Dental Residents Research Articles

Where Do Pediatric Dental Residents Intend to Practice? Exploring the Influence of Loan Repayment Programs and Other Factors.

The high cost of dental education and consequent loan burdens contribute to the shortage of pediatric dental providers in rural areas (RAs). Economic incentives are meant to recruit practitioners to RAs. The aim of this study was to assess the ability of government subsidized loan repayment programs (GSLRPs) to recruit pediatric specialists to practice in RAs. A 26-item questionnaire was emailed to all 921 pediatric dental residents across the U.S. in 2015 for a cross-sectional study of factors influencing their choice of practice location. The instrument included information about GSLRPs, enabling the study to serve as a quasi-experiment on the level of funding needed to make GSLRPs effective. A total of 169 residents responded, for an 18% response rate; 74% of respondents were women and 86% had student loan debt. Among the respondents, 40.6% said they would like to practice in RAs, but only 4.1% actually intended to do so. Over one-third initially reported interest in GSLRPs for practicing in RAs. However, after being informed that the average GSLRP is $30,000 annually, one-third of those lost interest. Although 14.2% said no amount would convince them to consider practice in an RA, over half (53.3%) indicated willingness to consider it if the GSLRP were $40,000-$60,000. These results suggest that current GSLRP levels are insufficient to induce pediatric dentists to practice in RAs.

Integrating Oral Health Curricula into Midwifery Graduate Programs: Results of a US Survey.

Midwives are a significant segment of the US maternal and primary health care workforce and play a pivotal role in addressing women's oral health care needs during pregnancy and throughout their life span. The purpose of this research was to assess oral health curricular integration in midwifery programs and examine factors that influence integration and satisfaction with graduates' level of oral health competence. A cross-sectional, national survey of midwifery programs was conducted using an electronically distributed 19-item, self-administered questionnaire completed by the Directors of Midwifery Education. Data analysis included univariate and bivariate statistics. All of the responding midwifery programs (N = 33) were educating their graduates about oral health; however, less than a quarter (22.6%) of program directors were satisfied with their graduates' competency. Significant factors promoting integration were routine teaching by a dental professional and a formal relationship with a dental school, dental residency, or dental hygiene program. Programs with 4 or more hours of oral health curriculum were more likely to have a faculty oral health champion, use simulation in evaluation of their learners, and include interprofessional oral health education. With adequate oral health education, midwives are ideally positioned to integrate oral health in pregnancy care as well as well woman care throughout the life span, thereby expanding access to oral health care.

CTRead—A Revolutionary Approach to Training Residents in Computed Tomography Facial Bone Interpretation

The purpose of our study was to create an online, web-based training module that would instruct a group of residents in the interpretation of a computed tomography (CT) facial bone scan in a logical, stepwise manner to locate and identify all relevant facial fractures. Our hypothesis was that implementing the CTRead facial bones training module would improve residents' competency in the interpretation of CT facial bone scans. We designed and implemented a prospective quasi-experimental trial. The population for the present study included medical and dental residents. The primary outcome variable was the difference between the pre- and post-test scores of the participants and the frequency of missing fractures before and after the course. The secondary outcomes of interest were subjective data gathered from the course, including participants' feedback and subjective evaluation of the training module and perceived benefit. Another secondary outcome measured was the residents' self-reported confidence level in interpreting the CT facial bone scans on their own before and after completion of the course. Descriptive and bivariate statistics were used. The population sample included 38 residents from North America, aged 25 to 34years (mean, 28.2years). When comparing the results from before and after the course, the overall frequency of missed fractures had decreased from 20.7 to 6.4 (P<.001), and the total score overall had increased from 32.7 to 74.7% (P<.001). Regarding the secondary outcomes, most participants indicated that they agreed or strongly agreed with a number of positive subjective queries. In addition, we found a statistically significant increase in the participants' comfort level in the interpretation of CT facial bone scans. The results of the present study have confirmed the hypothesis that completing the CTRead training module (available at: www.CTRead.ca) improves competency among residents in the interpretation of CT facial bone scans and their correctly identification of facial fractures.

Step-by-step teaching method improves the learner achievement in dental skill training.

This study aimed to assess and compare the outcomes of all-in-one and step-by-step teaching methods in dental skill training. Forty first-year dental residents were recruited into this study, which was a prospective, double-blind and randomised controlled trial. The learners were randomly allocated to either the all-in-one group (control group, n=20) or the step-by-step group (experimental group, n=20). They performed crown preparation on a plastic tooth under different training course structures. For the all-in-one group, the course comprised three parts: the teacher's lecture and demonstration and the learner's practice. Every part was carried out independently in turn. For the step-by-step group, the course was divided into six parts according to the procedures of crown preparation: incisal preparation, facial preparation, interproximal preparation, lingual preparation, marginal preparation, and finishing and polishing. Every part, consisting of the teacher's lecture and demonstration and the learner's practice, was carried out step-by-step. Thereafter, the training outcome was evaluated by the learners, two experts and a digital system. For the outcomes of the all-in-one group and the step-by-step group, the learners' assessments were 6.15±1.98 and 8.10±1.41, the experts' assessments were 7.00±1.75 and 8.40±1.10, and the digital assessments were 6.43±1.20 and 7.62±0.51, respectively. In terms of each evaluation index, there was significant difference between the two groups (P<0.05). Higher quality of crown preparation was attained in the step-by-step group. The step-by-step teaching method can improve the learner's achievement in dental skill training.

Assessment of Knowledge and Attitude of Dentistry Professors, Residents, and Interns Towards Medical Emergencies at the Dental Faculty of Hamadan University of Medical Sciences

Assessment of Knowledge and Attitude of Dentistry Professors, Residents, and Interns Towards Medical Emergencies at the Dental Faculty of Hamadan University of Medical Sciences

A atuação do residente em Odontologia Hospitalar neonatal na abordagem multidisciplinar do SUS: relato de experiência

A reorganização dos serviços de saúde vinculada ao programa Humaniza SUS possibilita o cuidado multiprofissional do indivíduo. Neste sentido, a inclusão do cirurgião-dentista nas equipes visa somar esforços para o alcance da integralidade da atenção, a qual abrange as diversas alterações que podem acometer o sistema estomatognático de sujeitos em cuidados hospitalares. A residência em odontologia hospitalar neonatal, como parte integradora da abordagem multiprofissional, é extremamente importante para garantir a abordagem adequada de gestantes, puérperas e recém-nascidos (RN) em sua plenitude. As frentes de atuação do residente em odontologia neonatal envolvem, principalmente, o pré-natal odontológico, o puerpério imediato e mediato, a abordagem ambulatorial e as unidades de terapia intensiva neonatal e pediátrica. Este artigo objetiva relatar a experiência de atuação de residentes em odontologia hospitalar neonatal em um hospital escola pertencente ao Sistema Único de Saúde (SUS) do Paraná.

Deep-learning classification using convolutional neural network for evaluation of maxillary sinusitis on panoramic radiography.

To apply a deep-learning system for diagnosis of maxillary sinusitis on panoramic radiography, and to clarify its diagnostic performance. Training data for 400 healthy and 400 inflamed maxillary sinuses were enhanced to 6000 samples in each category by data augmentation. Image patches were input into a deep-learning system, the learning process was repeated for 200 epochs, and a learning model was created. Newly-prepared testing image patches from 60 healthy and 60 inflamed sinuses were input into the learning model, and the diagnostic performance was calculated. Receiver-operating characteristic (ROC) curves were drawn, and the area under the curve (AUC) values were obtained. The results were compared with those of two experienced radiologists and two dental residents. The diagnostic performance of the deep-learning system for maxillary sinusitis on panoramic radiographs was high, with accuracy of 87.5%, sensitivity of 86.7%, specificity of 88.3%, and AUC of 0.875. These values showed no significant differences compared with those of the radiologists and were higher than those of the dental residents. The diagnostic performance of the deep-learning system for maxillary sinusitis on panoramic radiographs was sufficiently high. Results from the deep-learning system are expected to provide diagnostic support for inexperienced dentists.

Preliminary Performance of the Advanced Dental Admission Test (ADAT): Association Between ADAT Scores and Other Variables for Applicants to Residency Programs at a U.S. Dental School

Historically, dental residency programs have used numerical assessment criteria to evaluate and identify qualified candidates for admission. Recent elimination of such assessment tools has undermined many programs' holistic evaluation process. The Advanced Dental Admission Test (ADAT) was developed and recently piloted in hopes of addressing this issue. The aim of this study was to evaluate the preliminary performance and validity of the ADAT by exploring the association between ADAT scores and other variables for a sample of applicants to residency programs. The WebAdMIT admissions database was used to identify the test scores and educational and demographic information of 92 individuals who completed the pilot ADAT and were seeking a 2017 postgraduate specialty position at Indiana University School of Dentistry. The results showed that the ADAT had strong to weak correlations with certain applicant variables (p<0.05). No significant differences were found for age, race, school location, or country of origin. However, males performed better than females (p<0.05), and non-Hispanics performed better than Hispanics (p<0.01). ADAT component scores were also higher for individuals with a history of research activity (p<0.05). This study found that significant associations existed between the ADAT and indices typically associated with competitive applicants. These findings suggest that the ADAT may serve as a useful numerical assessment instrument, with the potential to identify high-performing candidates. Furthermore, the ADAT seemed to be a plausible option for programs seeking to incorporate a quantitative assessment instrument as part of a holistic candidate selection process.

The Status of Interdisciplinary Education in Advanced Education Programs at U.S. Dental Schools

Interdisciplinary education (IDE) during dental residencies can help produce dentists who work more efficiently to provide continuous and reliable patient care. The aim of this study was to assess the extent and type of interdisciplinary education in dental residency programs at U.S. dental schools. A 24-item survey addressing didactic courses and patient care was sent to academic and/or clinical deans at 65 U.S. dental schools in fall 2016; they were asked to forward the survey to the appropriate person in their school. The questions addressed IDE characteristics such as the academic home for IDE, focus areas, defined outcomes, program objectives, and perceived institutional barriers. Of the 65 schools invited to participate, 31 responded to the survey for an overall response rate of 48%. Of those schools, 23 (74%) reported having IDE for their advanced/postgraduate students. Among the schools with IDE, their IDE learning experiences primarily involved residents in different disciplines participating in clinical case group projects and small group workshops, and 77% of IDE faculty taught in department-specific clinical spaces as opposed to teaching together in a single clinic. The respondents identified barriers to implementing IDE such as a lack of clearly defined competencies, logistical challenges including academic calendars and scheduling, and faculty resistance. Also, 43% reported that their institutions did not have a program to support IDE faculty development. At the time of this survey, most of the respondents did not have a clearly defined IDE model consisting of competencies, defined assessments, and milestones.

Knowledge, attitudes and practice survey on blood-borne diseases among dental health care workers in Georgia.

In Georgia limited data exists about awareness of blood borne-diseases among dental health care workers (DHCW). To assess DHCW knowledge, attitudes and practices related to infection control practice guidelines designed to limit transmission of blood-borne diseases, a cross-sectional study was conducted. All respondents were asked to voluntarily complete a self-administered questionnaire. Doctors of Dental Medicine, nurses, and dental residents were recruited from 13 private and governmental dental units in three large Georgian cities: Tbilisi (the capital city), Batumi (Western Georgia) and Rustavi (Eastern Georgia). Of 244 DHCWs recruited, 196 (80%) agreed to participate. Nearly 42% DHCWs did not know the prevalence of hepatitis B virus (HBV) and hepatitis C virus (HCV) in Georgia. Knowledge about risk factors for transmission of human immunodeficiency virus (HIV), HCV and HBV was low; correct response proportions among all DHCWs were 45.3%, 37.9% and 34.2% for these pathogens, respectively. The 59.7% of DHCWs were uninformed about post-exposure prophylaxis for HIV. Only 37.3% reported being well informed on infection control guidelines. Nearly all (95.6%) DHCWs expressed interest in receiving additional education on occupational transmission of blood-borne pathogens. Overall, the study suggests DHCWs are aware they have insufficient knowledge of universal precautions. There is a need for developing a continuous education program that is accessible to practicing DHCWs.

Transgender HIV status, self-perceived dental care barriers, and residents' stigma, willingness to treat them in a community dental outreach program: Cross-sectional study.

Assess the association between high risk transgender (TG) HIV status, self-perceived barriers toward oral care, and the residents' stigma and willingness to treat during community dental outreach. Demographics, tobacco habits, HIV status, willingness for rapid HIV testing, and self- perceived oral health, barriers toward oral care were assessed in a cross-sectional study among 212 transgender in South India. Further, the residents' stigma across three subscales and residents' willingness to treat the transgender was evaluated. Overall, 88% had begging as the sole income, and 93% lived in slums and used some form of tobacco. Oral health was perceived to be poor by more than half, and the mean probing pocket depth (PPD) and decayed, missing, or filled teeth (DMFT) was 4.2mm and 3.67, respectively. The residents reported significantly low regard and willingness to treat TG irrespective of high/low stigma and when the transgender HIV status was positive/do not know. Residents with greater fear of exposure expressed least regard and willingness to treat TG (P<0.05). The self-perceived oral health of transgender' was poor corresponding to the clinical examination findings. Moreover, the stigmatizing attitude and low regard to provide oral care is rampant among the dental residents, which further frustrates dental care.

Is it cost-beneficial to society? Measuring the economic worth of dental residency training

This study estimated whether continued programming of a highly specialized four-year dentistry residency training in Saudi Arabia was cost-beneficial. We utilized a purposive sampling to administer a survey to trainees in major cities. Additionally, we used publically available market information about general practitioners. We employed Benefit-Cost Analysis accounting approach as a conceptual framework. Using general practitioners as the base category, we grouped overall social analytical perspectives into resident trainees and rest of society. The residency program was cost-beneficial to trainees, realizing an estimated return of SR 4.07 per SR 1 invested. The overall societal return was SR 0.98 per SR 1 invested, slightly shy of a bang for the buck, in part because the public sector largely runs the training. Benefits included increased earnings and enhanced restorative dentistry skills accruing to trainees; increased charitable contributions and programming-related payments accruing to programs and the public; and practice-related payments accruing to governmental, professional, and insurance agencies. Rest of society, notably government underwrote much of the cost of programming. A sensitivity analysis revealed the results were robust to uncertainties in the data and estimation. Our findings offer evidence to evaluate whether continued residency training is cost-beneficial to trainees and potentially to overall society.

Effect of Advocacy Training During Dental Education on Pediatric Dentists' Interest in Advocating for Community Water Fluoridation.

Dentists, like other health professionals, are uniquely positioned to be public health advocates. One venue where dental students can become skilled public health advocates is in dental education programs. However, debates about the need and importance of integrating advocacy training into dental curricula exist. Therefore, the aim of this study was to assess the association between pediatric dentists' interest in and willingness to participate in an advocacy-related activity and their prior training in advocacy during dental education. The advocacy activity used in the study related to community water fluoridation (CWF). A 22-item pilot-tested online survey was sent in February-May 2016 to 5,394 pediatric dentists who were members of the American Academy of Pediatric Dentistry. The final response rate was 16% (n=830). Most (77%) of the respondents were willing to advocate for CWF initiatives at the community and/or state levels. Only 44% of the respondents reported receiving training in advocacy during their predoctoral dental and/or pediatric dental residency education. The pediatric dentists who were willing to advocate for CWF initiatives had 2.7 times (95% CI: 1.63-4.39, p<0.0001) the odds of having received advocacy training during their dental education compared to those who were unwilling. These results suggest a positive association between the pediatric dentists' willingness to advocate for CWF and their prior advocacy training during dental education. This finding provides support for the Commission on Dental Accreditation's requirement for pediatric dental residency programs to train residents in advocacy. Because dentists are respected leaders in their community, the study results also support the integration of advocacy training into predoctoral dental curricula.

Experience and knowledge of child abuse and neglect: A survey among a group of resident doctors in Nigeria.

Child abuse and neglect (CAN) is a significant public health problem. Dentists are in good position to identify and report cases of CAN. The aim of this study was to determine the experience and knowledge of CAN among a group of Nigerian dental residents. This was a cross-sectional study carried out among dentists attending a postgraduate update course. Data were collected to assess the knowledge of respondents on the forms of CAN, indicators and risk factors. Respondents' professional experiences were also assessed as well as actions taken and possible barriers to reporting suspected cases. Data were collected from 179 respondents, with a mean age of 33.1 ± 5.2 years. The respondents demonstrated good knowledge of the forms of child abuse, with an average score of 95.2%. The risk factors for CAN were correctly identified by 153 (85.5%) respondents as children with physical/mental disabilities, 151 (84.4%) as products of unwanted pregnancies, 128 (71.5%) as children from polygamous families and 122 (68.2%) as children from low socioeconomic families. Physical, sexual and emotional abuse and neglect were majorly identified as bruises behind the ears, 162 (90.5%); oral warts, 114 (63.7%); poor self-esteem, 158 (88.3%) and untreated rampant caries, 137 (76.5%), respectively. Seventy-four (46.5%) of the respondents did not evaluate children for CAN and only 12 (14.1%) of those who observed suspected cases of CAN reported to the social service. Lack of knowledge of referral procedures and concerns about confidentiality were the major barriers to reporting cases of CAN. The dentists had good theoretical knowledge of the indicators, risk factors and signs of CAN but lagged in clinical detection and reporting of such suspected cases. There is a need for continuing education and advancement of the postgraduate dental curriculum to improve the educational experiences with regard to CAN.

Prosthodontic specialty training in the United States: what can we learn

Prosthodontics is one of the nine recognized specialties by American Dental Association. The postgraduate prosthodontic program used to train prosthodontic specialists in U S A started about 70 years ago. Compared to China which just launched the dental residency programs, the programs in U S A have more developed and relatively more mature education system. It is worthwhile for China to study and learn the U S A prosthodontic residency education program. Prosthodontics is a specialty to diagnose and treat complex dental problems, and is often considered as the 'orchestrator' directing and coordinating all the other dental specialists to manage complex situations. This specialty plays an important role in a nation's oral health system. The present article is aimed to introduce the history of US prosthodontic residency program, initial accreditation, curriculum, education standards and mechanisms of the residency program, and how the program is monitored and managed post initial accreditation, with the hope that this system can serve as a reference for China's developing its own residency program.

The Study of Personality Types between Pediatric and Other Dental Residents

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Pioneering and Interprofessional Pediatric Dentistry Programs Aimed at Reducing Oral Health Disparities.

Early Childhood Caries (ECC) is the most chronic childhood disease and more predominant in low-income and underserved children. Although easily transmitted, ECC is entirely preventable. Dr. Ramos-Gomez and his team at the University of California, Los Angeles put together an interprofessional curriculum where both medical and dental knowledge and practice is integrated to prepare dentists and primary care providers to more cost effectively address ECC and thereby reduce disparities in oral health. The curriculum, known as the Strategic Partnership for Interprofessional Collaborative Education in Pediatric Dentistry (SPICE-PD), consists of nine evidence-based training modules: applied statistics and research, community partners, interprofessional education/training, quality improvement, policy and advocacy, disease management/risk assessment, ethics/professionalism, cultural competency and children with special heath-care needs. SPICE aims to prepare pediatric dental residents and primary care providers to provide preventive, culturally competent, and minimally invasive oral care for underserved, low income, and special needs children. Additionally, the Infant Oral Care Program (IOCP), located at a local community health clinic, provides culturally sensitive preventive oral health care for children aged 0–5 years. The medical–dental integration model utilized at IOCP helps reduce oral health disparities by providing a systems-based and cost-effective approach to combat the burden of ECC. To track the progress of SPICE, a comprehensive evaluation framework has been designed, which aligns goals and objectives with program activities, desired outcomes, and measured indicators.

Assessing attitudes and actions of pediatric dentists toward childhood obesity and sugar-sweetened beverages.

Childhood obesity is a major US health concern, and oral health professionals have opportunities to participate in an interprofessional effort to intervene owing to their access to young patients and their abilities in addressing obesity-related dietary habits like consumption of sugar-sweetened beverages (SSBs). This study determined attitudes, behaviors, future intentions, and perceived barriers of pediatric dentists regarding efforts to prevent childhood obesity and reduce children's consumption of SSBs. The American Academy of Pediatric Dentistry conducted an online electronic survey with a convenience sample of approximately 7,450 pediatric dentists and pediatric dental residents during spring 2016. Over 17 percent of pediatric dentists offer childhood obesity interventions. Of those not providing interventions, 67 percent were interested in offering obesity-prevention services. Nearly 94 percent of pediatric dentists offer information or other interventions on consumption of SSBs. Statistically significant barriers to providing healthy weight interventions were fear of offending parents, appearing judgmental, or creating parent dissatisfaction and a lack of parental acceptance of guidance about weight management from a dentist. Significant barriers to SSB interventions were sufficient time and health professional education. More pediatric dentists stated they offer childhood obesity interventions than in previous surveys reporting 6 percent, but respondents suggested that a child's weight is seen as a medical rather than dental issue. Most pediatric dentists provide interventions related to consumption of SSBs, perceiving the issue as integral to their care of children.

Comparisons and reference of dental education between the United Kingdom and China

Dental education in United Kingdom has been amongst the best in the world with years of experience. General Dental Council (GDC) is the sole competent authority for dentistry in the UK. GDC produces guidance on dental education and lead the inspections and monitoring for dental schools. Postgraduate Dental Deans are responsible for the provision and quality management of the education and training of dental graduates during 2 years' foundation training and 3-5 years' specialty training. There are similarities between UK dental education system and Chinese system in school education and continuing education. It is worthy of reference for the dental education in China in terms of the training system of dental residents and specialists in the United kingdom. Key words: Dental education; Dental education system; UK dental education

Factors Influencing Resident Choice of Prosthodontic Residency Program.

The decision by prosthodontic residency program directors to employ the Match process highlights the need to understand applicant priorities that influence their choice of which programs to rank highly. The purpose of this study is to determine the factors that were most important to residents when choosing from among nonmilitary based prosthodontics dental residency programs in the United States. Following completion of a pilot study, all currently enrolled prosthodontic residents at nonmilitary residency programs were invited to participate via the internet. The study consisted of a survey instrument asking residents to rank 26 possible factors that might impact an applicant's choice of residency program. In addition, the instrument collected other possible influencing variables including gender and debt load. Mean rank scores were compared to determine the most and least important factors. Kruskal-Wallis test was used to compare specific factors between the possible influencing variables. Two hundred and thirty residents completed the survey instrument, representing a 54.1% response rate of possible participants. With regard to factors influencing program choice, reputation of the residency program was the factor ranked the highest by participants, followed in descending order by the program director's personality, curriculum content, access to use of the latest digital technology, and opportunities for dental implant placement. Quality of schools for children, community outreach opportunities, and the ability to moonlight were ranked as the least important factors. Male and female residents ranked factors such as tuition/stipend, curriculum content, and community outreach opportunities significantly differently. Depending on debt load, residents ranked the factors tuition/stipend, ability to moonlight, curriculum content, and safety of the area where the program is differently. Current prosthodontic residents valued the reputation of the program as the most important factor when applying to residency. Participant gender and debt load influence the factors chosen by residents as more or less important. These data will assist prosthodontic educators position their programs in the best possible light to attract applicants to their programs.