Bachelor Of Dental Surgery Research Articles

A student-led qualitative study to explore dental undergraduates' understanding, experiences, and responses to racism in a dental school.

ObjectivesThis qualitative study explored dental student participants' understanding of racism, their experiences, and responses to racism in dental school, and the impacts of their experiences.MethodsAn interpretative phenomenological analysis design recruited students from the undergraduate dental degree and the BSc in Oral Health Science course at a UK dental school in December 2020. Two students and a qualitative researcher facilitated the online focus groups. A topic guide including scenario questions guided the discussions that lasted an average of 2 h. The recorded interviews were transcribed and analyzed using thematic analysis.ResultsTwenty‐five participants took part in five focus groups. Several themes emerged related to participants' experiences and reactions. They described a spectrum of racist encounters ranging from more subtle forms, such as stereotyping and microaggression to racial mocking. They were concerned about professionalism, not knowing how and when to respond to patients' racist behavior. They described gender discrimination and intersectional biases but felt compelled to put patients' interests first. They were unsure about how to respond to stereotyping or racism from staff because of perceived imbalances in the staff‐patient‐student triad relationship. They expressed fears of gaslighting and despondency. They also felt that the COVID‐19 pandemic and anonymity from virtual learning environments enabled racist behavior.ConclusionThis study revealed a complex triad relationship between participants, staff and patients, and experience of intersectionality and three levels of racism: interpersonal, structural, and institutional. It highlighted the need for further research to develop actions including structural policies and equality and diversity training.

Lead in Modern and Contemporary Art

Lead in Modern and Contemporary Art

Knowledge, Attitude and Perception Regarding COVID-19 Infection Control: A Cross-Sectional Study among Dentists in Bangalore City, India

Objectives: The dental profession is one of the occupations at the highest risk of SARS-CoV-2 infection because of the involvement of aerosol-generating procedures. The aim of this study was to assess the knowledge, attitude, and perception of dentists regarding COVID19 infection control in Bangalore city. Methods: A cross-sectional study was conducted among dentists in Bangalore city using an online questionnaire. The questions were related to socio-demographic data and the knowledge, attitude and perceptions of the dentists towards COVID-19 and infection control during dental practice. A sample size of 254 dentists was obtained after duration of 2 months. Descriptive statistics were performed and the data obtained were presented in the form of graphs and tables Results: The study included 254 participants (188 females and 66 males) majority of whom belonged to an age group of < 30 years (78.3%). A total of 209 (83.3%) of the study participants have completed a master’s degree in dentistry. Among 254 dentists, 141 (55.5%) of them had received training regarding infection control in dentistry while only 102 (40.2 %) of them had attended any training regarding COVID-19. Majority of the dentists were aware about the symptoms, modes of transmission, diagnosis, risk identification and important measures for prevention of COVID-19 transmission. Most of the dentists perceived COVID-19 as a serious public health issue (85.4%). Conclusions: The study has shown an acceptable level of awareness and preparedness among the dentists working in Bangalore city considering the aim of the study. However, SARS-CoV-2 infection is a novel disease and is yet to be fully explored. Adequate research has to be carried out to shed light on the unexplored areas regarding COVID-19 and infection control.

Academic Orthodontic Opportunities

This listing of academic opportunities is provided as a free service to the profession and the community.Boston University Henry M. Goldman School of Dental MedicineDepartment of Orthodontics & Dentofacial Orthopedics635 Albany Street, Suite 754Boston, MA 02118Email applications to: willa@bu.eduRank: Clinical Assistant/Clinical Associate ProfessorRequirements: DMD/DDS degree or equivalent. Certificate of training in Orthodontics & Dentofacial Orthopedics from an accredited postodoctoral program. 1-3 years teaching experience in academic setting. Eligibility for licensure in the Commonwealth of MA.Must submit: CV, letter of interest, statement of career goals and academic interest, and leadership goals, and a statement of diversity, equity, and inclusion; 3 references with full contact information, including emails (contact pending permission).Harvard School of Dental MedicineDepartment of Developmental Biology, Division of Orthodontics188 Longwood AveBoston, MA 02115For more info contact: Linda_Ross@hsdm.harvard.eduPosition # 10035Apply online: https://academicpositions.harvard.edu/postings/10035Rank: Assistant or Associate Professor/Program Head, Advanced Graduate OrthodonticsRequirements: Candidates must possess a DMD or DDS degree from a CODA accredited dental school or equivalent, current or eligible for ABO certification, eligible for dental licensure in Massachusetts. Must be able to demonstrate background of clinical innovation and/or research in the field of Orthodontics. Must also demonstrate experience in teaching and clinical instruction and in related areas at advanced graduate level. Qualifications should include documented scholarly activity and/or clinical skills.Include Cover Letter, CV, 2 publications, names of 3 references.Position # 10016Apply online: https://academicpositions.harvard.edu/postings/10016Include Cover Letter, CV, 2 publications, names of 3 references.Rank: Assistant or Associate ProfessorRequirements: Dental Degree (DMD or DDS) from CODA accredited dental school or equivalent and be eligible for dental licensure in Massachusetts. Advanced Graduate Training/Full ABO Certification preferred. 3 years academic experience a plus.Rutgers, The State University of New JerseyRutgers School of Dental Medicine110 Bergen St.Newark, NJ 07101Apply online: https://jobs.rutgers.edu/postings/150461Posting Number: 21FA1514For more info email Mr. Christian Cardenas at: cardenca@sdm.rutgers.eduRank: Clinical Assistant Professor (Part-Time, 2-days per week).Requirements: DDS/DMD from an accredited institution. Completion of an advanced education program in orthodontics at an institution accredited by the Commission on Dental Accreditation, and eligibility for licensure in New Jersey. American Board of Orthodontics certification and previous teaching and research activity are highly desirable. Must apply online and upload CV.Medical University of South CarolinaJames B. Edwards College of Dental MedicineDepartment of Orthodontics173 Ashley Avenue, MSC 507Contact: Shelley Garvin, Faculty Coordinator843-793-3184 or garvins@musc.eduApply: http://academicdepartments.musc.edu/hr/Rank: Full Time, Academic Rank based on qualifications & commensurate with experience level.Requirements: DMD, DDS, advanced Orthodontic training with ABO eligibility. Expertise in didactic & clinical teaching, patient care, scholarship & program administration. Opportunities available for Intramural faculty practice.The University of WashingtonDepartment of Orthodontics, School, of Dentistry1959 NE Pacific StreetSeattle, WA 98195Apply Online: http://apply.interfolio.com/99231For more info: email: ellenal@uaw.eduPosition #99231Rank: Full-time Tenure-track Assistant Professor in OrthodonticsRequirements: DDS, DMD, or foreign equivalent in dentistry, and completion of a CODA-accredited advanced education program in Orthodontics. Diplomate status of the ABO preferred. Must show evidence of accomplishments demonstrating ability to innovate and create new effective models of learning and teaching in orthodontics, dentistry, and/or related sciences. Experience related to diversity, equity and inclusion, ability to integrate clinical knowledge and research, current and developing technology, and information from a broad range of fields is desired. Must demonstrate personal and professional skills needed to create collaborative implementation environment with the UW School of Dentistry faculty.Include: Letter of interest, CV, any published or unpublished research, evidence of teaching experience (if any), statement of past and planned contributions to diversity, equity and inclusion, three letters of reference.The Written Examination consists of multiple-choice questions related to the basic sciences, applied biomedical sciences, orthodontic theory, orthodontic practice, related dental disciplines and the orthodontic literature. Questions are developed from various sources by the ABO's Written Examination Committee. The committee formulates questions using the recommended reading list and referencing journals, textbooks and actual clinical case reports.In order to keep the examination relevant to orthodontics as it is practiced today, the ABO solicits questions from educators and residents across the country. These questions are reviewed and refined by the examination committee and then added to the bank of questions. The goal is to have thousands of questions in order to write multiple examinations for the computerization process. We invite you to submit potential examination questions by following the path below:www.americanboardortho.com >Orthodontic Professionals > Advocates and Educators > Submit Written Exam QuestionsThe ABO would like to thank you in advance for taking the time to help increase the relevance and validity of the ABO Written Examination.The ABO Written Examination Committee 401 North Lindbergh Blvd., Suite 300, St. Louis, MO 63141P: 314.432.6130 F: 314.432.8170Written@AmericanBoardOrtho.com

Safe to speak: Fostering psychological safety among incoming predoctoral dental students.

To describe the implementation and impact of an introductory session on psychological safety for incoming first-year Doctor of Dental Surgery (DDS) learners. In August 2020, first-year DDS students participated in a 2-h online instructional session focused on defining psychological safety, the behaviors that promote and disrupt it, and setting expectations for learner and faculty behavior to foster it. Learners worked in small groups to discuss the various components of psychological safety and document their discussion in a collaborative workspace before a large group debriefs. Participants were requested to complete an electronic survey before and after the session to evaluate their change in knowledge, confidence in performing tasks to foster psychological safety, and perceptions about their level of control. Six months after the session, learners were requested to participate in a focus group for additional feedback and reflections. Seventy-four participants completed the before and after experience survey. There was a statistically significant increase in knowledge of the components of psychological safety and perceptions of control. In addition, self-reported measures of confidence to perform the tasks increased from an average rating of 36% confident before the session to 86% confident afterward. In the experience, learners were active in their discussion and generated many ideas about behaviors that promote and disrupt psychological safety, which informed the creation of learner and faculty classroom expectations. Engaging learners in discussions about psychological safety can be a useful activity to establish expectations and create group norms that may support collaborative learning environments.

Academic performance and attitudes of dental students impacted by COVID-19.

ObjectivesPrevious studies only focused on attitudes and behaviors of US dental students without examining direct effects of the COVID‐19 pandemic on academic performance. This study examined effects of COVID‐19 pandemic on dental students’ academic performance, self‐reported attitudes, behavior, and service utilization. We hypothesized that the pandemic provided more beneficial learning environments.MethodsThis mixed study design implemented a cross sectional survey with retrospective extraction of students’ academic grades. A survey of 274 predoctoral students assessed self‐reported attitudes/behaviors and service utilization. First year Doctor of Dental Medicine (DMD1) 2021–2024 students’ academic performance data were extracted. Independent t‐test and chi‐square crosstab analyses were conducted assessing differences between pre‐COVID and post‐COVID cohorts.ResultsParticipants’ academic grades identified statistically significant associations between pre‐/post‐COVID grades in five of 12 DMD1 courses. Grade percentages identified increased average grades in four of 12 DMD1 courses, with one of 12 courses demonstrating decreased grade percentage. Half of survey participants were female (n = 37/72, 51.4%), 79.2% were 25–34 years old, and 44.4% (n = 32) were DMD 2024. About 1/5 (20.8%, n = 15) sought counseling/therapy. Students agreed staying home allowed more time to study (66.7%, n = 48), while 59.2% (n = 42) reported increased financial concerns. A majority reported lacking in‐person group studying decreased performance, and 55.6% (n = 40) reported feeling depressed.ConclusionStudents performed better overall in courses delivered remotely with clinical application and team‐based engagement. Students performed equally overall; however, the majority had concerns regarding finances, group studying, and mental health challenges. This highlights the need for more readily available resources at institutions.

What next?

The Eastman Dental Hospital Education Centre team discuss life after graduating with a dental hygiene or dental therapy degree

Factors Affecting Stress among the Selected Dental College Students in Dhaka

Background: Bachelor of Dental Surgery (BDS) course is a long course for undergraduate level in the medical sciences, which causes different types of stress among the significant number of students. Those stresses critically affect the physical and mental health of the students, which also effects on their academic performance and professional practice. Methods: A cross sectional study was carried out to determine the factors affecting stress among 174 undergraduate dental students of selected three dental medical colleges in Dhaka through a pretested semi-structured questionnaire with the modified version of the Dental Environment Stress (DES) questionnaire. Results: Half of the undergraduate dental students (49.4%) were found in moderately stressful. As a sources of stress, personal factors were highly stressful, training factors were slightly stressful and academic environment were moderately stressful among the dental students. Level of stress were statistically significant with age group (0.001), marital state (0.047), studying class (0.001), conflict with parents over career (0.031) and reduced sleeping times (0.001). Conclusion: The study shows that a proper academic environment needs to be formed for dental students through modifying the academic curriculum and evalution systems and proper counseling program to improve their motivation, self-confidence and productivity in their performance.

Dentists' knowledge, attitudes, and professional behavior regarding silver diamine fluoride: A cross-sectional questionnaire study

Background: Dental caries is a major public health problem and is handled through either treatment or prevention. Unlike other fluoride-based caries preventive agents, silver diamine fluoride (SDF) can simultaneously prevent and arrest coronal and root dentine caries. Aim: The aim of this study is to assess dentists' educational experiences, knowledge, attitudes, and professional behavior regarding SDF use for caries prevention. Methodology: For the cross-sectional survey, a prevalidated questionnaire comprising of 33 questions was being prepared through the Google survey tool of Gmail and was sent to 200 dentists in North India region through Whatsapp groups of different communities or specialties. Data analysis was done using IBM SPSS version 16. Results: The response rate of 63.5% was received from 200 dentists, among which 28.8% were general practitioners and 35.2% were both academic and clinical practitioners. Only 5.6% respondents came up having been very well educated about SDF during Bachelors in Dental Surgery and Master of Dental Surgery in the classroom setting and 3.2% in the clinical setting. There were 14.4% participants who reported that they knew very well about what SDF is used for in dentistry, and 9.6% knew how SDF is used for treatment of tooth hypersensitivity, 24.8% knew how SDF is used to treat dental caries. The attitudes of the dentists toward SDF were positive. SDF use was considered a good treatment alternative for restorations in children with behavioral problems (17.6%), for patients who were medically fragile (12%) or had severe dental anxiety (19%) and strongly agreed to it. Conclusion: Results suggested that the majority of respondents were lacking in knowledge regarding usage of SDF in dentistry.

A study to assess feedback on existing teaching and evaluation methods in pharmacology among undergraduate students

Background: Pharmacology, being both basic and applied science, is indeed the foundation of rational therapy. Pharmacology education needs constant reform and reorganization to review and adapt learning and teaching methods. It can be better achieved using student feedback. Aims and Objectives: The study was designed to obtain and evaluate the feedback of students on various teaching and evaluation methods in pharmacology. Materials and Methods: It is a cross-sectional study. A pre-tested questionnaire used for the purpose of this study. After obtaining permission from the Institutional Ethics Committee, a questionnaire was given to the students of Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery, Bachelors in science (Nursing), and Allied Health Sciences (AHS) courses. Students who completed pharmacology as a part of their course curriculum were enrolled in the study. Results: A total of 273 students participants took part in our study. The most common age was 20 years (147 students, 53.8%), more females (153 students, 56%), and the majority of them were MBBS students (153 students, 56%). Most of the students found that knowledge of chemotherapy will be useful during the post-course internship (26.4%) and the knowledge of autocoids will be the least useful in clinical practice (1.1%). Students preferred more than studying method for pharmacology (37.4%). Conclusion: An effective teaching program is beneficial to comprehend pharmacology. Any effort at obtaining constant feedback from students makes our methodologies more relevant and interesting. Any worthwhile effort in this direction will lead to more rational prescribers and/or health-care professionals in the future.

COMPUTER-BASED MEDICAL AND DENTAL COLLEGE ADMISSION TEST (MDCAT) IN PAKISTAN: A REFORM OR COMMOTION?

In Pakistan, there used to be a separate system of examinations in each province to get admission in Bachelor of Medicine, Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS).It was a very efficient, transparent, reliable and authentic system unless it was decided to hand-over the task of conducting the exam to a private company called TEPS. In 2019, upon the dissolution of Pakistan medical and dental council (PMDC) and replacing it with Pakistan medical commission (PMC), it was unanimously decided to conduct a centralized examination across the country to provide a level-playing field by hiring a private company “TEPS”. Well, it made sense that this decision was in the best interest of students according to PMC and a way forward to standardization. However, assigning such a major task to the private company not only put the reliability of PMC at risk but also raised queries against its integrity. TEPS was not an authentic body to be given such a crucial task. Later on, in 2021, not only the examination was centralized but also it was taken on tablets computers with so many faulty techniques and errors, which raised many concerns amongst the students. This action put the student’s future at stake and turned out to be a disaster causing more harm than good. Initially, this decision was unacceptable to pre-medical students because they weren’t aware of this new pattern and weren’t prepared for it. Also, COVID-19 hit hard in 2020 and since then it resulted in the loss of precious time and studies of students. The students were not satisfied with the whole process, but somehow exam was conducted. According to the president of PMC, a total of 194,133 students appeared in the Medical and Dental College Admission Test (MDCAT) from 30th August to 2nd October 2021. Out of all, 68,680 students succeeded in the exam, making an outcome of 35.4 per cent pass percentage.1 The president reiterated and kept vouching for the authenticity and transparency of the exam. On the other hand, PMC was assailed by the pre-medical students after the exam. According to students, the examination was conducted on multiple days, with few being the most challenging than others in respect to the difficulty level. Ironically, during the exam, they weren’t provided with a good internet facility; thus, in most cases, students were unable to answer skipped questions and even some of them weren’t able to finish the exam in time.2 Questions were also raised regarding critical technical issues in construction of multiple choice questions (MCQs) without any item analysis or difficulty/discriminatory index by the experts. The credibility of MDCAT results was further jeopardize by declaration of results by PMC which were full of errors and blunders.3,4 Apart from this, PMC launched a question bank for preparation prior to the exam, which was not readily available to everyone since it was costly and not many were aware of it. Students complained about hacking of TEPS website as they were not getting access to the practice test on the website for few days. Questions were also raised about the contract of PMC with TEPS for conducting MDCAT examinations, which was later on declared as a violation of the rules of Public Procurement Regulatory Authority.5 Moreover, the evaluation of exam through a third party and revision of results further raised eyebrows. It gave an impression that the firm that was assigned this task to conduct exam was not prepared and the quality of MCQS and their reliability was questionable. However, PMC’s officials denied all the grievances and kept reassuring that the exam was conducted on a local network, irrespective of the need for internet connectivity. Similarly, it was reported that few questions were out of course and students faced a lot more difficulty in answering them. Furthermore, they added that the course syllabus was already shared on their website and all questions were reviewed by the subjects’ specialists.6 Students have their own excuses and PMC responds with their own arguments, but there is an obvious gap and lack communication between them. It’s a call for urgent attention of the president of Pakistan and other concerned officials to take notice of this newly imposed system by PMC and revisit it for better improvements. It’s completely unfair to be oblivious to such an issue. Nevertheless, it has caused more damage to the students and in many cases, they are in a terrible dilemma and reluctant to pursue a medical career in future.

Academic Orthodontic Opportunities

This listing of academic opportunities is provided as a free service to the profession and the community.Boston University Henry M. Goldman School of Dental MedicineDepartment of Orthodontics & Dentofacial Orthopedics635 Albany Street, Suite 754Boston, MA 02118Email applications to: willa@bu.eduRank: Clinical Assistant/Clinical Associate ProfessorRequirements: DMD/DDS degree or equivalent. Certificate of training in Orthodontics & Dentofacial Orthopedics from an accredited postodoctoral program. 1-3 years teaching experience in academic setting. Eligibility for licensure in the Commonwealth of MA.Must submit: CV, letter of interest, statement of career goals and academic interest, and leadership goals, and a statement of diversity, equity, and inclusion; 3 references with full contact information, including emails (contact pending permission).Harvard School of Dental MedicineDepartment of Developmental Biology, Division of Orthodontics188 Longwood AveBoston, MA 02115For more info contact: Linda_Ross@hsdm.harvard.eduPosition # 10035Apply online: https://academicpositions.harvard.edu/postings/10035Rank: Assistant or Associate Professor/Program Head, Advanced Graduate OrthodonticsRequirements: Candidates must possess a DMD or DDS degree from a CODA accredited dental school or equivalent, current or eligible for ABO certification, eligible for dental licensure in Massachusetts. Must be able to demonstrate background of clinical innovation and/or research in the field of Orthodontics. Must also demonstrate experience in teaching and clinical instruction and in related areas at advanced graduate level. Qualifications should include documented scholarly activity and/or clinical skills.Include Cover Letter, CV, 2 publications, names of 3 references.Position # 10016Apply online: https://academicpositions.harvard.edu/postings/10016Rank: Assistant or Associate ProfessorRequirements: Dental Degree (DMD or DDS) from CODA accredited dental school or equivalent and be eligible for dental licensure in Massachusetts. Advanced Graduate Training/Full ABO Certification preferred. 3 years academic experience a plus.Include Cover Letter, CV, 2 publications, names of 3 references.Medical University of South CarolinaJames B. Edwards College of Dental MedicineDepartment of Orthodontics173 Ashley Avenue, MSC 507Contact: Shelley Garvin, Faculty Coordinator843-793-3184 or garvins@musc.eduApply: http://academicdepartments.musc.edu/hr/Rank: Full Time, Academic Rank based on qualifications & commensurate with experience level.Requirements: DMD, DDS, advanced Orthodontic training with ABO eligibility. Expertise in didactic & clinical teaching, patient care, scholarship & program administration. Opportunities available for Intramural faculty practice.The University of WashingtonDepartment of Orthodontics, School, of Dentistry1959 NE Pacific StreetSeattle, WA 98195Apply Online: http://apply.interfolio.com/99231For more info: email: ellenal@uaw.eduPosition #99231Rank: Full-time Tenure-track Assistant Professor in OrthodonticsRequirements: DDS, DMD, or foreign equivalent in dentistry, and completion of a CODA-accredited advanced education program in Orthodontics. Diplomate status of the ABO preferred. Must show evidence of accomplishments demonstrating ability to innovate and create new effective models of learning and teaching in orthodontics, dentistry, and/or related sciences. Experience related to diversity, equity and inclusion, ability to integrate clinical knowledge and research, current and developing technology, and information from a broad range of fields is desired. Must demonstrate personal and professional skills needed to create collaborative implementation environment with the UW School of Dentistry faculty.Include: Letter of interest, CV, any published or unpublished research, evidence of teaching experience (if any), statement of past and planned contributions to diversity, equity and inclusion, three letters of reference.The Written Examination consists of multiple-choice questions related to the basic sciences, applied biomedical sciences, orthodontic theory, orthodontic practice, related dental disciplines and the orthodontic literature. Questions are developed from various sources by the ABO's Written Examination Committee. The committee formulates questions using the recommended reading list and referencing journals, textbooks and actual clinical case reports.In order to keep the examination relevant to orthodontics as it is practiced today, the ABO solicits questions from educators and residents across the country. These questions are reviewed and refined by the examination committee and then added to the bank of questions. The goal is to have thousands of questions in order to write multiple examinations for the computerization process. We invite you to submit potential examination questions by following the path below:www.americanboardortho.com >Orthodontic Professionals > Advocates and Educators > Submit Written Exam QuestionsThe ABO would like to thank you in advance for taking the time to help increase the relevance and validity of the ABO Written Examination.The ABO Written Examination Committee 401 North Lindbergh Blvd., Suite 300, St. Louis, MO 63141P: 314.432.6130 F: 314.432.8170Written@AmericanBoardOrtho.com

Overtreatment in Restorative Dentistry: Decision Making by Last-Year Dental Students.

To evaluate the tendency for overdiagnosis and overtreatment upon different clinical situations among last-year students from the degree in dentistry from Valencia University (Spain) during the 2018–2019 course. A questionnaire consisting of 10 case exemplifications examining the diagnosis, treatment, and clinician’s attitude towards different common clinical situations regarding restorative dentistry was designed. Fifty-two students were surveyed, from whom 42 completed the questionnaire (80.77%). Data were analyzed descriptively. A total of 58.8% of the students correctly identified an early carious lesion in the occlusal surface of a molar, while 63.2% would perform unnecessary complementary tests for its diagnosis. The treatment for carious lesions in different evolutive phases with a vital pulp was correct between 51.2 and 92.7% of the cases. The treatment for irreversible pulp pathology and the restoration of the tooth with root canal treatment were adequately selected in 56.1% and 78.3% of the cases, respectively. For the repair of a faulty restoration, an overtreatment was proposed by 87.8% of the students. A tendency to perform unnecessary complementary tests for caries diagnosis was observed. Treatment caries proposals were in accordance with available evidence in the majority of the cases. Students tended to overtreat defective restorations and would perform unnecessary treatments in medically compromised patients.

Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis

Background The University Clinical Aptitude Test (UCAT) is an admissions assessment used by a consortium of universities across the UK, Australia, and New Zealand, to aid the selection of applicants to medical and dental degree programmes. The UCAT aims to measure the mental aptitude and professional behaviours required to become successful doctors and dentists. We conducted a systematic review to establish the predictive value of the UCAT across measures of performance at undergraduate and post-graduate levels. Methods A literature search was conducted in April 2020 using eight electronic databases: MEDLINE, APA PsycInfo, SCOPUS, Web of Science, EThOS, OpenGrey, PROSPERO, and the UCAT website. Data were extracted from selected studies and tabulated as results matrices. A narrative synthesis was performed. Results Twenty-four studies satisfied our inclusion criteria, 23 of which were deemed to be of good quality (using the Newcastle-Ottawa Scale). For over 70% of univariate data points, the UCAT exerted no statistically significant predictive validity; for the remainder, predictive power was weak. The cognitive total and verbal reasoning subtests had the largest evidence base as weakly positive predictors of academic performance. The SJT subtest was a weak predictor of professional behaviour during medical school. Studies specific to dental schools demonstrated variable findings across the five studies. Only 1 study looked at post-graduate outcome measures and demonstrated that the UCAT was not a predictor of health- or conduct-related fitness to practice declarations at GMC registration. Conclusions These data provide some support for the use of cognitive total and verbal reasoning subtests as part of medical school selection. Further research is needed to investigate outcomes beyond professional registration and for dental students.

A Randomised Evaluation of Low-Dose Ara-C Plus BCT-100 Versus Low Dose Ara-C in Older Patients with Acute Myeloid Leukaemia: Results from the LI-1 Trial

Background: Among patients with Acute Myeloid Leukaemia (AML) over the age of 60, a considerable number are not considered suitable for intensive remission-induction chemotherapy. Survival in these patients is poor, whether they are treated using hypomethylating agents or low-dose ara-C (LDAC). The possibility of combination therapy with additional agents represents an attractive option. Arginine metabolism plays a key role in AML pathogenesis (Mussai et al. Blood 2013); BCT-100 is a pegylated recombinant human arginase that leads to a rapid depletion in extracellular and intracellular arginine concentrations resulting in G0/G1 arrest, and subsequent death by necrosis. BCT-100 demonstrates significant activity as single-agent against AML cell lines, AML xenografts and primary AML blasts from newly diagnosed or relapsed patients (Mussai et al. Blood 2015). Importantly BCT-100 is synergistic in combination with cytarabine.Aims: To assess the efficacy of LDAC+BCT100 versus LDAC alone in patients aged 60+ unsuitable for intensive therapy, in a “pick a winner” design. This design allows several treatments to be assessed simultaneously in a randomised fashion, with the aim of doubling 2-year survival from 11% to 22% (HR 0.69), with interim assessments after 50 and 100 patients per arm are recruited.Methods: LDAC was given at 20mg BD SC on days 1-10 of each course. Patients randomised to the combination received LDAC as above with BCT-100 1600U/kg on Days 1, 8, 15 and 22 as a 1-hour intravenous infusion. Courses occurred at 4-6 week intervals. Toxicities were recorded using CTCAE version 3. Pharmacokinetic and biomarker samples were assessed in BCT-100 patients. Results here are based upon median follow-up of 3.8 months (range: 0.1 - 20.6 months)Results: Between September 2018 and December 2020, 83 patients were randomised. The trial was prematurely closed due to the COVID pandemic and did not reach the pre-planned first evaluation. Median age was 76.7 years (range 62-88). Overall, 65% were male; 70% de novo AML, 23% secondary AML, and 6% high risk MDS; 2% favourable, 59% intermediate, 23% adverse and 15% unknown/unreported cytogenetics. Median of 2 courses was delivered in either arm (mean 2 LDAC, 2 LDAC+BCT, range for both: 1-12). BCT-100 leads to a depletion of arginine from baseline in the majority of patients.Overall response (CR/CRi) was achieved in 12/81 patients (15%), (LDAC+BCT-100 15%, LDAC 15%, R 1.03 (0.30, 3.51),P=0.963). Thirty-day mortality was not significantly increased (18% vs 11%, HR 1.71 (0.50, 5.84), P=0.393; and 1-year survival showed no evidence of a difference (31% vs 30%, HR 1.28 (0.72, 2.25). Median overall survival time was 3.8 vs 6.4months; overall survival HR 1.11 (0.64, 1.90), P=0.715. The most common cause of death was resistant/recurrent disease: 12(46%) vs 16(59%). BCT-100 was not associated with any haematological toxicity; although rare grade 3/4 cardiac and hepatic events were reported, these were not significantly increased with BCT-100.Summary: The addition of BCT-100 to LDAC did not improve response rate or survival. BCT-100 was well tolerated with an acceptable toxicity profile. Further clinical evaluation of BCT-100 induced arginase depletion continues in a variety of malignancies.Acknowledgements: We are grateful to Blood Cancer UK for funding the trial and Bio-Cancer Treatment International for providing drug and additional support for this Investigator Initiated Study.Figure 1. OS All patients [Display omitted] DisclosuresKnapper: Jazz: Consultancy, Speakers Bureau; Pfizer: Consultancy, Speakers Bureau; Astellas: Ended employment in the past 24 months, Speakers Bureau; Novartis: Consultancy, Research Funding, Speakers Bureau. McMullin: Bristol Myers Squibb: Membership on an entity's Board of Directors or advisory committees, Other: clinical trial support, Research Funding; Celgene: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Novartis: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; AbbVie: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; AOP Orphan: Research Funding, Speakers Bureau. Copland: Incyte: Honoraria, Research Funding, Speakers Bureau; Novartis: Honoraria, Speakers Bureau; Pfizer: Honoraria, Speakers Bureau; Cyclacel Ltd: Research Funding; Astellas: Honoraria, Speakers Bureau; Jazz: Honoraria, Speakers Bureau. Russell: Pfizer: Membership on an entity's Board of Directors or advisory committees, Research Funding; Novartis: Speakers Bureau; Astellas: Membership on an entity's Board of Directors or advisory committees; Jazz: Research Funding, Speakers Bureau.

A Randomised Evaluation of Low-Dose Cytarabine Arabinoside Plus Lenalidomide Versus Single-Agent Low-Dose Cytarabine Arabinoside in Older Patients with Acute Myeloid Leukaemia: Results from the LI-1 Trial

Background: Many patients with Acute Myeloid Leukemia (AML) diagnosed after 60 years of age are not considered suitable for intensive remission induction chemotherapy, either due to co-morbidities or frailty associated with advanced age. Despite treatment with either a hypomethylating agent or low-dose cytarabine arabinoside (LDAC), survival is usually poor, with 1-year survival after LDAC of 24-37% in NCRI AML16 and historical arms of LI-1. Combination therapy with additional agents represents an attractive option, and has the potential to improve patient outcomes without substantially increasing toxicity. Lenalidomide (Revlimid TM) is an immunomodulatory drug, used to treat myeloma, and some cases of myelodysplastic syndrome, and has potent antineoplastic, anti-angiogenic, anti-inflammatory and pro-erythropoietic properties. Early-phase trials of lenalidomide in AML have demonstrated clinical activity with acceptable toxicity.Aim: To assess the efficacy and tolerability of LDAC+lenalidomide versus LDAC alone in patients aged 60+ unsuitable for intensive therapy. The aim was to double 2-year survival from 11% to 22% (HR 0.69).Methods: LI-1 was an international multicentre, multi-arm, randomised phase II trial developed to study the efficacy and tolerability of novel non-intensive therapies in AML using a “pick a winner” design. LDAC was given at 20mg BD SC on days 1-10 of each course. Lenalidomide was administered orally once daily in a flat 10mg dose for 21 days, where day 1 is day 1 of LDAC with courses occurring at 5-week intervals for courses 1-4. Patients considered to be benefitting after 4 courses, i.e. in remission or stable disease, could continue to receive treatment until disease progression, either with LDAC+lenalidomide at 6-week intervals, or lenalidomide only at 4-week intervals if patient had experienced significant toxicity. Toxicities were recorded using CTCAEv3. Primary objectives included overall survival (OS), complete remission (CR + CRi) achievement, reasons for failure, duration of response (CR/CRi), relapse rates and deaths in first CR. Secondary objectives included toxicity, supportive care requirements, and Quality of Life assessments (measured using EORTC QLQ-30, EQ5D and HADS tools).Results: Between Jan-17 and Jun-19, 202 patients from Denmark (8%), New Zealand (16%) and the UK (76%) were randomised. Median age was 78 years (range 62-89). Overall, 58% were male; 76% de novo AML, 20% secondary AML, and 4% high risk MDS; 1% favourable, 66% intermediate, 19% adverse and 14% unknown cytogenetics; WHO performance status 0 for 15%, 1 for 58%, 2 for 22% and 3 for 5%. Median of 2 courses (range 0-24; mean 3.28) was delivered in LDAC arm and 1 course in LDAC+lenalidomide arm (range 0-25; mean 3.48).Overall response (CR/CRi) was achieved in 40/202 patients (20%), (LDAC+lenalidomide 25%, LDAC 14%, OR 0.45 (0.22, 0.93), P=0.031). 30-day mortality was not significantly increased (19% in both arms); and 2-year OS showed no significant difference (14% vs 11.5%, HR 0.94 (0.69, 1.29, P=0.719). Median OS was 3.5 vs 4.6 months; HR 0.96 (0.71, 1.30), P=0.80. 1-year OS for patients that didn't enter CR/CRi was 6.8% for LDAC+lenalidomide vs 16.9% for LDAC (P=0.028). Cause of death for the majority of patients was resistant/recurrent disease: 45(53%) vs 47(58%). Most adverse events (AEs) were grade 1/2 in both arms. During cycle 1, there were 78 vs 51 grade 3/4 AEs in the LDAC+lenalidomide and LDAC arms, respectively (P=0.02). This included 5 thrombotic events in the LDAC+lenalidomide arm (4 grade 3 and 1 grade 4) and none in the LDAC arm. In course 1, supportive care requirements were higher in terms of both days of antibiotics (7 vs 3; p=0.001) and hospitalisation days (11 vs 6.5; p=0.005) for the LDAC+lenalidomide arm. There was no difference in transfusion requirements.Conclusions: Despite improving the CR/CRi rate, the combination of lenalidomide+LDAC did not improve OS, relapse-free survival or time in remission in elderly patients with AML. The addition of lenalidomide to LDAC resulted in increased toxicity, including episodes of thrombosis, as well as increased supportive care requirements. Alternative strategies to improve survival for elderly patients with AML remain a significant clinical need.Acknowledgements: We are grateful to Blood Cancer UK for funding the trial and Celgene for providing drug and additional support for this IIS.Fig 1: OS All patients [Display omitted] DisclosuresCopland: Astellas: Honoraria, Speakers Bureau; Pfizer: Honoraria, Speakers Bureau; Novartis: Honoraria, Speakers Bureau; Incyte: Honoraria, Research Funding, Speakers Bureau; Jazz: Honoraria, Speakers Bureau; Cyclacel Ltd: Research Funding. Russell: Pfizer: Membership on an entity's Board of Directors or advisory committees, Research Funding; Novartis: Speakers Bureau; Astellas: Membership on an entity's Board of Directors or advisory committees; Jazz: Research Funding, Speakers Bureau. OffLabel Disclosure:Off label use of lenalidomide in combination with low dose cytarabine will be discussed in the setting of elderly unfit AML.

Simulation of Tooth Preparation: Innovating the Prosthodontics’ Study in Times of Pandemic

The aim of this study was to report a simulation active learning methodology, used in a School Clinic, from the Bachelor’s Degree in Dentistry at Federal University of Maranhão (UFMA) for refining students’ psicomotor capability and critical-cognitive reasoning, related to the competence to make tooth preparation. Proposed simulation was making some plaster models from a partial molding of interest region, using dental material with dimensional stability. Thus, three models were obtained, in plaster type IV, in which two models were destined to the operator and another to the assistant. Operator student made a preparation on one of the models, according to his ability, acquired in pre-clinical laboratory and after that he sought the professor to discuss possible mistakes and successes about the preparation, together to his assistant. After aligned on the biomechanical principles, operator produced a second preparation on a second model. Assistant did it too, but on an unique model. After new consultation with professor and approval of the preparation, academics are authorized to perform it in patient mouth. Through this methodology, learners could notice adequate preparation with all its peculiarities, ask questions and discuss the individualities of each case.

The 20th Anniversary of Dental Stem Cells

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsRungnapa Yang WarotayanontRungnapa Yang Warotayanont, DDS, PhD, received her dental degree from Chulalongkorn University in Bangkok and completed her doctoral degree at the Herman Ostrow School of Dentistry of USC with a focus on craniofacial molecular biology. Her interest in stem cell research began at USC, and she has worked with Dr. Songtao Shi, the pediatric dentist scientist who discovered dental pulp stem cells. Her research was in enamel matrix protein as well as the characterization of dental pulp stem cells. Dr. Yang continued her specialty training in pediatric dentistry at the University of California, San Francisco, and continued her research focusing on the clinical translation aspect of dental stem cells. Dr. Yang is a board-certified pediatric dentist and practices in Mountain View, Calif. Conflict of Interest Disclosure: None reported.

Sri Lankan dental students’ perspective on the effectiveness of e-learning

Introduction: E-learning resulted in a revolution in dental education with continuous educational experiences. General objective of this study was to assess the perspective of undergraduate dental students on effectiveness of e-learning in the Bachelor of Dental Surgery (BDS) programme. Specific objectives were to identify students’ opinion on the factors that promote e-learning, awareness on the effectiveness of using different platforms and social media, barriers imposed and suggestions for the improvement of e-learning in the BDS programme. Methods: This was a cross sectional descriptive study among undergraduate dental students of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka using a self-administered pre-tested questionnaire administered via a web-based survey form. Frequencies and percentages were obtained for categorical data and Chi-square test was used to determine the association between variables. Results: The majority received the e-learning experience well. Fifty-four percent of the participants felt it was better compared to traditional face-to-face learning and the difference between the semesters (p=0.000) and genders was statistically significant (p=0.000). Difference in overall satisfaction on e-learning material across the different semesters was statistically significant. Students felt that e-learning should be used as a supplementary tool mainly by means of procedural videos during delivery of the skill component. Fifty percent participants felt that conducting assessments online is fair for all the students. Conclusion: A positive learning experience was achieved through the e-learning modalities in comparison to traditional face-to-face learning though in terms of skills training, e-learning modalities should only be considered as a supplementary tool.

Comparison of Black Student Enrollment in US Schools and Colleges of Pharmacy, Medicine, and Dentistry

Objective. Promoting equity and diversity in health care must include increasing the population of minority health care professionals. The purpose of this study was to: evaluate changes in Black professional student enrollment in schools and colleges of pharmacy, medicine, and dentistry; determine whether significant differences exist in Black professional student enrollment among these schools; and rate schools on how well Black professional student enrollment reflects state populations and compare ratings between 2010 and 2019 (for purposes of this study, professional student refers to students enrolled in Doctor of Medicine [MD], Doctor of Pharmacy [PharmD], or Doctor of Dental Medicine [DMD]/Doctor of Dental Surgery [DDS] degree programs).Methods. Enrollment data were obtained through the American Association of Colleges of Pharmacy, Association of American Medical Colleges, and American Dental Association for fall 2010 through fall 2019. The average percentage of Black students enrolled and the rate of change over time was determined. Schools were rated on their percentage of Black students relative to the percentage of Black residents in their state. Kruskal-Wallis H test, Wilcoxon signed rank tests, and chi-square tests were performed to quantify differences in enrollment and college ratings.Results. Schools of pharmacy and medicine experienced a significant increase in Black student enrollment between 2010 and 2019, but schools of dentistry did not. Pharmacy and medical schools also had significantly greater Black student enrollment in 2019 compared to dentistry. The proportion of schools of pharmacy and medicine with failing ratings decreased between 2010 and 2019.Conclusion. To facilitate improved access and limit health and health care disparities, it is important that health professions schools and colleges reflect the diversity of the patient populations they serve. Serious and intentional efforts toward diversification, inclusivity, and equity are necessary to improve Black student enrollment.