Assessing caries removal by undergraduate dental students using quantitative light-induced fluorescence.
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The purpose of this study was to compare detection of enamel and dentinal caries by dental students' and faculty members' visual inspection and by quantitative light-induced fluorescence (QLF). The overall aim was to determine whether QLF is an appropriate technique for use in clinical skills laboratories as a teaching aid for dental undergraduates to detect and assess the removal of enamel and dentinal caries. Sixty students who had no clinical experience with dental caries were asked to select . suitably decayed teeth and mount them in plaster. After recording baseline QLF images, students removed caries according to instructions given by the clinical tutor. On completion of the exercise, the teeth were visually determined to be caries-free by the student, then confirmed by the clinical tutor. A fluorescein in alcohol solution was injected into the cavity for two minutes, rinsed, and dried before QLF images were captured. The images were visually analyzed by two examiners for the presence or absence of caries. From seventy-four images recorded, seventeen were excluded due to exposure of the pulp chamber. The remaining fifty-seven teeth, which by clinical visual examination were judged to be caries-free, were examined using QLF. Fifty-three percent were found to be caries-free, while 47 percent were carious. In this sample of fifty-seven teeth judged to be caries-free by both dental students and faculty members, QLF thus detected caries in almost half of these teeth. These findings suggest that QLF is a useful, noninvasive, nondestructive technique for the detection of caries and can serve as an adjunct to chair-side diagnosis and management of dental caries, which is typically accomplished by visual inspection. QLF may be useful and appropriate as an objective clinical teaching aid for the assessment of dental caries. (+info)
Quantitative and qualitative analysis of student feedback on ePortfolio learning.
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At the University of British Columbia, we introduced an ePortfolio assignment in the operative dentistry clinical simulation module and conducted a pilot study to explore the usefulness of ePortfolios as a learning tool for dental students. Qualitative assessments included student self-reflections on the ePortfolio experience. In the quantitative evaluation, ePortfolio learning was hypothesized as a multidimensional experience with four dimensions: 1) an ePortfolio experience is valuable for learning operative dentistry; 2) an ePortfolio is time-consuming, but overall a useful experience; 3) ePortfolio learning requires technical skills that are manageable; and 4) ePortfolio experience may be beneficial for lifelong learning. Overall, both quantitative and qualitative assessments demonstrated that students valued ePortfolio learning as a positive experience. In multivariate analyses (confirmatory factor analysis), the four-dimensional model of ePortfolio learning was confirmed. Future studies are needed to validate or revise the four-factor model of ePortfolio learning in different student cohorts. (+info)
Patient satisfaction in a restorative functions dental hygiene clinic.
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In 2003, the Minnesota Dental Practice Act was modified to allow dental hygienists and assistants to place amalgam, composite, glass ionomer, and stainless steel crowns. A restorative functions course was added to the curriculum of a dental hygiene program at a state university in Minnesota to teach these skills. Student requirements for the course included clinical experiences on a minimum of twelve patients, as outlined by the Minnesota Board of Dentistry. The objectives of this study were to describe the characteristics and satisfaction levels of patients receiving care in the restorative functions dental hygiene clinic. An online survey was offered to eighty-two adult patients receiving restorative treatment in the clinic, with sixty-four patients agreeing to participate for a response rate of 78 percent. The average patient was thirty-one to forty years old, Caucasian, worked full-time, did not have dental insurance, had a family income of between $20,000 and $40,000, and chose this clinic due to low cost. Ninety-eight percent of responding patients were satisfied or very satisfied with their overall clinic experience, and 98 percent also thought the quality of care at this clinic was the same, better, or much better than previous dental care they had received. Most patients would return to this clinic for future restorative work (97 percent), in addition to recommending this clinic to others seeking restorative work (98 percent). Wilcoxen signed rank tests revealed the patients were significantly more satisfied (p<.001) with the fees of this clinic, as well as the communication, caring, organization, and preparedness of the dental hygiene student as compared to their last restorative visit to a private dentist. Group differences were examined using the non-parametric test, Mann-Whitney, which is similar to the two-sample t-test for parametric data. No significant group differences in the overall satisfaction with this clinic were found according to income level, dental insurance, or ability to pay for an unexpected dental bill. Findings in this study suggest the majority of patients were satisfied with the overall experience of restorations placed by a dental hygienist. Further research is indicated to determine if these results are typical of other dental hygiene restorative functions clinics in the United States. (+info)
A novel simplified numbering system for dental burs.
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A universally accepted standardization is of great value for any material or equipment that is used globally. A single number or name should represent the particular material or instrument throughout the world. Since the dental burs are used worldwide, a single standard numbering system, which gives a unique specification for each bur in any part of the world, is mandatory. Though the existing systems have tried to attain this goal, they have their own advantages and limitations that are explained in detail in this article. So, the idea of proposing a novel system is to formulate a simple way of mentioning each bur with its dimension and composition without the need for memorizing the numbers. (+info)
The evolution of the Journal of Applied Oral Science: a bibliometric analysis.
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Issues in the interpretation and reporting of surveys in dental education.
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Surveys are the most common form of data-based article published in the Journal of Dental Education. The apparent ease with which they are conducted and the seeming simplicity of reporting results mask significant issues in sample design and performing maximally useful analyses. Four concerns are discussed here. First, it is demonstrated that results are a function of who, when, and where responses are sampled, each source making independent contributions. Second, absolute sample size is shown to be the most significant factor affecting precision in surveys, and the numbers of schools, respondents, and other sources of variance can be chosen to minimize survey imprecision. Third, response rate typically has negligible effect on precision and an uncertain effect on accuracy (freedom from bias). A technique, sample saturation, is explained that can be used to protect, to some degree, surveys from the effects of bias. Finally, suggestions are offered for reporting survey results in a visually meaningful fashion, and an appeal is made that recommendations associated with surveys not be published unless they are grounded in both data and well-developed theory. This analysis references a previously published survey on competency-based dental education to illustrate methodological points in concrete terms. (+info)
Comparison of student productivity in four-handed clinic and regular unassisted clinic.
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Although four-handed dentistry is routine in most dental practices in the United States, solo unassisted clinical practice is the norm for students at many North American dental schools. The objective of this study was to compare the clinical productivity of fourth-year dental students practicing in a four-handed model to the clinical productivity of those same fourth-year dental students practicing in a solo, unassisted mode at the University of Iowa College of Dentistry for the three academic years 2005-08. Students averaged 2.62 patient visits per day in the four-handed Dental Auxiliary Utilization (DAU) Clinic and 1.74 visits per day in the regular Family Dentistry Clinic. Charging fees that are approximately 50 percent of prevailing local private practice fees, the mean daily charges for services provided by individual students averaged $329 in the DAU Clinic and $190 in the Family Dentistry Clinic. The mean daily productivity differentials were 0.88 patient visits and $139. While students averaged 51 percent more patient visits and 75 percent higher charges daily in the DAU Clinic as compared to the regular Family Dentistry Clinic, the increased revenues might not be sufficient to offset increased expenses incurred in the four-handed clinical operation. (+info)
Dental procedures as risk factors for prosthetic hip or knee infection: a hospital-based prospective case-control study.
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