Developing a protocol for an educational software competition.
This project developed a protocol for the inaugural Instructional Software Competition of the American Dental Education Association (ADEA). The evaluation instrument was derived from the Guidelines for the Design of Educational Software developed by the ANSI-accredited Standards Committee for Dental Informatics. Eleven judges were calibrated in a conference call and rated a total of 30 submissions using a 66-question instrument. The maximum score was 204 points. The mean score of WWW-based programs was 106.7 points, and of CD-ROM-based programs 109.5 points. The summative review of the judging process identified several potential improvements, such as distinguishing between standalone programs and educational support material; increasing the number of answer choices on rating scales; differential weighting of criteria; and a more discriminative approach to judging formative and summative evaluations. We plan to improve the protocol by supporting the process through a Web-based application; calibrating judges with an online handbook; improving and adapting the rating instrument itself; using at least three judges for each program; and conducting a measurement study. (+info)
Trends in dental specialty education and practice, 1990-99.
Policy issues related to dental specialty education and practice have been the responsibility of the American Dental Association's Council on Dental Education and Licensure. In 2001, the council concluded a comprehensive study of the ADA-recognized dental specialties that included a review of specialty practice and the practice environment, membership in specialty organizations, requirements and trends in board certification, advances in research and technology related to each specialty, and trends in advanced specialty education. This paper provides an overview of the results of this study and the council's analysis of data and information provided by the dental specialty organizations and the ADA Survey Center with an emphasis on dental specialty education. The council concluded that none of the dental specialties should be considered for rerecognition, but identified concerns regarding the shortage of qualified faculty and educational program directors. As a result of the council's study, recommendations have been made to the dental specialty organizations and ADA-recognized dental specialty certifying boards that they continue to monitor the number of board-certified specialists and identify ways to increase the number of board-certified specialists. (+info)
Financial management and dental school strength, Part I: Strategy.
The ultimate goal of financial management in a dental school is to accumulate assets that are available for strategic growth, which is a parallel objective to the profit motive in business. Budget development is often grounded in an income statement framework where the goal is to match revenues and expenses. Only when a balance sheet perspective (assets = liabilities + equity) is adopted can strategic growth be fully addressed. Four views of budgeting are presented in this article: 1) covering expenses, 2) shopping, 3) strategic support, and 4) budgeting as strategy. These perceptions of the budgeting process form a continuum, moving from a weak strategic position (covering expenses) to a strong one (budgeting as strategy) that encourages the accumulation of assets that build equity in the organization. (+info)
Financial management and dental school equity, Part II: Tactics.
Financial management includes all processes that build organizations' equity through accumulating assets in strategically important areas. The tactical aspects of financial management are budget deployment and monitoring. Budget deployment is the process of making sure that costs are fairly allocated. Budget monitoring addresses issues of effective uses and outcomes of resources. This article describes contemporary deployment and monitoring mechanisms, including revenue positive and marginal analysis, present value, program phases, options logic, activity-based costing, economic value added, cost of quality, variance reconciliation, and balanced scorecards. The way financial decisions are framed affects comparative decision-making and even influences the arithmetic of accounting. Familiarity with these concepts should make it possible for dental educators to more fully participate in discussions about the relationships between budgeting and program strategy. (+info)
Incorporating bioterrorism training into dental education: report of ADA-ADEA terrorism and mass casualty curriculum development workshop.
Numerous areas have been identified in which the dental profession may be called upon to assist in the event of a major terrorism attack. In order to successfully fulfill these roles, dentists and dental students must be adequately prepared. Dental schools play a vital role in this preparation. Participants in an ADA-ADEA workshop reached consensus that all dental students should be trained in a core set of competencies enabling them to respond to a significant bioterrorism attack, help contain the spread of the attack, and participate in surveillance activities as appropriate upon direction of proper authorities. Further emergency response training should be available to individuals interested in gaining additional knowledge and skills to assist in response to an attack. Participants also concluded that, where possible, training should be seamlessly implemented into the current curriculum without the addition of new courses; however, the group also recognized the possible need for alternative models at some dental schools. Challenges to implementing bioterrorism training into the dental school curriculum include regional variation, management of the basic science curriculum, and financial considerations. The development of an exportable training package will be considered and funding sources explored in moving forward with the development of a curriculum. (+info)
Applying DICOM to dentistry.
There are more than 160,000 dentists licensed in the United States. For the dental patient, the dentist is both radiologist and treating clinician. The American Dental Association (ADA) has been a member of the Digital Imaging and Communication in Medicine (DICOM) Standard Committee since 1996. DICOM v.3 provides image object definitions for digital transmission radiography (Dx) with special categorization for intraoral projections (Io), and it also provides for color photography used in dentistry. Digital dental radiographs include transmission images of the head and jaws, pantomography, tomography and cone-beam computed tomography. In 2000, the ADA resolved to strive for interoperability of digital dental images, using the DICOM Standard as the backbone of the effort. ADA Working Group 12.1 was tasked with development of specifications and also with educating the dental profession concerning digital image interoperability. DICOM-related interoperability demonstrations are now a part of the ADA Annual Congress, in the form of seminar and as a noncommercial exhibit. (+info)
Scope of practice comparison: a tool for curriculum decision making.
The proportion of claims filed for specific dental procedures (ADA codes # 05110, 05120, 03320, 03330, 04260, 02150) between January 1, 2000 and June 30, 2004 by Texas general practitioners participating in a preferred provider network was compared to the proportion of these procedures performed by students graduating from the three Texas dental schools during the same period. Analysis of the data revealed that Texas dental students provide class two amalgam restorations in permanent teeth (02150) at approximately the same frequency as Texas general practitioners. Both groups provide periodontal osseous surgery (04260) at an extremely low frequency (<0.02% of total procedures). Bicuspid endodontic procedures (03320) were performed at a slightly higher frequency by students (0.43% of all procedures) than by general practitioners (0.36% of all procedures), and molar endodontic procedures (03330) were performed at a slightly higher frequency by general practitioners (0.65%) than by students (0.36%). Significant discrepancies between the groups were noted for the two complete denture procedures (05110, 05120). Students provided these procedures at frequencies fifteen times (05110) and twenty-five times (05120) greater than general practitioners. Dental schools should use data provided by scope of practice analyses to help determine an appropriate breadth and depth for their educational programs. (+info)
A review of exam accommodations for dental students with disabilities.
The purpose of this investigation was to determine the extent to which testing accommodations are granted for students with disabilities in the dental predoctoral and doctoral settings. The investigator aimed to examine both the types of accommodations granted and estimate the number of students seeking accommodations due to a physical or learning disability. To address the research purpose, surveys were sent to the ADA and to each of the ten independent state and four regional dental licensing boards. During the five-year study period (1998-2003), there were 508 requests for accommodations on the Dental Admission Test (DAT) from 49,211 applicants (1.03 percent), 235 accommodation requests for the National Board Dental Examination, Part I from 54,750 applicants (0.43 percent), and 150 accommodation requests for the National Board Dental Examination, Part II from among 40,412 applicants (0.37 percent). Three of the fourteen U.S. licensing agencies (21.4 percent) kept no records, and eleven (78.6 percent) maintained some records. Unfortunately, a rigorous analysis of the impact that the Americans with Disabilities Act has had on standardized testing in dental education cannot be completed because of a lack of data available from the testing agencies. (+info)