Showing papers in "Journal of Dental Education in 2011"
TL;DR: It was found that 61.2 percent of the dental students had not been vaccinated with hepatitis B and the attitude towards infection control measures was positive, but a greater compliance was needed.
Abstract: A questionnaire study was conducted among 245 dental students from Bhopal city, Central India, to determine their level of knowledge, attitudes, and practice regarding infection control measures and if any correlation exists among the knowledge, attitudes, and practice scores. The self-administered questionnaire consisted of three parts: knowledge, attitudes, and practice. Analysis of Variance (ANOVA) was used to compare mean of knowledge, attitudes, and practice scores and Kendall's test to compute the correlation between knowledge, attitudes, and practice scores. A p value of ≤0.05 was considered significant for all statistical analyses. We found that 61.2 percent of the dental students had not been vaccinated with hepatitis B. Use of face mask, gloves, eyewear, and protective clothing as standard infection control measures was practiced only by two students. Mean knowledge, attitude, and practice scores were 3.75 (1.01), 3.40 (0.75), and 3.35 (1.04), respectively. Significant linear correlation was seen between attitude and practice scores (r=0.20, p≤0.01). The level of knowledge and practice of infection control measures was poor among dental students. The attitude towards infection control measures was positive, but a greater compliance was needed. We recommend rigorous training on infection control measures prior to graduation and mandatory hepatitis B immunization of students before exposure to clinical practice.
122 citations
TL;DR: The videos classified under Education have a higher degree of usefulness and informational value for laypersons, dental students, and dental professionals than those found in a broader search category.
Abstract: The objective of this study was to systematically assess the informational value, intention, source, and bias of videos related to dentistry available on the video-sharing Internet platform YouTube. YouTube (www.youtube.com) was searched for videos related to dentistry, using the system-generated sorts "by relevance" and "most viewed" and two categories (All and Education). Each of the first thirty results was rated by two assessors filling out a questionnaire for each (total: 120). The data were subjected to statistical analysis using Cohen's kappa, Pearson's correlation coefficient tau, Mann-Whitney U-tests, and a nonparametric three-way ANOVA, including an analysis of the interaction between the sorting and category effect, with an α-level of 5 percent. The scan produced 279,000 results in the category All and 5,050 in the category Education. The analysis revealed a wide variety of information about dentistry available on YouTube. The purpose of these videos includes entertainment, advertising, and education. The videos classified under Education have a higher degree of usefulness and informational value for laypersons, dental students, and dental professionals than those found in a broader search category. YouTube and similar social media websites offer new educational possibilities that are currently both underdeveloped and underestimated in terms of their potential value. Dentists and dental educators should also recognize the importance of these websites in shaping public opinion about their profession.
118 citations
TL;DR: The results show that experienced dental faculty members as well as advanced dental students found that the simulator could provide significant potential benefits in the teaching and self-learning of manual dental skills.
Abstract: Virtual reality force feedback simulators provide a haptic (sense of touch) feedback through the device being held by the user. The simulator’s goal is to provide a learning experience resembling reality. A newly developed haptic simulator (IDEA Dental, Las Vegas, NV, USA) was assessed in this study. Our objectives were to assess the simulator’s ability to serve as a tool for dental instruction, self-practice, and student evaluation, as well as to evaluate the sensation it provides. A total of thirty-three evaluators were divided into two groups. The first group consisted of twenty-one experienced dental educators; the second consisted of twelve fifth-year dental students. Each participant performed drilling tasks using the simulator and filled out a questionnaire regarding the simulator and potential ways of using it in dental education. The results show that experienced dental faculty members as well as advanced dental students found that the simulator could provide significant potential benefits in the teaching and self-learning of manual dental skills. Development of the simulator’s tactile sensation is needed to attune it to genuine sensation. Further studies relating to aspects of the simulator’s structure and its predictive validity, its scoring system, and the nature of the performed tasks should be conducted.
85 citations
TL;DR: The work group developed guiding principles for decision making and adhered to principles of terminology development to develop a terminology incorporating concepts represented in the Toronto/University of California, San Francisco/Creighton University and International Classification of Diseases codes and periodontal and endodontic diagnoses.
Abstract: There is no commonly accepted standardized terminology for oral diagnoses. The purpose of this article is to report the development of a standardized dental diagnostic terminology by a work group of dental faculty members. The work group developed guiding principles for decision making and adhered to principles of terminology development. The members used an iterative process to develop a terminology incorporating concepts represented in the Toronto/University of California, San Francisco/Creighton University and International Classification of Diseases (ICD)-9/10 codes and periodontal and endodontic diagnoses. Domain experts were consulted to develop a final list of diagnostic terms. A structure was developed, consisting of thirteen categories, seventy-eight subcategories, and 1,158 diagnostic terms, hierarchically organized and mappable to other terminologies and ontologies. Use of this standardized diagnostic terminology will reinforce the diagnosis-treatment link and will facilitate clinical research, quality assurance, and patient communication. Future work will focus on implementation and approaches to enhance the validity and reliability of diagnostic term utilization.
83 citations
TL;DR: This study provides the first formal documentation that the curricula of non-dental health care professions, specifically in medicine, nursing, and pharmacy, do not contain adequate content related to oral-systemic health.
Abstract: There is increasing evidence that oral health is a critical component of overall health and that poor oral health may lead to initiation or exacerbation of chronic inflammatory diseases/conditions and adverse pregnancy outcomes. Added to this is an increasing awareness that among non-dental health care professions curricula (e.g., medicine, nursing, pharmacy, and allied health) there is an apparent lack of information regarding the interrelationships between oral health and overall health or recognition of the significance of oral health in achieving and sustaining general health outcomes. This study explored the amount of information related to oral-systemic science currently being taught in the predoctoral/undergraduate professional curricula of pharmacy, nursing, and medical schools in English-speaking universities around the world. The Oral-Systemic Health Educational Curriculum Survey was circulated online to associate or academic deans at medical, nursing, and pharmacy schools in universities across Canada, the United States, Europe, Asia, Australia, and New Zealand. The survey found that 53.7 percent of the respondents ranked the inclusion of oral-systemic science as somewhat important, 51.2 percent reported no or limited requirements to incorporate oral health education within their curricula, and 59.6 percent rated their current curricula in oral-systemic health as inadequate. The majority of students in these programs are not being instructed to examine the mouth, nor are they being taught how to perform an oral examination. Despite growing awareness of emerging evidence of oral-systemic relationships and recommendations that all health care providers should contribute to enhancing oral health, this knowledge base appears to be substantially deficient in the curricula of pharmacy, nursing, and medical students in many universities. This study provides the first formal documentation that the curricula of non-dental health care professions, specifically in medicine, nursing, and pharmacy, do not contain adequate content related to oral-systemic health.
74 citations
TL;DR: The top perceived sources of stress from the year 2000 were mostly unaltered in this study, despite a substantial increase in the number of students as well as changes in the curriculum.
Abstract: The purpose of this study was to investigate the level of psychological stress as well as the perceived sources of stress among undergraduate dental students at the University of Jordan. The top perceived stressors were compared with those of a previous study that examined the perceived sources of stress among undergraduate dental students at the University of Jordan in the year 2000. Psychological stress was assessed using the General Health Questionnaire (GHQ-12). Perceived sources of stress were evaluated using the Dental Environment Stress questionnaire. In the study, 520 students completed the questionnaires, for a response rate of 74 percent. These students showed a high level of psychological stress, with 70 percent at the cutoff point of a score of more than 3 for the GHQ-12. Women had a higher level of stress than men: 73 percent scored more than 3 on the GHQ-12 vs. 63 percent for men, which was statistically significant at p=0.05. The top perceived sources of stress from the year 2000 were mostly unaltered in our study, despite a substantial increase in the number of students as well as changes in the curriculum. Further research is needed into methods to minimize stress on dental students.
74 citations
TL;DR: The validation of an assessment instrument designed to measure the outcomes of training in evidence-based practice (EBP) in the context of dentistry concludes that the KACE has good discriminative validity, responsiveness to training effects, and test-retest reliability.
Abstract: This article reports the validation of an assessment instrument designed to measure the outcomes of training in evidence-based practice (EBP) in the context of dentistry. Four EBP dimensions are measured by this instrument: 1) understanding of EBP concepts, 2) attitudes about EBP, 3) evidence-accessing methods, and 4) confidence in critical appraisal. The instrument-the Knowledge, Attitudes, Access, and Confidence Evaluation (KACE)-has four scales, with a total of thirty-five items: EBP knowledge (ten items), EBP attitudes (ten), accessing evidence (nine), and confidence (six). Four elements of validity were assessed: consistency of items within the KACE scales (extent to which items within a scale measure the same dimension), discrimination (capacity to detect differences between individuals with different training or experience), responsiveness (capacity to detect the effects of education on trainees), and test-retest reliability. Internal consistency of scales was assessed by analyzing responses of second-year dental students, dental residents, and dental faculty members using Cronbach coefficient alpha, a statistical measure of reliability. Discriminative validity was assessed by comparing KACE scores for the three groups. Responsiveness was assessed by comparing pre- and post-training responses for dental students and residents. To measure test-retest reliability, the full KACE was completed twice by a class of freshman dental students seventeen days apart, and the knowledge scale was completed twice by sixteen faculty members fourteen days apart. Item-to-scale consistency ranged from 0.21 to 0.78 for knowledge, 0.57 to 0.83 for attitude, 0.70 to 0.84 for accessing evidence, and 0.87 to 0.94 for confidence. For discrimination, ANOVA and post hoc testing by the Tukey-Kramer method revealed significant score differences among students, residents, and faculty members consistent with education and experience levels. For responsiveness to training, dental students and residents demonstrated statistically significant changes, in desired directions, from pre- to post-test. For the student test-retest, Pearson correlations for KACE scales were as follows: knowledge 0.66, attitudes 0.66, accessing evidence 0.74, and confidence 0.76. For the knowledge scale test-retest by faculty members, the Pearson correlation was 0.79. The construct validity of the KACE is equivalent to that of instruments that assess similar EBP dimensions in medicine. Item consistency for the knowledge scale was more variable than for other KACE scales, a finding also reported for medically oriented EBP instruments. We conclude that the KACE has good discriminative validity, responsiveness to training effects, and test-retest reliability.
71 citations
TL;DR: Self-efficacy as a cognitive-perceptual factor should be considered by dental educators when planning educational interventions to promote students' healthy lifestyle.
Abstract: The aim of this cross-sectional study was to determine the predictors of health-promoting behaviors among freshman dental students at Istanbul University. Data were collected from a convenience sample of 111 students using questionnaires including a sociodemographic section, the Health-Promoting Lifestyle Profile II, the Health Value Scale, the Generalized Self-Efficacy Scale, the Perceived Stress Scale, and the Multidimensional Scale of Perceived Social Support. Data were analyzed using descriptive statistics, t-test, Pearson's correlation, and stepwise multiple linear regression. The overall health-promoting lifestyle behaviors among these students were at a moderate level, indicating that they engaged in health-promoting behaviors sometimes to often. They scored highest on the spiritual growth but lower on the health responsibility subscales. Females reported having engaged more in health responsibility behaviors and lower in physical activity than did males. Students from high-income families reported more physical activity. Significant correlations were found between overall health-promoting lifestyle behaviors, self-efficacy, health value, stress, and social support. Among all the related factors, self-efficacy was the most strongly predictive factor: it explained 61 percent of the variance in overall health-promoting behaviors. Thus, self-efficacy as a cognitive-perceptual factor should be considered by dental educators when planning educational interventions to promote students' healthy lifestyle.
69 citations
TL;DR: The purpose of this study was to determine the nonmedical use of prescription attention deficit disorder (ADD) stimulant medication among dental and dental hygiene students and to help administrators and faculty members become aware of potential problems with the misuse of ADD stimulants.
Abstract: The purpose of this study was to determine the nonmedical use of prescription attention deficit disorder (ADD) stimulant medication among dental and dental hygiene students. A questionnaire was used to examine demographic information, student experiences, and perceptions of prescription stimulant medication and to determine if students used a prescription stimulant nonmedically. In 2008, 401 surveys were mailed to dental education institutions in the south-central region of the United States, and 243 surveys (61 percent) were returned. The survey found that 12.4 percent of these students used a prescription stimulant nonmedically and, of those, 70 percent took it to improve attention and/or concentration. The most commonly reported stimulant medication used nonmedically was Adderall (77 percent). The majority (87 percent) of the students obtained the medication through friends, and 90 percent began using the drug in college. Even though 74 percent of the students reported being stressed, chi-square analysis found no significant association between nonmedical use of ADD stimulant medication and stress level (p=0.585). Sixteen percent of the students surveyed felt it was easy to obtain stimulant medication for nonmedical use at their school, and 17 percent thought it was a problem within their institution. These results may help administrators and faculty members become aware of potential problems with the misuse of ADD stimulant medication.
68 citations
TL;DR: Dental schools have created incentive programs to help with faculty shortages and develop future educators in dentistry, but it will take years before these efforts and their impact can be assessed.
Abstract: The scarcity of full-time clinical faculty members in dental schools across the country is a major crisis confronting dentistry. Dental schools are experiencing critical faculty shortages and are struggling to maintain appropriate faculty to student ratios. The adage of “doing more with less” applies, in many ways, to dental schools and their mission of educating future dentists. Solutions to the problem have included plans to recruit, develop, and mentor faculty members. However, progress has been slow. Dental schools have created incentive programs to help with faculty shortages and develop future educators in dentistry. This requires commitment and resources and will take years before these efforts and their impact can be assessed. Creative solutions need to be developed both nationally and locally to reverse the trend more rapidly.
56 citations
TL;DR: Tobacco control efforts must discourage tobacco use among dentists, promote smoke-free workplaces, and implement programs that train dentists in effective cessation-counseling techniques.
Abstract: The Global Health Professions Student Survey (GHPSS) has been conducted among third-year dental students in schools in forty-four countries, the Gaza Strip/West Bank, and three cities (Baghdad, Rio de Janeiro, and Havana) (all called "sites" in this article). In more than half the sites, over 20 percent of the students currently smoked cigarettes, with males having higher rates than females in thirty sites. Over 60 percent of students reported having been exposed to secondhand smoke in public places in thirty-seven of forty-eight sites. The majority of students recognized that they are role models in society and believed they should receive training on counseling patients to quit using tobacco, but few reported receiving formal training. Tobacco control efforts must discourage tobacco use among dentists, promote smoke-free workplaces, and implement programs that train dentists in effective cessation-counseling techniques.
TL;DR: Overall, postgraduate orthodontic program CBCT accessibility, usage, training, and interpretation were consistent in Eastern and Western regions, and most CBCT use was for specific diagnostic purposes of impacted/supernumerary teeth, craniofacial anomalies, and temporomandibular joint (TMJ) disorders.
Abstract: The purpose of this study was to evaluate the use of cone-beam computed tomography (CBCT) in postgraduate orthodontic residency programs. An anonymous electronic survey was sent to the program director/chair of each of the sixty-nine United States and Canadian postgraduate orthodontic programs, with thirty-six (52.2 percent) of these programs responding. Overall, 83.3 percent of programs reported having access to a CBCT scanner, while 73.3 percent reported regular usage. The vast majority (81.8 percent) used CBCT mainly for specific diagnostic purposes, while 18.2 percent (n=4) used CBCT as a diagnostic tool for every patient. Orthodontic residents received both didactic and practical (hands-on) training or solely didactic training in 59.1 percent and 31.8 percent of programs, respectively. Operation of the CBCT scanner was the responsibility of radiology technicians (54.4 percent), both radiology technicians and orthodontic residents (31.8 percent), and orthodontic residents alone (13.6 percent). Interpretation of CBCT results was the responsibility of a radiologist in 59.1 percent of programs, while residents were responsible for reading and referring abnormal findings in 31.8 percent of programs. Overall, postgraduate orthodontic program CBCT accessibility, usage, training, and interpretation were consistent in Eastern and Western regions, and most CBCT use was for specific diagnostic purposes of impacted/supernumerary teeth, craniofacial anomalies, and temporomandibular joint (TMJ) disorders.
TL;DR: A recently revised dental anatomy module at the University of Illinois at Chicago College of Dentistry integrates independent class preparation with active small-group discussion and patient scenario-based wax-up exercises to replace missing tooth structure on manikin teeth.
Abstract: The primary objective of the preclinical dental anatomy course in the predoctoral dental curriculum is to introduce students to cognitive and psychomotor skills related to the morphology and spatial and functional relationships of human dentition. Traditionally, didactic content for the subject is found in textbooks and course manuals and summarized by the faculty in lectures to the entire class. Psychomotor skills associated with recognition and reproduction of tooth morphology are traditionally learned by examining preserved tooth specimens and their cross-sections, combined with producing two-dimensional line drawings and carving teeth from wax blocks. These activities have little direct clinical application. In most cases, students are passive in the learning process, and assessment of student performance is unilateral and subjective. A recently revised dental anatomy module at the University of Illinois at Chicago College of Dentistry integrates independent class preparation with active small-group discussion and patient scenario-based wax-up exercises to replace missing tooth structure on manikin teeth. The goal of the revision is to shift emphasis away from decontextualized technical learning toward more active and clinically applicable learning that improves conceptual understanding while contributing to early acquisition of psychomotor skills. This article describes the rationale, components, and advantages of the revised module and presents a pre-post comparison of student learning outcomes for three class cohorts (N=203).
TL;DR: The degree of curriculum transformation was statistically different depending on the type of university (public or private) for variables 1, 2, 4, 5, 6, and 7 as discussed by the authors.
Abstract: In 2002, the Brazilian Ministry of Education approved the official curricular guidelines for undergraduate courses in Brazil to be adopted by the nation's 188 dental schools. In 2005-06, the Brazilian Dental Education Association (BDEA) promoted workshops in forty-eight of the schools to verify the degree of transformation of the curriculum based on these guidelines. Among the areas analyzed were course philosophy (variables were v1: knowledge production based on the needs of the Brazilian Public Health System [BPHS]; v2: health determinants; and v3: postgraduate studies and permanent education); pedagogical skills (v4: curricular structure; v5: changes in pedagogic and didactic skills; and v6: course program orientation); and dental practice scenarios (v7: diversity of the scenarios for training/learning; v8: academic health care centers opened to the BPHS; and v9: participation of students in health care delivery for the population). The subjects consisted of faculty members (n=711), students (n=228), and employees (n=14). The results showed an incipient degree of curriculum transformation. The degree of innovation was statistically different depending on the type of university (public or private) for variables 1, 2, 4, 5, 6, and 7. Private schools reported a higher level of innovation than public institutions. Resistance to transforming the dental curriculum according to the official guidelines may be linked to an ideological conception that supports the private practice model, continues to have faculty members direct all classroom activities, and prevents students from developing an understanding of professional practice as targeted towards the oral health needs of all segments of society.
TL;DR: The Northern Arizona University (NAU) Dental Hygiene Department developed a teledentistry-assisted, affiliated practice dental hygiene model that places a dental hygienist in the role of the mid-level practitioner as part of a digitally linked oral health care team.
Abstract: The 2010 U.S. Patient Protection and Affordable Care Act (PPACA) calls for training programs to develop mid-level dental health care providers to work in areas with underserved populations. In 2004, legislation was passed in Arizona allowing qualified dental hygienists to enter into an affiliated practice relationship with a dentist to provide oral health care services for underserved populations without general or direct supervision in public health settings. In response, the Northern Arizona University (NAU) Dental Hygiene Department developed a teledentistry-assisted, affiliated practice dental hygiene model that places a dental hygienist in the role of the mid-level practitioner as part of a digitally linked oral health care team. Utilizing current technologies, affiliated practice dental hygienists can digitally acquire and transmit diagnostic data to a distant dentist for triage, diagnosis, and patient referral in addition to providing preventive services permitted within the dental hygiene scope of practice. This article provides information about the PPACA and the Arizona affiliated practice dental hygiene model, defines teledentistry, identifies the digital equipment used in NAU's teledentistry model, give an overview of NAU's teledentistry training, describes NAU's first teledentistry clinical experience, presents statistical analyses and evaluation of NAU students' ability to acquire diagnostically efficacious digital data from remote locations, and summarizes details of remote applications of teledentistry-assisted, affiliated practice dental hygiene workforce model successes.
TL;DR: The Dental Practice-Based Research Network (DPBRN) as mentioned in this paper is a dental practice-based research network comprised of practitioner- investigators in two health maintenance organizations, several universities, many U.S. states, and three Scandinavian countries.
Abstract: Effectively addressing challenges of conducting research in nonacademic settings is crucial to its success. A dental practice-based research network called The Dental Practice-Based Research Network (DPBRN) is comprised of practitioner- investigators in two health maintenance organizations, several universities, many U.S. states, and three Scandinavian countries. Our objective in this article is to describe lessons learned from conducting studies in this research context; the studies are con- ducted by clinicians in community settings who may be doing their first research study. To date, twenty-one studies have been completed or are in implementation. These include a broad range of topic areas, enrollment sizes, and study designs. A total of 1,126 practitioner-investigators have participated in at least one study. After excluding one study because it involved electronic records queries only, these studies included more than 70,000 patient/participant units. Because the DPBRN is committed to being both practitioner- and patient-driven, all studies must be approved by its Executive Committee and a formal study section of academic clinical scientists. As a result of interacting with a diverse range of institutional and regulatory entities, funding agen- cies, practitioners, clinic staff, patients, academic scientists, and geographic areas, twenty-three key lessons have been learned. Patients' acceptance of these studies has been very high, judging from high participation rates and their completion of data forms. Early studies substantially informed later studies with regard to study design, practicality, forms design, informed consent process, and training and monitoring methods. Although time-intensive and complex, these solutions improved acceptability of practice-based research to patients, practitioners, and university researchers.
TL;DR: The most popular reasons for Iranian dental students' choice of dentistry as a career were a general interest in medicine and desire to enter a prestigious profession with high social status.
Abstract: Students' attitudes toward and reasons for choosing careers are of great interest for educational systems around the world. The aims of this study were to investigate Iranian dental students' motivations in choosing dentistry as a career and their attitudes toward their future profession. A cross-sectional study of a group of 219 out of 225 (response rate: 97 percent) final-year dental students in four accredited dental schools in Tehran was conducted using a self-administered, structured questionnaire. The data were analyzed using SPSS version 11.5 and the Mann-Whitney test. The most popular reasons for these students' choice of dentistry as a career were a general interest in medicine and desire to enter a prestigious profession with high social status. The majority of the students planned to enter private practice; fewer intended to pursue specialty education abroad. Most of the female students planned to work in a group practice environment such as a clinic rather than a solo practice. Single students showed greater enthusiasm than married ones for pursuing further studies abroad after graduation. Overall, these dental students appeared to have positive attitudes about the dental profession.
TL;DR: Dental students are strongly motivated to learn about providing care for patients with special health care needs and the better their dental education prepares them for this task, the more confident they are when treating these patients and the more likely they will be to provide care for these patients.
Abstract: Accreditation standards require U.S. dental schools to prepare their graduates for the diagnosis of treatment needs of patients with special health care needs (SHCN). The objective of this study was to explore dental students’ perceptions of their education about these issues, their satisfaction with this education, and their professional attitudes and behavioral intentions concerning treating patients with SHCN in the future. Web-based survey data were collected from forty-nine dental student leaders in thirteen U.S. dental schools and paper-and-pencil survey data from 397 dental students at a Midwestern dental school. Most respondents agreed that it is important to be educated about providing care for patients with SHCN and that they will provide care for these patients in the future. However, their satisfaction with their education was not equally positive. Their perceived quality of their dental education was correlated with their confidence concerning treating SHCN patients; their confidence was in turn correlated with their intentions to include these patients in their patient families in their future professional lives. In conclusion, dental students are strongly motivated to learn about providing care for patients with SHCN. The better their dental education prepares them for this task, the more confident they will be when treating these patients and the more likely they will be to provide care for these patients.
TL;DR: It is concluded that dental diagnostic terminology can be incorporated within an electronic health record and utilized in an academic clinical environment.
Abstract: Standardized treatment procedure codes and terms are routinely used in dentistry. Utilization of a diagnostic terminology is common in medicine, but there is not a satisfactory or commonly standardized dental diagnostic terminology available at this time. Recent advances in dental informatics have provided an opportunity for inclusion of diagnostic codes and terms as part of treatment planning and documentation in the patient treatment history. This article reports the results of the use of a diagnostic coding system in a large dental school’s predoctoral clinical practice. A list of diagnostic codes and terms, called Z codes, was developed by dental faculty members. The diagnostic codes and terms were implemented into an electronic health record (EHR) for use in a predoctoral dental clinic. The utilization of diagnostic terms was quantified. The validity of Z code entry was evaluated by comparing the diagnostic term entered to the procedure performed, where valid diagnosis-procedure associations were determined by consensus among three calibrated academically based dentists. A total of 115,004 dental procedures were entered into the EHR during the year sampled. Of those, 43,053 were excluded from this analysis because they represent diagnosis or other procedures unrelated to treatments. Among the 71,951 treatment procedures, 27,973 had diagnoses assigned to them with an overall utilization of 38.9 percent. Of the 147 available Z codes, ninety-three were used (63.3 percent). There were 335 unique procedures provided and 2,127 procedure/diagnosis pairs captured in the EHR. Overall, 76.7 percent of the diagnoses entered were valid. We conclude that dental diagnostic terminology can be incorporated within an electronic health record and utilized in an academic clinical environment. Challenges remain in the development of terms and implementation and ease of use that, if resolved, would improve the utilization.
TL;DR: Dentists and dental students can be exposed to the human immunodeficiency virus (HIV), hepatitis B virus (HBV), and hepatitis C virus (HCV) during routine work and their attitudes and risk perceptions about the treatment of patients with HIV, HBV, and HCV are assessed.
Abstract: Dentists and dental students can be exposed to the human immunodeficiency virus (HIV), hepatitis B virus (HBV), and hepatitis C virus (HCV) during routine work. The aims of this study were to assess a group of dental students' knowledge about HIV, HBV, and HCV infections; assess their attitudes and risk perceptions about the treatment of patients with HIV, HBV, and HCV; and identify factors associated with their knowledge and willingness to treat these patients. An anonymous survey was administered to 534 predoctoral students at the School of Dental Medicine, University of Zagreb, Croatia. The response rate was 71.9 percent. Students' knowledge increased with each year of study. Senior students (in their third, fourth, and fifth years) had more professional attitudes and were significantly more positive about dentists' professional obligation to treat patients who are HIV-positive than were junior students (in their first and second years; p=0.0002). Senior students also expressed significantly more willingness to treat intravenous drug users and patients with hepatitis (p=0.016 and p=0.033, respectively). Female students were significantly more convinced than male students that routine dental treatment carried a significant risk of HIV and hepatitis infection (p=0.025). These students' knowledge negatively correlated with the lack of willingness to treat intravenous drug users and patients with hepatitis, and they expressed their willingness to receive further theoretical and practical education on this topic.
TL;DR: It is demonstrated that questionnaire evaluations demonstrated a positive effect of the 3D visualization software by enhancing students' learning about radiographic interpretation, and it is important to understand the interactions between learners and such new technologies in order to identify potential advantages and limitations prior to embracing them as learning resources.
Abstract: There is heightened optimism about the potential of 3D visualization software as an alternative learning resource in radiology education. The purpose of this study was to investigate the effect of 3D visualization software on students’ learning of oral radiographic interpretation from 2D radiographic images. Fourth-year dental students underwent a learning intervention phase of radiographic interpretation of oral pathoses using 3D visualization software. The success of the educational intervention was assessed by quantitative means, using a radiographic interpretation test, and by qualitative means, using a structured Likert-scale survey, asking students to evaluate their own learning outcomes. It was anticipated that training with the rotational mode of 3D visualization software would provide additional depth cues, enabling students to create spatial-mental models of anatomy that they can apply to 2D radiographic interpretation of oral pathoses. Although quantitative assessment did not support this, questionnaire evaluations demonstrated a positive effect of the 3D visualization software by enhancing students’ learning about radiographic interpretation. Despite much optimism about the educational potential of 3D visualization software, it is important to understand the interactions between learners and such new technologies in order to identify potential advantages and limitations prior to embracing them as learning resources.
TL;DR: It was revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program and may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.
Abstract: Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students’ perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.
TL;DR: The results of this study demonstrate that dental practitioners utilize a variety of evidence-based and non-evidence-based information resources to support decisions in clinical practice.
Abstract: This study investigated current trends of Iowa dental practitioners with regard to acquisition and utilization of scientific information resources to support decision making in the clinical practice of dentistry. A survey questionnaire regarding the utilization of various sources of information to support clinical decisions was mailed in September 2009 to all dentists licensed and practicing in the state of Iowa. Dentists appointed full-time within the University of Iowa College of Dentistry were excluded from this study. Continuing education courses were the most frequently utilized and preferred information source by respondents, followed by print journals and consultation with other health care professionals. Practice patterns according to decade of dental school graduation as well as scope of practice were noted. The results of this study demonstrate that dental practitioners utilize a variety of evidence-based and non-evidence-based information resources to support decisions in clinical practice. The habits of newer graduates vary somewhat from those of earlier graduates; the habits of specialists vary from those of general practitioners.
TL;DR: Comparison of cortisol levels to the perceived sources of stress and demographic data collected showed that certain discrepancies may exist between the perceived and actual stress felt by dental students at different times in the academic semester.
Abstract: The aims of this study were to identify the perceived sources of stress in final-year dental students studying in a private dental school in Riyadh, Saudi Arabia, using a modified dental environmental stress (DES) scale and to correlate these findings, at various times in the semester, with the level of acute stress measured with salivary cortisol as a biomarker. A total of forty final-year students were administered a modified DES questionnaire consisting of twenty-five questions to determine the perceived causes of stress. Salivary cortisol levels during the first week of the semester, the final week of clinical training, and one hour before the final didactic examination were assessed. Baseline cortisol levels were significantly lower than the cortisol levels in the clinic, and both these values were significantly lower than the salivary cortisol levels before the examination (p
TL;DR: Most of the dentists and dental students had poor attitudes and negative perceptions of smoking cessation activities, possibly due to lack of training and resources to carry it out in the clinics, there is need to include smoking cessation training in the dental curriculum in Nigeria.
Abstract: The study was aimed at assessing the awareness, attitude, practices, willingness, and perceived barriers of dental students and dentists in Lagos University Teaching Hospital, Lagos, Nigeria, in relation to smoking cessation in the dental care setting. An anonymous self-administered questionnaire that contained questions relating to attitudes, views, and perceived barriers to smoking cessation activities in the dental clinic was hand-delivered to all dentists and clinical dental students in 2007. One hundred and thirty-six respondents took part in the study (response rate=81.9 percent). Although 95 percent of the respondents believed that smoking affects the dental management of the patient, only 65 percent always ask their patients about their smoking habits, and only 30 percent have heard about smoking cessation programs. A significantly higher proportion of students always ask patients about their smoking habits compared with dentists (p=0.0017). Also, a significantly higher proportion of dentists (97 percent) advised their patients against tobacco use compared with 77 percent of students (p=0.0000). Only 2 percent and 3 percent agreed that it is their professional responsibility to educate or encourage patients to quit smoking, respectively. Also, 98 percent strongly disagreed that it is within the scope of dental practice to ask about tobacco use, and 86 percent disagreed that tobacco counseling can be effective in helping patients quit tobacco use. Perceived barriers reported were lack of time (88 percent), lack of necessary materials (81 percent), and lack of knowledge of smoking cessation (74 percent). However, 81 percent of the respondents said they are willing to undergo training in tobacco use cessation. Since most of the dentists and dental students had poor attitudes and negative perceptions of smoking cessation activities, possibly due to lack of training and resources to carry it out in the clinics, there is need to include smoking cessation training in the dental curriculum in Nigeria.
TL;DR: Overall, a relatively good level of knowledge was observed amongst dental students of Tehran University of Medical Sciences, Tehran, Iran, but students' answers to practice questions were less satisfying, highlighting the necessity of continued infection control education.
Abstract: With more than two billion infected people, from whom 350 to 400 million suffer from chronic infection, hepatitis B virus (HBV) is still a major health problem worldwide As dental treatment puts both dentists and patients at a higher risk of HBV infection, dentists can play an important role in preventing HBV transmission in dental settings This study was performed to evaluate dental students' awareness and practice regarding HBV-related issues and to compare the results obtained from different academic years One hundred and forty-two questionnaires consisting of questions on students' knowledge of HBV and preventive measures against this virus were completed by third- to sixth-year dental students of Tehran University of Medical Sciences (TUMS), Tehran, Iran Overall, a relatively good level of knowledge was observed amongst this population However, students' answers to practice questions were less satisfying It is noteworthy that in some cases students of higher academic years showed less awareness This finding highlights the necessity of continued infection control education TUMS students must complete an infection control workshop before they start their clinical education The authors propose that such training at the beginning of each academic year would be worthwhile
TL;DR: Since ergonomic development and technical performance were positively impacted by VRS training, these results support the use of VRS in a preclinical dental curriculum.
Abstract: This study compared faculty perceptions and expectations of dental students' abilities using virtual reality simulation (VRS) to those who did not use virtual reality simulation (non-VRS) in an operative dentistry preclinical course. A sixteen-item survey with a ten-point rating scale and three open-ended questions asked about students' abilities in ergonomics, confidence level, performance, preparation, and self-assessment. The surveys were administered three times to a small group of preclinical faculty members. First, faculty members (n=12, 92 percent response rate) gave their perceptions of non-VRS students' abilities at the end of their traditional course. Secondly, faculty members (n=13, 100 percent response rate) gave their expectations of the next incoming class's abilities (VRS students) prior to the start of the course with traditional and VRS components. Finally, faculty members (n=13, 100 percent response rate) gave their perceptions of VRS students' abilities after completion of the course. A Tukey's test for multiple comparisons measured significance among survey items. Faculty perceptions of VRS students' abilities were higher than for non-VRS students for most abilities examined. However, the faculty members' expectations of VRS training were higher than their perceptions of the students' abilities after VRS training for most abilities examined. Since ergonomic development and technical performance were positively impacted by VRS training, these results support the use of VRS in a preclinical dental curriculum.
TL;DR: Investigating Brazilian dental students' reasons for pursuing dentistry as an occupation and considering the professional expectations of freshman students at a Brazilian public university over a fifteen-year period revealed significant differences in the freshman students' motivations and professional perspectives over time.
Abstract: Examining dental students' profiles and perspectives contributes to discussions concerning dental education and practice. This study aimed, first, to investigate Brazilian dental students' reasons for pursuing dentistry as an occupation and, secondly, to consider the professional expectations of freshman students at a Brazilian public university over a fifteen-year period. A cross-sectional study was performed using data from a self-administered questionnaire to all first-year students enrolled in the 1993-95 and 2006-08 periods at the Federal University of Goias, Brazil (n=376). A total of 296 students responded (response rate=78.7 percent). Frequency analysis and chi-square tests were used to compare frequencies between the two time periods. Job conception was cited as the primary reason for pursuing dentistry, and the students considered oral health promotion and oral disease prevention as the primary purposes of dentistry. Most students intended to serve both high and low socioeconomic populations and both private and public practices after graduation. The majority cited an interest in specializing in clinical fields, orthodontics being the most frequent option. Significant trends included a greater interest in health promotion and public services and specializing in aesthetic dentistry and implantology in the 2006-08 period. This study revealed significant differences in the freshman students' motivations and professional perspectives over time. Personal views and concepts about profession are major influencing factors for choosing dentistry as a career.
TL;DR: The absence of patient input into the design of instruments used to assess students' clinical communication skills is focused on and a holistic approach, with input from key stakeholders including patients, was used to produce two such instruments.
Abstract: Effectively using patients as teachers to provide authentic feedback is an underused strategy in dental education, but it has potential for integrating the teaching of therapeutic communication skills within the dental clinic setting. This study focuses on the absence of patient input into the design of instruments used to assess students' clinical communication skills and demonstrates how a holistic approach, with input from key stakeholders including patients, was used to produce two such instruments. The development of complementary communication assessment instruments, one for patient use and one for student use, took place in three phases. In Phase I the authors reviewed a sample of existing patient satisfaction surveys; in Phase II they captured input from stakeholders; and Phase III resulted in the generation of the patient communication assessment instrument and the student communication self-assessment instrument. This article highlights communication skill issues relevant to the education of oral health professionals and describes the rationale and process for the development of the first iteration of the patient assessment and student self-assessment clinical communication instruments.
TL;DR: A rubric is defined, the steps of rubrics development as described in the educational literature to dental student assessment are applied, two examples of rubric implementation for assessing student progress toward competence are presented, and electronic resources for rubric development are recommended.
Abstract: Identifying and implementing effective methods for assessing dental student performance are ongoing challenges for dental educators. Questions related to grading and assessment are common among faculty and students alike. Faculty members who are well-trained clinicians or scientists often have little formal training in education. In addition, assessment of performance brings with it an element of subjectivity. Questions about assessment and grading are most likely to arise when expectations are unclear or the rationale for the grade awarded is not articulated. The authors propose that one solution to assessment dilemmas can be found in the use of rubrics: scaled tools with levels of achievement and clearly defined criteria placed in a grid. Rubrics establish clear rules for evaluation and define the criteria for performance. Rubrics speak to both teaching and learning expectations and outcomes and can provide faculty members with a tool that can be useful in evaluating dental student performance. Rubrics can also provide students with clear expectations of performance, an opportunity to self-assess, and timely, detailed feedback. The purpose of this article is to define a rubric, apply the steps of rubric development as described in the educational literature to dental student assessment, present two examples of rubric implementation for assessing student progress toward competence, and recommend electronic resources for rubric development.