Dental School Research Articles

A 13-year review of triple jump examination at the Ostrow School of Dentistry of the University of Southern California.

The triple jump examination (TJE) has been instituted at the Ostrow School of Dentistry of the University of Southern California (OSDUSC) since 2001 as an assessment tool of critical thinking skills for its learner-centered pedagogy. A 2013 study detailed the TJE's design, validity, and initial outcomes. The current study focused on its 13-year sustainability including a transition from in-person to hybrid TJE by assessing outcomes from the graduating Classes of 2014 through 2026. The study was approved by the USC Institutional Review Board (#UP-21-00272-AM001). To assess sustainability, the study first examined agreements among TJE faculty raters based on a total of 10,512 TJEs given to 1872 students from the 13 classes. Next, to determine whether the effectiveness of TJE was impacted by the transition from traditional to hybrid TJE, an independent t-test was performed to examine student performance between the two exam delivery methods based on 4896 TJEs given to 864 students. The study observed a high level of agreement among faculty raters throughout the study period. The general agreement rates, exact agreement rates, and disagreement rates averaged 99.2%, 77.3%, and 0.8%, respectively. Students' TJE performance was similar between the traditional and hybrid delivery methods (p-value=0.629>0.05, t critical two-tail=2.074, t stat=0.489). The TJE at OSDUSC proves to be a sustainable and reliable instrument with high internal consistency among raters when evaluating students' performance. The transition from traditional to hybrid TJE has no impact on the TJE's effectiveness.

Assessing the Travel Carbon Footprint of Faculty, Students, and Staff at a U.S. Dental School

Assessing the Travel Carbon Footprint of Faculty, Students, and Staff at a U.S. Dental School

Musculoskeletal pain is associated with poor sleep quality and increased daytime sleepiness in dental students: a cross-sectional pilot study.

While a bidirectional relationship between sleep health and musculoskeletal (MSK)-pain have been established among chronic pain patients, few studies explored it among dental students. This cross-sectional study assessed the relationship of self-report MSK-pain with sleep health and psychological outcomes among dental students, and whether differences existed as a function of number and location of painful body-sites. Validated questionnaires were sent through REDCap to dental students at a predoctoral dental school, assessing presence, location (head, shoulder/neck, jaw, back, body), and intensity of MSK-pain, sleep health (risk of sleep apnea, insomnia severity symptoms, sleep quality, daytime sleepiness, and chronotype), and psychological outcomes (anxiety/depression). Differences between those with and without MSK-pain, and across participants with different number and location of painful sites were tested with t-tests and ANOVA, adjusting for age/gender. Out of 80 participants (82.5% females), 76.3% reported MSK-pain (68.9% in neck/shoulders). Those with MSK-pain scored significantly worse in sleep quality (7.7±3.7 vs. 4.8±2.1, p<.001), daytime sleepiness (6.1±4.2 vs. 3.3±2.7, p<.001). Those with >3 painful body-sites reported worse sleep quality (p=.006) and daytime sleepiness (p=.003) than pain-free controls. There were no differences on sleep and psychological outcomes as a function of number of painful body-sites. Those reporting back pain scored worse in insomnia (p=.037), daytime sleepiness (p=.002), and sleep quality (p=.006) than those without back pain. MSK-pain is prevalent among dental students and associated with worse sleep health. While number of painful sites may not influence sleep/psychological health, specific locations (e.g., back pain) were associated with worse sleep functioning.

Knowledge and Attitudes toward Dental X-Rays among Patients at Muhimbili School of Dentistry in Tanzania

Background Dental X-rays are vital diagnostic tools in dentistry, providing critical information for treatment planning. However, patient awareness and understanding of the risks and benefits associated with dental radiography can significantly influence their attitudes toward these procedures. Method This cross-sectional study was conducted in 2008 at the Radiology Department of Muhimbili Dental School. A total of seventy patients attending the dental clinic who underwent periapical and orthopantomogram (OPG) radiography were surveyed. Data were collected using structured questionnaires designed to assess knowledge and attitudes regarding dental X-rays. Results The results revealed that 70% of participants understood the radiation risks associated with X-rays, while 75% were aware of the indications for their use. However, only 60% were familiar with the benefits of OPG. In terms of attitudes, 80% of patients agreed that X-rays are essential for diagnosis, and 85% believed their dentist should explain the necessity of X-rays. Conclusion The findings indicate that while patients at Muhimbili Dental School exhibit a moderate level of knowledge and positive attitudes toward dental X-rays, there is a need for enhanced patient education regarding the risks and benefits. Implementing educational initiatives could improve understanding and alleviate concerns related to dental radiography.

Outcomes of transitioning from mandatory to elective research at a dental school in Southern California.

The purpose of this study was to assess the impact of a curricular change from mandatory to elective research on the student research outcomes at a Southern California Dental School over ten years. Additionally, the perception of dental students and faculty toward research in dental education was assessed. A survey was distributed to determine the perception towards research in dental education, motivation and barriers for pursuing research and the possibility participants would pursue research-even if the school did not mandate it. The survey was distributed to a total of 507 dental students and 121 full-time faculty. Both dental students (80.6%) and faculty (91.4%) agreed that learning about research is important in dental education. Both cohorts generally agreed that research experience enhances dental training, supports the scientific basis of dental treatment methods, and correlates with clinical ability. The majority of students (77.0%) disagreed with mandating research while faculty (77.6%) believed that it should be mandated. Lack of time was the single most stated barrier for participating in research. The overall trend during the transition from mandatory to elective research showed that initially there was a stark drop in students and faculty participation and projects being carried out. However, with deliberate planning, research outcomes steadily increased. We conclude that dental students and faculty have a positive perspective on the importance of research in dental education and actively engage in research and mentoring activities when provided with a supportive and encouraging environment. This participation occurs regardless of whether research is mandated or elective.

Introducing dental practice management in the undergraduate curriculum through an interprofessional module: experience from an Indian dental school

IntroductionThis study aimed to evaluate the effectiveness of a dental practice management education module developed through interprofessional collaboration.Materials and methodsA dental practice management module was developed through need assessment, literature review, and interprofessional collaboration. The IP team included dental practitioners, dental educators, business expert, lawyer, bioethicist, engineer, and architects. Thirty interns were included in the study. Participants were assessed through pre-and post-test. Evaluation of the program was carried out by obtaining feedback from the students and dental practitioners who were invited to attend the program. The pre-and post-test results were compared by paired student t-test. p-value of &amp;lt;0.01 was considered significant. The content of the feedback forms was subjected to qualitative and descriptive analysis.ResultsThrough the process of module preparation, pertinent competencies were identified and included in the program. There was a statistically significant increase in knowledge among students with respect to the domains included, as shown in the pre-post-test comparisons. The feedback obtained was positive. IP collaboration in module design and implementation was considered an important factor for dental practice management.ConclusionPractice management education can be made effective through IP collaborations.

Geriatric dentistry course effect against ageism among dental students: A cohort study.

The aim of this study is to investigate the effectiveness of geriatric dentistry courses as a combating strategy against ageism among dental students. A pre-post prospective study was conducted in three different dental schools located in the State of Sao Paulo, Brazil, that offered geriatric dentistry courses in their curricula. A questionnaire specifically developed for this research and the "Ageism Scale for Dental Students" (ASDS) were applied before and after geriatric dentistry courses in all three dental schools. Among 184 dental students, 51.6% (n=95) improved their ageism scores. Dental students who improved ASDS scores were more likely to be from a public dental school (56.7%vs. 40.4%; p=.040), in their 8th and 10th semesters (56.7%vs. 40.4%; p=.040), and females (55.6%vs. 36.8%; p=.040). Other factors such as age, ethnicity, history of living with older adults, history of taking care of older adults, and knowledge of ageism were not significantly associated with ageism score improvement. Only institutional affiliation and age remained significant predictors in the final model. In this study, the main variables correlated with reducing ageism among dental students were institutional affiliation and age.

Mental health curricula in predoctoral dental school programs: A content analysis.

Given the prevalence of mental health concerns, dentists have an opportunity to provide mental health screenings to enhance overall patient care. The purpose of this study is to summarize and discuss the characteristics of mental health curricula related to patient care in accredited dental schools. We identified accredited predoctoral dental programs incorporating mental health training related to patient care into their curriculum. We summarized course characteristics and thematically analyzed course descriptions using headings from the National Library of Medicine. From our review of curricula from 80 dental programs, 27 included a mental health component, and these were found in both didactic and clinical courses. Behavioral science and building clinical competence were the most common themes. While mental health is an important component in overall patient care, a minority of accredited dental programs' curricula address it. Further, the manner and extent of inclusion varies. Including mental health training into dental curricula will better prepare dentists for their patients' comprehensive health needs.

Current practice, barriers and drivers to embedding environmental sustainability in undergraduate dental schools in the UK and Ireland

Aims This study aimed to: i) identify current teaching practice and approaches to embedding environmental sustainability (ES) in the undergraduate dental curriculum in the UK and Republic of Ireland (ROI); and ii) uncover existing barriers and drivers to incorporating ES in dental education.Methods A questionnaire was developed and distributed to all dental schools in the UK and ROI in the form of an online survey. The intended respondents were deans, heads of schools, directors of education, or senior academics of all dental schools in the UK and ROI that deliver undergraduate dentistry/dental surgery programmes.Results In total, 18 dental schools responded to the survey, representing a response rate of 100% from the intended respondents. Note 56% of dental schools do not currently teach ES. Time constraints and a lack of knowledge and learning resources were the most reported barriers.Conclusion Currently, ES is not taught in most dental schools in the UK and ROI. Many schools face challenges in finalising the delivery modalities of ES teaching, particularly in clinical environments. Numerous barriers have been identified that complicate embedding this topic in the curriculum. Positively, universities, staff, students and the recently published learning outcomes are driving impactful change across the sector.

The Anthropological Process of Identifying Missing Persons as a Teaching Method for Increasing Awareness in Legal and Forensic Dentistry in the Republic of Cyprus

Forensic Odontology is a critical field within forensic science, with significant importance in legal contexts and the identification of victims in mass disasters or cases of abuse. This article focuses on the efforts made by the European University Cyprus (EUC) School of Dentistry to raise awareness among dental students regarding legal and forensic dentistry practices. Through voluntary visits to the Anthropological Laboratory of the Committee on Missing Persons (CMP) in Cyprus, students gain firsthand experience and insights into anthropological analysis for identifying missing individuals. These visits provide students with practical application opportunities, emphasizing record-keeping practices, oral tissue morphology analysis, and unique aspects of restorative work during identification processes. Feedback from participating students highlights the value of experiential learning in increasing awareness about forensic odontology’s importance and relevance in real-world scenarios. The initiatives undertaken by the EUC School of Dentistry contribute to enhancing legal and forensic dentistry awareness among future dental professionals in Cyprus.

Consistency between inter-institutional panels using a three-level Angoff-standard setting in licensure tests of foreign-trained dentists in Sweden: A cohort study.

Licensure exams play a crucial role in ensuring the competence of individuals entering a profession, thereby safeguarding the public and maintaining the quality and integrity of the profession. In Sweden, dentists educated outside the European Union seeking to practise dentistry must undergoa re-certification process. The re-certification process includes a theoretical examination where pass marks are set using a three-level Angoff method. This study aimed to determine the consistency of the Angoff ratings using independent panels at two Swedish universities. Two cohorts of panellists were included in the study: one reference and one external. The reference panel was responsible for rating the upcoming theoretical examinations in the proficiency test, which were used to set the pass mark. The external panel, recruited from a dental school at a university in another region in Sweden, provided ratings after the examinations. Three examinations during 2019-2020 were included in this study (267 items in total). There was a strong correlation (ρ ≥ 0.70, p < .001) between the ratings of the two independent panels, with no significant differences in item ratings across the full exams, dental disciplines, and professional qualifications analysed. This suggests that the three-level Angoff method reliably produces similar standards for assessing the competence of the minimally qualified dentist across different institutions. The expectations of the minimally qualified but still acceptable dentist were comparable between the two independent panels across the three theoretical examinations explored. The alignment between the panels indicates valid, reliable standards across institutions, despite the independent syllabi of the two study programmes. However, while there is an alignment, differences in ratings remain. Consequently, involving multiple institutions in future standard-setting processes could help ensure that the standards reflect a broader range of educational practices, supporting the credibility of licensure examinations.

Dentists’ Treatment Decisions Concerning Restorations in Adult Patients in North Norway: A Cross-Sectional Tromsø 7 Study

Plain Language SummaryA randomized population of adults over 40 years, selected among the citizens of Tromsø County in North Norway, were examined by dentists, resulting in a study group of 3,653. Clinical examinations were executed, clinical photos and X-rays taken of each patient in a dental clinic. This is part of the Tromsø 7 study. A specially designed data programme was developed, and 17 trained dentists were able to assess the clinical state of restorations. All the dentists were working as clinical teachers in dental schools. The purpose was to decide what kind of treatment they thought best for unacceptable restorations. Should they be replaced or repaired if revision was needed. Only 3.3% of all examined teeth were proposed for restoration revision, which seemed to be rather low. Among the suggested revisions, approx. 25% were recommended for repair, while 75% was assigned for replacement. Tooth-coloured material, i.e., composite, was recommended in almost 75% of the cases. Different kinds of crowns counted for 25%. A considerable difference in the number of treatment suggestions was noted among the dentists. Statistical analyses demonstrated that 16% of the difference in suggestions for restoration re-treatment depended on different dentist opinions. Secondary caries and restoration fracture were found to be the most used indications for re-treatment. Need for restoration revision seems low in North Norway. However, there is a tendency towards larger and more indirect restorations. The diagnosis of secondary caries is still a matter of uncertainty.

Innovating for impact: Student leadership in sustainable dental school waste management.

Innovating for impact: Student leadership in sustainable dental school waste management.

Current State of Professionalism Curriculum in Oral Health Education.

The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic. We conducted a systematic review of the literature and a cross-sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe. Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade. The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry.

Predoctoral US dental school applicants and first-time, first-year enrollees, 2023 Entering Class.

This article aims to provide an overview of the characteristics of applicants and first-time, first-year enrolled predoctoral oral health students in the 2023 Entering Class, while highlighting trends over the past decade. The study employs a descriptive analysis of predoctoral US dental school application data sourced from the ADEA Associated American Dental Schools Application Service (ADEA AADSAS®) and Texas Medical and Dental Schools Application Services (TMDSAS) portals. Between 2013 and 2023, the number of first-time, first-year enrollees increased by 14%. Applicant numbers rebounded post-COVID pandemic and were 0.5% higher in 2023 compared to 2019. The proportion of female predoctoral applicants and first-time, first-year enrollees each increased by 11 percentage points over the last decade. Racial and ethnic diversity among first-time, first-year enrollees improved, particularly among Hispanic or Latino and Black or African American students, with both groups increasing by 51% between 2013 and 2023. There has been a steady increase in first-time, first-year enrollees, reflecting growth in the number of US-trained predoctoral oral health professionals. Applicant numbers have rebounded from the impact of COVID-19 pandemic. The increase in the share of female dental school applicants and first-time, first-year enrollees has brought the gender distribution in predoctoral oral health programs more closely in line with that of postsecondary education. While progress has been made in terms of increased representation of historically underrepresented racial and ethnic (HURE) groups, much work remains to achieve greater representation.

A cross-sectional assessment of clinical photography knowledge among dental students in Malaysia.

Dental photography is gaining popularity in contemporary dentistry, but its knowledge was unregulated in most dental schools' curriculum. The study aims to evaluate the level of photography practice and knowledge among dental students in Malaysia, acting as a baseline to include dental photography as a subject in the current curriculum. A series of questions were designed and validated by experts with a content validity index of 0.84. Questionnaires were distributed to the dental students with varied years of clinical experience. The level of knowledge was categorised into poor, weak, subpar, average, good and excellent. The common photography practice and courses attended were also tabulated. Among the 344 respondents, the most commonly used equipment was phone cameras (70.66%), whereas only 16.09% used digital single-lens reflex (DSLR) cameras. The majority of dental students did not attend any photography-related courses (69.48%). Based on the level of photography knowledge, dental students mostly scored 'subpar' (25.84%), with no statistically significant differences between the years of clinical experience (p = 0.236). Therefore, proper and comprehensive dental photography courses should be imparted in the current curriculum to improve students' skills and knowledge.

Multimorbidity Patterns and Periodontal Diseases in a French Hospital-Based Dental School: A Retrospective Cross-Sectional Study

Objectives: To assess the prevalence of systemic pathologies associated with periodontal diseases to determine multimorbidity patterns and risk factors for periodontal care. Methods: A single-center cross-sectional study analyzed patient records from 1 January 2019 to 31 December 2021 at the Department of Periodontology, part of the Dental Service of a hospital-based dental school in Lyon, France. The anonymized data included patient-reported medical history (questionnaire) and billing for periodontal procedures. Data were compared between patients in the Department of Periodontology and from Other Departments of the Dental Service. The association between clinically relevant pathologies, as defined as multimorbidity, and admission in the Department of Periodontology were assessed with logistic regression. Prevalences between the Department of Periodontology and the Other Departments of the Dental Service were compared with chi-squared tests. Relationship among pathologies was described through correlation analysis. Statistical analyses were conducted using R software with a significance level set at p &lt; 0.05. Results: This study included records of 20,945 patients in the Dental Service with 1205 periodontal procedures performed in the Department of Periodontology. Patients admitted for periodontal care were older and mostly female (p-value &lt; 0.001). The most frequent systemic pathologies were hypertension and diabetes in the Department of Periodontology. Hypertension associated with diabetes was the most frequent multimorbidity pattern, while the most frequent triad of multimorbidity was hypertension/diabetes/cardiac rhythm disorders. Patients with diabetes had a 1.49 times higher likelihood of admission to the Department of Periodontology (OR = 1.49 [1.20; 1.86]), with age also being a significant risk factor but with a smaller effect size (OR = 1.02 [1.01; 1.03]). Conclusions: Within the limitations of this study, hypertension, diabetes, cardiac rhythm disorders, and chronic renal insufficiency were identified as prevalent multimorbidity in the Department of Periodontology. Multimorbidity including diabetes seems to constitute a risk factor requiring periodontal care.

Professor Ewen McColl elected Chair of Dental Schools Council

Professor Ewen McColl elected Chair of Dental Schools Council

Knowledge and perception of dental educators regarding relative value units: A pilot study.

The aim of this pilot study was to evaluate the knowledge and perception among dental educators regarding the use of relative value units (RVUs) in medicine, perceived benefits in dentistry, and the relative ranking of the components to define RVUs in dentistry. A convenience sample of dental educators participating in the American Dental Education Association's Leadership Institute (2023-2024) cohort was surveyed for their knowledge and perception regarding RVUs. The responses were stratified based on experience with RVUs prior to statistical analyses (α=0.05). Twenty-six dental educators from 18 different North American dental schools and nine different dental specialties participated in this pilot study. Although not significant, a higher proportion of dental educators with prior experience perceived RVUs as a valuable tool in dental practice for assigning chair time, developing payment models, and tracking student-resident progress in a clinical course. There was a lack of consensus among dental educators regarding the components for determining dental procedural RVUs. This pilot study provides limited evidence that prior knowledge of RVUs may be related to its perceived benefits among dental educators, but a broader study design is needed to draw meaningful conclusions and universally acceptable components for determining RVUs in dentistry.

From microscope to masterpiece: Validating the role of artistic competition in enhancing dental students' engagement in histological study

Background/purposeOur previous study found that the integration of arts into the dental education through an innovative photomicrograph competition can increase the dental students' interests in learning microscopic lessons. This study aimed to validate whether the same photomicrograph competition still had its effectiveness to promote the students' interests in learning microscopic lessons. Materials and methodsA photomicrograph competition was organized for the 477 dental students. The students captured artistic images from the oral histology and oral pathology slides. The entries were evaluated through a peer vote. A post-competition survey was performed to assess the students' perceptions of the activity's impact on their learning interest, satisfaction, and views on the potentially broader implementation. ResultsThe photomicrograph competition gathered a 29 % overall participation rate, with the highest engagement from the third-year (66 %) and second-year (50 %) dental students. Of the participants, 73 % reported an increase in interest in the microscopic lessons, 78 % expressed satisfaction with the photomicrograph competition activity, and 80 % supported its annual continuation. Furthermore, 68 % of the students believed the photomicrograph competition could be adopted by all dental schools in Taiwan. ConclusionThis study confirms the effectiveness of integrating arts into the dental education through the photomicrograph competitions. The consistent positive outcomes over time suggest the long-term viability and benefits of this approach in improving the students’ histological studies, particularly among the second-year and third-year dental students. A strong support for the continued and broader implementation indicates a high potential for the incorporation of photomicrograph competitions in the dental curricula.