National Board Dental Examination Research Articles

Incorporation of podcast as an adjunctive study material for national board examination: A preliminary study.

In 2020, higher education embraced alternative content delivery to provide academic instruction to accommodate for the pandemic. Although this adaptation of content delivery was temporary for some, the uses of YouTube videos, Podcast, and distance learning have been an increasingly desired format for students. The transition of the traditionally two-part National Board Dental Examination into a one-part, integrating biomedical, behavioral, and clinical sciences initiated in 2018 started with limited study resources. This study hypothesized that podcast would be a useful format for Integrated National Board Dental Examination (INBDE) review. The study's purpose was to evaluate the students' perspective of podcasts as INBDE supplemental review resource. Seven episodes, 10-15min long, case-based clinical scenario podcasts were recorded. Students and faculty reviewed academic content and accuracy. Episodes were recorded and published on Spotify, Apple Podcasts, and Google Podcasts under the channel "Dental Study Bites" as INBDE review material. Listeners were invited to complete a 16-item Google form questionnaire. Respondents were deidentified, and descriptive analysis was performed. Podcast episodes were played 256 times with 31 survey respondents. Listeners on Spotify represented seven different countries with 61.3% females and 38.4% males. Ninety percent of respondents found cases useful and helpful. Eighty-six percent found cases promoted learning and 90% believed podcasts could be useful in the dental curriculum. The Dental Study Bites Podcast served as a helpful and useful method to deliver instructional content. The use of podcast offers flexible means for students to review instructional materials and can be created inexpensively.

The Changing Face of Dental Licensing Examinations

Recent developments have changed characteristics of the examinations required for licensing as a dentist in most U.S. jurisdictions. These include implementation of the INBDE that now has replaced Part I and Part II of the National Board Dental Examination, the recent merger of regional testing agencies, and the arrival of ADEX as a single national clinical examination with almost universal results portability. Simulation is rapidly replacing clinical procedures previously performed for patients. The DLOSCE and Interstate Compacts portend further change for dental regulation. Together, these developments now make the dental licensing examination notably different than has been experienced by most licensees.

Is the Comprehensive Basic Science Examination Still Useful in the Oral and Maxillofacial Surgery Residency Application Process?

For any dental student interested in pursuing a career in oral and maxillofacial surgery (OMS), perhaps the biggest barrier to overcome is passing the Comprehensive Basic Science Examination (CBSE), a 200-question multiple choice test written by the National Board of Medical Examiners designed to prepare medical students for the United States Medical Licensing Examination (USMLE) Step 1.1 Prior to having the CBSE as a requirement for OMS residency applications, board scores from National Board Dental Examination (NBDE) were considered as a benchmark to compare applicants across all dental schools.

Evaluating dental students' perspectives on the concurrent teaching of didactic and case-based courses.

To evaluate student perception of integrating biomedical and clinical sciences based on survey of dental students on the concurrent teaching of a didactic systems-based course and a case-based course. First-year to fourth-year students (DS1-DS4) students were surveyed for their experiences in concurrent teaching. Student response rate for the survey was 55% (229/420). Pearson's Chi-squared tests and Kruskal-Wallis rank sum tests were used to assess statistical significance (p<0.05). Of the students surveyed, 83% strongly agreed or agreed that concurrent teaching of the didactic and case-based courses helped them better understand the biomedical science background and the clinical ramifications (p<0.001). On average, 75% percent strongly agreed or agreed that concurrent teaching kept them engaged, motivated, think critically, apply the course content and prepare for clinical practice (p<0.001). Of the students surveyed, 69% support expanding concurrent teaching to all four years (p<0.001). Mean responses from DS1 and DS4 students differed for questions relating to understanding of biomedical sciences, critical thinking and application to clinic (p<0.01). Qualitative data showed that students enjoyed the reinforcement of concepts and application to clinical scenarios. Concurrent teaching of didactic and case-based learning courses, thus showing clinical relevance of biomedical sciences in the first year of dental curriculum, is perceived by students as an effective method of educating dental students. Such integrative learning process with horizontal and vertical integration and concurrent curriculum is even more relevant with the implementation of the integrated national board dental examination.

Using psychometrics to assess curricular changes for Integrated National Board Dental Examination preparation.

Using psychometrics to assess curricular changes for Integrated National Board Dental Examination preparation.

Adapting Curriculum to the Integrated National Board Dental Examination

With the new Integrated National Dental Board Examination on the horizon, we are actively working to prepare our second-year students to incorporate and translate medical knowledge into clinical dental contexts. This way of teaching is a new adaptation for our dental school curriculum, and through the creation of the novel D2 Body and Disease Course, we are working to achieve this goal. We will share our experiences with the course and discuss how the global pandemic has affected our content delivery in both positive and challenging ways.

The impact of dental curriculum format on student performance on the national board dental examination.

The effectiveness of different curriculum types has long been debated by dental educators aiming to provide the best education possible to their students. This study aimed to evaluate the effect of curriculum type (hybrid problem-based learning [PBL] vs. traditional) on National Board Dental Examination (NBDE) part I and II pass rates METHODS: A retrospective cohort study was conducted with a hybrid PBL cohort and traditional cohort. NBDE part I and II pass rates for the two cohorts were acquired, along with demographic and scholastic variables. Pass rates, scholastic variables, and demographic variables were compared using two-sample t-tests and chi-square tests. Associations of the variables with pass rates were analyzed using logistic regression. Significance was set at 5% RESULTS: No significant differences in pass rates for NBDE part I and II were observed between the cohorts. Cumulative dental school grade point average (GPA) was found to be an independent predictor of success for NBDE part I (odds ratio (OR): 1.40, 1.24-1.59 for 0.1 point intervals) and II (OR: 1.34, 1.18-1.52 for 0.1 point intervals), (p<0.01). DAT biology sub-score was found to be predictive of success for NBDE part I (OR: 1.58, 1.14-2.19), (p=0.01) CONCLUSIONS: No significant difference in NBDE part I and II pass rates between the cohorts was found. Dental school GPA was the most predictive variable for success on NBDE part I and II. These findings may be helpful considerations as institutions assess the structure of their school curricula.

A unique and effective method of anatomy education: Small-group learning with prosected plastinated specimens.

At the New York University College of Dentistry, we are faced with the challenge of teaching Head and Neck Anatomy to a class of approximately 380 first-year students. We have developed an innovative anatomy curriculum that has proven effective in facilitating students' learning and long-term retention of the material. It has the added benefit of being time- and cost-efficient. Here, we share the structure of our curriculum and examine the student outcomes and student feedback. In this paper, we describe the evidence-based methods used in our course and present measures of student success. We also surveyed students about aspects of the anatomy curriculum. Our curriculum efficiently manages cost, instructional time, and classroom space, while promoting student success. Over the last 9 years, NYU Dentistry students have achieved a mean first-time pass rate of 98.6% and an average anatomy score of 1.74 standard deviations above the national mean on the National Board Dental Examination Part I. Students agree with instructor assessments of which features of the curriculum are valuable and state that the course helps them prepare for clinical courses. We believe that the main factors in the success of our course are the small group setting, the benefits of spaced repetition and frequent quizzes, and the use of plastinated specimens in place of wet cadavers.

Methods and timing of curricular integration in U.S. dental education in preparation for the Integrated National Board Dental Examination.

To characterize methods, timing, faculty training, and barriers pertaining to curricular integration in preparation for the Integrated National Board Dental Examination (INBDE) at U.S. dental schools METHODS: Academic deans at 67 U.S. dental schools were emailed an online survey consisting of questions on the time frame and methods of curricular integration, faculty training, and barriers to curricular integration RESULTS: Approximately 86% of schools have implemented (∼39%) or will implement (∼61%) changes in curriculum in preparation for the INBDE. Curricular integration was completed in 3-4 years in most schools, with those schools with larger class sizes taking longer. While 56% of respondents reported avoiding a complete curricular overhaul, 79% reported course sequencing changes, adding, subtracting, or combining courses, and making some changes in existing courses. Curriculum committees had the most input in curricular changes, while individual instructors had the least influence. Sixty seven percent of respondents reported faculty being trained to teach in an integrated curriculum. Problem/case-based learning and clinical case presentations are being used more for incorporation of biomedical sciences in clinical curriculum; use of clinical examples was the most used mechanism to integrate clinical information in biomedical sciences curriculum. Eighty two percent of respondents indicated that lack of faculty time to prepare courses as the primary barrier for implementing an integrated curriculum. Our results show that most U.S. dental schools are implementing integrated teaching models to prepare their students for the INBDE. However, lack of faculty time and training need to be addressed for more successful curricular integration.

Utilization of the case-based integrated oral exam in student preparation for the new Integrated National Board Dental Examination format.

Journal of Dental EducationVolume 85, Issue S1 p. 1034-1036 ADVANCING THROUGH INNOVATION Utilization of the case-based integrated oral exam in student preparation for the new Integrated National Board Dental Examination format Tatiyana Trowbridge DDS, Corresponding Author Tatiyana Trowbridge DDS [email protected] Midwestern University College of Dental Medicine, Glendale, Arizona, USA Correspondence Dr. Tatiyana Trowbridge, DDS, Assistant Professor, Midwestern University College of Dental Medicine, Glendale, AZ, USA. Email: [email protected]Search for more papers by this authorCara Copeland DMD, Cara Copeland DMD Midwestern University College of Dental Medicine, Glendale, Arizona, USASearch for more papers by this authorBilal Shafi DDS, Bilal Shafi DDS Midwestern University College of Dental Medicine, Glendale, Arizona, USASearch for more papers by this author Tatiyana Trowbridge DDS, Corresponding Author Tatiyana Trowbridge DDS [email protected] Midwestern University College of Dental Medicine, Glendale, Arizona, USA Correspondence Dr. Tatiyana Trowbridge, DDS, Assistant Professor, Midwestern University College of Dental Medicine, Glendale, AZ, USA. Email: [email protected]Search for more papers by this authorCara Copeland DMD, Cara Copeland DMD Midwestern University College of Dental Medicine, Glendale, Arizona, USASearch for more papers by this authorBilal Shafi DDS, Bilal Shafi DDS Midwestern University College of Dental Medicine, Glendale, Arizona, USASearch for more papers by this author First published: 25 September 2020 https://doi.org/10.1002/jdd.12441Read the full textAboutPDF 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 No abstract is available for this article. Volume85, IssueS1Supplement: Advancing Through Innovation in a Challenging TimeJune 2021Pages 1034-1036 This article also appears in:Advancing Through Innovation in a Challenging Time RelatedInformation

Is it time to incorporate physics into the Dental Admissions Test?

Although physics is a pre-requisite for dental students prior to matriculation it is not tested on the Dental Admissions Test (DAT). The concepts of physics are found throughout the dental profession, and by testing it on the DAT dental students will be better equipped to relate physics to their field and help advance it. The purpose of this paper is to make the argument for why it should be tested, as well as eliminating some of the superfluous topics on the DAT (ecology, environmental sciences, and plant physiology). This paper will focus on a few of concepts already taught in dentistry, and explore how physics principles apply to several of them. We want to emphasize the importance of physics and how testing even the most basic concepts will help prepare students to "think outside the box". Classical physics, specifically Newtonian Mechanics, has several applications in nearly all areas of dentistry: restorative, orthodontics, prosthodontics, and surgery. The testing of basic formulas studied in the pre-requisite physics classes will help ease the transition from college to dental school. Modern physics, namely Quantum Mechanics, also plays a significant role in current dental diagnostics and therapeutics. Additionally, with the development of the Integrated National Board Dental Examination (INBDE) as a replacement for the old NBDE part 1 and 2, there are topics tested that specifically focus on physics: Foundational Knowledge Areas 2 and 3. Thus, it is critical that the student dentist be familiar with these concepts. It is important to note that scientific changes occurring in the health sciences almost mandates students be familiar with concepts rooted in physics. It is then proposed that physics be incorporated into the exam, either with the natural sciences or within the quantitative reasoning section, in addition to eliminating topics not relevant to the dental field.

Contemporary appraisal of factors influencing pediatric dental program directors' selection of residents.

With the increasing number of applicants and changes to information available in applications, pediatric dentistry program directors must adapt the resident selection process. The evaluation approach was significantly impacted when the National Board Dental Examination (NBDE) changed to a pass/fail grading system. The purposes of this are study to examine what criteria pediatric dentistry program directors now use to select residents, and to evaluate current criteria against those used in the past. A 30-item survey was structured similar to a previous questionnaire used in 2005. An invitation to participate was sent via email to all pediatric dentistry program directors for the 82 Commission on Dental Accreditation (CODA)-accredited programs located in the United States and Canada. Anonymous responses were analyzed. There were 58 responses (70.7% response rate). The overall most important factors were clinical grades, dental school class rank, dental school grade point average (GPA), and applicant's essay. The least important factors were the applicant being a graduate of the program's dental school, Advanced Dental Admission Test (ADAT) score, and applicant's fluency in a second language. The factor that had the most significant increase in importance from 2005 is the applicant's essay, followed by dental school reputation and the dental school's pediatric program reputation. The most important factors to program directors are clinical grades, dental school class rank, dental school GPA, and applicant's essay. The applicant's essay has increased in importance since 2005.

Do Factors from Admissions and Dental School Predict Performance on National Board Exams? A Multilevel Modeling Study.

The aim of this study was to assess the association among admissions variables, dental school performance, and licensing exam performance for six cohorts of graduates of one dental school. Data from all dental school graduates of Schulich School of Medicine & Dentistry, Western University, Canada, from 2009 to 2014 who had matching National Dental Examining Board of Canada (NDEB) data (N=298) were analyzed. In the results, significant differences between cohorts were found on both the NDEB objective structured clinical examination (OSCE) and written scores. Approximately 18% of the variation in OSCE scores was attributable to cohort differences and 82% to student differences. Approximately 10% of the variation in written scores was attributable to cohort differences and 90% to student differences. Several multilevel models were conducted. The final predictive model for NDEB OSCE scores consisted of age, Canadian Dental Aptitude Test (DAT) reading comprehension scores, year 2 average, and year 4 average. For predicting NDEB written exam scores, the final model consisted of DAT chemistry and year 1, 2, and 4 averages. The findings of this study showed that academic performance on admissions variables and in training predicted performance on dental licensing exams, whereas variables that captured noncognitive or interpersonal skills, such as interview scores, were not predictive. This difference may be due to construct mismatch, such that the outcome variables had no theoretical association with the predictors. Additional outcome measures (including noncognitive) are needed that have greater ecological validity in predicting potential for competence in practice.

Creating an Efficient Learning Model: Students' Perceptions and Outcomes of an Active Learning Fixed Prosthodontics Course.

With the extensive amount of learning required in dental schools, educators are constantly seeking more efficient learning models. The aim of this retrospective study was to evaluate a fixed prosthodontics course after its curriculum transitioned from a traditional lecture format to an active learning structure over the course of five years. In this retrospective, mono-centered study completed in 2018 at a U.S. dental school, data from the school's fixed prosthodontics course exams, National Board Dental Examination Part II (NBDE II), and the operative portion of the Western Regional Examining Board (WREB) licensure exam were collected for 381 students from the inaugural Class of 2015 to the Class of 2019. Data were evaluated for two groups based on method of instruction: the Classes of 2015 and 2016 were taught in a traditional model, and the Classes of 2017-19 were taught in the modified learning model. The data showed a 30% reduction in time students spent in the classroom and simulation clinic as compared to the previous model. The modified learning model reduced time spent in lecture, length of the course, and number of projects needed, while student performance remained consistent. Students in the active learning classes were able to pass all assessments including practical examinations at the same rate as previous classes using traditional learning methods. Students' performance on standardized national exams (NBDE II and WREB licensure exams) remained consistent among the graduating classes, and scores were comparable to the national average. Although limited in scope, this study suggests that it is possible to reduce contact time in fixed prosthodontics and maintain performance by increasing student engagement through active learning techniques.

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School.

The aim of this study was to improve understanding of predictors of student success in dental school. A total of 178 student records from the Classes of 2015 and 2016 at a U.S. dental school were reviewed for this retrospective study. The records assessed included admissions files with such elements as scores on the Dental Admission Test (DAT), participation in a pipeline program, and undergraduate transcripts; academic records from the first term of dental school (class rank, course remediation, and withdrawal/dismissal from dental school); and National Board Dental Examination (NBDE) Part I results. The results showed that the DAT Perceptual Ability Test was positively related to performance in the first term of dental school (p=0.030). The DAT Academic Average (p<0.0001) and participation in a pipeline program (p=0.006) were found to be predictors of performance in the lower 25% of the class by end of first term rank. Taking organic chemistry in a summer term during undergraduate study was identified as a predictor variable for dismissal, withdrawal, or entry into a decompressed curriculum (p=0.025). Although this analysis found that traditional predictors of academic success in dental school were associated with strong academic performance in the study sample, it also provided a more complex assessment of factors that may be associated with students who struggle in the first year. As the vast majority of students in this sample successfully completed dental school, the results were not sought to inform admissions criteria, but rather to help academic and student affairs officers identify at-risk students in order to offer timely intervention.

Association of Canadian Faculties of Dentistry Educational Framework for the Development of Competency in Dental Programs.

The Association of Canadian Faculties of Dentistry (ACFD) recently developed a proposal that reflects its evolving understanding of competency-based dental education. The ACFD proposal was developed into an Educational Framework for the Development of Competency in Dental Programs and has been adopted by all ten Canadian dental schools as the basis for their ongoing curriculum development and assessment. This framework identifies five global competencies that provide a big picture of the complex skills, knowledge, and behaviors that dental graduates must demonstrate. Detail for clarification and illustration is provided by more comprehensive "components" of each area that elaborate on the global statement and by a new dimension that assists with assessment: "indicators" of the specific knowledge, skills, and behaviors that can be measured as steps towards developing competence. In the information supporting understanding and assessment of the five key areas are both the existing national competency statements to facilitate the use of the framework by other stakeholders and a parallel set of knowledge, skills, and abilities statements developed by the National Dental Examining Board of Canada (NDEB) as the starting point for updating its examination blueprints. This article outlines the development, structure, and contents of the ACFD Educational Framework in the hope that it can serve as the foundation for a new Canadian national competencies document serving all national stakeholders.

Undergraduate education in Brazil: the students’ curricular perspective of Dental care training

A prática odontológica contemporânea enseja inúmeros desafios ao cirurgião-dentista. Neste sentido, a formação acadêmica deve capacitar profissionais para lidar com a constante mudança e expansão de técnicas e os desafios na gestão da clínica. O objetivo neste estudo foi analisar a percepção do estudante sobre competências de sua formação. Trata-se de um estudo transversal realizado com 89 graduandos dos últimos anos de formação em Odontologia em uma universidade pública do Estado de São Paulo no ano de 2018. Os estudante foram avaliados segundo 17 competências de formação adaptadas do “National Dental Examining” por meio das dimensões “importância”, “confiança” e também a contribuição dos ambientes de formação (“sala de aula” e “clínica”) para cada competência. Os quesitos de importância, confiança e ambientes de formação (sala de aula e clínica) foram avaliados segundo a escala de Likert de 1 (sem relevância) até 5 (extremamente relevante). A análise dos dados foi realizada com nível de significância de 5%. Observou-se correlação positiva entre “importância” e “confiança” estatisticamente significante nas competências relacionadas aos registros dos pacientes, plano de tratamento, determinantes em saúde, patologias da polpa, procedimentos restauradores e cirúrgicos. Também foi observado que as competências relacionas à gestão/administração possuem as menores médias na dimensão “confiança”. Conclui-se que os estudantes entendem a importância das competências para sua formação e a confiança para execução dos procedimentos relacionados à clínica é elevada. Entretanto, o preparo para execução de procedimentos relacionados à gestão precisa ser aprimorados.

Mastering Anatomy: Using Cerego as a Teaching Tool

At the New York University College of Dentistry, lab conference hours for the review of anatomy in preparation for the National Board Dental Examination Part I (NBDE Part I) were reduced due to an increase in incoming class size in 2015. Tasked with providing students an effective means to review material that could now not be covered in the given lab hours, we identified the online platform Cerego as a way to provide a self‐guided anatomy study tool. Use of Cerego replaced what would otherwise have been 96 faculty hours of instruction.We initially created three anatomy topic modules in Cerego, each of which included a combination of images, identifications, associations, and short text passages. Creation of modules in Cerego was intuitive and straightforward. The platform, with algorithms based on principles of retrieval learning and spaced practice, guides the student through individualized iterations of review in multiple formats, and provides the student with prompts for the most effective timing for return to the material. In addition, both student and instructor have access to fine grained performance analytics.We found that Cerego is well suited to fact memorization, and effective as a means to learn material within the time‐frame of a single semester. However, full mastery using the Cerego program – leading to long‐term retention – is achieved over a more extended period. A survey after the termination of the NBDE Part I course in 2015, as well as informal discussions with students, has indicated high student satisfaction with Cerego as a study tool. In addition, results for the anatomy portion of the board exam demonstrates student success, with NYU Dentistry students as a whole achieving a 97.1–100% first‐time pass rate, and performing at 1.4–2.6 standard deviations above the mean for all dental schools in anatomy in the years 2015–2017. Given the success of our initial Cerego use, we have now incorporated this platform into the Head and Neck Anatomy and Basic Tissues courses within the Department of Basic Science and Craniofacial Biology, and other departments at NYU Dentistry have also adopted the use of this tool.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

U.S. Dental Schools' Preparation for the Integrated National Board Dental Examination.

An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators' attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents' level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.

Is the Advanced Dental Admission Test (ADAT) the Metric Needed to Assist with Postgraduate Admissions? Two Viewpoints: Viewpoint 1: The ADAT Provides a Viable Solution to Help Postgraduate Programs Differentiate Applicants and Viewpoint 2: The ADAT Has Questionable Utility and Value for Postgraduate Admissions.

In 2012, when the National Board Dental Examination (NBDE) was changed from a numerical scoring system to pass/fail, advanced dental education programs lost a metric widely used for differentiating applicants to those programs. The American Dental Association (ADA) has developed the Advanced Dental Admission Test (ADAT) to address this issue. Implementation of the ADAT began in 2016 with a pilot program, which has not yet been widely accepted in the overall admissions process. This Point/Counterpoint explores the benefits and challenges of using the ADAT for postgraduate admissions. Viewpoint 1 supports use of the ADAT, arguing that the test provides a viable, long-term solution to this immediate need. In contrast, Viewpoint 2 questions the need for and appropriateness of this additional academic measure for postgraduate admissions.