Predoctoral Students Research Articles

Twin Talk Series: A novel method to foster peer‐to‐peer pedagogical training

Mayo Clinic annually trains over 1000 predoctoral students and postdoctoral research fellows in medicine and biomedical sciences. However, training opportunities are limited for those interested in teaching and mentoring methodologies. Therefore, Mayo Clinic predoctoral students sought to provide trainee‐led learning opportunities for fellow trainees. A survey was sent to all Mayo Clinic predoctoral and postdoctoral trainees to determine preferences for pedagogy education formats. In response to survey results, the Twin Talk Series was developed. A Twin Talk is a set of one‐hour talks comprised of a Take‐in session and one or more Try‐out session(s). At the Take‐in session, a content expert discusses a pedagogical technique, and at the following Try‐out session(s), trainee volunteers practice the technique among themselves. Eight Twin Talks have been organized to date on several teaching techniques and pedagogical development topics. The impact of each Twin Talk, including understanding, format, and interest level, was evaluated through survey tools. Survey results suggested trainees favored in‐person pedagogy expert presenters during the Take‐in session over video conferences. Furthermore, modeling of the teaching technique by the expert presenter during the Take‐in session was well‐received. However, participation in the follow‐up Try‐out practice session was limited. Overall, the Twin Talk Series is a promising method for trainee‐led, peer‐to‐peer pedagogy education, particularly at institutions with limited access to pedagogical resources. The Twin Talk Series will continue to be refined to increase trainee participation, particularly in the follow‐up Try‐out sessions, and to provide relevant opportunities for trainees to practice teaching.Support or Funding InformationMayo Foundation of Medical Education and ResearchThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Should Dental Schools Invest in Training Predoctoral Students for Academic Careers? Two Viewpoints

This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost‐benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.

2244

OBJECTIVES/SPECIFIC AIMS: The first goal of this project is to test the reliability and validity of an objective structured clinical exam (OSCE) that was designed to assess competency in clinical and translational research. The second goal is to evaluate the impact of MICHR’s Summer Research Program on the participating trainee’s competency development. METHODS/STUDY POPULATION: The methodology used for this study was reviewed and exempted from oversight by the U-M Institutional Review Board (HUM00113293). The participants in the study include 17 pre-doctoral students in health professions programs at U-M who participated MICHR’s Summer Research Program. The Research OSCE was administered using a pretest, post-test design. The pretest was administered once during the 1st week of program in the Summer of 2016 and the post-test during the 10th week of the program. The Research OSCE was proctored and rated by trained staff members. We will assess the reliability of the Research OSCE using Generalizability Theory (Webb et al., 2006). And the construct validity of the Research OSCE will be tested using factor analysis and other statistical analyses. Growth in the competence of the trainees participating in the Summer Research program will be evaluated by testing for significant differences between their pretest and post-test scores. RESULTS/ANTICIPATED RESULTS: We anticipate that this study will show that the Research OSCE is a reliable competency assessment with proven construct validity. We also anticipate that the use of the Research OSCE will show the trainees participating in the Summer Research program experienced a gain in competence during the course of the 10-week program. DISCUSSION/SIGNIFICANCE OF IMPACT: This project uses a common and standardized testing approach. The primary goal of this project is to evaluate the reliability and validity of an OSCE to assess competency in clinical and translational research. It represents a new application for a well-studied testing method used extensively in the health professions to assess the clinical competency of health practitioners. This project will lead to a better understanding of (a) the reliability and validity of the Research OSCE designed to test research competency and (b) the effectiveness of the Summer Research Program curriculum in better preparing participants to conduct clinical and translational research. Showing how a specific competency assessment can be used for this purpose will provide the administrators, evaluators, and other stakeholders of clinical and translational research training programs with information that can be used to design more rigorous and relevant evaluations of their research training programs.

Should the pre-doctoral oral and maxillofacial surgery curriculum include an operating room rotation? A survey of third year dental students

Introduction and Objectives: An operating room rotation for predoctoral dental students can have many potential benefits, both for the students and for the specialty of oral and maxillofacial surgery (OMS). The purpose of this study was to determine the relevance and value of such a rotation for a group of 3rd year dental students. Subjects and Methods: In this prospective study, third year dental students completed a voluntary, anonymous questionnaire prior to and after a 2 day operating room rotation. Data collection included the student’s perception of the scope of practice for OMS, their level of satisfaction with the rotation and its perceived value, and whether the rotation-specific educational objectives were met. Results: Fifty-seven of 98 eligible students answered both questionnaires. More than 80% of students were already familiar with the scope of OMS prior to the rotation. Following the rotation, greater than 90% indicated that they had a better understanding of procedures, were better equipped to refer patients for advanced procedures, and that the rotation was valuable to their dental school experience. A similar number also reported favorable interactions with the residents and attending staff. The rotation-specific objectives and student expectations were generally met, except that nearly 24% would have preferred more hands-on experience. A majority of students also preferred more time in the operating room (OR). Conclusion: The results of this study indicate that students perceive a rotation through the operating room as valuable, giving them a better understanding of OR protocol and procedures, improving their knowledge of various surgical operations, and making them feel better prepared to refer patients for advanced OMS procedures.

Factors Influencing Dental Students' Interest in Advanced Periodontal Education: Perspectives of Department Chairs.

The number of graduates of U.S. dental schools enrolled in U.S. postdoctoral programs in periodontics has been decreasing. The aims of this study were to determine the perspectives of periodontics department chairs regarding 1) features of a school's predoctoral curriculum that promote student interest in advanced periodontal education and 2) characteristics of a periodontal residency program that make it more attractive to dental students over other specialty programs. In 2015, a 14-question survey was designed and sent to chairs of periodontics departments at all 65 U.S. dental schools at the time. Questions addressed number of instructional hours; specialty clinic rotations; elective courses; number of applicants to periodontal residency; existence of a residency program; length of the residency program; and externships, fellowships, and financial stipends offered. The survey response rate was 73.8%. The results showed that departments offering more than seven clinical credit hours in periodontics to predoctoral students had the greatest number of residency applicants. Most of the applicants were from institutions that offered specialty clinic rotations, elective courses, and residency programs in periodontics. The number of applicants did not change significantly if a stipend or fellowship was offered. However, the availability of an externship was significantly associated with a greater number of applicants (p=0.042). These results suggest that offering periodontal clinical rotations, elective courses, and especially externships in periodontics during predoctoral education may encourage more graduating students to pursue postdoctoral periodontal education.

Master in oral biology program: A path to addressing the need for future dental educators.

In dental education, the anatomical sciences, which include gross anatomy, histology, embryology, and neuroanatomy, encompass an important component of the basic science curriculum. At Creighton University School of Dentistry, strength in anatomic science education has been coupled with a solid applicant pool to develop a novel Master of Science in Oral Biology, Anatomic Sciences track degree program. The program provides a heavy emphasis on developing teaching skills in predoctoral students as well as exposure to research processes to encourage the cohort to pursuing a career in academic dentistry. The individuals considered for this program are applicants for admission to the School of Dentistry that have not been accepted into the entering dental class for that year. The students undertake a two year curriculum, studying anatomic sciences with a special emphasis on teaching. The students also must complete a research project that requires a thesis. The students in the program are guaranteed acceptance to dental school upon successful completion of the program. After six years, the first ten students have received their Master of Science degrees and continued in dental school. The program is favorably viewed by the faculty and participating students. It is also considered successful by metrics. Nine of the ten graduates have said they would like to participate in academic dentistry in some capacity during their careers. Anat Sci Educ 10: 607-612. © 2017 American Association of Anatomists.

Blood pressure and blood sugar assessment by recent dental school graduates

Recent dental school graduates' willingness to assess blood pressure and blood sugar in practice is positively influenced by having a workplace policy fostering these assessments. Negative influences toward these assessments include practice culture issues and time management concerns. The aim of this study was to determine whether 2010-2014 graduates of the School of Dental Medicine at Buffalo, NY (UB-SDM) continue to assess blood pressure and capillary blood sugar after graduation. Starting in 2010, UB-SDM predoctoral students were required to assess blood pressure (BP) on all patients and capillary blood sugar (CBS) on all patients with diabetes at every clinic appointment. UB-SDM graduates from 2010-2014 were sent an anonymous survey consisting of 34 questions to determine whether these assessments continue after graduation. The survey consisted of BP and CBS assessment parameters, including benefits and barriers to assessments. Although UB-SDM graduates generally assessed BP (77%) and CBS (23%), most did not follow the school's strict educational policies when providing these services. Dental practice policies mandating BP and CBS assessments were positively correlated with UB-SDM graduates' actually providing these services. Lack of time and poor practice support were cited as negative factors toward BP and CBS assessments. Disparities between UB-SDM educational efforts and entrenched dental practice cultures must be addressed in order for our graduates to fully embrace BP and CBS assessments in practice.

Compliance of Dental Students toward Infection Control in Dental Teaching Hospital at Thamar University – Yemen

Objectives: The aim of the study was to assess the knowledge, attitude and practice related to gender and study level toward infection control among senior dental students. Materials and Methods: The self-administered questionnaire was distributed among the pre-doctoral dental students (4th and 5th levels) in the Dental Teaching Hospital at Thamar University. It included questions related to vaccinations as well as knowledge and practice toward infection control. The collected data was analyzed using Chi-squared test with significant level P-value < 0.05. Results: Response rate was 63%. Distribution of gender among the participants was almost equal with slight increase in number of male subjects. Participated students from 4th-year level were also close to the number of students from 5th-year level. Hepatitis immunization was completed by only 12.9% male students and 17.3% females with no significant difference. Likewise, no significant difference was found among the participants by study level. More than 90% of participants reported always wearing gloves during dental treatment. Unexpectedly, however, using of other protective barriers was low. More than 90% of students, with no significant difference between genders or study levels, reported sterilizing instruments after each dental procedure. Conclusion: The present study showed that the level of knowledge and practice of infection control measures was poor among dental students. The attitude towards infectious control measures was positive, but a greater compliance was needed. Rigorous infection control training for students prior to graduation is also highly recommended.Keywords: Infection control, Compliance, Dental students, Yemen.

International Volunteer Programs for Dental Students: Results of 2009 and 2016 Surveys of U.S. Dental Schools

The aims of this study were to determine the prevalence and nature of international volunteer programs for predoctoral students at U.S. dental schools and to document the change over five years. Web-based surveys were conducted in 2009 and 2016. An invitation to participate in the study, along with a hyperlink to the survey, was emailed to the deans of all U.S. dental schools in the two years. In 2009, 47 of 58 dental school deans responded to the survey, for a response rate of 81%. In 2016, 48 of 64 dental school deans responded, for a response rate of 75%. From 2009 to 2016, the number of schools reporting dental student international experiences increased from 25 to 31. In 2016, 65% of responding schools offered dental student international experiences, an 11.5% increase over the results of the 2009 survey. Concomitantly, the number of deans reporting their students' participation in international opportunities not officially sanctioned by the school decreased from 41 to 34. These findings showed an increase in the number of dental schools providing international experiences for their students and established baseline data to assess trends in the future.

Traditional lecture versus video/discussion-based instruction and their effects on learning behavior guidance techniques

Purpose: The purpose of this study is to compare the traditional lecture-based instruction to a contemporary format, which simulated the flipped classroom, on student learning of behavior guidance techniques (BGTs). Both types of instruction included video examples of BGTs. The secondary aims were (1) to examine the students' preference of learning style on test performance and (2) to determine the student perceptions about the methods of instruction with videos. Subjects and Methods: Videos of practitioners performing BGTs were recorded. Dental students in their third year of training were recruited to participate (n = 70). Students were randomly divided into two groups as they entered the facility: (1) contemporary instruction (CI) and (2) traditional instruction (TI). The CI group watched a 20-min “mini-lecture” that simulated an online module and then divided into discussion groups led by calibrated pediatric residents and faculty. The TI group received 50 min of traditional lecture with videos incorporated in the presentation. At the completion of the course, students completed a questionnaire, which assessed the student's learning of the objectives of the course and his/her perceptions of the learning experience. Results: The CI group performed significantly better on the posttest questionnaire (P = 0.001). After instruction, students felt most comfortable employing Tell-Show-Do and Positive Reinforcement. Students' perception of the usefulness of video examples of BGTs was high with mean 4-point Likert scores of 3.53 CI and 3.52 TI. Conclusions: The CI format improved the students' learning of the topic as assessed by test scores. Behavior guidance education for predoctoral students could be enhanced by the use of videos and discussion-based learning.

Impact of Interviews on Heterosexual Students' Expressions of Cultural Competency

The purpose of this qualitative study was to understand the effects of a cultural competency intervention on dental pre-doctoral students’ attitudes toward individuals of a different sexual orientation. 22 heterosexual students interviewed gay or lesbian individuals and wrote reflective text. Results illustrated that participants found that their interviewees had “surprisingly similar” beliefs and values – especially in the areas of religion and family. Because of their “similar values,” these students expressed respect toward their interviewees who were “so different” than themselves. This conclusion of “sameness” forced them to see homosexuals as people, rather than a stigmatized invisible outgroup, mitigating sexual prejudice.

PROLOGUE

<p>In 1989 the first bases of what is now a strong and consolidated Spanish-Italian scientific relationship in Seismology and in Volcano-Seismology were established. The first stage took place at the University of Catania, in the former Department of Earth Sciences, placed in the old Science Faculty, when a pre-doctoral student from the University of Granada, Cartuja Observatory (now called Andalusian Institute of Geophysics), arrived to complete his formation in seismology. During this stage, in addition to the training process, new contacts with researchers and mainly with pre-doctoral students of the former International Institute of Volcanology of the Italian National Research Council (IIV-CNR) were stablished. These contacts have endured, grown and created a strong international scientific network with consolidated and credible research production. In a short time new working groups were integrated such as the Osservatorio Vesuviano in Naples or the Department of Physics of the University of Salerno from the Italian side, and the Department of Applied Physics of the University of Almería or the Volcanology Department of the Spanish Research Council (CSIC) in Spain. At the present this non-official (but very active) network comprises many Italian Research Centers belonging to the National Institute of Geophysics and Volcanology (INGV) such as Catania, Naples, Rome, Palermo, Pisa or Bologna; Italian Universities as Salerno, Naples, L’Aquila or Calabrian, several Spanish Universities such as Granada, Almería, Jaen, Complutense, Cádiz or La Laguna, but also from other countries such as USA, Russia, Ireland, Portugal, México, Argentina, Germany, France, Norway or UK among others. This collaboration includes a continuous pre-doctoral students training protocols in which the exchange of fellows among the different institutions is fluent. [...]</p>

What general medicine students of University of Rijeka know about dental avulsion?

Injuries of decidouos and premanent teeth can be rather hard, esspecially in combinatin if they involve adjacent supportive tissue. Among all injuries, the loss of the teeth is considered the most stressful for both a child and its parents. Tooth injury usually involves soft tissue damage, which means severe bleeding. As parents often look for help from their family general practitioners, it is very important that general practitioner is acquainted with the first aid in order to preserve the tooth and enable further skeletal development. This study was carried out in the form of a questionnaire, which was distributed among general medical students at the Medical studies of the Faculty of Medicine of the University of Rijeka, Croatia. The study included 86 pre-doctoral students of the 3rd, 4th and 5th years of studies. The questionnaire consisted of 23 questions, which were related to demographics, personal experience in treating dental injuries, theoretical knowledge about dental injuries and their interest in additional training on the subject. The results showed that only 32.6% of the students heard of 'tooth avulsion'. Replacement of the avulsed tooth in its original position in the jaw was considered by 77.6% of the students. In their entire education, 84.9% students didn't acquire any knowledge about dental injuries. The study showed that medical students have very poor knowledge about dental injuries. Also, the vast majority of the students were neither informed nor educated about it during their studies.

Patient‐Centered Communication: Exploring the Dentist's Role in the Era of e‐Patients and Health 2.0

In today's digital era, people are increasingly relying on the Internet-including social media-to access health information and inform their health decisions. This article describes an exploratory initiative to better understand and define the role of dentists in patient education in the context of e-patients and Health 2.0. This initiative consisted of four phases. In Phase I, an interdisciplinary expert advisory committee was assembled for a roundtable discussion about patients' health information-seeking behaviors online. In Phase II, a pilot case study was conducted, with methods and analysis informed by Phase I recommendations. Phase III consisted of a debriefing conference to outline future areas of research on modernizing health communication strategies. In Phase IV, the findings and working theories were presented to 75 dental students, who then took a survey regarding their perspectives with the objective of guiding potential curriculum design for predoctoral courses. The results of the survey showed that the validity of online content was often secondary to the strength of the network sharing it and that advocacy online could be more effective if it allowed for emotional connections with peers rather than preserving accuracy of the information. Students expressed high interest in learning how to harness modern health communications in their clinical care since the role of the dentist is evolving from giving information to giving personalized guidance against the backdrop of an often contradictory modern information environment. The authors recommend that the dental profession develop patient-centered health communication training for predoctoral students and professional development and continuing education for practicing professionals.

Relationship Among Dental Students’ Class Lecture Attendance, Use of Online Resources, and Performance

This study aimed to evaluate the relationship among dental students' attendance at class lectures, use of online lecture materials, and performance in didactic courses. The study was conducted with second-year predoctoral students at Tufts University School of Dental Medicine during the fall semester of 2014. Three basic science and three preclinical dental courses were selected for evaluation. Online usage for each participant was collected, and a survey with questions about attendance and online behavior was conducted. The final grade for each participant in each selected course was obtained and matched with his or her online usage and attendance. Out of a total 190 students, 146 (77%) participated. The results showed no significant relationship between students' grades and their class attendance or online usage except for a weak negative relationship between class attendance and online usage for the Epidemiology course (p<0.001) and the overall preclinical dental courses (p=0.03). Although the results did not show strong relationships among class attendance, online usage, and course grades, most of the students reported that having the online resources in addition to the lectures was helpful.

Outcome of zirconia partial fixed dental prostheses made by predoctoral dental students: A clinical retrospective study after 3 to 7 years of clinical service

Statement of problemZirconia has an established role in fixed prosthodontics, especially for single crowns. Whether it is durable enough for fixed dental prostheses (FDPs) in the long term is yet unclear. PurposeThe purpose of this retrospective study was to evaluate the outcome of FDPs made by predoctoral students after 3 to 7 years of clinical service. Material and methodsA total of 102 patients received 120 zirconia FDPs (range, 3-12 units; mean, 4.5 units) between 2007 and 2010. Materials used were Zirkonzahn Zirconia (Zirkonzahn), NobelProcera Zirconia (Nobel Biocare), and Prettau Zirconia (Zirkonzahn). Veneering porcelain was hand-layered on Zirkonzahn Zirconia (GC Initial Zr; GC Europe) and Nobel Procera Zirconia (VITA VM 9; VITA Zahnfabrik). Prettau Zirconia was monolithic and had no veneering porcelain. Success and survival rates were calculated using Kaplan-Meier survival analysis. Ethics approval was obtained from the Ethical Committee of the Northern Ostrobothnia Hospital District (100/2013). ResultsThe 76 participants examined (75%) had received 88 zirconia FDPs. The mean follow-up period was 4.9 years (range, 3-7 years). The most common complication was chipping of the veneering porcelain in 13 of 88 FDPs (14.7%). The success rate of the zirconia-based partial FDPs after 4.9 years was 89%, and the survival rate was 100%. ConclusionsThe success rate of the zirconia-based partial FDPs after 4.9 years was 89%, and the survival rate was 100%.

Perceptions of Saudi dental students on cultural competency.

Objectives:To probe dental students’ perceptions on their cultural competency and international student exchange programs as a way of improving cultural competency training.Methods:A cross-sectional survey (n=460) was distributed to predoctoral students at the College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia in May 2014 at the male and female university campuses. Descriptive statistics were carried out using Statistical Package for Social Sciences (p=0.05).Results:It was found that 79.6% of students think that teaching them regarding cultural diversity is important. Only 41% of students thought their dental education teaches them on the importance of volunteerism and philanthropy. Most students (89.8%) think that international student exchanges can enhance their cultural competence.Conclusion:In this study, it was found that students believe that cultural competence is important and participation in international student exchange programs can enhance their training.

Gender representation in the vision sciences: A longitudinal study.

Understanding the current status and historical trends of gender representation within a research field is an important component of fostering a diverse and inclusive scientific community. Here, we report on the gender representation of a large sample of the vision science research community--the attendees of the Annual Meeting of the Vision Sciences Society (VSS). Our analysis shows that the majority of scientists at all career levels in our sample are male. This imbalance is most pronounced for the senior scientists, whereas predoctoral students are nearly balanced between the genders. Historically, the gender imbalance was larger than it is at present, and it has followed a slow-but-steady trend toward gender parity over the past decade. A longitudinal analysis based on tracking individual attendees shows a larger dropout rate for female than male predoctoral trainees. However, among the trainees who continue in the vision science field after graduate school, evidence suggests that career advancement is quite similar between the genders. In an additional analysis, we found that the VSS Young Investigator awardees and the abstract review committee members reflect substantial gender imbalances, suggesting that these recognitions have yet to catch up with the greater gender balance of the rising generation of junior vision scientists. We hope that this report will encourage awareness of issues of diversity in the scientific community and further promote the development of a research field in which all talented scientists are supported to succeed.

Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop.

The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing.

Supervision of clinical assessment: The Multilevel Assessment Supervision and Training (MAST) approach

Supportive and effective clinical supervision is imperative to the training and development of assessment skills in clinical psychology. This article presents the development of the Multilevel Assessment Supervision and Training approach, a clinic-based method to supervision of assessment. This approach utilizes advanced predoctoral students to serve as peer supervisors for beginning predoctoral trainees conducting psychoeducational assessments. It offers several advantages, providing a peer mentoring supervisory experience during graduate education, improving the training experience and oversight for beginning trainees, and improving service delivery. Satisfaction ratings were collected from graduate trainees and their peer supervisors who support the utility of this approach.