Showing papers in "Journal of Dental Education in 1985"

Measuring dental students' ethical sensitivity.

Abstract: This paper describes the development of stimulus materials and scoring procedures to measure an individual's ability to recognize the ethical issues often hidden within the dentist's professional problems. The importance of this ability is discussed as it relates to other abilities thought to be necessary conditions for ethical or moral behavior. Dental students completed the ethical sensitivity test and Rest's test of moral reasoning. The sensitivity test requires transcribing verbal responses to audio dramas, a technique that: (1) elicits sufficient data for making inferences about ethical sensitivity, (2) produces good interjudge agreement and interrater reliability, and (3) measures variability in student performance. Data indicate high internal consistency compared with previous efforts to measure components of sensitivity (e.g., empathy), acceptable test-retest reliability for a subsample. and the distinctiveness of sensitivity and reasoning scores. The results have broad application for the teaching of ethics and suggest new directions for the study of professional socialization.

The relationship of marital status and living arrangement to stress among dental students.

Abstract: A survey conducted at one dental school was designed to assess the relationship between dental students9 perceived level of stress and two possible indicators of social support, marital status, and living arrangements; to examine whether sex differences occurred in this relationship; and to assess the effect of marital status and gender on students9 preferences for support services. A total of 484 students were surveyed, with 298 completing the survey instrument, resulting in a 62 percent response rate. The findings indicated that academic pressures are responsible for higher levels of stress among dental students than are personal, nonacademic stresses, with the exception of financial pressures. Only three of 32 sources of stress were affected significantly by marital status: "loneliness," "difficulties in love relationships," and "child-care responsibilities." The relationship between marital status and stress differed by sex; never-married females and separated/widowed/divorced males reported higher levels of stress than their counterparts. Living arrangement showed significant differences for four of the 32 stressors (the three listed above and "sex-related problems") and appeared to provide a better measure of social support than marital status. Nonacademic support programs were rated by students, regardless of marital status, as more desirable than those that focused on academic skills.

Geriatric dentistry in the predoctoral curriculum.

Abstract: A survey was conducted among U.S. dental schools to determine the status of geriatric dentistry in the curriculum. Since a comparable, independent study was done in 1979, there has been significant growth in formalized didactic courses and less reliance on incorporating geriatric content as lectures or other components of existing courses. The growth in specialized courses was accompanied by an increased tendency to supplement the clinical topics with others relating to social and behavioral aspects of treating geriatric patients.

Teaching ethics in dentistry.

Abstract: This paper describes a curriculum project designed to help dental students identify, reason about, and adequately resolve ethical problems in their chosen profession. The project involved application of a theoretical approach to the study of ethical development that had not been applied previously in professional education. Tests were designed to measure the abilities defined by the theory and used to evaluate the program and to monitor student progress. To date, studies of student abilities and attitudes clearly indicate that the curriculum is needed. Learning activities, created to promote the abilities, are based on studies of the real-life ethical problems confronting dentists and dental students. A program of research and development has been established to study the influence of this curriculum on the abilities defined, and to link them to clinical performance. Half of the dental schools in the United States have requested these materials. Suggestions are made to professional schools considering expanding the teaching of ethics.

Effects of reducing senior clinical requirements.

Abstract: This study investigated the effects of reducing dental clinical requirements. Twenty-seven senior students participated in a modified system in which requirements were reduced to essential experiences, points were awarded for all procedures completed, and a total point requirement was created to ensure comprehensive care. The remaining seniors (N = 97), who operated under the conventional requirement system, served as controls. No significant differences were found between the groups in daily clinic grades, comprehensive examination performance, final senior-year grade point average, or number of procedures completed. A year-end questionnaire on stress and anxiety indicated that the experimental group perceived less stress and anxiety, were significantly more positive about their performance evaluations, and perceived significantly less pressure to complete procedures.

Geriatric dentistry in the predoctoral curriculum

Abstract: The elderly component of the general population has been increasing in the past decades and will continue to increase well into the future. This group of people presents to the dentist with a unique set of characteristics, both dental and physical. To treat the elderly more competently and to provide clinical training to undergraduates simultaneously, a geriatric dental program was initiated in 1976 at the University of Illinois College of Dentistry. The program9s current status and operation are described.

Analysis of personality traits of the contemporary dental student

Abstract: The Allport-Vernon-Lindzey Study of Values (AVL) and the Myers-Briggs Type Inventory (MBTI) were administered to four classes of students upon their matriculation into dental school and readministered during each year until graduation. Over the four years, scores on the economic and political scales of the AVL increased significantly but decreased significantly on the social scale. Female students were more aesthetic than males and less politically inclined. On the MBTI, scores remained relatively stable over the entire four years. However, females were significantly more intuitive and more feeling than males. In general, this sample of dental students, who graduated in 1979, 1980, 1981, and 1982, was quite similar in personality to samples of dental students of the early 1960s.

A postgraduate dental training program for treatment of persons with disabilities.

Abstract: Educational aspects of a five-year project of postgraduate training in dentistry for patients with severe disabilities are described. Courses consisted of two weeks of didactic and up to six weeks of clinical instruction. Participating dentists, dental hygienists, and assistants demonstrated significant post-course gains in cognitive knowledge and confidence. Follow-up evaluations indicated that more than 75 percent actively apply their training, particularly those in academic dentistry. The nationwide response to the program indicates a demand for advanced training of this type.

Treatment planning instruction in North American dental schools, 1984-85

Abstract: A questionnaire developed to determine the structure and processes associated with dental treatment planning curricula was sent to the 70 American and Canadian dental schools in 1984. Information was solicited on administrative organization of treatment planning, faculty and their qualifications, time committed to and placement of treatment planning in the curriculum, teaching methods, evaluation procedures, clock hours for preclinical and clinical instruction, scope of clinical treatment plans, subject matter in the curriculum, textbook utilization, graduation requirements, and the inclusion of treatment planning examinations by the regional licensing board. Sixty-two schools responded, a response rate of 88 percent. The administrative and curricular structure of treatment planning depended primarily on the clinical and departmental organization of the school. The majority of respondents had an average of four full-time faculty members, usually affiliated with a department of oral diagnosis, responsible for teaching treatment planning. Eighty-one percent of the respondents offer preclinical treatment planning information and 85 percent develop clinical treatment plans, varying from identification of general treatment areas to comprehensive, sequential treatment plans with appropriate alternatives. The findings indicated that there is no definite distinction between oral diagnosis and treatment planning in many schools. Currently, there are no curricular guidelines focused exclusively on the principles of dental treatment planning.

Formal Instruction in Dental Professional Ethics.

Abstract: Programs in professional ethics are still in their infancy in American dental schools. Enough has been learned, however, to know that formal instruction in dental professional ethics is essential to such a program and that arguments against this approach cannot withstand careful examination. We have developed a set of aims and a sense of the kinds of subject matter that will enable us to achieve these aims. We are beginning to identify the kinds of individuals and teams needed to teach these courses. We have learned that these courses will not succeed unless they are taken seriously by the dental school community and actively supported by the faculty. What is needed for the teaching of dental professional ethics has become clear. It is time to proceed in earnest.

A compendium of objectives for geriatric dentistry.

Abstract: A two-phase survey was conducted with 82 persons identified as having special knowledge in geriatric dentistry. In Phase 1, they were asked to list competencies required of the geriatric dentist. In Phase 2, they were asked to rate the relative importance of 150 competencies for five different educational settings: dental school, general practice residency, prosthodontic specialty program, geriatric fellowship program, and continuing education. The resulting compendium of objectives suggests that geriatric dentistry should become integrated into general dentistry, with relatively few competencies reserved for specialists.

Use and application of structural models in dental education research.

Abstract: The notion of prediction implies causation. Path and structural models explore the causal links rather than mere empirical relationships between variables. This technique involves a breakdown of correlations; it differs from correlation and regression methods in that it provides relevant information in the presence of important but unobserved (latent) explanatory variables and of measurement errors in the data. It also allows for more than one regression analysis simultaneously and affords inference through tests of the model. In this study, latent abilities of dental students were analyzed as causes and professional achievements as effects, with preadmission performances as indicators of latent abilities. A model with three constructs is consistent with the observed data. The results demonstrate that whereas correlation analysis presents limitations in interpretation, structural analysis focuses clearly on the direct impact of the quality of dental school education, rather than preadmission background, on clinical performance and board success as measures of future professional performance.