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Journal of Dental Education

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March 2018: Journal of Dental Education
Daniela Costa-Silva, Juliana A Côrtes, Rober F Bachinski, Carolina N Spiegel, Gutemberg G Alves
Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16...
March 2018: Journal of Dental Education
Richard J Kratz, Caroline T Nguyen, Joanne N Walton, David MacDonald
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...
March 2018: Journal of Dental Education
Brian S Shumway, Mark L Bernstein, Chen Qian, Manjiri Y Kulkarni, Shesh N Rai
Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course...
March 2018: Journal of Dental Education
Fiorella Candamo, Matthew Tobey, Lisa Simon
People who are incarcerated or have a history of incarceration have high rates of dental disease, but access to dental treatment is often a challenge during and after incarceration. Dental students' exposure to this population is unknown: no data exist regarding the number of schools that provide didactic and clinical training in correctional dentistry. The aim of this study was to assess the extent of instruction in correctional dentistry and clinical opportunities at correctional facilities for dental students in the U...
March 2018: Journal of Dental Education
Allison K Marlow, Yusuke Hamada, Gerardo Maupome, George J Eckert, Vanchit John
Diagnosis and treatment planning for periodontal disease are fraught with challenges because of the complex and multifactorial nature of the disease as well as the inherent variability in interpretation of clinical findings. It is important for all practitioners to be accurate and consistent in formulating diagnoses based on the American Academy of Periodontology classification guidelines and to implement treatment plans to adequately address patients' needs. The aim of this study was to compare diagnoses and treatment plans among four groups of participants: full-time and part-time periodontology faculty at Indiana University School of Dentistry (IUSD), full-time and part-time IUSD general practice faculty, full-time periodontists in private practice, and full-time general practitioners in private practice...
March 2018: Journal of Dental Education
Robin E Reinke, Tonya Enright, Rebecca Love, Shalizeh A Patel, Ala Omar Ali, Zsuzsa Horvath
The aim of this preliminary survey study was to determine the perceptions of leaders of dental schools and dental hygiene programs regarding methods of and purposes for conducting students' course evaluations and their role in course improvement, curriculum design, and faculty assessment. A short electronic survey was distributed in 2016 to the academic deans of all 76 dental schools in the U.S. and Canada and a convenience sample of program directors of 232 of the total 332 accredited dental hygiene programs...
March 2018: Journal of Dental Education
Sama Ria, Margaret J Cox, Barry F Quinn, Jonathan P San Diego, Ali Bakir, Mark J Woolford
The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed...
March 2018: Journal of Dental Education
Sang E Park, Mirissa D Price, Nadeem Y Karimbux
The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program...
March 2018: Journal of Dental Education
R Todd Watkins, Linc J Conn, Robert G Gellin, Theresa S Gonzales, Lindsey M Hamil, Monica J Cayouette, Michael G Schmidt
The analysis of dental students' clinical production/participation has been used to assess whether a prospective graduate is capable of unsupervised and independent practice (that is, competent to perform that practice). This method and others have inherent biases that may not accurately reflect whether the student has mastered the associated concepts and techniques required for dentistry. The aim of this study was to assess an informatics system that assigned curriculum meta-tags with time-based relative educational value units (ReVUs) to each clinical procedure performed by Medical University of South Carolina (MUSC) students...
March 2018: Journal of Dental Education
Mai-Ly T Duong, Annaliese E Cothron, Nathaniel C Lawson, Eileen H Doherty
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...
March 2018: Journal of Dental Education
Tien-Min Gabriel Chu, Nicholas M Makhoul, Daniela Rodrigues Silva, Theresa S Gonzales, Ariadne Letra, Keith A Mays
This Point/Counterpoint article addresses a long-standing but still-unresolved debate on the advantages and disadvantages of using live patients in dental licensure exams. Two contrasting viewpoints are presented. Viewpoint 1 supports the traditional use of live patients, arguing that other assessment models have not yet been demonstrated to be viable alternatives to the actual treatment of patients in the clinical licensure process. This viewpoint also contends that the use of live patients and inherent variances in live patient treatment represent the realities of daily private practice...
March 2018: Journal of Dental Education
Emily Sabato, Jessica Owens, Ann Marie Mauro, Patricia Findley, Sangeeta Lamba, Kim Fenesy
Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care...
March 2018: Journal of Dental Education
Tamanna Tiwari
No abstract text is available yet for this article.
March 2018: Journal of Dental Education
Javier Montero, Abraham Dib, Yasmina Guadilla, Javier Flores, Juan Antonio Santos, Rosa Anaya Aguilar, Cristina Gómez-Polo
The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015...
February 2018: Journal of Dental Education
Ahmad Abdelkarim, Dorothy Schween, Timothy Ford
Problem-based learning (PBL) is a teaching method used in medical and dental education to promote students' problem-solving skills. It may also be a viable tool for interprofessional education in which medical and dental students learn together, collaborate, and learn about, from, and with each other. The aim of this study was to compare medical and dental faculty members' attitudes about and perceptions of PBL at 12 U.S. medical and dental schools known to use PBL. In 2015, 111 medical and 132 dental faculty members (combined n=243) from six medical and six dental schools completed a survey containing ten statements and an open comment section...
February 2018: Journal of Dental Education
Richard W Ballard, Joseph L Hagan, Suzanne E Fournier, Janice A Townsend, Mary B Ballard, Paul C Armbruster
Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil...
February 2018: Journal of Dental Education
Kamran Ali, Daniel Zahra, Christopher Tredwin, Claire Mcilwaine, Gill Jones
Progress testing provides a longitudinal assessment of the development and sustainability of students' knowledge at regular intervals over the duration of an educational program. Comparisons of performance on successive tests are used to monitor growth in knowledge. The aim of this study was to evaluate the effects of progress testing in an undergraduate program for dental therapy and hygiene (DTH) students in the United Kingdom as the main tool for academic assessment. Data were collected for progress tests of all 38 DTH students from 2015 to 2017...
February 2018: Journal of Dental Education
Leciel K Bono, Ellen J Rogo, Kathleen Hodges, Alan C Frantz
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...
February 2018: Journal of Dental Education
Hui Liang, Janice P DeWald, Eric S Solomon
Dental hygiene students' performance in oral radiology courses may give an early indication of their readiness prior to taking the National Board Dental Hygiene Examination (NBDHE). The aim of this study was to determine the relationship between dental hygiene students' performance in an oral radiology lecture course and their performance on the NBDHE. Data were collected for all 117 dental hygiene students at Texas A&M University College of Dentistry from 2006 to 2009 who took the NBDHE during their second year of the program...
February 2018: Journal of Dental Education
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