المؤلفون: Thanasuwat, Burinrutt, Leung, Shuk On Annie, Welch, Kelly, Duffey-Lind, Eileen, Pena, Nancy, Feldman, Sarah, Villa, Alessandro

المصدر: Journal of Cancer Education. 38(3)

مصطلحات موضوعية: Paediatrics, Biomedical and Clinical Sciences, Sexually Transmitted Infections, Dental/Oral and Craniofacial Disease, Clinical Trials and Supportive Activities, Cervical Cancer, Vaccine Related, Prevention, Cancer, Clinical Research, Immunization, HPV and/or Cervical Cancer Vaccines, Infectious Diseases, Infection, Quality Education, Good Health and Well Being, Female, Humans, Adolescent, Young Adult, Adult, Male, Human Papillomavirus Viruses, Papillomavirus Infections, Health Knowledge, Attitudes, Practice, Vaccination, Surveys and Questionnaires, Uterine Cervical Neoplasms, Papillomaviridae, Papillomavirus Vaccines, HPV, HPV vaccination, Medical education, Dental education, Nursing, Public Health and Health Services, Public Health, Oncology and carcinogenesis, Public health

الوصف: Persistent human papillomavirus (HPV) infection is responsible for the majority of oropharyngeal and cervical cancers in the USA. Currently, HPV curricula within medical and dental schools are not standardized. As such, we implemented a brief online educational intervention to increase medical and dental trainees' knowledge of the HPV vaccine and the association between HPV and cancer. The objectives of this study were to (1) assess medical and dental trainees' baseline knowledge regarding HPV and HPV vaccine, (2) determine the willingness to recommend the HPV vaccine to patients, and (3) evaluate the impact of an online intervention on HPV-related knowledge. Medical and dental trainees from two large academic centers in the USA were asked to fill out an online pre-intervention questionnaire, followed by a 10-min HPV educational intervention based on the Center of Disease Control and Prevention (CDC) resources, and then a post-intervention questionnaire. There were 75 participants (67.4% females; median age 18-30 years). When asked about HPV-related cancer types, the correct response increased from 28.4% (pre-intervention) to 51.9% (post-intervention; p

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/29d584xvTest

المؤلفون: Bello, Angel S, Ray, Nicholas, Shearer, Thomas R, Govind, Akshay

المصدر: Journal of Dental Education. 86(4)

مصطلحات موضوعية: Patient Safety, Dental/Oral and Craniofacial Disease, Oral and gastrointestinal, COVID-19, Curriculum, Education, Dental, Humans, Pandemics, Schools, Dental, Surveys and Questionnaires, United States, competency exams, graduation requirements, numerical requirements, surgical requirements, undergraduate dental education, Dentistry, Curriculum and Pedagogy

الوصف: ObjectivesThis study aims to describe surgical graduation requirements in US dental schools in 2020, including changes made due to the COVID-19 pandemic.MethodsRepresentatives of Commission on Dental Accreditation-approved predoctoral dental programs in the US (n = 66) received a 13-item questionnaire about operative and observational surgical requirements. Responses were assigned values to tabulate a surgical score (zero- to eight-point scale) as a proxy for required surgical experience, and statistical analyses were performed to explore for predictors.ResultsSurveys were returned by 97% (64/66) of programs with complete data from 62.5% of responding institutions. In periodontics, 6.8% of programs require students to perform periodontal surgery, 63.8% to assist, and none require a competency assessment in periodontal surgery. In oral and maxillofacial surgery, 23.3% of programs have numerical requirements in performance of surgical extractions, 35% require an operating room experience, and 51.9% have a competency assessment involving a surgical procedure. Modifications to surgical and nonsurgical graduation requirements due to COVID-19 were reported by 51.6% and 52.5% of programs, respectively. The mean surgical score was 1.73 ± 1.2 (range = 0-4) of eight possible points. This was not predicted by class size or the presence of postgraduate surgical programs. The presence of postgraduate surgical programs roughly doubled the likelihood of requiring an observational experience in surgery.ConclusionsAs of 2020, US dental programs require a small fraction of surgical experiences available to students. Class size is not a predictor of required surgical experience. The presence of postgraduate surgical programs increased the likelihood of required observational experiences.

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الوصول الحر: https://escholarship.org/uc/item/0b94s117Test

المؤلفون: Olson, Tanner

مصطلحات موضوعية: LGBTQ studies, Dentistry, Education, Dental Education, Diversity, LGBT, Pediatric Dentistry, Sexual Minority

الوصف: Up until the last two decades, the LGBTQ+ population was rarely recognized as a marginalized population within dentistry. Despite the oral health disparities of this patient population, dental schools lack sufficient LGBTQ+ content and dental school leaders majoritively agree LGBTQ+ dental students do not need special academic support provided to them. While demographic information within dentistry is lacking, the United States population who openly identifies as LGBTQ+ is increasing, especially younger generations. It is imperative to both adequately prepare dentists to treat the needs of this community as well as diversify our dental workforce to include more LGBTQ+-identifying dentists. In order to better understand the training and work climate for current LGBTQ+ dental providers, nine LGBTQ+ pediatric dentists were recruited and participated in this study. Semi-structured interviews were conducted with the participants focusing on the inclusiveness of their training and work experiences, instances of harassment or negative experiences, and value of LGBT mentorship within dentistry. Compared with younger participants, older pediatric dentists all encountered negative personal or second hand experiences related to their sexual orientation. LGBTQ+ mentorship, although not a resource available to all participants, was identified as valuable. During dental school and residency, mentors serve as guides and symbols of what they can achieve; in work and early career experiences, mentors serve as outlets of community and networking. Most participants agreed that the collection of sexual orientation demographic information would be a valuable tool, allowing for more focused recruitment efforts for the profession as well as policy changes and improving dental care for LGBTQ+ patients.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/8jd1h0v1Test
https://escholarship.org/content/qt8jd1h0v1/qt8jd1h0v1.pdfTest

المؤلفون: Neumann, Ana, Obadan‐Udoh, Enihomo, Bangar, Suhasini, Kumar, Shwetha V, Tokede, Oluwabunmi, Kim, Aram, Yansane, Alfa, Mertz, Elizabeth, Panwar, Sapna, Gharpure, Arti, Kookal, Krisha Kumar, Mullins, Joanna, Even, Joshua B, Simmons, Kristen, White, Joel M, Walji, Muhammad F, Kalenderian, Elsbeth

المصدر: Journal of Dental Education. 83(10)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Dentistry, Health Services, Prevention, Dental/Oral and Craniofacial Disease, Patient Safety, Clinical Research, 8.1 Organisation and delivery of services, Health and social care services research, Reproductive health and childbirth, Adolescent, Adult, Curriculum, Dental Care, Dental Clinics, Electronic Health Records, Female, Humans, Pregnancy, Prenatal Care, Quality Improvement, Young Adult, dental care, dental patients, dentistry, pregnancy, pregnant patients, quality improvement, dental quality measure, dental education, Curriculum and Pedagogy

الوصف: Process-of-care quality measure research can be used to identify gaps in the delivery of dental services to pregnant patients. The aim of this study was to evaluate the types of dental services that pregnant patients received in four dental clinics over five years as documented in the electronic health record (EHR). To accomplish this objective, the authors modified and validated a previously published claims-based dental quality measure for EHR use. After the electronic dental quality measure specifications were defined, the number of pregnant patients was calculated at three academic dental institutions and one large accountable care organization, and the types of dental care services they received over a five-year period (2013-17) were determined. Calibrated reviewers at each institution independently reviewed a sub-sample of patient charts to validate the information obtained from EHR queries, and the concordance between manual chart reviews and EHR query reports was analyzed. Of the 335,078 women aged 15-44 years who received care at the four clinics for the five reporting years, 3.9% (n=13,026) were pregnant. Among these pregnant patients, 48.9% (n=6,366) received a periodic dental examination; 30.0% (n=3,909) received a comprehensive dental exam; and 21.5% (n=2,799) received additional dental services, irrespective of comprehensive or periodic oral evaluations. Overall, the mean proportion of pregnant patients seeking care in these academic dental and group practice clinics was low, but 78.9% of them received either a periodic or comprehensive oral evaluation. Given the importance of oral health care during pregnancy, these findings suggest a need for curriculum development to incorporate prenatal oral health education in the training of dental students.

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الوصول الحر: https://escholarship.org/uc/item/09n2r04kTest

المؤلفون: Yansane, A, Tokede, O, White, J, Etolue, J, McClellan, L, Walji, M, Obadan-Udoh, E, Kalenderian, E

المصدر: JDR Clinical & Translational Research. 4(2)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Dentistry, Dental/Oral and Craniofacial Disease, Bioengineering, Clinical Research, Health Services, Good Health and Well Being, Dentists, Documentation, Electronic Health Records, Humans, Private Practice, Students, Dental, dentistry, diagnostic terminology, standardized diagnostic terms, electronic health record, dental education, clinic management

الوصف: INTRODUCTION:To fill the void created by insufficient dental terminologies, a multi-institutional workgroup was formed among members of the Consortium for Oral Health Research and Informatics to develop the Dental Diagnostic System (DDS) in 2009. The adoption of dental diagnosis terminologies by providers must be accompanied by rigorous usability and validity assessments to ensure their effectiveness in practice. OBJECTIVES:The primary objective of this study was to describe the utilization and correct use of the DDS over a 4-y period. METHODS:Electronic health record data were amassed from 2013 to 2016 where diagnostic terms and Current Dental Terminology procedure code pairs were adjudicated by calibrated dentists. With the resultant data, we report on the 4-y utilization and validity of the DDS at 5 dental institutions. Utilization refers to the proportion of instances that diagnoses are documented in a structured format, and validity is defined as the frequency of valid pairs divided by the number of all treatment codes entered. RESULTS:Nearly 10 million procedures ( n = 9,946,975) were documented at the 5 participating institutions between 2013 and 2016. There was a 1.5-fold increase in the number of unique diagnoses documented during the 4-y period. The utilization and validity proportions of the DDS had statistically significant increases from 2013 to 2016 ( P < 0.0001). Academic dental sites were more likely to document diagnoses associated with orthodontic and restorative procedures, while the private dental site was equally likely to document diagnoses associated with all procedures. Overall, the private dental site had significantly higher utilization and validity proportions than the academic dental sites. CONCLUSION:The results demonstrate an improvement in utilization and validity of the DDS terminology over time. These findings also yield insight into the factors that influence the usability, adoption, and validity of dental terminologies, raising the need for more focused training of dental students. KNOWLEDGE TRANSFER STATEMENT:Ensuring that providers use standardized methods for documentation of diagnoses represents a challenge within dentistry. The results of this study can be used by clinicians when evaluating the utility of diagnostic terminologies embedded within the electronic health record.

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الوصول الحر: https://escholarship.org/uc/item/8h84096gTest

المؤلفون: Grazziotin‐Soares, R, Lind, SL, Ardenghi, DM, Curtis, DA

المصدر: European Journal Of Dental Education. 22(1)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Dentistry, Cross-Sectional Studies, Education, Dental, Female, Health Knowledge, Attitudes, Practice, Humans, Male, Self Efficacy, Self Report, Students, Dental, confidence, dental education, misconceptions, multiple-choice questions, Curriculum and Pedagogy, Curriculum and pedagogy

الوصف: AimTo compare the frequency of misconceptions amongst dental students resulting from assessments in different subject areas using different types of multiple-choice questions (MCQs). We wanted to know whether misconceptions, or strongly held incorrect beliefs, differed by subject area or question type.MethodsA total of 104 students completed two assessments that included 20 MCQs on endodontics and 20 MCQs on dental implants. On each examination, 10 questions were scenario-type questions requiring interpretation or analysis and 10 questions were factual-based, knowledge questions. Incorrect responses and confidence levels by student and subject were recorded for a comparison of average misconceptions by question type and for correlations between scenario and knowledge question types for misconceptions on both assessments.ResultsStudents were overly confident on their incorrect responses and misconceptions for both assessments. On the endodontic examination, students held a statistically significant higher number of mean misconceptions on scenario questions than for knowledge questions, but the difference was not statistically significant for the dental implant examination. There was a moderately weak relationship between scenario and knowledge questions for misconceptions on the endodontic (r=.31) and dental implant (r=.20) assessments, suggesting students who have misconceptions on knowledge questions are somewhat more likely to have misconceptions on scenario questions.ConclusionStudents had a consistent rate of overconfidence (75%) in their incorrect responses regardless of question type or dental subject. Questions that prompted a higher per cent of incorrect responses were more likely to detect misconceptions, as students were highly confident in their mistakes, for both assessments.

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الوصول الحر: https://escholarship.org/uc/item/3rc6d5szTest

المؤلفون: Grazziotin-Soares, R, Lind, SL, Ardenghi, DM, Curtis, DA

المصدر: European journal of dental education : official journal of the Association for Dental Education in Europe. 22(1)

مصطلحات موضوعية: Humans, Cross-Sectional Studies, Health Knowledge, Attitudes, Practice, Self Efficacy, Education, Dental, Students, Dental, Female, Male, Self Report, confidence, dental education, misconceptions, multiple-choice questions, Health Knowledge, Attitudes, Practice, Education, Dental, Students, Dentistry, Curriculum and Pedagogy

الوصف: AimTo compare the frequency of misconceptions amongst dental students resulting from assessments in different subject areas using different types of multiple-choice questions (MCQs). We wanted to know whether misconceptions, or strongly held incorrect beliefs, differed by subject area or question type.MethodsA total of 104 students completed two assessments that included 20 MCQs on endodontics and 20 MCQs on dental implants. On each examination, 10 questions were scenario-type questions requiring interpretation or analysis and 10 questions were factual-based, knowledge questions. Incorrect responses and confidence levels by student and subject were recorded for a comparison of average misconceptions by question type and for correlations between scenario and knowledge question types for misconceptions on both assessments.ResultsStudents were overly confident on their incorrect responses and misconceptions for both assessments. On the endodontic examination, students held a statistically significant higher number of mean misconceptions on scenario questions than for knowledge questions, but the difference was not statistically significant for the dental implant examination. There was a moderately weak relationship between scenario and knowledge questions for misconceptions on the endodontic (r=.31) and dental implant (r=.20) assessments, suggesting students who have misconceptions on knowledge questions are somewhat more likely to have misconceptions on scenario questions.ConclusionStudents had a consistent rate of overconfidence (75%) in their incorrect responses regardless of question type or dental subject. Questions that prompted a higher per cent of incorrect responses were more likely to detect misconceptions, as students were highly confident in their mistakes, for both assessments.

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الوصول الحر: https://escholarship.org/uc/item/3rc6d5szTest

المؤلفون: Dellinges, Mark A, Curtis, Donald A

المصدر: Journal of Dental Education. 81(8)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Dentistry, Educational Measurement, Faculty, Dental, Humans, Inservice Training, Pilot Projects, United States, Writing, dental education, dental faculty, assessment, faculty development, multiple-choice questions, item-writing flaws, Curriculum and Pedagogy

الوصف: Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/0pg7d0n1Test

المؤلفون: Dellinges, Mark A, Curtis, Donald A

المصدر: Journal of dental education. 81(8)

مصطلحات موضوعية: Humans, Pilot Projects, Educational Measurement, Faculty, Dental, Inservice Training, Writing, United States, assessment, dental education, dental faculty, faculty development, item-writing flaws, multiple-choice questions, Faculty, Dental, Dentistry, Curriculum and Pedagogy

الوصف: Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

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الوصول الحر: https://escholarship.org/uc/item/0pg7d0n1Test

المؤلفون: White, Joel M, Jenson, Larry E, Gansky, Stuart A, Walsh, Cameron J, Accurso, Brent T, Vaderhobli, Ram M, Kalenderian, Elsbeth, Walji, Muhammad F, Cheng, Jing

المصدر: Journal of Dental Education. 81(4)

مصطلحات موضوعية: Biomedical and Clinical Sciences, Dentistry, Clinical Competence, Curriculum, Humans, Schools, Dental, Students, Dental, United States, dental education, clinical curriculum, clinical education, clinical skills, clinical competence, instructional models, teaching methods, comprehensive care, externships, Curriculum and Pedagogy

الوصف: As dental schools continue to seek the most effective ways to provide clinical education for students, it is important to track the effects innovations have on students' clinical experience to allow for quantitative comparisons of various curricula. The aim of this study was to compare the impact of three successive clinical curricula on students' experience at one U.S. dental school. The three were a discipline-based curriculum (DBC), a comprehensive care curriculum (CCC), and a procedural requirement curriculum plus externships (PRCE). Students' clinic experience data from 1992 to 2013 were analyzed for total experience and in five discipline areas. Clinic experience metrics analyzed were patient visits (PVs), relative value units (RVUs), and equivalent amounts (EQAs). A minimum experience threshold (MET) and a high experience threshold (HET) were set at one standard deviation above and below the mean for the DBC years. Students below the MET were designated as low achievers; students above the HET were designated as high achievers. The results showed significant differences among the three curricula in almost all areas of comparison: total PVs, total EQAs, total RVUs, RVUs by discipline, and number of high and low achievers in total clinical experience and by discipline. The comprehensive care approach to clinical education did not negatively impact students' clinical experience and in many cases enhanced it. The addition of externships also enhanced student total clinical experience although more study is needed to determine their effectiveness. The insights provided by this study suggest that the methodology used including the metrics of PVs, EQAs, and RVUs may be helpful for other dental schools in assessing students' clinical experience.

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الوصول الحر: https://escholarship.org/uc/item/31k8n4x4Test