Gender preferences in the choice of a pediatric dental residency program.
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The goal of this study was to investigate whether men and women applying for graduate training in pediatric dentistry placed different emphasis on the same factors and program characteristics upon making their final ranking decision. A questionnaire was mailed to the first-year resident class in the United States in 2005 containing both multiple-choice and open-ended questions covering six sections: 1) candidate's background, 2) the application process, 3) program characteristics, 4) nonclinical factors, 5) clinical factors, and 6) the interview process. In sections three through six, respondents ranked factors and characteristics from "not important" or "no influence" to "critical." The response rate was 69.2 percent (180/260), with approximately 57.8 percent females (104/180) and 61.4 percent non-Hispanic white respondents (110/180). Statistically significant differences between genders were as follows: 1) men were older (29.4 years versus 28.1, p<0.05); 2) men applied to more programs (9.9 vs. 8.1, p<0.05); 3) women preferred programs affiliated with their own dental school (p=0.046); 4) women preferred university-based programs (p=0.049); 5) women preferred programs that offered a high amount of patient care under general anesthesia (p=0.040); and 6) women placed more importance on the salary/stipend amount offered by the programs (p=0.045). (+info)
Introducing infant oral health into dental curricula: a clinical intervention.
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Although pediatric dentists are trained to address the oral health needs of young children, few general practitioners receive this training in dental school. The purpose of this study was to evaluate change in dental students' knowledge, confidence, opinions, and behaviors following a curricular intervention in infant and toddler oral health. Using a pre- and post-survey study design, forty-five intervention and forty-one control group students participated in the study. The intervention consisted of a three-hour seminar, followed by three or four clinical sessions. Descriptive statistics and analysis of covariance were used to compare the average scores of the two groups after adjusting for pre-construct scores. The response rate was 84 percent. The mean scores of the control and intervention groups did not differ significantly for any of the constructs at baseline (p>.14). Bivariate analysis showed the average post-scores differed significantly (p<.01) in the control and intervention groups for all constructs after adjusting for pre-scores. Similar findings occurred in the regression modeling, with previous experience caring for young children, ability to speak Spanish, and gender influencing the outcomes. Eighty-eight percent of the students enrolled in the intervention stated they were more likely to treat children in this age group following this clinical experience. (+info)
An examination of the advances in science and technology of prevention of tooth decay in young children since the Surgeon General's Report on Oral Health.
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Students' perceptions about pediatric dental behavior guidance in an undergraduate four-year dental curriculum.
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Students' acceptability scores of pediatric dental behavior guidance techniques and clinical situations were measured with visual analog scales in a four-year dental curriculum. At the end of the curriculum, the highest scores were for positive reinforcement (94.7+/-4.7), use of nitrous oxide (93.1+/-7.5), stimulating the child's imagination (90.4+/-11.1), tell-show-do (90.4+/-10.0), distraction (89.7+/-11.6), use of euphemisms (88.3+/-14.4), voice control (86.2+/-12.4), and promising a toy (83.6+/-17.7). The lowest scores were for showing a needle (23.1+/-20.9), treatment without local anesthetic (25.4+/-24.2), parent talking with the child during treatment (35.3+/-22.4), hand over mouth (37.1+/-25.4), dentist/assistant being quiet (38.5+/-25.3), and not allowing the child to speak (38.6+/-26.8). Comparison of scores after only didactic education versus after clinical plus didactic education indicated a significant increase in acceptability for general anesthesia and significant decreases for situations involving the parent in the clinic. Ranking of scores before and after the dental curriculum showed the largest change in ranking for general anesthesia (+10), telling that the treatment may involve pain (-9), parent's presence (-8) or talking with the child during treatment (-10), and use of nitrous oxide (+7). Dental education has the potential to shape students' perceptions about pediatric dental behavior guidance. (+info)
Sealants in dentistry: outcomes of the ORCA Saturday Afternoon Symposium 2007.
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