Alumni perspectives on community-based and traditional curricula.
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In 1994, the University of Medicine and Dentistry of New Jersey-New Jersey Dental School (UMDNJ-NJDS) launched the Community-Oriented Dental Education (CODE) program. The CODE program provides senior dental students the opportunity to spend four days per week providing dental care in a community-based clinic. A survey of graduates of CODE (n = 55) and randomly selected graduates of the traditional curriculum (n = 110) was conducted via mail to determine attitudes relating to community service (CS), community-based learning (CBL), reasons for participating in their clinical program, perceived levels of clinical preparedness at graduation, and practice choices. A total of 111 surveys (66.9 percent) were returned to NJDS, with 84.6 percent of CODE alumni responding and 59.0 percent of traditional alumni (TA) responding. Of the 111 surveys returned, sixty-five (58.6 percent) were completed by TA, and forty-six (41.4 percent) were completed by CODE alumni. There were no differences among CODE and TA regarding attitudes toward CS and tendency to practice in underserved areas or to accept Medicaid payments. There were, however, some differences in attitudes toward CBL, reasons for applying or not applying to the CODE program, perceived impact of clinical education on graduates' preparedness, views of the extent to which the programs encouraged students to choose public or private areas of practice, and perceptions of how the desire to help communities influenced career and practice decisions. Some of these findings may be useful to schools as they plan extramural education programs. (+info)
The relationship of placement accuracy and insertion times for the laryngeal mask airway to the training of inexperienced dental students.
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Any health care professional can be faced with a medical emergency in which the patient needs ventilatory support. Bag-valve-mask ventilation with the assistance of an oropharyngeal airway that uses 100% oxygen is currently the preferred method for artificial ventilation. This procedure is generally performed ineffectively by most dentists inexperienced in airway management. We examined whether a short and simple period of training by dental students inexperienced in airway management would increase the speed and accuracy of the placement of the laryngeal mask airway (LMA), which may be a superior airway device to the bag-valve-mask and oropharyngeal airway. Thirty-five dental students inexperienced in airway management were divided into 3 groups. The first group received only a demonstration on how to use the LMA. The second and third groups received the demonstration plus practiced inserting the LMA 5 and 10 times, respectively. A dental anesthesiologist graded the placement of the LMA with a tracheobroncho-fiberscope (fiberoptic bronchoscope). Those who practiced inserting the LMA 5 times faired better than those who received no training; however, those who practiced 10 times did not do any better than the second group. The LMA can be inserted rapidly and effectively by dentists inexperienced in airway management after a short period of simple training that may be critical when personnel experienced in intubation are not readily available. (+info)
Creating an environment for diversity in dental schools: one school's approach.
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Recent reports have indicated the need to improve the diversity in the dental profession's workforce. The enrollment of underrepresented minority students in the nation's dental schools must increase to accomplish this goal. A complex change process within the dental schools is required to prepare schools to enroll a more diverse student body. While each dental school in the United States is unique, a product of its history and institutional culture, and will, therefore, create an environment for diversity in different ways, it is appropriate to describe lessons learned in individual schools as they strive for diversity. The purpose of this paper is to describe how one dental school, the Columbia University School of Dental and Oral Surgery, approached diversity, so that appropriate strategies can be shared among schools. (+info)
Underserved region recruitment and return to practice: a thirty-year analysis.
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The purpose of this investigation was a retrospective analysis of a select group of graduates from the University of Kentucky College of Dentistry (UKCD) over a thirty-year history to determine how many of these individuals came from the Appalachian Region of Eastern Kentucky, which historically has been economically depressed and underserved by health care practitioners including dentists. This same group of dental school graduates was then tracked to see if they established dental practices in the Appalachian region of the state. Recruiting trends were investigated by reviewing student records regarding county of origin from targeted classes at UKCD in 1969, 1979, and 1989 to gain ten-year incremental, historical perspectives. To identify more recent trends, classes graduating in 1994 through 1999 were reviewed. Once identified, the databank of the Kentucky Board of Dentistry was used to determine if these individuals reported practicing in counties of Kentucky designated by the Appalachian Regional Commission (ARC). The findings of this study indicate an alarming decline both in numbers of students being recruited from this underserved area and a concomitant decline in those recruits returning to ARC-designated counties in the state. This study establishes the need for persistent diligence in recruitment of students from underserved areas and challenges dental schools to create strategies that will encourage their graduates to establish practices in these regions. (+info)
Dental students' reflections on their community-based experiences: the use of critical incidents.
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Dental schools are challenged to develop new learning methodologies and experiences to better prepare future dental practitioners. The purpose of this study was to gain insight into the community-based experiences of dental students as documented in their critical incident essays and explore what learning outcomes and benefits students reported. Following two required community-based clinical rotations, each student wrote a reflection essay on a self-defined critical incident that occurred during the rotations. Rotations took place in settings such as a public health clinic, special needs facility, hospital, or correctional institution. Essays for two classes of students were content-analyzed for recurring themes and categories. Students were confronted in their rotations with a wide range of situations not typically encountered in dental academic settings. Their essays showed that, as a result of these rotations, students developed increased self-awareness, empathy, communications skills, and self-confidence. Critical incidents challenged assumptions and stereotypes, enhanced awareness of the complexities of dental care, and raised complex ethical dilemmas. The essays also illustrated a heightened sense of professional identity and enabled students to appreciate the role dentistry can play in impacting patients' lives. We concluded from the study that community-based dental education that includes a process for reflection holds promise as an educational strategy to facilitate the personal and professional development of future dentists. (+info)
The effectiveness of computer-aided, self-instructional programs in dental education: a systematic review of the literature.
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Computer-aided learning (CAL), self-instructional programs provide an accessible, interactive, and flexible way of presenting curriculum material. In order to assess the effectiveness of CAL programs in dental education, a systematic review of the published literature comparing CAL with other teaching methods was performed. A systematic search of the published literature was performed. Articles formally assessed for inclusion had to meet the following criteria: randomized controlled trials comparing CAL with any other method of instruction, and the use of academically homogeneous dental students or dental professionals with objective, predefined outcome criteria measuring performance, time spent, and attitudes. The searches located a total of 1,042 articles; of these, only twenty-seven articles met the inclusion criteria. Further quality assessment identified twelve studies that were included in the final review. Five of the studies documented statistically significant differences in outcome measures (scores on multiple choice, written or oral tests, and clinical performance) favoring CAL over comparison group(s), while six revealed no statistically significant differences. One study documented a greater improvement in test scores in the seminar group over the CAL group. Participants' attitudes towards CAL in the included studies are also discussed. Our study concluded that CAL is as effective as other methods of teaching and can be used as an adjunct to traditional education or as a means of self-instruction. (+info)
Stress management for dental students performing their first pediatric restorative procedure.
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Research has demonstrated that dental students experience considerable stress during their training. Students' anxiety is likely to be especially high when they perform their first pediatric restorative procedure. The aims of this study were to provide a description of dental students' level of anxiety and typical coping strategies and to evaluate the use of a distress management intervention for reducing anxiety around their first pediatric restorative procedure. Dental students were randomly assigned to either an Anxiety Management or an Attention Control group. The management group received training on relaxation strategies (i.e., deep breathing, progressive muscle relaxation). The control group attended a lecture on the relation among stress, anxiety, and health. No significant differences were found between group levels of anxiety related to their first pediatric restorative procedure. Information is provided on students' reported level of anxiety and general coping strategies. Limitations of the current study and suggestions for future research are provided. (+info)
Education about treating patients with HIV infections/AIDS: the student perspective.
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This study investigated dental and dental hygiene students' a) perceptions of their education about treating patients with HIV infections/AIDS, b) knowledge of universal precautions, c) attitudes towards treating these patients and patients perceived to be at risk for HIV infections, and d) evaluations of potential curricular activities such as discussion groups with HIV-infected patients. Data were collected with self-administered questionnaires from 315 dental and 89 dental hygiene students. On average, dental students reported having learned about this topic in fever courses than dental hygiene students. However, dental students answered significantly more knowledge questions about universal precautions correctly than did dental hygiene students. This knowledge increased over the program course. Male students had significantly stronger negative attitudes towards patients at risk for or with HIV infections/AIDS than female students. Overall, dental and dental hygiene students responded positively to the suggested methods for including more material about patients with HIV infections/AIDS such as case studies, discussion groups, and closely supervised clinical experiences. This study shows that dental and dental hygiene students are interested in learning more about treating patients with HIV infections/AIDS. It also adds information to previous research on factors involved in the dental healthcare providers' decisions to treat patients at risk for or with HIV infections/AIDS. The implications of these findings for curriculum development efforts are discussed. (+info)