for Journals by Title or ISSN
for Articles by Keywords

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

Showing 1 - 1 of 1 Journals sorted alphabetically
J. of Dental Education     Full-text available via subscription   (Followers: 1, SJR: 0.442, h-index: 48)
Journal Cover Journal of Dental Education
  [SJR: 0.442]   [H-I: 48]   [1 followers]  Follow
   Full-text available via subscription Subscription journal
   ISSN (Print) 0022-0337 - ISSN (Online) 1930-7837
   Published by American Dental Education Association Homepage  [1 journal]
  • Social Determinants of Health: An Essential Element in Dental Education
    • Authors: Tiwari T.
      Pages: 235 - 236
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.021
      Issue No: Vol. 82, No. 3 (2018)
  • Integrating Social Determinants of Health into Dental Curricula: An
           Interprofessional Approach
    • Authors: Sabato, E; Owens, J, Mauro, A. M, Findley, P, Lamba, S, Fenesy, K.
      Pages: 237 - 245
      Abstract: Approaching patient care from a holistic perspective, incorporating not only the patient’s medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools’ curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.022
      Issue No: Vol. 82, No. 3 (2018)
  • Should Live Patient Licensing Examinations in Dentistry Be
           Discontinued' Two Viewpoints: Viewpoint 1: Alternative Assessment
           Models Are Not Yet Viable Replacements for Live Patients in Clinical
           Licensure Exams and Viewpoint 2: Ethical and Patient Care Concerns About
           Live Patient Exams Require Full Acceptance of Justifiable Alternatives
    • Authors: Chu, T.-M. G; Makhoul, N. M, Silva, D. R, Gonzales, T. S, Letra, A, Mays, K. A.
      Pages: 246 - 251
      Abstract: This Point/Counterpoint article addresses a long-standing but still-unresolved debate on the advantages and disadvantages of using live patients in dental licensure exams. Two contrasting viewpoints are presented. Viewpoint 1 supports the traditional use of live patients, arguing that other assessment models have not yet been demonstrated to be viable alternatives to the actual treatment of patients in the clinical licensure process. This viewpoint also contends that the use of live patients and inherent variances in live patient treatment represent the realities of daily private practice. Viewpoint 2 argues that the use of live patients in licensure exams needs to be discontinued considering those exams’ ethical dilemmas of exposing patients to potential harm, as well as their lack of reliability and validity and limited scope. According to this viewpoint, the current presence of viable alternatives means that the risk of harm inherent in live patient exams can finally be eliminated and those exams replaced with other means to confirm that candidates are qualified for licensure to practice.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.023
      Issue No: Vol. 82, No. 3 (2018)
  • U.S. Dental Schools Preparation for the Integrated National Board Dental
    • Authors: Duong, M.-L. T; Cothron, A. E, Lawson, N. C, Doherty, E. H.
      Pages: 252 - 259
      Abstract: An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators’ attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents’ level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.024
      Issue No: Vol. 82, No. 3 (2018)
  • Analyzing Dental Students Clinic Production Using Time-Based Relative
           Value Units: Ten-Year Cross-Cohort Mapping
    • Authors: Watkins, R. T; Conn, L. J, Gellin, R. G, Gonzales, T. S, Hamil, L. M, Cayouette, M. J, Schmidt, M. G.
      Pages: 260 - 268
      Abstract: The analysis of dental students’ clinical production/participation has been used to assess whether a prospective graduate is capable of unsupervised and independent practice (that is, competent to perform that practice). This method and others have inherent biases that may not accurately reflect whether the student has mastered the associated concepts and techniques required for dentistry. The aim of this study was to assess an informatics system that assigned curriculum meta-tags with time-based relative educational value units (ReVUs) to each clinical procedure performed by Medical University of South Carolina (MUSC) students. The system has been used since 1998, but for this study the complete data sets for the MUSC graduating classes of 2007 through 2016 were mapped using microcompetency codes for the dental procedures. In total, 421,494 procedures were formatted and analyzed using software developed to aggregate disparate data sets from clinical activities into a common format for evaluation. The results showed that the ten classes (cohorts) were very consistent with cohort high ReVUs averaging 7,317.1 points, cohort mean ReVUs being 5,180.2 points, and cohort low ReVUs averaging 3,381 points. A detailed analysis of student effort by dental subspecialty found that preventive activities represented 13.4%, patient assessment 32.6%, periodontology 2.8%, restorative dentistry 16.3%, prosthodontics 21.9%, endodontics 6.7%, and oral surgery 5.7% of the total points in the clinical part of the curriculum. In this system, point thresholds can be easily generated to monitor students’ progress towards competence for each defined competency and thus assess their progress towards acquiring the skills required for unsupervised, independent practice.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.025
      Issue No: Vol. 82, No. 3 (2018)
  • The Dental School Interview As a Predictor of Dental Students OSCE
    • Authors: Park, S. E; Price, M. D, Karimbux, N. Y.
      Pages: 269 - 276
      Abstract: The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students’ gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students’ OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students’ interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.026
      Issue No: Vol. 82, No. 3 (2018)
  • A Scoring System for Assessing Learning Progression of Dental Students
           Clinical Skills Using Haptic Virtual Workstations
    • Authors: Ria, S; Cox, M. J, Quinn, B. F, San Diego, J. P, Bakir, A, Woolford, M. J.
      Pages: 277 - 285
      Abstract: The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2–5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students’ attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3–5), scores were 12.4, 6.7, and 5.0, respectively (p
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.028
      Issue No: Vol. 82, No. 3 (2018)
  • Methods and Purposes for Conducting Students Course Evaluations Reported
           by North American Dental School and Dental Hygiene Program Leaders: A
           Preliminary Survey Study
    • Authors: Reinke, R. E; Enright, T, Love, R, Patel, S. A, Ali, A. O, Horvath, Z.
      Pages: 286 - 290
      Abstract: The aim of this preliminary survey study was to determine the perceptions of leaders of dental schools and dental hygiene programs regarding methods of and purposes for conducting students’ course evaluations and their role in course improvement, curriculum design, and faculty assessment. A short electronic survey was distributed in 2016 to the academic deans of all 76 dental schools in the U.S. and Canada and a convenience sample of program directors of 232 of the total 332 accredited dental hygiene programs. Individuals from 93 institutions responded for an overall response rate of 30%: 30 of 76 dental schools (39.5% response rate) and 63 of the 232 dental hygiene programs (27% response rate). All of the respondents (100%) reported that their institutions’ full-time faculty members were assessed by students in course evaluations for each course and semester they taught. However, only 78% reported that their part-time faculty members were evaluated by students. Course evaluations were mandatory in 62% (n=58) of the responding institutions, with the remaining 38% (n=35) optional. Respondents indicated course directors received the evaluation results for purposes of annual review (n=73, 78%) and instructional review (n=70, 75%). Further investigation of the use and effects of student evaluations is needed to better understand their role in faculty assessment and other aspects of the administration of dental schools and dental hygiene programs.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.027
      Issue No: Vol. 82, No. 3 (2018)
  • Periodontal Diagnosis and Treatment Planning Among Indiana Dental Faculty,
           Periodontists, and General Practice Dentists: A Multi-Group Comparison
    • Authors: Marlow, A. K; Hamada, Y, Maupome, G, Eckert, G. J, John, V.
      Pages: 291 - 298
      Abstract: Diagnosis and treatment planning for periodontal disease are fraught with challenges because of the complex and multifactorial nature of the disease as well as the inherent variability in interpretation of clinical findings. It is important for all practitioners to be accurate and consistent in formulating diagnoses based on the American Academy of Periodontology classification guidelines and to implement treatment plans to adequately address patients’ needs. The aim of this study was to compare diagnoses and treatment plans among four groups of participants: full-time and part-time periodontology faculty at Indiana University School of Dentistry (IUSD), full-time and part-time IUSD general practice faculty, full-time periodontists in private practice, and full-time general practitioners in private practice. The study, conducted September 2016 to February 2017, also sought to determine if the calibrated participants had more correct diagnoses and treatment plans than those who had not received calibration training. Each of the four groups had 20 participants each. Participants evaluated ten de-identified case records and selected a diagnosis and treatment plan for each case. In the results, the 20 IUSD periodontal faculty members, most of whom had participated in calibration sessions, had overall better agreement and more correct responses for diagnoses and treatment plans than the IUSD general practice faculty members, private practice general practitioners, and private practice periodontists (only one of those 60 participants had participated in calibration sessions). The results supported the notion that periodic calibration is needed to standardize faculty criteria, facilitate better agreement and accuracy, and enhance consistency in the use of clinical criteria during training for dental students and in practice.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.029
      Issue No: Vol. 82, No. 3 (2018)
  • Teaching Dental Students About Incarceration and Correctional Dentistry:
           Results from a National Survey
    • Authors: Candamo, F; Tobey, M, Simon, L.
      Pages: 299 - 305
      Abstract: People who are incarcerated or have a history of incarceration have high rates of dental disease, but access to dental treatment is often a challenge during and after incarceration. Dental students’ exposure to this population is unknown: no data exist regarding the number of schools that provide didactic and clinical training in correctional dentistry. The aim of this study was to assess the extent of instruction in correctional dentistry and clinical opportunities at correctional facilities for dental students in the U.S. A survey was distributed to the academic deans at all 66 U.S. dental schools in 2017. Respondents were asked if their institutions had curricular content on correctional health and if they provided clinical opportunities in the correctional setting. Respondents from 30 schools completed the survey, for a response rate of 45%. Nearly two-thirds of the respondents said their institutions offered didactic instruction on the impact of incarceration on health, and eight schools offered a clinical experience at a correctional facility. The most common format was a community-based dental externship involving fourth-year dental students. Oral exams, prophylaxis, and extractions were the most common procedures performed. Respondents from schools that offered a clinical experience agreed more strongly than those that did not that exposure to correctional health care was important and that their students believed incarceration to be a social determinant of health. This study found that a substantial proportion of dental schools offered didactic education on correctional health, but a much smaller number offered student rotations in correctional facilities.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.030
      Issue No: Vol. 82, No. 3 (2018)
  • Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental
           Students Oral Pathology Performance
    • Authors: Shumway, B. S; Bernstein, M. L, Qian, C, Kulkarni, M. Y, Rai, S. N.
      Pages: 306 - 312
      Abstract: Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students’ performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students’ final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students’ course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.031
      Issue No: Vol. 82, No. 3 (2018)
  • Dental Students Interpretations of Digital Panoramic Radiographs on
           Completely Edentate Patients
    • Authors: Kratz, R. J; Nguyen, C. T, Walton, J. N, MacDonald, D.
      Pages: 313 - 321
      Abstract: The ability of dental students to interpret digital panoramic radiographs (PANs) of edentulous patients has not been documented. The aim of this retrospective study was to compare the ability of second-year (D2) dental students with that of third- and fourth-year (D3-D4) dental students to interpret and identify positional errors in digital PANs obtained from patients with complete edentulism. A total of 169 digital PANs from edentulous patients were assessed by D2 (n=84) and D3-D4 (n=85) dental students at one Canadian dental school. The correctness of the students’ interpretations was determined by comparison to a gold standard established by assessments of the same PANs by two experts (a graduate student in prosthodontics and an oral and maxillofacial radiologist). Data collected were from September 1, 2006, when digital radiography was implemented at the university, to December 31, 2012. Nearly all (95%) of the PANs were acceptable diagnostically despite a high proportion (92%) of positional errors detected. A total of 301 positional errors were identified in the sample. The D2 students identified significantly more (p=0.002) positional errors than the D3-D4 students. There was no significant difference (p=0.059) in the distribution of radiographic interpretation errors between the two student groups when compared to the gold standard. Overall, the category of extragnathic findings had the highest number of false negatives (43) reported. In this study, dental students interpreted digital PANs of edentulous patients satisfactorily, but they were more adept at identifying radiographic findings compared to positional errors. Students should be reminded to examine the entire radiograph thoroughly to ensure extragnathic findings are not missed and to recognize and report patient positional errors.
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.033
      Issue No: Vol. 82, No. 3 (2018)
  • Teaching Cell Biology to Dental Students with a Project-Based Learning
    • Authors: Costa-Silva, D; Cortes, J. A, Bachinski, R. F, Spiegel, C. N, Alves, G. G.
      Pages: 322 - 331
      Abstract: Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p
      PubDate: 2018-03-01T09:00:26-08:00
      DOI: 10.21815/JDE.018.032
      Issue No: Vol. 82, No. 3 (2018)
  • Snapshot of Dental Education
    • Pages: 332 - 332
      PubDate: 2018-03-01T09:00:26-08:00
      Issue No: Vol. 82, No. 3 (2018)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
Home (Search)
Subjects A-Z
Publishers A-Z
Your IP address:
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-