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Publisher: American Dental Education Association   (Total: 1 journals)   [Sort by number of followers]

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J. of Dental Education     Full-text available via subscription   (Followers: 2, SJR: 0.469, CiteScore: 1)
Journal Cover
Journal of Dental Education
Journal Prestige (SJR): 0.469
Citation Impact (citeScore): 1
Number of Followers: 2  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0022-0337 - ISSN (Online) 1930-7837
Published by American Dental Education Association Homepage  [1 journal]
  • Reading Journal Articles--Past, Present, and Future
    • Authors: Karimbux N. Y.
      Pages: 339 - 339
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.034
      Issue No: Vol. 82, No. 4 (2018)
       
  • Clinical Dental Faculty Members Perceptions of Diagnostic Errors and How
           to Avoid Them
    • Authors: Nikdel, C; Nikdel, K, Ibarra-Noriega, A, Kalenderian, E, Walji, M. F.
      Pages: 340 - 348
      Abstract: Diagnostic errors are increasingly recognized as a source of preventable harm in medicine, yet little is known about their occurrence in dentistry. The aim of this study was to gain a deeper understanding of clinical dental faculty members’ perceptions of diagnostic errors, types of errors that may occur, and possible contributing factors. The authors conducted semi-structured interviews with ten domain experts at one U.S. dental school in May–August 2016 about their perceptions of diagnostic errors and their causes. The interviews were analyzed using an inductive process to identify themes and key findings. The results showed that the participants varied in their definitions of diagnostic errors. While all identified missed diagnosis and wrong diagnosis, only four participants perceived that a delay in diagnosis was a diagnostic error. Some participants perceived that an error occurs only when the choice of treatment leads to harm. Contributing factors associated with diagnostic errors included the knowledge and skills of the dentist, not taking adequate time, lack of communication among colleagues, and cognitive biases such as premature closure based on previous experience. Strategies suggested by the participants to prevent these errors were taking adequate time when investigating a case, forming study groups, increasing communication, and putting more emphasis on differential diagnosis. These interviews revealed differing perceptions of dental diagnostic errors among clinical dental faculty members. To address the variations, the authors recommend adopting shared language developed by the medical profession to increase understanding.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.037
      Issue No: Vol. 82, No. 4 (2018)
       
  • Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S.
           Dental School
    • Authors: van der Hoeven, D; van der Hoeven, R, Zhu, L, Busaidy, K, Quock, R. L.
      Pages: 349 - 355
      Abstract: Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents’ definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.038
      Issue No: Vol. 82, No. 4 (2018)
       
  • Academic Pre-Orientation Program for Dental Students: Beginning and End of
           Program Evaluations, 1998-2016
    • Authors: DSilva, E. R; Woolfolk, M. W, Duff, R. E, Inglehart, M. R.
      Pages: 356 - 365
      Abstract: Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.039
      Issue No: Vol. 82, No. 4 (2018)
       
  • A National Survey of U.S. Dental Students Experiences with International
           Service Trips
    • Authors: Lambert, R. F; Wong, C. A, Woodmansey, K. F, Rowland, B, Horne, S. O, Seymour, B.
      Pages: 366 - 372
      Abstract: Globalization, along with the increasing prevalence of non-communicable diseases, their risk factors, and poor oral health, demands global approaches to oral health care. Trained health care workers’ providing volunteer services abroad is one model used for improving access to dental services for some communities. Currently, little is known about U.S. dental student involvement in international clinical service volunteerism. The aim of this exploratory study was to capture national survey data from predoctoral dental students about their interest in and experience with global health service trips. The survey sought to assess students’ past experiences and current and future interest in programs providing dental and/or medical services in order to lay the foundation for further research. A 12-question web-based survey was distributed in May 2017 to 22,930 students enrolled in U.S. dental schools. A total of 1,555 students responded, for a response rate of 7%. Respondents were evenly distributed across the four academic years. Approximately 22% (n=342) of the respondents had already participated in a service trip experience, 83% reported interest in a service trip while in school, and 92% were interested after graduation. Reported motivations for international trips included the desire to care for the underserved and to obtain a more global view of health and disease. Concerns were expressed regarding costs and time constraints. This study provided preliminary, exploratory data on dental student engagement with international service trips. Both interest and participation in international service trips among responding students were high, reflecting current trends in both dentistry and medicine. Dental education may have an opportunity to guide student engagement in more sustainable and ethical volunteering in the U.S. and abroad.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.036
      Issue No: Vol. 82, No. 4 (2018)
       
  • Self-Directed Digital Learning: When Do Dental Students Study'
    • Authors: Jackson, T. H; Zhong, J, Phillips, C, Koroluk, L. D.
      Pages: 373 - 378
      Abstract: The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am–5 pm school hours. The aim of this study was to use direct observation to evaluate dental students’ access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (p
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.040
      Issue No: Vol. 82, No. 4 (2018)
       
  • Should Dental Schools Invest in Training Predoctoral Students for Academic
           Careers' Two Viewpoints: Viewpoint 1: Dental Schools Should Add
           Academic Careers Training to Their Predoctoral Curricula to Enhance
           Faculty Recruitment and Viewpoint 2: Addition of Academic Careers Training
           for All Predoctoral Students Would Be Inefficient and Ineffective
    • Authors: Fung, B; Fatahzadeh, M, Kirkwood, K. L, Hicks, J, Timmons, S. R.
      Pages: 379 - 387
      Abstract: This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost-benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.035
      Issue No: Vol. 82, No. 4 (2018)
       
  • Engaging Oral Health Students in Learning Basic Science Through Assessment
           That Weaves in Personal Experience
    • Authors: Leadbeatter, D; Gao, J.
      Pages: 388 - 398
      Abstract: Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students’ engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students’ interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke’s framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek integrative methods to help students engage in meaningful knowledge production and understand that what they are learning goes beyond acquisition of scientific facts.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.041
      Issue No: Vol. 82, No. 4 (2018)
       
  • The Role of Digital 3D Scanned Models in Dental Students Self-Assessments
           in Preclinical Operative Dentistry
    • Authors: Lee, C; Kobayashi, H, Lee, S. R, Ohyama, H.
      Pages: 399 - 405
      Abstract: The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=–0.47, p
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.046
      Issue No: Vol. 82, No. 4 (2018)
       
  • Comparison of Dental Students PAT Scores with Their Performance in
           Preclinical Technique Courses: Identifying the Need for Early
           Interventions
    • Authors: Schultz-Robins, M; Markowitz, K, DeCastro, J, Jiang, S.
      Pages: 406 - 410
      Abstract: The aim of this study was to determine if lower scores on the Perceptual Ability Test (PAT) of the Dental Admission Test (DAT) predicted which dental students required remediation in three preclinical restorative dentistry courses at Rutgers School of Dental Medicine. The academic records of 489 dental students from the graduating Classes of 2010 through 2015 were evaluated. The results showed that, for all three courses (Preclinical General Dentistry I, Preclinical General Dentistry II, and Preclinical Fixed Prosthodontics), the remediating students had significantly lower mean PAT scores than did the passing students. A one-unit decrease in a student’s PAT score was associated with a 43% increase in the odds of remediating the Preclinical General Dentistry I lab, a 29% increase in the odds of remediating the Preclinical Fixed Prosthodontics lab, and a 47% increase in the odds of remediating the Preclinical General Dentistry II lab. The mean PAT score for passing students was 18.84 (standard deviation 2.35), and the mean PAT score for students requiring remediation was 17.03 (standard deviation 2.18). Studies like this can be useful because if students at risk of failing these courses are identified early and appropriate supports are provided, the need for remediation may be reduced if not eliminated.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.043
      Issue No: Vol. 82, No. 4 (2018)
       
  • Rethinking Dental School Admission Criteria: Correlation Between
           Pre-Admission Variables and First-Year Performance for Six Classes at One
           Dental School
    • Authors: Rowland, K. C; Rieken, S.
      Pages: 411 - 416
      Abstract: Admissions committees in dental schools are charged with the responsibility of selecting candidates who will succeed in school and become successful members of the profession. Identifying students who will have academic difficulty is challenging. The aim of this study was to determine the predictive value of pre-admission variables for the first-year performance of six classes at one U.S. dental school. The authors hypothesized that the variables undergraduate grade point average (GPA), undergraduate science GPA (biology, chemistry, and physics), and Dental Admission Test (DAT) scores would predict the level of performance achieved in the first year of dental school, measured by year-end GPA. Data were collected in 2015 from school records for all 297 students in the six cohorts who completed the first year (Classes of 2007 through 2013). In the results, statistically significant correlations existed between all pre-admission variables and first-year GPA, but the associations were only weak to moderate. Lower performing students at the end of the first year (lowest 10% of GPA) had, on average, lower pre-admission variables than the other students, but the differences were small (≤10.8% in all categories). When all the pre-admission variables were considered together in a multiple regression analysis, a significant association was found between pre-admission variables and first-year GPA, but the association was weak (adjusted R2=0.238). This weak association suggests that these students’ first-year dental school GPAs were mostly determined by factors other than the pre-admission variables studied and has resulted in the school’s placing greater emphasis on other factors for admission decisions.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.042
      Issue No: Vol. 82, No. 4 (2018)
       
  • Dental Students Skills Assessments: Comparisons of Daily Clinical Grades
           and Clinical and Laboratory Assessments
    • Authors: Bertoli, E; Lawson, K. P, Bishop, S. S.
      Pages: 417 - 423
      Abstract: The aim of this study was to compare the daily clinical grades of third-year dental students during routine clinical activities involving direct and indirect operative procedures to clinical and laboratory assessments. The authors compared students’ daily clinical grades to graded clinical assessments and compared daily clinical grades to laboratory assessments at one U.S. dental school. A total of 50 third-year students (participation rate: 98%) participated in this study during the school year of 2014–15. The study analyzed the students’ daily clinical grades and graded assessments during regular clinical activities and two laboratory examinations. The results found no statistically significant differences between daily grades and the clinical assessments (p=0.2845). There were statistically significant differences between daily clinical grades and laboratory assessments (p=0.0024). This study found higher grades were given for procedures completed and graded in the clinical setting. Further studies are needed to explore the possibility of clinical grades being positively skewed.
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.045
      Issue No: Vol. 82, No. 4 (2018)
       
  • Relationship Between Dental Students Pre-Admission Record and Performance
           on the Comprehensive Basic Science Examination
    • Authors: Lee, K. C; Lee, V. Y, Zubiaurre, L. A, Grbic, J. T, Eisig, S. B.
      Pages: 424 - 428
      Abstract: The Comprehensive Basic Science Examination (CBSE) is the entrance examination for oral and maxillofacial surgery, but its implementation among dental students is a relatively recent and unintended use. The aim of this study was to examine the relationship between pre-admission data and performance on the CBSE for dental students at the Columbia University College of Dental Medicine (CDM). This study followed a retrospective cohort, examining data for the CDM Classes of 2014-19. Data collected were Dental Admission Test (DAT) and CBSE scores and undergraduate GPAs for 49 CDM students who took the CBSE from September 2013 to July 2016. The results showed that the full regression model did not demonstrate significant predictive capability (F[8,40]=1.70, p=0.13). Following stepwise regression, only the DAT Perceptual Ability score remained in the final model (F[1,47]=7.97, p
      PubDate: 2018-04-01T00:00:00-07:00
      DOI: 10.21815/JDE.018.044
      Issue No: Vol. 82, No. 4 (2018)
       
  • Peer Education: Reviews of the Literature (PERLs)
    • Pages: 429 - 431
      PubDate: 2018-04-01T00:00:00-07:00
      Issue No: Vol. 82, No. 4 (2018)
       
  • Snapshot of Dental Education
    • Pages: 432 - 432
      PubDate: 2018-04-01T00:00:00-07:00
      Issue No: Vol. 82, No. 4 (2018)
       
 
 
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