The Case for Community-Based Global Oral Health Immersive Experiences

We designed and implemented a collaborative immersion in Ethiopia as a service learning experience for a team of interprofessional (IP) learners. The IP team of four dental students, one dental faculty, nine medical students, two medical student leaders, and one global health faculty fully experienced this immersion. The setting was in rural Ethiopia, and the immersive experience included ecological accommodations by the Common River Non-Governmental Organization (CR-NGO).

Practical teaching in undergraduate human and dental medical training during the COVID-19 crisis. Report on the COVID-19-related transformation of peer-based teaching in the Skills Lab using an Inverted Classroom Model

Objective: Drastic restrictions were imposed due to the COVID-19 pandemic, especially relating to the practical training part of the undergraduate human and dental medical training. During emergency mode teaching in the summer semester of 2020, a pilot project on practical classroom teaching under COVID-19 conditions was undertaken the Skills Lab Dresden, the Interprofessional Medical Training Centre (MITZ). Students were able to continue learning basic communication and manual skills. This project report presents the adaptations needed for this teaching concept and discusses their feasibility as well as selected evaluation results of the trial run. Description of the project: In normal teaching, students rotate to complete training sessions in small groups. Teaching is provided in a peer-teaching format. An Inverted Classroom Model was implemented as a teaching concept during emergency operation with preparation through digital learning and classroom teaching. Organisational and teaching adjustments were carried out for the concept and to comply with containment regulations. The concept was evaluated by the students using a standardised online questionnaire. Results: 1012 students completed their training during emergency operation at the university. The containment regulations meant that there were a higher number of training sessions and a higher workload. Only one of the alternative dates provided had to be used for COVID-19-related reasons. Infection chains could be tracked. The majority of students found the communication of information via Moodle to be sufficient and did not experience any technical problems. An analysis of the students' evaluation revealed a high level of overall satisfaction with the adapted teaching concept. Conclusion: The MITZ will once again use the concept in a modified form should there be renewed or continued emergency operation. The Inverted Classroom Model will also be established as an integral part of regular teaching. The findings may be of interest to other Skills Labs to develop concepts for emergency operation teaching to efficiently utilise site-specific resources.

Retrospective investigation of organization and examination results of the state examination in restorative dentistry, endodontology and periodontology under simulated conditions in times of Covid-19 compared to standard conditions when treating patients

Objective: Primary outcome of this retrospective study was the comparison of state examination results under simulated treatment conditions in times of Covid-19 versus patient treatment under non-pandemic conditions. Additionally, correlation analysis was performed between students' self- and examiners' assessment of the treatment results. Methods: Within 4 hours, 22 examinees each had to place a multi-surface adhesive anterior and posterior restoration, performed an endodontic treatment on a maxillary premolar and a periodontal debridement of one quadrant. All treatments were performed on a model fixed in a phantom head. Compliance with the prescribed hygiene and social distancing guidelines and self-assessment of the practical performance was part of the practical examination as well. One examiner per examination part evaluated anonymously the final results. The historical control was based on the exam results of a cohort from 2019. Mean values (standard deviation), non-parametric correlations (Spearman's Rho) and group comparisons (Mann-Whitney) were calculated for statistical analysis. Results: Examination results under simulated treatment conditions were significantly worse (p<0.05) than in the cohort that took their state exam in patients, with exception of the endodontic partial exam. The overall scores in restorative dentistry and periodontology of both groups, which include a structured theoretical examination, did not differ. The majority of the candidates rated their performance worse than the examiners, and there was no correlation between self- and third-party assessment. Conclusion: In the comparison of two years, a simulated practical examination without patients in restorative dentistry, endodontics and periodontology resulted in matchable results compared with an examination on patients. Equal conditions for the candidates resulting in better comparability and avoidance of ethical dilemmas of patient treatment under examination conditions could also be arguments towards a state examination under phantom conditions in the future.

To accept or decline academic remediation: What difference does it make?

Introduction: Academic remediation offered after failure in a knowledge-based progress-test assessment is voluntary and involves student-centered individualized support that helps students to learn most effectively for themselves. This paper explores whether accepting or declining the offer of academic remediation given to struggling students impacts their outcomes both short-term and longitudinally. Method: Data was collated from 2015-16, 2016-17, and 2017-18 and included all students offered academic remediation in the third, fourth, and fifth years of a five-year Dentistry program. Z-scores for each stage and test were calculated and centered on a triggering point; the point at which the offer of remediation was made. These students' average performance post-trigger test and longitudinal performance were analyzed. Results: While performance for both groups significantly improved for the immediate post-trigger test after academic remediation, those that accepted remediation sustained longitudinal improvements across subsequent tests compared to those that declined remediation. Discussion: Through the academic remediation support process students appear to increase their mastery of "learning to learn" and are able to implement sustainable effective learning strategies to carry with them throughout their program. Conclusion: Students who accept academic remediation maintain a more successful academic profile compared to those that do not take advantage of this.

Female dental students' perceptions of patient safety culture: a cross sectional study at a middle eastern setting

BACKGROUND

Patient safety is an integral part of all health care specialties, including dentistry. Dental students are exposed to patient safety culture during their clinical training. The aim of this study was to evaluate the perception of female students enrolled in dental degrees and dental hygiene programs towards patient safety culture and to determine its associated factors at a Middle Eastern setting.

METHODS

This is a cross sectional study, based on a self-administered, English language questionnaire distributed by convenience among female dental students enrolled in two major Colleges of dentistry in Riyadh, Saudi Arabia. Participants had fulfilled at least one year of clinical training. Sample characteristics included the specialty and years of clinical training. Student's perception was measured using the validated Safety Attitude Questionnaire (SAQ) that consists of 36 statements, distributed over six domains. Responses were rated on a five point Likert scale and the average positive response rate (APRR) was calculated. Binary logistic regression models were constructed to determine factors significantly associated with positive perceptions.

RESULTS

The response rate of both student programs was 221/312(70.8%). Students of dental sciences and dental hygiene programs were 133(60.2%) and 88(39.8%) respectively. Almost 42% of students were in their 1st and 2nd years of clinical training. The APRR of: Team Work Climate domain was 54.4 ± 28.0, Safety Climate domain was 51.4 ± 29.7, Job Satisfaction domain was 64.5 ± 33.8, Stress Recognition domain was 56.2 ± 37.8, Perceived Management Support domain was 50.7 ± 37.7, and Working conditions was 55.3 ± 32.1. Female students in their 3rd and 4th year of clinical were adj.OR = 2.3[1.3-4.0] times more likely to have positive perception regarding the team work climate domain when compared to 1st and 2nd year clinical students, P = 0.005. At each of the six individual domains, the odds of having a positive perception were also significantly higher among dentistry students in comparison to dental hygiene students with a range of adj.OR 2.6-4.6.

CONCLUSIONS

Apparently patient safety is a concern among female dental students enrolled in dental degree and dental hygiene programs. This requires more attention from the staff, dental college's leadership/management, and faculty/students. Perception of dental students towards patient safety culture is expected to improve with the increase of clinical training.

Review and analysis of Chilean dental undergraduate education: curriculum composition and profiles of first year dental students

BACKGROUND

In Chile, dentistry has become a very popular career choice for students, which has resulted in a substantial increase in both, the number of dental graduates and dental schools. Nonetheless, there is a need for change in the way dental schools select and educate their students to keep pace with the rapidly changing nature of societal needs and to tackle the marked health inequalities that exist in the country. The aim of this study was to review and critique dental undergraduate education in Chile, with a particular focus on the curriculum composition and profiles of students admitted to dental schools from 2010 to 2014.

METHODS

A descriptive and retrospective design was utilised. Two different methods were undertaken: primary data collection regarding curriculum and secondary data analysis in relation to students' profiles. Descriptive statistics were used to assess the relative proportions of subject modules within the undergraduate dental curriculum and in particular the public health components. The analysis of the student profiles described specific background factors, namely, gender, age, secondary school type, location, rural-urban status and student's year of admission. Also, trends of dental students' intake between 2010 and 2014 were investigated. Logistic regression analysis was undertaken to assess potential associations between the aforementioned background factors and students' choice of dental school.

RESULTS

Regarding the curriculum review, a 67% response rate was obtained. The most dominant component of Chilean dental curriculum was the clinical subjects (33%), followed by the basic and biological sciences (16%) and then medical and dental sciences (13%). In relation to the admission of students, the majority attended private schools (72%); most were females (62%); aged 19 years or less (74%); had an urban origin (99%); and came from subsidised private secondary schools (48%). Significant differences were found between students admitted to traditional and private dental schools.

CONCLUSIONS

Clinical sciences are the most dominant subjects in the Chilean dental curriculum. Overall, traditional and private institutions had a broadly similar composition in their curriculum with the exception of the public health component. Students from disadvantaged backgrounds were the minority in dental schools across Chile.

Periodontal education and assessment in the undergraduate dental curriculum-A questionnaire-based survey in European countries

OBJECTIVES

This survey aimed to evaluate whether periodontal education and assessment in undergraduate dental curricula amongst the member countries of the European Federation of Periodontology (EFP) follow the competency-based curricular guidelines and recommendations developed by the Association for Dental Education in Europe.

MATERIALS AND METHODS

A multiple-choice questionnaire was emailed to 244 dental institutes amongst the 24 EFP member countries between November 2014 and July 2015.

RESULTS

Data were received from 16 (66.7%) EFP member countries. Out of 117 responding dental institutes, 76 (64.95%) were included as valid responders. In most of the institutes (86.3%), a minimum set of competencies in periodontology was taken into account when constructing their dental education programmes. Out of 76 responders, 98.1% included lecture-based, 74.1% case-based and 57.1% problem-based teaching in their periodontal curricula, whilst a minority (15.9%) also used other methods. A similar pattern was also seen in the time allocation for these four educational methods, that is, the highest proportion (51.8%) was dedicated to lecture-based teaching and only a small proportion (5.7%) to other methods. Periodontal competencies and skills were most frequently assessed by clinical grading on clinic, multiple-choice examination (written examination) and oral examination, whereas competency tests and self-assessment were rarely used. Only in 11 (14.5%) cases, access flap procedures were performed by students.

CONCLUSION

Great diversity in teaching methodology amongst the surveyed schools was demonstrated, and thus, to harmonise undergraduate periodontal education and assessment across Europe, a minimum set of recommendations could be developed and disseminated by the EFP.

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

BACKGROUND

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.

METHODS

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.

RESULTS

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.

CONCLUSIONS

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.

A Pilot Study on an Interprofessional Course Involving Pharmacy and Dental Students in a Dental Clinic

Objective. To assess the effect of a dental clinical rotation program involving pharmacy students and dental students. Methods. An interprofessional education (IPE) course was offered as an elective to second-year pharmacy students and required for third-year dental students. The course included two in-class sessions, one online lecture, and five clinic sessions. Program evaluation analyses included a comparison of participating versus nonparticipating students on a knowledge survey of pharmacotherapy and IPE, and a descriptive analysis of IPE course evaluation results. Results. Among pharmacy students, mean scores were significantly higher for participants than nonparticipants on the 31-item pharmacy knowledge component of the survey. On the eight-item IPE component of the survey, scores were significantly higher for participants than for nonparticipants, both among pharmacy students and among dental students. Awareness and attitudes about IPE were generally high among course participants. Conclusion. An IPE course that integrates second-year pharmacy students with third-year dental students in the dental clinic to provide medication history, education, and identification of potential drug-related problems improved pharmacy students' knowledge of pharmacotherapy related to or associated with dental conditions and improved pharmacy and dental students' knowledge and attitudes about IPE.

Undergraduate Implant Dentistry Training In Saudi Dental Schools

BACKGROUND

Implant dentistry training at the undergraduate level has been introduced only recently in Saudi dental schools and there is only limited data available about it. The objective of the present study was to evaluate the current status of undergraduate dental implant education in Saudi Dental Schools.

METHODS

A two-part questionnaire-based study was conducted in Saudi university dental schools targeted towards undergraduate program directors to assess the quantity and quality of implant dentistry training being integrated into the curriculum. In addition, interns were asked to assess the degree of exposure and their satisfaction regarding implant dentistry education.

RESULTS

Five program directors (83.3%) and 195 interns (82.9%) responded to the questionnaires. Implant dentistry was taught to the undergraduate students in multidisciplinary departments with teaching hours ranging from 22-30 hours. Only three schools exposed students to laboratory (workshop) or clinical training. There was agreement among the program directors in respect of the didactic contents. Majority of the interns reportedly acquired knowledge regarding implant dentistry based on theoretical (96.1%), laboratory (33.5%) and/or clinical (30%) training. While 50% of the interns agreed to acquire knowledge by assisting and observing dental implant procedures, only 52.8% of the interns expressed satisfaction regarding implant dentistry training obtained during their undergraduate period.

CONCLUSIONS

The present study revealed variability in undergraduate implant dentistry training offered at Saudi dental schools. In order to optimize this and to produce competent dentists, learning guidelines for such courses should be developed and implemented by competent authorities.

Competency model for dentists in China: Results of a Delphi study

Objective

With the increasing awareness of the importance of oral health, patients have an increasing need for integrated care from dentists. In China, the dentistry examination consists of two parts: a practical skills examination and a comprehensive medical examination; to date, no assessment methods that are based on specialized dentistry competencies, unlike the United States, Canada, and other countries, have been established. Therefore, the purpose of this study was to construct a competency model for dentists in China in order to guide the development, admission, training and assessment of dentists.

Methods

Using a literature review, focus group interviews and in-depth personal interviews, a dentist competency index was developed with an expert consultation questionnaire. A panel of 20 specialist experts was chosen from ten national medical universities to carry out two rounds of Delphi expert analysis, using the boundary value method to filter the indicators and the Analytic Hierarchy Process to calculate the weights of the primary indicators.

Results

Two rounds of Delphi results showed that the expert authority, enthusiasm, and coordination coefficients were high. Constructs of the competency model that included seven primary indicators and 62 secondary indicators determined the weight of each index. The seven primary indicators included the following: clinical skills and medical services, disease prevention and health promotion, interpersonal communication skills, core values and professionalism, medical knowledge and lifelong learning ability, teamwork ability and scientific research ability.

Conclusion

In conclusion, the use of the Delphi method to construct an initial model of Chinese physician competency is scientific and feasible. The initial competency model conforms to the characteristics and quality requirements of dentists in China and has a strong scientific basis. The dentist competency model should be used in the National Dental Licensing Examination in China.

Global networking: Meeting the challenges, facilitating collaboration

The constant change of information and technology advancement as well as the impact of social media has radically changed the world and education and, in particular, the needs of students, organisations and disadvantaged communities who share the aim of training and providing quality healthcare services. Dental organisations and education centres around the world have recognised the importance of networking in delivering effective education to students, healthcare professionals and communities. Networking is one way to meet the challenges of delivering healthcare education and services. This can be achieved by sharing of resources, expertise, knowledge and experience to benefit all the stakeholders in healthcare delivery. The joint ADEE/ADEA Meeting in London on 8-9 May 2017 has facilitated discussions amongst dental educators from all over the world during a workshop on "Global Networking: the how and why for dental educators." The aim of this workshop was to determine how can dental educators worldwide network to share ideas, experience, expertise and resources to improve both the curricula and the teaching and learning environment. A pre-conference survey was designed and implemented to identify the domains of interest and needs of participants. A structured questionnaire was administered, and this information was used to guide discussions on three main themes: curricula, faculty development and mobility of faculty and students. Four questions were then defined to help group leaders to frame discussions in the four working groups. The four groups engaged in parallel discussions, with the ideas recorded and collated by group leaders, which later served for the thematic analysis across the groups to draw the key points discussed. Overall, a great desire and potential to create a global networking to share and gain support and expertise at individual and organisational level was apparent and the working group has proposed an action plan, acknowledging that it requires great planning, effort and commitment.

The Graduating European Dentist-Domain III: Patient-Centred Care

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to patient-centred care. This approach is becoming increasingly prominent within the literature and within policy documents. Whilst working to an evidence base is critical, dentists must also be aware of the scientific basis that underpins the treatment they provide. The evaluation process, which supports treatment planning, also requires dentists to be able to listen, collate, and record pertinent information effectively. In addition, the ability to account for a patient's social, cultural and linguistic needs (cultural competence) will result in a practitioner who is able to treatment plan for patient-centred care.

The Graduating European Dentist-Domain II: Safe and Effective Clinical Practice

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to Safe and Effective Clinical Practice. Dentists are required to ensure that they are capable of providing appropriate care for their patients, whilst also effectively managing and leading the wider clinical team. The care that is provided should align to a contemporaneous evidence base wherever possible, and the quality of care and the management systems that underpin it should be regularly audited and improved.

The Graduating European Dentist-Domain IV: Dentistry in Society

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relates to Dentistry in Society. In addition to treating individual patients, a Dentist must be able to focus on promoting health, monitoring interventions and implementing effective strategies of care at community and population levels. This necessarily involves understanding population demography and health trends, engaging with health policy and promoting health. A Dentist must also understand population demography and health trends, in the context of the healthcare system within which they work.

The Graduating European Dentist: A New Undergraduate Curriculum Framework

With "The Graduating European Dentist", ADEE provides a new approach that reflects best academic practice for European undergraduate dental education. The new suite of documents sees increased emphasis on important curriculum components such as patient safety, working as a team and patient-centred care. There is also an increased emphasis on teaching excellence, student satisfaction and student preparedness and support. Guidance relating to methods of teaching and learning, and assessment (educational measurement), is also provided. It is anticipated that this new format will further increase accessibility and utility for educators, institutions, societies and regulators, across the sector.

The Graduating European Dentist: Contemporaneous Methods of Teaching, Learning and Assessment in Dental Undergraduate Education

It is often the case that good teachers just "intuitively" know how to teach. Whilst that may be true, there is now a greater need to understand the various processes that underpin both the ways in which a curriculum is delivered, and the way in which the students engage with learning; curricula need to be designed to meet the changing needs of our new graduates, providing new, and robust learning opportunities, and be communicated effectively to both staff and students. The aim of this document is to draw together robust and contemporaneous methods of teaching, learning and assessment that help to overcome some of the more traditional barriers within dental undergraduate programmes. The methods have been chosen to map specifically to The Graduating European Dentist, and should be considered in parallel with the benchmarking process that educators and institutions employ locally.

The Graduating European Dentist-Domain I: Professionalism

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to Professionalism. Professionalism is a commitment to a set of values, behaviours and relationships, which underpin the trust that the public hold in dental care professionals. Shortcomings within this domain are often responsible for patient dissatisfaction, concern and complaint-and emphasis is placed on the importance of embedding these values from an early stage within the curriculum.

Virtual Simulation Teaching Centre in Dental Education: a Report from Fujian Medical University, China

This report gives a brief introduction to the Virtual Simulation Teaching Centre of Fujian Medical University School of Stomatology (VSFMUSS), China. As one of the best dental simulation laboratories in China, the VSFMUSS aims to train dental students and clinicians to be professionals who are able to provide optimal oral health care by giving them the best virtual patient care experience possible in a nonclinical setting. The features, achievements and future directions of the VSFMUSS are addressed. Moreover, the role of the VSFMUSS was evaluated and discussed based on the students' and faculties' perceptions, rate of employment after graduation, and so on.

Developing a national dental education research strategy: priorities, barriers and enablers

OBJECTIVES

This study aimed to identify national dental education research (DER) priorities for the next 3-5 years and to identify barriers and enablers to DER.

SETTING

Scotland.

PARTICIPANTS

In this two-stage online questionnaire study, we collected data with multiple dental professions (eg, dentistry, dental nursing and dental hygiene) and stakeholder groups (eg, learners, clinicians, educators, managers, researchers and academics). Eighty-five participants completed the Stage 1 qualitative questionnaire and 649 participants the Stage 2 quantitative questionnaire.

RESULTS

Eight themes were identified at Stage 1. Of the 24 DER priorities identified, the top three were: role of assessments in identifying competence; undergraduate curriculum prepares for practice and promoting teamwork. Following exploratory factor analysis, the 24 items loaded onto four factors: teamwork and professionalism, measuring and enhancing performance, dental workforce issues and curriculum integration and innovation. Barriers and enablers existed at multiple levels: individual, interpersonal, institutional structures and cultures and technology.

CONCLUSIONS

This priority setting exercise provides a necessary first step to developing a national DER strategy capturing multiple perspectives. Promoting DER requires improved resourcing alongside efforts to overcome peer stigma and lack of valuing and motivation.

Harmonisation of Dental Education in Europe - a survey about 15 years after visitation of dental schools participating in the DentEd project

INTRODUCTION

The DentEd Thematic Networks (TNP) were funded from the EU to converge and harmonise the dental curricula. Forty-four dental schools participated in this visitation process between 1998 and 2002. The aim of the survey was to evaluate the implementation of the Dented outcomes in the curricula and if the concept of core competences are integrated in the curriculum.

MATERIAL AND METHOD

In October 2012, questionnaires were sent out to all dental schools participated in the visitation process of Dented and Dented evolves. The main question blocs were as follows: structure of the curriculum and facilities, education of students, content and quality of education, assessment, research, European involvement and value of visit for the school.

RESULTS

Twenty-five dental schools (57%) answered to the questionnaire. The responder represented 20 European countries of 22, whose schools were involved (91%). The self-assessment report was stimulating the continuation of curriculum improvement. Most of them acknowledge that major competences are essential outcome for the graduated dentist. Twelve schools (58%) rated the value of the DentEd visit with strong positive influence.

DISCUSSION

The visits showed strengths, weaknesses and threats. Three-quarter of all schools implemented the European Credit Transfer System (ECTS). But most of them did not realize the unit of ECTS with modules among the Bologna process.

CONCLUSION

The self-assessment report was a core issue for the continuation of curriculum improvement. The challenge for the ongoing curriculum improvement is the implementation of the module system among the Bologna recommendations.

Dental Students', Alumni, and Dentists' Perspectives on Leadership: Impact of the Scholars Program in Dental Leadership

In 2006, the Scholars Program in Dental Leadership (SPDL) was created at the University of Michigan School of Dentistry with the aim of preparing dental students to take on leadership roles in their profession and communities. The aims of this quantitative study were to investigate how SPDL alumni and current participants evaluated this program; to assess whether SPDL alumni evaluated their leadership-related educational experiences, leadership perceptions, and attitudes towards leadership activities in dentistry more positively than did non-SPDL dental students and general dentists; and to explore if leadership-related educational/clinical experiences were correlated with these constructs. Participants were 218 of 431 dental students across all four years (response rate 51%), 32 of whom were participants in the SPDL; 32 of 53 SPDL alumni (response rate 60%); and 595 of 3,000 general dentists invited to participate (response rate 20%). Both current and past SPDL participants evaluated the program on average positively (3.75 and 3.92, respectively, on a five-point scale). Non-SPDL students and alumni evaluated leadership-related educational experiences more positively than did the dentists (3.65/3.61 vs. 2.49; p<0.001). Their evaluations of different indicators of dental leadership differed as well. Students and alumni evaluated being recognized (4.40/4.60 vs. 4.20; p<0.001), making a contribution to the community (4.04/4.40 vs. 3.81; p<0.001), and views on practice efficiency (4.61/4.53 vs. 4.36; p<0.001) more positively than did the general dentists. The SPDL alumni had more positive evaluations of organized dentistry (4.17 vs. 3.77/3.71; p=0.045) and academia (3.97 vs. 3.48/3.45; p=0.01) than did the students and general dentists. Educational/clinical experiences were positively correlated with most leadership-related constructs. These results showed that the SPDL positively affected alumni perceptions of leadership indicators and attitudes.

Creation and Initial Outcomes of a Selective Four-Year Research Program for Predoctoral Dental Students

Educators agree that dental students' involvement in research plays an important role in their development and contributes to the future of dental education. However, dental schools are challenged to provide the time and support necessary to nurture their students in undertaking research activities. The aim of this study was to examine student participation in a predoctoral student research program at one U.S. dental school and to track participants' outcomes both before and after introduction of an additional, highly selective research scholarship program. Research participation was recorded for all predoctoral dental students in the graduating classes of 2005-15. The number of years of participation was also tracked for each student who participated in research. The results showed that, since the inception of the research honors scholarship in 2005, there has been a more than threefold increase in the number of dental students participating in research each year. The number of students who do multiple years of research has tripled, and the number of students' poster presentations at national academic meetings has risen tenfold in those ten years. The introduction of a competitive award that recognizes exceptional research by students has added to the research profile of the school and has shown success in encouraging students to become involved in research throughout their four years in dental school.

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

INTRODUCTION

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.

MATERIALS AND METHODS

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.

RESULTS

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.

CONCLUSION

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.

Efficacy of E-Learning via the Website of Tehran University of Medical Sciences for Diagnosing Tooth Discolorations and Treatment Planning by Senior Dental Students

The efficacy of methods like e-learning as a supplement to traditional face-to-face instruction needs to be evaluated in dental courses. This study aimed to assess the efficacy of posting case presentations on one of the educational websites of  the virtual school of Tehran University of Medical Sciences called "SARMAD" to enhance the ability of senior dental students to diagnose tooth discolorations and offer treatment plans. This experimental study had a pre-test/post-test control group design and was conducted on 63 senior dental students. After filling out the primary questionnaire and obtaining a written informed consent, students participated in a pre-test and were then randomly divided into two groups of intervention and control. Fifteen case presentations were posted on the university website (SARMAD) during 6 weeks and discussed. Then, students participated in a post-test. Students' perspectives and their satisfaction with the website were assessed by a questionnaire. For ethical purposes, the same program was also offered to the controls. The post-test score was significantly higher than the pre-test score in the intervention group (P<0.001); but in the control group, the post-test score was only slightly higher than the pre-test score (P=0.128). In the intervention group, 70% stated that they would suggest this method as an efficient educational modality; 93.3% stated that this method would be beneficial as a supplement to conventional education; 16.7% ranked the SARMAD website excellent, 30% ranked it good, 33.3% acceptable, 16.7% moderate and 3.3 poor. It appears that this instructional modality may be efficiently used as a supplement to traditional instruction in undergraduate dental curricula.

Outreach programs: an adjunct for improving dental education

INTRODUCTION

An important objective of education is to improve clinical competence and hence confidence of students. Ample evidence on effectiveness of medical outreach programs is available but data pertaining to effectiveness of dental outreach, especially from developing countries, are still limited. The present study was undertaken to assess effectiveness of outreach placements on clinical confidence and communication skills of Indian dental students.

METHODS

A non-randomized trial was conducted in three randomly selected dental colleges of Bangalore city, India, amongst 89 students pursuing internship programs. Subjects were put into two groups: outreach (study group) and dental school based only (control group). A pre-tested, self-administered questionnaire was used to evaluate the change in clinical confidence and communication skills of both groups from baseline and after 3 months of follow-up via global self-assessment test, then-test and transition judgment. Outcome measures were analysed using t-test.

RESULTS

Global assessment revealed outreach group confidence level was higher in comparison to dental school based group only (4.37±0.49 vs 4.04±0.21, p<0.001), while using then-test their baseline confidence was observed to be lower (3.42±0.75 vs 3.72±0.72, p=0.04). Transition judgement rated an increase in their confidence significantly higher than the dental school based group only (4.24±0.91 vs 2.54±0.66, p<0.001). The outreach group rated increase in communication skills to be higher for the transition judgement.

CONCLUSIONS

The present trial supports the concept of outreach programs to be incorporated in the existing dental curricula in order to supplement the traditional school-based dental education to achieve an overall professionally trained dentist.

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

BACKGROUND

The term social accountability has gained increased interest in medical education, but is relatively unexplored in dentistry.

AIMS

The aim of this study is to explore dental students' attitudes towards social accountability.

METHODS

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.

RESULTS

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.

CONCLUSION

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.

Development of a Core Curriculum Framework in Cariology for U.S. Dental Schools

Maintenance of health and preservation of tooth structure through risk-based prevention and patient-centered, evidence-based disease management, reassessed at regular intervals over time, are the cornerstones of present-day caries management. Yet management of caries based on risk assessment that goes beyond restorative care has not had a strong place in curriculum development and competency assessment in U.S. dental schools. The aim of this study was to develop a competency-based core cariology curriculum framework for use in U.S. dental schools. The Section on Cariology of the American Dental Education Association (ADEA) organized a one-day consensus workshop, followed by a meeting program, to adapt the European Core Cariology Curriculum to the needs of U.S. dental education. Participants in the workshop were 73 faculty members from 35 U.S., three Canadian, and four international dental schools. Representatives from all 65 U.S. dental schools were then invited to review and provide feedback on a draft document. A recommended competency statement on caries management was also developed: "Upon graduation, a dentist must be competent in evidence-based detection, diagnosis, risk assessment, prevention, and nonsurgical and surgical management of dental caries, both at the individual and community levels, and be able to reassess the outcomes of interventions over time." This competency statement supports a curriculum framework built around five domains: 1) knowledge base; 2) risk assessment, diagnosis, and synthesis; 3) treatment decision making: preventive strategies and nonsurgical management; 4) treatment decision making: surgical therapy; and 5) evidence-based cariology in clinical and public health practice. Each domain includes objectives and learning outcomes.

Training Future Dentists for an Academic Career: A Three-Tiered Model

The anticipated shortage of dental faculty presents a challenge for dental education as it will greatly impact the training of the next generation of practicing dentists. One way to alleviate shortages is to identify students who are interested in an academic career at the predoctoral level and provide them with training in teaching, research, and leadership. Based on available evidence, formal programs offer the best way to introduce students to academia as a viable career path. A well-designed program can also equip interested students with the necessary skills and basic knowledge to facilitate starting an academic career. The University of Pittsburgh School of Dental Medicine has developed a three-tiered model for providing its dental students with exposure to and training in academic dentistry. The three tiers reflect differing levels of commitment: 1) a two-year academic career track program, 2) academic career track elective courses, and 3) extracurricular activities. The aim of this study was to provide an initial assessment of the program's overall effectiveness. Data were collected using student and faculty surveys and student applications for the two-year academic career track program. The data gathered included characteristics of, and feedback from, students taking the elective courses, as well as student and faculty feedback about student teacher effectiveness. The study found overall positive responses to the three-tiered program from faculty, students, and student teachers at this initial stage. Whether these students ultimately become faculty members (the ultimate goal of the program) will be assessed in the future.

Introduction to Clinical Practice in Dentistry: Transitioning from Pre-clinical to Clinical Student Doctors at The University of Tennessee Health Science Center College of Dentistry

Matriculation from the pre-clinical setting to the clinical environment is a tremendous accomplishment and exemplifies the student's perseverance in learning the fundamental concepts necessary for success in the clinical application of dentistry. In an effort to maximize its educational philosophy for the teaching program, the University of Tennessee's College of Dentistry has implemented Introduction to Clinical Practice I and II within the dental curriculum. Introduction to Clinical Practice I and II are designed to help the dental students effectively and smoothly transition to the clinical setting from the classroom and pre-clinical setting. This article describes the university's efforts and continuous improvements within the pre-clinical dental curriculum for advancing students to the clinics. The purpose of this article is to provide helpful information to other dental educational institutions on how to assist their pre-clinical dental students in transitioning to clinical student-doctors.

Parallels between the Development of the Nurse Practitioner and the Advancement of the Dental Hygienist

Dental hygienists have often been described as the registered nurses of the dental field. Similar parallels also exist between the development of the nurse practitioner from the nursing profession and the evolution of the dental hygiene practice and profession. This article explores 3 major similarities between the professions of nurse practitioner and dental hygienist. Public health issues, educational constructs, and the social and political environments shaping each profession are discussed to inform dental hygienists of their potential career options for future expanded therapeutic care roles.

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

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.

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

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.

Five practices of efficient factories applied to dental education

Efficient factories, such as dental school clinics (DSC), are trying to improve the quality of their product by reducing inefficiencies, error rates, and wastage. Dental education is an expensive business for the student and the institution. Dental materials and equipment are costly, and students are novice providers who work slowly and inefficiently compared to an experienced dentist; this is not a good business model. The objective of this article was to present and apply five practices of efficient factories that could be applied to the DSC setting. I propose that this will lead to improved educational outcomes and improved patient outcomes in DSC.

Implementing a prenatal oral health program through interprofessional collaboration

Interprofessional collaboration has become a critical component of accreditation standards in dentistry and medicine. This article reports on implementation in an academic setting of a prenatal oral health program (pOHP) that addresses coordinated care, accreditation standards, and new clinical practice guidelines. The pOHP is an educational intervention for third-year medical students, residents, and faculty members to deliver preventive oral health information and referral to a dental home for pregnant women. At the same time, senior dental students and faculty members are introduced to prenatal oral health principles and delivery of comprehensive oral health care to pregnant women. A systems-based approach was used to guide the pOHP implementation during the 2012-13 academic year. Participants were 96 third-year medical students (50% of the total in an obstetrics and gynecology clerkship) and all 81 fourth-year dental students. During that academic year, 126 dental referrals were made to the School of Dentistry, and 55 women presented for care, resulting in 50% (n=40) of dental students participating in the clinical experience and delivery of simple to complex oral health procedures. The prenatal period is a frequently missed opportunity to address oral health care. The pOHP is an interprofessional collaboration model designed to educate dental and medical providers and provide a system of referral for comprehensive clinical care of pregnant patients, including educating women about their oral health and that of their children. Such programs can help meet interprofessional accreditation standards and encourage implementation of practice guidelines.

Changes in the Clinical Training of Dental Students at the University of Tennessee College of Dentistry

Dental education is an ever evolving process due to continual advancements in patient treatment. This article provides the reader with a look into an educational process that affords the student with better clinical experience without an increase in clinical training hours. When a comprehensive care model of education is introduced into a traditional care setting, the comparison of procedures completed with the previous 5 years results indicate an increase in the number of amalgam and composite restorations placed of 26% and an increase in crowns placed of 32.9%. Integration of the dental hygiene program and additional remote sites afford new populations of patients where clinical skills can be developed which will result in a graduate more able to go directly into private practice.

Influence of dental education on esthetic perception

AIM

One of the most challenging tasks in daily practice when it comes to defining treatment goals and how to attain them is the communication with the patient and the self-reflection of the treating dentist. Failures due to mis-communication are common, especially in esthetic dentistry. The purpose of this study was to evaluate the influence of dental education on students' and dentists' judgment of patients' dental appearance.

MATERIALS AND METHODS

Based on internationally accepted guidelines about dental esthetics, a questionnaire was developed to measure "dental appearance" (QDA). Eleven items defined a QDA score (0 = "absolutely dissatisfied", 100 = "absolutely satisfied"). The QDA was completed by 29 patients (21 women, 8 men) before and after a complete oral rehabilitation, including restoration of the anterior teeth. Overall, 95 students (1st, 5th, and 10th Semester) and 30 dentists evaluated the patients' esthetics before and after rehabilitation on a visual analog scale (VAS; 0 = "absolutely unesthetic", 100 = "absolutely esthetic").

RESULTS

Students and dentists alike judged a significant esthetic improvement after treatment (P ≤ 0.0001). Significant differences could be found when comparing the students' and dentists' judgment and the patients' self-evaluation (P ≤ 0.05).

CONCLUSION

Since it seems that students judge dental appearance differently from patients' self-assessment, teaching esthetic rules at university should incorporate the aspect of patient feedback in order to avoid misconceptions.