Predoctoral Education Research Articles

Improving predoctoral education related to caries risk assessment in adults.

This project examined patterns of adult patient management using a caries risk assessment (CRA) protocol at East Carolina University, School of Dental Medicine. Usage of the CRA protocol from 2014 to 2019 was assessed. Non-operative anti-caries treatments were measured against caries risk status (high, moderate, low, or none). Steps to improve the appropriate management of patients based on caries risk are presented to align with accreditation standards for predoctoral education programs. The CRA protocol is based on the Caries Management by Risk Assessment approach. Risk-based patterns for two non-operative interventions were examined: (1) prescriptions for 0.12% chlorhexidine gluconate (CHX) mouth rinse and (2) prescriptions for 5000 ppm fluoride toothpaste (PreviDent 5000 [PreviDent]). Statistical analyses included chi-square tests and logistic regression. Over the study period only 16.4% of adult patients had completed the CRA form. Among 29,411 patients from nine community sites, treatment rates for PreviDent were 18.7% among high-risk patients, 11.6% for moderate-risk adults, and 6.4% for low-risk adults (p<0.01). Treatment rates for CHX were 23.0%, 22.6%, and 17.1%, respectively (p<0.05). Patients without a CRA status were least likely to receive any anti-caries treatments, indicating that CRA status affects clinical, non-operative care. Patterns for prescription of PreviDent and CHX are consistent with CRA status. Future efforts to improve usage of the CRA protocol using faculty calibration, tracking with quality improvement tools, and reassessment. Training in the community-based educational setting is enhanced through data-based tracking to assure evidence-based decision making.

Innovative three-dimensional models for space management training in pediatric dentistry.

Journal of Dental EducationAccepted Articles ADVANCING THROUGH INNOVATION Innovative three-dimensional models for space management training in pediatric dentistry Chaitanya P. Puranik B.D.S.M.S.M.Dent.Sci.PhD, Corresponding Author Chaitanya P. Puranik B.D.S.M.S.M.Dent.Sci.PhD [email protected] orcid.org/0000-0002-6500-0664 Dr. Puranik is the Director of Predoctoral Education in Pediatric Dentistry, Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, USA Correspondence Chaitanya P. Puranik, BDS, MS, MDentSci, PhD, Assistant Professor and Director of Predoctoral Education, Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus. 13123 East 16th Avenue, Box B240, Aurora, CO 80045. Email: [email protected]Search for more papers by this authorGabriela Ortiz, Gabriela Ortiz orcid.org/0000-0002-1334-9143 Mss. Ortiz and Moreno are Bioengineering graduate students, University of Colorado, Denver, USASearch for more papers by this authorAlyssa Moreno, Alyssa Moreno Mss. Ortiz and Moreno are Bioengineering graduate students, University of Colorado, Denver, USASearch for more papers by this authorTracy de Peralta D.M.D.Ph.D.M.Clin.Ed., Tracy de Peralta D.M.D.Ph.D.M.Clin.Ed. Dr. de Peralta is the Senior Associate Dean of Academic Affairs and Innovation at the School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, USASearch for more papers by this author Chaitanya P. Puranik B.D.S.M.S.M.Dent.Sci.PhD, Corresponding Author Chaitanya P. Puranik B.D.S.M.S.M.Dent.Sci.PhD [email protected] orcid.org/0000-0002-6500-0664 Dr. Puranik is the Director of Predoctoral Education in Pediatric Dentistry, Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, USA Correspondence Chaitanya P. Puranik, BDS, MS, MDentSci, PhD, Assistant Professor and Director of Predoctoral Education, Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus. 13123 East 16th Avenue, Box B240, Aurora, CO 80045. Email: [email protected]Search for more papers by this authorGabriela Ortiz, Gabriela Ortiz orcid.org/0000-0002-1334-9143 Mss. Ortiz and Moreno are Bioengineering graduate students, University of Colorado, Denver, USASearch for more papers by this authorAlyssa Moreno, Alyssa Moreno Mss. Ortiz and Moreno are Bioengineering graduate students, University of Colorado, Denver, USASearch for more papers by this authorTracy de Peralta D.M.D.Ph.D.M.Clin.Ed., Tracy de Peralta D.M.D.Ph.D.M.Clin.Ed. Dr. de Peralta is the Senior Associate Dean of Academic Affairs and Innovation at the School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, USASearch for more papers by this author First published: 15 June 2023 https://doi.org/10.1002/jdd.13295 This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as https://doi.org/10.1002/jdd.13295 AboutPDF ToolsExport 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 Accepted ArticlesAccepted, unedited articles published online and citable. The final edited and typeset version of record will appear in the future. RelatedInformation

Evaluating a Constructivist Model for Learning Clinical Skills in Pre-Clinical Years of a Dental Curriculum

Objective: The purpose of this study was to investigate whether or not using a constructivist model for teaching clinical skills had an impact on students' performance in a pre-clinical operative dentistry course. Study Design: Randomized Control Trial Place and Duration: College of Dentistry, Jouf University, Saudi Arabia, two months (March and April 2022). Methods: A total of 50 second year BDS students participated in this trial. The students were divided randomly into two groups. Group I received traditional method and group II received constructivist method. The students' capability of performing rubber dam application skill on the typodont tooth was evaluated through the use of laboratory activities. After the conclusion of the research, the participants were given a questionnaire to complete out and provide feedback on. Examinations that were objective and systematic were performed on both groups clinically (OSCEs). Results: There was a statistically significant difference in learning modes (p 0.001). The students learning method has nothing to do with their age or gender. Group II (constructivist) demonstrated considerably higher development in scores across lab tasks (p&lt;0.05). While students of all backgrounds valued supplemental learning resources, those who got aligned materials reported feeling more grateful for them. Conclusion: The constructivist approach can be used as a complementary teaching strategy in pre-clinical operative dentistry courses to improve students' learning outcomes and prepare them for success in the dental profession. Keywords: preclinical education, predoctoral education, learning styles, operative dentistry, and education.

Current status of predoctoral implant dentistry education – student’s didactic performance and self-assessment: A Systematic Review.

Abstract Objectives: To describe the current state of predoctoral dental implant education in terms of educational outcomes and the student’s perception of the associated curriculum. Methods: A database search was conducted using Medline (OVID), EMBASE, ERIC (Education Resources and Information Centre) and Web of Science electronic sources. Two reviewers thoroughly reviewed the papers in accordance with the specific selection criteria after carefully choosing the abstracts that seemed to meet the initial selection criterion for full article retrieval. Results: 15 articles were included, which were divided into two distinct groups: those that addressed educational outcomes and those that addressed students’ perceptions. Knowledge was assessed by questionnaire surveys, and it was found that most of the students were poorly to moderately well informed. There was a positive increase in student perception after taking the implant courses. Clinical significance: Although predoctoral education in most dental schools across the world now includes implant dentistry as a core component, the degree of integration varies greatly. To increase the proficiency of predoctoral students around the world in performing implant treatments, it is necessary, according to this systematic review, to create a uniform, well-structured predoctoral implant curriculum and guidelines that include didactic, laboratory, preclinical, and clinical components.

Identifying skills, qualifications, and attributes expected to do a PhD

ABSTRACT Despite an increasingly competitive academic market, more and more people are seeking a PhD degree. While significant research focuses on skill attainment during PhD candidature and at PhD exit, we know little about the skills that might be present at PhD entry. We developed a data-driven taxonomy and conducted logistic regressions to analyse selection criteria (listing skills, qualifications, and personal attributes) of 13,562 PhD advertisements posted in 2016–2019 on Euraxess, a European recruitment platform for researchers. We analysed the most prevalent attributes sought for PhD admission, country-based and discipline-specific differences, and changes over time. We find that many of these admission attributes include diverse and transferable skills. Specifically, cognitive, interpersonal skills and personal attributes are trending upwards, and PhD requirements vary significantly by country, discipline and year of posting. We highlight the attributes requested by top 5 countries and top 5 disciplines, and show changes over time. The insights provide guidance for practice, specifically to PhD applicants, early career researchers, and those who support career development. We discuss PhD programmes’ alignment and policy implications for pre-doctoral education, redesign of PhD assessment, and improved training provision for students and supervisors.

Toward a new predoctoral model: Education and training in clinical psychopharmacology.

A ubiquitous research finding in regional and national studies is that at least 40% of persons with mental disorders cannot access mental health services, and pharmacotherapy in particular. The American Psychological Association's (APA) designated programs for the provision of education and training in clinical psychopharmacology can be of great help in alleviating this national need. We address key developments relevant to the foundation of a predoctoral model of clinical psychopharmacology education and training. To this end, an overview of the Master of Science in Clinical Psychopharmacology (MSCP) program at The Chicago School of Professional Psychology (TCSPP) is presented. TCSPP is now enrolling its eleventh consecutive cohort of MSCP students, many of whom are doctoral students who are concurrently attending various APA accredited Health Service Psychology (HSP) programs. We provide two predoctoral routes for completing MSCP training: (a) a route allowing for the creation of concentrations in clinical psychopharmacology in Health Service Psychology (HSP) doctoral programs, providing up to half of MSCP coursework; and (b) a joint doctoral PsyD or PhD/MSCP program meeting APA accreditation and designation standards integrated into a 5-year curriculum to impart HSP graduates with the competencies to provide both psychotherapy and pharmacotherapy. We conclude with a discussion about the future direction of predoctoral clinical psychopharmacology education and training. Given its emphasis on neuroscience and interdisciplinary health care, such curricular models may help to address the nation's immediate mental health care needs, while serving to enhance the sustainability of HSP education and professional practice in the 21st Century. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Student Perspective on a Predoctoral Interprofessional Education Initiative

Objective- The purpose of this study was to investigate students' perspectives on a newly implemented program of Interprofessional education (IPE) in terms of its effectiveness in increasing the awareness about other health care professionals and providing tools to emerging dental professionals for comprehensive health care needs. Methods- A new IPE course was incorporated in the second year of the predoctoral dental curriculum, and educators and students from various health professionals came together to provide a collaborative learning environment. The study evaluated the survey data from the graduating classes of 2019 and 2020 in the predoctoral program at Harvard School of Dental Medicine. The students were surveyed during and at the end of the course to obtain their perspectives on the effectiveness of the program. Result-The results of the surveys showed most student respondents agreed strongly that they liked getting information from other health professionals and 93-95% agreed that collaborating with other members of the health care team can help facilitate patients' overall health care. The IPE sessions helped bring about awareness of interprofessional relations and communications within the health care team and prepared the students for holistic patient care. Conclusion- The IPE methods facilitated an interactive and interprofessional learning environment to assist students in developing awareness of interprofessional relations and communications within the health care team. The connections between oral and systemic health were reinforced, thus giving predoctoral dental students a wider view of patient treatment and consideration for their patients’ comprehensive health care needs.

Dentists as Primary Care Providers: Expert Opinion on Predoctoral Competencies

Dentistry and medicine traditionally practice as separate professions despite sharing goals for optimal patient health. Many US residents experience both poor oral and general health, with difficulty accessing care. More efficient collaboration between these professions could enhance health. The COVID-19 pandemic disclosed further disparities while underscoring concerns that physician supply is inadequate for population needs. Hence, enhancing healthcare provider education to better meet the public's health needs is critical. The proposed titles “Oral Physician” or “Oral Health Primary Care Provider” (OP-PCP) acknowledge dentist's capacity to diagnose and manage diseases of the orofacial complex and provide some basic primary healthcare. The US Surgeon General's National Prevention Council and others recommend such models. Medical and dental education already overlap considerably, thus it is plausible that dental graduates could be trained as OP-PCPs to provide primary healthcare such as basic screening and preventive services within existing dental education standards. In 2018, 23 dental and medical educators participated in an expert-opinion elicitation process to review educational competencies for this model. They demonstrated consensus on educational expansion and agreed that the proposed OP-PCP model could work within existing US Commission on Dental Accreditation (CODA) standards for predoctoral education. However, there were broader opinions on scope of practice details. Existing CODA standards could allow interested dental programs to educate OP-PCPs as a highly-skilled workforce assisting with care of medically-complex patients and to helping to reduce health disparities. Next steps include broader stakeholder discussion of OC-PCP competencies and applied studies including patient outcome assessments.

Advancing Dental Education by Integrating Teledentistry Teaching and Learning into the Predoc Curriculum

In the advancing and changing landscape of dental education, dental curricula should be forward-thinking about the future roles of dental professionals. The need to train future dental providers to be able to facilitate care to underserved areas, and to patients who can’t come in person to a dental office, is becoming significant. Advancing dental education in 21st century with tele-dentistry should be a part of the dental curriculum, as it has been used for over a decade at this point. During the Covid-19 pandemic, tele-dentistry has become a vital method of engagement with patients and has the potential to expand across the country for those who are unable to be seen in person for any number of reasons. The main aim of this effort is to foster development and advancement in tele-dentistry and to help the integration of tele-dental education in teaching and learning. The importance of working on developing ways to teach dentistry to predoctoral students cannot be overlooked, and hence, we have been looking at best practices for integrating tele-dentistry into the dental curriculum.Dental Education should incorporate tele-dental education into predoctoral education, as it facilitates care for underserved populations as well as any other patients who are not able to be seen in person.

Factors influencing international and U.S. dentists\u2019 interest in advanced periodontal education: a pilot study

BackgroundThe enrollment of international periodontal students in U.S. dental schools has been increasing in recent years. Interest in applying to a periodontics specialty program may differ between U.S and international dental school graduates. The purpose of this study is to assess, from the perspective of periodontal residents, (1) factors that interest dental students to apply to periodontics programs and (2) differences in background and interest between U.S and international graduates.MethodsA 20-question survey was sent out electronically to periodontics residents. The survey questions were designed to obtain information on the participants’ backgrounds, factors that influenced them to specialize in periodontics, and their preferred features of graduate periodontics programs. The data were analyzed using descriptive statistics for socio-demographic variables, a Wilcoxon two sample test to compare mean Likert scale scores, and Fisher’s exact test for associations between comparison groups.ResultsOf the two hundred residents invited to participate, 28% responded. The majority of the respondents stated that interest in implantology, previous exposure to periodontal procedures, interest in improving periodontal surgery skills, a good relationship with periodontics faculty, the residency curriculum, advanced program and faculty reputation as influencing factors in selecting periodontics as specialization. The majority of international graduates have up to $50,000 dollars in student debt; by comparison, half of the domestic graduates have a debt of over $250,000 dollars (p ≤ 0.05). Working experience as a dentist was significantly greater among international residents (73%) in comparison to U.S graduates (32%). In contrast with international graduates, U.S graduates more frequent reported that good relationships with the periodontics predoctoral faculty contributed to their interest in periodontics (p ≤ 0.05). Program cost and location had a greater impact on the decision of U.S. graduates than international graduates (p ≤ 0.05).ConclusionsOverall, factors associated with personal finance and predoctoral education have a greater impact on the decision of American graduates than international graduates to pursue an advanced education in periodontics, which may influence the increased enrollment of international students.

An evaluation of factors affecting dental shade matching in first-year dental students

Statement of problemShade selection has become more important and challenging as it becomes more emphasized in esthetic dentistry. It would be beneficial to screen dental students early in their predoctoral education for any deficiencies in color discrimination. Specific tests that reliably predict dental shade-matching ability have not been fully established. PurposeThe purpose of this study was to determine whether the Farnsworth-Munsell 100 Hue Test (FM-100), Perceptual Ability Test (PAT), ethnicity, age, sex, and time to complete the tests affect dental shade-matching ability and value discernment in first-year dental students. Secondary aims were to determine whether correlations exist between performance on the PAT and FM-100 and between FM-100 and dental shade matching. Material and methodsThe FM-100 test was administered to 98 first-year dental students in a Judge II booth (color temperature=6500 K, color rendering index=90). The Vita Toothguide 3D-Master shade guide was used in this study. For the Value Test, students arranged 3 sets of 5 masked shade tabs from lightest to darkest. In all 3 sets, the value ranged from 1 to 5. In set #1, each shade tab had the same hue and chroma. In set #2, the hues were constant, but the chroma varied. In set #3, the hue and chroma varied. For the Matching Test, students matched together 11 pairs of masked shade tabs from 2 shade guides. Ethnicity (white, African American, Hispanic, Middle Eastern, and Asian), PAT scores, age, sex, and time to complete tests were recorded. Data were analyzed by using least square means, Wilcoxon Rank Sum, Kruskal-Wallis, and Spearman correlation tests (α=.05). ResultsFM-100 total error scores (TES) ranged from 0 to 188. Forty-three students had superior color discrimination (TES 0 to16), 51 had average (TES 20 to 100), and 4 had poor color discrimination (TES>100). Ethnicity, age, and sex did not significantly affect performance on any tests. Longer completion time resulted in better performance on FM-100 (P=.002) and Matching Tests (P=.032). However, increased time resulted in fewer correct answers on the Value Test (P=.016). There was a significant effect of PAT on FM-100 results (P<.001). As PAT scores increased, TES scores decreased, indicating better color discrimination. Similarly, lower TES scores resulted in higher Matching Test results (P<.001). However, this was not observed on the Value Test (P=.302). Correlation between the PAT and FM-100 was weak (r=-0.217), as well as between the FM-100 and Matching Test (r=-0.364). ConclusionsEthnicity, age, and sex did not affect dental shade-matching ability. Participants with higher PAT scores demonstrated higher color discrimination on the FM-100 and were better at matching dental shade tabs. Time had different effects on the Matching and Value tests.

Expert consensus on Didactic Clinical Skills Development for orthodontic curricula.

Competence is expected of each beginning dentist and orthodontist. However, the broad definition of competence presents a challenge to academic programs in identifying the level of cognition for students to achieve competence. This study aimed to determine the Didactic Clinical Skills Development curriculum content and competency in predoctoral and advanced education orthodontic programs. A modified Delphi method with a consensus threshold of 70% was employed using an expert panel of academic orthodontists. Round One (n=26) identified that all topics proposed by a focus group were necessary, except for predoctoral Appliances, which was at 65%. Round Two (n=23) included subtopics of Appliances to confirm the lack of consensus, plus subtopics of all the other topics and the level of cognition required for each subtopic. The expert panel reached a consensus that all 24 subtopics, hence all topics, were necessary. In Round Three, subtopic responses in Round Two were assigned a value between 1 (remember) and 6 (create) to generate a hierarchical level-of-learning scale. Mean values were calculated for each subtopic response. For all subtopics, the mean level of cognition for predoctoral education was at understand; for advanced education, it was at evaluate. This consensus suggests that, to be deemed competent, beginning dentists must learn these topics and subtopics in the cognitive domain of understand, and beginning orthodontists in the cognitive domain of evaluate. This study showed an expert consensus on Didactic Clinical Skills Development orthodontic curriculum content and a panorama of educational objectives that could be used as a template for curriculum design.

Contemporary predoctoral paediatric behaviour guidance education in the United States and Canada.

To determine the contemporary educational experiences of predoctoral dental students in the United States and Canada regarding behaviour guidance (BG) of the child patient and assess trends from a previous study in 2004. Data were collected from 32 predoctoral paediatric dentistry programme directors in the United States and Canada via a web-based survey. The didactic curriculum hours devoted to the teaching of BG techniques in 2019 are similar to 2004. A majority (60.7%) of programmes do not have a formal assessment of competency with BG techniques. Lectures (n=28), clinical experience (n=28) and observation (n=26) were the most common techniques implemented to teach BG techniques, and tell-show-do (100%), non-verbal communication (82.1%), positive reinforcement (89.3%) and distraction (82.1%) were the techniques that more than 75% of dental students most commonly have hands-on experience with during their dental education. In 2019, students tended to have more hands-on experience with nitrous oxide/oxygen inhalation and less hands-on experience with aversive techniques and sedation. The majority of dental schools do not have a formal competency in BG of the child patient. Compared with 2004, nitrous oxide/oxygen is used more by dental students and there is less predoctoral education in aversive BG techniques.

Use of Concept-Based eLearning Videos in Interprofessional Education

The purpose of the articles was to describe a narrative review of literature for Concept-based eLearning, which was introduced in the predoctoral interprofessional education (IPE) curriculum to teach key transferable ideas and to consider the context of dental care in the spectrum of comprehensive patient care. The COVID -19 pandemic has further presented a disruption to the usual curriculum, and time to rethink and redesign the interprofessional education course at Harvard School of Dental Medicine (HSDM) with new pedological methods. Concept-based eLearning videos were incorporated into the interprofessional educational courses in order to advance the teaching and learning approaches. It was an attempt to provide student-focused teaching strategies which not only gave students the flexibility to learn at their own pace but also aimed at helping them increase retention and synthesize and apply knowledge. Concept videos were targeted at learning goals and were kept brief and conversational to enhance engagement. The concept-based eLearning facilitated an environment to assist students in developing awareness of interprofessional relations and communications within the health care team. Continued development and evaluation of the concept-based eLearning videos are essential in addition to faculty development efforts to support the new educational methodology.

Reducing Selenoprotein F Promotes the Transformation of Immortalized Prostate Epithelial Cells

Abstract Objectives Selenoprotein F (SELENOF) levels are responsive to available dietary selenium and found in high levels in benign prostate cells. It is implicated in prostate cancer (PCa) mortality due to associations between polymorphisms in the corresponding gene and death from the disease. SELENOF levels are dramatically lower in prostate cancer compared to adjacent benign tissue. The objective of this study was to determine whether reducing SELENOF levels in human, non-transformed RWPE-1 prostate epithelial cells alters their phenotype to implicate SELENOF loss in PCa progression. Methods SELENOF levels were reduced in RWPE-1 cells that express high levels of SELENOF using a SELENOF shRNA construct. Proliferation was determined by quantifying DNA using fluorometric dsDNA quantitation. Growth in soft agar and cell mobility of cells in culture (wound healing assay) were imaged using an Evos FL microscope and quantified using Image J software. The oxygen consumption rate (OCR) was measured using a Seahorse XFe24 Analyzer. Results SELENOF levels were reduced in RWPE-1 and these cells exhibited decreased contact inhibition in culture (n = 3, P &amp;lt; 0.001) when compared to controls. Normal prostate epithelial cells are atypical in that they rely on glycolysis for energy production, have a truncated TCA cycle, and a metabolic shift from glycolysis to oxidative phosphorylation (OXPHOS) occurs in PCa. Reducing SELENOF in RWPE-1 cells resulted in higher OCR compared to controls, indicating that SELENOF can impact the sources and pathways used in cellular energy metabolism. Conclusions Reduced SELENOF levels in RWPE-1 prostate cells resulted in properties consistent with a transformed phenotype and an increase in OCR, and indicating that the reduction in SELENOF may contribute a metabolic shift towards a PCa cancer-like metabolism. Together, these results indicate that SELENOF loss likely contributes to cancer progression. Funding Sources This work was supported by a grant from the Department of Defense to AMD and a Pre-Doctoral Education for Clinical and Translational Scientists Fellowship to LKH.

Assessment of Digital Workflow in Predoctoral Education and Patient Care in North American Dental Schools.

Technology has revolutionized the field of dentistry, and digital workflow has become commonplace in everyday dental practices. However, are future practitioners prepared to enter into an increasingly digitized world? The aim of this study was to determine the extent to which digital modalities were being taught to predoctoral dental students and used for patient care in dental schools throughout North America. A 35-question survey was sent in February 2019 to all 76 dental schools in the U.S. and Canada. After 90 days, 54 recorded responses were received, for a 71% response rate. Students were reported to be using CAD/CAM technology in 50 (93%) of the 54 responding schools. While almost all schools responding to the survey were using digital scanning, there was disparity among them in terms of the types and frequency of procedures for which digital impressions were utilized. This study found that the incorporation of CAD/CAM technology in predoctoral dental curricula varied widely. However, it was clear that the relative dearth of well-trained faculty members and the number of CAD/CAM units available to students limited its use. It is imperative that more emphasis is placed on the utilization of digital workflow in North American dental schools for future practitioners to practice contemporary restorative dentistry.

Dentoalveolar Surgery Articles

Resnick CM, Calabrese CE, Afshar S, Padwa BL: Do oral and maxillofacial surgeons over-prescribe opioids after extraction of asymptomatic third molars? J Oral Maxillofac Surg 77:1332, 2019 Nicolatou-Galitis O, Schiødt M, Mendes RA, et al: Medication-related osteonecrosis of the jaw: Definition and best practice for prevention, diagnosis, and treatment. Oral Surg Oral Med Oral Pathol Oral Radiol 127:117, 2019 Otto S, Pautke C, Van den Wyngaert T, et al: Medication-related osteonecrosis of the jaw: Prevention, diagnosis and management in patients with cancer and bone metastases. Cancer Treat Rev 69:177, 2018 Schmitt CM, Buchbender M, Musazada S, et al: Evaluation of staff satisfaction after implementation of a surgical safety checklist in the ambulatory of an oral and maxillofacial surgery department and its impact on patient safety. J Oral Maxillofac Surg 76:1616, 2018 Pippi R, Spota A, Santoro M: Medicolegal considerations involving iatrogenic lingual nerve damage. J Oral Maxillofac Surg 76:1651.e1, 2018 Geisler BP, Ji YD, Peacock ZS: Value in oral and maxillofacial surgery: A systematic review of economic analyses. J Oral Maxillofac Surg 75:2287, 2017 Ferneini EM, Goldberg MH: Management of oral and maxillofacial infections. J Oral Maxillofac Surg 76:469, 2017 Cheng KL, Dodson TB, Egbert MA, Susarla SM: Which factors affect citation rates in the oral and maxillofacial surgery literature? J Oral Maxillofac Surg 75:1313, 2017 Dennis MJ, Bennett JD, DeLuke DM, et al: Improving the medical curriculum in predoctoral dental education: Recommendations from the American Association of Oral and Maxillofacial Surgeons committee on predoctoral education and training. J Oral Maxillofac Surg 75:240, 2017 Reiland MD, Ettinger KS, Lohse CM, Viozzi CF: Does administration of oral versus intravenous antibiotics for third molar removal have an effect on the incidence of alveolar osteitis or postoperative surgical site infections? J Oral Maxillofac Surg 75:1801, 2017 Bouloux GF, Busaidy KF, Beirne OR, et al: What is the risk of future extraction of asymptomatic third molars? A systematic review. J Oral Maxillofac Surg 73:806, 2015

Expert Consensus on Growth and Development Curricula for Predoctoral and Advanced Education Orthodontic Programs.

Dental students and orthodontic residents must demonstrate competence in various areas prior to graduation. However, the Commission on Dental Accreditation (CODA) definition of competence is broad. The aims of this study were to obtain expert consensus on Growth and Development topics and subtopics in predoctoral and advanced education programs in orthodontics and to determine the level of cognition on the subtopics necessary to demonstrate learner competence. A modified Delphi method with a consensus threshold of 70% was used. In Round One, academic orthodontists who met the expert panel inclusion criteria were surveyed to determine whether a topic was necessary to the curricula. Round Two identified the subtopics under each topic and the level of cognition necessary to demonstrate learner competence using Bloom's taxonomy, which defines the ascending levels of remember, understand, apply, analyze, evaluate, and create. Round Three involved analyses and interpretation of Round Two results. The academic orthodontists determined that six topics (n=24) and 29 subtopics (n=15) were necessary for Growth and Development curricula. For all subtopics, they determined the mean level of cognition for predoctoral education was understand; for advanced education, it was analyze. This consensus on Growth and Development curricular content suggests that these levels are necessary for a beginning dentist and a beginning orthodontist to be deemed competent. Findings from this study can serve to guide curricular development and instruction by using the identified learning objectives to build instructional and assessment measures.

Use of team-based learning pedagogy for predoctoral teaching and learning.

The purpose of the study was to describe the development and implementation of a Team-based Learning (TBL) educational model in a predoctoral education course to assess its effectiveness in promoting student learning as measured by knowledge acquisition and student satisfaction. An interprofessional education course used the TBL structure for the second-year dental students, in which students had an opportunity to first work on the questions individually and then in groups. Each instruction session began with a readiness assurance test (RAT), which students were asked to complete in two formats: each student answered on their own, then each team worked on the same questions to arrive at a consensus decision followed by a team-based application exercise. A significant difference existed in which team scores were higher than individual scores and on average, the teams scored higher than when students worked alone. Student feedback showed a strong preference of TBL over the traditional lecture format. Students found that the sessions helped them to understand the clinical cases from the perspective of other health care fields in this pedagogical approach. The TBL methods facilitated an interactive learning environment to promote student-centred learning in a predoctoral education course and the teams performed better in correct evaluation compared with the individual students.

Mind the Gap: A Systematic Review of Implementation of Screening for Psychological Comorbidity in Dental and Dental Hygiene Education.

The biopsychosocial model is advocated as part of a more comprehensive approach in both medicine and dentistry. However, dentists have not traditionally been taught psychosocial screening as part of their predoctoral education. The aim of this systematic review was to provide an overview of published studies on the implementation of screening for psychological comorbidity in dental and dental hygiene education. The term "psychological comorbidity" refers to the degree of coexisting anxiety, depression, or other mental health problems in a patient presenting with a physical condition. The review followed a protocol registered in PROSPERO (CRD42016054083) and was carried out in accordance with the PRISMA guidelines. The methodological quality of the included studies was assessed using a ten-item tool developed for medical education. The electronic search in PubMed, Scopus, and PsycINFO from the inception of each database until December 31, 2016, together with a hand search, identified 1,777 articles. After abstracts were screened, 52 articles were reviewed in full text applying inclusion and exclusion criteria; four articles remained for the qualitative synthesis. Generally, the reported data on specific methods or instruments used for psychological screening were limited. Only one of the included articles utilized a validated screening tool. The results of this systematic review show that published data on the implementation of psychological patient assessment in dental and dental hygiene education are limited. To address this gap, the authors recommend short screening tools such as the Graded Chronic Pain Scale and the Patient Health Questionnaire for Depression and Anxiety. Educating dental and dental hygiene students about easy-to-use, reliable, and validated screening tools for assessing psychological comorbidity warrants more research attention and greater implementation in educational curricula.