber dams for excluding fluids from the working field in operative dentistry procedures indicated students receive adequate instruction in rubber dam use and are proficient at graduation, though motivating students to its use is problematic and patient resistance a factor. (MSE)

A survey of program directors: trends, challenges, and mentoring in prosthodontics. Part 1.

PubMed

Wright, Robert F; Dunlop, Ryan A; Kim, Frances M; Douglass, Chester W

2008-01-01

This study consisted of two parts. Part 1, a survey of program directors, was conducted to examine current trends in advanced education in prosthodontics in the United States. Part 2 will report on the survey results distributed to the deans of US dental schools to evaluate their observations of trends in prosthodontics. A national e-mail survey of 45 program directors was used to collect enrollment data for years 1 to 3 of prosthodontics training for US and international dental school graduates, the total number of applicants and applications considered, and the trends over time of applicants to prosthodontic programs for US dental school graduates and for international graduates. In addition, the program directors were asked to rank 13 key factors that may have contributed to any changes in the prosthodontic applicant pool. Comments were accepted on why more or less US- or internationally trained applicants have applied. Program directors were also asked for information on student financial incentives, whether their programs were state or federally funded, and whether their sponsoring institution was a dental school. Of the 45 program directors, 39 responded, for an 86.7% response rate. Respondents reported that 64% of their enrollments were graduates of US dental schools. Between 2000 and 2004 the applicant pool in prosthodontics increased by 23%, with 41% of program directors reporting an increase in US-trained applicants, 46.2% reporting no change, and only 12.8% reporting a decrease. Using the Spearman correlation, there was a moderate, positive statistically significant correlation that the following factors contributed to an increase in the number of US dental graduates applying to prosthodontic programs: (1) mentoring by prosthodontists at the predoctoral level, (2) interest in prosthodontics among US dental students, and (3) society's demand for a higher level of training and credentialing, (4) data depicting current and projected income for dental specialists, and (5) number of trained prosthodontists full- or part-time faculty at the predoctoral level. Only five programs offered no financial packages to offset tuition. The remaining 34 respondents reported some financial package. Among the respondents, there were 25 state-sponsored programs, 9 sponsored by private universities, and 5 sponsored by hospitals or federal agencies. An increased applicant pool and more US-trained applicants to prosthodontics programs create a more competitive applicant pool for our specialty. Program directors reported that factors such as mentoring, society's demand for a higher level of training and credentialing, data depicting current and projected income for prosthodontists, exposure to prosthodontic faculty at the predoctoral level, the dollar value of prosthodontic training, and advances in implant, aesthetic, and reconstructive dentistry have all had some impact on increasing the applicant pool to prosthodontic training in the United States.

Dental Students' Interpretations of Digital Panoramic Radiographs on Completely Edentate Patients.

PubMed

Kratz, Richard J; Nguyen, Caroline T; Walton, Joanne N; MacDonald, David

2018-03-01

The ability of dental students to interpret digital panoramic radiographs (PANs) of edentulous patients has not been documented. The aim of this retrospective study was to compare the ability of second-year (D2) dental students with that of third- and fourth-year (D3-D4) dental students to interpret and identify positional errors in digital PANs obtained from patients with complete edentulism. A total of 169 digital PANs from edentulous patients were assessed by D2 (n=84) and D3-D4 (n=85) dental students at one Canadian dental school. The correctness of the students' interpretations was determined by comparison to a gold standard established by assessments of the same PANs by two experts (a graduate student in prosthodontics and an oral and maxillofacial radiologist). Data collected were from September 1, 2006, when digital radiography was implemented at the university, to December 31, 2012. Nearly all (95%) of the PANs were acceptable diagnostically despite a high proportion (92%) of positional errors detected. A total of 301 positional errors were identified in the sample. The D2 students identified significantly more (p=0.002) positional errors than the D3-D4 students. There was no significant difference (p=0.059) in the distribution of radiographic interpretation errors between the two student groups when compared to the gold standard. Overall, the category of extragnathic findings had the highest number of false negatives (43) reported. In this study, dental students interpreted digital PANs of edentulous patients satisfactorily, but they were more adept at identifying radiographic findings compared to positional errors. Students should be reminded to examine the entire radiograph thoroughly to ensure extragnathic findings are not missed and to recognize and report patient positional errors.

Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning.

PubMed

Hendricson, William D; Andrieu, Sandra C; Chadwick, D Gregory; Chmar, Jacqueline E; Cole, James R; George, Mary C; Glickman, Gerald N; Glover, Joel F; Goldberg, Jerold S; Haden, N Karl; Meyerowitz, Cyril; Neumann, Laura; Pyle, Marsha; Tedesco, Lisa A; Valachovic, Richard W; Weaver, Richard G; Winder, Ronald L; Young, Stephen K; Kalkwarf, Kenneth L

2006-09-01

This article was developed for the Commission on Change and Innovation in Dental Education (CCI), established by the American Dental Education Association. CCI was created because numerous organizations within organized dentistry and the educational community have initiated studies or proposed modifications to the process of dental education, often working to achieve positive and desirable goals but without coordination or communication. The fundamental mission of CCI is to serve as a focal meeting place where dental educators and administrators, representatives from organized dentistry, the dental licensure community, the Commission on Dental Accreditation, the ADA Council on Dental Education and Licensure, and the Joint Commission on National Dental Examinations can meet and coordinate efforts to improve dental education and the nation's oral health. One of the objectives of the CCI is to provide guidance to dental schools related to curriculum design. In pursuit of that objective, this article summarizes the evidence related to this question: What are educational best practices for helping dental students acquire the capacity to function as an entry-level general dentist or to be a better candidate to begin advanced studies? Three issues are addressed, with special emphasis on the third: 1) What constitutes expertise, and when does an individual become an expert? 2) What are the differences between novice and expert thinking? and 3) What educational best practices can help our students acquire mental capacities associated with expert function, including critical thinking and self-directed learning? The purpose of this review is to provide a benchmark that faculty and academic planners can use to assess the degree to which their curricula include learning experiences associated with development of problem-solving, critical thinking, self-directed learning, and other cognitive skills necessary for dental school graduates to ultimately become expert performers as they develop professionally in the years after graduation.

Choosing Public Health Dentistry as a Career: A Cross-Sectional Study

PubMed Central

Naidu, Guntipalli M.; Prasad, Ghanasyam M.; Kandregula, Chaitanya Ram; Babburi, Suresh; KVNR, Pratap

2014-01-01

Objectives: The purpose of this study was to assess the attitude of dental students towards considering Public Health Dentistry as their future career. Materials and Methods: A questionnaire based, cross-sectional survey was conducted, which included dental students from different years of study. It consisted of 27 questions that were graded on five point Likert scale. Results: A total of 293 of the 320 registered undergraduate students participated in the study, with an overall response rate of 91.5%. Among the sample, 80 (27%) were males and 213 (73%) were females. Among the total sample which was studied, it was observed that only one third (35.4%) of them had high attitude towards selecting Public Health Dentistry as a future career, and nearly two thirds of them (58.02%) had an average attitude, with very few students having low attitude (6.48%). Conclusion: The present study concluded that there was an average attitude of 58% among dental students, which showed that they had a considerable amount of interest in pursuing post graduation in this speciality. Efforts should be intensified, both by dental council and by the dental colleges, to develop this speciality, keeping in mind the increasing attitude of dental undergraduates towards it. This also helps in increasing the number of dental personnel who are specialized in implementation of oral health policy, which does not exist in India. PMID:24701534

Annual ADEA Survey of Dental School Seniors: 2001 Graduating Class.

ERIC Educational Resources Information Center

Weaver, Richard G.; Haden, N. Karl; Valachovic, Richard W.

2002-01-01

An annual survey of graduating seniors by the American Dental Education Association (ADEA) obtained data about their financing of dental education, graduating indebtedness, practice and postdoctoral education plans following graduation, and impressions of the adequacy of time directed to various areas of predoctoral instruction. Also related…

Dental Students' Learning Experiences and Preferences Regarding Orofacial Pain: A Cross-Sectional Study.

PubMed

Teich, Sorin T; Alonso, Aurelio A; Lang, Lisa; Heima, Masahiro

2015-10-01

Pain is a global health problem, the effects of which range from diminished quality of life to pain management costs and loss of work and productivity. Pain in the head and neck region is defined as a separate entity: orofacial pain (OFP). However, some graduates from dental schools have reported feeling less competent in their ability to diagnose OFP than in other areas of dentistry. The aims of this study were to assess how students at one U.S. dental school had learned about OFP and to identify the teaching methods and venues they would like to see enhanced in the school's OFP curriculum. A cross-sectional four-question survey was administered to 140 dental students in their third and fourth years; the survey had a response rate of 53%. Most students reported having gained their OFP knowledge mainly in dental school, and 91.9% selected didactic courses as the main teaching method in which they had learned about this topic. Clinical education was the main teaching venue these students said they would like to see enhanced in order to gain more knowledge in most forms of OFP; this result aligned with their learning preferences in general. These findings may help dental schools design their OFP curricula to take account of students' preferences as well as practical limitations regarding availability of clinical experiences.

Knowledge and attitude toward human immunodeficiency virus/acquired immuno deficiency syndrome among dental and medical undergraduate students

PubMed Central

Kumar, Vinod; Patil, Kavitha; Munoli, Karishma

2015-01-01

Background and Objectives: Human immunodeficiency virus (HIV) is a major public health challenge. Unjustified calls for the isolation of patients with HIV infection might further constrain the potential for expansion of clinical services to deal with a greater number of such patients. This infectious illness can evoke irrational emotions and fears in health care providers. Keeping this in view, a study was conducted to assess the knowledge and attitudes related to HIV/acquired immune deficiency syndrome (AIDS) among dental and medical students. Methodology: Descriptive cross-sectional survey of the entire dental and medical undergraduate students from two colleges was carried out using a pretested, self-administered questionnaire. Descriptive statistics such as percentage was used to present the data. Results: Ninety-eight percentage medical and dental undergraduate graduate students knew about HIV transmission in the hospital. Journals and internet were the leading source of information among both medical and dental undergraduates. The majority of respondents discussed HIV-related issues with their classmates. Surprisingly, 38% medical and 52% dental undergraduates think that HIV patient should be quarantined (isolation) to prevent the spread of infection. 68% medical and 60% dental undergraduates are willing to rendering dental/medical care to HIV-infected patients. Relatively large proportion (98%) of participants was willing to participate for HIV prevention program. Conclusion: The knowledge of medical and dental students is adequate, but the attitude needs improvement. Dental and medical students constitute a useful public health education resource. Comprehensive training, continuing education, and motivation will improve their knowledge and attitude, which enable them to provide better care to HIV patients. PMID:26538940

The development and implementation of an online applied biochemistry bridge course for a dental hygiene curriculum.

PubMed

Gadbury-Amyot, Cynthia C; Overman, Pamela R; Crain, Geralyn

2009-01-01

This 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.

Assessment of dental student satisfaction with regard to process of thesis educational courses.

PubMed

Eslamipour, Faezeh; Noroozi, Zahra; Hosseinpour, Kobra

2015-01-01

Ensuring achievement of research experience by students is one of the most important goals of the thesis-conduction process and evaluation of student satisfaction with this process is one of the most imperative challenges herein. The aim of this study is to investigate the satisfaction of dental students passing the thesis educational course from the Isfahan Dental School. Sixty-two dental students who had graduated in2011, from the Isfahan Dental School, participated in this descriptive cross-sectional study. The postgraduate Research Experience Questionnaire (PREQ) was used for data collection. The questionnaire evaluated student satisfaction in seven domains: Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination, goals and expectations, and overall satisfaction. The data were analyzed on an SPSS software using descriptive and inferential statistics. The mean score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The highest satisfaction was found to be in thesis supervision and the least was in the intellectual climate domain. There was no significant statistical difference between satisfaction and gender (P = 0.46). Considering the results, to increase student satisfaction for passing the thesis courses, it is necessary to improve the intellectual climate in dental schools and also increase the research budget for more financial support of students to carry out their projects.

Empowerment in a model of outreach undergraduate dental education.

PubMed

Radford, D R; Hellyer, P

2017-01-13

Aim To undertake a quantitative and qualitative examination into what aspects of the students' experience in outreach at University of Portsmouth Dental Academy (UPDA) are encouraging their empowerment as autonomous practitioners, ready to graduate as 'safe beginners'.Methods The study was devised as part of the educational service evaluation of outreach education at the UPDA. For the two most recent cohorts of 160 students (2014-16) an additional domain was added specifically investigating the students' sense of how their experience of outreach at the UPDA has impacted on their development to be ready for independent practice (safe beginner). The questionnaire was completed anonymously in their last week of attendance just before graduation.Results A 91% response rate for the questionnaire was achieved. To the question about 'being given an opportunity to become an independent dentist', 83% of the respondents strongly agreed. Two themes with seven subthemes were identified from the free text responses. The two themes were 'self-actualisation: developing self-awareness and self-confidence' and 'delivery of care as a dentist'.Conclusion Within the limitations of this educational evaluation, students enjoyed the increase of autonomy they gained during the year-long placement and felt that the clinical teachers empowered, encouraged and supported them to develop as autonomous dental practitioners and as 'safe beginners', to deliver holistic care in the National Health Service.

The economic costs and benefits of dental education: an empirical analysis.

PubMed

Stafford, Gary L; Nourzad, Farrokh; Lobb, William K; Beall, Jason R

2014-11-01

The rising costs associated with obtaining a dental education have caused some to question the financial benefit of pursuing a dental degree. There is a concern that recent graduates may have difficulty finding professional opportunities that provide the income necessary to service their accumulated educational debt. The aim of this study was to evaluate the trends in educational costs to aid in making an accurate appraisal of the financial benefit of a dental education. Adjusted into constant dollar terms, data from a variety of sources were collected for economic variables such as tuition, fees, student indebtedness, and dentists' earnings. These variables were then analyzed to determine the true costs and benefits of obtaining a dental education. The results showed that, over the course of the last decade, educational costs increased faster than the real net income of practicing dentists, which led to a decline in the return on investment in dental education. However, regardless of an applicant's choice of public or private dental school, there continues to be a positive economic return on students' commitment of both financial resources and time to receive a dental education.

Dental education in Colombia

PubMed Central

Jaramillo, Jorge A.; Pulido, Jairo H. Ternera; Núñez, Jaime A. Castro; Bird, William F.; Komabayashi, Takashi

2014-01-01

This article describes Colombia's development of formal dentistry, its dental school system, curriculum, and dental licensure, and current issues in oral health care. In 1969, there were only 4 dental schools in Colombia; at this writing there are 21. Five dental schools are public and the other 16 are private. Nearly all classes are conducted in Spanish. Undergraduate pre-dental coursework is not a prerequisite for dental school in Colombia. To obtain licensure, Colombian dental students must complete 5 years of study in dental school, earn a diploma, and work for the government for 1 year. There are approximately 41,400 dentists in Colombia, and the number is increasing quickly. However, the unemployment rate among dentists is very high, even though graduation from dental school is extremely difficult. Although the 1,100:1 ratio of citizens to dentists is considered satisfactory, access to dental care is limited due to the high rate of poverty. PMID:20339245

Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia.

PubMed

Zawawi, Khalid H; Afify, Ahmed R; Yousef, Mohammed K; Othman, Hisham I; Al-Dharrab, Ayman A

2015-01-01

This longitudinal study was aimed to investigate the association between didactic grades and practical skills for dental students and whether didactic grades can reliability predict the dental students' practical performance. Didactic and practical grades for graduates from the Faculty of Dentistry, King Abdulaziz University, between the years 2009 and 2011 were collected. Four courses were selected: Dental Anatomy, Operative Dentistry, Prosthodontics, and Orthodontics. Pearson product-moment correlation analyses between didactic and practical scores were conducted. There was only a significant correlation between didactic and practical scores for the Dental Anatomy course (P<0.001). There was also a significant correlation between all four subjects in the didactic scores (P<0.001). Only the scores of male students showed a significant correlation in the Operative Dentistry course (P<0.001). There were no correlations between Orthodontic grades. Moreover, a poor degree of reliability was found between didactic and practical scores for all subjects. Based on the findings of this study, the relationship between didactic grades and practical performance is course specific. Didactic grades do not reliably predict the students' practical skills. Measuring practical performances should be independent from didactic grading.

Career Motivations, Perceptions of the Future of Dentistry and Preferred Dental Specialties Among Saudi Dental Students

PubMed Central

Halawany, Hassan S

2014-01-01

Aim: The purpose of this study was to determine the career motivations, perceptions of the future of dentistry and preferred postgraduate specialties of Saudi dental students. Methods: A pretested, self-administered, 16-item questionnaire was distributed to first- through fifth-year dental students at King Saud University in Saudi Arabia. Descriptive statistics were calculated, and the level of significance was set at 5%. Results: Of the 530 potential participants, 329 students (198 male and 131 female respondents) completed the questionnaire. High professional status (71.4%), a secure career (67.8%), a high income (78.1%), flexible working hours (54.4%), a wide range of career options after graduation (59.3%), opportunities for self-employment (69.3%) and good job opportunities abroad (65.3%) were endorsed to a great/considerable extent by the respondents. “It takes time to establish a practice” (62.3%), “Postgraduate education is a necessity” (72.4%) and “The increasing number of dental institutions is a threat to the profession” (59.3%) were endorsed to a great or considerable extent by the respondents. The most popular specialty among the male students was oral maxillofacial surgery (20.1%) and among female students was operative dentistry (23.4%). Conclusion: The career motivations of this group of dental students seemed to relate to socioeconomic aspects of dentistry and perceptions of the future of dentistry seemed to relate to the need for postgraduate education. PMID:25246989

Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis.

PubMed

Mays, Keith A; Levine, Eric

2014-12-01

The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that "graduates must demonstrate the ability to self-assess." Therefore, dental schools have developed preclinical and clinical self-assessment (SA) protocols aimed at fostering a reflective process. This study comparing students' visual SA with students' digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty-five first-year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=-0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=-0.027, p=0.824). This study showed that the students had challenges in self-assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.

Follow-up Study of Dental Hygiene Graduates, 1971-74. Research Study No. 75-5.

ERIC Educational Resources Information Center

Gold, Ben K.

Forty-seven (51.1 percent) of the 92 graduates of the Dental Hygiene program completed a questionnaire designed to provide feed-back information concerning activities of program graduates. Results indicated that: (1) Practically all graduates were employed as Dental Hygienists, with most sharing their time among two or more offices; (2) Daily…

Correlation of psychomotor skills and didactic performance among dental students in Saudi Arabia

PubMed Central

Afify, Ahmed R; Zawawi, Khalid H; Othman, Hisham I; Al-Dharrab, Ayman A

2013-01-01

Objectives The objective of this study is to investigate the correlation between the psychomotor skills and the academic performance of dental students. Methods Didactic and preclinical scores were collected for students who graduated from the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia, in 2011. Three courses (Dental Anatomy, Removable Prosthodontic Denture, and Orthodontics) were selected. Correlations comparing didactic and practical scores were done for the total samples, then for the males and females separately. Results There was no significant correlation between the practical and didactic scores for the three courses for the total sample. There was a significant correlation between all three subjects in the didactic scores. For females, the results showed that there was only a significant correlation between the practical and didactic scores for Dental Anatomy. For males, no correlation was observed between the practical and didactic scores for all subjects. Conclusion In the present sample, didactic performance did not correlate well with the students’ psychomotor performance. PMID:24159266

Measuring the attitudes of dental students towards social accountability following dental education - Qualitative findings.

PubMed

Chen, Vivian; Foster Page, Lyndie; McMillan, John; Lyons, Karl; Gibson, Barry

2016-06-01

The term social accountability has gained increased interest in medical education, but is relatively unexplored in dentistry. The aim of this study is to explore dental students' attitudes towards social accountability. A qualitative study utilizing focus groups with University of Otago final year (5th year) Bachelor of Dental Surgery (BDS) students was carried out. A questionnaire designed to measure medical students' attitudes towards social responsibility was used as a guide. Following data collection, framework analysis was used to analyze each of the three focus groups, and repeating themes were noted. Analysis of the focus groups discovered recurring themes, such that participants believed that dentists should be accountable to society in a professional context and that they are responsible for patients who present at their clinic but that there is no professional obligation to help reduce oral health inequalities by working with populations facing inequalities. There was strong agreement that there needs to be change to the dental health care system from a structural and political level to address oral health inequalities, rather than individual dentists assuming greater responsibility. Our findings show that dental education may not be accountable to society in the sense that it is not producing graduates who believe that they have an obligation to address the priority oral health concerns of society.

Attitudes of final-year dental students to bleaching of vital and non-vital teeth in Cardiff, Cork, and Malmö.

PubMed

Hatherell, S; Lynch, C D; Burke, F M; Ericson, D; Gilmour, A S M

2011-04-01

The aim of this study was to determine attitudes of final-year dental students in Cardiff, Cork and Malmö towards tooth whitening. Following receipt of ethical approval, pre-piloted questionnaires were distributed to final-year dental students in Cork, Cardiff, and Malmö as close as possible to graduation. The questionnaire sought information relating to various opinions and attitudes towards the use of bleaching techniques including safety of bleaching, confidence in the provision of bleaching, recommendations to patients, teaching received, awareness of restrictions on the use of bleaching products and management of simulated clinical scenarios. Eighty three per cent (n = 116) of questionnaires were returned. Cork dental students had the most didactic teaching (2-h vital, 1-h non-vital bleaching) compared to Cardiff or Malmö students (0 h each). More Cork students regarded bleaching as safe (76%, n = 28) than Cardiff (70%, n = 32) or Malmö (36%, n = 12) students. More than 50% of Cork students feel they know enough about bleaching to provide it in practice, significantly more than Cardiff (< 25%) or Malmö (< 25%) students. The majority of students would provide vital bleaching after qualification (100% (n = 37) Cork; 82% (n = 27) Malmö; 76% (n = 35) Cardiff). In simulated clinical scenarios, more Cork students would propose bleaching treatments (89%n = 33) than Malmö (64%n = 21) or Cardiff (48%n= 22) students. Variations exist in the attitudes and approaches of three European dental schools towards bleaching. Dental students need to be best prepared to meet the needs of their future patients. © 2010 Blackwell Publishing Ltd.

Dental hygienists' perceptions of barriers to graduate education.

PubMed

Boyd, Linda D; Bailey, Angela

2011-08-01

To advance the profession of dental hygiene, graduate education is necessary to support growth in research, education, administration, and practice in the discipline and to sustain credibility in a climate in which other health professions require entry-level master's and doctoral degrees. The purpose of this study was to explore what dental hygienists perceive as barriers to pursuing a graduate degree. A survey was developed based on the literature and other national surveys. Data were collected from 160 respondents to the survey: 50 percent held an entry-level baccalaureate degree in dental hygiene, while the rest held an entry-level associate degree (48 percent) or certificate (2 percent) in dental hygiene. All respondents had completed a bachelor's degree. The top five barriers these respondents identified in pursuing graduate education were as follows: 1) cost of graduate education, 2) family responsibilities are too great, 3) concerns about personal funding to pay for graduate education, 4) finding time for graduate school while working, and 5) fear of thesis research. Dental hygiene is one of the few health professions that still have entry-level degrees at the associate and baccalaureate levels. The profession needs to reduce such barriers to enable dental hygienists to pursue graduate education and thus ensure an adequate supply of future leaders, educators, and researchers.

A critical appraisal of holistic teaching and its effects on dental student learning at University of Bergen, Norway.

PubMed

Berge, Morten E; Berg, Einar; Ingebrigtsen, Jana

2013-05-01

The curriculum of the dental faculty at the University of Bergen, Norway, was revised and a new curriculum implemented in 1998 based on the principles of holistic teaching and patient-centered treatment. The first candidates graduated in 2003. The change of curricula, experience gained, and lack of an evidence base for holistic teaching justify a general discussion of all relevant aspects associated with this approach. The purpose of this article was to make a contribution towards such a discussion. A PubMed search regarding holistic teaching in dentistry was performed. Of the 211 entries on holistic teaching, few discussed holism in depth; none reported outcome measures comparing old and new curricula. Data collected from students graduating in 2003 (new curriculum) and 2000 (old curriculum) on their satisfaction with the teaching comprise a possible outcome measure. In most respects, using prosthodontics as an example, no differences between the two groups of students were found. Students studying under the new holistic curriculum were less satisfied than those studying under the old one regarding the number of available teachers and teachers' feedback on student performance. Both holistic teaching/patient-centered treatment and a more traditional subject-specific approach have advantages and disadvantages, and neither can be practiced in its pure form for ethical and practical reasons. The quantitative results of this study did not support the hypothesis that holism improved students' satisfaction with the teaching. A wide discussion of holism in dental education is needed, along with outcome measures when curricula are changed.

Student retention practices in associate degree, entry-level dental hygiene programs.

PubMed

Holt, Marianne P

2005-01-01

The main purpose of this study was to investigate student retention strategies and practices implemented in associate degree, entry-level dental hygiene programs. Included are student attrition issues, academic standards, re-entry policies, and clinical remediation strategies. A survey consisting of forced choice and open-ended questions was mailed to 31 randomly selected associate degree, entry-level dental hygiene programs. Surveys were analyzed using descriptive statistics and frequency distributions. Open-ended questions were analyzed using the constant comparative qualitative method to identify recurring themes. There was an 80% (n=25) return response to the survey. The findings of this study determined that dental hygiene programs are graduating, on average, a higher percentage (83%) of students when compared to two-year, associate degree programs in general (46%). The primary reasons reported by respondents for student attrition included: academic difficulties (88%), dissatisfaction with career choice (76%), family/personal responsibilities (72%), and clinical skill difficulties (56%). A wide variety of retention strategies were reported. Those most often cited were academic remediation (92%), clinical skill development/remediation (84%), academic advising (84%), financial aid assistance (84%), and tutoring (80%). Participating programs also reported setting high academic and ethical standards. Specific criteria for student re-entry were discussed. The findings of this study suggest that associate degree, entry-level dental hygiene programs are committed to student retention and make considerable efforts to help students succeed. Student retention efforts could be enhanced for those student groups identified as possibly being at high risk for attrition. The findings and recommendations in this investigation may assist associate degree, entry-level dental hygiene programs in their efforts to retain a higher percentage of students.

Assessment of dental student satisfaction with regard to process of thesis educational courses

PubMed Central

Eslamipour, Faezeh; Noroozi, Zahra; Hosseinpour, Kobra

2015-01-01

Introduction: Ensuring achievement of research experience by students is one of the most important goals of the thesis-conduction process and evaluation of student satisfaction with this process is one of the most imperative challenges herein. Aims: The aim of this study is to investigate the satisfaction of dental students passing the thesis educational course from the Isfahan Dental School. Settings and Design: Sixty-two dental students who had graduated in2011, from the Isfahan Dental School, participated in this descriptive cross-sectional study Materials and Methods: The postgraduate Research Experience Questionnaire (PREQ) was used for data collection. The questionnaire evaluated student satisfaction in seven domains: Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination, goals and expectations, and overall satisfaction. Statistical Analysis Used: The data were analyzed on an SPSS software using descriptive and inferential statistics. Results: The mean score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The highest satisfaction was found to be in thesis supervision and the least was in the intellectual climate domain. There was no significant statistical difference between satisfaction and gender (P = 0.46). Conclusions: Considering the results, to increase student satisfaction for passing the thesis courses, it is necessary to improve the intellectual climate in dental schools and also increase the research budget for more financial support of students to carry out their projects. PMID:27462643

Second Mesiobuccal Canal Treatment in a Predoctoral Dental Clinic: A Retrospective Clinical Study.

PubMed

Coelho, Marcelo Santos; Parker, Jeffrey M; Tawil, Peter Z

2016-06-01

The aim of this retrospective clinical study was to evaluate the location and treatment of second canals in mesiobuccal roots (MB2) of first and second maxillary molars in a predoctoral endodontic clinic by the graduating classes of 2008 to 2015. These results were compared to similar clinical studies. Included in the study were 368 root canal treatments performed by 310 third- and fourth-year dental students at one U.S. dental school. All cases were done under faculty supervision, and the students were instructed to use dental loupe magnification. Students' evaluation sheets were used to deteremine the total MB2 canals treated in first and second maxillary molars. The results showed that, overall, 72.55% of the teeth had an MB2 canal treated. The frequency was higher in first molars (75.91%) than in second molars (56.92%) (p<0.05). Third-year students were able to detect 39 MB2 canals in 57 maxillary molars (68.42%), while fourth-year students detected 228 MB2 canals in 311 teeth (73.31%) (p>0.05). Under proper supervision by experienced endodontists, these dental students were capable of treating MB2 canals in maxillary molars. The frequency of MB2 canals located and treated by dental students with the assistance of experienced professionals was higher in first than in second molars. No significant difference was found between third- and fourth-year students. The incidence of MB2 canals located and treated in this study was found to be similar to that in other clinical studies.

Coordination and Development of a Graduate Dental Education System.

ERIC Educational Resources Information Center

Morris, Alvin L.

1981-01-01

To respond to the public's expectations for primary dental care, the profession needs to take steps that prevent overspecialization. Many institutions, organizations, and agencies have legitimate roles related to graduate dental education. The profession needs to develop a mechanism for influencing the numbers and mix of graduate education…

A Systematic Review of the Use of Self-Assessment in Preclinical and Clinical Dental Education.

PubMed

Mays, Keith A; Branch-Mays, Grishondra L

2016-08-01

A desired outcome of dental and dental hygiene programs is the development of students' self-assessment skills. To that end, the Commission on Dental Accreditation states that "graduates must demonstrate the ability to self-assess." However, it is unclear that merely providing opportunity for self-assessment actually leads to the desired outcome. The aim of this study was to systematically review the literature on self-assessment in dental education. A search of English-language articles for the past 25 years (January 1, 1990, to June 30, 2015) was performed using MEDLINE Medical Subject Heading terms. Each abstract and/or article was validated for inclusion. The data collected included student classification, self-assessment environment, faculty assessment, training, faculty calibration, predictive value, and student perceptions. A qualitative analysis was also performed. From an initial list of 258 articles, 19 were selected for inclusion; exclusion criteria included studies that evaluated a non-preclinical or non-clinical exercise or whose subjects were not predoctoral dental or dental hygiene students. The results showed limited information regarding any kind of systematic training of students on how to perform a self-assessment. The majority of the studies also did not specify the impact of self-assessment on student performance. Self-assessment was primarily performed in the second year and in the preclinical environment. Students received feedback through a correlated faculty assessment in 73% of the studies, but 64% did not provide information regarding students' perceptions of self-assessment. There was a trend for students to be better self-assessors in studies in which a grade was connected to the process. In addition, there was a trend for better performing students to underrate themselves and for poorer performing students to overrate themselves and, overall, for students to score themselves higher than did their faculty evaluators. These findings suggest the need for greater attention to systematically teaching self-assessment in dental and dental hygiene curricula and for further research on the impact of self-assessment on desired outcomes.

Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

PubMed

Hum, Lauren; Park, Sang E

2016-04-01

Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection.

PubMed

Nash, Whitney A; Hall, Lynne A; Lee Ridner, S; Hayden, Dedra; Mayfield, Theresa; Firriolo, John; Hupp, Wendy; Weathers, Chandra; Crawford, Timothy N

2018-07-01

In response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students. The purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students. A two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team. This program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program. Students participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program. Nurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test. An interprofessional education program can be a valuable addition to the health professions curriculum of nurse practitioner and dental students. Care must be taken to address logistical issues when working with students in different academic programs. Copyright © 2018. Published by Elsevier Ltd.

Medically Necessary

ERIC Educational Resources Information Center

Lum, Lydia

2010-01-01

This article discusses why rising fees for graduate programs at University of California campuses threaten to undermine growth of underrepresented minorities (URMs) in health-science and other professions. Dental student Hector Godoy easily relates to his patients at a University of California, Los Angeles clinic. Like many of them, Godoy never…

Protecting the Voc Ed Consumer.

ERIC Educational Resources Information Center

Wilms, Wellford W.

To test the differences in effect of postsecondary vocational training offered by public schools and by proprietary schools, a study based on a sample of 4,8000 students and graduates in the accounting, programing, electronic technician training, dental assisting, secretarial, and cosmetology occupations was designed. Even though vocational…

Predoctoral dental students' perceptions and experiences with prosthodontics.

PubMed

Dhima, Matilda; Petropoulos, Vicki C; Salinas, Thomas J; Wright, Robert F

2013-02-01

The aims of this study were to: (1) investigate the perceptions and experiences of predoctoral dental students and advanced standing students on mentorship, exposure to prosthodontics, and future need for the specialty, and (2) establish a baseline of students' perceptions of the impact of prosthodontics on salary, personal and patient quality of life, and the profession of dentistry. A survey was distributed to 494 predoctoral and advanced standing students at the University of Pennsylvania School of Dental Medicine. Questions focused on the perceptions and experiences with the specialty of prosthodontics. A total of 410 surveys were analyzed using Chi Square tests and univariate and multivariate analysis with statistical software. Response rate was 83%. A positive initial introduction to prosthodontics was reported by 57% of students. Most students had positive experiences with prosthodontic faculty and enjoyed laboratory work and challenging/complex dentistry. A greater need for prosthodontists in the future was perceived by 82% of respondents, with 63% reporting that the future of prosthodontics had been emphasized. Students reported (1) a preclinical course directed by prosthodontists and (2) working in the clinic with prosthodontic faculty (p < 0.006) as having the biggest impact on their introduction to prosthodontics. A desire to pursue training or a career in prosthodontics was reported by 3.4% of the respondents, with 1.7% of them pursuing prosthodontics. Enjoyment of providing care in prosthodontics was the most important factor for those who decided to pursue prosthodontic postgraduate training. When compared to other specialties, prosthodontics ranked low with regards to its impact on salary (7(th) ), personal quality of life (5(th) ), patient quality of life (4(th) ), and strengthening of the dental field (7(th) ). Reasons few students are interested in prosthodontics as a career, despite a positive first introduction and high perceived future need for prosthodontists may be attributed to a number of factors. These include insufficient prosthodontically, trained faculty, lack of a mentorship program, lack of an advanced graduate program, a perception of feeling unprepared upon graduation, and misconception of potential income in prosthodontics. © 2012 by the American College of Prosthodontists.

Evaluating the ability of dental technician students and graduate dentists to match tooth color.

PubMed

Sinmazisik, Gulden; Trakyali, Goksu; Tarcin, Bilge

2014-12-01

The ability of dental technician students to match tooth shade with the Vita 3D-Master shade guide and Toothguide Training Box has not been investigated. The purpose of this study was to evaluate and compare the shade-matching ability of dental technician students and graduate dentists using the Vita 3D-Master shade guide. Twenty-nine dental technician students (DTS group) and 30 graduate dentists (GD group) participated in this study. The Toothguide Training Box (TTB) was used to train the participants and test their shade-matching abilities. Shade-matching ability was evaluated with 3 exercises and a final test, all of which are components of the TTB. The number of mistakes for each participant for value (L), chroma (c), and hue (h) were recorded during the exercises and the final test, and the mistake ratios were calculated. Color difference (ΔE) values for each shade were calculated from the L*, a*, and b* values of the Vita 3D-Master shade guide for each participant in both groups. The Mann-Whitney U test was used to determine statistically significant differences between the L, c, and h mistake ratios of the 2 groups, and the Student t test was used to determine statistically significant differences between the final test scores and the ΔE values of the groups (α=.05). The mistake ratio for L in the GD group was significantly higher than that of the DTS group (P<.05), whereas the mistake ratio for h in the DTS group was higher (P<.001). No significant differences were observed between the groups regarding the mistake ratios for c (P>.05). With regard to the final test scores and the ΔE values, no significant differences were found between the groups (P<.001), and the DTS group received higher scores than the GD group (912 and 851). The mean ΔE values for the DTS and GD groups were 1.72 and 2.92. DTSs made more mistakes in the h parameter than GDs, and GDs made more mistakes in the L parameter than DTSs. With regard to the final test scores and the ΔE values, DTSs were more successful in shade matching than GDs. Copyright © 2014 Editorial Council for the Journal of Prosthetic Dentistry. Published by Elsevier Inc. All rights reserved.

Stakeholders' Perceptions About a Newly Established Dental School with a Problem-Based, Student-Led, Patient-Centered Curriculum: A Qualitative Study.

PubMed

Ali, Kamran; Tredwin, Christopher; Kay, Elizabeth; Slade, Anita

2016-03-01

The aim of this study was to explore the perceptions of stakeholders regarding a newly established dental school with a problem-based, student-led, patient-centered curriculum in a community setting. Qualitative methods using 16 semistructured interviews and two focus groups were used to engage a range of stakeholders from students to faculty members to practitioners. Purposive sampling was employed with participants contacted through professional channels. Interview and focus group transcripts were transcribed verbatim. The data were analyzed thematically using an inductive approach. Themes related to preparedness of dental graduates were identified during data analyses. Early clinical exposure with patients in the first year of the course, holistic care using a patient-centered approach, and the acquisition of communication skills, professionalism, team-working skills, reflective practice, and evidence-informed clinical practice were perceived to be key strengths of the curriculum. The participants also expressed the need to strengthen teaching of life sciences and provide additional clinical experience in simulated general dental practice clinics. This study provides insight into the perceptions of a wide range of stakeholders and provides a deeper understanding of the merits and challenges of an innovative undergraduate dental curriculum.

Career influences among final year dental students who plan to enter private practice.

PubMed

Nashleanas, Benjamin M; McKernan, Susan C; Kuthy, Raymond A; Qian, Fang

2014-03-08

Existing research about the influence of educational debt on students' decision to enter general practice immediately after graduation is conflicting. Other potential factors that could affect this decision include the influence of a spouse or other family member, the importance of a mentoring dentist, and how students perceive the burden of their debt. The goal of this study was to examine the importance of debt on career decision-making while also considering the role of other influences. Responses to a self-completed questionnaire of all final (fourth) year students at the University of Iowa College of Dentistry from 2007 through 2010 were analyzed to identify the importance of educational debt and the influence of spouses, other family members, and mentoring dentists in the decision to enter private general practice immediately after graduation. Statistical analysis included bivariate tests (t-tests and Chi-square tests) and multivariable logistic regression. 58.9% of respondents (N = 156) planned to immediately enter private practice after dental school. Bivariate analyses revealed women to be more likely to enter private practice than their male counterparts (69.0% vs. 51.8%, p = .006). Students planning to enter practice immediately did not differ significantly from those with other career plans on the basis of marital status or having a family member in dentistry. Anticipated educational debt of at least $100,000 was positively associated with plans to enter private practice immediately after graduation. Self-reported importance of educational debt was not associated with career plans. However, the influence of a spouse, other family members, and family dentists were also positively associated with the decision to enter private practice. These factors all maintained significance in the final multivariable model (p < 0.05); however, educational debt of at least $100,000 was the strongest predictor of plans to enter private practice (OR = 2.34; p = 0.023). Since the 1970s, increasing numbers of dentists in the U.S. have pursued specialty training after dental school. However, rising educational debts may counter this trend as increasing numbers of dentists choose to immediately pursue general dentistry at graduation. This project has demonstrated the significant influence of educational debt, beyond other external influences.

The learning environment in professional doctorate and postgraduate dental education: a qualitative study.

PubMed

Subramanian, J; Thomson, W M

2017-11-01

Currently, there is a lack of studies focusing on professional doctoral students' and graduates' perceptions of their learning environment, in particular, using a qualitative approach to elicit in-depth information. This article aims to contribute to the existing body of knowledge by systematically exploring, critically analysing and getting a deeper understanding of professional doctorate dental students' and graduates' insights into effective and ineffective clinical and physical learning environment characteristics. The study included a total of 20 participants. Participants included 16 final-year Doctor of Clinical Dentistry (DClinDent) students and four dental specialists (graduates of the DClinDent programme). Semi-structured, individual interviews were used. Participants were asked to reflect upon and describe in detail their effective and ineffective learning environment experiences. The critical incident technique was used to guide the data collection. Data were analysed using a general inductive qualitative approach. Learning environment characteristics which participants associated with effective learning included the following: sufficient opportunities for comprehensive treatment planning; introduction to a number of patient treatment philosophies; a sufficient number of complex cases; clinically oriented research and assignment topics; a focus on clinical training in the programme generally; a research topic of a realistic depth and breadth, suitable for their 'specialist training' degree; and a well-resourced and updated physical infrastructure. On the other hand, most participants indicated that the absence of an adequate number of clinical cases, an overemphasis on research (as opposed to clinical practice) in the DClinDent programme and an 'outdated' physical infrastructure in the dental school clinics could hamper effective clinical learning. These findings contribute to the meaningful advancement of the literature on learning environment strategies through the exploration of (and in-depth qualitative insights into) what facilitated effective learning by New Zealand professional doctorate candidates and graduates. These findings provide a starting point for reflection by international academic directors, educational developers, curriculum planners, programme managers and clinical teachers in respect of the further development of the learning environment. Although the findings from this study may not be directly transferable to all international contexts, they have the potential to contribute to the further development of theory in this area. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A comparative evaluation of oral hygiene practices, oral health status, and behavior between graduate and post-graduate dentists of North India: An epidemiological survey

PubMed Central

Singh, Maan Surinder; Tuli, Aaswin Kaur

2013-01-01

Objectives: The present study was carried out to compare oral hygiene practices, oral health status and behavior of graduate and postgraduate dentists of North India. Materials and Methods: The study was carried out among 727 dentists (446 graduate i.e., Group A and 281 post graduate i.e., Group B) through an online questionnaire. The questionnaire covered oral hygiene regimen, adverse oral habits, information regarding dental visits and dental treatment. Results: Results showed less than adequate oral hygiene practices among both the groups with more so in the graduate group (P ≤ 0.05). Very few dentists in both the groups reported any adverse oral habit. A more positive (P ≤ 0.05) attitude towards regular dental check up and dental treatment was seen in post-graduate dentists when compared to graduates. Conclusion: Very few dentists in both the groups followed ideal dental hygiene regimen. Dentists are the role models for the society as far as oral health is concerned; hence they need to be more responsible and lay more stress on their daily regimen and improve the scenario. PMID:24478975

Measuring the short-term effects of incorporating academic service learning throughout a dental hygiene curriculum.

PubMed

Simmer-Beck, M; Gadbury-Amyot, C; Williams, K B; Keselyak, N T; Branson, B; Mitchell, T V

2013-11-01

Academic service learning (ASL) provides the venue for dental hygiene education to take oral healthcare services directly into communities while at the same time promoting professional responsibility within the student bodies. The purpose of this study was to quantitatively examine the change in pre-existing attitudes and behaviours of dental hygiene students following the incorporation of ASL activities throughout a five-semester dental hygiene curriculum. Seventy-seven first-year dental hygiene students who participated in ASL from the graduating classes of 2008-2010 participated in the study. A survey instrument developed by Shiarella, based on Schwartz's Helping Behaviors Model, was used to assess students' attitudes towards community service. Additionally, questions were developed using Shinnamon's Methods and Strategies for Assessing Service-Learning in the Health Professions. Internal estimates of reliability for scales (Cronbach's α) were all >0.8. The results revealed statistically significant improvements over time in enhanced learning (P = 0.0001), self-awareness (P = 0.0001), sense of volunteerism (P = 0.013), impact on career choices (P = 0.001) and decrease in personal costs (P = 0.0001). There were no significant changes in other subscales over time. Further investigating these domains revealed minimal to no changes in attributes of service learning. Service learning integrated into the dental hygiene curriculum can enhance learning and improve students' self-awareness, sense of volunteerism, career choices and perception of personal costs. In concert with the literature on ASL, these experiences throughout the curriculum have potential for increasing students' awareness of community need and their roles as oral health professionals. © 2013 John Wiley & Sons A/S.

Enrichment programs to create a pipeline to biomedical science careers.

PubMed

Cregler, L L

1993-01-01

The Student Educational Enrichment Programs at the Medical College of Georgia in the School of Medicine were created to increase underrepresented minorities in the pipeline to biomedical science careers. Eight-week summer programs are conducted for high school, research apprentice, and intermediate and advanced college students. There is a prematriculation program for accepted medical, dental, and graduate students. Between 1979 and 1990, 245 high school students attended 12 summer programs. Of these, 240 (98%) entered college 1 year later. In 1986, after eight programs, 162 (68%) high school participants graduated from college with a baccalaureate degree, and 127 responded to a follow-up survey. Sixty-two (49%) of the college graduates attended health science schools, and 23 (18%) of these matriculated to medical school. Of college students, 504 participated in 13 summer programs. Four hundred (79%) of these students responded to a questionnaire, which indicated that 348 (87%) of the 400 entered health science occupations and/or professional schools; 179 (45%) of these students matriculated to medical school. Minority students participating in enrichment programs have greater success in gaining acceptance to college and professional school. These data suggest that early enrichment initiatives increase the number of underrepresented minorities in the biomedical science pipeline.

Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil.

PubMed

Junges, Roger; Stello, Ruggiero Silveira; Portella, Fernando Freitas; Rösing, Cassiano Kuchenbecker; Samuel, Susana Maria Werner

2011-01-01

The aim of the present study was to evaluate two dental curricula at a school of dentistry in southern Brazil. The study population included dentists trained in the last two classes of the institution's old curriculum (n = 98) and graduates of the first two classes of the new curriculum (n = 56). A questionnaire with open and closed questions was used for an overall evaluation of different aspects of the curricula, such as study methods, importance given to basic sciences, quality of theoretical and clinical guidance, perception about skills needed to perform different dental procedures, professional goals and an overall assessment. Students in the new curriculum reported more frequent use of the internet (69.6%) and scientific articles (50.0%). More importance was given to the basic sciences in the new curriculum. Graduates of the old curriculum alleged themselves to be more capable of both performing conventional (99%) and complex amalgam restorations (68.4%), as well as three-unit fixed prostheses (62.2%). Graduates of the new curriculum alleged higher capability with periodontal surgeries (48.2%), treatment of temporomandibular joint (TMJ) disorders (58.1%) and public health planning (78.6%). Regarding professional goals, the new curriculum was associated with an increase in the graduates' willingness to work in the public health system and to pursue an academic career. New curriculum graduates reported higher overall assessments regarding their educational, as well as theoretical and clinical, outcomes. A new curricular approach was associated with several changes from the perspective of the students.

Association between perception of dentist oversupply and expectations of dentistry: a survey of dental graduates in Japan.

PubMed

Watanabe, Takeshi; Hanioka, Takashi; Yamamoto, Mito; Haresaku, Satoru; Shimada, Kaoru; Naito, Toru

2013-06-01

The perception that there is a surplus of dentists may be an opportunity to explore attractive career options in dentistry in Japan. A self-administered questionnaire was mailed to 2,114 graduates of a private dental school in Japan. We asked about the perception of oversupply, rated by a visual analogue scale, work environment factors, potential areas of dentistry and necessary medical subjects for their dental practice. The association of a strong perception of dentist oversupply with work environment factors, dental areas and medical subjects was examined by multivariate logistic regression analyses. The response rate was 66%, and data from 1,203 community dentists were analysed. Most respondents (76%) perceived either a strong or very strong surplus of dentists. A very strong perception was significantly associated with work environment factors, including practising in large cities and earning the second lowest of four levels of annual income, but no further associations were found with either the number of patients treated or with the other two ranges of income. This perception was negatively associated with the number of necessary medical subjects, specifically otorhinolaryngology, but no significant association was seen with the number of potential areas of dentistry. The negative correlation between the aspiration to acquire medical knowledge and the perception of dentist oversupply under the circumstance of the possibly excessive perception among community dentists invites further research on the benefits of teaching oral medicine to graduate entry students to build future working satisfaction. © 2013 FDI World Dental Federation.

Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

PubMed

Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N

2016-08-01

Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.

Knowledge and Attitudes About Oral Cancer Among Dental Students After Bologna Plan Implementation.

PubMed

Frola, María Inés; Barrios, Rocío

2017-09-01

Oral cancer is the most common of head and neck tumours. Dentists have an important role in the most effective prevention measures: controlling aetiological factors and early detection. Dental curriculum has suffered changes in their structures and contents during Bologna process. The aim of this study is to explore oral cancer knowledge and attitudes among dental students of Granada after the implementation of the Bologna plan. A cross-sectional study was carried out in the School of Dentistry of the University of Granada. A questionnaire was delivered to dental students in the fourth and fifth years (of study) to assess knowledge and attitudes about oral cancer area. 79.3 % related that they examined the oral mucosa from their patients regularly. Almost the whole sample (95.9 %) said that they would advise their patients about risk factors for oral cancer when they graduated. Tobacco followed by alcohol was the main oral cancer risk factor identified (94.2 and 72.7 %, respectively). 96.7 % of the sample would like to receive more information about this subject. Fourth year students had taught self-examination for early detection of oral cancer more frequently than fifth year students (42.5 versus 22.9 %, respectively). The results of this study revealed that dental students had good attitudes in the area of oral cancer. On the other hand, it highlights the need for an improvement of the teaching program regarding risk factors for oral cancer and performing routine oral examination.

Career expectations and influences among dental students in Malaysia.

PubMed

Che Musa, Muhd Firdaus; Bernabé, Eduardo; Gallagher, Jennifer E

2016-08-01

It is important to understand career expectations of emerging dental graduates if human resources are to be harnessed in support of oral health. The aims of this study were to explore students' career expectations and their perceived influences, and to examine variation according to student and school characteristics. All final-year students registered for 2013/2014 across 11 dental schools in Malaysia were invited to participate in a self-administered questionnaire (n = 530). The instrument explored short- and long-term career expectations, influences and students' background using a mix of open- and closed-ended questions. The chi-square test was used for comparison according to student and school characteristics. Three-hundred and fifty-six (83%) students, across eight schools, completed the questionnaire. In the short term, undertaking specialist training (46%) was the most commonly cited career goal, and achieving financial stability (79%) was the greatest influence. In the long term, 59% planned to specialise (with a significant difference found according to ethnic group), and 67% considered working full-time, with men significantly more likely to do so than women (P = 0.036). More Malay students (90%) ranked childcare commitments as an important influence on the number of sessions they planned to work per week compared with Chinese students (75%) and Others (74%; P = 0.001). Work-life balance (95%) and high income/financial security (95%) were the main influences on respondents' long-term goals. There was a high level of interest in specialisation and a desire to achieve financial stability and work-life balance in the group of dental students who responded to the survey. Long-term career expectations varied according to student but not according to school characteristics. © 2016 FDI World Dental Federation.

Psychometric Evaluation of a 13-Point Measure of Students' Overall Competence in Community-Based Dental Education Programs.

PubMed

Ramaswamy, Vidya; Piskorowski, Wilhelm; Fitzgerald, Mark; Hamerink, Howard A; Stefanac, Stephen; Greene, Rachel; Lantz, Marilyn S

2016-10-01

Since 2006, the University of Michigan School of Dentistry has used a 13-point measure of overall competence instrument to assess fourth-year dental students' end-rotation performance at community clinics. The aim of this study was to assess the reliability and validity of this instrument used by preceptors to rate students' overall competence during community-based dental education experiences. The measure was analyzed using performance ratings for all fourth-year DDS students in the graduating classes of 2012 and 2013 (combined n=201). The results were that interrater agreement was satisfactory and the measure scored high for internal consistency; also, the measure loaded highly on a single overall competence factor. Ratings on this measure did not correlate with students' final cumulative dental school GPA, but showed a significant positive correlation with their fourth-year fall patient management grades (which signify students' conscientiousness in managing patients and their families in a professional and ethical manner). There were differences in grading systems between the 2012 cohort (which used a pass/fail system) and the 2013 cohort (which used a letter grade system) and the mean ratings they received (higher for the 2013 cohort). Overall, the study found that the 13-point measure demonstrated excellent reliability and validity, suggesting it is useful in determining a student's clinical competence in these settings.

Assessing the demand and preferred format of a student leadership development program at Pacific.

PubMed

Hammer, Daniel A; Nadershahi, Nader A

2011-08-01

Dental students are future leaders of health care and the dental profession. The purpose of this study was to assess the interest in leadership development programs at the University of the Pacific Arthur A. Dugoni School of Dentistry and compare the results with similar studies. In April 2010, two surveys were administered. Of the 462 students enrolled, 58 percent completed the survey. Of the eighty-one faculty members and administrators who attended the Spring Faculty Development Day, 85 percent completed the survey. This study confirmed claims that students find it most effective to learn leadership from mentors. Over 80 percent of the student respondents indicated that faculty mentorship would be the most beneficial aspect of a leadership development program. Sixty-two percent of the faculty respondents said they would serve as mentors. Following mentorship, small-group discussion (74 percent), public speaking (56 percent), dental society member mentorship (40 percent), panel discussions (39 percent), community outreach (39 percent), and capstone project (13 percent) followed in popularity. This study established a foundation to develop a pilot for the Dugoni Practical Leadership Initiative at Pacific based on the preferences of the participants in this survey. With more data and longitudinal studies, we will assess how these programs translate to leadership in dental school and after graduation.

Perceptions of business skill development by graduates of the University of Michigan Dental School.

PubMed

Barber, Michael; Wiesen, Robert; Arnold, Sara; Taichman, Russell S; Taichman, Linda Susan

2011-04-01

Many graduating dentists leave dental school feeling that they are not prepared to start and run a dental practice. The aim of this pilot study was to explore the knowledge and perceptions dental graduates have in the area of practice management. A twenty-item survey was mailed in the fall of 2008 to nearly half of the University of Michigan dental school alumni who had graduated between the years of 1997 and 2007. Respondents were asked about their demographics, practice characteristics, and perceptions of knowledge/experience regarding practice management skills at the present time as well as at graduation. Data were analyzed using descriptive and inferential statistics. The majority of respondents were general practitioners (84 percent) aged thirty to thirty-nine practicing between six and ten years with practice incomes reported to be greater than $300,000 per year (79 percent). Most dentists reported being either an owner or co-owner of the practice (57 percent), and 33 percent reported being an associate in the practice. Upon graduation, 7 percent of the respondents felt that they had a strong knowledge of accounting or human resource issues; this perception increased to 47 percent at the present time. Similarly, less than 6 percent of respondents felt they understood issues pertaining to dental insurance upon graduation; this perception increased to 68 percent after having spent time in the workforce. In contrast to the large increase in knowledge/experience in business aspects of dentistry that had accrued since graduation, most alumni reported only a 7 percent increase in their knowledge of the legal aspects of dental practice. Results from this study indicate that interventions are needed to increase graduating dentists' knowledge of practice management and close the gap between their knowledge and its application in real life. The majority of alumni believed there is a need to improve the curriculum focused on these aspects of dental practice.

Teaching the placement of posterior resin-based composite restorations in Spanish dental schools.

PubMed

Castillo-de Oyagüe, Raquel; Lynch, Christopher; McConnell, Robert; Wilson, Nairn

2012-07-01

In an area of esthetic dentistry such as posterior composites, in which new materials and techniques are being devolved continuously, it is important to confirm that dental students have a clear understanding of the basic principles of clinical application of this knowledge. Considering that the preparation of dental graduates in Spain may be of interest to competent dental authorities and employers with whom they can work worldwide, this study investigated the teaching of posterior composite restorations in Spanish dental schools. In late 2009⁄ early 2010, a questionnaire seeking information on the teaching of posterior composites was emailed to the professor responsible for teaching operative dentistry in each of the fifteen dental schools having complete undergraduate dental degree programmes in Spain. The response rate was 100%. Most investigated topics did not show noteworthy differences depending on whether the schools were public or private. Variations were found among Spanish dental schools in both the amount and content of the teaching programmes concerning posterior composite restorations. Differences were recorded in the teaching of cavity design, contraindications to composite placement, indications for liners and bases, matrix and wedging techniques, composite and bonding systems, light curing and finishing procedures for composite restorations. More consistency was observed in teaching methods of moisture-control, indirect composites and amalgam bonding. As recommended in previous surveyed countries, efforts must be made to promote harmonization of dental curricula to make it easier for graduates to work elsewhere, and to ensure they meet the needs of their patients on entering independent practice.

A survey of degree completion programs in dental hygiene education.

PubMed

Portillo, Karen M; Rogo, Ellen J; Calley, Kristin H; Cellucci, Leigh W

2013-05-01

The purpose of this descriptive study was to identify specific information related to U.S. dental hygiene baccalaureate degree completion programs. Learning experiences, assessment methods, and baccalaureate institutional partnerships were assessed. Of the sixty dental hygiene programs that offer a degree completion program, the forty-two that met the inclusion criteria (including having operated for at least three years) were invited to participate in a thirty-eight item online survey. A 62 percent (n=26) response rate was obtained. Learning experiences in responding programs included core dental hygiene courses, general education courses, and elective dental hygiene courses. Emphasis areas offered by various programs were in the specialty areas of education, public or community health, and research. Respondents reported that their graduates were employed in multiple settings (65 percent; n=17), with 19 percent (n=5) reporting employment in the combined grouping of private practice, education, and public health. Institutional partnerships included articulation agreements (88 percent; n=21), community college baccalaureate (8 percent; n=2), and university extension (4 percent; n=1) models. The findings of this study provide a baseline for assessing the educational composition and design of U.S. dental hygiene degree completion programs. However, results of this study showed inconsistencies among learning experiences that might raise concerns when considering students' level of preparation for graduate education and future leadership roles in the profession.

The effect of new technologies in the training and utilization of dental auxiliaries in the US armed forces--Navy.

PubMed

Pebley, H C

1976-06-01

The dental health care requirements of Navy and Marine Corps personnel exceed the treatment capabilities of the Navy Dental Corps. Through the effective training and efficient utilization of the various categories of auxiliaries, members of the naval service have all essential care completed. The staff of the Dental Technicians School has developed a task-based/self-paced curriculum for the basic dental assisting course. In the task-based curriculum instruction is limited to the psychomotor domain. Background knowledge from the cognitive domain is included only to the extent that the information is needed to perform designated tasks. There are 229 tasks in the inventory of the 12 week basic dental assisting course. These are organized into 17 instructional modules covering all aspects of chairside dental assisting. Student evaluation is based on demonstrated performance of the tasks and is graded on a pass/fail standard. The new curriculum is believed to be unique in dental auxiliary education. Because of the highly successful results in improving the quality of graduates, the positive student enthusiasm and acceptance of task-based instruction and the overall revitalization of every dimension of the basic dental assistant training program, development teams have begun to convert the other three courses of instruction conducted at the Dental Technicians School to the task-based curriculum format.

Utilization of Preventive Dental Practices by Graduates of One U.S. Dental School.

ERIC Educational Resources Information Center

Ripa, Louis W.; Johnson, Robin M.

1991-01-01

A survey of 113 graduates of the State University of New York at Stony Brook dental school now in general practice found a high rate of self-reported use of preventive practices (oral hygiene instruction, pit-and-fissure sealants, fluorides, and diet analysis) included in the dental school's curriculum. (MSE)

The changing profile of undergraduate dental students at the University of Otago 1992-1994.

PubMed

Dixon, G

1996-03-01

Incoming students to the School of Dentistry, University of Otago, were surveyed in 1992, 1993, and 1994. Since 1992 there has been a marked trend for the students to originate from an overseas culture, to have more wealthy parents who support their education, and an increase in the numbers who expect to practice overseas upon graduation. This has implications for workforce planning in New Zealand and raises issues relating to equality of access to tertiary education.

Comparing standardized measures of diligence and achievement with dental student academic performance.

PubMed

Jedrychowski, Joseph; Lindemann, Robert

2005-04-01

Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (p<.05) only with the quantity of exceptional performance reports (EPR) and for females negatively correlated only with science DAT scores. The modest positive correlations, which differ for gender, suggest that the NachNaff may be of limited use to predict dental student performance. For males, the Total Diligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

Rate of Compliance with Hand Hygiene by Dental Healthcare Personnel (DHCP) within a Dentistry Healthcare First Aid Facility.

PubMed

de Amorim-Finzi, Marcília Batista; Cury, Mauro Vieira Cezar; Costa, Cláudio Rodrigues R; Dos Santos, Angelis Costa; de Melo, Geraldo Batista

2010-07-01

To evaluate the compliance with the opportunities of hand hygiene by dentistry school healthcare professionals, as well as the higher choice products. Through direct observation, the oral healthcare team-professors, oral and maxillofacial surgery residents, graduation students-for daily care were monitored: before performing the first treatment of the shift, after snacks and meals, and after going to the bathroom (initial opportunities) as well as between patients' care, and after ending the shift (following opportunities). The professors' category profited 78.4% of all opportunities while residents and graduation students did not reach 50.0% of compliance. Statistically significant data (P

A cost-effective simulation curriculum for preclinical endodontics.

PubMed

Pileggi, Roberta; Glickman, Gerald N

2004-02-01

A challenge in contemporary dental education is to achieve a smooth transition from preclinical teaching environments to patient-care clinics in a cost-effective manner. The preclinical endodontic courses at The University of Texas, Dental Branch at Houston provide a unique learning environment that enables the student to perform endodontic treatment on extracted teeth in a typodont, and be involved in diagnosis and treatment-planning discussions. The specially designed stone typodont used has built-in radiographic capability, and is mounted at each chair in the clinic. During each preclinical session, students are assigned clinical cubicles and proper aseptic protocol is followed. Students are required to wear gloves, masks and eyewear, and place a rubber dam during treatment. Written self-assessment evaluations based upon prescribed criteria are utilised; feedback is given by faculty composed of both full-time endodontists and graduate students who periodically rotate and are calibrated on a regular basis. In the lecture phase, clinical case scenarios are presented to reinforce concepts of diagnosis and emergency care and to help integrate endodontics with other disciplines; a Socratic-like teaching style is established by the faculty facilitator to create an environment for developing critical-thinking and problem-solving skills. The overall feedback from graduating students has been very positive. Advantages of this format are an easier transition to patient management, a more keen interest in specialsation and a perceived increase in levels of confidence.

Career influences among final year dental students who plan to enter private practice

PubMed Central

2014-01-01

Background Existing research about the influence of educational debt on students’ decision to enter general practice immediately after graduation is conflicting. Other potential factors that could affect this decision include the influence of a spouse or other family member, the importance of a mentoring dentist, and how students perceive the burden of their debt. The goal of this study was to examine the importance of debt on career decision-making while also considering the role of other influences. Methods Responses to a self-completed questionnaire of all final (fourth) year students at the University of Iowa College of Dentistry from 2007 through 2010 were analyzed to identify the importance of educational debt and the influence of spouses, other family members, and mentoring dentists in the decision to enter private general practice immediately after graduation. Statistical analysis included bivariate tests (t-tests and Chi-square tests) and multivariable logistic regression. Results 58.9% of respondents (N = 156) planned to immediately enter private practice after dental school. Bivariate analyses revealed women to be more likely to enter private practice than their male counterparts (69.0% vs. 51.8%, p = .006). Students planning to enter practice immediately did not differ significantly from those with other career plans on the basis of marital status or having a family member in dentistry. Anticipated educational debt of at least $100,000 was positively associated with plans to enter private practice immediately after graduation. Self-reported importance of educational debt was not associated with career plans. However, the influence of a spouse, other family members, and family dentists were also positively associated with the decision to enter private practice. These factors all maintained significance in the final multivariable model (p < 0.05); however, educational debt of at least $100,000 was the strongest predictor of plans to enter private practice (OR = 2.34; p = 0.023). Conclusions Since the 1970s, increasing numbers of dentists in the U.S. have pursued specialty training after dental school. However, rising educational debts may counter this trend as increasing numbers of dentists choose to immediately pursue general dentistry at graduation. This project has demonstrated the significant influence of educational debt, beyond other external influences. PMID:24606674

Predoctoral and postdoctoral students' perspectives about pediatric dental behavior guidance.

PubMed

Bimstein, Enrique; Azari, Amir F; Riley, Joseph L

2011-05-01

This study compared acceptability scores of pediatric dental behavior guidance between predoctoral senior dental students and postdoctoral pediatric dentistry graduates. The scores were obtained with an anonymous survey that included twenty-five items related to behavior guidance techniques or situations, with the degree of acceptability of each being marked on a visual analog scale. Demographic data collected included year of graduation from the postdoctoral program, type of employment, being board-certified or not, gender, marital and parental status, previously receiving dental or medical treatment, and degree of unpleasantness from these treatments. Thirty-nine predoctoral and fifty-one postdoctoral surveys were compared. Analysis of variance (ANOVA) indicated that the predoctoral acceptability scores were statistically significantly higher than the postdoctoral scores for not allowing the child to speak during treatment, voice control, hand over mouth, active immobilization, and providing an exact explanation to the child. The predoctoral scores were lower than the postdoctoral scores for not using local anesthetic when the child does not want it, parent's presence in the operatory during treatment, or talking with the dentist during treatment. ANOVA of the predoctoral and postdoctoral scores combined indicated statistically significant differences between scores from male and females respondents for parent talking with the dentist during treatment; between married and not married respondents for hand over mouth, encouraging the child not to be a coward, the child being allowed to stop the treatment, and the parent being in the operatory during treatment; and between parents and not parents respondents for child not allowed to speak during the treatment, voice control, and hand over mouth. This study found that perspectives about pediatric dental behavior guidance are influenced by pre- and postdoctoral education and postgraduate experience.

Recruiting Talent: Indiana University-Purdue University Indianapolis Graduates the First Participants in its Research Scholars Program.

ERIC Educational Resources Information Center

Lords, Erik

2001-01-01

Describes the Minority Research Scholars Program (MRSP) at Indiana University-Purdue University Indianapolis, which funds the education of a group of minority students in seven disciplines: science, engineering and technology, social work, nursing, dental hygiene, physical education, and allied health. The program includes research projects,…

SELF-DIRECTED LEARNING, TEAMWORK, HOLISTIC VIEW AND ORAL HEALTH.

PubMed

Leisnert, Leif

2014-01-01

The dental program at the Malmö Dental School, the so called Malmö-model, is guided by four linked principles: self-directed learning, teamwork, a holistic view of patient care, and oral health (Fig.1). Self-assessment ability is a critical competence for healthcare professionals, necessary for the successful adaptation to the modern life-long learning environment. Educational research seems to point out two critical factors for the development of such skills, continuous practice of self-assessment and constructive feedback. The first study presented in this thesis assessed students' self-assessment ability by means of the Interactive Examination in a cohort of senior dental students, who had gone through an identical assessment procedure during their second year of studies. The results indicated that self-assessment ability was not directly relevant to subject knowledge. Upon graduation, there were a number of students (10%) with significant self-assessment difficulties. Early detection of students with weak self-assessment abilities appears possible to achieve. The aim of the second study, concerning teamwork and holistic view, was to investigate if highlighting teamwork between dental and dental hygienist students could improve the students' holistic view on patients, as well as their knowledge of, and insight into, each other's future professions. This project showed that by initiating teamwork between dental and dental hygienist students, it was possible to increase students' knowledge on dental hygienists competence, develop students' perceived holistic view on patients, and prepare students for teamwork. The third study explored findings clinicians used when diagnosing chronic periodontitis. A questionnaire was distributed to students, dental teachers and clinical supervisors in the Public Dental Services. Within all categories of clinicians, the majority of the clinicians used deepened pocket, bone loss on x-rays, and bleeding as findings. There were differences in the use of findings between the categories of clinicians. None of the supervisors used attachment loss as a finding, while 13% to 27% of the other categories of clinicians used this finding. A higher frequency of dental hygienist students used plaque, calculus and pus, compared to the other categories. Dental hygienist students used more findings for diagnosing as compared to the other categories of clinicians. Fifty-eight of the 76 clinicians used each finding solitarily, i.e. one at a time, and not in combination to diagnose chronic periodontitis. However, about a third of the dental students and the supervisors only used findings either from the soft tissue inflammation subgroup or the loss of supporting tissue subgroup. With the exception of the dental teachers, the majority of clinicians within each category used irrelevant findings. The third study gave valuable information when designing the fourth study. In the fourth study, a questionnaire was distributed to 2,455 professional clinicians, i.e. dentists and dental hygienists in public and private activity, and dental students at the Dental School in Malmö. The results showed that two groups, representing dentists and dental hygienists delivering basic periodontal care in Sweden, were to a significant degree not sharing the knowledge basis for diagnosis and treatment planning. This may result in a less optimal utilization of resources in Swedish dentistry. The delivery of basic periodontal care was not in line with the severity of disease and too much attention was paid to the needs of relatively healthy persons. To change this pattern, the incentives in, and structure of, the national assurance system need to be adapted in order to stimulate a better inter-collegial cooperation between dentists and dental hygienists in basic periodontal care.

David Farrar Mitchell: dental researcher & educator.

PubMed

Christen, Arden G; Christen, Joan A

2008-01-01

David Farrar Mitchell, DDS, PhD (1918-1975), was a pioneer in aviation dentistry and a leader in dental education, service and research. In the mid-1940's, he was the first dental officer assigned to the School of Aviation Medicine (SAM) in San Antonio, Texas, a unique, Army Air Corps organization for research and teaching. From 1942-1946, as a trained dental researcher and oral pathologist, he published works on dental problems afflicting military aviators, especially those associated with high altitude flying. His work greatly influenced ongoing dental treatment of military flyers. He served as faculty chairman of two dental schools: The University of Minnesota (1948-1955) and Indiana University (1955-1975). Of his 33 graduate students in oral pathology/medicine, 28 became department chairs at dental schools throughout the world. He was president of the American Academy of Oral Pathology (1962) and of the American Association for Dental Research (1975). From 1969 to 1975, he was editor of the prestigious Journal of Dental Research. During his professional career, Dr. Mitchell published 120 scientific articles on diverse topics relating to oral diagnosis and oral medicine.

Students' perceptions of the admissions process for a program for internationally-trained dentists

NASA Astrophysics Data System (ADS)

King, Patricia Ann

This study is designed to analyze the students' perceptions of the application process for a foreign-trained dental program. The goal was to add to the knowledge base the views of students who have experienced the application process of this type of program. Using a quantitative approach, the method of data collection was through a link to an online Likert survey which was emailed to graduates, first-year and second-year current students of the International Dental Studies (IDS) program at the University of the Pacific Arthur A. Dugoni School of Dentistry. Respondents were students who had experienced the IDS application process and had been accepted into the program. The study identified three topics: background, motivation and perception of fairness. The background information identified whether the participant was male/female and whether they were a current first-/second-year student or a graduate of the program. Motivation for applying was identified through questions about knowing someone who was in or had completed the program, and/or applied because of the program's reputation. Perception of fairness was determined by asking how the student felt about each required element of the process. By using structure based upon construct, which provides the researcher with a methodical review and configuration of the information, the study found that students had some views about application elements that, at times, conflicted with school's requirements. However, in general, the students felt the school was requiring the right elements for their application and were, therefore, basing their acceptance decisions on the correct requisites.

UK dental laboratory technicians' views on the efficacy and teaching of clinical-laboratory communication.

PubMed

Juszczyk, A S; Clark, R K F; Radford, D R

2009-05-23

The General Dental Council states that 'good dental care is delivered by a team' and restorative treatment is enhanced by communication between team members. Commercial dental laboratories are ideally placed to comment on effective communication. To investigate contemporary attitudes and communication between dentist and dental technician from the technician's perspective. Eight hundred and three dental laboratories were invited to take part in a postal survey covering dentist/laboratory communication and the dentist's understanding of technical procedures. Forty percent of laboratories responded. Only 9% scored communication as very good, 48% scored communication with newly qualified dentists better than with established dentists but only 26% considered that dental students were taught to communicate with dental laboratories effectively. The free comments that the respondents were invited to make identified three distinct themes, 'recognition within the dental team', 'effective communication between dentist and dental technician' and 'dentists lack of technical knowledge'. Effective communication between dentist and dental technician is often poor. It was the view of the dental technicians who responded that newly qualified dentists do not have an appropriate understanding of technical techniques. Dental schools are still not preparing new graduates to communicate effectively with dental laboratories.

Knowledge, attitudes and practice of healthcare ethics and law among dental graduates at the RV dental college, Bengaluru.

PubMed

Dhanappa, Kirankumar B; Mn, Praveen; Ravi, Ramakrishna; Mg, Jayachandra; Deshpande, Prashanth; Biradar, Sharaschandra M

2014-03-01

To assess knowledge, attitudes and practices among the dental graduate in relation to healthcare ethics and law. A cross-sectional study design was employed using a self-administered questionnaire. A 15 item questionnaire about law and ethics was devised; tested and made available to all levels of graduates including teaching staff, postgraduates and intern at dental college in Bengaluru. A total of 116 graduates participated, with a response rate of 96.5% (n = 112). Seventy-six percent of the participants said that they are legally bound to treat all the patients who approach them for the treatment. Nearly 32% of the participants have mentioned the various other reasons for the rejection apart from the reason like HIV+, poor patients and patients with the contagious disease. The study points to the need for appropriate training among graduates including the professional staffs and other graduates, and to devise means to sensitize them to issues of law and ethics in the workplace.

Study skills and habits in Shiraz dental students; strengths and weaknesses.

PubMed

Zarshenas, Ladan; Danaei, Shahla Momeni; Mazarei, Elham; Zarif Najafi, Hooman; Shakour, Mahsa

2014-01-01

The dental students, the same as other students, during their academic courses are required to learn a wide range of scientific subjects. Obviously, choosing the inappropriate method of study leads to confuse and disenchantment of students and it causes wasting of their energy. The purpose of this study was to assess the existing strengths and weaknesses of the skills and study habits in Dental Students of Shiraz University of Medical Sciences in 2009-10. In this cross-sectional study, all of the dental students (n = 274), who studied at the time of study at all levels in the academic year of 2009-10, were selected by the census. Data were collected by using the Huston University questionnaire consisted of two parts of demographic questions and 64 specific areas of study skills in eight domains of time management, concentration/memory, study aids/note taking, test strategies, information processing, motivation, self-assessment/reading, and writing skills. Following the retranslation of the questionnaire, the validity was confirmed by using the content validity method. The reliability was obtained by using the Cronbach's Alpha of 0.92. The data were analyzed with SPSS software version 17 and using analytical statistic tests. Students who have previously participated in the study skills workshops had stronger skills in comparison with the students who had not participated in these workshops. Time management skills (P = 0.04), motivation (P = 0.0001) and information processing (P = 0.03) in students with professional status were in a more favorable position and showed significant differences in terms of educational levels. The study skills mean score of the students living in student housings in comparison with the other students were significantly higher (P = 0.04). Marital status showed no significant differences in reading skills. The review of study skills in the undergraduate and post-graduate dental students indicated that the residents had higher reading skills. By recognizing the existing strengths and weaknesses and holding programs through counseling centers can develop the study skills in the students.

Dental Hygienists' Perceptions of Preparation and Importance of Curriculum Topics.

ERIC Educational Resources Information Center

Perry, Dorothy A.; Gerbert, Barbara

1995-01-01

A mail survey investigated dental hygiene graduates' perceptions of their preparation for practice with respect to certain curriculum areas, the importance of those topics to practice, and demographic characteristics. Subjects were 64 graduates of the San Francisco University (California) dental school from 1985-89. Results are analyzed and…

Understanding and practice of evidence based search strategy among postgraduate dental students: a preliminary study.

PubMed

Qureshi, Ambrina; Bokhari, Syed Akhtar Hussain; Pirvani, Madiha; Dawani, Narendar

2015-06-01

One of the core attributes of competent practice is the ability to locate and analyze high-quality evidence. Research on information seeking knowledge of dental graduates is scarce. The objective was to evaluate pertinent knowledge and skills on formulation of answerable questions and searching skills through the understanding and application of EBP. Participants' understanding and abilities to develop answerable questions in application of EBP were assessed through a quasi-experimental study design among freshly inducted postgraduate dental students at Dow University of Health Sciences. Pre and post workshop activity sessions were conducted and assessment was made through a tool that was an adaptation of the Fresno Test. The assessments performed were calculated for mean scores and standard deviations to draw descriptive results for the participants' understanding of the search items and clinical question formulation skills. Wilcoxon-signed rank test was performed to compare the pre and post workshop mean scores. Forty two participants (females = 20, males = 22) attended the workshop. Pre-workshop knowledge and understanding about the terminologies used in EBP was low among participants. Post-workshop performance of the participants to formulate a question, find evidence and search on PubMed was improved to a "Limited" level. The improvements were statistically significant but could not attain "Strong" and "Excellent" grades as far as the EBP skills were concerned. This study observed a potential to improve search skills of dental graduates after their training and exposure to search strategies available on databases. Copyright © 2015 Elsevier Inc. All rights reserved.

A short-term epidemiological study of median nerve dysfunction in practicing dental hygienists.

PubMed

Conrad, J C; Conrad, K J; Osborn, J B

1992-02-01

The purpose of this study was to assess over time changes in median nerve function in a group of 20 students who entered the University of Minnesota dental hygiene program in 1986. This is a follow-up report on 16 of the 20 students who were evaluated two years postgraduation in 1990. Comparisons were made with prior evaluations of the subjects completed at graduation in 1988, and one year postgraduation in 1989. Digital vibrometry was used to evaluate median nerve sensibility threshold at each of the time periods studied. Analysis revealed that after one year of clinical practice, there was a mean sensibility threshold shift of 11.04% in the left median nerve and 8.42% in the right median nerve as measured by digital vibrometry. Results at two years postgraduation indicated that the threshold shift observed in an earlier study had been arrested. The reasons appeared to be twofold: (1) a period of work hardening with a concept of neuromuscular ligamentous tissue hypertrophy or adaptation to the rigors of dental hygiene practice, and/or (2) the practicing dental hygienist had learned to become more efficient in the provision of hygiene procedures. There were no reported symptoms of median nerve dysfunction and none of the subjects had been diagnosed as having CTS at any time during the two years since graduation. Continued evaluations will be necessary to determine whether the observations noted during the second year postgraduation evaluation indicated temporary or permanent slowing of the conditions necessary for the development of CTS.

Association Between Dental Student-Developed Exam Questions and Learning at Higher Cognitive Levels.

PubMed

Gonzalez-Cabezas, Carlos; Anderson, Olivia S; Wright, Mary C; Fontana, Margherita

2015-11-01

New dental accreditation standards emphasize that graduates must be competent in the use of critical thinking (a high cognitive-level skill). Despite this new standard, most written assessments in dental school courses are still based on low cognitive-level questions. The aim of this study was to determine if an exercise that allows students to collaboratively write exam questions would help cultivate higher cognitive levels of learning. To evaluate this exercise at one U.S. dental school, the cognitive level (according to Bloom's taxonomy) of multiple-choice exam questions and students' scores across two cohorts in a cariology course were compared. This evaluation took place using a control group in which questions were instructor-generated and an intervention group in which students worked in groups to develop questions. All students in one first-year class participated in the intervention group (n=104); all students in the first-year class two years earlier served as the control group (n=106). Among students in the intervention group, the response rate to a post-intervention survey measuring students' attitudes about the experience was 70% (N=73). The results showed that the students generating their own assessments developed higher cognitive-level exam questions than the instructor-generated assessments. The intervention group (with student-generated assessments) also performed as well or better on tests compared to the control group (with instructor-generated assessments). In the intervention group survey, the vast majority of students agreed that the exercise was helpful for their overall learning experience, but working in teams was said to be the least valuable component of the activity for their learning. This study suggests that student-driven, collaborative assessments can be an important tool for building critical thinking skills in dental classrooms and that it may be worthwhile to expand this type of exercise into other courses.

The State of Veterinary Dental Education in North America, Canada, and the Caribbean: A Descriptive Study.

PubMed

Anderson, Jamie G; Goldstein, Gary; Boudreaux, Karen; Ilkiw, Jan E

Dental disease is important in the population of pets seen by veterinarians. Knowledge and skills related to oral disease and dentistry are critical entry-level skills expected of graduating veterinarians. A descriptive survey on the state of veterinary dental education was sent to respondents from 35 veterinary schools in the United States, Canada, and the Caribbean. Using the online SurveyMonkey application, respondents answered up to 26 questions. Questions were primarily designed to determine the breadth and depth of veterinary dental education from didactic instruction in years 1-3 to the clinical year programs. There was an excellent response to the survey with 86% compliance. Learning opportunities for veterinary students in years 1-3 in both the lecture and laboratory environments were limited, as were the experiences in the clinical year 4, which were divided between community-type practices and veterinary dentistry and oral surgery services. The former provided more hands-on clinical experience, including tooth extraction, while the latter focused on dental charting and periodontal debridement. Data on degrees and certifications of faculty revealed only 12 programs with board-certified veterinary dentists. Of these, seven veterinary schools had residency programs in veterinary dentistry at the time of the survey. Data from this study demonstrate the lack of curricular time dedicated to dental content in the veterinary schools participating in the survey, thereby suggesting the need for veterinary schools to address the issue of veterinary dental education. By graduation, new veterinarians should have acquired the needed knowledge and skills to meet both societal demands and professional expectations.

The role of the student professional association in mentoring dental hygiene students for the future.

PubMed

Furgeson, Danielle; George, Mary; Nesbit, Samuel; Peterson, Charlotte; Peterson, Diane; Wilder, Rebecca S

2008-01-01

The purpose of this study was to determine the role of the Student American Dental Hygienists' Association (SADHA) in mentoring/developing dental hygiene students for the future. This project also assessed attitudes and practices of SADHA advisors towards the utilization of SADHA as a mechanism for mentoring dental hygiene students' professional development to meet the oral health needs of the public, and the goals of the ADHA. These goals include promotion of education beyond the baccalaureate level to develop qualified faculty, encouraging dental hygiene research, and promoting leadership. The study also evaluated if geographic region and academic setting impacted the utilization of SADHA. After IRB exemption, a pilot-tested questionnaire was administered using Survey Monkey, an online survey website, to 277 individual contacts at Commission on Dental Accreditation (CODA) accredited dental hygiene programs. A response rate of 68% was achieved with 186 individual responses. Eighty percent of respondents indicated offering no mentoring opportunities outside of the curriculum, while incongruously, 58.3% felt they actively mentor through SADHA. When asked what the main focus of SADHA should be, SADHA advisors ranked community service/philanthropy as number one. SADHA chapters at institutions that offer a Bachelor of Science in Dental Hygiene (BSDH) degree completion program offer more mentoring opportunities (p= or <.001). Programs offering the BSDH offer a wider variety of topics from guest speakers (p=.038). SADHA chapters in Western states have a higher graduate membership conversion rate than other regions (p=.018). SADHA advisors do not agree on how SADHA should be utilized. The majority of SADHA chapters are not offering mentoring opportunities outside of the traditional curriculum for leadership and career development. What is clear is that both students and advisors desire more interaction with the local ADHA components and constituents. In order to address these issues, efforts should be made to provide networking support among SADHA advisors and increase faculty perception of the importance of the professional association and the role of students in its future. The ADHA should consider developing a mentoring program that builds strong partnerships among all state constituent and components and SADHA.

Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia

PubMed Central

Zawawi, Khalid H; Afify, Ahmed R; Yousef, Mohammed K; Othman, Hisham I; Al-Dharrab, Ayman A

2015-01-01

Objectives This longitudinal study was aimed to investigate the association between didactic grades and practical skills for dental students and whether didactic grades can reliability predict the dental students’ practical performance. Materials and methods Didactic and practical grades for graduates from the Faculty of Dentistry, King Abdulaziz University, between the years 2009 and 2011 were collected. Four courses were selected: Dental Anatomy, Operative Dentistry, Prosthodontics, and Orthodontics. Pearson product-moment correlation analyses between didactic and practical scores were conducted. Results There was only a significant correlation between didactic and practical scores for the Dental Anatomy course (P<0.001). There was also a significant correlation between all four subjects in the didactic scores (P<0.001). Only the scores of male students showed a significant correlation in the Operative Dentistry course (P<0.001). There were no correlations between Orthodontic grades. Moreover, a poor degree of reliability was found between didactic and practical scores for all subjects. Conclusion Based on the findings of this study, the relationship between didactic grades and practical performance is course specific. Didactic grades do not reliably predict the students’ practical skills. Measuring practical performances should be independent from didactic grading. PMID:25878519

An assessment of oral cancer curricula in dental hygiene programmes: implications for cancer control.

PubMed

Thacker, K K; Kaste, L M; Homsi, K D; LeHew, C W

2016-11-01

To assess oral cancer prevention and early detection curricula in Illinois associate-degree dental hygiene programmes and highlight global health applications. An email invitation was sent to each Illinois associate-degree granting dental hygiene programme's oral cancer contact to participate in a survey via a SurveyMonkey™ link to a 21-item questionnaire. Questions elicited background information on each programme and inquired about curriculum and methods used for teaching oral cancer prevention and early detection. Eight of the 12 (67%) programmes responded. Three (37.5%) reported having a specific oral cancer curriculum. Five (62.5%) require students to perform examinations for signs and symptoms of oral cancer at each clinic visit. Variations exist across the programmes in the number of patients each student sees annually and the number of oral cancer examinations each student performs before graduation. Seven programmes (87.5%) conduct early detection screening in community settings. All programmes included risk assessment associated with tobacco. All other risk factors measured were treated inconsistently. Significant differences in training and experience were reported across Illinois dental hygiene programmes. Training is neither standardized nor uniformly comprehensive. Students' preparation for delivering prevention and early detection services to their patients could be strengthened to ensure competence including reflection of risk factors and behaviours in a global context. Regular review of curricular guidelines and programme content would help dental hygienists meet the expectations of the Crete Declaration on Oral Cancer Prevention. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Dental Education: An Excellent Investment for the Government.

ERIC Educational Resources Information Center

Leightner, Jonathan E.; Zwemer, Jack D.

1999-01-01

Provides data on the financial gains accruing to government, both federal and state, from increased support of dental education, especially in private schools. Tables and calculations are offered to show that the net present value for government averages $292,103 per graduate from private dental schools and $116,1888 per graduate from public…

Health promotion training in dental and oral health degrees: a scoping review.

PubMed

Bracksley-O'Grady, Stacey A; Dickson-Swift, Virginia A; Anderson, Karen S; Gussy, Mark G

2015-05-01

Dental diseases are a major burden on health; however, they are largely preventable. Dental treatment alone will not eradicate dental disease with a shift to prevention required. Prevention of dental diseases is a role of dental professionals, with most countries having formalized health promotion competencies for dental and oral health graduates. In spite of this, there may be minimal health promotion being undertaken in clinical practice. Therefore, the aim of this study was to conduct a scoping review to identify some published studies on health promotion training in dental and oral health degrees. Key search terms were developed and used to search selected databases, which identified 84 articles. Four articles met the inclusion/exclusion criteria and were included in the review. Of these studies, the type of oral health promotion tasks and instructions received before the tasks varied. However, for all studies the health promotion content was focused on health education. In terms of evaluation of outcomes, only two studies evaluated the health promotion content using student reflections. More good-quality information on health promotions training is needed to inform practice.

Comparison of Two Methods of Obtaining Digital Orthodontic Models: Direct vs. Indirect

DTIC Science & Technology

2013-05-17

companies whose materials are discussed in this article. DEPARTMENT OF THE AIR FORCE AIR FORCE POST GRADUATE DENTAL SCHOOL ORTHODONTIC FLIGHT 2133...Orthodontic Residency Program Air Force Post Graduate Dental School Date: 06/06/13 Uniformed Services University of the Health Sciences Manuscript...Science in Oral Biology 3. School/Department/Center: Air Force Postgraduate Dental School (AFPDS), Tri- Service Orthodontic Dental School 4. Phone: (210

The emerging dental workforce: short-term expectations of, and influences on dental students graduating from a London dental school in 2005.

PubMed

Gallagher, Jennifer E; Clarke, Wendy; Wilson, Nairn H F

2008-07-01

The aim of this research was to identify short-term career aspirations and goals of final-year dental students at a London dental school and the perceived factors that influenced these aspirations. Two methods were used to collect data on final-year students' short-term career plans and influences. Qualitative data were collected through focus groups and analysed using 'framework methodology'. These findings informed a questionnaire survey of all students at the end of their final undergraduate year. Data were entered into and analysed using a statistical software package. Thirty-five students participated in focus groups, with recruitment continuing until data were saturated. Ninety per cent (n=126) of the total population (140) responded to the questionnaire survey; the majority were Asian (70%), female (58%), and aged 23 years (59%). Short-term professional expectations focused around 'achieving professional status within a social context', 'gaining professional experience', 'developing independence' and 'achieving financial stability'. 'Achieving financial stability' was ranked as the most important influence in decision-making about their career in the short term (77%), followed by 'balance of work and other aspects of life' (75%) and 'good lifestyle' (75%). Four out of ten intended to work towards membership of a Royal College and/or becoming a specialist. Proximity to family (81%) and friends (79%) was an important or very important influence on location in the short term. Asian students were significantly more likely to rate 'proximity to family' (p=0.042), working in an 'urban area' (p=0.001) and 'opportunities for private care' (p=0.043) of greater importance than their White counterparts. Short-term aspirations involve 'achieving professional status within a social context', and personal, social, professional and financial goals. Location of future practice was significantly associated with ethnicity.

Blogging in a biostatistics and research design graduate dental course: for learning or interaction?

PubMed

El Tantawi, Maha M A

2010-04-01

The use of the Internet in health professions education has markedly increased in recent years. There is a need to understand the methods used by students to benefit from Internet-based teaching methods, especially those initially designed to promote social interaction such as blogs. This study describes how students used a blog in a biostatistics and research design graduate dental course. The aims of the blog were to offer exercises to train students for the exam and to enhance interaction among students and between students and instructor. Some features of the blog were modified to suit the course. Posts and comments were counted and classified by type, and their time statistics were analyzed. Students filled out a questionnaire to indicate whether and how exactly they used the blog or reasons for not using it. The relation between final exam scores and different methods of using the blog was assessed. Most of the posts were by the instructor offering exercises and model answers, whereas most of the comments were by students answering the exercises. Students were significantly more satisfied with blog uses related to interaction than with uses related to exercises (9.15+/-1.19, 8.73+/-1.34, P=0.001). The most frequently cited reason for not using the blog was lack of time. The most frequently reported method of using the blog was reading exercises and answers without actively contributing to the blog. Methods of using the blog significantly associated with higher scores in the final exam were actively contributing to the blog by posts or comments and interacting with colleagues. The main advantage of using the blog was promoting interaction between students and instructor, which is essential for the success of online learning in particular and adult learning in general.

12-Year Use of a Digital Reference Library (VitalBook) at a U.S. Dental School: Students' and Alumni Perceptions.

PubMed

Spielman, Andrew I; Maas, Elizabeth; Eisenberg, Elise S

2017-10-01

Digital textbooks are being used to reduce production and storage costs of printed copies, enhance usage, and include search capabilities, but the use of digital texts is not universally accepted. In 2001, the New York University College of Dentistry introduced a digital reference library, the VitalBook. Beginning in 2005, the college annually surveyed senior students and, from 2012, also surveyed alumni on their opinions and extent of use of the VitalBook. The aim of this study was to evaluate 12 years of students' perspectives and three years of alumni perspectives on the value of the VitalBook to their dental educational experience. Students were asked how frequently they used the VitalBook, if it was a good investment, if they would use it after graduation, and if they would recommend it to others. Alumni were asked the last three questions. This study reports the results from 4,105 students over 12 years (average response rate 95.3%) and 184 alumni over three years (average response rate 17.4%). The results indicated that students used the VitalBook on average 24% of their study time, but they were split regarding the other questions. The majority opinion in 2005 was negative on all questions. These opinions shifted to become more favorable to a peak in 2010, but declined since then to a more negative overall view of the VitalBook. A split opinion among students continued through 2016, with fewer recommending it although more considered it a good investment with plans to use it after graduation. Alumni mirrored their responses as students. These results suggest that, as more flexible and dynamic digitized reference systems emerge, the use of student-paid traditional digitized textbooks may become an even less favored choice.

Rate of Compliance with Hand Hygiene by Dental Healthcare Personnel (DHCP) within a Dentistry Healthcare First Aid Facility

PubMed Central

de Amorim-Finzi, Marcília Batista; Cury, Mauro Vieira Cezar; Costa, Cláudio Rodrigues R.; dos Santos, Angelis Costa; de Melo, Geraldo Batista

2010-01-01

Objectives: To evaluate the compliance with the opportunities of hand hygiene by dentistry school healthcare professionals, as well as the higher choice products. Methods: Through direct observation, the oral healthcare team-professors, oral and maxillofacial surgery residents, graduation students-for daily care were monitored: before performing the first treatment of the shift, after snacks and meals, and after going to the bathroom (initial opportunities) as well as between patients’ care, and after ending the shift (following opportunities). Results: The professors’ category profited 78.4% of all opportunities while residents and graduation students did not reach 50.0% of compliance. Statistically significant data (P≤.05) were seen between categories: professors and residents, professors and graduation students, and between genders within the residents’ category. When opportunities were profited, the preferred choice for hand hygiene was water and soap (82.2%), followed by 70% alcohol (10.2%), and both (7.6%). Conclusions: Although gloves were worn in all procedures, we concluded that the hygiene compliance by these professionals was under the expectation. PMID:20613909

Sultanate of Oman: building a dental workforce.

PubMed

Gallagher, Jennifer E; Manickam, Sivakumar; Wilson, Nairn H F

2015-06-22

A medium- and long-term perspective is required in human resource development to ensure that future needs and demands for oral healthcare are met by the most appropriate health professionals. This paper presents a case study of the Sultanate of Oman, one of the Gulf States with a current population of 3.8 million, which has initiated dental training through the creation of a dental college. The objectives of this paper are first to describe trends in the dental workforce in Oman from 1990 to date and compare the dental workforce with its medical counterparts in Oman and with other countries, and second, to consider future dental workforce in the Sultanate. Data were collected from published sources, including the Ministry of Health (MoH), Ministry of Manpower (MoM), and Ministry of National Economy (MoNE)-Sultanate of Oman; the World Health Organization (WHO); World Bank; and the Central Intelligence Agency (CIA). Dentist-to-population ratios were compared nationally, regionally and globally for medicine and dentistry. Dental graduate outputs were mapped onto the local supply. Future trends were examined using population growth predictions, exploring the expected impact in relation to global, regional and European workforce densities. Population growth in Oman is increasing at a rate of over 2% per year. Oman has historically been dependent upon an expatriate dental workforce with only 24% of the dentist workforce Omani in 2010 (n = 160). Subsequent to Oman Dental College (ODC) starting to qualify dental (BDS) graduates in 2012, there is an increase in the annual growth of the dentist workforce. On the assumption that all future dental graduates from ODC have an opportunity to practise in Oman, ODC graduates will boost the annual Omani dentist growth rate starting at 28% per annum from 2012 onwards, building capacity towards global (n = 1711) and regional levels (Gulf State: n = 2167) in the medium term. The output of dental graduates from Oman Dental College is improving the dentist-to-population ratio and helping the Sultanate to realize its aim of developing an Omani-majority dental workforce. The implications for retention of dentists and team training are discussed.

Dental Hygiene Program Directors' Perceptions of Graduate Dental Hygiene Education and Future Faculty Needs.

ERIC Educational Resources Information Center

Wilder, Rebecca S.; Mann, Ginger; Tishk, Maxine

1999-01-01

A survey of 161 dental-hygiene-program directors investigated perceived future needs for faculty, preferences for type of faculty degree for selection and promotion, the extent to which master's programs are meeting those needs in both numbers and skills, and how the programs can better prepare graduates for the millennium. (MSE)

Dental School of Graduation in Relation to Dentist Location.

ERIC Educational Resources Information Center

Johnson, Donald W.; And Others

1979-01-01

A statistical study is presented of the 1976 location, by region and state, of the active civilian dentists of the United States in relation to the dental schools from which they graduated. A master matrix table shows state-by-state distribution of the graduates of each school and, conversely, where each state obtained its dentists. (Author/JMD)

Graduate and Undergraduate Geriatric Dentistry Education in a Selected Dental School in Japan

PubMed Central

Kitagawa, Noboru; Sato, Yuji; Komabayashi, Takashi

2010-01-01

Geriatric dentistry and its instruction are critical in a rapidly aging population. Japan is the world’s fastest-aging society, and thus geriatric dentistry education in Japan can serve as a global model for other countries that will soon encounter the issues that Japan has already confronted. This study aimed to evaluate geriatric dental education with respect to the overall dental education system, undergraduate geriatric dentistry curricula, mandatory internships, and graduate geriatric education of a selected dental school in Japan. Bibliographic data and local information were collected. Descriptive and statistical analyses (Fisher and Chi-square test) were conducted. Japanese dental schools teach geriatric dentistry in 10 geriatric dentistry departments as well as in prosthodontic departments. There was no significant differences found between the number of public and private dental schools with geriatric dentistry departments (p = 0.615). At Showa University School of Dentistry, there are more didactic hours than practical training hours; however, there is no significant didactic/practical hour distribution difference between the overall dental curriculum and fourth-year dental students’ geriatric dental education curriculum (p=0.077). Graduate geriatric education is unique because it is a four-year Ph.D. course of study; there is neither a Master’s degree program nor a certificate program in Geriatric Dentistry. Overall, both undergraduate and graduate geriatric dentistry curricula are multidisciplinary. This study contributes to a better understanding of geriatric dental education in Japan; the implications of this study include developing a clinical/didactic curriculum, designing new national/international dental public health policies, and calibrating the competency of dentists in geriatric dentistry. PMID:21985207

Research and Discovery Science and the Future of Dental Education and Practice.

PubMed

Polverini, Peter J; Krebsbach, Paul H

2017-09-01

Dental graduates of 2040 will face new and complex challenges. If they are to meet these challenges, dental schools must develop a research and discovery mission that will equip graduates with the new knowledge required to function in a modern health care environment. The dental practitioner of 2040 will place greater emphasis on risk assessment, disease prevention, and health maintenance; and the emerging discipline of precision medicine and systems biology will revolutionize disease diagnosis and reveal new targeted therapies. The dental graduate of 2040 will be expected to function effectively in a collaborative, learning health care system and to understand the impact of health care policy on local, national, and global communities. Emerging scientific fields such as big data analytics, stem cell biology, tissue engineering, and advanced biomimetics will impact dental practice. Despite all the warning signs indicating how the changing scientific and heath care landscape will dramatically alter dental education and dental practice, dental schools have yet to reconsider their research and educational priorities and clinical practice objectives. Until dental schools and the practicing community come to grips with these challenges, this persistent attitude of complacency will likely be at the dental profession's peril. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

PubMed Central

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

Job requirements compared to dental school education: impact of a case-based learning curriculum.

PubMed

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance p<0.05). 41.6% recipients of the questionnaire responded (n=168 graduates). A homogeneous distribution quantity of the graduate groups concerning gender, graduation date, professional experience and average examination grade was achieved.Comparing competencies required at work and taught in medical school, CBL was associated with benefits in "Research competence" (∆+0.6) "Interdisciplinary thinking" (∆+0.47), "Dental medical knowledge" (∆+0.43), "Practical dental skills" (∆+0.21), "Team work" (∆+0.16) and "Independent learning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Electronic laboratory quality assurance program: A method of enhancing the prosthodontic curriculum and addressing accreditation standards.

PubMed

Moghadam, Marjan; Jahangiri, Leila

2015-08-01

An electronic quality assurance (eQA) program was developed to replace a paper-based system and to address standards introduced by the Commission on Dental Accreditation (CODA) and to improve educational outcomes. This eQA program provides feedback to predoctoral dental students on prosthodontic laboratory steps at New York University College of Dentistry. The purpose of this study was to compare the eQA program of performing laboratory quality assurance with the former paper-based format. Fourth-year predoctoral dental students (n=334) who experienced both the paper-based and the electronic version of the quality assurance program were surveyed about their experiences. Additionally, data extracted from the eQA program were analyzed to identify areas of weakness in the curriculum. The study findings revealed that 73.8% of the students preferred the eQA program to the paper-based version. The average number of treatments that did not pass quality assurance standards was 119.5 per month. This indicated a 6.34% laboratory failure rate. Further analysis of these data revealed that 62.1% of the errors were related to fixed prosthodontic treatment, 27.9% to partial removable dental prostheses, and 10% to complete removable dental prostheses in the first 18 months of program implementation. The eQA program was favored by dental students who have experienced both electronic and paper-based versions of the system. Error type analysis can yield the ability to create customized faculty standardization sessions and refine the didactic and clinical teaching of the predoctoral students. This program was also able to link patient care activity with the student's laboratory activities, thus addressing the latest requirements of the CODA regarding the competence of graduates in evaluating laboratory work related to their patient care. Copyright © 2015 Editorial Council for the Journal of Prosthetic Dentistry. Published by Elsevier Inc. All rights reserved.

Postgraduate general dentistry residency: a clinical model.

PubMed

Gowan, J

1995-01-01

Dental graduates today are expected to be knowledgeable in many more areas than their predecessors. Changing technology and increased competition require entering the dental profession with more experience and skills. One approach to achieving this skill level is a postgraduate general dentistry residency in a clinical setting during the year following dental school graduation (PGY1). The clinical residency provides new dentists with additional hands-on training and reinforces classroom learning. HealthPartners was selected as a clinical rotation for residents in the advanced general dentistry program at the University of Minnesota Dental School. The program provides dental graduates in PGY1 training in all areas of practice. The HealthPartners rotation is highly unique. It is a staff model HMO with a clinical, multi-specialty setting. Today, HealthPartners--a Minnesota-based healthcare organization--has 116,000 members with prepaid dental benefits. Residents trained in the program develop increased skills in all areas of dental practice. In addition, they develop a good working knowledge in the basic sciences. Methods of instruction include didactic training in the form of seminars, lectures, and clinical training in HealthPartners' dental clinics.

Education of dentists in China.

PubMed

Komabayashi, Takashi; Zhu, Qiang; Jiang, Jin; Hu, De-Yu; Kim, Kang-Ju; Toda, Shinji; Tanne, Yuki; Tanimoto, Kotaro; Kirkland, Mark D; Bird, William F

2006-10-01

China is geographically located in the east of Asia and its population exceeds 1.3 billion. An understanding of dental education in China is thus of interest. However, as there is little published information on this topic, this paper provides information about China regarding its dental history, dental school system including curriculum and dental licensure. High school graduates take a nationwide entrance examination to apply for dental school, of which there are more than 50 in China. A five year dental education leads to the BDS degree. Dental school graduates must then pass the nationwide licensure examination to practise dentistry. Currently, there are not adequate numbers of dentists to provide the necessary oral health care for people living outside metropolitan areas.

Study skills and habits in Shiraz dental students; strengths and weaknesses

PubMed Central

Zarshenas, Ladan; Danaei, Shahla Momeni; Mazarei, Elham; Najafi, Hooman Zarif; Shakour, Mahsa

2014-01-01

Introduction: The dental students, the same as other students, during their academic courses are required to learn a wide range of scientific subjects. Obviously, choosing the inappropriate method of study leads to confuse and disenchantment of students and it causes wasting of their energy. The purpose of this study was to assess the existing strengths and weaknesses of the skills and study habits in Dental Students of Shiraz University of Medical Sciences in 2009-10. Materials and Methods: In this cross-sectional study, all of the dental students (n = 274), who studied at the time of study at all levels in the academic year of 2009-10, were selected by the census. Data were collected by using the Huston University questionnaire consisted of two parts of demographic questions and 64 specific areas of study skills in eight domains of time management, concentration/memory, study aids/note taking, test strategies, information processing, motivation, self-assessment/reading, and writing skills. Following the retranslation of the questionnaire, the validity was confirmed by using the content validity method. The reliability was obtained by using the Cronbach's Alpha of 0.92. The data were analyzed with SPSS software version 17 and using analytical statistic tests. Results: Students who have previously participated in the study skills workshops had stronger skills in comparison with the students who had not participated in these workshops. Time management skills (P = 0.04), motivation (P = 0.0001) and information processing (P = 0.03) in students with professional status were in a more favorable position and showed significant differences in terms of educational levels. The study skills mean score of the students living in student housings in comparison with the other students were significantly higher (P = 0.04). Marital status showed no significant differences in reading skills. Conclusion and Recommendations: The review of study skills in the undergraduate and post-graduate dental students indicated that the residents had higher reading skills. By recognizing the existing strengths and weaknesses and holding programs through counseling centers can develop the study skills in the students. PMID:25013837

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

PubMed

Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

2015-09-25

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

Undergraduate endodontic education: what are the challenges?

PubMed

Qualtrough, A J E

2014-03-01

To deliver the knowledge and skills required to equip undergraduate students for practice is a significant responsibility; graduates must be familiar with the diagnosis and treatment of pulpal and periradicular diseases and the preservation and restoration of pulpally compromised teeth. A greater understanding of the microbiological processes involved in endodontics and developments in instruments and materials have transformed our approaches to root canal treatment. Information technology has revolutionised certain aspects of education and has had an effect on endodontic teaching. Dental graduates will be expected to treat an increasingly elderly population and will enter a climate in which remuneration for root canal treatment could have a significant effect on the number of cases treated and the pattern of referral. Teachers of endodontics at the majority of dental schools are taxed by competing demands for time in packed curricula, a lack of availability of natural teeth for classroom exercise and a lack of suitable patients. The debate as to whether endodontics should be a specialist subject in its own right has rumbled on for three decades. Compared with the situation in the 1970s, there are now well defined curricula guidelines to which those involved in teaching can refer and map teaching in their schools against agreed norms. These create the potential for students to graduate with the knowledge and skills at a sound level of competence to carry out endodontic procedures and with a deeply engrained understanding of the need for continuing professional development.

Outcome of career expectancies and early professional burnout among newly qualified dentists.

PubMed

Gorter, R C; Storm, M K; te Brake, J H M; Kersten, H W; Eijkman, M A J

2007-08-01

To measure burnout development, outcome of expectations with regard to dental career and feelings of being unprepared for practice among newly graduated general dental practitioners. In 1997, 50 dentists were approached to fill in the Maslach Burnout Inventory, Dutch version (UBOS) and some additional variables between six months and one year after graduation at the Academic Centre for Dentistry Amsterdam (ACTA) (76% response). Six years later, in 2003, the same 50 dentists, plus another 60 who had graduated in the same period at ACTA, were approached (78% response). Using Repeated Measures analysis, mean scores of dentists for whom two measurements were available on the three UBOS subscales (N=24) showed no statistically significant changes over six years on Emotional Exhaustion, Depersonalisation, or Personal Accomplishment. The same was true for group means of all in 1997 (N=33) compared with all in 2003 (N=82). However, according to manual criteria, varying percentages (7.2% - 24.4%) of dentists showed an unfavourable level on either one of the UBOS dimensions. Factors most frequently mentioned to be responsible for being unprepared for practice were: law and insurance matters (61.2%), practice organisation (56.6%) and staff management (55.2%). Most frequently reported factors that came out (much) worse than expected were: stressfulness of work (45.1%), and staff management (43.4%). Burnout appears no threat for the average newly qualified dentist. However, some individuals report alarmingly high burnout scores at an early professional stage. Practice management is the professional aspect about which young professionals worry most. It is recommended that dental schools pay attention to practice management skills and the stressfulness of work in the curriculum. Also, longitudinal monitoring of dental students and newly qualified dentists on burnout development is strongly advocated.

Analyzing the influence of admissions criteria and cultural norms on success in an international dental studies program.

PubMed

Itaya, Lisa E; Chambers, David W; King, Patricia A

2008-03-01

This study determines the extent to which admissions criteria and cultural norms predict the success of a foreign-trained dentist in a United States dental educational program. Correlation and regression tests were applied to an eleven-year period from 1994 to 2004 of retrospective admissions data for 144 International Dental Studies Program students. Five cultural norms were derived from the collective cultural dimensions of a scholarly work of validated multinational surveys by Geert Hofstede. These five cultural norms are Power Distance (degree of inequality between "haves" and "have-nots" in a culture); Individualism (support for independent or group behavior); Long-Term View (deferred gratification versus quick results/rewards); Masculinity (emphasis on performance/outcomes versus socialization); and Uncertainty Avoidance (ability to cope with an uncertain future). Hofstede's calculated country scores on these cultural dimensions applied to the students' countries of education and their influence on students' academic performance were assessed by correlation and regression analyses. Results showed that the TOEFL and National Board Part I examinations and the cultural norm of Long-Term View were the most positive predictors of grade point averages. The other four cultural norms studied were not predictors of success. Those who applied to the program more than once before being accepted did less well in the program, yet "less well" might have meant that they graduated with a 3.0 instead of a 3.5 GPA. Generally speaking, the more recent the graduated class, the higher the ending GPA has been. Admissions committees should determine if they want to invest the resources required to implement a multitude of admissions predictors to find the best of the qualified applicants.

Short-stay rural and remote placements in dental education, an effective model for rural exposure: a review of eight-year experience in Western Australia.

PubMed

Kruger, Estie; Tennant, Marc

2010-08-01

The increase in demand for dental care over the next 10 years is expected to outstrip the supply of dental visits in Australia, resulting in an ongoing shortage of dental practitioners. As trends in medicine have shown, the greatest effect will be felt in rural and remote regions, where an undersupply of dentists already exists. It is clearly evident that it is important to provide strategies that will increase the recruitment and retention of practitioners in rural and remote areas. Previous research suggested an increased likelihood for health graduates to choose rural practice if they have a rural background, or were exposed to rural practice during their education. Short-stay (three to four weeks) placements for final-year dental students has been part of dental education in Western Australia for near on a decade. This paper reflects on the experiences gained from managing this placement program. Short-stay placements are a quality learning initiative but need a high level of planning and a clear vision to be effective. The key factors in ensuring sustainable, student centred learning is driven through a small core group of staff who have strong direct links with rural and remote communities, students and support providers. The integration of service, education and research goals have played a critical role in sustaining placements. The philosophy underpinning the rural placements needs to be clearly articulated and applied effectively in each step of their implementation and a highly focused customer-service driven implementation is required to make short-stay rural and remote placements effective.

A Retrospective Analysis of Pre-surgical Incisor Decompensation Attained in an Orthognathic Surgery Population

DTIC Science & Technology

2016-07-01

owner. ~ GARY S. MAYNE, Maj, USAF, DC Tri-Service Orthodontic Residency Program Air Force Post Graduate Dental School Uniformed Services University...APPROVED: __________________________________________ Drew W. Fallis, D.D.S., M.S., Dean, Air Force Post-Graduate Dental School iii...Air Force Postgraduate Dental School, Joint Base San Antonio-Lackland, San Antonio, Texas, USA). Inclusion criteria for the study were 1

A needs assessment survey of dental public health graduate education in Saudi Arabia

PubMed Central

Al Agili, Dania Ebrahim

2015-01-01

Objectives The Faculty of Dentistry at King Abdulaziz University (KAU) is planning to develop a master’s program in dental public health (DPH). To develop a curriculum for this program, a needs assessment was conducted in order to identify the level of DPH expertise that currently exists in Saudi Arabia, to identify gaps in knowledge, and to explore current perceptions regarding this type of program. Methods A competency-based survey instrument was administered to private and government affiliated dental practitioners in Jeddah, Saudi Arabia. Participants’ knowledge, attitudes, and competencies in DPH were assessed. In addition, questions were submitted that addressed preferred strategies of teaching, curriculum delivery methods, course content, and prerequisites for DPH. These data were combined with data previously collected from dentists holding academic positions at KAU (n = 146) and were analyzed using Statistical Analysis System version 9.3 software. Mean values and frequencies were calculated for the study variables. Proportional odds ratios and 95% confidence intervals were estimated to assess differences in educational preferences and DPH competencies according to age, gender, and qualification. Results Most of the participants (95%) reported a need for a DPH graduate program. The respondents had a basic knowledge of DPH and moderate experience in DPH competencies. A variety of preferred educational strategies and methods were identified and differences in educational preferences according to age, gender, and qualification of the respondents were identified. The responses obtained also acknowledged skills and competencies that the participants considered most important for a DPH practice and that would be important for students accepted into a DPH graduate program. Conclusions This needs assessment survey represents a preliminary step in establishing a DPH graduate program that addresses current gaps in knowledge and in the practice of public health dentistry. This survey also provided valuable feedback regarding the development of course content for a graduate education program in DPH. PMID:26236128

A Baccalaureate Education Curriculum to Prepare Dental Hygienists for Expanded Public Health Practice.

PubMed

Rowley, Lisa J; Stein, Susan M

2016-06-01

A baccalaureate dental hygiene education program was intentionally designed and implemented to prepare dental hygienists to work in expanded public health practice. Expanded practice dental hygienists (EPDH) in Oregon practice without the supervision of a dentist to provide dental hygiene services for underserved patients with limited access to dental care. Ten competencies were identified for the successful EPDH, and then these competencies were incorporated into the curriculum of a baccalaureate dental hygiene program. When recent graduates of the innovative program were surveyed, results indicated that they felt well prepared for expanded practice, they had a high level of interest in working as an EPDH, and all were planning to apply for an expanded practice permit. Two graduates and their unique contributions to individuals in need are profiled. Intentional preparation of dental hygienists for expanded public health roles suggested the need for a baccalaureate curriculum designed specifically for that purpose. Advocacy and collaboration among educators, legislators, and administrators in Oregon led to the development and implementation of such an innovative dental hygiene education program at Pacific University. Graduates are likely to pursue opportunities working as EPDHs. Further research will document the viability of this purposefully designed curriculum to prepare dental hygienists to help meet the public need for optimal oral health. Copyright © 2016 Elsevier Inc. All rights reserved.

Predental students' attitudes toward and perceptions of the dental profession.

PubMed

Hawley, Nathan J; Ditmyer, Marcia M; Sandoval, Victor A

2008-12-01

The purpose of this study was to assess reasons students seek a career in dentistry, their perceptions of the dental school admissions process, and their expectations of the profession. Of 155 predental students participating in a dental school simulation course offered at a Nevada dental school, 152 participated in this study (68.4 percent [n=104] male, and 31.6 percent [n=48] female). When asked when they made the decision to pursue a career in dentistry, 52 percent (n=79) said they decided in college, while 33.6 percent (n=51) made the decision in high school. A slight majority of the respondents (52.6 percent; n=80) identified their family dentist as having the greatest influence in their decision. Nearly half (47.8 percent; n=64) expected to pursue a career in general dentistry, while the next largest subgroup expected to pursue orthodontics (16.4 percent; n=22). A significant majority of the respondents (72.8 percent; n=110) perceived the dental school admissions process to be fair. Males were significantly more likely to identify themselves as competitive applicants than did females (chi(2)=9.644; p<.01). Approximately half (47.4 percent; n=72) anticipate earning between $100,000 and $199,999 within five years after graduation, with 50.7 percent (n=77) anticipating working between thirty-five and forty hours a week. By understanding the applicant pool and their perceptions, admissions committees can better prepare to attract the applicants they desire.

Dental manpower development in the Pacific: case study in the Republic of the Marshall Islands.

PubMed

Tut, Ohnmar K; Langidrik, Justina R; Milgrom, Peter M

2007-03-01

This case study reports the ongoing progress and results of a manpower development program to expand indigenous dental personnel at four levels in the Republic of the Marshall Islands. The program was designed to: 1) increase the number of Marshallese students who successfully complete dentistry training; 2) recruit and train a group of Marshallese high school graduates in dental assisting for service in new preventive outreach programs within the community; 3) enhance the dental training of health assistants providing primary medical care to outer islands away from the main population centers of Majuro and Ebeye; and 4) provide in-service training on tooth decay prevention for Head Start teachers. The program resulted in the training of one Marshallese dentist and two Marshallese dental therapist, 16 primary care health aides who received oral health training for work in the outer island dispensaries, and 200 Head Start and kindergarten teachers who completed in-service training in oral health. Additional expertise was shared with other United States Affiliated Pacific Islands (USAPI) to enhance the dental workforce throughout the Pacific.

Forensic odontology education:from undergraduate to PhD - a Brazilian experience.

PubMed

Dietrichkeit Pereira, J G; Frontanilla Recalde, T S; Barreto Costa, P; Jacometti, V; Vigorito Magalhães, L; Alves Da Silva, R H

2017-12-01

Forensic Odontology is a topic present in the majority of Dental Schools in Brazil, and due to this reality, some universities develop activities related to undergraduate and graduate students, from the Dentistry course until the Ph.D. degree. To present the education experience related to Forensic Odontology at School of Dentistry of Ribeirão Preto (USP - University of São Paulo), showing the strategies and activities in the different degrees (Dental course, Forensic Odontology Specialization Program, Specific Professional Training, Master, and Ph.D.). To the undergraduate students, many activities are developed in order to demonstrate all the possibilities that Forensic Dentistry allow, including theoretical and practical activities; in the Forensic Odontology Specialization Program, the dentists are trained to act as Forensic Odontologists in all its amplitude; in the Specific Professional Training, some courses are available, related to specific topics as DVI, Forensic Facial Reconstruction, Auditor in Dental Care Insurance and others; and in the Master and Ph.D. Programs, the professionals receive training in skills like teaching, research, student's guidance and others. In Brazil, Forensic Odontology is a well-known field in Dentistry and universities develop an important role in training a qualified workforce.

Who is teaching what, when? An evolving online tool to manage dental curricula.

PubMed

Walton, Joanne N

2014-03-01

There are numerous issues in the documentation and ongoing development of health professions curricula. It seems that curriculum information falls quickly out of date between accreditation cycles, while students and faculty members struggle in the meantime with the "hidden curriculum" and unintended redundancies and gaps. Beyond knowing what is in the curriculum lies the frustration of timetabling learning in a transparent way while allowing for on-the-fly changes and improvements. The University of British Columbia Faculty of Dentistry set out to develop a curriculum database to answer the simple but challenging question "who is teaching what, when?" That tool, dubbed "OSCAR," has evolved to not only document the dental curriculum, but as a shared instrument that also holds the curricula and scheduling detail of the dental hygiene degree and clinical graduate programs. In addition to providing documentation ranging from reports for accreditation to daily information critical to faculty administrators and staff, OSCAR provides faculty and students with individual timetables and pushes updates via text, email, and calendar changes. It incorporates reminders and session resources for students and can be updated by both faculty members and staff. OSCAR has evolved into an essential tool for tracking, scheduling, and improving the school's curricula.

The 'global interconnectedness' of dentist migration: a qualitative study of the life-stories of international dental graduates in Australia.

PubMed

Balasubramanian, Madhan; Brennan, David S; Spencer, A John; Short, Stephanie D

2015-05-01

The migration of dentists is a major challenge contributing to the oral health system crisis in many countries. This paper explores the origins of the dentist migration problem through a study on international dental graduates, who had migrated to Australia. Life-stories of 49 international dental graduates from 22 countries were analysed in order to discern significant themes and patterns. We focused on their home country experience, including stories on early life and career choice; dental student life; professional life; social and political life; travels; and coming to Australia. Our participants exhibited a commitment to excellence in earlier stages of life and had cultivated a desire to learn more and be involved with the latest technology. Dentists from low- and middle-income countries were also disappointed by the lack of opportunity and were unhappy with the local ethos. Some pointed towards political unrest. Interestingly, participants also carried prior travel learnings and unforgettable memories contributing to their migration. Family members and peers had also influenced participants. These considerations were brought together in four themes explaining the desire to migrate: 'Being good at something', 'Feelings of being let down', 'A novel experience' and 'Influenced by someone'. Even if one of these four themes dominated the narrative, we found that more than one theme, however, coexisted for most participants. We refer to this worldview as 'Global interconnectedness', and identify the development of migration desire as a historical process, stimulated by a priori knowledge (and interactions) of people, place and things. This qualitative study has enriched our understanding on the complexity of the dental migration experience. It supports efforts to achieve greater technical co-operation in issues such as dental education, workforce surveillance and oral health service planning within the context of ongoing global efforts on health professional migration by the World Health Organization and member states. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine © The Author 2014; all rights reserved.

Evaluation of an animation tool developed to supplement dental student study of the cranial nerves.

PubMed

Lone, M; McKenna, J P; Cryan, J F; Vagg, T; Toulouse, A; Downer, E J

2017-12-30

The structure/function of the cranial nerves is a core topic for dental students. However, due to the perceived complexity of the subject, it is often difficult for students to develop a comprehensive understanding of key concepts using textbooks and models. It is accepted that the acquisition of anatomical knowledge can be facilitated by visualisation of structures. This study aimed to develop and assess a novel cranial nerve animation as a supplemental learning aid for dental students. A multidisciplinary team of anatomists, neuroscientists and a computer scientist developed a novel animation depicting the cranial nerves. The animation was viewed by newly enrolled first-year dental students, graduate entry dental students (year 1) and dental hygiene students (year 1). A simple life scenario employing the use of the cranial nerves was developed using a cartoon-type animation with a viewing time of 3.58 minutes. The animation was developed with emphasis on a life scenario. The animation was placed online for 2 weeks with open access or viewed once in a controlled laboratory setting. Questionnaires were designed to assess the participants' attitude towards the animation and their knowledge of the cranial nerves before and after visualisation. This study was performed before the delivery of core lectures on the cranial nerves. Our findings indicate that the use of the animation can act as a supplemental tool to improve student knowledge of the cranial nerves. Indeed, data indicate that a single viewing of the animation, in addition to 2-week access to the animation, can act as a supplemental learning tool to assist student understanding of the structure and function of cranial nerves. The animation significantly enhanced the student's opinion that their cranial nerve knowledge had improved. From a qualitative point of view, the students described the animation as an enjoyable and useful supplement to reading material/lectures and indicated that the animation was a useful tool in understanding the cranial nerves. Overall, these findings indicate that an animation demonstrating the cranial nerves in a simple, everyday functional scenario may act as a learning aid in the study of cranial nerves. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Gender Trends in the Career Patterns of Recent Dental Graduates.

ERIC Educational Resources Information Center

Dolan, Teresa A.; Lewis, Charles E.

1987-01-01

The gender differences among recent dental graduates' professional commitment, choice of practice arrangements, and income were examined. Gender remained as a statistically significant predictor of income when controlling for practice ownership, hours per week worked, background, and family/social variables. (Author/MLW)

Evidence-based dentistry for planning restorative treatments: barriers and potential solutions.

PubMed

Afrashtehfar, K I; Eimar, H; Yassine, R; Abi-Nader, S; Tamimi, F

2017-11-01

Evidence-based dentistry (EBD) can help provide the best treatment option for every patient, however, its implementation in restorative dentistry is very limited. This study aimed at assessing the barriers preventing the implementation of EBD among dental undergraduate and graduate students in Montreal, and explore possible solutions to overcome these barriers. A cross-sectional survey was conducted by means of a paper format self-administrated questionnaire distributed among dental students. The survey assessed the barriers and potential solutions for implementation of an evidence-based practice. Sixty-one students completed the questionnaire. Forty-one percent of respondents found evidence-based literature to be the most reliable source of information for restorative treatment planning, however, only 16% used it. They considered that finding reliable information was difficult and they sometimes encountered conflicting information when consulting different sources. Dental students had positive attitudes towards the need for better access to evidence-based literature to assist learning and decision making in restorative treatment planning and to improve treatment outcomes. Even for dentists trained in EBD, online searching takes too much time, and even though it can provide information of better quality than personal intuition, it might not be enough to identify the best available evidence. Even though dental students are aware of the importance of EBD in restorative dentistry they rarely apply the concept, mainly due to time constraints. For this reason, implementation of EBD would probably require faster access to evidence-based knowledge. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

New Zealand's oral health students--education and workforce implications.

PubMed

Moffat, Susan M; Coates, Dawn E

2011-06-01

To obtain background information on the Oral Health (OH) students at Auckland University of Technology (AUT) and the University of Otago in order to aid in the recruitment of students; to determine the extent of the students' professional knowledge; and to determine their future employment preferences. Cross-sectional survey of all OH students at AUT and the University of Otago in 2008. A questionnaire was given to all 165 OH students at both Universities, and the response rate was 100%. Most students came from Cities. Prior to commencing their OH course, they had been engaged in full-time work, in tertiary education or at school. Their main sources of information about the courses were websites, the Universities, friends and dental practitioners. The students' professional knowledge improved significantly as they progressed through the OH courses. Students were likely to want to return to work in the type of community that they had come from. Most (90.3%) would consider working in private practice, while 56.4% would consider working for the School Dental Service (SDS). Overall, 49.7% of students would consider working in both environments. This study provides information on recruitment of students into OH courses, and the OH students' preferences for employment after graduation. The findings have implications for OH education and workforce planning in New Zealand.

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

PubMed Central

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

PubMed

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Indigenous cultural competence: A dental faculty curriculum review.

PubMed

Forsyth, C; Irving, M; Tennant, M; Short, S; Gilroy, J

2017-12-30

Indigenous Australians have more than double the rate of poor oral health than their non-Indigenous counterparts. Cultural competence of dental and oral health practitioners is fundamental to health care and quality of life in addressing health disparities in minority cultural groups in Australia. Higher education curricula reviews have identified the need for institutions to incorporate Indigenous culture and knowledge more widely into the curricula to improve educational outcomes for Indigenous Australians and to increase cultural competence for all students. The aim of this research was to provide a baseline analysis of Indigenous cultural competence curricula practices to ascertain changes required within Faculty of Dentistry programmes at the University of Sydney to enable students to become more culturally competent upon graduation. Staff and students of the Doctor of Dental Medicine and Bachelor of Oral Health programmes at the Faculty of Dentistry, University of Sydney participated in an online survey. Quantitative analysis of the survey data was conducted using integrated research electronic data capture survey tools, with open-ended questions being coded to common responses for those questions. A total of 69 staff (71%) and 191 students (51%) participated in the online survey. The majority of participants perceived there was limited Indigenous content in the curriculum. Most participants reported that Indigenous curriculum was integrated into several units of study. The main pedagogical method for curriculum delivery was lectures, followed by case studies and group discussions. Although some Indigenous content exists in dental faculty curriculum, in-depth investigation is required to develop a comprehensive, evidenced-based Indigenous cultural competence teaching framework, for integration into Doctor of Dental Medicine and Bachelor of Oral Health curricula. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Federal Employees Health Benefits Program and Federal Employees Dental and Vision Insurance Program: eligibility for Pathway Programs participants. Interim final rule with request for comments.

PubMed

2014-01-06

The U.S. Office of Personnel Management (OPM) is issuing an interim final regulation to update the Federal Employees Health Benefits Program (FEHBP) and the Federal Employees Dental and Vision Insurance Program (FEDVIP) regulations to reflect updated election opportunities for participants in the Pathways Programs. The Pathways Programs were created by Executive Order (E.O.) 13562, signed by the President on December 27, 2010, and are designed to enable the Federal Government to compete effectively for students and recent graduates by improving its recruitment efforts through internships and similar programs with Federal agencies. This interim final rule furthers these recruitment and retention efforts by providing health insurance, as well as dental and vision benefits, to eligible program participants and their families.

Early-phase dental students' motivations and expectations concerning the study and profession of dentistry.

PubMed

Lalloo, R; Ayo-Yusuf, O A; Yengopal, V

2008-05-01

This study investigated the career choice and aspirations of early phase dental students in the four dental schools in South Africa, namely the University of the Western Cape (UWC), University of the Witwatersrand (Wits), University of Limpopo (Medunsa) and University of Pretoria (UP). Willing participants completed a self-administered questionnaire (n=184). Motivations for entering a dentistry programme were similar across race and university, with wanting a secure job most often stated as an important factor. For a third of respondents, dentistry was not a first choice. Amongst the White students, it was a first choice for 82% compared with 59% amongst Black Africans. Expected income five-years after graduation also differed significantly across race and university, with White and UP students expecting to earn considerably higher than the others. About 36% of students were concerned about the levels of personal debt related to studying, with the White and Asian students less concerned. Those who expected lower levels of income from the profession were more concerned about personal debts. Most students planned to enter general dental practice (GDP) after community service, almost all White and Wits students expressed this intention, compared with only 35% of Black Africans and 39% of Medunsa students. Orthodontics and Maxillofacial & Oral Surgery were the most popular specialities of choice. The professional attribute "Has a friendly manner and good relationship with patients" was ranked high most often. In conclusion, career advice may not need to be tailored differently for the different racial groups. There is however a need for further investigations on how to address the concerns of financial security which may be realised by the practice of dentistry, and in particular the racial disparities observed in expectations of the profession. This study further highlights the need for government financial assistance for students from under-represented groups.

Self-Perceptions of Value, Barriers, and Motivations for Graduate Education Among Dental Hygienists.

PubMed

Smith, Amy N; Boyd, Linda D; Rogers, Christine Macarelli; Le Jeune, Ronald C

2016-09-01

Increasing the knowledge base of its practitioners through formal education is vital to advancing the dental hygiene profession, ensuring practitioners' readiness for participation in future health care workforce models, and preparing future dental hygiene educators. The aim of this study was to discover the value of, barriers to, and motivations for graduate education among dental hygienists as a first step toward establishing ways to stimulate enrollment and facilitate program change. A qualitative pilot study design was used, with focus groups used for data collection. Four virtual focus groups were conducted on a video conferencing platform with dental hygienists (N=15) of varying educational levels residing in nine states. Focus group results were examined for emerging themes. The majority of participants placed a high value on graduate education as it related to expanding employment options and satisfying personal goals, but perceived it to have little value regarding advancement in clinical practice. Top barriers to education were reported to be time management, finances, and degree program options. Motivational themes for pursuing education included increased career options, benefits, and salary; personal satisfaction; potential to advance the profession; and financial support. The participants agreed that increased education can lead to more varied career opportunities and advance the profession, but their responses suggested limited motivation to pursue graduate studies. Determining ways to increase the value, reduce barriers, and enhance motivation for a graduate degree should be a priority of academic institutions and professional organizations involved in dental hygiene to ensure a workforce that is qualified for future health care initiatives and prepared to become educators.

A Comparison of Marginal Fit Between Lithium-Disilicate Press and CAD Fabricated Crowns

DTIC Science & Technology

2014-05-27

CPT Richard Carlile 2. Academic Title: Comprehensive Dentistry Resident, AEGD-2 Hawaii 3. School/Department/Center: Army Post-Graduate Dental School...AEGD-2 Hawaii Schofield Barracks Dental Clinic, HI 4. Phone: 808-433-8838 5. Type of clearance: _Paper _K_Article _Book _Poster_ Presentation...DIRECTOR OR DEPARTMENT HEAD APPROVAL 1. Name: COL Peter H. Guevara 2. School/Dept.: Army Post-Graduate Dental School, AEGD-2 Hawaii 3. Date: 27 May 2014

The emerging dental workforce: why dentistry? A quantitative study of final year dental students' views on their professional career

PubMed Central

Gallagher, Jennifer E; Patel, Resmi; Donaldson, Nora; Wilson, Nairn HF

2007-01-01

Background Dental graduates are joining a profession experiencing changes in systems of care, funding and skill mix. Research into the motivation and expectations of the emerging workforce is vital to inform professional and policy decisions. The objective of this research was to investigate final year dental students' perceived motivation for their choice of career in relation to sex, ethnicity and mode of entry. Methods Self-administered questionnaire survey of all final year dental students at King's College London. Data were entered into SPSS; statistical analysis included Chi Squared tests for linear association, multiple regression, factor analysis and logistic regression. Results A response of 90% (n = 126) was achieved. The majority were aged 23 years (59%), female (58%) and Asian (70%). One in 10 were mature students. Eighty per cent identified 11 or more 'important' or 'very important' influences, the most common of which were related to features of the job: 'regular working hours' (91%), 'degree leading to recognised job' (90%) and 'job security' (90%). There were significant differences in important influences by sex (males > females: 'able to run own business'; females > males: 'a desire to work with people'), ethnic group (Asians > white: 'wish to provide public service', 'influence of friends', 'desire to work in healthcare', having 'tried an alternative career/course' and 'work experience') and mode of entry (mature > early entry: 'a desire to work with people'). Multivariate analysis suggested 61% of the variation in influences is explained by five factors: the 'professional job' (31%), 'healthcare-people' (11%), 'academic-scientific' (8%), 'careers-advising' (6%), and 'family/friends' (6%). The single major influence on choice of career was a 'desire to work with people'; Indian students were twice as likely to report this as white or other ethnic groups. Conclusion Final year dental students report a wide range of important influences on their choice of dentistry, with variation by sex, ethnicity and mode of entry in relation to individual influences. Features of the 'professional job', followed by 'healthcare and people' were the most important underlying factors influencing choice of career. PMID:17573967

Should laptops be allowed in the classroom? Two viewpoints: viewpoint 1: laptops in classrooms facilitate curricular advancement and promote student learning and viewpoint 2: deconstructing and rethinking the use of laptops in the classroom.

PubMed

Spallek, Heiko; von Bergmann, HsingChi

2014-12-01

This Point/Counterpoint article discusses the pros and cons of deploying one aspect of instructional technology in dental education: the use of laptops in the classroom. Two opposing viewpoints, written by different authors, evaluate the arguments. Viewpoint 1 argues that laptops in classrooms can be a catalyst for rapid curricular advancement and prepare dental graduates for the digital age of dentistry. As dental education is not limited to textual information, but includes skill development in spatial relationships and hands-on training, technology can play a transformative role in students' learning. Carefully implemented instructional technology can enhance student motivation when it transforms students from being the objects of teaching to the subjects of learning. Ubiquitous access to educational material allows for just-in-time learning and can overcome organizational barriers when, for instance, introducing interprofessional education. Viewpoint 2 argues that, in spite of widespread agreement that instructional technology leads to curricular innovation, the notion of the use of laptops in classrooms needs to be deconstructed and rethought when effective learning outcomes are sought. Analyzing the purpose, pedagogy, and learning product while applying lessons learned from K-12 implementation leads to a more complex picture of laptop integration in dental classrooms and forms the basis for questioning the value of such usage. For laptop use to contribute to student learning, rather than simply providing opportunity for students to take notes and access the Internet during class, this viewpoint emphasizes that dental educators need to think carefully about the purpose of this technology and to develop appropriate pedagogical strategies to achieve their objectives. The two viewpoints agree that significant faculty development efforts should precede any introduction of technology into the educational process and that technology alone cannot change education. While the first viewpoint emphasizes the pivotal role of technology in bringing dental education into the contemporary digital world, the second viewpoint focuses on challenges surrounding laptop usage in the classroom including the alignment of instructional methods with learning objectives.

Office of the Secretary; TRICARE; changes included in the National Defense Authorization Act for fiscal year 2005; TRICARE dental program. Final rule.

PubMed

2006-06-02

The Department is publishing this final rule to implement sections 711 and 715 of the Ronald W. Reagan National Defense Authorization Act for Fiscal Year 2005 (NDAA for FY05), Public Law 108-375. Specifically, that legislation makes young dependents of deceased Service members eligible for enrollment in the TRICARE Dental program when the child was not previously enrolled because of age, and authorizes post-graduate dental residents in a dental treatment facility of the uniformed services under a graduate dental education program accredited by the American Dental Association to provide dental treatment to dependents who are 12 years of age or younger and who are covered by a dental plan established under 10 U.S.C. 1076a. This adopts the interim rule published on September 21, 2005 (70 FR 55251).

Ready for practice? A study of confidence levels of final year dental students at Cardiff University and University College Cork.

PubMed

Honey, J; Lynch, C D; Burke, F M; Gilmour, A S M

2011-05-01

The aim of this study was to describe the self-reported confidence levels of final year students at the School of Dentistry, Cardiff University and at the University Dental School & Hospital, Cork, Ireland in performing a variety of dental procedures commonly completed in primary dental care settings. A questionnaire was distributed to 61 final year students at Cardiff and 34 final year students at Cork. Information requested related to the respondents confidence in performing a variety of routine clinical tasks, using a five-point scale (1=very little confidence, 5=very confident). Comparisons were made between the two schools, gender of the respondent, and whether or not a student intended completing a year of vocational training after graduation. A response rate of 74% was achieved (n=70). The greatest self-reported confidence scores were for 'scale and polish' (4.61), fissure sealants (4.54) and delivery of oral hygiene instruction (4.51). Areas with the least confidence were placement of stainless steel crowns (2.83), vital tooth bleaching (2.39) and surgical extractions (2.26). Students at Cardiff were more confident than those at Cork in performing simple extractions (Cardiff: 4.31; Cork: 3.76) and surgical extractions (Cardiff: 2.61; Cork: 1.88), whilst students in Cork were more confident in caries diagnosis (Cork: 4.24; Cardiff: 3.89) fissure sealing (Cork: 4.76; Cardiff: 4.33) and placement of preventive resin restorations (Cork: 4.68; Cardiff: 4.22).   Final year students at Cardiff and Cork were most confident in simpler procedures and procedures in which they had had most clinical experience. They were least confident in more complex procedures and procedures in which they had the least clinical experience. Increased clinical time in complex procedures may help in increasing final year students' confidence in those areas. © 2011 John Wiley & Sons A/S.

Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

PubMed

Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

2015-12-01

Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation.

PubMed

Bahammam, Laila A; Linjawi, Amal I

2017-04-01

To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students' knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. Curriculum design, faculty and students' skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

Managing change in dental education: is there a method to the madness?

PubMed

Crain, Geralyn

2008-10-01

The literature surrounding dental education in the United States is replete with calls for change in the way that dental students are being educated. These calls are being echoed with curriculum models and examples of best practices, but what is missing is specific information about how to implement a desired change-that is, discussion of the change process itself. Knowledge of the organizational change process in other settings, particularly in higher education and professional education, may be of interest to academic program managers in dental schools who are planning or are engaged in change. Historical and theoretical perspectives on organizations and change are presented in this article as groundwork for more detailed discussion about management of change. Seventeen research-based principles of change in higher education and factors in dental education that influence change processes and outcomes are presented and synthesized into guidelines for a hypothetical model for change in a dental school environment. Issues pertinent to the practical management of change are presented, including reframing organizational complexity, change leadership, values/competence/commitment, and organizational learning. An appreciation for change as an ongoing and manageable process will enhance a dental school's viability in a rapidly changing world and ultimately benefit dental graduates and the communities they serve.

Predoctoral teaching of temporomandibular disorders: a survey of U.S. and Canadian dental schools.

PubMed

Klasser, Gary D; Greene, Charles S

2007-02-01

In the United States and Canada, there are no specific curriculum guidelines for predoctoral dental education in the field of temporomandibular disorders (TMDs). This situation has the potential to cause confusion for new graduates. The authors sent an 11-question survey regarding predoctoral teaching of TMDs to the appropriate faculty members in all U.S. and Canadian dental schools either electronically or via the postal service between June and December 2005. Predoctoral teaching of TMD--both didactic and clinical aspects--has progressed. Some schools, however, do not address these topics adequately, while others teach outdated concepts. Both qualitative and quantitative standards are needed to ensure that all predoctoral dental students learn about the diagnosis and treatment of nondental orofacial pain problems. Practice Implications. Owing to the lack of standardized predoctoral teaching of TMD, U.S. or Canadian patients with TMD or facial pain are at risk when seeking appropriate primary care for their problems.

Competency based ophthalmology training curriculum for undergraduate medical students in Zimbabwe.

PubMed

Masanganise, R; Samkange, C; Mukona, D; Aagaard, E

2015-01-01

The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has never had a formal ophthalmology training curriculum for medical graduates since its inception. This has cast doubts on the quality of medical graduates produced with regards to delivery of basic primary eye care in the community. The aim of this project was to develop a formal “competency based ophthalmology training curriculum” (CBOTC) for medical graduates in Zimbabwe. Institution based (University of Zimbabwe College of Health Sciences and Parirenyatwa Group of Hospitals), cross-sectional analytic study. A review of undergraduate medical training curriculum and literature was done to identify gaps in the ophthalmology training curriculum. A local needs assessment was conducted through interviews of major stake holders in the University of Zimbabwe College of Health Sciences and Parirenyatwa Group of Hospitals. This project confirmed the lack of a formal ophthalmology training curriculum for medical graduates at the UZCHS, ad-hoc training of undergraduate ophthalmology and inconsistent student assessment in knowledge of and care of eye complaints. Cataract, glaucoma, refractive errors, ocular tumours, conjunctivitis, eye infection and eye injuries were suggested as priority conditions every student should learn during the rotation. A formal CBOTC for medical graduates based on identified needs and priority eye diseases has been developed in response. A CBOTC based on identified needs and focused on targeted diseases has been proposed geared towards producing medical graduates with the basic knowledge, skills and attitudes to deliver adequate primary eye care.

U.S. Dental Schools' Preparation for the Integrated National Board Dental Examination.

PubMed

Duong, Mai-Ly T; Cothron, Annaliese E; Lawson, Nathaniel C; Doherty, Eileen H

2018-03-01

An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators' attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents' level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.

A qualitative study of male dental hygienists' experiences after graduation.

PubMed

Faust, C C

1999-01-01

This report is part of a larger study undertaken in 1996 and 1997 for the author's doctoral dissertation. The study's purpose was to explore the experiences of male dental hygienists--focusing on their experiences before, during, and after graduation. The researcher interviewed 14 practicing male dental hygienists from east of the Mississippi River and one participant from the Midwest. Because of the length of the study, only their experiences following graduation from a dental hygiene program are discussed. Qualitative research methods were used to evaluate the information gained from the interviews, which entails analyzing interview transcripts and developing themes from the data. Four post-graduation themes emerged: participants experienced (1) no job-search difficulties, although some participants experienced minor problems with securing a position, most had little trouble in finding a job; (2) societal gender discrimination, mainly in relation to societal stereotypes about what men and women should do; (3) mixed feelings of acceptance by the profession, although most felt the profession accepting, there were some feelings of not belonging; and (4) career satisfaction, all but one of the participants felt satisfied with his career choice.

Factors affecting postgraduate dental students' performance in a biostatistics and research design course.

PubMed

El Tantawi, Maha M A

2009-05-01

Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence-based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read-write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.

A new route for dental graduates.

PubMed

Pocock, Ian

2007-01-01

The two dental faculties believe that the new examination will provide a modern, fit-for-purpose, innovative assessment for today's young dentist. The introduction of a workplace-based portfolio removes the reliance on traditional tests of knowledge and, together with the OSCE elements, allows for triangulation of methods to test the areas set out in the GPT Curriculum. Furthermore, the faculties hope that the evaluation of workplace-based experience, and decreased reliance on traditional examination methods, will also have greater meaning for young dental graduates.

The emerging dental workforce: long-term career expectations and influences. A quantitative study of final year dental students' views on their long-term career from one London Dental School

PubMed Central

2009-01-01

Background Research into the motivation and expectations of the emerging workforce and their short-term expectations has already been reported with a view to informing professional and policy decisions. The objective of this component of the research programme was to examine the long-term goals and perceived influences on final year dental students' professional careers. Methods Univariate analysis of a self completed questionnaire survey of all final year dental students from King's College London, comprising questions on demography, long-term career goals and influences, proposed commitment to dentistry, commitment to healthcare systems and the influences thereon. Statistical analysis included Chi Squared tests for linear association. Results Ninety per cent of students responded to this survey (n = 126), the majority of whom were aged 23 years (59%), female (58%) and Asian (70%). Long-term career goals were fairly evenly split between 'dentist with a special interest' (27%), 'primary dental care practitioner' (26%) and 'specialist' (25%), with 19% not certain. Only 60% of total respondents anticipated working full-time in the long-term (79% males cf 52% females; p = 0.00). The vast majority of respondents (≥80%) identified 'work-life balance', 'financial stability' and 'professional development' as 'important' or 'very important' influences on the number of future sessions. Females were significantly more likely to rate childcare commitments as an important influence on their future working capacity compared with males (p = 0.00). A wide range of factors were considered important or very important in making the NHS attractive, led by support for professional development (88%) and feeling valued by patients (88%), as well as funding, time with patients, rewards for prevention and practical issues such as dental materials and premises. Females were significantly more likely than males to be attracted to work within the NHS by 'childcare support' (p = 0.02), 'retraining facilities after career break' (p = 0.01), 'assistance with student debt' (p = 0.01) and 'incentives to work in deprived areas'. Conclusion Long-term career plans of new graduates from this London Dental School commonly embrace opportunities for professional development as well as personal issues such as work/life balance and financial income. Significant differences were identified between male and females long-term plans and influences. The implications of these findings are discussed. PMID:20030814

The emerging dental workforce: long-term career expectations and influences. A quantitative study of final year dental students' views on their long-term career from one London Dental School.

PubMed

Gallagher, Jennifer E; Patel, Resmi; Wilson, Nairn H F

2009-12-23

Research into the motivation and expectations of the emerging workforce and their short-term expectations has already been reported with a view to informing professional and policy decisions. The objective of this component of the research programme was to examine the long-term goals and perceived influences on final year dental students' professional careers. Univariate analysis of a self completed questionnaire survey of all final year dental students from King's College London, comprising questions on demography, long-term career goals and influences, proposed commitment to dentistry, commitment to healthcare systems and the influences thereon. Statistical analysis included Chi Squared tests for linear association. Ninety per cent of students responded to this survey (n = 126), the majority of whom were aged 23 years (59%), female (58%) and Asian (70%). Long-term career goals were fairly evenly split between 'dentist with a special interest' (27%), 'primary dental care practitioner' (26%) and 'specialist' (25%), with 19% not certain. Only 60% of total respondents anticipated working full-time in the long-term (79% males cf 52% females; p = 0.00). The vast majority of respondents (> or =80%) identified 'work-life balance', 'financial stability' and 'professional development' as 'important' or 'very important' influences on the number of future sessions. Females were significantly more likely to rate childcare commitments as an important influence on their future working capacity compared with males (p = 0.00). A wide range of factors were considered important or very important in making the NHS attractive, led by support for professional development (88%) and feeling valued by patients (88%), as well as funding, time with patients, rewards for prevention and practical issues such as dental materials and premises. Females were significantly more likely than males to be attracted to work within the NHS by 'childcare support' (p = 0.02), 'retraining facilities after career break' (p = 0.01), 'assistance with student debt' (p = 0.01) and 'incentives to work in deprived areas'. Long-term career plans of new graduates from this London Dental School commonly embrace opportunities for professional development as well as personal issues such as work/life balance and financial income. Significant differences were identified between male and females long-term plans and influences. The implications of these findings are discussed.

Evaluation of dental students' perception and self-confidence levels regarding endodontic treatment.

PubMed

Tanalp, Jale; Güven, Esra Pamukçu; Oktay, Inci

2013-04-01

The aim of this study was to obtain information about senior dental students' perceptions and self-confidence levels regarding endodontic practice. Anonymous survey forms were handed out to senior students at Yeditepe University, Faculty of Dentistry. The students were asked to score their level of confidence using a 5-point scale and comment about future practices. The response rate of the survey was 88%. 11.9% expressed endodontics as the first branch in terms of difficulty. The majority (90.5%) indicated they would perform root canal treatments within their expertise limit in the future but refer difficult cases to an endodontist. Bleaching of endodontically treated teeth, managing flare-ups, placement of a rubber dam were procedures in which students reported the lowest confidence (2.55 ± 1.17, 3.24 ± 0.96, 3.24 ± 1.19, respectively). On the other hand, students felt the lowest confidence in the treatment of maxillary molars followed by mandibular molars (3.43 ± 1.02 and 3.93 ± 0.97, respectively). Students also reported the lowest confidence in root resorptions, endo-perio lesions, traumas, retreatments and apexifications (2.93 ± 1.16, 3.07 ± 0.89, 3.24 ± 0.85, 3.33 ± 1.7 and 3.36 ± 1.1, respectively). The results showing students' lower confidence in more challenging aspects of dentistry may be related with the attitude of dental schools to refer these cases to post graduate students and instilling information about these cases on a theoretical basis only. Though there seems to be a tendency for students to refer challenging cases to a specialist in future, authorities should give priority to enhance the way information and experience is conveyed regarding various aspects of endodontic treatment.

Teaching of direct posterior resin composite restorations in UK dental therapy training programmes.

PubMed

Lynch, C D; Wilson, N H F

2010-05-08

With the numbers of dental therapists involved in the delivery of dental care within the UK on the increase, and the trend towards the use of direct resin composites (composites) for the restoration of posterior teeth, this study was undertaken to describe the teaching of posterior composites in dental therapy training programmes in the UK. A secondary aim was to identify differences in techniques for posterior composites taught within these dental therapy training programmes. In 2008/9, a questionnaire seeking information on the teaching of posterior composites was distributed by email to 13 centres with dental therapy training programmes in the UK. This questionnaire sought information relating to the teaching of direct posterior composites to dental therapy students, including the amounts of preclinical and clinical teaching in respect of deciduous and permanent teeth, numbers of restorations placed, contraindications to placement, and details in respect of operative techniques. Ten completed responses were received (response rate = 77%). In ten programmes, student dental therapists received clinical training in the placement of composite restorations in the occlusal surfaces of premolar and permanent molar teeth, and nine programmes included such training for two and three surface occlusoproximal restorations. The mean proportions of posterior restorations placed clinically by the trainee dental therapists in permanent teeth using dental amalgam and composite were 52% and 46% respectively (range: amalgam = 20-95%; composite = 5-70%). With the exception of one programme, the teaching of posterior composites is a well established element of dental therapy training. Some variations were noted in the teaching of clinical techniques between respondent training centres. It is suggested that to ensure harmony in approaches to treatments provided by graduated therapists that training centres look to relevant consensus documents, such as those of the British Association for the Teaching of Conservative Dentistry. The findings of our study are important for the future provision of oral healthcare, given the growing evidence base in favour of minimally invasive dentistry.

A Community Engaged Dental Curriculum: A Rural Indigenous Outplacement Programme

PubMed Central

Abuzar, Menaka A.; Owen, Julie

2016-01-01

Background Indigenous people worldwide suffer from poor oral health as compared to non-Indigenous citizens. One of the approaches to bring about improvement in Indigenous oral health is to enhance the service provision by implementing oral health outplacement programmes. A case study of such a programme for dental students in Australia reports how an educational institution can successfully engage with an Indigenous oral health service to provide learning experiences to the students as well as deliver much needed services to the community. Design and Methods The assessment of this ongoing outplacement programme over the period of 2008-14, based on students’ feedback, highlights some of the key beneficial outcomes. Students agreed that the Indigenous outplacement programme improved their understanding of Indigenous issues (mean ± SD: 4.10±0.8; 5 refers to strongly agree on 5-point scale) and increased the possibility that they will practise in Indigenous health (3.66±1.0). They were pleased with the assistance received by clinical supervisors and clinic staff at the Indigenous dental clinic (4.28±0.8). Conclusions This programme has demonstrated that structured student outplacements are valuable in building relations across cultures especially with Indigenous communities. It has also shown that university engagement with the public health sector can be beneficial to both institutions. Significance for public health An oral health outreach programme is one of the suggested approaches to effectively address the endemic issues of poor oral health among Indigenous people around the world. An Indigenous dental clinical outplacement in Australia provides an example of beneficial outcomes of such an approach. It provides dental students with an opportunity to experience the health issues related to Australian Indigenous communities and prepare future graduates to work comfortably in the public health care system. Indigenous people also develop trust and feel comfortable in receiving oral health care services from non-indigenous clinicians. PMID:27190979

Professor Gheorghe Bilaşcu's contribution to the development of science and culture in Romania.

PubMed

Rotaru, Alexandru; Petrovai, Ion; Rotaru, Horatiu

2016-01-01

When speaking about Professor Gheorghe Bilaşcu (1863-1926) and his major contribution to the establishment of Romanian medical education in Cluj, he should be considered not only in terms of scientist and creator of the Dental School, but also through his commitment to the development of science and culture in Romania. A wealthy dentist in Budapest where he graduated from the Dental School, he supported a lot of Romanian students to attend schools and universities in the Budapest, thus contributing to the development of culture in his own country. Finally, he left his private practice in the Capital of Hungary to come to Cluj to support the efforts of building the Dental School and profession in Romania. This paper illustrates the contribution that Professor Gheorghe Bilaşcu made to the development of higher education in Romania, as well as his support of the local culture.

Education Status of Oral Genetics at the Fourth Military Medical University and other Chinese Dental Schools.

PubMed

Zhang, Yan Li; Wang, Chang Ning; Fan, Zhi Peng; Jiao, Yang; Duan, Xiao Hong

To investigate the current state of genetics education at the Fourth Military Medical University (FMMU) and compare it with other dental schools of China. Detailed information about the history and current education status of Oral Genetics in the FMMU were collected and questionnaires were completed to acquire the feedback of twenty-seven students on the course. In the other thirty-five dental schools including the capitals of twenty-five provinces and four municipalities in China, information about the oral genetic course were collected by a telephone survey. The contents of survey included whether or not the Oral Genetic course is offered and some basic information about the curriculum (such as the content, hours, teachers' background and teaching methods). Among a total of thirty-six dental schools investigated, six of them (16.7%) offered the Oral Genetic course or related lectures/seminars. The length and contents of the curriculum vary among these schools. The FMMU offered the oral genetic curriculum both to undergraduates and graduated students. Their teachers had a broad range of backgrounds, such as dentistry, biology, genetics, and biochemistry. The students considered the Oral Genetics course to be helpful for their future professional careers. Genetic education in dentistry in China is still at a preliminary stage. More effort must be paid to spread the knowledge of Oral Genetics in China. In addition, domestic and international communications and networks for Oral Genetics should be set up in the near future.

Evaluation of the dental curriculum at the University of Basel. Does the Master of Dental Medicine adequately prepare for the professional practice?

PubMed

Zitzmann, Nicola U; Yoon-Büchel, Nadja; Bühler, Julia; Dettwiler, Christian A; Weiger, Roland

The present study reports the results of a structured survey of graduates intending to evaluate the education at the Dental School of the University of Basel in the years from 2006 to 2014. In addition, dentists and practice owners supervising graduates from Basel in daily clinical routine or hiring them as assistant dentists were questioned. The aims of the current survey were (1) to analyze own subjective experiences, (2) to assess potential differences between the cohorts prior to and after the implementation of the Bologna reform, (3) to compare the rating regarding theoretical knowledge and practical skills, and (4) to disclose potential for improvement. It was found that according to both their own assessment and the rating of the practice owners, graduates possess the basic dental expertise. The alumni rated their theoretical knowledge higher than their clinical practical skills and indicated a potential for intensification in the fields of dental surgery and implantology. When comparing the cohorts who had completed their studies according to the old (until 2010) and new study regulations, there were only minor differences; the own skills related to patient information about treatments were better rated by alumni who had been trained according to the new study regulations. The curriculum leading to the Master of Dental Medicine at the University of Basel fundamentally prepares graduates for the professional activity, but the additional acquisition of clinical experience in daily practice is indispensable.

The Primary Dental Care Workforce.

ERIC Educational Resources Information Center

Neenan, M. Elaine; And Others

1993-01-01

A study describes the characteristics of the current primary dental care workforce (dentists, hygienists, assistants), its distribution, and its delivery system in private and public sectors. Graduate dental school enrollments, trends in patient visits, employment patterns, state dental activities, and workforce issues related to health care…

A national follow-up survey of UK graduates opinion of undergraduate oral surgery teaching.

PubMed

Macluskey, M; Shepherd, S; Carter, E; Bulsara, Y; Durham, J A; Bell, A; Dargue, A; Emanuel, C; Freeman, C; Jones, J; Khawaja, N; Leeson, R; Marley, J; Andiappan, M; Millsopp, L; Nayyer, N; Renton, T; Taylor, K; Thomson, P; Toedtling, V

2016-08-01

A national follow-up survey was undertaken to determine whether dental graduates from 2009 perceived that their undergraduate oral surgery education had equipped them for general dental practice 4 years after graduating. Graduates from the same 13 United Kingdom dental schools who had taken part in the original survey were invited to take part in this follow-up online survey. Their contact details were identified via the general dental council register, social media and alumni groups. In total, 161 responded (2009b) which represents 16% of the graduates of the original survey in 2009a. A similar percentage of these respondents perceived that the teaching in oral surgery had given them sufficient knowledge to undertake independent practice (83% and 79% in 2009a and 2009b, respectively). Most respondents (99% in both years) reported confidence in undertaking simple forceps exodontia. Confidence in surgical exodontia was poor in both surveys, but one area that appeared improved in the follow-up related to the sectioning of teeth (84% in 2009b compared with 49% in 2009a). Areas of weakness identified in 2009 were reported to be improved in the follow-up. This follow-up survey supports the findings of the original survey. Future longitudinal studies would allow institutions to identify possible weaknesses in their curriculum and to track the career development of their graduates and facilitate robust data collection. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Assuring dental hygiene clinical competence for licensure: a national survey of dental hygiene program directors.

PubMed

Fleckner, Lucinda M; Rowe, Dorothy J

2015-02-01

To conduct a national survey of dental hygiene program directors to gain their opinions of alternative assessments of clinical competency, as qualifications for initial dental hygiene licensure. A 22 question survey, comprised of statements eliciting Likert-scale responses, was developed and distributed electronically to 341 U.S. dental hygiene program directors. Responses were tabulated and analyzed using University of California, San Francisco Qualtrics® computer software. Data were summarized as frequencies of responses to each item on the survey. The response rate was 42% (n=143). The majority of respondents (65%) agreed that graduating from a Commission on Dental Accreditation (CODA)-approved dental hygiene program and passing the national board examination was the best measure to assure competence for initial licensure. The addition of "successfully completing all program's competency evaluations" to the above core qualifications yielded a similar percentage of agreement. Most (73%) agreed that "the variability of live patients as test subjects is a barrier to standardizing the state and regional examinations," while only 29% agreed that the "use of live patients as test subjects is essential to assure competence for initial licensure." The statement that the one-time state and regional examinations have "low validity in reflecting the complex responsibilities of the dental hygienist in practice" had a high (77%) level of agreement. Most dental hygiene program directors agree that graduating from a CODA-approved dental hygiene program and passing the national board examination would ensure that a graduate has achieved clinical competence and readiness to provide comprehensive patient-centered care as a licensed dental hygienist. Copyright © 2015 The American Dental Hygienists’ Association.

Graduates' characteristics and professional situation: a follow-up of five classes graduated from the Malmö model.

PubMed

Bengmark, Daniel; Nilner, Maria; Rohlin, Madeleine

2007-01-01

This study describes some characteristics of graduates of the five first classes from the Malmö dental programme, their overall experience of the programme, and their professional situation. Of 166 graduates (graduated 1995-1999) who were invited to participate, 128 responded (response rate 77%). The questionnaire queried participant characteristics, undergraduate education, and professional situation. The median age of the respondents at graduation was 26 years (range: 24-43 years, female: 56%). One-fourth of the respondents were born outside Sweden.Two-thirds of the respondents answered that they enrolled in the dental education because they wanted to become a dentist. Most respondents (97%) were working as a dentist, and a majority (82%) worked full-time. The respondents thought their dental education had prepared them well for their profession. About one-third of the respondents worked outside Sweden; the majority had been born outside of Sweden. The respondents' satisfaction with their professional situation, which was high overall, correlated to how much they were able to influence their work situation. About one-fourth expressed interest in specialist training. Respondents differed on the topic of research education: 64% of the female graduates and 42% of the male graduates were interested. We conclude that the respondents were satisfied with their professional situation as a dentist and that most were interested in postgraduate education.

Strategies for developing a culture of mentoring in postdoctoral periodontology.

PubMed

Hempton, Timothy J; Drakos, Dimitrios; Likhari, Vikram; Hanley, James B; Johnson, Lonnie; Levi, Paul; Griffin, Terrence J

2008-05-01

Dental education in the United States and Canada is currently experiencing a crisis with respect to faculty recruitment and retention. The major reasons for the status of dental and specialty education are lower salaries and lack of interest. To make up for this deficit in the specialty of periodontology, our current educators need to utilize strategies targeted towards an existing potential teaching resource: the postdoctoral students in periodontology. The intent of this article is to review the current crisis in dental faculty recruitment and retention, show how it affects the specialty of periodontics, and describe how creating a culture of mentoring may facilitate more engagement of periodontal residents in the teaching process during their postdoctoral training. The strategies utilized to develop a culture of mentoring in the Department of Periodontology at Tufts University are presented. They include methodologies to develop and enhance residents' mentoring skills, thereby helping to compensate for the shortage of periodontists involved in academics. Measurement of the mentoring strategy is presented from data obtained from an online survey of third-year predoctoral students' perceptions of their interaction with residents as their clinical instructors. Moreover, the numbers of program alumni engaged in teaching prior to and after the mentoring program was initiated are also presented as an outcome of the mentoring program. Developing a culture of mentoring in postdoctoral periodontology programs can be an important tool to enable individuals to become more involved in the process of teaching and mentoring during their postdoctoral training. This outcome could ameliorate the deficit of periodontists engaged as formal educators. Moreover, development and expansion of a culture of mentoring in a periodontolgy program may encourage recent graduates to become more involved in teaching subsequent to graduation.

Malaysian dental graduates' competence in holistic care: what do graduates and employers think?

PubMed

Yusof, Zamros Y M; Jaafar, Nasruddin; Jallaludin, Raja-Latifah R; Abu-Hassan, Mohamed I; Razak, Ishak A

2010-12-01

The purpose of this study was to explore the University of Malaya (UM) dental graduates' competence in holistic care in real settings from the employers' and graduates' perspectives. A self-administered questionnaire consisting of ten domains was sent to thirty senior dental officers of the Ministry of Health (MOH) and 164 UM graduates. In this article, nineteen major competencies that best represent the graduates' competence in the provision of holistic care are discussed. Each competency was rated on a scale of 1 (very poor) to 4 (very good) and was categorized as "poor and of major concern" (if less than 60 percent of respondents scored good or very good), "satisfactory and of minor concern" (60-69 percent), or "excellent" (70 percent and above). One hundred and six out of 164 graduates (64.6 percent) and twenty-nine out of thirty employers (96.7 percent) responded. Overall, the employers rated the graduates lower than what the graduates rated themselves on all items. While the graduates felt they were excellent and satisfactory in sixteen out of nineteen items (84.2 percent), the employers felt they were poor in fourteen out of nineteen (73.7 percent). Both groups agreed that the graduates were excellent in communication, but poor in life-saving skills, obtaining patient's family and psychosocial histories, and recognizing signs and symptoms (not intraoral) indicating the presence of a systemic disease. In conclusion, although the graduates felt competent in the majority of the holistic care competencies, the employers had some reservations over such claims. Outcomes of the study led to recommendations to incorporate longer community-based learning hours, an improved behavioral science component, a module for special care patients, and multidepartmental collaborative teachings in the new integrated program aimed for implementation in 2011.

Promotion of tobacco cessation through dental hygiene education: a pilot study.

PubMed

Monson, Angela L; Engeswick, Lynnette M

2005-08-01

The purposes of this pilot study were as follows: 1) to determine the percentage and frequency of dental hygiene graduates who were providing tobacco cessation counseling (TCC) activities, after receiving TCC training during their formative years of education; 2) to identify the graduates' stages of change using the transtheoretical model regarding TCC; and 3) to identify factors influencing the delivery of TCC. A convenience sample of fifty-one Minnesota State University, Mankato (MSU) dental hygiene graduates were surveyed in this study. Wilcoxen signed rank tests were used to analyze the relationship between counseling actions and dental hygienists' stage of change in four TCC activities: asking, advising, assisting, and arranging follow-up. Pros and cons affecting the delivery of TCC were also examined. Findings indicate that dental hygienists who received TCC education during their training do not provide cessation counseling to a high percentage of their patients even though they believe in the value of such activity. However, dental hygienists are more likely to provide TCC to patients with periodontal disease than other dental patients. 1) addressing the potential frustration of the dental hygienist and coping methods when providing TCC during training may alleviate one of the barriers to TCC; 2) ready access to tobacco education materials may alleviate one of the barriers to TCC; and 3) emphasis during TCC training on providing education for all patients as part of health promotion, rather than just periodontal patients, may increase the overall counseling provided.

Dental Hygienists' Perceptions of Preparedness for Clinical Practice: A Phenomenological Study

ERIC Educational Resources Information Center

Cantrell, Lezlie M.

2012-01-01

The purpose of this phenomenological study was to identify, compile, and describe how community college graduate dental hygienists perceived their initial dental hygiene curriculum preparation and how they subsequently adapted their curriculum preparation in order to perform their responsibilities in their first clinical dental hygiene job.…

Assessment of pathology instruction in U.S. Dental hygiene educational programs.

PubMed

Jacobs, Barbara B; Lazar, Ann A; Rowe, Dorothy J

2015-04-01

To assess the instruction of pathology content in entry-level and advanced practitioner dental hygiene educational programs and the program directors' perceptions whether their graduates are adequately prepared to meet the increasingly complex medical and oral health needs of the public. A 28-question survey of instructional content and perceptions was developed and distributed using Qualtrics® software to the 340 directors of entry-level and advanced practitioner dental hygiene programs in the US. Respondents rated their level of agreement to a series of statements regarding their perceptions of graduates' preparation to perform particular dental hygiene services associated with pathology. Descriptive statistics for all 28 categorical survey questions were calculated and presented as the frequency (percentage). Of the 340 directors surveyed, 130 (38%) responded. Most entry-level respondents (53%) agreed or strongly agreed (29%) that their graduates were adequately prepared to meet the complex medical and oral health needs of the public, while all respondents of advanced practitioner programs strongly agreed. More respondents strongly agreed to statements related to clinical instruction than to didactic courses. While 64% of respondents agreed that their graduates were prepared to practice unsupervised, if it were legally allowed, 21% were ambivalent. The extent of pathology instruction in entry-level programs varied, but most used traditional formats of instruction, educational resources and assessments of educational outcomes. Advanced practitioner programs emphasized histological and clinical examination of oral lesions and patient case studies. Strengthening pathology instruction would ensure that future generations of dental hygienists would be adequately prepared to treat medically compromised patients. Copyright © 2015 The American Dental Hygienists’ Association.

Post-Graduation Effects of an Advocacy Engagement Project on Alumni of a Dental Hygiene Program.

PubMed

Bono, Leciel K; Rogo, Ellen J; Hodges, Kathleen; Frantz, Alan C

2018-02-01

The aim of this study was to investigate advocacy actions of dental hygiene program alumni who had completed a Legislative Advocacy Project (LAP) when they were students in the undergraduate or graduate program. Five variables were assessed: participation, frequency, perceived barriers, engagement, and mentorship. Alumni of the undergraduate and graduate programs were compared regarding frequency of and barriers encountered to legislative advocacy actions. A descriptive-comparative research design was used with quantitative and qualitative analysis. A convenience sample of 157 alumni who had completed a seven-week LAP at Idaho State University between 2008 and 2013 were invited to complete a 52-item author-designed online questionnaire in 2015. The response rate was 41.4%. The results showed a significant difference for participation prior to and after the LAP (df=12, X 2 =28.28, p=0.005). Most respondents, however, did not participate in legislative actions. There was a significant difference between the two groups for two frequency items: subscribing to online listservs (p=0.001) and contacting political representatives or staff (p=0.003). The three greatest barriers were time, financial resources, and testifying. The analysis found a significant difference between the two groups for the barrier of interest in advocating (p=0.05). In the qualitative analysis, themes emerged about engagement factors (collective efforts and advocacy commitment) and mentorship (mentoring experiences). Advocacy actions after graduation improved, but implementation of actions was challenging due to competing barriers. The results of this study may be useful in identifying key components of advocacy education that should be part of training programs.

Is liberal independent dental practice in danger? Assessing forms of dental practice in the European Regional Organization (ERO) zone of the FDI World Dental Federation.

PubMed

Wolf, Thomas Gerhard; Seeberger, Gerhard Konrad; Callaway, Angelika; Briseño-Marroquín, Benjamín; Rusca, Philippe; Frank, Michael; Otterbach, Ernst-Jürgen

2018-02-26

A trend towards increasingly new forms of dental practice has been observed in the FDI World Dental Federation. Elementary foundations such as the free dentist and therapy choice, and independent, free, self-responsible professional practice may be undermined. The current study is aimed at analyzing the general training framework, organization, and professional types of dental practice in the European Regional Organization (ERO) zone and at critically discussing selected aspects of changes in the dental profession. A questionnaire was developed by the ERO Working-Group "Liberal Dental Practice." Information about dental schools, professional organizations, dental practice regulations, and ambulatory healthcare centers was analyzed. Self-employed dental practice is the most common type of practice (51.7%). Dentists are allowed to work independently immediately after graduation (72.7%). Approximately one-third are organized as compulsory members in chambers/corporations. The density of dentists has a mean of 1,570 inhabitants per dentist. In most countries, there are no special rules for founding dental ambulatory healthcare centers. In a total of 353 universities of the ERO countries surveyed, 16,619 dentists per year were trained, with a trend toward a higher percentage of female students (63%). Despite modern forms of dental practice, the charter of the individual liberal dental profession (CED et al, 2013) should be respected and taken into account on the basis of ethical principles. The commercialization of the dental profession can be neutralized only by establishing and following well-defined ethical principles; oral healthcare quality can thus be ensured without the influence of third parties.

Perceived learned skills and professional development of graduates from a master in dental public health programme.

PubMed

Aslam, S; Delgado-Angulo, E K; Bernabé, E

2017-02-01

Assessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development. An online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups. Although all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme. This online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development. © 2015 The Authors. European Journal of Dental Education Published by John Wiley & Sons Ltd.

Evaluation of dental students’ perception and self-confidence levels regarding endodontic treatment

PubMed Central

Tanalp, Jale; Güven, Esra Pamukçu; Oktay, Inci

2013-01-01

Objectives: The aim of this study was to obtain information about senior dental students’ perceptions and self-confidence levels regarding endodontic practice. Materials and Methods: Anonymous survey forms were handed out to senior students at Yeditepe University, Faculty of Dentistry. The students were asked to score their level of confidence using a 5-point scale and comment about future practices. Results: The response rate of the survey was 88%. 11.9% expressed endodontics as the first branch in terms of difficulty. The majority (90.5%) indicated they would perform root canal treatments within their expertise limit in the future but refer difficult cases to an endodontist. Bleaching of endodontically treated teeth, managing flare-ups, placement of a rubber dam were procedures in which students reported the lowest confidence (2.55 ± 1.17, 3.24 ± 0.96, 3.24 ± 1.19, respectively). On the other hand, students felt the lowest confidence in the treatment of maxillary molars followed by mandibular molars (3.43 ± 1.02 and 3.93 ± 0.97, respectively). Students also reported the lowest confidence in root resorptions, endo-perio lesions, traumas, retreatments and apexifications (2.93 ± 1.16, 3.07 ± 0.89, 3.24 ± 0.85, 3.33 ± 1.7 and 3.36 ± 1.1, respectively). Conclusions: The results showing students’ lower confidence in more challenging aspects of dentistry may be related with the attitude of dental schools to refer these cases to post graduate students and instilling information about these cases on a theoretical basis only. Though there seems to be a tendency for students to refer challenging cases to a specialist in future, authorities should give priority to enhance the way information and experience is conveyed regarding various aspects of endodontic treatment. PMID:24883030

Integrated Medical-Dental Delivery Systems: Models in a Changing Environment and Their Implications for Dental Education.

PubMed

Jones, Judith A; Snyder, John J; Gesko, David S; Helgeson, Michael J

2017-09-01

Models and systems of the dental care delivery system are changing. Solo practice is no longer the only alternative for graduating dentists. Over half of recent graduates are employees, and more than ever before, dentists are practicing in groups. This trend is expected to increase over the next 25 years. This article examines various models of dental care delivery, explains why it is important to practice in integrated medical-dental teams, and defines person-centered care, contrasting it with patient-centered care. Systems of care in which teams are currently practicing integrated oral health care delivery are described, along with speculation on the future of person-centered care and the team approach. Critical steps in the education of dental and other health care professionals and the development of clinical models of care in moving forward are considered. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

PubMed

Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

2016-04-01

This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

Design and Outcomes of a Comprehensive Care Experience Level System to Evaluate and Monitor Dental Students' Clinical Progress.

PubMed

Teich, Sorin T; Roperto, Renato; Alonso, Aurelio A; Lang, Lisa A

2016-06-01

A Comprehensive Care Experience Level (CCEL) system that is aligned with Commission on Dental Accreditation (CODA) standards, promotes comprehensive care and prevention, and addresses flaws observed in previous Relative Value Units (RVU)-based programs has been implemented at the School of Dental Medicine, Case Western Reserve University since 2011. The purpose of this article is to report on the design, implementation, and preliminary outcomes of this novel clinical evaluation system. With the development of the CCEL concept, it was decided not to award points for procedures performed on competency exams. The reason behind this decision was that exams are not learning opportunities and are evaluated with summative tools. To determine reasonable alternative requirements, production data from previous classes were gathered and translated into CCEL points. These RVU points had been granted selectively only for restorative procedures completed after the initial preparation stage of the treatment plan, and achievement of the required levels was checked at multiple points during the clinical curriculum. Results of the CCEL system showed that low performing students increased their productivity, overall production at graduation increased significantly, and fluoride utilization to prevent caries rose by an order of magnitude over the RVU system. The CCEL program also allowed early identification and remediation of students having difficulty in the clinic. This successful implementation suggests that the CCEL concept has the potential for widespread adoption by dental schools. This method also can be used as a behavior modification tool to achieve specific patient care or clinical educational goals as illustrated by the way caries prevention was promoted through the program.

Today's dental student is training for tomorrow's elderly baby boomer.

PubMed

Lee, S J; Nelson, L P; Lin, J; Tom, F; Brown, R S; Jones, J A

2001-01-01

We are constantly reminded of the exploding elderly population and the increasing demand to meet their needs. But do we fully understand and appreciate the impact that this fastest-growing segment of the population will have upon our profession? Whether we realize it or not, today's dental student is training for tomorrow's elderly baby boomer. The baby boomer generation is 76 million strong, representing 19 years worth of births spanning from 1946-1964. That makes the oldest baby boomer 55 years old and the youngest 37 years old. What does this all mean? That from 2011-2030, the age group of 65 years of age and older will make up approximately 22% of the population, vastly changing our patient population, not to mention a significant increase in patient load. The future holds promise for not only a busy career, but also potentially a financially rewarding one as well. To some extent, we are all going to be geriatric clinicians. There is little doubt that there will be a great demand for services in restorative dentistry, prosthodontic dentistry, endodontics, periodontics, oral surgery, and perhaps orthodontics. As the baby boomers benefited from fluoride and sanitation, more people have been able to maintain their dentition and health into their older years. Dental students graduating today will be only beginning the prime of their careers as the baby boomers make their introduction in full force in the year 2011.

[Promotion of the systematization of consistent education for medical technologists].

PubMed

Shiba, Kiyoko; Sato, Kenji

2006-03-01

Although only about 35 years have passed since the birth of medical technology, marked advances have been made in the clinical laboratory science field. However, the educational system for technologists attached importance only to the learning of techniques for a long period because special training schools primarily provided medical technologist education. With the passing of time, the need for advanced knowledge has increased, and a plan to change the education system for medical technologists to 4-year colleges was evaluated. In 1989, the Course of Laboratory Sciences as a 4-year system for medical technologist education was established in the Department of Medicine, Tokyo Medical & Dental University. The Doctoral Course of Graduate School (first term) was established in 1993 and the Doctoral Course of Graduate School(second term) in 1995. In 2001, these courses formed a graduate university as the Division of Biomedical Laboratory Sciences, the Graduate School of Allied Health Sciences. Thus, a consistent educational system for medical technologists was established. By March 2005, about 500 students had graduated from this division. Based on this experience, we produced a 4-stage developmental program and provide an advanced educational system for the promotion of the systematization of consistent medical technologist education.

TRICARE; changes included in the National Defense Authorization Act for fiscal year 2005; TRICARE Dental Program. Interim final rule.

PubMed

2005-09-21

The Department is publishing this interim final rule to implement sections 711 and 715 of the Ronald W. Reagan National Defense Authorization Act for Fiscal Year 2005 (NDAA-05), Public Law 108-375. Specifically, that legislation makes young dependents of deceased Service members eligible for enrollment in the TRICARE Dental Program when the child was not previously enrolled because of age, and authorizes post-graduate dental residents in a dental treatment facility of the uniformed services under a graduate dental education program accredited by the American Dental Association to provide dental treatment to dependents who are 12 years of age or younger and who are covered by a dental plan established under 10 U.S.C. 1076a. This rule also corrects certain references in 32 CFR 199.13. The rule is being published as an interim final rule with comment period in order to comply with statutory effective dates. Public comments are invited and will be considered for possible revisions to the final rule.

Dental public health for the 21st century: implications for specialty education and practice.

PubMed

Shulman, J D; Niessen, L C; Kress, G C; DeSpain, B; Duffy, R

1998-01-01

A panel of public health practitioners sponsored by the Health Resources and Services Administration met December 6-8, 1994, to examine current roles and responsibilities for dental public health workers and to recommend changes in education and training to meet challenges posed by an evolving health care system. Overall, at least the same number, if not more, dental public health personnel will be needed in the future. While some new roles were identified, the panel felt that only small numbers of personnel will be needed to fill these new roles. Not all of these roles necessarily require a dental degree. The panel felt that a need exists for more academicians for dental schools, schools of public health, dental public health residencies, and dental hygiene programs; oral epidemiologists and health services researchers; health educators; and specialists in utilization review/outcomes assessment, dental informatics, nutrition, program evaluation, and prevention. To meet these personnel needs: (1) dental public health residency programs should be structured to meet the educational needs of working public health dentists with MPH degrees through on-the-job residency programs; (2) the standards for advanced specialty education programs in dental public health should be made sufficiently flexible to include dentists who have advanced education and the requisite core public health courses; (3) flexible MPH degree programs must be available because of the rising debt of dental students and the decreased numbers of graduating dentists; (4) loan repayment should be available for dentists who have pursued public health training and are working in state or local health departments; and (5) standards for advanced education in dental public health should be developed for dental hygienists.

A Five-Year Study on the Employability of UKM Graduates

ERIC Educational Resources Information Center

Khoon, Koh Aik; Din, Laily; Ahmad, Shaharuddin; Hamzah, Mohd Fauzi; Samah, Fatin Nur Diana Abu

2013-01-01

This paper reports on the employability of UKM graduates for the past five years (2006-2010). The employability of our graduates has consistently improved through the years. Medical and dental cohorts have less problems finding gainful employment compared with cohorts from other disciplines. Since 2008, our graduates have made inroads into sectors…

Impact of computer-based treatment planning software on clinical judgment of dental students for planning prosthodontic rehabilitation

PubMed Central

Deshpande, Saee; Chahande, Jayashree

2014-01-01

Purpose Successful prosthodontic rehabilitation involves making many interrelated clinical decisions which have an impact on each other. Self-directed computer-based training has been shown to be a very useful tool to develop synthetic and analytical problem-solving skills among students. Thus, a computer-based case study and treatment planning (CSTP) software program was developed which would allow students to work through the process of comprehensive, multidisciplinary treatment planning for patients in a structured and logical manner. The present study was aimed at assessing the effect of this CSTP software on the clinical judgment of dental students while planning prosthodontic rehabilitation and to assess the students’ perceptions about using the program for its intended use. Methods A CSTP software program was developed and validated. The impact of this program on the clinical decision making skills of dental graduates was evaluated by real life patient encounters, using a modified and validated mini-CEX. Students’ perceptions about the program were obtained by a pre-validated feedback questionnaire. Results The faculty assessment scores of clinical judgment improved significantly after the use of this program. The majority of students felt it was an informative, useful, and innovative way of learning and they strongly felt that they had learnt the logical progression of planning, the insight into decision making, and the need for flexibility in treatment planning after using this program. Conclusion CSTP software was well received by the students. There was significant improvement in students’ clinical judgment after using this program. It should thus be envisaged fundamentally as an adjunct to conventional teaching techniques to improve students’ decision making skills and confidence. PMID:25170288

A Naval Postgraduate Dental School Analysis Of Initial Endodontic Treatment

DTIC Science & Technology

2016-06-30

A NAVAL POSTGRADUATE DENTAL SCHOOL ANALYSIS OF INITIAL ENDODONTIC TREATMENT by Alexander Kareem Desta, D.D.S. Lieutenant Commander, Dental Corps...United States Navy A thesis submitted to the Faculty of the Endodontic Graduate Program Naval Postgraduate Dental School Uniformed Services...Postgraduate Dental School Unifo1med Services University of the Health Sciences Bethesda, Maryland CERTIFICATE OF APPROVAL MASTER’S THESIS This is

[Reality and challenges of the oral health for older adults in Chile and the role of a new discipline: geriatric dentistry].

PubMed

León, Soraya; Giacaman, Rodrigo A

2016-04-01

Chile is experiencing one of the fastest aging processes in Latin America. The implications derived from this phenomenon involve many aspects of the society, especially health care. In particular, insufficient oral health coverage in the country limits oral care provision for a population with a high prevalence and severity of oral diseases. These conditions include dental caries, periodontal disease, tooth loss, defective prostheses, oral mucosa lesions and xerostomia, among others, and strongly affect quality of life of the elderly population. Furthermore, dental curriculum of most dental schools lack specific training of students in geriatric dentistry or gerodontology. Hence, newly graduated professionals are not competent to satisfy the needs of this growing and increasingly demanding population of older adults. Within this demanding context, Chile may find the potential to become a model and referent to deal with the challenge, incorporating innovative changes in education and public health strategies for the older population by an interdisciplinary approach.

An international, multidisciplinary, service-learning program: an option in the dental school curriculum.

PubMed

Martinez-Mier, Esperanza A; Soto-Rojas, Armando E; Stelzner, Sarah M; Lorant, Diane E; Riner, Mary E; Yoder, Karen M

2011-04-01

Many health professions students who treat Spanish-speaking patients in the United States have little concept of their culture and health related traditions. The lack of understanding of these concepts may constitute major barriers to healthcare for these patients. International service-learning experiences allow students to work directly in communities from which patients immigrate and, as a result, students gain a better understanding of these barriers. This article describes the implementation of an international, multidisciplinary, service-learning program in a dental school in the United States. The Indiana University International Service-Learning program in Hidalgo, Mexico began in 1999 as an alternative spring break travel and clinical experience for medical students, focusing on the treatment of acute health problems. Travel-related preparatory sessions were offered, and no learning or service objectives had been developed. The program has evolved to include a multidisciplinary team of dental, medical, nursing, public health and social work students and faculty. The experience is now integrated into a curriculum based on the service-learning model that allows students to use their clinical skills in real-life situations and provides structured time for reflection. The program aims to enhance teaching and foster civic responsibility in explicit partnership with the community. Preparatory sessions have evolved into a multidisciplinary graduate level course with defined learning and service objectives. PROGRAM EVALUATION METHODS: In order to assess the program's operation as perceived by students and faculty and to evaluate student's perceptions of learning outcomes, evaluation tools were developed. These tools included student and faculty evaluation questionnaires, experiential learning journals, and a strengths, weaknesses, opportunities and threats analysis. Evaluation data show that after program participation, students perceived an increase in their cultural awareness, cross-cultural communication skills and understanding of barriers and disparities faced by Latinos in the United States. Faculty evaluations offer insights into the lessons learned through the implementation process. The development of a service-learning based curriculum has posed challenges but has enriched international service experiences.

Trends in Allied Dental Education: An Analysis of the Past and a Look to the Future.

ERIC Educational Resources Information Center

Haden, N. Karl; Morr, Kathleen E.; Valachovic, Richard W.

2001-01-01

Presents and discusses data on the allied dental workforce and allied dental education, including number of education programs; applications, first-year enrollment, and capacity; number of graduates; gender, race, and ethnicity; cost of education; and faculty. (EV)

A case study for teaching information literacy skills.

PubMed

Kingsley, Karla V; Kingsley, Karl

2009-01-29

The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

A case study for teaching information literacy skills

PubMed Central

Kingsley, Karla V; Kingsley, Karl

2009-01-01

Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum. PMID:19178715

[Considerations and ideas on teaching reform of stomatology for cultivating innovative talents of high quality].

PubMed

Zheng, Jia-wei; Cao, Xia; Feng, Xi-ping; Zhang, Zhi-yuan; Zhang, Jian-zhong

2009-10-01

The past decade has shown increasing demands for reforming dental education that would produce a graduate better equipped to work in the rapidly changing world of the twenty-first century. With the rapid development of social economy and more and more fierce competitive environment, teaching reform on stomatology is imperative nowadays. The existing curriculum of courses, teaching method, teaching medium, and mode of training must be improved and innovated based on cultivation of innovative talents with all-round development of moral, intellectual, physical, and aesthetic education. All the teaching should be student-centered rather than teacher-centered, with the purpose of enhancing the students' research ability, English ability, and clinical skills.

Mandating Education of Dental Graduates to Provide Care to Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Waldman, H. Barry; Perlman, Steven P.

2006-01-01

In 2004, The Commission on Dental Accreditation adopted new standards for dental and dental hygiene education programs to ensure the preparation of practitioners to provide oral health services for persons with special health care needs. The course of action leading to the adoption of the new standards, together with the continuing obstacles of…

Air Abrasive Disinfection of Implant Surfaces in a Simulated Model of Peri-Implantitis

DTIC Science & Technology

2016-06-01

A thesis submitted to the Faculty of the Periodontics Graduate Program Naval Postgraduate Dental School Uniformed Services University of the...Department, 2016 Thesis directed by: Glen M. Imamura, DDS, MS Chairman, Dental Research Department Naval Postgraduate Dental School...Introduction: Dental implant technology has evolved into a predictable treatment option for the restoration of edentulous sites. However, peri

Education About Dental Hygienists' Roles in Public Dental Prevention Programs: Dental and Dental Hygiene Students' and Faculty Members' and Dental Hygienists' Perspectives.

PubMed

Pervez, Anushey; Kinney, Janet S; Gwozdek, Anne; Farrell, Christine M; Inglehart, Marita R

2016-09-01

In 2005, Public Act No. 161 (PA 161) was passed in Michigan, allowing dental hygienists to practice in approved public dental prevention programs to provide services for underserved populations while utilizing a collaborative agreement with a supervising dentist. The aims of this study were to assess how well dental and dental hygiene students and faculty members and practicing dental hygienists have been educated about PA 161, what attitudes and knowledge about the act they have, and how interested they are in additional education about it. University of Michigan dental and dental hygiene students and faculty members, students in other Michigan dental hygiene programs, and dental hygienists in the state were surveyed. Respondents (response rate) were 160 dental students (50%), 63 dental hygiene students (82%), 30 dental faculty members (26%), and 12 dental hygiene faculty members (52%) at the University of Michigan; 143 dental hygiene students in other programs (20%); and 95 members of the Michigan Dental Hygienists' Association (10%). The results showed that the dental students were less educated about PA 161 than the dental hygiene students, and the dental faculty members were less informed than the dental hygiene faculty members and dental hygienists. Responding dental hygiene faculty members and dental hygienists had more positive attitudes about PA 161 than did the students and dental faculty members. Most of the dental hygiene faculty members and dental hygienists knew a person providing services in a PA 161 program. Most dental hygiene students, faculty members, and dental hygienists wanted more education about PA 161. Overall, the better educated about the program the respondents were, the more positive their attitudes, and the more interested they were in learning more.

Use of clinical practice guidelines by dentists: findings from the Japanese dental practice-based research network.

PubMed

Kakudate, Naoki; Yokoyama, Yoko; Sumida, Futoshi; Matsumoto, Yuki; Gordan, Valeria V; Gilbert, Gregg H

2017-02-01

The objectives of this study were to: (1) examine differences in the use of dental clinical practice guidelines among Japanese dentists, and (2) identify characteristics associated with the number of guidelines used by participating dentists. We conducted a cross-sectional study consisting of a questionnaire survey in Japan between July 2014 and May 2015. The study queried dentists working in outpatient dental practices who are affiliated with the Dental Practice-Based Research Network Japan (n = 148). They were asked whether they have used each of 15 Japanese dental clinical guidelines. Associations between the number of guidelines used by participants and specific characteristics were analysed via negative binomial regression analysis. The mean number of guidelines used by participating dentists was 2.5 ± 2.9 [standard deviation (SD)]. Rate of use of guidelines showed substantial variation, from 5% to 34% among dentists. The proportion of dentists that used guidelines was the highest among oral medicine specialists, who had the highest proportion for 10 of 15 guidelines. Negative binomial regression analysis identified three factors significantly associated with the number of guidelines used: 'years since graduation from dental school', 'specialty practice' and 'practice busyness'. These results suggest that the use of clinical practice guidelines by Japanese dentists may still be inadequate. Training in the use of the guidelines could be given to dental students as undergraduate education and to young clinicians as continuing education. © 2016 John Wiley & Sons, Ltd.

A Naval Postgraduate Dental School Analysis of Initial Endodontic Treatment

DTIC Science & Technology

2013-06-01

1 A NAVAL POSTGRADUATE DENTAL SCHOOL ANALYSIS OF INITIAL ENDODONTIC TREATMENT by Rodney V. Scott LCDR, DC, USN...A thesis submitted to the Faculty of the Endodontics Graduate Program Naval Postgraduate Dental School Uniformed Services...Clinical Research   A  Naval  Postgraduate   Dental  School  Analysis   of  Initial  Endodontic  Treatment   Rodney V. Scott, DDS

Perceptions of Dental Hygiene Master's Degree Learners About Dental Hygiene Doctoral Education.

PubMed

Tumath, Ursula G M; Walsh, Margaret

2015-08-01

To determine perceptions about dental hygiene doctoral education among dental hygiene master's degree program enrollees. In this cross-sectional national study, all dental hygiene master degree program directors were sent an email requesting they forward an attached consent form and online-survey-link to their graduate learners. The 29-item online survey assessed their perceptions about need for, importance of and interest in applying to proposed dental hygiene doctoral degree programs. A second-request was sent 1 month later to capture non-responders. Frequencies and cross-tabulations of responses were analyzed using the online software program, Qualtrics.™ Of the 255 graduate learners enrolled in 2014 reported by dental hygiene program directors, 159 completed the survey for a 62% response rate. The majority of respondents (77%) indicated that doctoral education in dental hygiene is needed for the advancement of the dental hygiene discipline and such programs are important to the dental hygiene profession (89%). Although most respondents supported both the PhD in dental hygiene and the Doctor of Dental Hygiene Practice (DDHP) degrees, more were interested in applying to a DDHP program (62%) than to a dental hygiene PhD program (38%). In addition, 43% expressed interest in enrolling in a doctoral degree program in the next 1 to 5 years and most preferred a hybrid online/onsite program format. The most frequently reported reasons for pursing a doctoral degree were: to become a better teacher, to expand clinical practice opportunities, to become a better researcher and to increase salary. Most dental hygiene master degree learners in this study believed doctoral dental hygiene education is needed and important to the dental hygiene discipline and profession, and were interested in applying to such programs. Future research is needed in this area. Copyright © 2015 The American Dental Hygienists’ Association.

Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students' and Patients' Satisfaction.

PubMed

Jones, Vickie E; Karydis, Anastasios; Hottel, Timothy L

2017-10-01

Interprofessional and intraprofessional education (when students from two or more professions or within the same profession, respectively, learn about, from, and/or with each other) is crucial for effective interdisciplinary collaboration. The aims of this study were to assess the effectiveness of a clinical intraprofessional education program for dental and dental hygiene students, based on students' expectations and satisfaction with the program and patients' satisfaction with the team-based care. The pilot program was developed at the University of Tennessee Health Science Center College of Dentistry, where dental hygiene students were paired randomly with dental students scheduled for prophylaxis, scaling and root planing, or periodontal maintenance. Surveys with questions about the students' expectations and satisfaction were distributed to 89 senior dental students and 27 senior dental hygiene students before and after team-based procedures. Another survey was distributed to 17 patients asking about their satisfaction with the team-based care. All 27 dental hygiene students (100% response rate), 51 dental students (57.3% response rate), and all 17 patients (100% response rate) participated in the surveys. The results showed that both the dental and dental hygiene students had high expectations and were overall satisfied with the intraprofessional education. The students' expectations and perceived educational gap (difference between expectations and satisfaction) differed for the dental and dental hygiene students (p<0.001). The male dental students were also more satisfied than the female dental students (p<0.01). Overall, the program met or exceeded the students' expectations, and the patients were overwhelmingly satisfied with the team-based care. These results suggest that this intraprofessional practice model provided an effective educational experience for both dental and dental hygiene students and patients. The differences between the dental hygiene and dental students' expectations will help in the design of more effective training that promotes intraprofessional and interprofessional teamwork.

An analysis of student performance benchmarks in dental hygiene via distance education.

PubMed

Olmsted, Jodi L

2010-01-01

Three graduate programs, 35 undergraduate programs and 12 dental hygiene degree completion programs in the United States use varying forms of Distance Learning (DL). Relying heavily on DL leaves an unanswered question: Is learner performance on standard benchmark assessments impacted when using technology as a delivery system? A 10 year, longitudinal examination looked for student performance differences in a Distance Education (DE) dental hygiene program. The purpose of this research was to determine if there was a difference in performance between learners taught in a traditional classroom as compared to their counterparts taking classes through an alternative delivery system. A longitudinal, ex post facto design was used. Two hundred and sixty-six subject records were examined. Seventy-seven individuals (29%) were lost through attrition over 10 years. One hundred and eighty-nine records were used as the study sample, 117 individuals were located face-to-face and 72 were at a distance. Independent variables included time and location, while the dependent variables included course grades, grade point average (GPA) and the National Board of Dental Hygiene Examination (NBDHE). Three research questions were asked: Were there statistically significant differences in learner performance on the National Board of Dental Hygiene Examination (NBDHE)? Were there statistically significant differences in learner performance when considering GPAs? Did statistically significant differences in performance exist relating to individual course grades? T-tests were used for data analysis in answering the research questions. From a cumulative perspective, no statistically significant differences were apparent for the NBDHE and GPAs or for individual courses. Interactive Television (ITV), the synchronous DL system examined, was considered effective for delivering education to learners if similar performance outcomes were the evaluation criteria.

Perceptions and practices of U.S. dental schools regarding curriculum integrated format and traditional format licensure exams.

PubMed

Desai, Shamik; Allareddy, Veerasathpurush; Donoff, R Bruce; Howell, T Howard; Karimbux, Nadeem Y

2013-08-01

The dental licensure exam in the United States has evolved over the past ten years, and two formats-the traditional format and curriculum integrated format-are now available for students to satisfy licensure requirements. The objective of this study was to examine the differences and relative merits of the two formats. A twenty-five-question survey was distributed to the fifty-seven U.S. dental schools at the time. The survey included both quantitative and discrete variables and followed a strategic sequential order. The first set of questions sought to determine what type of board preparatory/mock exam each dental school offered, and the next set of questions asked which licensure exam each school formally offered. The final questions were qualitative in nature and aimed to determine the school representatives' opinions about the curriculum integrated format versus traditional format. Of the fifty-seven schools contacted, thirty-seven agreed to participate (response rate=64.9 percent). Fourteen schools reported that they administer the traditional format only and twelve administer the curriculum integrated format only, while eleven offer both. Thirty-two schools offered mock board exams to their graduating students, and twenty-four of those said their mock exams were identical in format to the actual qualifying clinical exams offered at their institution. The respondents reported no significant advantage to preparing for the curriculum integrated format examination as compared to the traditional format examination with regards to number of clock hours taken from regular curriculum time. In reporting on this study, this article provides an overview of the relative advantages and disadvantages of the two examination formats used for the dental licensure process in the United States.

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2013 CFR

2013-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2010 CFR

2010-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2012 CFR

2012-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 609.20 - What are the application requirements for a grant under this part?

Code of Federal Regulations, 2011 CFR

2011-07-01

... GRADUATE INSTITUTIONS PROGRAM How Does an Eligible Institution Apply for a Grant? § 609.20 What are the... funds and how those activities will improve graduate educational opportunities for Black and low-income... applicant is making a substantial contribution to the legal, medical, dental, veterinary or other graduate...

34 CFR 674.34 - Deferment of repayment-Federal Perkins loans, NDSLs and Defense loans.

Code of Federal Regulations, 2013 CFR

2013-07-01

... graduate fellowship program approved by the Secretary; (iii) Engaged in graduate or post-graduate... money, gifts, loans, housing, food, clothes, car, medical and dental care, and payment of college costs. (9) In determining a borrower's Federal education debt burden under paragraphs (e)(4) of this section...

34 CFR 674.34 - Deferment of repayment-Federal Perkins loans, NDSLs and Defense loans.

Code of Federal Regulations, 2012 CFR

2012-07-01

... graduate fellowship program approved by the Secretary; (iii) Engaged in graduate or post-graduate... money, gifts, loans, housing, food, clothes, car, medical and dental care, and payment of college costs. (9) In determining a borrower's Federal education debt burden under paragraphs (e)(4) of this section...

34 CFR 674.34 - Deferment of repayment-Federal Perkins loans, NDSLs and Defense loans.

Code of Federal Regulations, 2011 CFR

2011-07-01

... graduate fellowship program approved by the Secretary; (iii) Engaged in graduate or post-graduate... money, gifts, loans, housing, food, clothes, car, medical and dental care, and payment of college costs. (9) In determining a borrower's Federal education debt burden under paragraphs (e)(4) of this section...

Practice Location Characteristics of Non-Traditional Dental Practices.

PubMed

Solomon, Eric S; Jones, Daniel L

2016-04-01

Current and future dental school graduates are increasingly likely to choose a non-traditional dental practice-a group practice managed by a dental service organization or a corporate practice with employed dentists-for their initial practice experience. In addition, the growth of non-traditional practices, which are located primarily in major urban areas, could accelerate the movement of dentists to those areas and contribute to geographic disparities in the distribution of dental services. To help the profession understand the implications of these developments, the aim of this study was to compare the location characteristics of non-traditional practices and traditional dental practices. After identifying non-traditional practices across the United States, the authors located those practices and traditional dental practices geographically by zip code. Non-traditional dental practices were found to represent about 3.1% of all dental practices, but they had a greater impact on the marketplace with almost twice the average number of staff and annual revenue. Virtually all non-traditional dental practices were located in zip codes that also had a traditional dental practice. Zip codes with non-traditional practices had significant differences from zip codes with only a traditional dental practice: the populations in areas with non-traditional practices had higher income levels and higher education and were slightly younger and proportionally more Hispanic; those practices also had a much higher likelihood of being located in a major metropolitan area. Dental educators and leaders need to understand the impact of these trends in the practice environment in order to both prepare graduates for practice and make decisions about planning for the workforce of the future.

The Effect of Smear Layer Removal on Endodontic Outcomes

DTIC Science & Technology

2016-06-01

THE EFFECT OF SMEAR LAYER REMOVAL ON ENDODONTIC OUTCOMES by Spencer Weiss Bjarnason, D.M.D. Lieutenant, Dental Corps United...States Navy A thesis submitted to the Faculty of the Endodontic Graduate Program Naval Postgraduate Dental School Uniformed...June 2016 3 Naval Postgraduate Dental School Uniformed Services University of the Health Sciences Bethesda, Maiyland CERTIFICATE OF

Development and evaluation of learning module on clinical decision-making in Prosthodontics.

PubMed

Deshpande, Saee; Lambade, Dipti; Chahande, Jayashree

2015-01-01

Best practice strategies for helping students learn the reasoning skills of problem solving and critical thinking (CT) remain a source of conjecture, particularly with regard to CT. The dental education literature is fundamentally devoid of research on the cognitive components of clinical decision-making. This study was aimed to develop and evaluate the impact of blended learning module on clinical decision-making skills of dental graduates for planning prosthodontics rehabilitation. An interactive teaching module consisting of didactic lectures on clinical decision-making and a computer-assisted case-based treatment planning software was developed Its impact on cognitive knowledge gain in clinical decision-making was evaluated using an assessment involving problem-based multiple choice questions and paper-based case scenarios. Mean test scores were: Pretest (17 ± 1), posttest 1 (21 ± 2) and posttest 2 (43 ± 3). Comparison of mean scores was done with one-way ANOVA test. There was overall significant difference in between mean scores at all the three points (P < 0.001). A pair-wise comparison of mean scores was done with Bonferroni test. The mean difference is significant at the 0.05 level. The pair-wise comparison shows that posttest 2 score is significantly higher than posttest 1 and posttest 1 is significantly higher than pretest that is, pretest 2 > posttest 1 > pretest. Blended teaching methods employing didactic lectures on the clinical decision-making as well as computer assisted case-based learning can be used to improve quality of clinical decision-making in prosthodontic rehabilitation for dental graduates.

Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students.

PubMed

Mac Giolla Phadraig, C; Ho, J D; Guerin, S; Yeoh, Y L; Mohamed Medhat, M; Doody, K; Hwang, S; Hania, M; Boggs, S; Nolan, A; Nunn, J

2017-08-01

Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Cognition, comprehension and application of biostatistics in research by Indian postgraduate students in periodontics.

PubMed

Swetha, Jonnalagadda Laxmi; Arpita, Ramisetti; Srikanth, Chintalapani; Nutalapati, Rajasekhar

2014-01-01

Biostatistics is an integral part of research protocols. In any field of inquiry or investigation, data obtained is subsequently classified, analyzed and tested for accuracy by statistical methods. Statistical analysis of collected data, thus, forms the basis for all evidence-based conclusions. The aim of this study is to evaluate the cognition, comprehension and application of biostatistics in research among post graduate students in Periodontics, in India. A total of 391 post graduate students registered for a master's course in periodontics at various dental colleges across India were included in the survey. Data regarding the level of knowledge, understanding and its application in design and conduct of the research protocol was collected using a dichotomous questionnaire. A descriptive statistics was used for data analysis. Nearly 79.2% students were aware of the importance of biostatistics in research, 55-65% were familiar with MS-EXCEL spreadsheet for graphical representation of data and with the statistical softwares available on the internet, 26.0% had biostatistics as mandatory subject in their curriculum, 9.5% tried to perform statistical analysis on their own while 3.0% were successful in performing statistical analysis of their studies on their own. Biostatistics should play a central role in planning, conduct, interim analysis, final analysis and reporting of periodontal research especially by the postgraduate students. Indian postgraduate students in periodontics are aware of the importance of biostatistics in research but the level of understanding and application is still basic and needs to be addressed.

Perceived Dentist and Dental Hygienist Task Distribution After Dental and Dental Hygiene Students' Team Intervention.

PubMed

Reinders, Jan J; Krijnen, Wim P; Stegenga, Boudewijn; van der Schans, Cees P

2017-04-01

Attitudes of dental students regarding the provision of treatment tend to be dentist-centered; however, facilitating mixed student group formation could change such perceptions. The aim of this study was to investigate the perceived scope of practice of dental and dental hygiene students and whether their perceptions of task distribution between dentists and dental hygienists would change following an educational intervention consisting of feedback, intergroup comparison, and competition between mixed-group teams. The study employed a pretest-posttest single group design. Third-year dental students and second-year dental hygiene students at a university in The Netherlands were randomly assigned to intraprofessional teams (four or five members) and received team-based performance feedback and comparison. The intervention was finalized with an award ceremony for the best intraprofessional team. Before and after the intervention, students completed a questionnaire measuring their perceived distribution of ten tasks between dentists and dental hygienists. A total of 38 dental students and 32 dental hygiene students participated in the intervention-all 70 of those eligible. Questionnaires were completed by a total 88.4% (n=61) of the participants: 34 dental (89.5%) and 27 dental hygiene students (84.4%). Dental and dental hygiene students had similar perceptions regarding teeth cleaning (prophylaxis) (p=0.372, p=0.404) and, after the intervention, preventive tasks (p=0.078). Following the intervention, dental students considered four out of ten tasks as less dentist-centered: radiograph for periodontal diagnosis (p=0.003), local anesthesia (p=0.037), teeth cleaning (p=0.037), and periodontal treatment (p=0.045). Dental hygiene students perceived one task as being less dentist-centered after the intervention: radiograph for cariologic diagnosis (p=0.041). This study found that these dental and dental hygiene students had different opinions regarding the scope of practice for dentistry and dental hygiene. The number of redistributed tasks after the intervention was especially substantial among the dental students, although the amount of change per task was minimal. Half of all tasks were perceived as less dentist-centered as a result of the intervention.

Improving teamwork between students from two professional programmes in dental education.

PubMed

Leisnert, L; Karlsson, M; Franklin, I; Lindh, L; Wretlind, K

2012-02-01

In Sweden, the National Board of Health and Welfare forecasts a decrease in dentists with 26% and an increase in dental hygienists with 47% until the year of 2023. This, together with changes in both epidemiology, especially of dental caries, and political priorities, calls for an effective and well-developed cooperation between dentists and dental hygienists in future dentistry. Hence, the aim of this project was to investigate whether highlighting teamwork during the undergraduate studies of dental students and dental hygiene students could improve the students' holistic view on patients as well as their knowledge of and insight into each other's future professions. Thirty-four dental students and 24 dental hygiene students participated in the study. At the beginning of their final year in undergraduate education, a questionnaire testing the level of knowledge of the dental hygienists' clinical competences was completed by both groups of students. In addition, activities intending to improve teamwork quality included the following: (i) a seminar with a dentist representing the Public Dental Health Services in Sweden, (ii) dental students as supervisors for dental hygiene students, (iii) planning and treatment for shared patients and (iv) students' presentations of the treatments and their outcomes at a final seminar. The project was ended by the students answering the above-mentioned questionnaire for the second time, followed by an evaluation of the different activities included in the study. The knowledge of dental hygienists' competences showed higher scores in almost all questions. Both groups of students considered the following aspects important: seminars with external participants, dental students acting as supervisors and planning and treating shared patients. By initiating and encouraging teamwork between dental students and dental hygiene students, it is possible to increase knowledge on dental hygienists' competence and also to develop and strengthen a holistic view on patients and dental work, thereby preparing both groups of students for their professional life. © 2011 John Wiley & Sons A/S.

Dental Anxiety among Medical and Paramedical Undergraduate Students of Malaysia.

PubMed

Gunjal, Shilpa; Pateel, Deepak Gowda Sadashivappa; Parkar, Sujal

2017-01-01

Aim . To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia. Materials and Methods . A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS) was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5-11), moderately anxious (12-18), and severely anxious ≥19. Out of 1500 students enrolled, 1024 students (342 males and 682 females) completed and returned the questionnaire having response rate of 68.26%. Results . There was a statistically significant difference ( P < 0.001) when the mean dental anxiety scores were compared among the three faculties and dental students had lowest mean score (11.95 ± 4.21). The fifth year (senior) dental students scored significantly ( P = 0.02) lower mean anxiety score as compared to the first dental students (junior). The students were anxious mostly about tooth drilling and local anesthetic injection. Conclusions . Dental students have a significantly low level of dental anxiety as compared with medical and pharmacy students. Incorporation of dental health education in preuniversity and other nondental university curriculums may reduce dental anxiety among the students.

Disparity in perception of the working condition of dental hygienists between dentists and dental hygiene students in Japan.

PubMed

Muroga, R; Tsuruta, J; Morio, I

2015-08-01

In Japan, there continues to be a shortage of active dental hygienists. The scope of dental hygienists' practice is also considered to be unclear. One of the reasons for this is that dental hygienists find the working conditions during dental hygiene education different from those in reality. The purpose of this study was to clarify the actual working condition of dental hygienists in dental clinics, as well as evaluate the awareness of dental hygiene students and dentists regarding the working condition of dental hygienists. Questionnaires were sent by post to 481 dentists and were distributed to 89 dental hygiene students. The awareness about the working condition of dental hygienists was compared between dentists and dental hygiene students. Two hundred twenty-two dentists and 89 dental hygiene students responded to questionnaires. Dental hygiene students considered the team of 'dental hygienist, dental technician and clerk' to be more effective in providing dental care than dentists (P < 0.001). Among the dentists, 37.1% did not find any clear distinction between hygienists and assistants in their clinics. However, 97.4% of dental hygiene students answered that dental team members should clearly inform patients of the distinction between hygienists and assistants. This study indicated that there was disparity between dentists' and dental hygiene students' perception of dental hygienists' working conditions, and dental team work was not always effective. For training high quality dental hygienists, all educational institutions related to dentistry must educate students regarding the more realistic dental hygienists' working condition, as well as benefits. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Oral Medicine for undergraduate dental students in the United Kingdom and Ireland-A curriculum.

PubMed

Mighell, A J; Freeman, C; Atkin, P A; Bennett, J H; Buchanan, J A G; Carrozzo, M; Crighton, A J; Escudier, M P; Gibson, J; Healy, C M; Hegarty, A M; Kerr, J S; McCreary, C E; Pemberton, M N; Rajlawat, B; Richards, A; Staines, K; Theaker, E D; Willis, A

2018-06-06

Oral Medicine focuses on care for patients with chronic, recurrent and medically related disorders of the orofacial region that are distinct from diseases of the periodontal and tooth tissues, with an emphasis on non-surgical management. At present, there are no shared outcomes for Oral Medicine to define the standards to be achieved before new graduates become registered dentists engaged with ongoing professional development. We present a consensus undergraduate curriculum in Oral Medicine agreed by representatives from 18 Dental Schools in the United Kingdom and Republic of Ireland. The scope of Oral Medicine practice includes conditions involving the oral mucosa, salivary glands, neurological system or musculoskeletal tissues that are not directly attributable to dental (tooth and periodontium) pathology. Account is taken of the priorities for practice and learning opportunities needed to support development of relevance to independent clinical practice. The outcomes triangulate with the requirements set out by the respective regulatory bodies in the UK and Republic of Ireland prior to first registration and are consistent with the framework for European undergraduate dental education and greater harmonisation of dental education. This curriculum will act as a foundation for an increasingly shared approach between centres with respect to the outcomes to be achieved in Oral Medicine. The curriculum may also be of interest to others, such as those responsible for the training of dental hygienists and dental therapists. It provides a platform for future collective developments with the overarching goal of raising the quality of patient care. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Dental anxiety among Israeli dental students: a 4-year longitudinal study.

PubMed

Peretz, B; Mann, J

2000-08-01

The aims of the present study were (a) to evaluate students' estimation of their parents' dental anxiety; (b) to measure students' dental anxiety and to study their ranking of the most fear provoking stimuli in the dental situation during their pre-clinical and clinical years; (c) to investigate gender differences among students with regard to dental anxiety. 30 3rd-year students (15 male and 15 female) who completed a 4-section questionnaire which requested sociodemographic information, evaluation of parents' dental anxiety, dental anxiety scale (DAS) and dental fear scale (DFS), completed the DAS and DFS in their 5th and 6th years. Both male and female students estimated their mothers' dental anxiety as significantly higher than their fathers'. Female students ranked their parents higher than males. DAS scores were significantly higher among female students than among males in the 3rd year. However, DAS scores were reduced from the 3rd to the 6th year among the total class and significantly among females, while males' levels of anxiety remained within close range throughout the years. The dental anxiety scores of all students who experienced a dental procedure in the past were higher than the scores of the students who did not. The most fearful stimulus was 'feeling the needle'. Our findings may suggest that the change in the reported dental anxiety of the students during the years of dental studies in the present study may be explained by the increased professional education and clinical experience that the students acquire throughout their studies in the dental school. Being exposed to basic trivial dental procedures (such as local anaesthetic injection) may help students either to be habituated or to use rational coping strategies when dealing with personal dental experience.

42 CFR 60.11 - Terms of repayment.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS HEALTH EDUCATION ASSISTANCE...) Accreditation Council for Graduate Medical Education. (ii) Council on Optometric Education. (iii) Commission on Accreditation of Dental and Dental Auxiliary Programs. (iv) American Osteopathic Association. (v) Council on...

Lasers in Periodontics: Review of Literature

DTIC Science & Technology

2015-06-01

Alex Printed Name Orofacial Pain Fellowship Naval Postgraduate Dental School Program and Program Location Uniformed Services University LASERS IN...PERIODONTICS: REVIEW OF THE LITERATURE By Alex Smith MAJ, DC, USA A thesis submitted to the Faculty of the Orofacial Pain Graduate Program Naval...Department Chair Orofaci I Pain Department Glenn Munro, CAPT, DC, USN Dean, Naval Postgraduate Dental School NAVAL POSTGRADUATE DENTAL SCHOOL BETHESDA

Creating an evidence-based dentistry culture at Baylor College of Dentistry: the winds of change.

PubMed

Hinton, Robert J; Dechow, Paul C; Abdellatif, Hoda; Jones, Daniel L; McCann, Ann L; Schneiderman, Emet D; D'Souza, Rena

2011-03-01

In the early years of the new millennium, the National Institute of Dental and Craniofacial Research of the National Institutes of Health began funding Oral Health Research Education Grants using the R25 mechanism to promote the application of basic and clinical research findings to clinical training and to encourage students to pursue careers in oral health research. This report describes the impact of an R25 grant awarded to the Texas A&M Health Science Center's Baylor College of Dentistry (BCD) on its curriculum and faculty development efforts. At BCD, the R25 grant supports a multipronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence-based dentistry (EBD). New coursework and experiences in all four years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent EBD culture characterized by increasing participation and buy-in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty members who can model the importance of evidence-based practice is of paramount importance for the future of dentistry.

Creating an Evidence-Based Dentistry Culture at Baylor College of Dentistry: The Winds of Change

PubMed Central

Hinton, Robert J.; Dechow, Paul C.; Abdellatif, Hoda; Jones, Daniel L.; McCann, Ann L.; Schneiderman, Emet D.; D’Souza, Rena

2011-01-01

In the early years of the new millennium, the National Institute of Dental and Craniofacial Research of the National Institutes of Health began funding Oral Health Research Education Grants using the R25 mechanism to promote the application of basic and clinical research findings to clinical training and to encourage students to pursue careers in oral health research. This report describes the impact of an R25 grant awarded to the Texas A&M Health Science Center’s Baylor College of Dentistry (BCD) on its curriculum and faculty development efforts. At BCD, the R25 grant supports a multipronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence-based dentistry (EBD). New coursework and experiences in all four years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent EBD culture characterized by increasing participation and buy-in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty members who can model the importance of evidence-based practice is of paramount importance for the future of dentistry. PMID:21368252

Teaching mandibular implant-Supported overdentures in dental schools in North America - a survey.

PubMed

Ben-Gal, G; Ziv, Y; Weiss, E I; Zabrovsky, A

2017-05-01

Mandibular two-implant overdentures are considered the minimum standard of care for edentulous patients and provide an excellent performance, as well as satisfaction to the patients. Dental schools are required to promote the teaching of current treatment options in order to enable students to master state-of-the-art procedures. The purpose of this study was to examine how the theoretical and practical aspects of mandibular two-implant overdentures are taught in dental schools in North America. Data were collected via an online questionnaire that included questions regarding the theoretical and clinical courses, surgical procedure and imaging method. Of 75 schools, 36 responded to the survey. Almost all the schools teach the subject theoretically, but it is not mandatory for students to perform in most of the schools. Only a minority (23%) of the mandibular dentures made by students are implant-supported. Almost all of the schools (94%) use two implants to support overdentures, and Locator abutment is used almost exclusively. The prevalent imaging for the surgical procedure is CT scans, although 30% of the schools use panoramic radiograph. None of the schools loads the implants immediately after surgery. Some clear trends are apparent in the current survey: the use of two implants, no use of bar connectors and delayed loading of the implants. It is likely that graduates will not have sufficient clinical skills and will need continuing education to be familiar with the required procedures, both surgical and prosthetic. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Improving teamwork between students from two professional programmes in dental education

PubMed Central

Leisnert, L; Karlsson, M; Franklin, I; Lindh, L; Wretlind, K

2012-01-01

In Sweden, the National Board of Health and Welfare forecasts a decrease in dentists with 26% and an increase in dental hygienists with 47% until the year of 2023. This, together with changes in both epidemiology, especially of dental caries, and political priorities, calls for an effective and well-developed cooperation between dentists and dental hygienists in future dentistry. Hence, the aim of this project was to investigate whether highlighting teamwork during the undergraduate studies of dental students and dental hygiene students could improve the students’ holistic view on patients as well as their knowledge of and insight into each other’s future professions. Thirty-four dental students and 24 dental hygiene students participated in the study. At the beginning of their final year in undergraduate education, a questionnaire testing the level of knowledge of the dental hygienists’ clinical competences was completed by both groups of students. In addition, activities intending to improve teamwork quality included the following: (i) a seminar with a dentist representing the Public Dental Health Services in Sweden, (ii) dental students as supervisors for dental hygiene students, (iii) planning and treatment for shared patients and (iv) students’ presentations of the treatments and their outcomes at a final seminar. The project was ended by the students answering the above-mentioned questionnaire for the second time, followed by an evaluation of the different activities included in the study. The knowledge of dental hygienists’ competences showed higher scores in almost all questions. Both groups of students considered the following aspects important: seminars with external participants, dental students acting as supervisors and planning and treating shared patients. By initiating and encouraging teamwork between dental students and dental hygiene students, it is possible to increase knowledge on dental hygienists’ competence and also to develop and strengthen a holistic view on patients and dental work, thereby preparing both groups of students for their professional life. PMID:22251323

Dental manpower planning in India: current scenario and future projections for the year 2020.

PubMed

Vundavalli, Sudhakar

2014-04-01

Dental manpower issues in India are discussed in this article which consists of both qualitative and quantitative research. The output of qualified dentists has increased substantially over last decade and at present there are over 117,825 dentists working in India. Although India has a dentist to population ratio of 1:10,271, the newly graduating dentists find it difficult to survive in the private sector. At present less than approximately 5% graduated dentists are working in the Government sector. If the present situation continues there will be more than one lakh dentists over supply by the year 2020. Continuation of the current situation will lead to wastage of highly trained dental manpower and create a threat to the professional integrity of the dentists. This research highlights the fact that there is an urgent need for an organised national human resource planning system to control the supply and demand of dental manpower, to ensure a uniform distribution of manpower and to give future directions to policy makers. © 2013 FDI World Dental Federation.

New UK graduates' knowledge of training and service provision within restorative dentistry - a survey.

PubMed

Kalsi, A S; Kochhar, S; Lewis, N J; Hemmings, K W

2017-06-09

Objective To assess new UK graduates' knowledge of training and service provision within restorative dentistry.Design A national descriptive cross-sectional survey.Subjects and methods An online survey assessing clinicians' knowledge of restorative dentistry, who had graduated within the last four years in the UK, was distributed across the UK via postgraduate dental deaneries. One-hundred responses were accepted as a sample of a potential population of 4,000.Main outcome measure How well respondents understood the service provision and training aspects of the specialty of restorative dentistry.Results The responses were received from graduates from a variety of dental schools across the UK. Of those respondents, 41 reported receiving career guidance within restorative dentistry. 45 new graduates were confident in their understanding of the specialty, while 53 were confident in the differences between restorative dentistry and monospecialty training. The respondents appeared unaware regarding treatment priorities within restorative dentistry departments. Most respondents felt that receiving teaching on restorative dentistry as a specialty and career pathway would be beneficial.Conclusion The results suggest that new graduates may benefit from clarification regarding the specialty of restorative dentistry, however, caution must be taken due to the limitations of the study.

The need for geriatric dental education in India: the geriatric health challenges of the millennium.

PubMed

Thomas, Susan

2013-06-01

The rapid growth in the elderly population in a developing country such as India poses social and financial challenges by causing a shift towards non-communicable diseases and increases in chronic diseases. The economic impact of the burden of chronic diseases such as cardiovascular disease, hypertension, diabetes and cancer are high. The link between oral health and general health are particularly pronounced in older populations and impairs their quality of life. This paper reveals that in order to address the increasing health challenges and demands of a growing geriatric population, undergraduates and graduate students in dental schools should be given comprehensive or holistic health assessment training. Cost-effective modern educational strategies and educational tools such as problem-based learning will help to overcome the dearth of trained faculty in geriatric dentistry. Multidisciplinary health-care approaches and extended health-care team work are of vital importance to older patients who could benefit physically and psychologically from more efficient dental treatment. With often more than one chronic disease affecting individuals and use of polypharmacy, there is a need to increase overall knowledge of geriatric pharmacy and geriatric medicine. Measures to help older people remain healthy and active are a necessity in developing countries such as India for effective social and economic development. © 2013 FDI World Dental Federation.

Dentists interacting and working with female dental nurses: a qualitative investigation of gender differences in primary dental care.

PubMed

Freeman, R; Gorter, R; Braam, A

2004-02-14

To investigate if women compared with men dentists experience deferential treatment from their female nurses, what workplace strategies women use to manage chair-side assistance and to examine if these were country related. A convenience sample of 22 male and female dentists of different ages working in general dental practice in The Netherlands and Northern Ireland participated. The sample framework was determined by saturation of the concepts. All informants were interviewed in a clinical setting. The data was subjected to rigorous line by line coding in order to identify clusters of codes, themes and concepts. Three themes were identified. These were: experiencing deferential nursing assistance; adopting 'friendly-like' working strategies and adopting business-like, hierarchical working strategies. Gender differences were shown for each of the themes. Women rather than men made friends with their nurses and attempted to reduce status inequalities. This led to workplace strategy inconsistencies. This suggested that it was not the type of strategy adopted but the inconsistency with which it was implemented that caused difficulties between younger women dentists and their nurses. Training dental students and young graduates how to interact appropriately in the clinical situation and to appreciate the nurses' work status will assist in improving working relationships.

Computer-assisted learning and simulation systems in dentistry--a challenge to society.

PubMed

Welk, A; Splieth, Ch; Wierinck, E; Gilpatrick, R O; Meyer, G

2006-07-01

Computer technology is increasingly used in practical training at universities. However, in spite of their potential, computer-assisted learning (CAL) and computer-assisted simulation (CAS) systems still appear to be underutilized in dental education. Advantages, challenges, problems, and solutions of computer-assisted learning and simulation in dentistry are discussed by means of MEDLINE, open Internet platform searches, and key results of a study among German dental schools. The advantages of computer-assisted learning are seen for example in self-paced and self-directed learning and increased motivation. It is useful for both objective theoretical and practical tests and for training students to handle complex cases. CAL can lead to more structured learning and can support training in evidence-based decision-making. The reasons for the still relatively rare implementation of CAL/CAS systems in dental education include an inability to finance, lack of studies of CAL/CAS, and too much effort required to integrate CAL/CAS systems into the curriculum. To overcome the reasons for the relative low degree of computer technology use, we should strive for multicenter research and development projects monitored by the appropriate national and international scientific societies, so that the potential of computer technology can be fully realized in graduate, postgraduate, and continuing dental education.

A Study of Persistence in the Northeast State Community College Health-Related Programs of Study

NASA Astrophysics Data System (ADS)

Hamilton, Allana R.

2011-12-01

The purpose of the study was to identify factors that were positively associated with persistence to graduation by students who were admitted to Health-Related Programs leading to the degree associate of applied science at Northeast State Community College. The criterion variable in this study was persistence, which was categorized into two groups the persister group (program completers) and the nonpersister (program noncompleters) group. The predictor variables included gender, ethnic origin, first- (or nonfirst-) generation-student status, age, specific major program of study, number of remedial and/or developmental courses taken, grades in selected courses (human anatomy and physiology I and II, microbiology, probability and statistics, composition I, clinical I, clinical II), and number of mathematics and science credit hours earned prior to program admission. The data for this ex post facto nonexperimental design were located in Northeast State's student records database, Banner Information System. The subjects of the study were students who had been admitted into Health-Related Programs of study at a 2-year public community college between the years of 1999 and 2008. The population size was 761. Health-Related Programs of study included Dental Assisting, Cardiovascular Technology, Emergency Medical Technology -- Paramedic, Medical Laboratory Technology, Nursing, and Surgical Technology. A combination of descriptive and inferential statistics was used in the analysis of the data. Descriptive statistics included measures of central tendency, standard deviations, and percentages, as appropriate. Independent samples t-tests were used to determine if the mean of a variable on one group of subjects was different from the mean of the same variable with a different group of subjects. It was found that gender, ethnic origin, first-generation status, and age were not significantly associated with persistence to graduation. However, findings did reveal a statistically significant difference in persistence rates among the specific Health-Related Programs of study. Academic data including grades in human anatomy and physiology I, probability and statistics, and composition I, suggested a relationship between the course grade and persistence to graduation. Findings also revealed a relationship between the number of math and science courses completed and students' persistence to graduation.

Use of information and communication technology among dental students and registrars at the faculty of dental sciences, University of Lagos.

PubMed

Butali, A; Adeyemo, W L; Akinshipo, A O; Fashina, A; Savage, K O

2011-01-01

The aim of this study was to investigate the use of information technology amongst dental students, dental nursing students and resident doctors in training at the faculty of dental Surgery University of Lagos. A structured questionnaire was distributed to 58 clinical dental students in 4 th and 5 th years of training in the 2010/2011 academic year, 36 dental nursing students and 63 resident doctors undergoing specialist training. All participants have access to the computers, 2.5% within the University and 31% at home and internet cafes and about 50% have the basic skills required. A significant difference was observed between the resident doctors and clinical dental students (P = 0.003), between resident doctors and dental nursing students (P = 0.0001) when the use of computer for study was compared. Over 95% of participants have access to internet and about 50% of them use the internet for their studies. A significant difference (P = 0.005) was observed between clinical dental students and dental nursing students that use the internet and word processing. The resident doctors used the computers for multimedia and MedLine search tools more than clinical dental students (P = 0.004) and dental nursing students (0.0006). The findings of the study show that dental students and resident doctors in training have the requisite knowledge to operate the computer for use in their study and personal activities.

Dental hygiene students' part-time jobs in dental practices in the Netherlands.

PubMed

Poorterman, J H G; Dikkes, B T; Brand, H S

2010-05-01

Many students have paid employment while studying. In the Netherlands, the Individual Health Care Professions Act (IHCP Act) allows dental hygiene students to work under certain conditions in a dental practice. The aim of the study was to determine how many dental hygiene students have part-time job employment in dental practice and which professional tasks they carry out. We also asked the dental hygiene students their opinion of the IHCP Act. All the enrolled dental hygiene students (n = 341) at a School of Health in the Netherlands received a questionnaire by email. The response was 52% (176 students). Of the responding students, 75% had paid employment in addition to their study. A proportion of the students (35%) worked in a dental practice. The median number of hours worked per week was eight. Study year, age and prior education were positively related to working part-time in dental practice. Activities frequently performed were giving oral hygiene instruction, fluoride applications, scaling and root planning, providing chair side assistance and giving local anaesthesia. Although the self-reported knowledge about the IHCP Act was high, almost half of the students expressed the need for more detailed legal information. Many dental hygiene students work in a dental practice, taking over a number of tasks usually performed by the dentist. More information in the dental hygiene curriculum about the requirements of the IHCP Act seems desirable.

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

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

Accuracy of 3D Imaging Software in Cephalometric Analysis

DTIC Science & Technology

2013-06-21

submitted to the Faculty of the Comprehensive Dentistry Graduate Program Naval Postgraduate Dental School Uniformed Services University of the Health...Sciences in partial fulfillment of the requirements of the degree of Master of Science in Oral Biology June 2013 Naval Postgraduate Dental ...Master’s thesis of Bracken Robert Godfrey Lieutenant Commander, Dental Corps, U.S. Navy has been approved by the Examining Committee for the

A Clinical Evaluation of Cone Beam Computed Tomography

DTIC Science & Technology

2015-06-01

the extent of dental caries . The radiographic image is essential to successfully diagnose pathosis of odontogenic and non-odontogenic origin. The...A CLINICAL EVALUATION OF CONE BEAM COMPUTED TOMOGRAPHY by Thomas Patrick Cairnll, D.D.S. Commander, Dental Corps United States Navy A thesis...submitted to the Faculty of the Endodontics Graduate Program Naval Postgraduate Dental School Uniformed Services University of the Health Sciences in

Marginal Fit of CEREC Crowns at Different Finish Line Curvatures

DTIC Science & Technology

2015-06-01

percolation of bacteria {Beschnidt & Strub, 1999). This will compromise 13 the longevity of the tooth, increasing the risk of dental caries caused...and Practice of Caries Prevention. Journal of american dental association, 131, 887-899. Ferrari, M. {1991). Cement thickness and microlikage under...Prosthodontic Graduate Program Naval Postgraduate Dental School Uniformed Services University of the Health Sciences in partial fulfillment of the

Dental anxiety among university students and its correlation with their field of study.

PubMed

Al-Omari, Wael Mousa; Al-Omiri, Mahmoud Khalid

2009-01-01

This study was designed to investigate the subjective ratings of dental anxiety levels among university students enrolled at Jordan University of Science and Technology. In addition, the present study aimed to explore the sources of dental anxiety and the impact of gender on the perceived dental anxiety and the correlation between field of study and dental anxiety level. The Modified Corah Dental Anxiety Scale was used to measure dental anxiety among the study population. Six hundred subjects were recruited into the study from Jordanian undergraduate students from the faculties of Medicine, Engineering, and Dentistry. Five hundred and thirty five complete questionnaires were returned, which accounts for a response rate of 89.2%. The totals of the mean anxiety scores were the following: Medical students, 13.58%; Engineering students, 13.27% and dental students, 11.22%. About 32% of the study population has scored 15 or more. Dental students had the lowest percentage of those who scored 15 or more. Surprisingly, the medical students were responsible for the highest percentage of those who scored 15 or above. Although women demonstrated statistically higher total dental anxiety scores than men (p= 0.03), the difference between both genders was small and could be clinically insignificant. The students were anxious mostly about tooth drilling and local anesthetic injection. Lack of adequate dental health education may result in a high level of dental anxiety among non-dental university students in Jordan. Further studies are required to identify the correlates of dental anxiety among university students.

Not left to chance: introducing an undergraduate interprofessional education curriculum.

PubMed

Pardue, Karen T

2013-01-01

Teaching diverse health profession students to work in teams, communicate, understand each other's roles and responsibilities, and effectively collaborate is imperative for creating a practice-ready workforce. This short report introduces an innovative undergraduate interprofessional curriculum for students enrolled in the baccalaureate majors of applied exercise science, athletic training, dental hygiene, nursing and pre-occupational therapy. The process of designing this program of study, guided by the method of appreciative inquiry, is highlighted. The format and learning activities created for this novel curriculum are described. Congruence for this endeavor is explored through alignment with the recent national Interprofessional Education Collaborative expert panel report. Preparing graduates to fulfill the dual identity of discipline-specific clinician and interprofessional team member is an essential curricular consideration for contemporary health profession education.

When Professors Bully Graduate Students: Effects on Student Interest, Instructional Dissent, and Intentions to Leave Graduate Education

ERIC Educational Resources Information Center

Martin, Matthew M.; Goodboy, Alan K.; Johnson, Zac D.

2015-01-01

Academia can be a hostile place when faculty members and departments mistreat their graduate students. This study used a survey of 272 graduate students enrolled in a variety of programs and investigated bullying from the graduate student perspective. Our results indicated when graduate students viewed that they had been bullied by professors in…

Effects of a proposed rural dental school on regional dental workforce and access to care.

PubMed

Wanchek, Tanya N; Rephann, Terance J

2013-01-01

Southwest Virginia is a rural, low-income region with a relatively small dentist workforce and poor oral health outcomes. The opening of a dental school in the region has been proposed by policy-makers as one approach to improving the size of the dentist workforce and oral health outcomes. A policy simulation was conducted to assess how a hypothetical dental school in rural Southwest Virginia would affect the availability of dentists and utilization levels of dental services. The simulation focuses on two channels through which the dental school would most likely affect the region. First, the number of graduates who are expected to remain in the region was varied, based on the extensiveness of the education pipeline used to attract local students. Second, the number of patients treated in the dental school clinic under different dental school clinical models, including the traditional model, a patient-centered clinic model and a community-based clinic model, was varied in the simulation to obtain a range of additional dentists and utilization rates under differing dental school models. Under a set of plausible assumptions, the low yield scenario (ie private school with a traditional clinic) would result in three additional dentists residing in the region and a total of 8090 additional underserved patients receiving care. Under the high yield scenario (ie dental pipeline program with community based clinics) nine new dentists would reside in the region and as many as 18 054 underserved patients would receive care. Even with the high yield scenario and the strong assumption that these patients would not otherwise access care, the utilization rate increases to 68.9% from its current 60.1%. While the new dental school in Southwest Virginia would increase the dentist workforce and utilization rates, the high cost combined with the continued low rate of dental utilization suggests that there may be more effective alternatives to improving oral health in rural areas. Alternative policies that have shown considerable promise in expanding access to disadvantaged populations include virtual dental homes, enhanced Medicaid reimbursement programs, and school-based dental care systems.

Dental students' part-time jobs in dental practices in the Netherlands.

PubMed

Poorterman, J H G; Dikkes, B T; Brand, H S

2010-08-01

In the Netherlands, the Individual Health Care Professions Act (IHCP Act) allows dental students, amongst other non-qualified individuals, to work under certain conditions in a dental practice. The aim of the study was to determine how many dental students have part-time employment in dental practice and which professional tasks they carry out. We also asked the dental students their opinion about the IHCP Act. All the enrolled dental students at the Academic Centre for Dentistry Amsterdam (ACTA) in the Netherlands received a questionnaire by e-mail. Within 1 month, two reminders were sent. The response was 44% (427 students). Of the responding students, 71% had paid employment in addition to their study. Twenty-five per cent of all students worked in a dental practice, usually 8 h a week. Study year and age were positively related to working part-time in dental practice. Activities frequently performed were providing chair side assistance, giving oral hygiene instruction, fluoride applications, scaling and root planning. The self-reported knowledge about the IHCP Act was positively related to study year and working in a dental practice. Hardly any information about the requirements of the IHCP Act with regard to delegation of tasks was provided by the employer. Many Dutch dental students work in a dental practice, taking over a variety of tasks. Although the self-reported knowledge about the IHCP Act was relatively high, many dental students expressed the need for more detailed information about the legal aspects of their tasks.

Teaching dental pain with and without underlying oral physiology: learning implications.

PubMed

Ali, Rahat; O'Sullivan, Dominic J; Gray, Gordon B; Vowles, Richard W; Hooper, Susan M

2009-09-01

This study investigated whether teaching undergraduate dental students the diagnosis and management of acute dental pain alongside the underpinning oral physiology helped them to understand the topic better than teaching them acute dental pain as a separate entity. Each of three clinical years of dental students at the same dental school was taught in two groups. Each group was taught the signs/symptoms of five acute dental pain conditions by the same member of the staff. However, the teaching for one group of students in each year reminded the students about the physiology that underpinned the clinical symptoms. One week later, the students completed an open-ended questionnaire that required them to list signs/symptoms of the five dental pain conditions. For each year of dental students that was examined, the mean student marks were significantly higher (p<0.05) for those who were taught dental pain and the underlying physiology compared with students who were only taught dental pain as a stand-alone subject. This suggests that integrating biomedical science and clinical teaching is beneficial.

Burnout, depression and suicidal ideation in dental and dental hygiene students.

PubMed

Deeb, George R; Braun, Sarah; Carrico, Caroline; Kinser, Patricia; Laskin, Daniel; Golob Deeb, Janina

2018-02-01

The aim of this study was to assess the relationship between burnout, depressive symptoms and suicidal ideation in dental and dental hygiene students and to evaluate the influence of gender, programme type and year of study. Third- and fourth-year dental (DS) and first- and second-year hygiene students (DHS) completed the Patient Health Questionnaire (PHQ-9) and an abbreviated Maslach Burnout Inventory online as measures of depressive symptoms/suicidality and burnout, respectively. The statistical analyses included summary statistics and tests for intergroup comparisons (chi-square) to evaluate the influence of gender, programme type (DHS or DS) and year of study. Correlations between depression, suicidality and burnout were also conducted. A total of 32 dental hygiene and 119 dental students participated. 40% of the dental and 38% of the hygiene students met criteria for burnout. No differences were found between years or between programmes. Nine per cent of both dental and hygiene students were above the cut-off for moderate depressive symptoms, but there were no statistical differences between the third- and fourth-year dental and the first- and second-year hygiene students. Six per cent of the dental and 9% of the dental hygiene students were above the cut-off for clinically significant suicidal ideation, but there were no statistical differences between dental and hygiene students. There were no differences noted in the dental students based on gender for any of the measures. Depression was significantly associated with all three subscales of burnout. Suicidal ideation was only significantly related to the lack of personal accomplishment subscale of burnout. These findings suggest the need for introducing preventive measures for such affective states in dental and dental hygiene training programmes. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Loss of idealism or realistic optimism? A cross-sectional analysis of dental hygiene students' and registered dental hygienists' professional identity perceptions.

PubMed

Champine, J M; Inglehart, M R; Furgeson, D; Halaris, J F; Fitzgerald, M; Danciu, T E; Kinney, J S

2018-02-01

The dental hygiene profession in the U.S. is in the process of establishing a direct access model of care and contributing to the creation of the profession of a dental therapist. The objectives were to analyse the professional role perceptions of dental hygiene students and registered dental hygienists in these times of change. Specifically, it was explored whether dental hygiene students' current professional identities differ (i) from their expected future identities, and (ii) from dental hygienists' current and (iii) past identities. Survey data were collected from 215 dental hygiene students concerning their present and future role perceptions, and from 352 registered dental hygienists concerning their present and past professional identity perceptions. Students' future professional identity perceptions were even more positive than their very positive current perceptions of their professional role components. Students' current perceptions of professional pride, professional ambition, work ethic and patient relations were more positive than dental hygienists' current perceptions of these professional role components. A comparison of students' current perceptions with dental hygienists' current and retrospective descriptions showed that students were more positive than dental hygienists in each case. The fact that dental hygienists had less positive role perceptions than dental hygiene students might lead to the conclusion that a loss of idealism occurs over the course of a professional lifespan. However, dental hygienists actually improved their role perceptions over time and students' future descriptions were more positive than their current descriptions, supporting the interpretation that realistic optimism dominates professional role perceptions in these times of change. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Knowledge, attitude and awareness of speciality of oral and maxillofacial surgery amongst medical consultants of vadodara district in gujarat state.

PubMed

Shah, Navin; Patel, Nameeta; Mahajan, Amit; Shah, Rishabh

2015-03-01

Aim of this study was to survey the knowledge, attitude and awareness of the subject of oral and maxillofacial surgery speciality amongst the consultants and practitioners of medicine in district of Vadodara. List of members of various specialities in medical faculty were obtained from Indian Medical Association, Baroda branch and staff members of medical colleges of Vadodara district. A questionnaire survey was made which was distributed and their options were noted. Surgical removal of third molar, oral submucous fibrosis and implants were the problems where oral surgeons were preferred. For maxillofacial trauma plastic surgeons and orthopaedic surgeons were preferred than oral surgeons. For maxillofacial pathology E.N.T surgeons were mostly preferred. There is low awareness regarding oral and maxillofacial surgery amongst the general practitioners and medical consultants in Vadodara district. Survey shows that our training needs to be upgraded and revamped so that our trainees (post graduates in oral surgery) and have a greater "hands-on" exposure during their postgraduate training. They will then be able to handle increasingly complex cases in a multispecialty setup when they graduate and earn the mutual respect of the medical and dental fraternity and also the general public. MBBS students during their dental postings should be made aware of the depth and scope of oral surgery branch.

Cognition, comprehension and application of biostatistics in research by Indian postgraduate students in periodontics

PubMed Central

Swetha, Jonnalagadda Laxmi; Arpita, Ramisetti; Srikanth, Chintalapani; Nutalapati, Rajasekhar

2014-01-01

Background: Biostatistics is an integral part of research protocols. In any field of inquiry or investigation, data obtained is subsequently classified, analyzed and tested for accuracy by statistical methods. Statistical analysis of collected data, thus, forms the basis for all evidence-based conclusions. Aim: The aim of this study is to evaluate the cognition, comprehension and application of biostatistics in research among post graduate students in Periodontics, in India. Materials and Methods: A total of 391 post graduate students registered for a master's course in periodontics at various dental colleges across India were included in the survey. Data regarding the level of knowledge, understanding and its application in design and conduct of the research protocol was collected using a dichotomous questionnaire. A descriptive statistics was used for data analysis. Results: Nearly 79.2% students were aware of the importance of biostatistics in research, 55-65% were familiar with MS-EXCEL spreadsheet for graphical representation of data and with the statistical softwares available on the internet, 26.0% had biostatistics as mandatory subject in their curriculum, 9.5% tried to perform statistical analysis on their own while 3.0% were successful in performing statistical analysis of their studies on their own. Conclusion: Biostatistics should play a central role in planning, conduct, interim analysis, final analysis and reporting of periodontal research especially by the postgraduate students. Indian postgraduate students in periodontics are aware of the importance of biostatistics in research but the level of understanding and application is still basic and needs to be addressed. PMID:24744547

Dental Education Required for the Changing Health Care Environment.

PubMed

Fontana, Margherita; González-Cabezas, Carlos; de Peralta, Tracy; Johnsen, David C

2017-08-01

To be able to meet the demands for care in 2040, dental graduates will need to address challenges resulting from the rapidly changing health care environment with knowledge and sets of skills to build on current standards and adapt to the future. The purposes of this article are to 1) analyze key challenges likely to evolve considerably between now and 2040 that will impact dental education and practice and 2) propose several sets of skills and educational outcomes necessary to address these challenges. The challenges discussed include changes in prevalence of oral diseases, dental practice patterns, materials and technologies, integrated medical-dental care, role of electronic health records, cultural competence, integrated curricula, interprofessional education, specialty-general balance, and web/cloud-based collaborations. To meet these challenges, the dental graduate will need skills such as core knowledge in basic and clinical dentistry, technical proficiency, critical thinking skills for lifelong learning, ethical and professional values, ability to manage a practice, social responsibility, and ability to function in a collegial intra- and interprofessional setting. Beyond the skills of the individual dentist will be the need for leadership in academia and the practice community. Academic and professional leaders will need to engage key constituencies to develop strategic directions and agendas with all parties pointed toward high standards for individual patients and the public at large. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

Essential professional duties for the sub-Saharan medical/dental graduate: An Association of Medical Schools of Africa initiative.

PubMed

Olapade-Olaopa, E O; Sewankambo, N; Iputo, J E; Rugarabamu, P; Amlak, A H; Mipando, M; Monekosso G L

2016-09-01

BACKGROUND - Globally, human resources for health are being optimized to address the increasing health burden and concomitant increased demands on health professionals. These demands are even more exacting in Sub-SaharanAfrica considering the shortage of health care workers, especially physicians. The noteworthy efforts at deploying task-shifting to address this situation not-withstanding, the situation also signals the need to re-define the objectives of medical instruction to ensure effective and contemporary medical practice in a mostly physician-led health workforce across the sub-continent. In this regard, medical and dental graduates must be educated to perform certain minimum essential professional duties competently. Essential Professional Duties are locally relevant professional activities of international standard that represent identifiable outcomes against which the effectiveness of physicians in a specific community can be measured to ensure social accountability. PROCEDURE AND PRODUCT - The Association of Medical Schools of Africa has developed the 'Essential Professional Duties for sub-Saharan medical and dental graduates' to ensure these physicians provide safe and effective contemporary medical/dental practice on the sub-continent. The duties have been grouped into those required for basic patient care, basic administrative skills, basic emergency care, communication, inter-professional relationships, self-directed learning and social responsibilities. Their relevance and suitability have been evaluated prior to their adoption by the Association. CONCLUSION; These Essential Physician Duties have been developed to serve as targets for health professionals training instruments and thus give direction to health system strategies. It is hoped that they will be adopted by medical and dental schools across sub-,. Saharan Africa.

Longevity of Single-Tooth All-Ceramic CAD/CAM Restorations: A Meta-Analysis

DTIC Science & Technology

2013-07-01

A thesis submitted to the Faculty of the Comprehensive Dentistry Graduate Program Naval Postgraduate Dental School Uniformed Services...Naval Postgraduate Dental School Uniformed Services University of the Health Sciences Bethesda, Maryland CERTIFICATE OF APPROVAL MASTER’S THESIS...This is to certify that the Master’s thesis of Katherine L. Cheng Lieutenant, Dental Corps, U.S. Navy has been approved by the Examining Committee for

A Clinical Evaluation Of Cone Beam Computed Tomography

DTIC Science & Technology

2016-06-01

A CLINICAL EVALUATION OF CONE BEAM COMPUTED TOMOGRAPHY by Bryan James Behm, D.D.S. Lieutenant, Dental Corps United States Navy A thesis...submitted to the Faculty of the Endodontic Graduate Program Naval Postgraduate Dental School Uniformed Services University of the Health Sciences in...partial fulfillment of the requirements for the degree of Master of Science in Oral Biology June 2016 Naval Postgraduate Dental School Unif01med

Volumetric Changes in Edentulous Alveolar Ridge Sites Utilizing Guided Bone Regeneration and a Custom Titanium Ridge Augmentation Matrix (CTRAM)

DTIC Science & Technology

2016-06-01

CTRAM). by Jared Cameron Beck, DMD Lieutenant Commander, Dental Corps United States Navy A Thesis submitted to the Faculty of the...Periodontics Graduate Program Naval Postgraduate Dental School Uniformed Services University of the Health Sciences in partial fulfillment of the...requirements for the degree of Master of Science in Oral Biology June 2016 Naval Postgraduate Dental School Uniformed Services

Analysis of Fractured Teeth Utilizing Digital Microscopy: A Pilot Study

DTIC Science & Technology

2016-06-01

ANALYSIS OF FRACTURED TEETH UTILIZING DIGITAL MICROSCOPY: A PILOT STUDY by Thomas Gene Cooper, D.M.D., M.P.H. Lieutenant Commander, Dental Corps...United States Navy A thesis submitted to the Faculty of the Endodontic Graduate Program Naval Postgraduate Dental School Uniformed Services...Postgraduate Dental School Uniformed Services University of the Health Sciences Bethesda, Maryland CERTIFICATE OF APPROVAL MASTER’S THESIS This is to

59 MDW/ST OVERVIEW BRIEFING 15 JUNE 2017

DTIC Science & Technology

2017-06-15

your department has told you they cannot fund your publication, the 59th Clinical Research Division may pay for your basic journal publishing charges...Simulation Training • Clinical Rehabilitative Medicine • Clinical Investigations Program • Dental & Nursing Research 5 \\I ••• • Science & Technology... Research and Evaluation • USAF Post Graduate Dental School and Clinics , JBSA-Lackland • Dental Evaluation and Consultation Service, JBSA-Fort Sam

Effect of a Simulation Exercise on Restorative Identification Skills of First Year Dental Hygiene Students.

PubMed

Lemaster, Margaret; Flores, Joyce M; Blacketer, Margaret S

2016-02-01

This study explored the effectiveness of simulated mouth models to improve identification and recording of dental restorations when compared to using traditional didactic instruction combined with 2-dimensional images. Simulation has been adopted into medical and dental education curriculum to improve both student learning and patient safety outcomes. A 2-sample, independent t-test analysis of data was conducted to compare graded dental recordings of dental hygiene students using simulated mouth models and dental hygiene students using 2-dimensional photographs. Evaluations from graded dental charts were analyzed and compared between groups of students using the simulated mouth models containing random placement of custom preventive and restorative materials and traditional 2-dimensional representations of didactically described conditions. Results demonstrated a statistically significant (p≤0.0001) difference: for experimental group, students using the simulated mouth models to identify and record dental conditions had a mean of 86.73 and variance of 33.84. The control group students using traditional 2-dimensional images mean graded dental chart scores were 74.43 and variance was 14.25. Using modified simulation technology for dental charting identification may increase level of dental charting skill competency in first year dental hygiene students. Copyright © 2016 The American Dental Hygienists’ Association.

Organized dentistry as an agent for helping others: the leadership of Donna J. Rumberger.

PubMed

Rule, James T; Bebeau, Muriel J

2003-09-01

Dr Donna Rumberger graduated from New York University College of Dentistry in 1980 and has practiced dentistry in Manhattan ever since. Even before her graduation, she was active in organized dentistry, always viewing it as a conduit for helping other people. Working with the American Association of Women Dentists, she was cofounder of the Smiles for Success Foundation, a program started in New York City that helps women advance from welfare into the workforce with restored, healthy smiles. That program now has expanded to 14 other cities. Working with organized dentistry in New York City, she has been instrumental in initiating and running the Skate Safe program, which provides mouthguards and oral home care education for inner city children in Harlem. In addition, she has worked with the dentistry merit badge program for the Boy Scouts of America Jamborees, helped coalesce women's dental organizations in New York City, and led her dental society to collaborate with Columbia University in a program to improve access to dental care. As further evidence of her ability to get things done, she also has served as president of the American Association of Women Dentists, the Midtown Dental Society, and the New York County Dental Society--one of the largest dental societies in the country.

A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.

The teaching of fixed partial dentures in undergraduate dental schools in Ireland and the United Kingdom.

PubMed

Lynch, C D; Singhrao, H; Addy, L D; Gilmour, A S M

2010-12-01

All areas of the practice of dentistry are evolving at a considerable pace. One area in particular which has seen a rapid revolution is the oral rehabilitation of partially dentate adults. The aim of this study was to describe the contemporary teaching of fixed partial dentures (FPDs) in dental schools in Ireland and the United Kingdom. An online questionnaire which sought information in relation to the current teaching of FPDs was developed and distributed to 15 Irish and UK dental schools with undergraduate teaching programmes in Spring 2009. Responses were received from 12 schools (response rate=80%). All schools offer teaching programmes in relation to FPDs. The number of hours devoted to pre-clinical/phantom head teaching of FPDs ranged from 3 to 42h (mean: 16h). The staff/student ratio for pre-clinical teaching courses in FPDs ranged from 1:6 to 1:18 (mode: 1:12). Cantilever resin-retained FPDs were the most popular type of FPD provided clinically (average=0·83 per school; range=1-2). Five schools (42%) report that they have requirements (e.g. targets, quotas, competencies) which students must complete prior to graduation in relation to FPDs. Fixed partial dentures form an important part of the undergraduate teaching programme in UK and Irish dental schools. While this teaching is subjected to contemporary pressures such as lack of curriculum time and a lack of available clinical facilities and teachers, there is evidence that teaching programmes in this area are evolving and are sensitive to current clinical practice trends and evidence-based practice. © 2010 Blackwell Publishing Ltd.

Teaching alternatives to the standard inferior alveolar nerve block in dental education: outcomes in clinical practice.

PubMed

Johnson, Thomas M; Badovinac, Rachel; Shaefer, Jeffry

2007-09-01

Surveys were sent to Harvard School of Dental Medicine students and graduates from the classes of 2000 through 2006 to determine their current primary means of achieving mandibular anesthesia. Orthodontists and orthodontic residents were excluded. All subjects received clinical training in the conventional inferior alveolar nerve block and two alternative techniques (the Akinosi mandibular block and the Gow-Gates mandibular block) during their predoctoral dental education. This study tests the hypothesis that students and graduates who received training in the conventional inferior alveolar nerve block, the Akinosi mandibular block, and the Gow-Gates mandibular block will report more frequent current utilization of alternatives to the conventional inferior alveolar nerve block than clinicians trained in the conventional technique only. At the 95 percent confidence level, we estimated that between 3.7 percent and 16.1 percent (mean=8.5 percent) of clinicians trained in using the Gow-Gates technique use this injection technique primarily, and between 35.4 percent and 56.3 percent (mean=47.5 percent) of those trained in the Gow-Gates method never use this technique. At the same confidence level, between 0.0 percent and 3.8 percent (mean=0.0 percent) of clinicians trained in using the Akinosi technique use this injection clinical technique primarily, and between 62.2 percent and 81.1 percent (mean=72.3 percent) of those trained in the Akinosi method never use this technique. No control group that was completely untrained in the Gow-Gates or Akinosi techniques was available for comparison. However, we presume that zero percent of clinicians who have not been trained in a given technique will use the technique in clinical practice. The confidence interval for the Gow-Gates method excludes this value, while the confidence interval for the Akinosi technique includes zero percent. We conclude that, in the study population, formal clinical training in the Gow-Gates and Akinosi injection techniques lead to a small but significant increase in current primary utilization of the Gow-Gates technique. No significant increase in current primary utilization of the Akinosi technique was found.

Comparing Integrated and Disciplinary Clinical Training Patterns for Dental Interns: Advantages, Disadvantages, and Effect on Students' Self-Confidence.

PubMed

Wu, Junrong; Feng, Xiaoli; Chen, Aijie; Zhang, Yanli; Liu, Qi; Shao, Longquan

2016-03-01

In China, the five-year program of undergraduate education for stomatology consists of four years of lecture courses and one year of internship focused on clinical training. Dental schools provide this clinical training either in their own clinics (referred to as the one-stage pattern because all forms of practice are completed together) or by placing students in external clinics usually at non-affiliated hospitals (referred to as the three-stage program because the three primary areas are taught separately). The aims of this study were to investigate differences in teaching effect between the one-stage and the three-stage patterns and to evaluate advantages and disadvantages of the two patterns. A three-section, 31-item questionnaire was designed to assess basic and clinic information about the interns' training and their self-confidence in performing clinical procedures. The survey was administered to graduates who finished the fifth-year internship in 2012-14. Of the 356 individuals invited to participate, 303 graduates who spent their intern years in 43 academic dental institutions returned completed surveys (response rate of 85%). The one-stage group (n=121) reported longer independent operation time than the three-stage group (n=182) (p<0.01). No significant difference was found between the groups for assessment of clinic infrastructure (p=0.121). The interns were most confident in oral hygiene instruction and scale and polish (overall median=5), but showed low confidence in rubber dam placement and four other procedures (overall median=2). The one-stage group rated their confidence level higher than the three-stage group on comprehensive skills such as arranging appointments and managing patients and procedures needing long treatment periods such as molar endodontics. The three-stage group showed higher confidence on more specialized procedures such as surgical extractions and suturing. This study found that both of the two intern patterns had advantages and shortcomings in clinical training in various procedures. Combining the two could be a way to improve clinical education in China.

Neither got a good bill of musculoskeletal health: a comparative study among medical and dental students.

PubMed

Coskun Benlidayi, Ilke; Al-Bayati, Zainb; Guzel, Rengin; Sarpel, Tunay

2018-06-06

It has been well established that musculoskeletal complaints are common among dentistry students. However, data regarding the comparison of overall musculoskeletal health between dental and medical students is scarce. The objective of the current study was to compare musculoskeletal health between medical and dental students. The population of the current study was comprised of fourth- and fifth-year students from medical and dental faculties of the same university who were at least three months in clinical training. Self-administered multi-item questionnaires regarding the musculoskeletal complaints were distributed to these students. A comparative analysis was carried out on the responses derived from the medical and dental students. A total of 219 students completed the questionnaire, yielding a response rate of 81.1%. Almost four fifth (80.4%) of the students reported musculoskeletal pain, with frequencies of 85.9 and 75.8% in dental and medical students, respectively (p > 0.05). Total, upper extremity and neck VAS scores were significantly higher in dental students than those in medical students (p < 0.01, p < 0.001 and p < 0.05, respectively). The rate of mild-severe pain sufferers in the upper extremity was also higher among dental students (p < 0.001). Musculoskeletal pain is frequent in both medical and dental students. However, the intensity of pain - particularly for the upper extremity and neck - is higher among dental students. The findings of the current study might be attributed to the fact that dental education requires more physical burden during routine clinical training than medical education.

Oral health literacy among clients visiting a rural dental college in North India-a cross-sectional study.

PubMed

Ramandeep, Gambhir; Arshdeep, Singh; Vinod, Kapoor; Parampreet, Pannu

2014-07-01

Limited health literacy among adults is one of the many barriers to better oral health outcomes. It is not uncommon to find people who consider understanding oral health information a challenge. Therefore, the present study assessed oral health literacy among clients visiting Gian Sagar Dental College and Hospital, Rajpura. A cross-sectional study was conducted on 450participants who visited the Out Patient Department (OPD) of Gian Sagar Dental College and Hospital for a period of two months (Nov-Dec, 2013). A questionnaire was given to each of the participants. Oral health literacy was graded on a 12-point Likert scale based on the total score. Oral Health Literacy of the participants was assessed as low, medium and high on the basis of responses. Statistical analysis was done using SPSS-15 statistical package. ANOVA and Student t-test were used to do comparisons between groups. Low oral health literacy scores were reported in 60.2% (271) participants. More than 60% of the study participants had knowledge about dental terms such as 'dental caries,' and 'oral cancer.' Only 22% of the graduates had a high literacy score. Mean oral health literacy score according to educational qualification was statistically significant (p<0.05), whereas there was no significant difference in terms of age and gender (p>0.05). The majority of the participants had low literacy scores. There is a need to address these problems especially among rural population by health care providers and the government.

The Role of Psychological Androgyny in Female Students' Dental Career Choices.

ERIC Educational Resources Information Center

Hamby, Carol L.

1982-01-01

The Bem Sex Role Inventory was administered to female dental and dental hygiene students to determine whether the dental students are stereotypically androgynous and differ from dental hygiene students in sex role behavior and preference. The former group was self-described as androgynous and the latter as predominantly feminine. (Author/MSE)

[Current research of dentistry on obstructive sleep apnea hypopnea syndrome].

PubMed

Zeng, Xiang-long; Gao, Xue-mei

2009-02-18

Obstructive sleep apnea hypopnea syndrome (OSAHS) has been the main research area of the Dental Therapy Center for Sleep Apnea, Peking University School and Hospital of Stomatology. The basic research in the center includes: epidemic survey of OSAHS and snoring in a Beijing population, setting up the cephalometric and MRI standard of airway and surrounding structures for non-snoring Chinese, aetology exploring OSAHS from views of airway size, craniofacial form, neck circumference and genioglossus muscle activity. Clinically, different dental appliances were developed. The treatment effects of the oral appliances for OSAHS patients were evaluated quantitatively. Two and three dimension changes of the airway and surrounding structures, genioglossus muscle activity, as well as snoring loudness following mandible advancing and opening were studied. Besides, research was expended to OSAHS in children recently. Under the support of National Nature Science Foundation 7 PhD and 3 MS students have graduated. More than 60 papers were published domestically and abroad and two awards were received from the National Ministry of Education and Chinese Medical Association in the past 10 years. This paper is a review of the past and current situation of dental research on OSAHS in China.

Creating "Good" Graduate Students: A Model for Success.

ERIC Educational Resources Information Center

Hahs, Debbie L.

This study analyzed what graduate student assistants believed they needed to persevere and graduate. Most participants were graduate students serving assistantships at the University of Alabama in 1998. The Graduate Student Services Survey was mailed to 1,150 students, and 144 responded. The survey collected information on demographics, employment…

Integrating student feedback during "Dental Curriculum Hack-A-thon".

PubMed

Saffari, Shawheen S; Frederick Lambert, R; Dang, Lucy; Pagni, Sarah; Dragan, Irina F

2018-05-02

The future of dental education is at crossroads. This study used the parameter of the 2016 Dental Curriculum Hack-a-Thon to assess intra- and inter-institutional agreement between student and faculty views regarding dental curriculums to determine if there is an impact in student perceptions towards dental education from before and after the event. This exploratory, cross-sectional study involved two surveys, with Survey 1 being distributed among four faculty-student pairs of the four participating dental schools answering 14 questions. Survey 2 assessed the views of 20 participating dental students through 26 questions in a pre- and post- event survey design. Descriptive statistics were used to explore differences in perceptions towards dental education across both instrument surveys. The results revealed valuable student insights regarding intra- and inter-institutional agreement relevant for the change in dental curriculum that needs to occur. Survey 2 revealed that mandatory attendance in didactic courses, electronic based examination preferences, and the preference of preclinical courses being held in the first and second years of a four-year dental curriculum were of particular importance to student participants. The results of this study indicate that exposure and participation in subjects pertaining to dental education can be influential on student preferences and opinions on how dental education should be delivered in a four-year curriculum.

Socialization of new dental therapists on entering the profession.

PubMed

Lopez, Naty; Blue, Christine M

2011-05-01

Dental therapy is relatively new in the United States. This qualitative study examines the experiences and impressions of the inaugural class of the first dental school-based dental therapy program in the United States. A grounded theory design using open-ended interviews and focus groups was carried out with the nine students in the class at the beginning of their program and after the fall and spring semesters of their first year. Student responses were audiotaped, transcribed verbatim, and presented to the students for feedback and clarification. Results show that students started with an idealistic perception of dental therapy that was consistent with the specific provision of the law creating dental therapy. The team learning approach in which dental therapy students learn alongside dental and dental hygiene students provided the social interaction that allowed them to better articulate and distinguish dental therapy from those other dental professions. In the absence of dental therapists who could serve as role models, the program director, who is perceived to be the dental therapy expert, has assumed the role of the primary socializer. Faculty members are challenged to fulfill their role as role models regardless of their perception of the dental therapy model.

Rural placement experiences in dental education and the impact on professional intentions and employment outcomes-A systematic review.

PubMed

Johnson, G; Wright, F C; Foster, K; Blinkhorn, A

2017-11-23

The availability of clinical dental services in rural locations is a major concern for many countries as dental care professionals gravitate to work in metropolitan areas. This systematic review examines the literature on Rural Placement Programs within dentistry and their impact on workforce intentions and employment outcomes. The review provides a detailed analysis of the methodological characteristics of the literature, considers the quality of the evidence and compares the outcomes within an international context. The systematic review identified published literature between 2005 and 2016 from databases including EMBASE, MEDLINE, PubMed, NursingOVID and Cochrane. The PRISMA protocol was adopted for the development of the study, and the Health Gains Notation Framework was implemented to assess the quality of the selected research papers. Eleven studies considering Rural Clinical Placement Programs met the inclusion criteria. The studies were from Australia, South Africa, United States, Thailand and India. The evidence in this review indicates that well-designed, financially supported programmes that provide a perceived valuable clinical experience, good supervision and professional support in a rural environment can lead to dental students stating increased intentions to working in a rural location. However, there was a lack of evidence and research into whether these rural intentions result in positive action to take up employment in a rural location. The evidence suggests that well-prepared rural clinical placements, which have experienced clinical supervisors, good professional student support from the dental school, provide a valuable clinical experience and are sufficiently funded, can increase intentions to work in a rural location upon graduation. However, there is a lack of evidence in dentistry into whether intentions translate into practitioners taking clinical positions in a rural location. Future research should be planned, which will undertake longitudinal cohort studies to identify factors that have an important influence on rural job choice. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Evaluation of Orthodontic Education by Recent Graduates.

ERIC Educational Resources Information Center

Brin, Ilana; Ben-Bassat, Yocheved

1990-01-01

A survey of 138 Hebrew University Hadassah School of Dental Medicine graduates gathered information on demographic characteristics, assessment of the adequacy of time devoted to each subject taught in the orthodontic curriculum, the relative contribution of the program to daily professional activities, and practice styles. Results are reported and…

The undergraduate preparation of dentists: Confidence levels of final year dental students at the School of Dentistry in Cardiff.

PubMed

Gilmour, A S M; Welply, A; Cowpe, J G; Bullock, A D; Jones, R J

2016-09-23

Objective To investigate the self-reported confidence and preparedness of final year undergraduate students in undertaking a range of clinical procedures.Methods A questionnaire was distributed to final year dental students at Cardiff University, six months prior to graduation. Respondents rated their confidence in undertaking 39 clinical procedures using a 5-point scale (1 = can undertake on own with confidence, 5 = unable to undertake). Students also responded yes/no to experiencing four difficulties and to three statements about general preparedness.Results 71% (N = 51) responded of which 55% (N = 28) were female. Over half reported being 'anxious that the supervisor was not helping enough' (57%) and 'relying heavily on supervisor for help' (53%). Eighty percent 'felt unprepared for the clinical work presented' and gender differences were most notable here (male: 65% N = 33; females: 93% N = 47). Mean confidence scores were calculated for each clinical procedure (1 = lowest; 5 = highest). Confidence was highest in performing 'simple scale' and 'fissure sealant' (mean-score = 5). Lowest scores were reported for 'surgical extractions involving a flap (mean-score = 2.28)', 'simple surgical procedures' (mean-score = 2.58) and the 'design/fit/adjustment of orthodontic appliances' (mean-score = 2.88).Conclusions As expected complex procedures that were least practised scored the lowest in overall mean confidence. Gender differences were noted in self-reported confidence for carrying out treatment unsupervised and feeling unprepared for clinical work.

Graduate Students' Experiences: Developing Self-efficacy.

PubMed

Laurencelle, Francine; Scanlan, Judith

2018-01-09

The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members' experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

Dental, Dental Hygiene, and Advanced Dental Students' Use, Knowledge, and Beliefs Regarding Tobacco Products.

PubMed

Shearston, Jenni A; Shah, Krina; Cheng, Eric; Moosvi, Rizvan; Park, Su Hyun; Patel, Naiya; Spielman, Andrew I; Weitzman, Michael L

2017-11-01

Using cigarettes and alternative tobacco products (ATPs) is associated with negative oral health outcomes, and dental health professionals are poised to help patients quit. The aim of this study was to determine dental, dental hygiene, and advanced dental students' use, knowledge, and beliefs about cigarettes and ATPs, including perceptions about their education in tobacco dependence treatment and counseling experience. All 1,783 students enrolled in the dental, dental hygiene, and postdoctoral dental programs at the New York University College of Dentistry were invited to participate in the survey in 2016. A total of 708 students at least partially completed the survey, for a response rate of 39.7%. In the results, 146 of the students (20.1%) reported ever using cigarettes, while 253 (35.7%) reported ever using any ATP. Regarding tobacco use intervention, the students reported they had not received enough training on ATPs, were neutral about cigarettes, and were somewhat confident and not so confident counseling a cigarette smoker or ATP user, respectively. By their fourth year, 77.8% of the dental students reported they had counseled someone to stop smoking cigarettes, but only 40.7% had counseled someone to stop using ATPs. Overall, all groups of students reported feeling more confident and had received more education on interventions for cigarettes than for ATPs (p<0.001). These students reported low confidence in helping people quit tobacco and did not perceive they had received enough training on intervening with patients on use of cigarettes and ATPs. These findings call for a revised tobacco education curriculum for dental, dental hygiene, and advanced dental students, focused on building knowledge and confidence for promoting tobacco dependence treatment.

Effect of Endodontic Access on the Failure Load of Lithium Disilicate and Resin Nano-ceramic CADCAM Crowns

DTIC Science & Technology

2017-06-09

3 August 2016 Douglas D. Lancaster, COL, DC Army Post Graduate Dental School Effect of Endodontic Access on the Failure Load of Lithium...University of the Health Sciences, Bethesda, MD; Schofield Barracks Dental Clinic, Schofield Barracks, HI; Tripler Army Medical Center, Honolulu...underlying die was reached. (Neo Diamond, Microcopy Dental ). The access outline was then completed with a medium (100-110µm) grit round-ended

Complete denture services: clinical technique, lab costs, manpower, and reimbursement. One-year review.

PubMed

Ewoldsen, Nels

2011-01-01

Complete denture services at comprehensive care public health clinics are not common in part because of clinician concerns regarding outcomes. Educational debt forgiveness has attracted recent dental graduates to public health dentistry; however, not all recent graduates receive denture education experiences necessary to attain proficiency. While fundamental patient assessment and denture construction are taught, psychological assessment and communication with denture patients requires experience. A thorough understanding of occlusion, phonetics, esthetics and laboratory steps is also necessary. Expecting recent dental graduates to become proficient providing complete dentures at minimal reimbursement levels, with no mentorship or on-site laboratory support, is unrealistic. Public health dental clinics operate at full capacity performing emergency, preventive and restorative procedures. Complete dentures come with a laboratory fee approximately one-half the total reimbursement, meaning a remake drops clinic revenue to zero while doubling expenses. It is understandable that full schedules, marginal reimbursement, unpredictability and the risk of an occasional failure block clinician interest in providing denture services. This one-year report of services describes a three-appointment complete denture technique offering improved patient and laboratory communication, reduced chair time and controlled cost, resulting in high-quality complete dentures.

An interview with Marissa C. Keesler

PubMed Central

Catharino, Fernanda; Closs, Luciana Q.; Mucha, Nelson; Lima, Roberto

2014-01-01

Dr. Marissa Keesler attended dental school at Creighton University in Omaha, Nebraska and in 1987 received her Doctor of Dental Surgery degree with high honors. In 1989, she graduated from Marquette University with a Certificate and Master of Science degree in Orthodontics. Dr. Keesler has been an Adjunct Professor in the Marquette Graduate Orthodontic Department since 1990 and has been a guest speaker at several universities and orthodontic groups nationally and internationally. She has contributed to the development of several orthodontic textbooks in topics related to multidisciplinary treatment and the indirect bonding technique. Dr. Keesler is a member of the American Association of Orthodontists and many other local and national dental and orthodontic societies such as the Edward H. Angle Society of Orthodontists and the Pierre Fauchard Academy. She also has Diplomate status with the American Board of Orthodontics and is a graduate of the AEO Roth/Williams Center. Dr. Keesler has been in specialty practice since 1989 and has had a full-time private practice in Neenah since 1992. In 2000, she was joined by her husband, Dr. Jeffrey T. Keesler, who has a dual specialty in Prosthodontics and Orthodontics. Dr. Roberto Lima Filho PMID:25076507

Graduate students and Mental Health: what we know and what we can do

NASA Astrophysics Data System (ADS)

Schwartz, Victor

There is scant but growing data about the mental health challenges and problems specific to graduate students. Nevertheless, the experience of graduate education can be extremely demanding and stressful and data suggest that graduate students are at higher risk for suicide than undergraduates and that when graduate students die by suicide it is more often related to academic stresses. This presentation will review what we know about the mental health of higher ed students in general and the growing body information about graduate student mental health. Finally, strategies that may be implemented to support the mental health of graduate students will be reviewed. none.

Comparing personality traits of male and female dental students: a study of two freshman classes.

PubMed

Gershen, J A; McCreary, C P

1977-10-01

The marked increase in women enrolled in dental school warrants a reassessment of dental student personality profiles. The purpose of this study was threefold: (1) to compare personality profiles of two first-year dental classes, (2) to compare male and female dental student profiles to their respective norm populations, and (3) to compare male and female dental student personality traits with each other. The Comrey Personality Scales were administered to two first-year dental classes at the University of California at Los Angeles. Between sex and within sex comparisons were made over ten inventory scales. Results indicated that the collective personality profiles of male and female dental students were markedly similar to each other for both classes. These results do not reflect the differences encountered between the sexes in the norm population. It was also noted that the "average" male dental student differed from the male norms on Orderliness versus Lack of Compulsion, Social Conformity versus Rebelliousness, and Emotional Stability versus Neuroticism. In addition, "average" female dental student differed from the female norms on Masculinity versus Femininity.

Dental students' motivation and the context of learning.

PubMed

Kristensen, Bettina Tjagvad; Netterstrom, Ingeborg; Kayser, Lars

2009-02-01

This qualitative study shows dental students' motives for choosing the dental education and how the motives influence their motivation at the first semester of study. Further the study demonstrates the relevance of the context of learning. This issue is of importance when planning a curriculum for the dental education. The material consists of interviews with eight dental students. The results show that dental students were focused on their future professional role, its practical dimensions and their future working conditions. Their motivation for choosing the dental education was found to influence their motivation for studying and their experience of the relevance of the first semester. The dental students who had co-education with the medical students at the first year of study missed a dental context and courses with clinically relevant contents. In conclusion, our data signify the importance of the context of learning. It is recommended that a future curriculum for the dental school should be designed in a way where basic science subjects are taught with both theoretically as well as practically oriented subjects and in a context which is meaningful for the students.

The Performance of First-Year Graduate Students on the Graduate Record Examinations. Graduate Record Examinations Special Report Number 68-2.

ERIC Educational Resources Information Center

Marco, Gary L.

Normative data were obtained on the performance of first-year graduate students on the Aptitude Test and Advanced Tests of the Graduate Record Examinations. The population consisted of students enrolled as full-time graduate students for the first time in the fall of 1964 in a college or university belonging to the Council of Graduate Schools…

European dental students' opinions on their local anaesthesia education.

PubMed

Brand, H S; Tan, L L S; van der Spek, S J; Baart, J A

2011-02-01

To investigate students' opinion about theoretical and clinical training in local anaesthesia at different European dental schools. A questionnaire was designed to collect information about local anaesthesia teaching. Students' opinion was quantified with five-point Likert scales. The web-based questionnaire was distributed through European Dental Students Association contacts amongst students of 25 different dental schools. Eight hundred and eighteen completed questionnaires from students of 12 dental schools were analyzed statistically. Dental schools showed a wide variation in the beginning of the theoretical teaching of local anaesthesia and the practical teaching. A preclinical training model was used by a small number of students, but these students found it a useful preparation. Many students felt insufficiently prepared when they administered their first injection in a human (17-81%). In dental schools from the UK, Ireland, Sweden and the Netherlands, this first injection is administered to a fellow dental student, whilst in the other countries the first injection is usually performed in a patient. Instruction in mandibular block anaesthesia was frequently reported (81-100%) as well as in infiltration anaesthesia of the upper and lower jaws (78-100% and 30-93% respectively). Many students expressed that they like to receive teaching in intraligamentary anaesthesia (13-70%). Other changes in the curriculum were also frequently suggested (33-100%), especially the introduction of preclinical training models and practical teaching earlier in the curriculum. Local anaesthesia teaching programmes and the rating of this teaching by dental students show a considerable variation across European dental schools. Students considered better preparation highly desirable. The variability in programmes may have implications for mobility of students between European dental schools. © 2011 John Wiley & Sons A/S.

A first experience with digital complete overdentures.

PubMed

Bajunaid, Salwa Omar

2016-07-01

The development of computer-aided design/computer-aided manufacturing systems for dentistry in the 1980s resulted in the successful fabrication of crowns, fixed dental prostheses, and superstructures for both natural teeth and dental implants. Today, this technology is available for constructing digitally designed and milled, completely removable dental prostheses. The procedure uses clinical and laboratory protocols that allow fabrication of completely removable prostheses within two clinical appointments. The aim of this clinical report is to present the author's first experience with digital complete overdentures, the practicality of this technology, and patient feedback. Compared with conventional overdentures, the fit of the digital prostheses was improved because the cameo and flanges of the prostheses were nicely shaped and rolled, and this enhanced their stability and retention. Occlusion was also excellent. However, aesthetics in terms of the alignment, shape, and size of the maxillary overdenture teeth were inacceptable. Despite some of the drawbacks identified in our study, the use of removable digital dentures does provide excellent adaptation of the denture base and requires fewer clinic visits. We anticipate that the unsatisfactory aesthetic outcomes presented in this report can be corrected with more experience. We also believe that acquiring an in-house scanning machine would be beneficial. We highly recommend including this technique in dental school curriculums at both the undergraduate and graduate levels in order to keep students and residents up to date on the latest technology available.

Gender differences in first-year dental students' motivation to attend dental school.

PubMed

Scarbecz, Mark; Ross, Judith A

2002-08-01

Women's role in the field of dentistry has historically been limited to the dental auxiliary fields, rather than that of D.D.S. or D.M.D. Today, women are nearly 38 percent of U.S. dental school students and 14 percent of active practitioners. The slow(er) influx of women into dentistry has been little studied by dental educators. During the 2000-01 academic year, we conducted a survey of first-year dental students at a sample of publicly funded U.S. dental schools. The purpose of the survey was to assess gender differences in motives for pursuing a dental career. The data show that male dental students rate self-employment and business-related motives as more important, while female dental students rate people-oriented motives more highly. Factor analysis revealed four distinct clusters of motives for pursuing a dental career: a financial motive, a business-oriented motive, a people-oriented or caring motive, and a flexibility motive. Women scored significantly higher than men on the caring factor, whereas the reverse was true on the business factor. Male and female students rated financial and flexibility motives equally. The implications of the results for attracting students to the profession of dentistry are discussed.

Oral biology in middle age: a history of the University at Buffalo Oral Biology PhD Program.

PubMed

Scannapieco, F A

2014-05-01

In 1960, the first Department of Oral Biology in the United States dedicated to the conduct of research, graduate biomedical research education, and the provision of basic oral science education for the DDS curriculum was established at the University at Buffalo. In 1963, the Department organized the first PhD Program in Oral Biology in the United States. This PhD program has produced a large cadre of oral health researchers, many of whom have gone on to make major contributions to dental research and education. This article provides a brief history of the program, the context within which the program was organized and developed, and a description of some of the many faculty, students, and fellows associated with the program. Additionally, to celebrate the 50th anniversary of this program, a symposium, entitled "The Oral Microbiome, Immunity and Chronic Disease", was held on June 12-14, 2013, in Buffalo, New York. The proceedings are published online in Advances in Dental Research (2014, Vol. 26).

Knowledge and attitude of dental trauma among dental students in Saudi Arabia

PubMed Central

Al-Shamiri, Hashem Motahir; Alaizari, Nader Ahmed; Al-Maweri, Sadeq Ali; Tarakji, Bassel

2015-01-01

Objective: The aim of this study was to assess the level of knowledge and attitude of Saudi dental students in the management of dental trauma in children. Materials and Methods: A self-administered questionnaire comprising 17 close-ended questions was used in this survey. The questions were divided into three parts including: Personal and professional profile; knowledge assessment; attitude toward dental trauma. Data of 307 respondents were analyzed using SPSS (Statistical Package for Social Studies) version 22.0 (IBM Corporation, Chicago, IL, USA). Results: The response rate was 76.8%. Around 40.3% of students reported attending additional courses about dental trauma with a significant difference between males (57.2%) and females (19.4%). The vast majority of students (95.7%) stressed the importance of dental trauma education. While 77% could correctly identify the media of transportation of an avulsed tooth, only 26.9% of the students knew the proper method of transportation. Regarding the knowledge of immediate replantation, only 67.5% of students responded correctly. Conclusion: The present study demonstrates an insufficient knowledge concerning dental trauma management among dental students in Saudi Arabia. This highlights the need to improve the knowledge of dental students regarding dental trauma and its management using a variety of educational methods such as problem-based learning and powering the curriculum concerning those topics of dental trauma. PMID:26929690

Financial impact of community-based dental education.

PubMed

Bailit, Howard L

2010-10-01

The financial impact of community-based dental education on dental school and community clinic budgets is a major issue. The evidence suggests that community experiences for dental students of fifty or more days, if effectively managed, can increase school net revenues due to the following factors: 1) the community rotations increase student productivity, approximating the loss of dental school clinical income; 2) the reallocation of unused clinical resources at the dental school reduces student clinic deficits; 3) schools and federally qualified health centers (FQHCs) that share surplus student patient revenues generate additional net income; and 4) enrollment of more students without additional new facilities and faculty increases total school tuition revenues. For FQHC dental clinics, student rotations increase the number of patients treated and may generate surplus revenues. Community-based dental education also provides schools and clinics important non-financial advantages.

Did Intraprofessional Training with Dental Therapists Affect Dental Students' Attitudes Toward Caring for the Underserved?

PubMed

Flynn, Priscilla M; Luthra, Makshita; Blue, Christine M

2017-02-01

Dental therapy was recently introduced as a new oral health care workforce model to increase care for vulnerable populations in Minnesota. Nine dental therapy and 98 dental students began intraprofessional training at the University of Minnesota in 2009. The aim of this longitudinal study was to determine whether intraprofessional education with the dental therapy students would affect the dental students' attitudes toward caring for underserved populations. One class of dental students was surveyed annually between 2009 and 2013 using the Attitudes Toward Health Care survey to measure attitudinal changes about treating vulnerable patients across their four years of dental school. Participation ranged from 68% to 99% in each year. The results showed that the dental students had positive attitudes toward treating vulnerable patients on entering dental school, but their attitudes became less positive over the four years. While the composite survey results were similar to other studies using the same instrument, variations were seen by domain. These students' attitudes about societal expectations and personal efficacy remained stable, while their dentist/student responsibility and access to care attitudes showed statistically significant declines. Their positive attitudes toward treating the underserved declined over four years regardless of intraprofessional training with dental therapy students. As attitudes toward caring for vulnerable patients are shaped by both personal attitudes and societal norms, additional research is needed to determine whether the addition of an intentional curricular thread may alter results over time compared to intraprofessional training alone.

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

ERIC Educational Resources Information Center

Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

2016-01-01

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

U.S. dental students' attitudes toward research and science: impact of research experience.

PubMed

Holman, Shaina Devi; Wietecha, Mateusz S; Gullard, Angela; Peterson, Jon M B

2014-03-01

This study aimed to provide a first nationwide assessment of dental students' attitudes toward the importance of research and its integration into the dental curriculum. For this purpose, the American Association for Dental Research National Student Research Group developed an online survey that was distributed to 89 percent of U.S. dental students in May 2012. The survey consisted of twenty-one Likert-type items divided into three groups: importance of research in dentistry, barriers to research involvement, and exposure to research in the dental curriculum. There were 733 responses (3.9 percent response rate), including students in all stages of education representing fifty-eight out of sixty-one dental schools. Age and race/ethnic distributions corresponded with U.S. dental school enrollees. Results showed that 63 percent of respondents had conducted research before matriculation, and of the 34 percent that participated in research during dental school, only 27 percent were newcomers. Respondents strongly agreed that scientific research enabled their progress in dentistry. Inadequate time in the curriculum was an obstacle they perceived to research involvement during dental school. Respondents agreed that dental curricula emphasize evidence-based practices but may be inadequately teaching biostatistics and research methodologies. Students with research experience tended to have stronger positive opinions about the importance of research in dental education. Efforts to foster research in schools have been well received by students, but several issues remain for enriching dental education through greater involvement of students in research.

Study of Visual and Auditory Presentation in Dental Lecture and Laboratory Instruction. Final Report.

ERIC Educational Resources Information Center

Allen, William H.; And Others

This study compared the relative effectiveness of an automated teaching machine with instructor presented instruction in graduate dental teaching. The objectives were to: (1) determine the effects of 3 laboratory instructional procedures used in combination with 2 lectures on the acquisition of manual operative skills, the learning of information…

Associations between dental knowledge, source of dental knowledge and oral health behavior in Japanese university students: A cross-sectional study

PubMed Central

Taniguchi-Tabata, Ayano; Mizutani, Shinsuke; Yamane-Takeuchi, Mayu; Kataoka, Kota; Azuma, Tetsuji; Tomofuji, Takaaki; Iwasaki, Yoshiaki; Morita, Manabu

2017-01-01

The aim of this study was to investigate the associations between dental knowledge, the source of dental knowledge and oral health behavior in a group of students at a university in Japan. A total of 2,220 university students (1,276 males, 944 females) volunteered to undergo an oral examination and answer a questionnaire. The questionnaire assessed dental knowledge, the source of dental knowledge and oral health behavior (e.g., daily frequency of tooth brushing, use of dental floss and regular dental checkups). The odds ratio and 95% confidence interval for oral health behavior based on dental knowledge and source of dental knowledge were calculated using logistic regression models. Of the participants, 1,266 (57.0%) students obtained dental knowledge from dental clinics, followed by school (39.2%) and television (29.1%). Logistic regression analyses indicated that use of dental floss was significantly associated with source of dental knowledge from dental clinics (P = 0.006). Receiving regular dental checkups was significantly associated with source of dental knowledge; the positive source was dental clinic (P < 0.001) and the negative sources were school (P = 0.004) and television (P = 0.018). Dental clinic was the most common source of dental knowledge and associated with better oral health behavior among the Japanese university students in this study. PMID:28594914

Referring periodontal patients: clinical decision making by dental and dental hygiene students.

PubMed

Williams, Karen B; Burgardt, Grayson J; Rapley, John W; Bray, Kimberly K; Cobb, Charles M

2014-03-01

Referral of periodontal patients requires development of a complex set of decision making skills. This study was conducted to determine criteria used by dental and dental hygiene students regarding the referral of periodontal patients for specialty care. Using mixed methods, a thirteen-item survey was developed to elicit the students' perceptions of their knowledge, confidence regarding managing patients, and clinical reasoning related to periodontal patients. The instrument was administered during the summer prior to (T1) and at the end of the students' final year (T2) of training. Seventy-nine dental students (81 percent of total class) and thirty dental hygiene students (83 percent of total class) completed T1. At T2, forty-two dental (44 percent of total class) and twenty-six dental hygiene students (87 percent of total class) completed the questionnaire. While 90 percent of dental and 96 percent of dental hygiene respondents reported a willingness to refer patients with active disease to specialists, only 40 percent of dental and 36 percent of dental hygiene respondents reported confidence in diagnosing, treating, and appropriately referring such patients. The students' ability to recognize critical disease and risk factors influencing referral was good; however, clinical application of that knowledge indicated a gap between knowledge and applied reasoning. The students' attitudes about the importance of periodontal disease and their perceived competence to identify critical disease risk factors were not significantly related (p>0.05) to correct clinical decisions in the case scenarios. The study concludes that dental and dental hygiene curricula should emphasize both the acquisition and application of knowledge regarding criteria for referral of periodontal patients.

Psychometric Properties of the Croatian Language Version of the Dental Environment Stress Questionnaire on Dental Medicine Students

PubMed Central

Laktić, Martina; Kuftinec, Krešimir; Čelebić, Asja; Kovačić, Ines; Alhajj, Mohamed Nasser

2017-01-01

Objective To develop the Croatian version of the 41-item Dental Environment Stress questionnaire (DES) for stress assessment of dental students in both, preclinical and clinical years of study and to test its psychometric properties in Croatian dental student population. Materials and Methods The English version of the 41-Item DES questionnaire was first translated into the Croatian language. Subsequently, it was set on the google drive and filled out by a total of 202 students from the School of Dental Medicine, University of Zagreb and 30 additional students from other Faculties. Students also assessed their overall level of stress on the Likert scale (1=no stress, 5=highest level of stress). Internal consistency was tested on 202 dental students; test-retest reliability on 30 dental students who filled out the same questionnaire twice; convergent validity on 202 dental students; and divergent validity on 202 dental students and 30 students from faculties not belonging to the biomedicine group. Results Internal consistency showed high Cronbach alpha coefficient (0.9) and test-retest reliability showed no significant difference (P>0.05) within the period of 14 days when stress level had not changed (vacation). Convergent validity was confirmed by the significant association between the DES summary scores and the self- perceived level of stress (Spearman’s rho=0.881; P<0.001). Divergent validity was confirmed by significantly lower DES summary scores in students not belonging to the Biomedicine group (t=7.5, P<0.001). Conclusion Excellent psychometric properties of the Croatian version of the DES questionnaire enable its utilization for assessment of stress level in Croatian dental students. PMID:29225359

Graduation Rate Watch: Making Minority Student Success a Priority

ERIC Educational Resources Information Center

Carey, Kevin

2008-01-01

College graduation rates for minority students are often shockingly low. Most institutions have significantly lower graduation rates for black students than for white students. This report demonstrates that these high-failure rates are not inevitable: Some institutions are graduating black students at a higher rate than white students. The report…

The BDA Dental Academic Staff Group Student Elective Workshop.

PubMed

Walmsley, A D; White, D A; Hobson, R; Ensor, S

2007-08-25

In the current climate in dental education, many schools are re-evaluating the role of the student elective in the curriculum, with two schools no longer running elective programmes. In order to discuss the future of student electives in the dental curriculum, the Dental Academic Staff Group (DASG) of the British Dental Association organised a Student Elective Workshop, which attracted 42 delegates including nine student representatives. The following article is an account of the Workshop and its conclusions.

Burnout among the clinical dental students in the jordanian universities.

PubMed

Amin, Wala Majid; Al-Ali, Muna H; Duaibis, Ramzi B; Oweis, Tamara; Badran, Darwish H

2009-10-01

The study aimed to evaluate the level of burnout among the clinical dental students in two Jordanian universities. A total of 307 students from the two schools were surveyed using Maslach Burnout Inventory survey. Scores for the inventory's subscales were calculated and the mean values for the students' groups were computed separately. Kruskal-Wallis and Mann-Whitney tests were carried out and the results were compared at 95% confidence level. The results showed that the dental students in both Jordanian universities suffered high levels of emotional exhaustion and depersonalization compared to reported levels for dental students in other countries. The dental students of the University of Jordan demonstrated a significantly higher (p < 0.05) level of emotional exhaustion than their counterparts in the Jordan University of Science and Technology. The findings indicated that dental students in the Jordanian universities presented considerable degrees of burnout manifested by high levels of emotional exhaustion and depersonalization. Studies targeting students health and psychology should be carried out to determine the causes of burnout among dental students. The curricula of the dental schools in the two universities should be accordingly improved to minimize burnout among the students. Burnout; Emotional exhaustion; Depersonalization; Personal accomplishment; Maslach Burnout Inventory.

Beginning the socialization to a new workforce model: dental students' preliminary knowledge of and attitudes about the role of the dental therapist.

PubMed

Blue, Christine; Phillips, Robert; Born, David; Lopez, Naty

2011-11-01

The purpose of the study reported here was to assess first- and second-year dental students' knowledge of and attitudes about the role of the dental therapist in the oral health care delivery system. The results of this study are informing the continued development and implementation of a new dental workforce training model at the University of Minnesota. Dental students at the university (Classes of 2012 and 2013) were surveyed in 2009, with follow-up surveys planned for the subsequent five years. Multiple-choice questions and statements to be ranked using a Likert scale were used to determine what the students knew and thought about dental therapists' scope of practice, care delivery, work quality, cost-effectiveness, and role in reducing disparities in oral health care access. The results suggest that the students had generally neutral or uncertain attitudes about dental therapy, based on minimal knowledge about the role of dental therapists. In addition, we found little difference in attitudes between the two classes, the only exception being that the first-year students less often perceived the therapists as a solution to access problems. These baseline data are guiding the intraprofessional training of dental, dental hygiene, and dental therapy students toward the goal of positive socialization to a new workforce model and affirmation of the dental therapist as a member of the oral health care team.

U.S. Dental School Deans’ Perceptions of the Rising Cost of Dental Education and Borrowing Pressures on Dental Students: Report of Survey Results.

PubMed

McAllister, Dora Elías; Garrison, Gwen E; Feldman, Cecile A; Anderson, Eugene L; Cook, Bryan J; Valachovic, Richard W

2015-06-01

This report presents findings from a survey of U.S. dental school deans designed to capture their perceptions regarding the rising cost of dental education and its impact on borrowing by dental students to finance their education. The survey included questions about factors influencing the cost of dental education, concerns about dental student borrowing, and financial awareness resources for students. The survey was distributed to the deans of all 63 U.S. dental schools in January 2013; 42 deans responded, for a 67% response rate. The results indicate that, according to the responding deans, new clinical technologies, technology costs, and central university taxes are the main factors that contribute to the increasing cost of dental education. Coupled with reduced state appropriations at public dental schools and declines in private giving at all dental schools, dental school deans face a perplexing set of financial management challenges. Tuition and fees are a primary source of revenue for all dental schools; however, many deans do not have total control over the cost of attending their schools since tuition and fees are often tied to mandates and policies from the parent university and the state legislature. The findings of this study indicate that U.S. dental school deans are aware of and concerned about the impact of increases in tuition and fees on dental student debt and that they are using a variety of strategies to address the growth in dental student borrowing.

The Influence of Advanced General Dentistry Training on Practice Patterns of Iowa Dental Graduates.

ERIC Educational Resources Information Center

Bolden, Aljernon J.; And Others

1992-01-01

A study compared the practice patterns of 41 dentists with graduate training in general dentistry with those of 41 dentists without such training, in terms of number and types of procedures performed, patient characteristics, professional and community activities, and practice characteristics. Some differences were found, particularly in patient…

Students' perceived experience of university admission based on tests and interviews.

PubMed

Röding, K; Nordenram, G

2005-11-01

The aim of the study was to generate an impression, from the perspective of graduating dental students, of the individualised admissions procedures, which they had undergone 5 years before. The subjects comprised 10 randomly selected students, five male and five female, from two different admission rounds. Qualitative research was used and data were collected by means of semi-structured interviews. The results show that even 5 years later, the students remember clearly the different steps in the selection procedure and they found the procedure relevant. In particular, the admission interviews made a lasting impression. The students consider that being interviewed by one admissions committee member at a time reduces the applicant's apprehension and allows a more personal interview. Several believe that the admissions procedure influences academic achievement or improves self-confidence: implicit in their selection by a committee of experienced professionals is affirmation that they have the potential to become good dentists. The students therefore feel encouraged to aspire to higher achievement. All students believe that motivation is an important non-cognitive attribute for success and that students selected through this mode are not only highly motivated but also well informed, with realistic expectations of the undergraduate programme and their future professional career.

Attitude and awareness of medical and dental students towards collaboration between medical and dental practice in Hong Kong.

PubMed

Zhang, Shinan; Lo, Edward C M; Chu, Chun-Hung

2015-05-02

Medical-dental collaboration is essential for improving resource efficiency and standards of care. However, few studies have been conducted on it. This study aimed to investigate the attitude and awareness of medical and dental students about collaboration between medical and dental practices in Hong Kong. All medical and dental students in Hong Kong were invited to complete a questionnaire survey at their universities, hospitals and residential halls. It contained 8 questions designed to elicit their attitudes about the collaboration between medical and dental practice. Students were also asked about their awareness of the collaboration between dentistry and medicine. The questionnaires were directly distributed to medical and dental students. The finished questionnaires were immediately collected by research assistants on site. A total of 1,857 questionnaires were distributed and 809 (44%) were returned. Their mean attitude score (SD) towards medical-dental collaboration was 6.37 (1.44). Most students (77%) were aware of the collaboration between medical and dental practice in Hong Kong. They considered that Ear, Nose & Throat, General Surgery and Family Medicine were the 3 most common medical disciplines which entailed collaboration between medical and dental practice. In this study, the medical and dental students in general demonstrated a good attitude and awareness of the collaboration between medical and dental practice in Hong Kong. This established an essential foundation for fostering medical-dental collaboration, which is vital to improving resource efficiency and standards of care.

An assessment of faculty and dental student decision-making in ethics.

PubMed

Behar-Horenstein, Linda S; Catalanotto, Frank A; Garvan, Cynthia Wilson; Hudson-Vassell, Charisse

2014-01-01

This study reports and compares dental student and dental faculty scores to national norms for the Defining Issues Test 2, a measure of ethical decision-making competency. The findings showed that dental students and faculty tend to make decisions that promote self-interest, paralleling the ethical orientation of business professionals. Differences associated with gender, language, and norms from previous studies were observed. The findings underscore the importance of raising dental faculty and student awareness of their own ethical decision-making approaches. More importantly, the findings highlight the need to ensure that dental faculty have both the knowledge and skills to train dental students about the central role that ethical decision-making must play in patient care.

The burden of debt for Canadian dental students: part 3. Student indebtedness, sources of funding and the influence of socioeconomic status on debt.

PubMed

Matthew, Ian R; Walton, Joanne N; Dumaresq, Cheryl; Sudmant, Walter

2006-11-01

In recent years, tuition fees at most universities across Canada have increased substantially, particularly in professional programs such as dentistry. Anecdotal evidence suggests that these increases have a significant adverse impact on the educational experience of dental students. In January 2004, students at Canada's 10 dental schools were invited to participate in a survey on costs, debt and other factors related to attending dental school in Canada. This third article in a series of 4 examines the effects of funding sources and socioeconomic status (SES) on dental students' debt. The survey provided key information about the costs of attending dental school and the levels of debt among dental students across Canada. Choice of school and year of study had a significant effect on the overall costs of attending dental school, and dental students' costs were largely financed by private loans or other forms of debt. Canadian dental students' average debt varied between 24,000 to 26,000 dollars per annum, depending on their year of study. Key determinants of borrowing included type of residence, SES, total costs, and number of dependents. Students who lived at home or with relatives borrowed significantly less than those who were renting. Parents' SES was related to students' access to forms of educational funding that result in no debt burden. SES also played a role in determining the likelihood of a student pursuing further professional education.

Should Dental Schools Invest in Training Predoctoral Students for Academic Careers? Two Viewpoints: Viewpoint 1: Dental Schools Should Add Academic Careers Training to Their Predoctoral Curricula to Enhance Faculty Recruitment and Viewpoint 2: Addition of Academic Careers Training for All Predoctoral Students Would Be Inefficient and Ineffective.

PubMed

Fung, Brent; Fatahzadeh, Mahnaz; Kirkwood, Keith L; Hicks, Jeffery; Timmons, Sherry R

2018-04-01

This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost-benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.

Perceived sources and levels of stress, general self-efficacy and coping strategies in clinical dental students.

PubMed

Ersan, Nilüfer; Fişekçioğlu, Erdoğan; Dölekoğlu, Semanur; Oktay, İnci; İlgüy, Dilhan

2017-12-01

The aims of this study were to identify sources of stress among clinical students and to evaluate the students' perceived levels of stress, general self-efficacy and effective coping strategies in a private dental school environment. The study group consisted of 130 undergraduate clinical dental students in a Turkish private dental school, during the academic year 2014-2015. The students were surveyed using modified version of the dental environment stress (DES) survey, the perceived stress scale, the general self-efficacy scale (G-SES) and the brief coping scale. Age, sex, year of study, history of psychiatric treatment and factors that affected the choice of dentistry were also recorded. Final year and female clinical dental students, who were found to be the most stressful students, had moderate to high perceived stress scores. Total and 'Faculty and administration' related DES scores increased with the year of study. Stressors related to 'Workload' and 'Clinical training' affected females more than males. G-SES scores were higher in male students and students, who had no history of psychiatric treatment. The most and the least common coping strategies were 'Planning' and 'Substance abuse', respectively. 'Religion' was found to be one of the main coping strategies. Stress factors affecting Turkish clinical dental students studying at private dental school differed from the previously reported stress factors affecting students studying at a governmental dental school. Advanced year and female students experienced more stress than the other students.

Should Dental Schools Train Dentists to Routinely Provide Limited Preventive Primary Medical Care? Two Viewpoints: Viewpoint 1: Dentists Should Be Trained to Routinely Provide Limited Preventive Primary Care and Viewpoint 2: Dentists Should Be Trained in Primary Care Medicine to Enable Comprehensive Patient Management Within Their Scope of Practice.

PubMed

Giddon, Donald B; Donoff, R Bruce; Edwards, Paul C; Goldblatt, Lawrence I

2017-05-01

This Point/Counterpoint acknowledges the transformation of dental practice from a predominantly technically based profession with primary emphasis on restoration of the tooth and its supporting structures to that of a more medically based specialty focusing on the oral and maxillofacial complex. While both viewpoints accept the importance of this transformation, they differ on the ultimate desired outcome and how changes should be implemented during training of dentists as oral health professionals. Viewpoint 1 argues that, in response to a shortage of both primary care providers and access to affordable oral health care, dentists need to be able and willing to provide limited preventive primary care (LPPC), and dental educators should develop and implement training models to prepare them. Among changes proposed are consideration of three types of practitioners: oral physicians with sufficient training to provide LPPC; dentists with excellent technical proficiency but minimal medical and surgical training; and mid-level providers to provide simple restorative and uncomplicated surgical care. Viewpoint 2 argues that the objective of dentists' education in primary care medicine is to help them safely and effectively provide all aspects of oral health care, including appropriate preventive medical care, that already fall within their scope of knowledge and practice. Dental educators should encourage students to use this knowledge to take full ownership of non-tooth-related pathologic conditions of the oral and maxillofacial complex not currently managed in the dental setting, but encouraging graduates to expand into non-dental LPPC outside the recognized scope of practice will only further exacerbate fragmentation of care.

Student Evaluations of Teaching: Dental and Dental Hygiene Students' and Faculty Members' Perspectives.

PubMed

Grillo, Andrew C; Murdoch-Kinch, Carol Anne; Ramaswamy, Vidya; Inglehart, Marita R

2016-04-01

The aim of this study was to explore dental and dental hygiene students' and faculty members' perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five-point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open-ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open-ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.

Dental student debt.

PubMed

Mannion, H; Bedi, R

1995-09-01

The aim of this investigation is to provide information about the financial status of dental students enrolled on the Bachelor of Dental Surgery degree course at the University of Birmingham. All undergraduate dental students enrolled during the academic year 1993-94 were asked to participate in the study. The pre-tested questionnaire, which was given to all students, covered personal details, expenditure levels, income, loans, overdrafts, use of government schemes ('top-up loans'), and so on. The questionnaire was completed by 115 dental students (response rate 47%). The results showed that dental students' debts increased each year throughout the course. A top-up loan (range 700 Pounds-850 Pounds) had been taken out by 36% of students. The financial status of 9% of students was severe enough to warrant their eligibility for awards from access funds. Credit cards were possessed by 52% of the surveyed students, and although only half of these owed money, 22% owed between 500 Pounds and 2000 Pounds. Personal overdrafts were held by 56% of respondents. A total of 17% of students engaged in weekly part-time employment. The average debt for final year students was 1200 Pounds. Dental students' estimates of the level of debt they were likely to incur was greater than the actual debt presently experienced by final year students. In conclusion, this preliminary study showed that most dental students incur debt during their undergraduate course and that this debt increases during the course.

Dental School Administrators' Attitudes Towards Providing Support Services for LGBT-Identified Students.

PubMed

Behar-Horenstein, Linda S; Morris, Dustin R

2015-08-01

A lack of curriculum time devoted to teaching dental students about the needs of lesbian, gay, bisexual, and transgendered (LGBT) health care patient needs and biases against LGBT students and faculty have been reported. Understanding dental school administrators' attitudes about LGBT students' needs might provide further insight into these long-standing issues. The aims of this study were to develop a survey to assess dental administrators' attitudes regarding the support services they believe LGBT-identified students need, to identify dental schools' current diversity inclusion policies, and to determine what types of support dental schools currently provide to LGBT students. A survey developed with the aid of a focus group, cognitive interviewing, and pilot testing was sent to 136 assistant and associate deans and deans of the 65 U.S. and Canadian dental schools. A total of 54 responses from 43 (66%) schools were received from 13 deans, 29 associate deans, and 11 assistant deans (one participant did not report a position), for a 40% response rate. The findings suggest there is a considerable lack of knowledge or acknowledgment of LGBT dental students' needs. Future studies are needed to show the importance of creating awareness about meeting the needs of all dental student groups, perhaps through awareness campaigns initiated by LGBT students.

Dental students' perceptions of dental specialties and factors influencing specialty and career choices.

PubMed

Dhima, Matilda; Petropoulos, Vicki C; Han, Rita K; Kinnunen, Taru; Wright, Robert F

2012-05-01

The goals of this study were to 1) evaluate dental students' perceptions of dental specialties, 2) identify factors that play an important role in students' decision to pursue specialty training or career choices, and 3) establish a baseline of students' perceptions of the dental fields with the best future in terms of salary, personal and patient quality of life, and overall impact on the dental profession. Surveys were distributed to 494 students at the University of Pennsylvania School of Dental Medicine. Data were collected from 380 traditional four-year students and thirty advanced standing students. Chi-square tests, multivariate analysis, and logistic regressions were used to determine associations and independent contributions of student demographics to their perceptions of dental specialties and factors influencing specialty training or career choices. Debt was a statistically significant factor (p<0.001) in choosing specialty training or career independent of gender, age, or class year. Enjoyment of providing care in a specialty or field was identified as the single most important factor in choosing a specialty career. Half of the respondents had decided not to specialize. Pursuing postdoctoral general dentistry training and private practice in general dentistry were the most commonly reported plans after completion of dental school. Suggestions are made for ways to inform students about specialty training.

Self-Reported Dental Fear among Dental Students and Their Patients

PubMed Central

Serra-Negra, Junia; Paiva, Saul M.; Oliveira, Mauricio; Ferreira, Efigenia; Freire-Maia, Fernanda; Pordeus, Isabela

2011-01-01

The aim of the present study was to compare self-reported dental fear among dental students and patients at a School of Dentistry in Belo Horizonte, Brazil. Eighty students ranging in age from 20 to 29 years and 80 patients ranging in age from 18 to 65 years participated in the study. A self-administered pre-tested questionnaire consisting of 13 items was used for data acquisition. The city of Belo Horizonte Social Vulnerability Index (SVI) was employed for socioeconomic classification. The chi-square test and binary and multinomial logistic regression were employed in the statistical analysis, with the significance level set at 0.05. The majority of dental students (76.5%) sought the dentist for the first time for a routine exam, while patients (77.3%) mostly sought a dentist for the treatment of dental pain. Dental fear was more prevalent among the patients (72.5%) than the students (27.5%). A total of 47.1% of the students and 52.9% of the patients reported having had negative dental experiences in childhood. The logistic model revealed an association between dental fear and a pain-related experience (OR: 1.8; 95%CI: 1.3–2.6). Patients were more prone to dental fear (OR: 2.2; 95%CI: 1.0–5.0). Although at different percentages, both students and patients experienced dental fear. Current patient with previous experience of dental pain had more dental fear. PMID:22470277

Graduate Business Students Perceptions of Online Learning: A Five Year Comparison

ERIC Educational Resources Information Center

Perreault, Heidi; Waldman, Lila; Alexander, Melody; Zhao, Jensen

2008-01-01

This study compared graduate business students' access to online graduate programs and their perceptions relating to online learning over a five-year period. Student input was provided during 2001 and 2006. Students in 2006 had greater access to entire graduate programs being offered online than did the 2001 students. The students in 2006 felt…

Graduate Student Dissonance: Graduate Students of Color in a U. S. Research University

ERIC Educational Resources Information Center

Levin, John S.; Jaeger, Audrey J.; Haley, Karen J.

2013-01-01

This qualitative investigation examined the experiences of a population of graduate students--graduate students of color--in a U. S. research university (a) to indicate reasons for their dilemmas, ambiguities, and decisions about choosing an academic career, and (b) to identify the practices of one research university's graduate programs that have…

A student operated, faculty mentored dental clinic service experience at the University of Texas Health Science Center at San Antonio for the underserved refugee community: an interprofessional approach.

PubMed

Farokhi, Moshtagh R; Glass, Birgit Junfin; Gureckis, Kevin M

2014-01-01

As the number of refugees settling in San Antonio increases, so will their health care needs. Due to limited resources and stress, they suffer from acute and chronic diseases, reducing their potential for success in their new host country. The need for proper health education coupled with a stable holistic health care facility is essential for their future success. In 2009, nursing students began serving the San Antonio refugee population. By 2011, dental and medical students joined to create the student-run San Antonio Refugee Health Clinic (SARHC). SARHC serves the refugees by providing free health care/education while connecting them to San Antonio's primary health care system. Select dental, medical, and nursing students under the mentorship of their faculty operate the SARHC clinic. The students work in collaborative teams where select members of the refugee community and bilingual students provide translational assistance. The nursing students take vital signs and medical students perform physical exams after gathering a history of present illness. Dental students provide oral health/nutritional education and screenings inclusive of head and neck examination and oral cancer risk assessment. Thirty-two dental, 83 medical, and 118 nursing students rotated through the clinic last year, serving patients with the most common chief complaints of dental, musculoskeletal, dermatological, and gastrointestinal nature. The most common dental findings for this population have been dental caries, periodontal disease, and other dental diseases requiring urgent care. Sub-programs such as the student interpreter program, ladies' health education, and the Refugee Accompaniment Health Partnership have resulted from the SARHC initiative to meet the refugees' needs. Currently under development is a future collaboration with local San Antonio clinics such as the San Antonio Christian Dental Clinic to serve as their dental home. The use of this interprofessional model has resulted in holistic and accessible health care for the refugees in San Antonio. Patients receive complimentary comprehensive care while students benefit from development of cultural competence reinforcement of humanitarian values. It is difficult to conclude which group is the biggest beneficiary of attending SARHC. As the dental students reflected, "We started attending the clinic as a service learning project. We then became their advocates, treated them at our dental school, and became knowledgeable about our community's dental clinics while offering tailored referrals."

Allied Health Occupations II. Dental Assistant Component. Student Learning Guide. Middletown Public Schools Curriculum Standards.

ERIC Educational Resources Information Center

Middletown Public Schools, CT.

This volume outlines the requirements and content of a second-year course in allied health occupations education that is designed to provide students with a practical understanding of the work done by dentists, dental hygienists, dental laboratory technicians, and dental assistants and also to help students acquire some basic dental assistant…

Nutrition Education in the Dental School at the University of Texas Health Science Center at San Antonio.

ERIC Educational Resources Information Center

Craig, Jean L.

1990-01-01

Nutrition instruction at the Dental School of the University of Texas Health Science Center (San Antonia) has been required for 20 years and is now an integrated part of the undergraduate, graduate, and continuing education programs with both didactic (freshman year) and clinical (sophomore year) components. (MSE)

Perceptions of uncivil student behavior in dental education.

PubMed

Ballard, Richard W; Hagan, Joseph L; Townsend, Janice A; Ballard, Mary B; Armbruster, Paul C

2015-01-01

Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment, but there is little published research concerning incivility in the area of dental education. The aim of this study was to evaluate differences in perceptions of incivility between dental faculty and students, between students in different courses of study, and between students in different years of dental study. The study utilized an anonymous electronic survey of all dental faculty and administrators and all dental, dental hygiene, and dental laboratory technology students at a single institution. The survey instrument contained questions concerning perceived uncivil behavior in the classroom and clinical settings. Response rates were 54% for faculty and administrators and ranged from 60% to 97% for students in various years and programs. The results were analyzed based on gender, course of study, year of study, and ethnicity. Significant differences were found regarding perceptions of civil behaviour between faculty and students, male and female students, the year of study, and the course of study. These differences point to the need for further research as well as administrative leadership and faculty development to define guidelines in this area in order to ensure a positive learning environment.

Effective recruitment and retention strategies for underrepresented minority students: perspectives from dental students.

PubMed

Lopez, Naty; Wadenya, Rose; Berthold, Peter

2003-10-01

This study was designed to identify reasons underrepresented minority (URM) dental students select a dental school and to determine the factors that contribute to their resolve to complete their programs. A survey questionnaire developed from interviews with URM students was sent to Minority/Admissions Officers or deans of dental schools that enrolled URM students for distribution to their minority students. A total of 198 questionnaires were received from minority students in all levels of dental school. The results were that 74 percent said they selected a school for its reputation, and 49.5 percent chose a dental school even if the financial aid package was less than what was offered in other schools. African American, Hispanic, and Native American students prefer integrated interview days with nonminority applicants and disapprove of "special" days designated for URMs. The presence of other minority students was not an important factor in the selection of a school but is an important source of support while attending dental school. Dental school minority alumni also play a significant role in the selection of a school. Results of the study can be useful in planning recruitment and retention programs.

Nursing and dental students' and pediatric dentistry residents' responses to experiences with interprofessional education.

PubMed

Czarnecki, Gail A; Kloostra, Stephanie J; Boynton, James R; Inglehart, Marita R

2014-09-01

Interprofessional education (IPE) has received increasingly more attention over recent years. The objectives of this study were to assess 1) how nursing students' considerations concerning their own oral health and oral health-related knowledge changed from before to after experiencing IPE; 2) how nursing students', dental students', and pediatric dentistry residents' IPE-related attitudes and Readiness for Interprofessional Learning Scale (RIPLS) scores changed after experiencing an IPE rotation; and 3) how these groups' attitudes and RIPLS scores were related. Data were collected from three groups who participated in an IPE rotation: thirty-eight of forty third-year dental students (95 percent response rate), all thirty-three nursing students (100 percent), and all six pediatric dentistry residents (100 percent) prior to the rotation, and 100 percent of each group after the rotation. As a control group, data were also collected at the beginning of the winter term from first-year dental students (104 out of 105; 99 percent response rate) and second-year dental students (102 out of 116; 88 percent); the same groups were surveyed at the end of term, with response rates of 98 percent for first-year students and 89 percent for second-year students. After the rotation, the nursing students' tooth brushing frequency increased, and their comfort level with dental visits and oral health-related knowledge improved. The dental students rated the importance of nurses' having oral health-related knowledge and skills lower than did the nursing students and pediatric dentistry residents. The groups' RIPLS scores correlated with these importance ratings. Overall, while the nursing students showed positive responses to IPE, the dental students' attitudes and RIPLS scores did not change as a result of the IPE experience. Future research should explore the conditions under which dental students are impacted by IPE.

Efficiency of light curing units in a government dental school.

PubMed

Nassar, Hani M; Ajaj, Reem; Hasanain, Fatin

2018-01-01

The light intensity of a light-curing unit is a crucial factor that affects the clinical longevity of resin composites. This study aimed to investigate the efficiency of light-curing units in use at a local governmental dental school for curing conventional and bulk-fill resin materials. A total of 166 light-curing units at three locations were examined, and the brand, type, clinic location, diameter of curing tip, tip cleanliness (using a visual score), and the output (in mW/cm 2 using a digital radiometer) were recorded. Only 23.5% of the units examined had clean tips, with the graduate student clinical area containing the highest percentage of clean tips. Further, tips with poor cleanliness score values were associated with significantly lower output intensities. A small percentage (9.4%) of units was capable of producing intensities higher than 1,200 mW/cm 2 and lower than 600 mW/cm 2 (7.6%). The majority of the low intensity units were located in the undergraduate student area, which also contained the highest number of units with intensities between 900 and 1,200 mW/cm 2 . The output of all the units in service was satisfactory for curing conventional resin composites, and most units were capable of curing bulk-fill resin materials.

Prostaglandin E2 Receptor Expression by Osteoblasts is Modulated by Implant Surface Roughness and Prostaglandin E2

DTIC Science & Technology

2006-05-01

al. 1996; Trancik et al. 1989). Thus, it is of vital importance to the field of dental implantology to investigate how prostaglandins mediate their...of Texas Graduate School of Biomedical Sciences at San Antonio Supervising Professor: David D. Dean, Ph.D. While the predictability of dental implants...control media lacking PGE2. Cells were incubated for an additional 3, 6, or 120 hrs to simulate the early response after dental implant placement, after

Attitudes of the first cohort of student groups trained together at the University of Portsmouth Dental Academy towards dental interprofessional education.

PubMed

Colonio Salazar, F B; Andiappan, M; Radford, D R; Gallagher, J E

2017-05-01

This study explored, and compared, the attitudes of student groups trained at the University of Portsmouth Dental Academy (UPDA) in 2010/2011 towards dental interprofessional education (IPE). The study population consisted of fifth-year student dentists (n = 80) from King's College London Dental Institute, second- and third-year dental hygiene and therapy (n = 38) and first-year dental nursing (n = 14) students from UPDA. A 19-item, validated and dentally modified questionnaire, 'Readiness for Inter-Professional Learning Scale (RIPLS)', was administered. RIPLS contains three subscales: teamwork and collaboration, professional identity and roles and responsibilities. Mean (x¯) and standard deviation (SD) of the scores were calculated, following reversal of negative items. All the analyses were carried out using SPSS version 20 and STATA version 11. An overall response rate of 71% (n = 94) was achieved. In reference to teamwork and collaboration, all groups strongly indicated that IPE can contribute to learning teamwork skills (x¯ = 24.98, SD = 3.5) and improving relationships with team members (x¯ = 12.93, SD = 1.63); however, the scores did not differ between the groups (P = 0.09 and P = 0.16, respectively). Concerning professional identity, student dentists had significantly higher preference for a discipline-based approach (P = 0.002); were more likely to agree that 'it is not necessary for undergraduate dental and dental care professional students to learn together' (P = 0.01); and perceived that 'clinical problem-solving skills can only be learnt effectively with other students from their own discipline' (P = 0.02) than dental hygiene and therapy students. In relation to roles and responsibilities, participants demonstrated a strong sense of their own professional role. Student dentists reported that they had 'to gain more knowledge and skills' than dental hygiene and therapy (P = 0.01) and dental nursing (P = 0.01) students. Dental hygiene and therapy students were less likely than student dentists to agree that 'the role of dental nurses and hygienists was to mainly provide support for dentists' (P = 0.001). The findings suggest that IPE was perceived as beneficial in relation to teamwork; however, the study raises issues regarding professional identity and roles. Educators should consider differing perceptions of professional roles and identities when planning and delivering interprofessional programmes. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Perceived relevance of oral biology by dental students.

PubMed

Scheven, B A A

2012-02-01

This study investigated the perception that dental students have regarding the relevance of oral biology (OB) to dental education and dentistry in general. Moreover, this study analysed students' attitude towards OB learning approaches and resources. A questionnaire based on a Likert scale was used to survey pre-clinical/second (BDS2)- and final/fifth (BDS5)-year dental students at the School of Dentistry of the University of Birmingham (United Kingdom). In comparison, a small group of postgraduate specialist registrars were surveyed to evaluate the attitudes of practising dentists. The results show that all study groups expressed a high level of perceived relevance of OB to dentistry. Students' perception of OB for dental education, clinical training and practice also scored high. More than 40% of undergraduate students and about 55% of the postgraduates indicated a perceived change in their attitude towards OB with time characterised by increased appreciation of the subject. Lectures were considered as the most important teaching approach, whereas 'group poster projects' ranked lowest. Of the different study resources, lecture handouts received the overall highest importance score. The results indicate that dental students considered OB relevant for dental education and dentistry and suggest a positive attitude towards the subject. This study also suggested that dental students prefer teacher-centred/led teaching rather than student-directed learning of OB. The article addresses the role of OB and science-related research projects within the dental curriculum and discusses that close integration of basic sciences with dental education may enrich dental education and overall learning experience. © 2011 John Wiley & Sons A/S.

Development of a mobile device optimized cross platform-compatible oral pathology and radiology spaced repetition system for dental education.

PubMed

Al-Rawi, Wisam; Easterling, Lauren; Edwards, Paul C

2015-04-01

Combining active recall testing with spaced repetition increases memory retention. The aim of this study was to evaluate and compare students' perception and utilization of an electronic spaced repetition oral pathology-radiology system in dental hygiene education and predoctoral dental education. The study employed an open-source suite of applications to create electronic "flashcards" that can be individually adjusted for frequency of repetition, depending on a user's assessment of difficulty. Accessible across multiple platforms (iOS, Android, Linux, OSX, Windows) as well as via any web-based browser, this framework was used to develop an oral radiology-oral pathology database of case-based questions. This system was introduced in two courses: sophomore oral pathology for dental students and sophomore radiology for dental hygiene students. Students were provided free software and/or mobile tablet devices as well as a database of 300 electronic question cards. Study participants were surveyed on frequency and extent of use. Perception-based surveys were used to evaluate their attitudes towards this technology. Of the eligible students, 12 of 22 (54.5%) dental hygiene and 49 of 107 (45.8%) dental students responded to the surveys. Adoption rates and student feedback were compared between the two groups. Among the respondents, acceptance of this technology with respect to educational usefulness was similar for the dental and dental hygiene students (median=5 on a five-point scale; dental hygiene interquartile range (IQR)=0; dental IQR=1). Only a minority of the survey respondents (25% dental, 33% dental hygiene) took advantage of one of the main benefits of this technology: automated spaced repetition.

The evidence-based dentistry initiative at Baylor College of Dentistry.

PubMed

Jones, Daniel L; Hinton, Robert J; Dechow, Paul C; Abdellatif, Hoda; McCann, Ann L; Schneiderman, Emet D; D'Souza, Rena

2011-02-01

This report describes the impact of an R25 Oral Health Research Education Grant awarded to the Texas A&M Health Science Center-Baylor College of Dentistry (BCD) to promote the application of basic and clinical research findings to clinical training and encourage students to pursue careers in oral health research. At Baylor, the R25 grant supports a multi-pronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence-based dentistry (EBD). New coursework and experiences in all 4 years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent "EBD culture" characterized by increasing participation and buy-in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty who can model the importance of evidence-based practice is of paramount importance for the future of dentistry.

Teaching evidence-based practice at the University of Texas Health Science Center at San Antonio dental school.

PubMed

Rugh, John D; Hendricson, William D; Glass, Birgit J; Hatch, John P; Deahl, S Thomas; Guest, Gary; Ongkiko, Richard; Gureckis, Kevin; Jones, Archie A; Rose, William F; Gakunga, Peter; Stark, Debra; Steffensen, Bjorn

2011-02-01

The overarching goal of the Evidence-Based Practice Program at San Antonio is to provide our graduates with life-long learning skills that will enable them to keep up-to-date and equip them with the best possible patient care skills during their 30-40 years of practice. Students are taught to (1) ask focused clinical questions, (2) search the biomedical research literature (PubMed) for the most recent and highest level of evidence, (3) critically evaluate the evidence, and (4) make clinical judgments about the applicability of the evidence for their patients. Students must demonstrate competency with these "just-in-time" learning skills through writing concise one-page Critically Appraised Topics (CATs) on focused clinical questions. The school has established an online searchable library of these Critically Appraised Topics. This library provides students and faculty with rapid, up-to-date evidence-based answers to clinical questions. The long-range plan is to make this online library available to practitioners and the public.

Should Undergraduate Lectures be Compulsory? The Views of Dental and Medical Students from a UK University

PubMed Central

Daud, Alaa; Bagria, Aaron; Shah, Kushal; Puryer, James

2017-01-01

Formal lectures have been a traditional part of medical and dental education, but there is debate as to their compulsory status. This study was designed to explore dental and medical students’ views on compulsory lectures and the use of Video-Recorded Lectures (VRL). A cross-sectional study of University of Bristol students in Years 2 to 4 was conducted using an online questionnaire. The majority of both dental (76%) and medical (66%) students felt lectures should be non-compulsory. The most common learning resources used by both dental and medical students were live lectures, lecture handouts and VRL. The majority of both dental (84%) and medical (88%) students used VRL. Most students attended lectures all of the time both before and after the introduction of VRL, even though most dental and medical students believe lectures should be non-compulsory. VRL is a popular learning resource. These findings tie-in with General Dental Council and General Medical Council recommendations that encourage self-directed learning. Dental and Medical schools should offer a range of learning resources and make use of current technology, including the use of VRL. PMID:29563421

Dental students' knowledge about careers in academic dentistry.

PubMed

Rupp, Jeffery K; Jones, Daniel L; Seale, N Sue

2006-10-01

The purposes of this study were to determine the knowledge of fourth-year dental students regarding certain issues related to an academic career and to ascertain their intent to pursue such a career. Factors contributing to the students' intent to pursue academia were assessed, including the effect of dental school programs designed to educate students about a career in dental education. Surveys were sent to twelve U.S. dental schools that reported having either a mandatory or elective academic career educational program or no program at all. The surveys were completed by fourth-year dental students who were queried as to their knowledge of selected academic issues. Surveys were returned by 561 students from eleven of the twelve selected dental schools. Knowledge level of academic issues among respondents was overwhelmingly low. Factors contributing to the intent to pursue some form of faculty career were gender, plans to specialize, knowledge of academic issues, having a parent in higher education, and personal teaching experience. The results of this study suggest that dental students in general do not possess the knowledge and information necessary to make an informed decision regarding a career in dental education.

Burnout Among the Clinical Dental Students in the Jordanian Universities

PubMed Central

Amin, Wala Majid; Al-Ali, Muna H.; Duaibis, Ramzi B.; Oweis, Tamara; Badran, Darwish H.

2009-01-01

Background The study aimed to evaluate the level of burnout among the clinical dental students in two Jordanian universities. Methods A total of 307 students from the two schools were surveyed using Maslach Burnout Inventory survey. Scores for the inventory’s subscales were calculated and the mean values for the students’ groups were computed separately. Kruskal-Wallis and Mann-Whitney tests were carried out and the results were compared at 95% confidence level. Results The results showed that the dental students in both Jordanian universities suffered high levels of emotional exhaustion and depersonalization compared to reported levels for dental students in other countries. The dental students of the University of Jordan demonstrated a significantly higher (p < 0.05) level of emotional exhaustion than their counterparts in the Jordan University of Science and Technology. Conclusions The findings indicated that dental students in the Jordanian universities presented considerable degrees of burnout manifested by high levels of emotional exhaustion and depersonalization. Studies targeting students health and psychology should be carried out to determine the causes of burnout among dental students. The curricula of the dental schools in the two universities should be accordingly improved to minimize burnout among the students. Keywords Burnout; Emotional exhaustion; Depersonalization; Personal accomplishment; Maslach Burnout Inventory PMID:22461870

Organisational aspects of dental practices: do dental students think like patients or like general dental practitioners?

PubMed

Sonneveld, R E; Brands, W G; Bronkhorst, E M; Welie, J V M; Truin, G J

2013-02-01

In view of transparency in health care, the widespread desire for more patient-centred care, and in an attempt to facilitate educational programmes that effectively respond to these changes, two research questions are formulated: (i) How do dental students rate the importance of various organisational aspects of dental practices compared with dental patients and general dental practitioners (GDPs), and what prescripts, defined as specific operational responsibilities of GDPs in these matters, do dental students propose? and (ii) In doing so, do students resemble patients or GDPs? In two survey studies, dental students (n = 198), patients (n = 3127) and GDPs (n = 303) were asked to rate by questionnaire the importance of 41 organisational aspects of a general dental practice and proposed specific operational responsibilities ('prescripts'). Seven of 41 aspects were rated as important by the majority of the students. Although in a different rank order, three aspects were predominantly selected by all three groups: continuing education, accessibility by telephone and Dutch-speaking GDP. For most aspects, significant differences were found between the prescripts proposed by students and those proposed by patients, and few differences were found between students and GDPs. The findings do not permit the general conclusion that the views of dental students resemble those of patients or GPDs. Looking at the overall rank order, the three respondent groups showed a great resemblance although significant differences were found for specific aspects. With regard to the proposed prescripts, students showed realistic views and the majority wants to participate in continuing education and work with protocols and guidelines. In this, they tend to resemble GDPs more than they resemble patients. © 2012 John Wiley & Sons A/S.

Should PGY-1 Be Mandatory in Dental Education? Two Viewpoints: Viewpoint 1: PGY-1 Provides Benefits That Support Making It Mandatory and Viewpoint 2: PGY-1 Should Be Available for Dental Graduates But Not Mandatory.

PubMed

Dhar, Vineet; Glascoe, Alison; Esfandiari, Shahrokh; Williams, Kelly B; McQuistan, Michelle R; Stevens, Mark R

2016-11-01

This Point/Counterpoint considers whether a general dentistry postgraduate year one (PGY-1) residency should be required for all new graduates who do not pursue specialty training. Currently, New York and Delaware require PGY-1 for dental licensure, while other states offer it as an alternative to a clinical examination for obtaining licensure. Viewpoint 1 supports the position that PGY-1 should be mandatory by presenting evidence that PGY-1 residencies fulfill new graduates' need for additional clinical training, enhance their professionalism and practice management skills, and improve access to care. The authors also discuss two barriers-the limited number of postdoctoral positions and the high cost-and suggest ways to overcome them. In contrast, Viewpoint 2 opposes mandatory PGY-1 training. While these authors consider the same core concepts as Viewpoint 1 (education and access to care), they present alternative methods for addressing perceived educational shortcomings in predoctoral curricula. They also examine the competing needs of underserved populations and residents and the resulting impact on access to care, and they discuss the potential conflict of interest associated with asking PGY-1 program directors to assess their residents' competence for licensure.

Who succeeds at dental school? Factors predicting students' academic performance in a dental school in republic of Korea.

PubMed

Ihm, Jung-Joon; Lee, Gene; Kim, Kack-Kyun; Jang, Ki-Taeg; Jin, Bo-Hyoung

2013-12-01

The purpose of this study was to examine what cognitive and non-cognitive factors were responsible for predicting the academic performance of dental students in a dental school in the Republic of Korea. This school is one of those in Korea that now require applicants to have a bachelor's degree. In terms of cognitive factors, students' undergraduate grade point average (GPA) and Dental Education Eligibility Test (DEET) scores were used, while surveys were conducted to evaluate four non-cognitive measures: locus of control, self-esteem, self-directed learning, and interpersonal skills. A total of 353 students matriculating at Seoul National University School of Dentistry in 2005, 2006, 2007, and 2008 consented to the collection of records and completed the surveys. The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students. Self-directed learning was significantly associated with students ranked in the top 50 percent in cumulative GPA. However, students' interpersonal skills were negatively related to their academic performance. In particular, students' lack of achievement could be predicted by monitoring their first-year GPA. Therefore, the identification of those factors to predict dental school performance has implications for the dental curriculum and effective pedagogy in dental education.

Underrepresented minority dental student recruitment and enrollment programs: an overview from the dental Pipeline program.

PubMed

Formicola, Allan J; D'Abreu, Kim C; Tedesco, Lisa A

2010-10-01

By now, all dental schools should understand the need to increase the enrollment of underrepresented minority (URM) students. While there has been a major increase in the number of Hispanic/Latino, African American/Black, and Native American applicants to dental schools over the past decade, there has not been a major percent increase in the enrollment of URM students except in the schools participating in the Pipeline, Profession, and Practice: Community-Based Dental Education program, which have far exceeded the percent increase in enrollment of URM students in other U.S. dental schools during Phase I of the program (2002-07). Assuming that all dental schools wish to improve the diversity of their student bodies, chapters 9-12 of this report--for which this chapter serves as an introduction--provide strategies learned from the Pipeline schools to increase the applications and enrollment of URM students. Some of the changes that the Pipeline schools put into place were the result of two focus group studies of college and dental students of color. These studies provided guidance on some of the barriers and challenges students of color face when considering dentistry as a career. New accreditation standards make it clear that the field of dentistry expects dental schools to re-energize their commitment to diversity.

System to outline the graduate students.

PubMed

Schanaider, Alberto

2015-01-01

to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

A four-part setting on examining the anxiety-provoking capacity of the sound of dental equipment.

PubMed

Wong, Hai Ming; Mak, Cheuk Ming; Xu, Ying Feng

2011-01-01

This paper reports the results of a four-part questionnaire survey to assess the effects of the sound of dental equipment on people's perceptions and dental anxiety levels. The convenience sample for the survey comprised 230 dental students and 230 gender and age matched non-dental university students. The subjects were requested to complete the questionnaires themselves. The results show that the sound of dental equipment has a great influence on dental anxiety. Dental students, who are more familiar with the operation of this equipment, are less prone to anxiety when they hear its sound than their non-dental counterparts.

Methicillin-resistant Staphylococcus aureus from dental school clinic surfaces and students.

PubMed

Roberts, Marilyn C; Soge, Olusegun O; Horst, Jeremy A; Ly, Kiet A; Milgrom, Peter

2011-10-01

Methicillin-resistant Staphylococcus aureus (MRSA) isolated from frequently touched dental school clinic surfaces were compared with MRSA isolated nasal cultures of dental students. Sixty-one dental students and 95 environmental surfaces from 7 clinics were sampled using SANICULT (Starplex Scientific Inc, Etobicoke, Ontario, Canada) swabs. Antimicrobial susceptibility testing was performed, and pulsed-field gel electrophoresis analysis, the mecA gene, multilocus sequence type, and SCCmec type were determined by polymerase chain reaction and sequencing. Thirteen (21%) dental students and 8 (8.4%) surfaces were MRSA positive. Three MRSA strains were SCCmec type IV, whereas 3 were nontypeable isolates and Panton-Valentine leukocidin positive (PVL+), and none were USA300. One surface and 1 student isolate shared the same multilocus sequence type ST 8 and were 75% related. Two groups of students carried the same MRSA strains. The MRSA-positive samples were from 4 of 7 dental clinics. In addition, 21% of the dental students carried MRSA, which is > 10 times higher than the general public and twice as frequent as in other university students. This is the first study to characterize MRSA from dental clinic surfaces and dental students and suggests that both may be reservoirs for MRSA. Further studies are needed to verify this premise. Copyright © 2011 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

2017-01-01

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…

The Social Support for International Graduate Students to Obtain Academic Success

ERIC Educational Resources Information Center

He, Ping

2013-01-01

Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

Do dental students have a neutral working posture?

PubMed

Movahhed, Taraneh; Dehghani, Mahboobe; Arghami, Shirazeh; Arghami, Afarin

2016-11-21

Dentists are susceptible to Musculoskeletal Disorders (MSDs) due to prolonged static postures. To prevent MSDs, working postures of dental students should be assessed and corrected in early career life. This study estimated the risk of developing musculoskeletal disorders in dental students using Rapid Upper Limb Assessment (RULA) tool. A number of 103 undergraduate dental students from fourth and fifth academic years participated. Postures of these students were assessed using RULA tool while working in the dental clinic. They also answered a questionnaire regarding their knowledge about postural dental ergonomic principles. The majority of the students (66%) were at intermediate and high risk levels to develop MSDs and their postures needed to be corrected. There was no significant correlation between RULA score and gender, academic year and different wards of dental clinics. There was no significant correlation between knowledge and RULA scores. Dental students did not have favorable working postures. They were at an intermediate to high risk for developing MSDs which calls for a change in their working postures. Therefore students should be trained with ergonomic principles and to achieve the best results, ergonomic lessons should be accompanied by practice and periodical evaluations.

Dental vs. Medical Students' Comfort with Smoking Cessation Counseling: Implications for Dental Education.

PubMed

Allen, Staci Robinson; Kritz-Silverstein, Donna

2016-08-01

The aim of this study was to determine if dental and medical students have similar feelings of professional responsibility, comfort, and confidence with counseling patients about smoking cessation during their clinical years. All third- and fourth-year osteopathic medical (N=580) and dental students (N=144) at Western University of Health Sciences were invited to participate in a survey in April-July 2014, either electronically or in person, regarding their perceived professional responsibility, comfort, and confidence in counseling smokers about quitting and major constraints against counseling smokers about quitting. Respondents' demographic characteristics, smoking history, and history of living with a smoker were also assessed. Response rates were 21% (124/580) for medical and 82% (118/144) for dental students. Most of the responding medical (99.2%) and dental (94.9%) students reported feeling it was their professional responsibility to counsel patients about smoking cessation. Medical student respondents were significantly more comfortable and confident counseling patients about smoking cessation than dental student respondents (p<0.001). Students in the third year were just as comfortable and confident counseling patients about smoking cessation as students in the fourth year (p>0.10). There were no differences by age, but students who were former smokers were significantly more comfortable and confident counseling about smoking cessation than were nonsmokers (p=0.001). While almost all of the responding students reported feeling responsible for counseling patients about smoking cessation, the medical students and former smokers were more comfortable and confident performing this counseling. These results suggest the need for additional training in counseling techniques for dental students and nonsmokers. Future studies should assess the impact of medical and dental students' smoking cessation counseling.

University of Virginia Graduate Mentoring Institute: A Model Program for Graduate Student Success

ERIC Educational Resources Information Center

Spivey-Mooring, Tazzarae; Apprey, Cheryl Burgan

2014-01-01

This study examines an innovative model program for the mentorship of diverse graduate students entitled the "Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education" (i.e., "Mentoring Institute"), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research…

A comparison of knowledge of local analgesia, pulp therapy and restoration of primary molar teeth amongst dental students, dentists and dental therapists within a dental hospital setting.

PubMed

Foley, J

2007-06-01

To gain an overview of knowledge of local analgesia, pulpal therapy and restorative procedures in the primary dentition amongst dental undergraduate students (DS), dental therapy students (DTS), recently-qualified dentists (QD) and dental therapists (DT), working within a Dental Hospital setting. A survey undertaken at Dundee Dental Hospital and School, NHS Tayside, United Kingdom to determine current knowledge regarding the use of local analgesia, pulp anatomy and pulp therapy techniques in addition to restoration of primary teeth. Data were available for 24 individuals (DS: 5; QD: 6; DTS: 8; DT: 5). Deficiencies in knowledge regarding the maximum safe dose for local analgesia, pulp canal anatomy, pulp therapy medicaments and the preparation required prior to placement of a pre-formed metal crown were noted in both student and staff groups. The knowledge of basic dental procedures for children amongst a group of dental students, student dental therapists and recently qualified dentists and dental therapists, was found to be imperfect. These findings indicate that more research is needed on the educational procedures used in the transfer of such knowledge and skills. Deficiencies in knowledge were identified in all areas assessed. Courses should be designed at both the pre- and postgraduate level to address and avoid such gaps in knowledge.

Intrinsic rewards experienced by a group of dentists working with underserved populations.

PubMed

Gardner, S P; Roberts-Thomson, K F; Winning, T A; Peterson, R

2014-09-01

The aim of this study was to explore, using qualitative methods, the intrinsic reasons why dentists work with underserved groups. Minority and marginalized groups of Australians suffer a greater burden of dental disease than the general population due to disparities in accessing care. Recruitment and retention of dentists to care for underserved groups is problematic due to personal, professional and structural reasons. What drives dentists to work with underserved groups is not widely known. Sixteen dentists were recruited using 'snowball' purposeful sampling. Semi-structured in-depth interviews were conducted. Thematic analysis was conducted on the transcriptions to identify themes. Five key themes emerged: (1) 'tapped on the shoulder', being personally approached or invited; (2) 'dental school experience', the challenges faced as a student; (3) 'empathic concern', the non-judgemental expressions of care toward others; (4) 'resilience', the ability to bounce back after setbacks; (5) 'intrinsic reward', the personal gain and satisfaction received. This study focuses on the intrinsic rewards which were found to be simple, unexpected, and associated with relieving pain, community engagement and making a difference. Emphasizing personal fulfilment and intrinsic reward could be useful when promoting dentistry as a career and when encouraging graduates to consider working with disadvantaged groups. © 2014 Australian Dental Association.

Dental Fear among Medical and Dental Undergraduates

PubMed Central

Hakim, H.; Razak, I. A.

2014-01-01

Objective. To assess the prevalence and level of dental fear among health related undergraduates and to identify factors causing such fear using Kleinknecht's Dental Fear Survey (DFS) questionnaire. Methods. Kleinknecht's DFS questionnaire was used to assess dental fear and anxiety among the entire enrollment of the medical and dental undergraduates' of the University of Malaya. Results. Overall response rate was 82.2%. Dental students reported higher prevalence of dental fear (96.0% versus 90.4%). However, most of the fear encountered among dental students was in the low fear category as compared to their medical counterpart (69.2 versus 51.2%). Significantly more medical students cancelled dental appointment due to fear compared to dental students (P = 0.004). “Heart beats faster” and “muscle being tensed” were the top two physiological responses experienced by the respondents. “Drill” and “anesthetic needle” were the most fear provoking objects among respondents of both faculties. Conclusion. Dental fear and anxiety are a common problem encountered among medical and dental undergraduates who represent future health care professionals. Also, high level of dental fear and anxiety leads to the avoidance of the dental services. PMID:25386615

Persistence Factors among Online Graduate Students with Disabilities

ERIC Educational Resources Information Center

Verdinelli, Susana; Kutner, Debbi

2016-01-01

Students with disabilities face a number of obstacles to complete graduate education. Adult learners with disabilities are enrolling in online graduate programs at increasing numbers, yet they tend to graduate at lower rates than students without disabilities. Research indicates that students with disabilities tend to prefer and excel in the…

Mentoring Experiences of Latina Graduate Students

ERIC Educational Resources Information Center

García, Irán O.; Henderson, Sheila J.

2015-01-01

In order to contribute to knowledge on the Latina graduate students' experiences and the role of mentoring relationships in their pursuit of higher education, the purpose of this qualitative study was to interview Latina doctoral students about their lived experience. Four Latina graduate students at a graduate university in San Francisco,…

Faculty-Graduate Student Mentoring Relationships: Mentors' Perceived Roles and Responsibilities

ERIC Educational Resources Information Center

Lechuga, Vicente M.

2011-01-01

Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has provided valuable insights about effective practices that foster the success of graduate students.…

The relationship between sleep habits and academic performance in dental students in Croatia.

PubMed

Valic, M; Pecotic, R; Lusic, L; Peros, K; Pribudic, Z; Dogas, Z

2014-11-01

It is well accepted that sleep and lifestyle habits affect academic success in students. However, sleep patterns and sleep problems amongst dental students have been insufficiently addressed in the literature. The purpose of this study was to evaluate sleep habits of dental students and the relationship between sleep habits and academic performance. A self-administered questionnaire on sleep habits, academic performance and lifestyle was administered. The participants were 447 dental students from Split University Dental Medicine School and Zagreb University Dental Medicine School from the six academic years. The subjects were classified into two groups based on academic success (high-performing vs. low-performing students) for comparison of sleep and lifestyle habits. Amongst the whole group of students, average bedtime and wake time during weekday was significantly earlier compared with weekend. Main findings indicate that students with high academic performance had earlier bedtimes during weekdays and weekends, earlier wake times during weekends and shorter sleep latency compared with low academic performing students. Self-reported academic performance of dental students in Croatia is associated with timing of sleep and wakefulness, rather than with total sleep time duration. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Career choice and perceptions of dental hygiene students and applicants.

PubMed

DeAngelis, Susan; Dean, Kim; Pace, Cherin

2003-01-01

As the number of dental hygiene programs across the country continues to increase, educational opportunities for prospective students have flourished, resulting in increased competition among dental hygiene programs for qualified applicants. The purpose of this study was to provide a current description of dental hygiene students and applicants, assess the reasons for choosing the career, and evaluate the perceptions of both applicants and enrolled students with regard to specific aspects of the profession. A questionnaire was mailed to 142 prospective dental hygiene students who met the minimal requirements for admission to either of the two dental hygiene programs in Arkansas. The prospective students had been invited for an admissions interview. The questionnaire also was administered during class to 80 students currently enrolled in one of the two programs. An overall response rate of 71% (n = 157) was achieved. The average respondent was 22 years old, female, and Caucasian with a grade point average of 3.5 and a composite ACT score of 23. Dental hygiene was also the first career choice and most respondents had prior dental assisting experience. Dental hygienists and dentists were reported as providing the most career guidance, while high school and college guidance counselors were least influential. Respondents chose the profession in order to work with and help people, have flexible work schedules, and receive good salaries. Respondents typically viewed dental hygiene as offering a bright future in terms of job security, good salaries, flexible work schedules, diverse career opportunities, and personal responsibility. No significant difference in overall perceptions of the profession was found between applicants and those enrolled in dental hygiene programs, although the strength of individual perceptions of the profession differed between applicant and first-year students compared to second-year students. Dental hygiene programs can use the findings of this study to identify influential allies in guiding prospective students toward a career in dental hygiene. The results also can be used to design recruitment strategies that incorporate aspects of the profession found to motivate students in their career choice and shape their perceptions of the profession.

Dental Students' Knowledge and Attitudes towards Antibiotic Prescribing Guidelines in Riyadh, Saudi Arabia.

PubMed

AboAlSamh, Abdulrahman; Alhussain, Abdulmalik; Alanazi, Nawaf; Alahmari, Rakan; Shaheen, Naila; Adlan, Abdallah

2018-05-07

Background: The use of antibiotics prophylactically and therapeutically in dentistry has become common practice. Inappropriate prescription may lead to adverse side effects and bacterial resistance. During clinical training, dental students in Saudi Arabia are authorized to prescribe antibiotics. Aim: To evaluate dental students’ knowledge and attitudes regarding antibiotic prescription in Riyadh, Saudi Arabia. Methods: A cross-sectional study based on a validated questionnaire consisting of 34 questions focusing on antibiotic indications in dentistry, antibiotic regimens, and knowledge regarding resistance was distributed amongst dental students in five leading dental colleges in Riyadh. Results: A large proportion of students (71.7%) were familiar with the concept of antibiotic resistance. When comparing junior and senior dental students’ knowledge with regards to indications of antibiotic use in commonly encountered conditions, it was found that there was no significant difference in antibiotic prescription frequency between these groups. Most dental students choose to prescribe amoxicillin as their first-choice of antibiotic (88.4%), and most also chose to use it for a duration of 3⁻5 days (69.2%). Conclusions: This study concludes that dental students may prescribe antibiotics inappropriately to manage various conditions when not indicated. This may indicate a defect in education of students with regards to current antibiotic guidelines.

U.S. Dental students' and faculty members' attitudes about technology, instructional strategies, student diversity, and school duration: a comparative study.

PubMed

Abdelkarim, Ahmad; Benghuzzi, Hamed; Hamadain, Elgenaid; Tucci, Michelle; Ford, Timothy; Sullivan, Donna

2014-04-01

In this study, attitudes and perceptions of U.S. dental students and faculty members were evaluated regarding four aspects of dental education: technology integration, instructional strategies, student diversity, and school duration. A survey instrument with eight statements using a five-point Likert scale and a free-text comment section was developed and distributed through Survey Monkey. A total of 426 students and 187 faculty members from ten U.S. dental schools participated, a response rate of 17 percent of those surveyed. Faculty and student responses were compared using the Mann-Whitney U test. The results of this analytic procedure revealed that the groups differed in their average responses for seven of the eight statements. Analysis of the faculty and student comments revealed similar themes between the two groups. Both dental students and dental faculty members stated that technology integration should be viewed as only a supplement to conventional instruction and showed mixed opinions about electronic textbooks. Further, both groups had positive views of the roles of problem-based learning, community service, and the integration of research practice into dental education. Both groups also valued diversity in the student body and supported the current four-year duration of dental school.

Examination of social networking professionalism among dental and dental hygiene students.

PubMed

Henry, Rachel K; Molnar, Amy L

2013-11-01

Becoming a dental professional requires one to apply ethical decision making skills and demonstrate high standards of professionalism in practice, including the way professionals present themselves to the public. With social media as an evergrowing part of personal and professional communications, this study aimed to determine the accessibility, amount, and type of unprofessional content on Facebook profiles of dental hygiene and dental students in a college of dentistry. The authors evaluated the online profiles of all 499 dental and dental hygiene students at The Ohio State University using objective measures that included existence of a profile, current privacy settings, and access to personally identifiable information. A sample of profiles were evaluated for unprofessional content including photos, comments, and wall posts. The majority of these students were found to use Facebook, with 61 percent having Facebook profiles. Dental hygiene students were more likely to have a Facebook profile than were dental students: 72.6 percent and 59.1 percent, respectively (p=0.027). The majority of the students' profiles had some form of privacy setting enabled, with only 4 percent being entirely open to the public. Fewer than 2 percent of the students allowed non-friends access to personal information. Based on in-depth analysis of the profiles, fourteen (5.8 percent) instances of unprofessionalism were recorded; the most common unprofessional content involved substance abuse. This study found that these dental and dental hygiene students frequently possessed an identifiable Facebook account and nearly half had some kind of personal information on their profile that could potentially be shared with the public. In some instances, the students gave patients, faculty, and potential employers access to content that is not reflective of a dental professional. Academic institutions should consider implementing policies that bring awareness to and address the use of social media in a professional environment.

Do Stages of Dentistry Training Affect Anxiety Provoking Situations?

PubMed Central

Obarisiagbon, A; Azodo, CC; Omoaregba, JO; James, BO

2014-01-01

Background: Undetected and unaddressed anxiety negatively affects performance in clinical learning environments. Aim: The aim was to investigate the anxiety provoking situations in clinical dental care delivery among students of preclinical and clinical years and house officers. Subjects and Methods: A 38-item modified Moss and McManus clinical anxiety questionnaire, general health questionnaire-12 (GHQ-12) and the Zung self-rating anxiety scale were the data collection tools. Results: Of the 84 recruited, 79 completed the study giving 94.0% (79/84) response rate. The median age of the participants was 25 years with 50.6% (40/79) being 20-25 years. Gender distribution revealed that males constituted 60.8% (48/79) of the participants. House officers constituted 29.1% (23/79), clinical students 36.7% (29/79), and preclinical students 34.2 (27/79) of the participants. The top anxiety provoking situations using the modified Moss and McManus clinical anxiety questionnaire were extracting wrong tooth 3.24 (1.06), inability to pass examination 3.32 (1.01), achieving examination requirement 3.19 (1.01), fracturing a tooth 3.08 (0.98) and accidental pulp exposure 2.96 (1.04). Getting diagnosis wrong, help in faint episode, not developing radiograph properly and coping with children were the anxiety provoking situations that showed statistically significant difference in the 3 studied training stages of dentistry. Bonferroni post-hoc analysis significant difference was in the preclinical and clinical students’ pair for getting diagnosis wrong, not developing radiograph properly and coping with children while house officers/clinical students and house officers/preclinical students’ pairs were for help in faint episode. Overall, 2.5% (2/79) had severe, 69.6% (55/79) moderate, 26.6% (21/79) mild clinical anxiety while 1 (1.3%) of the participants expressed no clinical anxiety. Conclusion: Data from this study revealed that the clinical anxiety of moderate severity was prevalent among the studied dental healthcare students. The anxiety-provoking situations were also found to be majorly similar in preclinical, clinical and post-graduation clinical stages of dental training stages in Nigeria. PMID:25506478

An emergency dental service for students: 4-year findings.

PubMed

Sinclair, J; Wilson, N H

1997-06-01

To describe the arrangements for the provision of emergency dental services for students at the University of Manchester and to report data collected during the first four and a half years of the student emergency dental services (SEDS) unit based at the University Dental Hospital of Manchester. Data pertaining to every student attending SEDS since its inception were collected by means of questionnaire including provision to record diagnoses, treatment needs and the emergency care provided. The incidence of dental emergencies within the student population served by SEDS has been found to be 39 emergencies per 1000 students per annum, with the service being most heavily used by overseas students. Caries, pulpal pathology and failed restorations account for 46 per cent of the presenting emergencies, with pericoronitis (19 per cent) and other emergencies of periodontal origin (14 per cent) being common place. It is concluded that a student emergency dental service may be found to be an important element of student medical and related welfare services.

Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

PubMed

Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

2011-02-01

The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.

Genre Analysis of Personal Statements: Analysis of Moves in Application Essays to Medical and Dental Schools

ERIC Educational Resources Information Center

Ding, Huiling

2007-01-01

Despite the important role the personal statement plays in the graduate school application processes, little research has been done on its functional features and little instruction has been given about it in academic writing courses. The author conducted a multi-level discourse analysis on a corpus of 30 medical/dental school application letters,…

Vertical Root Fracture Detection Using Limited-FOV Cone-Beam Computed Tomography

DTIC Science & Technology

2012-06-01

A thesis submitted to the Faculty of the Endodontics Graduate Program Naval Postgraduate Dental School Uniformed Services...Dental Program Navy Medicine Professional Development Center Terry D. Webb, DDS, MS CAPT, DC, USN Chairman, Endodontics Dept. Glen M. Imamura, S...Computed Tomography Geoffrey McMurray, DDS, MS ABSTRACT Introduction: Vertical root fractures (VRF) often occur in endodontically treated teeth

Awareness and attitude toward using dental magnification among dental students and residents at King Abdulaziz University, Faculty of Dentistry.

PubMed

Alhazzazi, Turki Y; Alzebiani, Nouran A; Alotaibi, Samaher K; Bogari, Dania F; Bakalka, Ghaida T; Hazzazi, Loai W; Jan, Ahmed M; McDonald, Neville J

2016-07-19

The authors conducted a study aimed to assess the awareness and attitude among dental students and residents at King Abdulaziz University, Faculty of Dentistry (KAUFD) toward using dental magnification. An e-questionnaire was formulated then sent to dental students and residents (n = 651). The questionnaire included questions that assessed both the awareness and attitude toward using dental magnification. Data were analyzed using IBM SPSS version 22. The chi-square test was used to establish relationships between categorical variables. The response rate was 69.7 % (n = 454). Of those, 78.1 % did not use magnification during dental procedures. However, 81.8 % agreed that dental magnification could enhance the accuracy and quality of their dental work. Thus, 91.6 % thought it would be useful in endodontics and 46.3 % voted for surgery. Of the 21.9 % that used magnification, dental loupes were mostly used, 55.9 %. The majority (59.4 %) of the participants believed that using dental magnification should be introduced by faculty beginning in Year I of dental school. Among our respondents, most of the undergraduate students did not use dental magnification nor attended courses in the use of dental magnifications. However, most of the students were aware of its significance in improving the accuracy and quality of their work.

MasterOnline Periodontology and Implant Therapy-revisited after seven years: A case study of the structures and outcomes in a blended learning CPD.

PubMed

Ratka-Krüger, P; Wölber, J P; Blank, J; Holst, K; Hörmeyer, I; Vögele, E

2018-02-01

There is a great need for postgraduate training and continuing professional development (CPD), specifically in the field of periodontology. Despite the plenty of periodontal CPDs, there is a lack of information about the performance of CPDs in a blended learning setting. This study is a case study of the structures and outcomes in a blended learning CPD programme in periodontology, the MasterOnline Periodontology and Implant Therapy hosted by the University of Freiburg's Dental School. The structures of the blended learning CPD were analysed with the aims to (i) make explicit how various innovative educational methods and ICT tools can be successfully applied to a Web-supported postgraduate periodontology training programme, (ii) identify the programme's impact on learning transfer in students' dental practices and (iii) identify other outcomes, synergies and any changes required during the existence. Using qualitative interviewing, the various types of learning transfer and elements of the study programme that foster transfer could be exemplified. A period of 7 years was analysed. In this duration, 50 students successfully graduated to a master of science. Qualitative interviews were performed with six students and four teachers affirming the learning transfer in a blended learning setting. This case study shows that blended learning can be a successful approach for CPD in dentistry. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Integrating Professional Development into STEM Graduate Programs: Student-Centered Programs for Career Preparation

NASA Astrophysics Data System (ADS)

Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.

2017-12-01

Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.

Lesbian, gay, bisexual, and transgender (LGBT) issues in dental school environments: dental student leaders' perceptions.

PubMed

Anderson, Joan I; Patterson, April N; Temple, Henry J; Inglehart, Marita Rohr

2009-01-01

The objectives of the study reported in this article were to assess dental student leaders' perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climate concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self-identified as belonging to the LGBT community and of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty-seven dental schools in the United States and three in Canada. Fifty student leaders were females, and sixty-two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327; p<.001). The better they felt prepared, the more they perceived the clinic environment as sensitive and affirming for patients with different sexual orientations (r=.464; p<.001). The more they reported that dental schools' administrations create a positive environment for students with LGBT orientations, the more they agreed that persons can feel comfortable regardless of their sexual orientation (r=.585; p<.001). In conclusion, the findings indicate that dental school administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff, faculty, students, and patients from these backgrounds are not discriminated against.

Graduate Student Support and Manpower Resources in Graduate Science Education, Fall 1970.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Current data on graduate student support and manpower resources in graduate science education are important to science administrators, educators, and others concerned with the education of highly qualified scientists and engineers and other related manpower issues. They are also of interest to prospective graduate students, vocational counselors,…

The Way to Win in Graduate School.

ERIC Educational Resources Information Center

Cortada, James W.; Winkler, Vera C.

Designed to help students who either want to go to American graduate schools or who are already in advanced degree programs, this book was written from the student's point of view. Chapter One on becoming a graduate student discusses motivation, choice of school, preparation for graduate work, graduate programs (the M.A. and PhD.), differences…

Graduating into Debt: The Burdens of Borrowing for Graduate & Professional Students.

ERIC Educational Resources Information Center

Education Resources Inst., Boston, MA.

A study of the debt levels of graduate and professional students is reported in narrative, data tables, and graphs. Highlights include: total annual borrowing through federal loan programs has accelerated dramatically, with more than a million graduate and professional students now borrowing nearly $8 billion per year; graduate and professional…

In the students' own words: what are the strengths and weaknesses of the dental school curriculum?

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William

2007-05-01

Dental students have little input into the selection of course topics and subject matter included in their dental curricula. Curriculum requirements are framed by the Commission on Dental Accreditation, which has stipulated competencies and associated biomedical and clinical knowledge that must be addressed during dental school. Although these competency requirements restrict the variance of educational experiences, students are eager to share their views on the curriculum within the realm of their educational experience. The objective of this research project was to elicit the perspectives of dental students from a broad cross-section of U.S. and Canadian dental schools about their education. A total of 605 students (285 sophomores, 220 seniors, 100 residents) from twenty North American dental schools completed a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis to communicate their perceptions of the curriculum. Students were also asked to provide their impressions of the overall quality of the educational program in an open-ended written format. The students' qualitative comments were then reviewed and categorized into key issues or themes. Resulting themes for each category of the Curriculum SWOT (C-SWOT) analysis were the following. Strengths: 1) clinical learning experience, and 2) opportunity to work with knowledgeable faculty. Weaknesses: 1) disorganized and inefficient clinical learning environment, 2) teaching and testing that focus on memorization, 3) poor quality instruction characterized by curricular disorganization, and 4) inconsistency among instructors during student evaluations. Opportunities: 1) develop strategies to provide students with more exposure to patients, especially early in the curriculum, and 2) opportunities to learn new technology/techniques. Threats: 1) cost of dental education, 2) students' concerns about faculty "brain drain," i.e., lack of sufficient numbers of dental faculty capable of providing high-quality instruction, and 3) questionable treatment of patients in the dental clinic as a consequence of pursuing procedural requirements. This report presents commentaries selected from 2,421 total responses that communicate students' perspectives related to C-SWOT themes. Students at seven schools in this study reported that they completed all or portions of the first two years of the curriculum in combined classes with medical students. Sophomore and senior students at these schools provided their thoughts on this curricular approach; these perceptions are also reported. Findings from this study are compared to results from a similar investigation of dental student perceptions conducted fifty years ago. We conclude that students participating in this study were positive overall about their learning experiences in dental schools, but identified several areas that appear to be problematic for many students at a variety of different schools including fundamental concerns about instructional quality in some areas of the curriculum. Academic program administrators in dental schools can use these findings to guide modifications that will enhance the overall dental education experience.

Effect on Dental Hygiene Students of a Substance Use Simulation Conducted with Nursing Students.

PubMed

Mitchell, Ann M; Riccelli, Angelina; Boucek, Lynn; Puskar, Kathryn R; Hagle, Holly; Lindsay, Dawn

2018-05-01

Dental professionals have an opportunity to screen for substance use, provide targeted feedback based on patients' oral health, provide patient education, and refer for further assessment as needed. The aim of this study was to assess the impact on dental hygiene students of an interprofessional Screening, Brief Intervention, and Referral to Treatment (SBIRT) educational intervention with standardized patients as a tool for initiating discussions on alcohol and drug use with patients. Starting in 2015, dental hygiene students in two classes at the University of Pittsburgh participated with nursing students in one and a half hours of didactic instruction followed within a ten-week period by SBIRT simulation scenarios utilizing standardized patients, with subsequent debriefing of students by faculty. Students' attitudes were assessed before and after the didactic session and immediately after the SBIRT simulation, using the Alcohol and Alcohol Problems Perceptions Questionnaire and the Drug and Drug Problems Perceptions Questionnaire. All 67 dental hygiene students in the program at the time participated in the educational intervention and surveys. The results showed significant positive changes in role security, defined as the acceptance of SBIRT delivery as part of their role identity as dental hygienists, following the intervention. This study found that the IPE intervention with dental hygiene and nursing students improved the dental hygiene students' attitudes through using SBIRT.

Factors Influencing Student Selection of Marriage and Family Therapy Graduate Programs

ERIC Educational Resources Information Center

Hertlein, Katherine M.; Lambert-Shute, Jennifer

2007-01-01

To understand which factors students consider most important in choosing a marriage and family therapy (MFT) graduate program and how programs met or did not meet these expectations of students over the course of graduate study, we conducted an online mixed-method investigation. One hundred twelve graduate students in Commission on Accreditation…

Life Satisfaction and Perceived Meaningfulness of Learning Experience among First-Year Traditional Graduate Social Work Students

ERIC Educational Resources Information Center

Fakunmoju, Sunday; Donahue, Gilpatrick R.; McCoy, Shandria; Mengel, Alison S.

2016-01-01

Knowledge about life satisfaction and learning experience among first-year graduate students is sparse, despite its relevance to instructional decisions, academic support, and success of students. Adequate knowledge is crucial, as it may help graduate students manage personal and professional life changes associated with graduate education. Using…

A Seventeen-Year Study of Graduate Student Authorship in Advertising Journals

ERIC Educational Resources Information Center

Wang, Ye; Rodgers, Shelly; Wang, Zongyuan; Thorson, Esther

2016-01-01

An examination of five leading advertising journals over seventeen years revealed that the number of graduate student "authors" increased over time. However, there was no increase in the total number of "articles" with graduate student authors. More than 70 percent of graduate students who authored or co-authored the published…

The Influence of Cultural Social Identity on Graduate Student Career Choice

ERIC Educational Resources Information Center

Haley, Karen J.; Jaeger, Audrey J.; Levin, John S.

2014-01-01

This study examines and enriches understanding of the career choice process for graduate students of color. Social identity theory (SIT) is used as a framework to expand our understanding of how and why graduate students choose (or do not choose) faculty careers. Graduate students' cultural social identities influenced their career choice…

Are Graduating Students Ready for Financial Aspects of Social Work Practice?

ERIC Educational Resources Information Center

Birkenmaier, Julie M.; Loke, Vernon; Hageman, Sally A.

2016-01-01

Graduating students must be prepared with knowledge and skills for the financial aspects of social work practice. This study examines graduating students' attitudes and perceptions about client finances, as well as their financial knowledge. Internet survey results (n = 116) of BSW and MSW graduating students indicate that respondents (a) perceive…

Case Study of Characteristics of Effective Leadership in Graduate Student Collaborative Work

ERIC Educational Resources Information Center

Duemer, Lee S.; Christopher, Mary; Hardin, Fred; Olibas, Lezlie; Rodgers, Terry; Spiller, Kevin

2004-01-01

The purpose of the study was to determine the effective leadership characteristics of graduate students working in a collaborative setting. A secondary goal was to develop recommendations that will help faculty better utilize group collaboration as a learning experience for graduate students. Data consisted of interviews of graduate students who…

Incoming Graduate Students in the Social Sciences: How Much Do They Really Know about Library Research?

ERIC Educational Resources Information Center

Monroe-Gulick, Amalia; Petr, Julie

2012-01-01

Academic librarians provide information literacy instruction and research services to graduate students. To develop evidence-based library instruction and research services for incoming graduate students, the authors interviewed fifteen incoming graduate students in the social sciences and analyzed the interviews using the Association of College &…

Analysis of Camp Pendleton California Medical Treatment Facility Budget and Execution Process

DTIC Science & Technology

2008-12-01

for the formal internship, residency, fellowship and graduate training in medicine and dentistry . Graduate Medical Education involves costs of in...Conservation, medical aspects of ergonomics , reproductive hazards, ionizing and non- ionizing radiation safety, workplace assessments (afloat & ashore...care and services to authorized beneficiaries through the operation of hospital departments of dentistry and dental clinics and operation of

Owners' insights into private practice dentistry in New South Wales and the Australian Capital Territory.

PubMed

Fischer, J E; Marchant, T

2010-12-01

The aim of this study was to investigate aspects of practice ownership including debt on graduation, the time period between graduation and acquiring practice ownership and small business skills. A mail survey of 400 dentists with practice ownership, in New South Wales (NSW) and the Australian Capital Territory (ACT), addressed demographics, setting up practice, technology and business management. Most respondents were male and nearly half had 20 years of practice ownership. Dentists agreed with the need to be taught small business management skills. Average debt on graduation was AUD$18 000 and the figure was higher for post 1995 graduates. On average, it took five years to acquire some form of practice ownership, but nearly half acquired ownership within three years. Few favoured opening a new practice. Staff were the most frequently nominated contributors to a successful practice, with fees, profit and parking noted least frequently. There was no question that these experienced dentists thought small business skills should be taught to the dental fraternity. Given the significance of staff to a successful practice, dentists may need to learn more about advanced human resource management including professional development and performance management. © 2010 Australian Dental Association.

International Volunteer Programs for Dental Students: Results of 2009 and 2016 Surveys of U.S. Dental Schools.

PubMed

Woodmansey, Karl F; Rowland, Briana; Horne, Steve; Serio, Francis G

2017-02-01

The aims of this study were to determine the prevalence and nature of international volunteer programs for predoctoral students at U.S. dental schools and to document the change over five years. Web-based surveys were conducted in 2009 and 2016. An invitation to participate in the study, along with a hyperlink to the survey, was emailed to the deans of all U.S. dental schools in the two years. In 2009, 47 of 58 dental school deans responded to the survey, for a response rate of 81%. In 2016, 48 of 64 dental school deans responded, for a response rate of 75%. From 2009 to 2016, the number of schools reporting dental student international experiences increased from 25 to 31. In 2016, 65% of responding schools offered dental student international experiences, an 11.5% increase over the results of the 2009 survey. Concomitantly, the number of deans reporting their students' participation in international opportunities not officially sanctioned by the school decreased from 41 to 34. These findings showed an increase in the number of dental schools providing international experiences for their students and established baseline data to assess trends in the future.

Factors affecting utilization of dental health services and satisfaction among adolescent females in Riyadh City.

PubMed

Al-Hussyeen, Al Johara A

2010-01-01

This study was conducted to determine factors affecting utilization of dental health services among intermediate female school students in Riyadh. In addition to assessing their satisfaction with the dental care received during the last dental visit. Self-administered questionnaires were distributed among students attending eight public and four private schools. These schools were selected randomly to represent the four different administrative zones in Riyadh. Of 600 questionnaires distributed, 531 were complete and suitable for analysis. Nearly three quarters of the students visited the dentist more than once during the last 2 years. A bout 75% had their treatment in private dental clinics and 63% made their visits for routine treatment. The quality of dental care was found to be the most encouraging factor for utilization of dental services, whereas, far geographic location of the dental clinics was the most discouraging factor. For those who received treatment in the government clinics, the most discouraging factor was post operative complications (P < 0.0001), while the most encouraging factor was the availability of friendly staff (P < 0.0001). The high cost of dental care was the most discouraging factor for utilizing the dental services for those who visited private clinics (P < 0.0001), while the high quality of dental care was the most encouraging factor (P < 0.009). Students who made their visits because of pain highly considered modern clinics and those recommended by friends as highly encouraging factors (P < 0.002), while they considered the high cost of dental care as discouraging factor for using dental services (P < 0.038). Students who visited the dentist for routine treatment gave the quality of dental care as encouraging for the use of dental clinics (P < 0.0001). Satisfaction with dental care was found to be significantly associated with high quality of dental care, convenient appointment, friendly staff, modern dental clinics and clinics recommended by friends. Quality of dental care, reasonable fees for dental services and close location of dental clinics to students' homes are encouraging factors for utilization of dental services.

Musculoskeletal pain reports among Mashhad dental students, Iran.

PubMed

Movahhed, Taraneh; Ajami, Behjatalmolook; Soltani, Mostafa; Shakeri, Mohammad Taghi; Dehghani, Mahboobe

2013-01-15

Dental practitioners are susceptible to Musculoskeletal Disorders (MSDs). The symptoms may begin from education courses. The aim of this study was to assess prevalence of musculoskeletal pain reports and correlated factors among the Mashhad Dental School students, Iran. A total of 177 undergraduate and postgraduate dental students, who were involved in educational clinical training, completed a questionnaire focusing on pain reports of different body anatomical regions. Variables such as gender, academic grade, academic year, clinical working hour, regular exercise times and also pain characteristics including pain duration intensity and frequency were evaluated. As results 82% of undergraduate students and 90% of postgraduate students reported body pain in at least one region. The most prevalent pain locations were: chest/shoulder (46.9%), head/neck (41.8%), middle back (33.9%) and right hand (25.4%). Severity of reported pain was increased due to performing dental work, increased working stress and working fatigue. Regular exercise was associated with alleviated some pain characteristics. As conclusions musculoskeletal pain reports were highly prevalent among dental students. Attention to prevention of musculoskeletal disorders should be considered as priority in dental schools. For dental students exercise training courses for strengthening muscles of shoulder/chest, neck and back are necessary.

Dental students' attitudes toward underserved populations across four years of dental school.

PubMed

Habibian, Mina; Seirawan, Hazem; Mulligan, Roseann

2011-08-01

The objective of this study was to assess dental students' attitudes toward underserved populations across their four years of dental school. Students at the Herman Ostrow School of Dentistry of the University of Southern California were invited to take part in the study. Participating students completed a questionnaire on their attitudes toward the underserved at three time points: 1) during orientation week; 2) at the end of their second year after taking part in some community dental programs; and 3) at the end of their fourth year after they had completed all their mandatory and volunteer rotations in community dental programs. Students' attitudes were measured in four categories: societal expectations, dentist/student responsibility, personal efficacy, and access to care. First-year students scored 85 out of a maximum of 115 on the questionnaire. Female students scored higher than male students (P=0.006). Age, debt, and past history of volunteer work were not related to first-year students' total attitude scores; however, students with a history of volunteer experience scored higher on the dentist/student responsibility category (P=0.04). Students' attitude scores declined across the four years of dental school (P=0.001). The same patterns were evident for all categories except societal expectations. The decline was not related to age, gender, debt, or volunteer work experience. Follow-up studies are needed to help explain the factors that may be related to this decline.

[Returning students' perspectives on adjusting to medical graduate school in Korea: an interview study].

PubMed

Park, So Youn; Kwon, Oh Young; Yoon, Tai Young

2015-03-01

The recent trend of switching from medical graduate school to medical school in Korea raises questions about the adjustments that students must make in medical education. We examined the perceptions of medical graduate students with regard to their adaptation in medical education. Sixteen semistructured, in-depth interviews were administered to medical graduate students who received their first degrees in foreign countries. The interviews addressed their perceptions of their experience in medical graduate school and on how well they adjusted to medical education. Students perceived their adaptation to medical graduate school in two dimensions: academic achievement and cultural adjustment. In academic achievement, a limited student-teacher relationship was recognized by students. Students tended to be passive in the classroom due to an uncomfortable atmosphere. They also reported witnessing culture shock in relation to the paucity of information on entrance into medical graduate school. Freshmen voiced many difficulties in adjusting to the unique culture in medical graduate school, in contrast to upper classmen. However, only 32% of students experienced helpful mentoring for their problems. Students' perspectives should guide all decisions made about medical education in an altered educational system.Self-regulated learning and a good mentoring program can help prepare students for medical education and professional life.

Dental Charting. Student's Manual.

ERIC Educational Resources Information Center

Weaver, Trudy Karlene; Apfel, Maura

This manual is part of a series dealing with skills and information needed by students in dental assisting. The individualized student materials are suitable for classroom, laboratory, or cooperative training programs. This student manual contains four units covering the following topics: dental anatomical terminology; tooth numbering systems;…

A cross-cultural comparison of dental health attitudes and behaviour among freshman dental students in Japan, Hong Kong and West China.

PubMed

Kawamura, M; Yip, H K; Hu, D Y; Komabayashi, T

2001-06-01

To clarify the differences in dental health attitudes/behaviour among freshman dental students. Cross-cultural differences. Japan, Hong Kong and West China. The original version of the Hiroshima University-Dental Behavioural Inventory (HU-DBI) was written in Japanese. After testing the validity of both English and Chinese versions, the original version of the HU-DBI was administered to 58 freshman Japanese dental students, the English version to 43 Hong Kong Chinese peers and the Chinese version to 39 West Chinese peers. Significant cultural differences were found for 16 items out of 20. The most striking result was that the Japanese students were more likely to have used a dye to see how clean their teeth were, compared to their Chinese peers (P<0.001). The Chinese students were less likely to have a belief that they could clean their teeth well without using toothpaste (P<0.001), whereas higher percentages of the Chinese students worried about having bad breath (P<0.001). A higher percentage of the Hong Kong students reported that they regularly checked their teeth in a mirror than did their West Chinese or Japanese peers (P<0.05). There were considerable differences in dental health attitudes/behaviour among freshman dental students in the three cultural groups.

Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program.

PubMed

Cepanec, Diane; Humphries, Amanda; Rieger, Kendra L; Marshall, Shelley; Londono, Yenly; Clarke, Diana

2016-05-01

With the global shortage of doctor of philosophy-prepared nursing faculty and an aging nursing professorate, the nursing profession is at risk of having fewer nurses doing research and fewer faculty to supervise the next generation of nurse researchers. A research training award for graduate nursing students was piloted with the intent of providing a research-intensive experiential learning opportunity that would contribute to graduate students' future roles as nurse researchers. This article describes the program design, implementation, and evaluation. The Graduate Student Research Training Awards afforded students an opportunity to develop research and methodologic skills and achieve student-centered outcomes. These awards build their capacity as future researchers by both empowering them and increasing their confidence in research. The input and evaluation from graduate students was integral to the success of the program. Graduate student research training awards can be a valuable experiential learning opportunity in research intensive graduate programs. [J Nurs Educ. 2016;55(5):284-287.]. Copyright 2016, SLACK Incorporated.

Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.

PubMed

Schmidt, Henk G; Cohen-Schotanus, Janke; Arends, Lidia R

2009-03-01

We aimed to study the effects of active-learning curricula on graduation rates of students and on the length of time needed to graduate. Graduation rates for 10 generations of students enrolling in the eight Dutch medical schools between 1989 and 1998 were analysed. In addition, time needed to graduate was recorded. Three of the eight schools had curricula emphasising active learning, small-group instruction and limited numbers of lectures; the other five had conventional curricula to varying degrees. Overall, the active-learning curricula graduated on average 8% more students per year, and these students graduated on average 5 months earlier than their colleagues from conventional curricula. Four hypotheses potentially explaining the effect of active learning on graduation rate and study duration were considered: (i) active-learning curricula promote the social and academic integration of students; (ii) active-learning curricula attract brighter students; (iii) active-learning curricula retain more poor students, and (iv) the active engagement of students with their study required by active-learning curricula induces better academic performance and, hence, lower dropout rates. The first three hypotheses had to be rejected. It was concluded that the better-learning hypothesis provides the most parsimonious account for the data.

Musculoskeletal disorders of the neck and shoulder in dental hygienists and dental hygiene students.

PubMed

Morse, Tim; Bruneau, Heather; Michalak-Turcotte, Claudia; Sanders, Martha; Warren, Nicholas; Dussetschleger, Jeff; Diva, Ulysses; Croteau, Marc; Cherniack, Martin

2007-01-01

Dental hygienists have been found to have high rates of neck and shoulder disorders, but there is very limited information on risk factors associated with those disorders, the level of risk for students, and the relationship of prior work as dental assistants for dental hygiene students. This study examines self-reported and physician-diagnosed neck and shoulder pain. A cohort consisting of 27 dental hygiene students with no prior dental occupation experience (mean age 24, 6.2 SD), and 39 dental hygiene students with prior experience as dental assistants (mean age 28, 6.0) and 94 experienced dental hygienists (mean age 46, 8.8) completed a questionnaire on risk factors and self reported pain, and were examined by a physician in reference to upper extremity findings and diagnoses. Analysis included tabular, trend, and logistic regression analysis. There were significant differences for risks, symptoms, and physician findings. Risk factors had a stepwise progression for students, student/assistants, and experienced dental hygienists, including working with a bent neck often or very often (79%, 89%, 96%, respectively, p<.001), static posture (39%, 50%, 63%, p<.001), precise motions (58%, 67%, 90%, p<.001), and repetition (79%, 86%, 98%, p<.001). Neck symptoms were reported by 37%, 43%, and 72%, respectively (p<.001), and 11%, 20%, and 35% for shoulder symptoms (p<.05). Similar patterns were demonstrated in physician findings, particularly for neck disorders (18%, 36%, 50%, p<.01). In regressions, self-reported shoulder pain was significantly associated with working above shoulder height (OR=1.5, CI 1.0-2.4), and neck symptoms with working with a bent neck (OR=2.1, CI 1.3-3.4), with a protective effect from high supervisor support (OR=0.5, CI 0.2-1.0). Risk factors and both self-reported and physician-diagnosed neck and shoulder symptoms increase in frequency from students to experienced hygienists, and students have higher prevalence if they are also dental assistants.

Characteristics and practice profiles of migrant dentist groups in Australia: implications for dental workforce policy and planning.

PubMed

Balasubramanian, Madhan; Spencer, A John; Short, Stephanie D; Watkins, Keith; Chrisopoulos, Sergio; Brennan, David S

2015-06-01

Migrants comprise a growing proportion of the dental workforce in Australia. To date, research on migrant dentists is limited, raising policy questions regarding the motivations for migration, demographic profiles and work patterns. The purpose of this paper was to present findings from the first national survey of migrant dentists in Australia. All dentists with a primary dental qualification from an overseas institution and registered with the Australian Dental Association (n=1,872) or enrolled as a graduate student in any of the nine dental schools in Australia (n=105) were surveyed between January and May 2013. A total of 1,022 participants (response rate=54.5%) were classifiable into three migrant dentist groups: direct recognition (n=491); Australian Dental Council (ADC) (n=411); and alternative pathway (n=120). Overall, 41.8% of migrant dentists were female. More than half of the ADC group (54.1%) were from lower middle income countries. The most frequent motivation for migration according to the direct recognition group (21.1%) was 'adventure', whereas other groups migrated for 'better opportunity'. The majority of ADC respondents (65%) were under 45 years of age, and a larger proportion worked in the most disadvantaged areas (12.4%), compared with other groups. Gender, marital status, years since arrival in Australia and having children varied between the groups (chi square; P<0.05). Dentist groups migrate to Australia for different reasons. The large proportion of the migrant dentist workforce sourced from lower middle income countries points towards deficiencies in oral health systems both for these countries and for Australia. The feminisation of the migrant dentist profile could in future affect dentist-practice activity patterns in Australia. Further research, especially on the settlement experiences of these dentists, can provide better insights into issues faced by these dentists, the nature of support that migrant dentists receive in Australia, the probable future patterns of work and potential impact on the dental workforce and dental service provision. © 2015 FDI World Dental Federation.

The Best and Worst of Graduate School: Graduate Students' Self-Report Narratives of What Helps and Hurts Their Success

ERIC Educational Resources Information Center

Hardré, Patricia L.; Pan, Rui

2017-01-01

Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…

A Brand New World: An Evaluation and Recommendations for the New Graduate Student Connect Program at the University of Delaware

ERIC Educational Resources Information Center

Sykes, Talia

2012-01-01

Research indicates there are major academic, psychological, social, and/or cultural challenges that graduate students face as they enter graduate programs and progress toward graduation. The literature review provided information on the various characteristics, needs, and challenges of graduate students and the support systems they need while…

A survey of graduate students' knowledge, views, and behavior with respect to reproductive health.

PubMed

Zheng, X

1997-01-01

This study examines knowledge, attitude, and reproductive health behavior among unmarried and married graduate students from 18 universities and colleges in eight Chinese cities (Beijing, Shanghai, Tianjin, Dalian, Changchun, Suzhou, Wuhan, and Nanjing). Data were obtained from a 1994 survey conducted among 2730 graduate students, who account for about 2.56% of the graduate students nationwide. Most married graduate students were aged 25-30 years, but only 60.6% of unmarried graduate students were similarly aged. 50% of students had parents who were intellectuals or professionals. The next highest proportion were students who had parents who were farmers. Single students tended to live in dormitories. 16.4% of married students lived at home with their parents or independently. 45.3% of married students had at least one child. Graduate students are not allowed to marry while in school. Romantic involvement of any kind is discouraged. Most graduate students valued chastity as a Chinese cultural virtue, but 25% did not respond to this question. Chastity was not as favored among unmarried students. Male students were more likely to favor premarital sex under all circumstances. Both genders similarly accepted premarital sex based on love and commitment. Over 50% (more women than men) were aware of safe abortion within the first 2 months of pregnancy; only 25% of unmarried students were aware of the safe abortion period. 16.5% of married students and 50% of unmarried students did not know the impregnation-prone period. Few students learned about reproductive health from their parents. Married students were more likely to read about reproductive health. 72.9% of married student used contraception, usually obtained from pharmacies. 38.6% of married students had an abortion. 10.9% of unmarried students had premarital sex. Most favored college courses in reproductive health.

Assessment of Dentally-related Functional Competency for Older Adults with Cognitive Impairment – A Survey for Special-care Dental Professionals

PubMed Central

Chen, Xi; Clark, Jennifer JJ

2013-01-01

This survey was to study whether and how dental professional assess dental-related function in older adults with cognitive impairment (OACI). An invitation was sent to 525 special-care dental professionals, followed by a reminder in 2 weeks. Thirteen percent of the targeted participants completed the survey. Among them, 88% completed a hospital dentistry, geriatric dentistry or other post-graduate training program. Nearly 70% of the respondents considered somewhat to very difficult to assess dentally-related function; 45% did not ever or did not regularly assess dental-related function for OACI. Dental-related functional assessments were often based on a subjective, unstructured approach. Only 6% of the respondents routinely used standard instruments to assess the patients' function. These results indicate that an objective functional assessment based on a standardized instrument has not been routinely incorporated into dental care for OACI, raising concerns for quality of care in this vulnerable population. PMID:23451924

A Leadership Elective Course Developed and Taught by Graduate Students

PubMed Central

Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

2013-01-01

Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

Using Standardized Patients to Teach Interprofessional Competencies to Dental Students.

PubMed

Anders, Patrick L; Scherer, Yvonne Krall; Hatton, Michael; Antonson, Donald; Austin-Ketch, Tammy; Campbell-Heider, Nancy

2016-01-01

The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health care providers. The ISPE scenario provided an effective way to evaluate IPCP competencies.

Do dental hygiene students fit the learning profile of the millennial student?

PubMed

Blue, Christine M

2009-12-01

Differences in learning and the cultural context of our students' life experiences are important variables that faculty members need to understand in order to be effective in the classroom. Faculty members are finding that millennial students' approaches to learning are often vastly different from their own and as a result feel frustrated in their ability to help these students with their learning needs. Cultivating awareness of how today's dental hygiene student learns as well as the millennial learner profile can help faculty members address this educational challenge. The purpose of this study was to identify the learning styles of three groups of dental hygiene students and determine if they fit the learning profile of the millennial student as measured by the Learning Type Measure. Given this new generation of learners, it was hypothesized that dental hygiene students' learning style preferences would fit the learning profile of the millennial student. The Learning Type Measure was administered to 101 dental hygiene students at the University of Minnesota, University of Arizona, and Virginia Commonwealth University. The results from the study revealed that dental hygiene students do exhibit learning style preferences consistent with the millennial learner profile.

Supporting the Professional Development of Foreign Language Graduate Students: A Focus on Course Development and Program Direction

ERIC Educational Resources Information Center

Enkin, Elizabeth

2015-01-01

The 2007 Modern Language Association report spurred research regarding the professional development of foreign language graduate students. This article first reviews existing proposals for the professional development of graduate students, then addresses the relevance of helping graduate students to develop the knowledge and skills that are needed…

Measuring Graduate Students' Teaching and Research Skills through Self-Report: Descriptive Findings and Validity Evidence

ERIC Educational Resources Information Center

Gilmore, Joanna; Feldon, David

2010-01-01

This study extends research on graduate student development by examining descriptive findings and validity of a self-report survey designed to capture graduate students' assessments of their teaching and research skills. Descriptive findings provide some information about areas of growth among graduate students' in the first years of their…

Advanced Degrees of Debt: Analyzing the Patterns and Determinants of Graduate Student Borrowing

ERIC Educational Resources Information Center

Belasco, Andrew S.; Trivette, Michael J.; Webber, Karen L.

2014-01-01

Despite record student debt and the growing importance of graduate education, little is known about what drives graduate student borrowing. In response to that research gap, this study draws on several national data sources to analyze the patterns and predictors of education-related debt among graduate students specifically. Adjusted Wald tests…

A Global Information Exchange (GIE) Project in a Graduate Course

ERIC Educational Resources Information Center

Thirunarayanan, M. O.; Coccaro-Pons, Jennifer

2016-01-01

Graduate students who were enrolled in an introductory educational technology course that met face-to-face completed a Global Information Exchange (GIE) project. The goal of the project was to promote global awareness among the graduate students who were also classroom teachers, and by extension their K-12 students. The graduate students, who also…

Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics

ERIC Educational Resources Information Center

Boman, Jennifer S.

2013-01-01

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and…

High School Graduation of Students with Disabilities: How Long Does It Take?

ERIC Educational Resources Information Center

Schifter, Laura

2011-01-01

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with…

Does a Spouse Slow You down?: Marriage and Graduate Student Outcomes

ERIC Educational Resources Information Center

Price, Joseph

2006-01-01

Using data on 11,000 graduate students from 100 departments over a 20 year period, I test whether graduate student outcomes (graduation rates, time to degree, publication success, and initial job placement) differ based on a student's gender and marital status. I find that married men have better outcomes across every measure than single men.…

Knowledge and attitudes regarding molar incisor hypomineralisation amongst Saudi Arabian dental practitioners and dental students.

PubMed

Silva, M J; Alhowaish, L; Ghanim, A; Manton, D J

2016-08-01

This was to investigate the perception of general dental practitioners (GDPs), specialist dentists and dental students regarding the prevalence, severity and aetiological factors of molar incisor hypomineralisation (MIH). Questionnaires were distributed to 407 general and specialist dentists who were members of the Saudi Dental Association and 222 fourth and fifth year dental students at College of Dentistry, King Saud University, Riyadh. The questionnaires investigated the perception and knowledge of MIH, including clinical experience, treatment, views on aetiology and need for further training in management of MIH. A total of 230 (56.5 %) dental practitioners and 149 (67.1 %) dental students completed the questionnaire. The majority of GDPs (76.9 %) and specialists (86.3 %) had encountered MIH in their practice. The majority of specialist dentists (56.1 %) and GDPs (60.4 %) reported that MIH could come second to dental caries as a public health concern. A range of possible aetiological factors were identified by both students and dentists with genetics the most common. The majority of GDPs (90.5 %) and specialists (72.4 %) reported a need for further training in MIH, in particular, regarding treatment. The majority of dental students (64 %) had not heard of MIH and most were in favour of including MIH-associated cases in the undergraduate curriculum of paediatric dentistry. Students were more likely to request training in diagnosis than treatment. MIH is a condition encountered by Saudi dentists who advocated the need for clinical training regarding MIH-aetiological and therapeutic fields. Students have little exposure to MIH and are likely to have similar concerns upon commencement of dental practice.

Dental Chairside Technique. Student's Manual.

ERIC Educational Resources Information Center

Apfel, Maura; Weaver, Trudy Karlene

This manual is part of a series dealing with skills and information needed by students in dental assisting. The individualized student materials are suitable for classroom, laboratory, or cooperative training programs. This student manual contains four units covering the following topics: local anesthesia; dental office emergencies; oral hygiene;…

Effect of working characteristics and taught ergonomics on the prevalence of musculoskeletal disorders amongst dental students

PubMed Central

2013-01-01

Background Work-related musculoskeletal disorders are one of the main occupational health hazards affecting dental practitioners. This study was conducted to assess the prevalence of Work-related Musculoskeletal Disorder (WMSD) amongst dental students. Possible correlations with the working environment and ergonomics taught in Malaysian dental schools were also sought. Methods Five dental schools in Malaysia participated in this cross-sectional study. A validated self-administered questionnaire was used to establish the point prevalence of WMSD in the dental students based on various body regions. The questionnaire also collected data regarding the working environment, clinical practice and the taught ergonomics of the students during their training years. Results Out of five hundred and sixty eight dental students who participated in the study, 410 were in their clinical years whilst 158 were students in their non- clinical years. Ninety three percent of the clinical year students reported symptoms of WMSD in one or more body regions. Female students reported a significantly higher numbers of symptoms compared to male students. The neck (82%) and lower back (64%) were reported to have the highest prevalence of WMSD. Discomfort in the neck region was found to be associated with self-reported frequency of bending of the neck. A majority of students (92%) reported minimum participation in workshops related to ergonomics in dentistry and 77% were unfamiliar with treatment and remedies available in the case of WMSD. Conclusions There was more WMSD seen in dental students who had started their clinical years. Neck and lower back are more injury prone areas and are at increased risk of developing musculoskeletal disorders. Theory and practice of ergonomics should be incorporated into the dental undergraduate curriculum. PMID:23547959

Effect of working characteristics and taught ergonomics on the prevalence of musculoskeletal disorders amongst dental students.

PubMed

Khan, Saad A; Chew, Kwai Yee

2013-04-02

Work-related musculoskeletal disorders are one of the main occupational health hazards affecting dental practitioners. This study was conducted to assess the prevalence of Work-related Musculoskeletal Disorder (WMSD) amongst dental students. Possible correlations with the working environment and ergonomics taught in Malaysian dental schools were also sought. Five dental schools in Malaysia participated in this cross-sectional study. A validated self-administered questionnaire was used to establish the point prevalence of WMSD in the dental students based on various body regions. The questionnaire also collected data regarding the working environment, clinical practice and the taught ergonomics of the students during their training years. Out of five hundred and sixty eight dental students who participated in the study, 410 were in their clinical years whilst 158 were students in their non- clinical years. Ninety three percent of the clinical year students reported symptoms of WMSD in one or more body regions. Female students reported a significantly higher numbers of symptoms compared to male students. The neck (82%) and lower back (64%) were reported to have the highest prevalence of WMSD. Discomfort in the neck region was found to be associated with self-reported frequency of bending of the neck. A majority of students (92%) reported minimum participation in workshops related to ergonomics in dentistry and 77% were unfamiliar with treatment and remedies available in the case of WMSD. There was more WMSD seen in dental students who had started their clinical years. Neck and lower back are more injury prone areas and are at increased risk of developing musculoskeletal disorders. Theory and practice of ergonomics should be incorporated into the dental undergraduate curriculum.

Graduate-entry medical students: older and wiser but not less distressed.

PubMed

Casey, Dion; Thomas, Susan; Hocking, Darren R; Kemp-Casey, Anna

2016-02-01

Australia has a growing number of graduate-entry medical courses. It is known that undergraduate medical students have high levels of psychological distress; however, little is known about graduate-entry medical students. We examined whether graduate-entry medical students had higher levels of psychological distress than the same-age general population. Psychological distress was assessed in 122 graduate-entry medical students in an Australian graduate-entry medical school using the 21-item Depression Anxiety and Stress Scale. Mean scores and the proportion of students with scores in the highly distressed range were compared with non-clinical population norms. Scores were also compared across demographic characteristics. Medical students reported higher mean depression, anxiety and stress scores than the general population and were more likely to score in the moderate to extremely high range for anxiety (45% vs. 13%; p<0.001) and stress (17% vs. 13%; p=0.003). Anxiety and stress were higher in students aged ≥30 years than in younger students. Despite their maturity, graduate-entry students experienced high psychological distress. Anxiety and stress were higher, not lower, with increasing age. Our results suggest that graduate-entry medical students warrant the same level of concern as their school-leaving counterparts. Further interventions to support these students during medical school are warranted. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Dental students' compliance with antibiotic prescribing guidelines for dental infections in children.

PubMed

Wong, Yee Chen; Mohan, Mandakini; Pau, Allan

2016-01-01

To investigate the antibiotic prescribing training received by dental students, clinical experience in treating child patients, awareness of antibiotic prescribing guidelines, preparedness in antibiotic prescribing, and compliance with antibiotic prescribing guidelines for the management of dental infections in children. This was a cross-sectional study involving final year dentals students from Malaysian and Asian dental schools. A self-administered questionnaire consisting of five clinical case scenarios was e-mailed to all final year students at selected dental schools. Students' responses were compared for each clinical case scenario with the prescribing guidelines of the American Academy of Pediatric Dentistry and the American Dental Association. Compliance in each scenario was tested for association with their preparedness in antibiotic prescribing, previous training on antibiotic prescribing and awareness of antibiotic prescribing guidelines using Chi-square test. Data collected were analyzed using SPSS statistics version 20. A total of 108 completed responses were received. About 74 (69%) students were from Malaysian dental schools. The compliance rate with prescribing guidelines ranged from 15.7% to 43.5%. Those attending Malaysian dental schools (47.3%) and those who had treated child patient more often (46.3%) were more likely (P < 0.05) to be aware of the guidelines. Those who had received antibiotic prescribing training (21.3%) were more likely to think they were well prepared in antibiotic prescribing (P < 0.05). Final year dental students had low awareness and compliance with antibiotic prescribing guidelines. Further research is needed to investigate how compliance with the guidelines may be enhanced.

Determinants of preventive oral health behaviour among senior dental students in Nigeria

PubMed Central

2013-01-01

Background To study the association between oral health behaviour of senior dental students in Nigeria and their gender, age, knowledge of preventive care, and attitudes towards preventive dentistry. Methods Questionnaires were administered to 179 senior dental students in the six dental schools in Nigeria. The questionnaire obtained information on age, gender, oral self-care, knowledge of preventive dental care and attitudes towards preventive dentistry. Attending a dental clinic for check-up by a dentist or a classmate within the last year was defined as preventive care use. Students who performed oral self-care and attended dental clinic for check-ups were noted to have complied with recommended oral self-care. Chi-square test and binary logistic regression models were used for statistical analyses. Results More male respondents agreed that the use of fluoride toothpaste was more important than the tooth brushing technique for caries prevention (P < 0.001). While the use of dental floss was very low (7.3%), more females were more likely to report using dental floss (p=0.03). Older students were also more likely to comply with recommended oral self-care (p<0.001). In binary regression models, respondents who were younger (p=0.04) and those with higher knowledge of preventive dental care (p=0.008) were more likely to consume sugary snacks less than once a day. Conclusion Gender differences in the awareness of the superiority of using fluoridated toothpaste over brushing in caries prevention; and in the use of dental floss were observed. While older students were more likely to comply with recommended oral self-care measures, younger students with good knowledge of preventive dental care were more likely to consume sugary snacks less than once a day. PMID:23777298

Determinants of preventive oral health behaviour among senior dental students in Nigeria.

PubMed

Folayan, Morenike O; Khami, Mohammad R; Folaranmi, Nkiru; Popoola, Bamidele O; Sofola, Oyinkan O; Ligali, Taofeek O; Esan, Ayodeji O; Orenuga, Omolola O

2013-06-18

To study the association between oral health behaviour of senior dental students in Nigeria and their gender, age, knowledge of preventive care, and attitudes towards preventive dentistry. Questionnaires were administered to 179 senior dental students in the six dental schools in Nigeria. The questionnaire obtained information on age, gender, oral self-care, knowledge of preventive dental care and attitudes towards preventive dentistry. Attending a dental clinic for check-up by a dentist or a classmate within the last year was defined as preventive care use. Students who performed oral self-care and attended dental clinic for check-ups were noted to have complied with recommended oral self-care. Chi-square test and binary logistic regression models were used for statistical analyses. More male respondents agreed that the use of fluoride toothpaste was more important than the tooth brushing technique for caries prevention (P < 0.001). While the use of dental floss was very low (7.3%), more females were more likely to report using dental floss (p=0.03). Older students were also more likely to comply with recommended oral self-care (p<0.001). In binary regression models, respondents who were younger (p=0.04) and those with higher knowledge of preventive dental care (p=0.008) were more likely to consume sugary snacks less than once a day. Gender differences in the awareness of the superiority of using fluoridated toothpaste over brushing in caries prevention; and in the use of dental floss were observed. While older students were more likely to comply with recommended oral self-care measures, younger students with good knowledge of preventive dental care were more likely to consume sugary snacks less than once a day.

Stress predictors in two Asian dental schools with an integrated curriculum and traditional curriculum.

PubMed

Nguyen, T T T; Seki, N; Morio, I

2018-05-01

This study explored stress predictors and the role of instructional methods and institutional differences in perceived stress levels amongst students at two Asian dental schools. An anonymous questionnaire was distributed to undergraduate dental students at Tokyo Medical and Dental University (TMDU), Japan and the University of Medicine and Pharmacy (UMP), Hochiminh City, Vietnam in 2016. Data concerning the students' demographic information and grades, and responses to the Perceived Stress Scale (PSS) and Dental Environment Stress questionnaire (DES) were collected. The questionnaires were prepared in English and translated into Japanese and Vietnamese following a forward-backward translation process. Altogether 684 students answered the questionnaire with a response rate of 97% for TMDU and 89% for UMP. The mean DES score of UMP students was significantly higher than TMDU (P < .001). TMDU students with dentistry as their first programme choice had significantly lower PSS and DES scores in several categories than other TMDU students, whilst UMP clinical students reported higher stress scores in several areas than UMP preclinical students. Having dentistry as their first choice of educational programme was a significant stress predictor for Japanese students whilst the clinical practicum was a significant stress predictor for Vietnamese students. Previous academic performance was not a significant stress predictor for students at either dental school. Dental students of an integrated, active-learning curriculum reported lower stress levels than students of a traditional, discipline-based curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Pressures on the dental care system in the United States.

PubMed Central

Wotman, S; Goldman, H

1982-01-01

A number of significant pressures are creating tensions in the dental profession and the dental care delivery system. These pressures may be categorized in five major areas: 1) regulation and deregulation pressures involve changes in the state dental practice acts, court decisions concerning antitrust and advertising, and the inclusion of consumers on State professional regulatory boards; 2) cost of services includes factors involving the out-of-pocket cost of dental care and the growth of dental insurance; 3) dentist-related factors include the increased number of dentists and the indebtedness of dental graduates; 4) the pressures of changes in the American populations include the decline in population growth and the increase in proportion of elderly people; 5) changes in the distribution of dental care are based on new epidemiologic data concerning dental caries and progress in the prevention of periodontal disease. Many of these pressures are inducing competition in the dental care system. It is clear that the dental care system is in the process of change as it responds to these complex pressures. PMID:7091458

Pressures on the dental care system in the United States.

PubMed

Wotman, S; Goldman, H

1982-07-01

A number of significant pressures are creating tensions in the dental profession and the dental care delivery system. These pressures may be categorized in five major areas: 1) regulation and deregulation pressures involve changes in the state dental practice acts, court decisions concerning antitrust and advertising, and the inclusion of consumers on State professional regulatory boards; 2) cost of services includes factors involving the out-of-pocket cost of dental care and the growth of dental insurance; 3) dentist-related factors include the increased number of dentists and the indebtedness of dental graduates; 4) the pressures of changes in the American populations include the decline in population growth and the increase in proportion of elderly people; 5) changes in the distribution of dental care are based on new epidemiologic data concerning dental caries and progress in the prevention of periodontal disease. Many of these pressures are inducing competition in the dental care system. It is clear that the dental care system is in the process of change as it responds to these complex pressures.

Oral Health Attitudes and Behavior among a Group of Dental Students in Bangalore, India.

PubMed

Neeraja, R; Kayalvizhi, G; Sangeetha, P

2011-04-01

To evaluate self-reported oral health attitudes and behavior among a group of dental students in Bangalore, India and to compare the oral health attitudes of students of different years of dental school. A self-administered questionnaire based on a modified version of the Hiroshima University Dental Behavior Inventory (HU-DBI) was administered to 250 dental students. Significant differences (P<.05) were observed among students of different years in the degree of worrying about the color of the teeth, not having been to the dentist before and brushing each tooth carefully. Strongly significant differences (P<.001) were observed among students of different years in brushing the teeth twice daily, being satisfied with the appearance of the teeth, cleaning the teeth well without toothpaste, visiting dentist only when having a toothache, taking too much time to brush their teeth, worrying about having bad breath and using mouth rinse on a regular basis. Among dental students, the overall knowledge of oral health was good, even though there were deficits in knowledge in a few areas. The oral health attitudes and behavior of dental students improved with increasing levels of education.

Graduate Diversity Officers and Efforts to Retain Students of Color

ERIC Educational Resources Information Center

Griffin, Kimberly A.; Muniz, Marcela; Smith, Edward J.

2016-01-01

This qualitative study explores how 14 institutional agents (graduate diversity officers or GDOs) work towards improving retention for graduate students of Color. Consistent with Lovitt's framework of graduate student retention, findings reveal GDOs implement diverse strategies that promote opportunities for academic integration, social…

Knowledge of Dental Health and Oral Hygiene Practices of Taiwanese Visually Impaired and Sighted Students

ERIC Educational Resources Information Center

Chang, Chien-Huey Sophie; Shih, Yeng-Hung

2004-01-01

This study investigated the dental health knowledge and oral hygiene practices of 95 students with visual impairments and 286 sighted students in Taiwan. It found that the students with visual impairments were less knowledgeable about dental health and less frequently completed oral hygiene practices than did the sighted students.

Beyond the Classroom: Religious Stressors and Adjustment among Indonesian Muslim Graduate Students in an American Graduate School

ERIC Educational Resources Information Center

Mukminin, Amirul; Yanto, Fridi; Yanto, Hadi

2013-01-01

This paper was to report some of findings from a larger phenomenological study on the lived experience of Indonesian graduate students in a US higher education. Particularly, this paper was to discuss the Indonesian Muslim graduate students' religious life experiences attending an American graduate school. The primary data sources were a…

Educational intervention about oral piercing knowledge among dental students and adolescents at schools.

PubMed

Junco, Pilar; Barrios, Rocío; Ruiz, María José; Bravo, Manuel

2017-10-01

Oral piercing can lead to complications and dentists are in a unique position to detect such complications. The purpose of this study was: (i) to assess the immediate and the long-term effects, on dental students, of a training programme about oral piercing knowledge; and (ii) to assess the immediate effect, on adolescents, of a single educational intervention session about oral piercing. A training programme for dental students (n = 66) was carried out in three phases. The last phase consisted of preparing and giving talks about oral piercing at schools, which was delivered by a random selection of dental students involved in the training programme. Dental students answered a questionnaire about oral piercing knowledge, before, immediately after (only the dental students included in the last phase) and 12 months after the training programme. Adolescents (n = 347) answered a survey about oral piercing knowledge before and after the talks. There were statistically significant differences in all comparison groups, except for the results in the 'before intervention' and in the '12 months after intervention' groups among dental students who had not prepared and given the talks to adolescents. Knowledge about oral piercing significantly improved among adolescents when comparing results before (mean questionnaire score = 3.0) and after (mean questionnaire score = 6.2) the talks. Oral piercing educational intervention had a favourable impact on adolescents and dental students, particularly among those who were more involved in the learning process. © 2017 FDI World Dental Federation.

First-year dental students' motivation and attitudes for choosing the dental profession.

PubMed

Avramova, Nadya; Yaneva, Krassimira; Bonev, Boyko

2014-01-01

To determine first-year dental students' current motivation and attitudes for choosing the dental profession at the Faculty of Dental Medicine, Medical University - Sofia, Bulgaria. An anonymous questionnaire, consisting of 12 questions about students' socio-demographic profile and their motivation for choosing dentistry, was administered to 119 first-year dental students at the Faculty of Dental Medicine of the Medical University of Sofia. The study was conducted at the beginning of the 2012-2013 academic year. The data was processed and analyzed with the following software: Microsoft Windows Server 2008 R2; Microsoft SQL Server 2008; Internet Information Server 7.5.; Microsoft SharePoint Server 2010. The majority of the students (73%) were self-motivated for choosing dentistry as a career; 61% of them did not have relatives in the medical profession; 43% chose dental medicine because it is a prestigious, humane and noble profession; 50% - for financial security; 59% - because of the independence that it provides. There were no significant differences in the motivation between males and females. Independence, financial security and 'prestige' were the predominant motivating factors in this group of first-year dental students. Determining the reasons for choosing dentistry has important implications for the selection and training of students as well as for their future job satisfaction. Copyright © 2014 by Academy of Sciences and Arts of Bosnia and Herzegovina.