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Novak RT, Blinsky BD, Soffe BW, Dana CA, Bailey EG, Tilley EJ, Judd GS, Hinkle AK, Licari FW, Winden DR, Ferguson A, Jensen JL. Examining the effects of early patient care and biomedical science integration on predoctoral dental student competence and confidence. Eur J Dent Educ 2023; 27:1040-1047. [PMID: 36656042 DOI: 10.1111/eje.12896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 12/15/2022] [Accepted: 01/15/2023] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Our study investigates early experiential learning as a method of curricular integration by allowing students to begin their clinical experience in the first year of the programme, as well as distributing biomedical classes throughout the predoctoral dental school curriculum. MATERIALS AND METHODS This study utilises a quasi-experimental design with two different groups, Standard Curriculum Group and Integrated Curriculum Group, n = 87. Data were collected from 2017 to 2021. RESULTS We found that, on average, it took 608 h less for the participants in an integrated curriculum group to reach clinical competence in comparison to peers who did not experience the same methods of integration in their programme. These data were collected through daily faculty evaluations of students' progression as well as participants' own self-assessment. Our results indicate that participants in the Integrated Curriculum Group also experienced a positive effect on their confidence in their ability to apply the biomedical sciences to patient care. DISCUSSION/CONCLUSION Our findings demonstrate that predoctoral dental programmes may be able to bring about positive outcomes for students' clinical confidence and competence by providing patient care opportunities early in the programme and sequencing the biomedical sciences throughout the curriculum. As such, it appears that early experiential learning may be a viable option for curricular integration that can have a positive effect on both students' confidence in their clinical abilities and their progression to clinical competence.
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Affiliation(s)
- Rachel Tomco Novak
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
- Brigham Young University, Provo, Utah, USA
| | - Bethany D Blinsky
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Burke W Soffe
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Clark A Dana
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | | | - Edgar J Tilley
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Gary S Judd
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Ashley K Hinkle
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Frank W Licari
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Duane R Winden
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Aaron Ferguson
- Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
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Patil S, Bhandi S, Alzahrani KJ, Alnfiai MM, Testarelli L, Soffe BW, Licari FW, Awan KH, Tanaka E. Efficacy of laser in re-osseointegration of dental implants-a systematic review. Lasers Med Sci 2023; 38:199. [PMID: 37658921 DOI: 10.1007/s10103-023-03860-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Accepted: 08/17/2023] [Indexed: 09/05/2023]
Abstract
Despite their high success rates, peri-implantitis can affect the stability and function of dental implants. Various treatment modalities have been investigated for the treatment of peri-implantitis to achieve re-osseointegration. An electronic literature search was performed supplemented by a manual search to identify studies published until January 2022. Articles that evaluated re-osseointegration in peri-implantitis sites in animal models following laser therapy or antimicrobial photodynamic therapy (aPDT) were included. Case reports, case series, systematic reviews, and letters to the editor were excluded. Risk of bias and GRADE assessment were followed to evaluate the quality of the evidence. Six studies out of 26 articles identified on electronic search were included in this review. The studies included animal studies conducted on canine models. Four out of six studies reported a higher degree of re-osseointegration following treatment of implants with laser therapy. The findings suggest that laser decontamination shows potential in enhancing re-osseointegration, particularly with the Er: YAG laser, which effectively decontaminated implant surfaces. However, conflicting outcomes and limitations in the evidence quality warrant caution in drawing definitive conclusions. Based on the limited available evidence, laser therapy may show a higher degree of re-osseointegration of implants than mechanical debridement.
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Affiliation(s)
- Shankargouda Patil
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, UT, USA.
- Centre of Molecular Medicine and Diagnostics, Saveetha Dental College & Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India.
| | - Shilpa Bhandi
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, UT, USA
- Department of Cariology, Saveetha Dental College & Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India
| | - Khalid J Alzahrani
- Department of Clinical Laboratories Sciences, College of Applied Medical Sciences, Taif University, Taif, Saudi Arabia
| | - Mrim M Alnfiai
- Department of Information Technology, College of Computers and Information Technology, Taif University, Taif, Saudi Arabia
| | - Luca Testarelli
- Department of Oral and Maxillofacial Sciences, Sapienza University, Rome, Italy
| | - Burke W Soffe
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, UT, USA
| | - Frank W Licari
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, UT, USA
| | - Kamran H Awan
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, UT, USA
| | - Eiji Tanaka
- Department of Orthodontics and Dentofacial Orthopedics, Tokushima University Graduate School of Biomedical Sciences, Tokushima, Japan.
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Novak RT, Bailey EG, Blinsky BD, Soffe BW, Patterson D, Ockey J, Jensen JL. Verbalized Studying and Elaborative Interrogation in the Virtual Classroom: Students with Social Anxiety Prefer Working Alone, but Working with a Peer Does Not Hurt Their Learning. J Microbiol Biol Educ 2022; 23:e00232-21. [PMID: 35496708 PMCID: PMC9053051 DOI: 10.1128/jmbe.00232-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 11/30/2021] [Indexed: 06/14/2023]
Abstract
Due to public health measures enacted in response to the Covid-19 pandemic, educators and students alike have been suddenly thrust into the realm of online learning. To better understand how active and collaborative learning methods can apply to students studying in isolation, we compared the effects of two teach-and-question assignments: one that utilizes the active learning method of reciprocal peer tutoring and a solo version that requires individual verbalized studying and elaborative interrogation. We used a quasi-experimental design, with student participants enrolled in an online introductory human anatomy course. The first treatment group completed regular teach-and-question study assignments virtually with a peer, and the second treatment group completed the same assignment independently. We found no differences in exam scores between treatments, even for students with high social anxiety; however, student attitudes about the social versus individual assignment did differ for specific types of students. Students who reported experiencing high social anxiety preferred completing the active learning exercise by themselves, and students with low scientific reasoning ability preferred the partnered assignment. This research has potential implications for online classrooms. For instance, our results indicate that students who study independently, or in isolation, may have learning outcomes similar to those of students who study with a peer as long as they study actively. Because we found no negative impact on examination results, it also could be that virtually partnered or independent teach-and-question assignments could be helpful for instructors teaching large online classes to ensure all students are getting individualized feedback and attention.
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Affiliation(s)
- Rachel Tomco Novak
- Department of Biology, Brigham Young University, Provo, Utah, USA
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | | | - Bethany D. Blinsky
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | - Burke W. Soffe
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | - David Patterson
- Department of Biology, Brigham Young University, Provo, Utah, USA
| | - Jordon Ockey
- Department of Biology, Brigham Young University, Provo, Utah, USA
| | - Jamie L. Jensen
- Department of Biology, Brigham Young University, Provo, Utah, USA
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Soffe BW, Miranda JE, Fang J, Epperson DG, Lara RA, Williamson HL, Lipsky MS. Development and implementation of a patient assistance fund: a descriptive study. BMC Health Serv Res 2021; 21:14. [PMID: 33407435 PMCID: PMC7789741 DOI: 10.1186/s12913-020-06000-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Accepted: 12/08/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The purpose of this descriptive study is to outline the Roseman University of Health Sciences (RUHS) College of Dental Medicines' Patient Assistance Fund development, organization and outcomes. The description and reported results provide insight to others considering similar health professions programs. METHODS The Patient Assistance Fund (PAF) affords dental students an opportunity to petition for and obtain financial assistance for their most disadvantaged patients. In this study, two sources of data were collected and used with a quantitative analysis for data collected as part of the PAFs operation and a qualitative analysis to evaluate the patient experiences. RESULTS A total of 16 student advocates, consisting of 6 males and 10 females from the D3 and D4 classes made 26 presentations to the PAF board committee. The combined amount requested from the PAF was $47,428.00 ("Cost of Treatment Plan") representing an average request per patient of $1824.15 (range $324.00 to $4070.00). The approved procedures and treatment plans totaled $21,278.36 ("Cost of Approved Procedures") with an average of $818.40 (range $204.00 to $2434.00) per patient. Patients and students expressed a high degree of satisfaction with the program. CONCLUSIONS This study provides an overview of the structure, funding sources, expenditures and patient services supported by a dental student managed patient assistance fund. The experiences at RUHS College of Dental Medicine (CODM) suggest that other healthcare professions schools can develop similar type programs that yield benefit both to students and to patients in need.
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Affiliation(s)
- Burke W Soffe
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA.
| | - Justine E Miranda
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA
| | - Jenny Fang
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA
| | - Daniel G Epperson
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA
| | - Roberto A Lara
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA
| | - Hazel L Williamson
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA
| | - Martin S Lipsky
- College of Dental Medicine, Roseman University of Health Sciences, 10895 S. River Front Pkwy, South Jordan, UT, 84095, USA
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