Freshman Dental Students Research Articles

Temporomandibular disorders. Part III: Occlusal and articular factors associated with muscle tenderness

Two complete classes of freshman dental and dental hygiene students, 120 men and 102 women (mean age 23.9 years), were assessed for the presence of masticatory pain or dysfunction by questionnaire, clinical examination, and evaluation of dental casts. The purpose of these examinations was to determine potential relationships between clinical muscle tenderness, occlusal relationships, and signs of TMJ dysfunction. Awareness of muscle tenderness increased with the number of muscle sites involved ( p ≤ .025) but 80% of clinically tender subjects were unaware of any tenderness ( p ≤ .01). In comparison, subjects with generalized clinical muscle tenderness more often reported TMJ clicking that was not verified at the time of clinical examination ( p ≤ .001). Occlusal factors, except in highly selective categories, were not associated with muscle tenderness. All subjects with moderate or severe TMJ tenderness had clinically tender muscle sites, whereas subjects with generalized muscle tenderness (≥4 sites) had more severe TMJ tenderness ( p ≤ .01). Subjects with localized ( p < .05) or generalized muscle tenderness ( p < .05) had more TMJ clicking than those without muscle tenderness. TMJ clicking was reported more commonly than muscle pain among subjects who were clinically determined to have both muscle tenderness and TMJ clicking ( p ≤ .001). TMJ dysfunction was verified more often in subjects with more localized muscle tenderness ( p ≤ .025). Although occlusal factors were not good predictors of muscle tenderness, intracapsular signs of TMJ disorders and muscle tenderness were often associated.

Temporomandibular disorders. Part II: Occlusal factors associated with temporomandibular joint tenderness and dysfunction

Two complete classes of freshman dental and dental hygiene students, 120 men and 102 women (mean age 23.9 years) were assessed for the presence of masticatory pain or dysfunction by questionnaire, clinical examination, and evaluation of dental casts according to strict criteria. The purpose was to identify the degree of association between observable signs of TMJ disorders and selected combinations of occlusal variables. TMJ tenderness was more frequent in class II, division 2 than in class I (p less than .05), but overall was not associated with occlusal factors such as deep overbites, length of a symmetric RCP-ICP slide, and unilateral contact in RCP. Overall, clicking was not associated with Angle class, deep overbite, length of symmetric RCP-ICP slide, or unilateral RCP contact. Among subjects with unilateral RCP contact, those with no clinically obvious RCP-ICP slide (p less than .005) and those with asymmetric slides (p less than .05) had more TMJ clicking than subjects with symmetric slides. Luxation clicking of the condyle over the articular eminence on wide opening was absent in class II, division 2 subjects, but was most frequent in subjects with some teeth in unilateral posterior crossbite, particularly when this was a unilateral condition (p less than .001). Certain occlusomorphologic conditions may require less adaptation in the TMJs. This article indicates that an ICP anterior to the RCP in association with bilateral occlusal stability may be protective.

Temporomandibular disorders. Part I: Functional status, dentomorphologic features, and sex differences in a nonpatient population

Angle classification of occlusion. In this study 68% of subjects were class I; 15% class II, division 1; 4% class II, division 2; and 13% class III. These figures generally Freshman dental and dental hygiene students, 120 men and 102 women (mean age 23.9 years), were assessed for the presence of masticatory pain or dysfunction by questionnaire, clinical examination, and evaluation of dental casts according to strict criteria. The purpose was to identify and analyze the level of signs and symptoms in a nonpatient population and describe occlusal variation. The prevalence of TMJ signs and symptoms was notable even though two thirds reported only mild or early symptoms, with only 3% reporting severe symptoms. This population was noted for the absence of locking, the low frequency of severe pain or severe TMJ dysfunction, and the low prevalence of restricted ranges of mandibular movement and TMJ crepitation. Women showed significantly more headache, TMJ clicking and tenderness, and muscle tenderness than men. Men were noted for the iabsence of. severe and widespread muscle tenderness and severe TMJ tenderness. TMJ clicking was not alwavs clinically confirmable in subjects with widespread muscle tenderness. This group was considered compatible with previous epidemiologic findings, and also matches the age range of most subjects seeking treatment for TMJ disorders. Therefore, the subjects in the study were considered a representative group of young adults and suitable for study of the possible associations between early signs of TMJ disorders and variables of morphologic malocclusion, which are discussed in Parts II and III of this article.

Assessing psychomotor skills: the role of the Crawford Small Parts Dexterity Test as a screening instrument

The Crawford Small Parts Dexterity Test, a performance test designed to measure eye-hand coordination, was administered to 71 freshman dental students prior to their first-semester classes and again in their senior year. Zero-order and stepwise multiple regression analyses compared the predictor variables commonly used for dental school admissions decisions and the dexterity test scores with the mean performance in four preclinical laboratory courses and overall dental school performance. The results indicate that CSPDT assessment may improve selection accuracy when used with current measures. Significant gender interaction effects were observed.

Relationship between enamel fluoride concentration and dental caries in a selected population

The relationship between dental caries experience (DMFT) and enamel fluoride concentration (EnF) was determined in 100 freshman dental students aged between 20 and 26 yr. DMFT was determined by clinical examination and supplemented by bitewing radiographs. Biopsies were performed on the maxillary right canine of each student by etching with 1 M perchloric acid for 5 s. A regression analysis of DMFT and EnF and of square root DMFT and 1nEnF indicated that the correlation coefficients were not significant. Students exposed to fluoridated drinking water had significantly lower DMFT and significantly greater EnF than the students reared in areas with non-fluoridated drinking water.

Interpersonal skills training for dental students.

Recently authors have suggested the importance of the dentist-patient relationship in dealing with patients' fear and anxiety and in motivating patients to seek and accept treatment, involve themselves in their own health care, and comply with recomrnendations made by dentists. It has been suggested that effective communication and relationship skills are essential for effective delivery of dental health care (1). To meet this need, a course in communication sLlls is provided for all freshman dental students at the University of Mississippi School of Dentistry. The course is based primarily on the human relations training method3 of Blakeman and is systematic and developmental, progressing through six modules on skills of structuring, attending, basic responding, additive responding, asserting, and terminating. The present study was a preliminary evaluation of the effectiveness of this course in increasing students' skills of discrimination and communication, i.e., the ability to discriminate the cognitive and emotional aspects of the patient's message accurately and to offer a response which communicates understanding. Subjects, 45 freshman dental students, completed a standardized five-point rating scale (2). used to assess the skills of discrimination and communication. Response measures included use of written responses to written, audio- and videotape stimulus material as well as use of taped verbal responses to role-playing patients. The communication index included statements by patients to which the student was requested to write the most helpful response by a dentist. The responses were rated on the Carkhuff scale. The discrimination index was based on a series of sratements by patients, each one followed by four dentists' responses that vary in helpfulness as defined by the training model. Students were asked to rate each response on the basis of the Carkhuff scale and the resulting ratings were compared to expert ratings to derive an average deviation score. Pretest means on the discrimination index (1.25) and communication index (1.40) were compared with posnest means on both indexes (.65, 3.00, respectively) using nonparametric matched-pairs signed-ranks analyses (3). Results showed that posrtest scores were significantly different from pretest scores on both the discrimination index (2 = 5.67, p < .001) and communication index (Z = 6.57, p < .001). Significant gains were noted in abiliry of students to discriminate responses that may be helpful to patients from those chat may be less so or harmful and in ability to perceive the feelings and content of messages and to respond verbally so that the patient feels understood. These basic empathy and personalizing skills have been shown to be an essential element in effective interpersonal relationships in the literature on counseling (1, 2).

Student self‐evaluation in preclinical restorative dentistry

In this study an instrument for assessing student self-evaluation skills was developed and refined. Using this instrument, the relationship between student self-evaluation skills and psychomotor skill performance was assessed for freshman dental students in a preclinical restorative dentistry laboratory. While previous research suggests that student self-evaluation skills are positively correlated with technical skills, the results of this study indicate that students' technical skills, as evidenced by the faculty-assigned practical grades, did not differentiate students' self-evaluation skills (p less than .05). In addition, student grades did not differentiate the students' ability to recognize errors. Using this investigative method, no relationship emerged between students' self-evaluation skills and technical skills. Finally, this self-evaluation instrument appears to be an excellent way to reveal to faculty those aspects of psychomotor skill development that need to be emphasized.

Development and testing of self‐instruction programs in nutrition for dental students

A study was undertaken to test the hypothesis that self-instructional programs in nutrition and dentistry are as effective a teaching method as traditional lectures. Five programmed self-instructional manuals accompanied by 191 slides were developed and evaluated for effectiveness, as compared to six lectures containing the same information. The study population of 83 freshmen dental students was randomly assigned to a control (lecture) group and an experimental (self-instruction) group. Cognitive tests, performance criteria for diet counseling, and an attitudinal questionnaire were used to compare the two groups. The results of the analysis demonstrated that there was no significant difference in the test scores in the lecture and self-instruction groups.

A comparison of attitudes and final grades among freshman dental students

A study was conducted to determine if a change in dental students' attitudes toward three preselected concepts would occur as a result of a traditionally difficult gross anatomy course. In addition, an attempt was made to determine the predictive value of a student's attitudes in determining his or her final grade. The study employed Campbell and Stanley's one group pretest-posttest design. The results indicated that students' attitudes toward a difficult course and themselves did not change significantly, but that a significant negative change did occur in their attitude toward the entire dental educational experience. The results also indicated that students' attitudes toward specific concepts can be successfully employed to predict a portion of their final grade.

The improvement of technical skills in preclinical courses

One hundred fifty-four freshmen dental students were administered a fine motor ability test prior to and at the completion of a series of preclinical technique courses. The pre- and posttest performances were compared for each student to determine whether an improvement of technical skill had occurred. The pre- and posttests were also graded using the rank ordered method. The number of students who demonstrated improvement in technical skill was compared to the number of students who improved in grades to establish whether the change in grades was indicative of the observed change in technical skill. Most students improved in technical skill; however, grades did not reflect this improvement.

The effects of systematic human relations training on freshman dental students

Freshman dental students received training in communication skills via a systematic human relations model. The 35 students participating in the program substantially improved their ability to discern feelings of patients and to communicate with patients in a more understanding and accepting manner. The students thought that the training was beneficial and highly relevant to their future roles as dentists. This kind of training could be offered successfully to other dental health professionals through programs in continuing education.

Criterion‐oriented grading system for preclinical operative dentistry laboratory course

The object of this study was to evaluate instructor reliabilities when using empirical or traditional and criterion-oriented grading methods. To do so, 52 sample preparations made in plastic teeth by freshman dental students in the preclinical operative dentistry laboratory course were graded by 12 instructors. The preparations included those for amalgam, inlay, and gold foil restorations. The instructors were divided into two groups according to their teaching experience. Intraclass correlation coefficients were calculated by using a one way analysis of variance technique. The criterion method, in general, yielded greater intraclass correlation coefficients. The increase in the intraclass correlation coefficient was found to be significant at the alpha = 0.10 error level for all restorations judged by experienced instructors. The different degrees of increase in correlation may be attributed to the vary ing clinical biases of the instructors and the differences in the types of preparations.

Comparing the effectiveness of the mini‐lecture technique to role‐playing in a dental psychology course

The array of instructional methods utilized in teaching behavioral sciences to dental students has included both teacher-centered and student-centered approaches. The purpose of this study was to evaluate the effectiveness of two small-group treatments, mini-lecture and role-playing, in teaching dental psychology. Freshman dental students were randomly assigned to 12 groups. Groups were then assigned to one of six dentist-pyschologist teaching teams so that each team taught one mini-lecture and one role-playing group. Teaching teams taught seven sessions in which each mini-lecture/role-playing pair of groups received parallel subject matter. Following instruction, two outcome measures were administered: (1) an achievement post-test measuring factual recall, and (2) a measure of facilitative communication. Results indicated that mini-lectures were more effective than role-playing in effecting student mastery of factual information. There were no significant differences between the instructional treatments in teaching facilitative communication skills.

Comparison of personal values among freshman and senior dental students and dental faculty

The purpose of this study was to test the effects of dental education on the values of dental students and dental faculty. This was accomplished by testing five hypotheses. The results of the study indicate no significant differences between freshmen and senior students' values; infer no apparent changes in student values during a dental education; indicate no significant differences between part-time faculty and full-time faculty; support a positive association among all groups, i.e., freshmen, seniors, full- and part-time faculty; rank-order the values for all groups from highest to lowest (theoretical, aesthetic, political, economic, social, and religious); and show some significant differences between students as a group and faculty as a group. If a more objective means of choosing dental students is desired, then further research will be needed to determine the characteristics of the type of practitioner that is needed. The presented data help in defining one aspect of the collective personality of dental students and dental faculties.

Correlates between cognitive and noncognitive factors in freshman dental students

Journal of Dental EducationVolume 39, Issue 5 p. 265-270 Article Correlates between cognitive and noncognitive factors in freshman dental students VM Coury, VM CourySearch for more papers by this authorJP Coury, JP CourySearch for more papers by this authorD Brown, D BrownSearch for more papers by this authorL Cherry, L CherrySearch for more papers by this authorS Marks, S MarksSearch for more papers by this author VM Coury, VM CourySearch for more papers by this authorJP Coury, JP CourySearch for more papers by this authorD Brown, D BrownSearch for more papers by this authorL Cherry, L CherrySearch for more papers by this authorS Marks, S MarksSearch for more papers by this author First published: 01 May 1975 https://doi.org/10.1002/j.0022-0337.1975.39.5.tb00879.xAbout ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume39, Issue5May 1975Pages 265-270 RelatedInformation

Effect of a social science curriculum on attitudes of freshman dental students

It is difficult to incorporate social science courses into the dental school curriculum successfully. Evaluation of the success of the first year of a 4-year social science curriculum indicated that student response to the project was generally negative.

Forecasting the Success of Freshman Dental Students Through the Aptitude Testing Program

Forecasting the Success of Freshman Dental Students Through the Aptitude Testing Program

The Achievement of Freshman Dental Students on the 1946–1947 Aptitude Testing Program

The Achievement of Freshman Dental Students on the 1946–1947 Aptitude Testing Program

The Incidence of Intestinal Protozoa Among Freshman Medical and Dental Students with Especial Reference to Amebiasis

Summary 1. Of 562 Freshman medical and dental students examined for intestinal protozoa during the past six years, cysts of E. histolytica were found in 12 instances, 6 of which were among those from Missouri; 2 from Illinois and one each from New York, New Jersey, Montana and Utah. 2. Excepting Missouri, Illinois and probably California, each of the remaining states and countries was represented by a small number of students; hence no significance attached to our finding. Nevertheless, the incidence of 2 to 5 per cent among students as well as hospital employees consisting chiefly of the residents of Missouri indicated that our survey in Saint Louis approximated those conducted in New Orleans and Philadelphia. 3. None of the students harboring E. histolytica revealed any history of diarrhea or symptoms suggestive of clinical amebiasis with one probable exception. Nor were there any apparent symptoms referable to the presence of other intestinal protozoa. However, since a majority of those infected were presumably carriers, no definite conclusion can be drawn as to the pathogenicity of the organisms concerned.