Although the title of this book includes the word “introduction”, the treatment of the subject is extensive and complete. The material goes well beyond the coverage of bolted joint design received in a typical undergraduate machine design course. The easy-to-read text begins with the fundamentals of bolt strength, deformation, and material selection and proceeds to cover the topics of preload, torque, and stretch control. The emphasis is on practical considerations for the efficient design of joints, including cost, ease of assembly, inspection, and disassembly. This second, revised edition has expanded the coverage of corrosion, fatigue, gaskets, and ultrasonic measurement of bolt strain. Also included are discussions of the failure modes and mechanisms of bolted joints. Case histories from industry are presented throughout the text to illustrate key points. Many up-to-date references are presented at the end of each chapter to allow the reader to pursue individual topics further, if desired. The text contains several appendices with useful tables and formulas for quick reference. The author has broad experience in the subject area from many years as a consultant to the power generation and nuclear industry, active participation on society working groups such as ASME and PVRC, as well as the presentation of numerous seminars on the topic. This book would serve as a valuable desk reference for engineers concerned with the design and performance of bolted joints.

An Introduction to the Design and Behavior of Bolted Joints

In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth section, findings from this survey are discussed within the context of competency-based education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education.

Assessing dental students' competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education.

Preface from the Chair of the ADEA CCI: 

In 2005, the American Dental Education Association established the Commission on Change and Innovation in Dental Education (ADEA CCI) to build a consensus within the dental education community about innovative changes that are necessary in the education of

Dental Student Assessment Toolbox

This review summarizes the available literature for both instruction and evaluation of the novice dental and dental hygiene preclinical student. Effective instruction for dental and dental hygiene instrumentation requires knowledge of motor skills theory and mechanisms of fine motor skills attainment. The novice learner requires small, explicit steps that clearly define production. Prior to any performance, the skill to be performed should be envisioned accurately by the learner. Timely, precise feedback from the instructor to the learner contributes to learning. Novices are unable to judge their performance accurately, so self-assessment skills must be taught. Repetition enhances motor performance. Instruction is supported through well-designed evaluation instruments containing explicit criteria arranged in the correct order of production. Assessment tools should be designed to aid in providing specific, immediate feedback. Well-designed assessments may also aid in calibration of instructors. Examples of evaluation instruments are found in the literature, and several are reviewed in this article. For those responsible for preclinical performance assessment, application of current motor skills theory and development of appropriate instruction and evaluation instruments may result in improved student performance. Studies also indicate the instructional environment in the dental clinical setting may be less stressful if evaluation is based on achievement of target levels rather than multiple daily grades.

Primer on preclinical instruction and evaluation.

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.

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

Accurate self-assessment is an important attribute for practicing dentists and, therefore, an important skill to develop in dental students. Our purpose was to examine the relationship between faculty and student assessments of preclinical prosth- odontic procedures. Seventy-six second-year students completed two consecutive examinations and two self-assessments. The examinations involved setting maxillary denture teeth on a model to simulate the clinical procedure of a complete maxillary denture. Results indicated no significant increases in examination or student self-assessment mean scores; however, regression analysis indicated changes in student self-assessment scores explained 16.3 percent of the variation in examination scores. In essence, improvement in student self-assessment predicted improvement in examination scores among dental students completing a preclinical dental procedure.

Dental students' self-assessment of preclinical examinations.

Objective:The purpose of this study was to use an in vitro model system to compare the effects on the screw torque and screw dimensions within 2 commercially available implant systems from occlusal loading on a cantilevered-fixed partial denture.Materials and Methods:Cantilevered implant-supported 3

Gaurav Setia

Papers

Dental students' self-assessment of preclinical examinations.

The effects of loading on the preload and dimensions of the abutment screw for a 3-unit cantilever-fixed prosthesis design.