Oral Maxillofacial Surgery Residents Research Articles

Does Game-Based Learning Promote Academic Engagement Among Millennial Oral and Maxillofacial Surgery Residents?

BackgroundHouse staff participating in surgical residency programs are often comprised of adult learners from the millennial generation (Gen Y). With the increasing gap in both age and learning styles between these residents and their educators, their educators are struggling to keep them academically engaged. PurposeThe purpose of this study was to measure the association between implementing a digital online Jeopardy!® (Sony Pictures Studios, Culver City, CA) style game (digital game) (Factile© Solace Creative, LLC, Melbourne Beach, FL) into oral maxillofacial surgery (OMS) resident didactic training and Oral and Maxillofacial Surgery In-service Training Examination (OMSITE) scores. Study Design, Setting, SampleThis study was a retrospective cohort study conducted at The New York Presbyterian Hospital/Weill Cornell Medicine (NYP/WCM). OMS residents who took the OMSITE exam were included in the study. Exclusion criteria included OMS residents who did not take the OMSITE in a given year. Independent VariableThe independent variable was the timing of the implementation of the digital game, divided into before and after implementation. Main Outcome VariablesThe primary outcome variable was OMSITE scores. CovariatesCovariates included demographics (age, gender, race), year of training, and number of examination attempts. AnalysesDescriptive and bivariate statistics included Fisher's exact test and Wilcoxon rank sum test. Linear mixed modeling was performed to take into account multiple observations per participants. ResultsThe sample composed of 14 resident subjects with a median age of 27.5 [27.0, 28.7]. Females represented 29% of the cohort. Seventy-one percent of the participants were PGY-1. The median (interquartile range [IQR]) OMSITE score pre-implementation: 61 (48,71) and post-implementation: 79 (68,87). On average, the OMSITE scores, improved significantly following the implementation of this study modality (p < 0.001). ConclusionsDigital games may be an effective learning tool to prepare residents for OMSITE by promoting academic engagement.

In-person Versus Virtual Interviews in the Oral & Maxillofacial Surgery Residency Application Process: An Applicant Perspective

The purpose of this study is to determine whether in-person vs virtual interviews in the Oral & Maxillofacial Surgery (OMS) residency application process affects an applicant's perspective on a program and his/her comfort level in ranking a program. This study will also look to assess if the continuation of virtual interviews has any socioeconomic impacts on the application pool. This cross-sectional study used a descriptive survey sent to all applicants in the 2022 to 2023 OMS residency application cycle to The Ohio State University OMS Residency Program (OSU OMS). The survey involved both scaled and comparative questions aimed to deduce applicant's preferences on the mode of interview process. Questions were designed to both target an applicant's ability to differentiate programs as well uncover any socioeconomic impacts that the reinstatement of in-person interviews caused. All obtained statistics were computed for data analysis. There were 187 applicants to the OSU OMS program in the 2022 to 2023 cycle. Fifty-four applicants completed responses (response rate = 28.9%). A total of 84.4% of respondents preferred in-person interviews. In-person interviews are the preferred modality for OMS interviews. The ability to experience a program and its faculty and residents in-person proved favorable despite the financial and logistical benefits of virtual interviews.

Oral maxillofacial surgery resident, faculty and practitioner role models and dental students' interest in oral maxillofacial surgery careers: Does gender matter?

Residency programs in oral maxillofacial surgery (OMS) have the lowest percentage (2020: 18.4%) of female graduates among all dental specialty programs. When considering this underrepresentation of female OMS residents, prior studies have not examined how OMS role models might shape dental students' interest in OMS careers. The objectives were to assess female versus male students' OMS-related career motivation, their experiences/attitudes toward three groups of OMS role models (i.e., OMS residents, faculty, and practitioners), and relationships between role model-related experiences/attitudes and career motivation. 363 female and 335 male students from 14 United States and two Canadian dental schools participated in this cross-sectional study by responding to an online survey. 13.8% of female and 26% of male respondents (p<0.001) were much/very much interested in OMS careers. More male than female students had shadowed an OMS in an office setting (43.4%vs. 35.1%; p<0.05). The groups did not differ in their motivation to learn more and earlier about OMS nor in the quantity of OMS-related experiences prior to and during dental school. However, male students were more satisfied with the quality of these experiences (5-point scale with 5=most positive: Means: 3.76vs. 3.53; p<0.05), were more comfortable approaching/working with OMS instructors (3.51vs. 3.19; p<0.01) and reported to have learned more from residents (3.52vs. 3.31; p<0.05) and faculty (3.75vs. 3.45; p<0.01) than female students. Female students agreed less that OMS residents, faculty, and practitioners encouraged students to pursue OMS (3.27vs. 3.44; p<0.01 / 3.46vs. 3.63; p<0.01 / 3.45vs. 3.61; p<0.01). Role model-related experiences and attitudes correlated with an interest in an OMS career. The two groups do not differ in the quantity of most OMS experiences before and during dental school and their motivation to learn more and earlier about OMS. However, female students' less positive OMS-related educational experiences and less positive attitudes toward role models correlate with a lower interest in OMS careers.

Virtual Externship Programs Can Serve as a Viable Alternative to In-Person Externship Experiences in Oral and Maxillofacial Surgery

The purpose of this study is to describe a model for a virtual externship program in oral-maxillofacial surgery (OMS); to quantify the value of a virtual externship in increasing understanding of the program structure, scope, and commitment to diversity; and to offer qualitative feedback on structural components. A retrospective study was completed comparing dental student perceptions of an OMS program and the virtual externship experience prior to and following an OMS residency virtual externship event. An electronic survey was distributed to registrants and included 25 questions: 5 related to demographics, 17 ascertaining understanding of various components of the residency and perception of virtual externships, and 3 text-based response queries. Of the 167 attendees, 125 individuals completed the pre-externship survey and 50 completed the postexternship survey for a response rate of 74.8 and 29.9% respectively. Respondents of both surveys included 30 men and 20 women, aged 18 to 34, at various stages of dental school training and of various ethnic backgrounds. All externs reported an interest in participating in virtual externships if offered by OMS programs. Understanding of scope of practice, daily activities of the program and residents, living in Ann Arbor, relationship between residents and with faculty, and program structure demonstrated a significant increase (P < .001). Perceived commitment to diversity and respect for people of different races, cultures, and backgrounds also showed a significant increase following the event (P < .001). A virtual externship can successfully duplicate many of the most valuable components of an in-person externship to allow enhanced understanding and interest in the residency program and can incorporate novel components otherwise not possible in an-person externship.

Dual Degree Training: Balancing Clinical Aptitude and Medical Licensure Requirements

Dual Degree Training: Balancing Clinical Aptitude and Medical Licensure Requirements

Artificial Intelligence: The Future of Maxillofacial Prognosis and Diagnosis?

Artificial Intelligence: The Future of Maxillofacial Prognosis and Diagnosis?

Reflections on the Oral-Maxillofacial Surgery Residency Virtual Match

The National Matching Services (NMS) released results for the 2020-2021 oral-maxillofacial surgery residency application cycle on January 19, 2021. With the coronavirus disease 19 (COVID-19) pandemic remaining a global challenge, there is no guarantee that the virtual format of this year's application process will be a one-off occurrence. Furthermore, as programs adapted to this virtual interview process, there were many innovations that could augment traditional in-person residency interviews or complete transition to virtual interviews in the future.

Do Graduating Oral-Maxillofacial Surgery Residents Feel Confident in Practicing the Full Scope of the Specialty?

Laskin (2008) suggested that the core of oral and maxillofacial surgery could be divided into 3 levels: 1) areas of expertise, such as oral pathology, oral medicine, dentoalveolar surgery, preprosthetic surgery, and maxillofacial traumatology; 2) areas of competence, including orthognathic surgery, temporomandibular joint surgery, and local reconstructive surgery; and 3) areas of familiarity that include cleft lip and palate surgery, craniofacial surgery, regional reconstructive surgery, oncologic surgery, and cosmetic surgery. The purpose of this study is to assess residents' confidence in practicing the full scope of oral-maxillofacial surgery and their perception of gaps existing in their training. The investigators hypothesized that graduating residents' confidence in practicing the full scope of oral-maxillofacial surgery falls within the suggested levels by Laskin. The investigators implemented a cross-sectional study. A questionnaire was designed, and a link to a Partners REDCap (Nashville, TN) survey was electronically mailed to 252 chief residents in the final month (July 2018) of their program. The questionnaire included resident demographic characteristics, program demographic characteristics, and residents' perceived preparedness, level of proficiency, comfort, and experience for each area. The sample was composed of 78 graduating residents, with a response rate of 31%. Analyses included univariate statistics and a Wilcoxon signed rank test. Significance was set at P<.05. There was no significant difference between orthognathic surgery and each area in the expertise category, and in some cases, a significantly higher perception of ability in orthognathic surgery (P<.05). There was a significantly lower perception of training in oral medicine than each area in the expertise category (P<.05), suggesting a deficit in oral medicine training. Residents perceived that their training in orthognathic surgery was at the level of expertise, higher than expected. They also perceived a training deficit in oral medicine. Training proficiency in dentoalveolar surgery was found to be at a level higher than any other area.

Authors' Comments—Long-Term Postoperative Cone-Beam Computed Tomography Analysis of Secondary Bone Grafting in 79 Patients With Unrepaired Alveolar Clefts

Authors' Comments—Long-Term Postoperative Cone-Beam Computed Tomography Analysis of Secondary Bone Grafting in 79 Patients With Unrepaired Alveolar Clefts

Does a Difference Exists in Comprehensive Basic Science Examination Scores of 4-Year versus 6-Year Oral-Maxillofacial Surgery Residents?

The Comprehensive Basic Science Examination (CBSE) scores have significant effects on the applications of oral-maxillofacial surgery (OMS) residency candidates. However, a comparison of the scores of residents that match to 4-year versus 6-year programs is lacking. The present study compared the CBSE scores of OMS residency candidates who had matched to 4-year and 6-year tracks in the 2018-2019 application cycle. In the present cross-sectional analysis, an anonymous questionnaire was sent electronically to program directors of all OMS residency programs in the United States using the online survey engine Survey Monkey. Data were collected on the CBSE scores of their postgraduate year 1 categorical residents and whether the resident was on a 4-year or 6-year track. The CBSE scores were summarized overall and by the type of residency program (4 vs 6year) using the mean, standard deviation, median, mode, minimum, and maximum. In addition, the 2-sample t test was used to compare the mean CBSE score between the 4-year programs (4YPs) and 6-year programs (6YPs). A total of 37 scores were received from the 4YPs and 31 from the 6YPs. The overall mean CBSE score was 68.9. Using the 2-sample t test, the mean CBSE score differed significantly between the 4YPs and 6YPs (t=-6.59; df=66; P<.0001). Candidates matching into 6-year positions showed significantly higher mean scores on the CBSE examination compared with those matching into 4-year positions.

An Institutional Review: Which Metrics Correlate With a Successful United States Medical Licensing Examination Step 1 Score?

Since the introduction of the Comprehensive Basic Science Examination (CBSE) as an entrance examination in 2012, no studies have been performed correlating its relationship with passing rates on United States Medical Licensing Examination (USMLE) Step 1 in dental students. This study was designed to determine the impact of the CBSE score, dental grade point average (GPA), and undergraduate GPA on USMLE Step 1 performance and develop a CBSE cutoff score that correlates with a passing USMLE score. A single-blinded, retrospective, cross-sectional study was designed. Data were collected from University of Alabama at Birmingham oral-maxillofacial surgery residents who had matriculated from 2014 to 2018.The primary predictor variable was the CBSE score. The primary outcome variable was the USMLE Step 1 score. Additional predictor variables included undergraduate and dental school GPAs. Bivariate statistics were calculated using a 2-tailed Pearson correlation (P=.05). Confounders were investigated using multivariate linear regression (P=.05). A bivariate linear regression was created using the variables of CBSE and USMLE scores. Dental school GPA and CBSE score correlated with USMLE Step 1 score (P<.05). Bivariate linear regression between CBSE and USMLE scores yielded a predictive equation of USMLE score=2.02×CBSE score+ 66.2 (R2=0.30). When second-attempt scores were included, this equation became USMLE score=2.08×CBSE score+ 67 (R2=0.49). The positive predictive value for a CBSE cutoff score of 61 reached 100% on repeated USMLE attempts. A CBSE score for dental students of 61 or greater correlates with a passing USMLE score and should be implemented to screen for dual-degree oral-maxillofacial surgery candidates.

Choosing Academia Versus Private Practice: Factors Affecting Oral Maxillofacial Surgery Residents' Career Choices

This study explored how residents who intend to enter private practice versus academic careers differ in their background and educational characteristics, engagement in different professional activities, professional values, and satisfaction. Survey data were collected from 257 residents in oral and maxillofacial surgery programs in the United States. The responses of the respondents who planned a career in private practice (65%) and who considered academia (35%) were compared with χ(2) and independent-sample t tests. Residents who considered academia were more likely to be women (29% vs 8%; P < .001), from non-European American backgrounds (37% vs 20%; P = .006), were less likely to be married (43% vs 71%; P < .001), and were less likely to have children (17% vs 40%; P < .001) than residents who planned to become private practitioners. A larger percentage of residents with interest in private practice reported having debts of $301,000 to $400,000 compared with the percentage of residents interested in academia. No differences were found in the way they financed their education or in their financial considerations. However, the 2 groups differed in the importance they placed on different characteristics of their professional lives and in their job-related satisfaction. Residents interested in academia responded less positively to the statement that they are extremely satisfied with their career compared with residents interested in private practice. Future clinicians placed a higher value on having manageable hours and more time performing outpatient procedures than future educators. These findings showed, first, that the characteristics at the beginning of residency programs that are likely to indicate an increased interest in academic careers are being a woman, from a non-European American background, and having an interest in research. Second, once residents are admitted, different types of surgeries and different types of professional activities tend to appeal to residents who want to practice in private practice settings versus work in academia. Third, residents interested in academia have a relatively lower level of satisfaction compared with residents interested in practicing outside of academia.