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Medicaid patients in dental school clinics: Do personal and professional experiences matter?

Journal of Dental Education 2011年第9期75卷 1225-1235页

作者： Valentine, Anthony Edward Inglehart, Marita R. AEGD Program School of Dentistry University of Michigan United States Department of Periodontics and Oral Medicine School of Dentistry University of Michigan Ann Arbor MI 48109-1078 1011 North University Avenue United States

The purpose of this study was to explore dental and dental hygiene students' and faculty members' personal experiences with Medicaid prior to coming to dental school as well as their professional/educational experiences with patients on Medicaid during their dental/dental hygiene education and how these experiences relate to their professional attitudes and behavior concerning treating patients on Medicaid. Survey data were collected from 317 dental students, fifty-five dental hygiene students, and fifty-seven clinical faculty members at the University of Michigan. The results showed that while responding students' confidence concerning treating Medicaid patients increased over the course of their education, their intention to treat these patients actually decreased. The more personal experiences with Medicaid these students had before dental school, the more they enjoyed treating Medicaid patients, the more confident they were when treating these patients, and the more likely they were to treat these patients in the future. The more professional experiences these students had during dental school, the more they enjoyed treating Medicaid patients, and the more confident they were when treating these patients, but the less likely they were to treat them in the future. In conclusion, experiences with Medicaid before dental school as well as professional experiences during dental education correlated with later professional attitudes and behaviors. The implications of these findings for dental education are explored.

关键词： Access to care Dental education Dental faculty Dental hygiene education Dental hygiene students Dental students Medicaid Oral health Professional attitudes

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COMMENTARY. Effect of three indigenous food stains on resin-based microhybrid and nanocomposites

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Journal of esthetic and restorative dentistry : official publication of the American Academy of Esthetic Dentistry ... [et al.] 2011年第4期23卷 258-9页

作者： Charles Wakefield AEGD Residency Program Baylor College of Dentistry 3302 Gaston Avenue Suite 611 Dallas TX 75246 USA.

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Analysis of intra-arch and interarch measurements from digital models with 2 impression materials and a modeling process based on cone-beam computed tomography EDITOR'S COMMENT

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AMERICAN JOURNAL OF ORTHODONTICS AND DENTOFACIAL ORTHOPEDICS 2010年第4期137卷 456-457页

作者： White, Aaron J. Fallis, Drew W. Vandewalle, Kraig S. Resident Tri-Service Orthodontic Residency Program Wilford Hall Medical Center Lackland Air Force Base San Antonio Tex Chairman Tri-Service Orthodontic Residency Program Wilford Hall Medical Center Lackland Air Force Base San Antonio Tex Director Dental Research and Biomaterials AEGD-II Tri-Service Orthodontic Residency Program Wilford Hall Medical Center Lackland Air Force Base San Antonio Tex

Introduction: Study models are an essential part of an orthodontic record. Digital models are now available. One option for generating a digital model is cone-beam computed tomography (CBCT) scanning of orthodontic impressions and bite registrations. However, the accuracy of digital measurements from models generated by this method has yet to be thoroughly evaluated. Methods: A plastic typodont was modified with reference points for standardized intra-arch and interarch measurements, and 16 sets of maxillary and mandibular vinylpolysiloxane and alginate impressions were made. A copper wax-bite registration was made with the typodont in maximum intercuspal position to accompany each set of impressions. The impressions were shipped to OrthoProofUSA (Albuquerque, NM), where digital orthodontic models were generated via CBCT. Intraarch and interarch measurements were made directly on the typodont with electronic digital calipers and on the digital models by using OrthoProofUSA's proprietary DigiModel software. Results: Percentage differences from the typodont of all intra-arch measurements in the alginate and vinylpolysiloxane groups were low, from 0.1% to 0.7%. Statistical analysis of the intra-arch percentage differences from the typodont of the alginate and vinylpolysiloxane groups had a statistically significant difference between the groups only for maxillary intermolar width. However, because of the small percentage differences, this was not considered clinically significant for orthodontic measurements. Percentage differences from the typodont of all interarch measurements in the alginate and vinylpolysiloxane groups were much higher, from 3.3% to 10.7%. Statistical analysis of the interarch percentage differences from the typodont of the alginate and vinylpolysiloxane groups showed statistically significant differences between the groups in both the max-illary right canine to mandibular right canine (alginate with a lower percentage difference than vinylpolysilo

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Lesbian, Gay, Bisexual, and Transgender (LGBT) Issues in Dental School Environments: Dental Student Leaders' Perceptions

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JOURNAL OF DENTAL EDUCATION 2009年第1期73卷 105-118页

作者： Anderson, Joan I. Patterson, April N. Temple, Henry J. Inglehart, Marita Rohr Univ Michigan Sch Dent Dept Periodont & Oral Med Ann Arbor MI 48109 USA Univ Michigan Sch Dent AEGD Program Ann Arbor MI 48109 USA Univ Michigan Dept Psychol Coll Literature Sci & Arts Ann Arbor MI 48109 USA

The objectives of the study reported in this article were to assess dental student leaders' perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climatic concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self-identified as belonging to the LGBT community and Of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty-seven dental schools in the United States and three in Canada. Fifty student leaders were females. and sixty-two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327;p <.001). The better they felt prepared, the more they perceived the clinic environment as sensitive and affirming for patients with different sexual orientations (r=.464: p <.001). The more they reported that dental schools' administrations create a positive environment For students with LGBT orientations. the more they agreed that persons can feel comfortable regardless Of their sexual orientation (r=.585: p <.001). In conclusion, the findings indicate that dental school administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff. faculty, students, and patients from these backgrounds are not discriminated against.

关键词： sexual orientation homosexuality dental education climate dentistry

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The impact of retained third molars on the deployed airman

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MILITARY MEDICINE 2008年第1期173卷 27-28页

作者： Langsten, Robert E. Dunn, William J. AEGD 1 Program Eglin AFB FL 32542 USA Keelser Med Ctr Keesler AFB MS 39534 USA

Dental emergencies can significantly affect the mission of the deployed unit. As many as 22% of all emergency department visits at a deployed Expeditionary Medical Support facility can be attributed to dental problems and many of these problems are caused by impacted third molar teeth. Currently, there is no reliable method of predicting when asymptomatic, partially erupted third molar teeth will become painful. Therefore, it is imperative that Air Force dental providers carefully consider the consequences of giving patients a clean bill of health when asymptomatic, partially erupted third molar teeth are present in the oral cavity. Recommendations for future study are presented.

关键词： Tooth Molar tooth Absence of symptoms Current Force

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Comments as part of a clinical competency rating system

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JOURNAL OF DENTAL EDUCATION 2007年第2期71卷 235-241页

作者： Milani, James E. Chi, Howard H. Chambers, David W. Univ Pacific Arthur A Dugoni Sch Dent Dept Restorat Dent San Francisco CA 94115 USA Univ Pacific Arthur A Dugoni Sch Dent Dept Dent Practice San Francisco CA 94115 USA Univ Pacific Arthur A Dugoni Sch Dent Stockton AEGD Program San Francisco CA 94115 USA

The nature of comments faculty members make about students' clinical performance and the relationship between comments and numerical scores given at the same time have not been studied in dental education. We developed a coding system for comments volunteered by faculty members to supplement the numerical ratings given as part of an established clinical competency evaluation system. Twenty-two hundred coded comments and their matched numerical ratings from more than 100 faculty members were compared for two classes of 146 and 157 students for four quarters. Thirty-seven percent of comments focused on dental performance, 43 percent on patient interactions, and 20 percent on relationships with faculty members or the clinic system. Forty-eight percent of comments were positive in tone. Where multiple comments were available for the same student in a quarter, 33 percent of them were confirmed by other faculty members;9 percent were contradicted. Significant bidirectional associations were observed between comments (positive or negative) and numerical ratings in the area of patient interactions. For technical procedures and for interactions with faculty and the clinic, including professional demeanor, significant unidirectional associations predominated. The findings suggest that faculty members assume that students are skilled in these areas and tend to comment when their expectations are not fulfilled.

关键词： clinical evaluation faculty comments ratings systems professionalism clinical dental education

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More than a Set of Teeth: Assessing and Enhancing Dental Students' Perceptions of Older Adults

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GERONTOLOGY & GERIATRICS EDUCATION 2006年第1期27卷 37-56页

作者： Waldrop, Deborah Fabiano, Jude Nochajski, Thomas Zittel-Palamara, Kimberly Davis, Elaine Goldberg, Louis Univ Buffalo Sch Social Work 685 Baldy HallBox 601050 Buffalo NY 14260 USA Univ Buffalo Sch Dent Med AEGD Program Buffalo NY 14214 USA Univ Buffalo Sch Dent Med CARES Program Buffalo NY 14214 USA Univ Buffalo Sch Dent Med Buffalo NY 14214 USA

Dental professionals play a key role in maintaining the well-being of older adults by identifying problems that disturb systemic health. A 3-part instrument was used to assess dental students' knowledge of aging, comfort with patient diversity and patient care strategies (Years 1-4;N = 321). Collaborative education and services were developed by the Schools of Dental Medicine and Social Work. Results indicate that dental students' knowledge of aging was low (Palmore's FAQ 1 Range = 58%-64%), comfort with geriatric issues improved after the first year of intervention, and strategies for patient care changed with experience. Group differences suggest the importance of utilizing educational "turning points" as teachable moments. (C) 2006 by The Haworth Press, Inc. All rights reserved.

关键词： Dental education social work Palmore's Facts on Aging Quiz interdisciplinary collaboration

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Improving Patient Retention and Access to Oral Health Care: The CARES program

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Journal of Dental Education 2005年第8期69卷

作者： Kimberley Zittel-Palamara M.S.W., Ph.D. Jude A. Fabiano D.D.S. Elaine L. Davis Ph.D. Deborah P. Waldrop M.S.W., Ph.D. James A. Wysocki M.S.W. Louis J. Goldberg D.D.S., Ph.D. Director of the CARES Program and Assistant Clinical Professor Department of Pediatric and Community Dentistry State University of New York at Buffalo School of Dental Medicine Director of the AEGD Program and Associate Professor Department of Restorative Dentistry State University of New York at Buffalo School of Dental Medicine Associate Dean for Academic Affairs Department of Oral Diagnostic Sciences State University of New York at Buffalo School of Dental Medicine Assistant Professor School of Social Work and Adjunct Professor CARES Program Clinical Manager Professor

Improving access to dental care for patients experiencing barriers such as financial, transportation, or mental health is a public health concern. Dental schools have an obligation to assist patients experiencing such barriers as well as to educate future dentists and allied professionals on how to assist these patients in overcoming barriers. Once admitted to the dental clinic, retention issues can further complicate the provision of dental care. This article will describe an innovative program designed to address biopsychosocial barriers to dental care. Needs assessments of patients sitting in the waiting room of the dental clinic were conducted by master's of social work (M.S.W.) students. Based on needs assessment results, common dental care barriers were identified and served as the foundation for the establishment of a social work program in the dental clinic. Dental students, faculty, and staff refer patients to the social work program when barriers to care are found. These biopsychosocial barriers are addressed by social workers, uniquely qualified professionals in providing case management, advocacy, referrals, education, and services (CARES). Over the course of three years, 80 percent of patients experiencing an identified barrier to the receipt of dental care were retained through social work intervention. These patients were able to receive dental care within the past year. Dental schools can collaborate with social work schools to establish a protocol and assistance program for dental patients experiencing difficulty accessing care, thereby improving oral health status, retention rates, and dental student education.

关键词： access to care patient retention dental social work multidisciplinary biopsychosocial

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Placement and postmortem retrieval of a 28-year-old implant - A clinical and histologic report

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JOURNAL OF THE AMERICAN DENTAL ASSOCIATION 2004年第3期135卷 324-329页

作者： Cappuccilli, M Conte, M Praiss, ST Univ Med & Dent New Jersey New Jersey Dent Sch AEGD Program Somerdale NJ 08083 USA Univ Med & Dent New Jersey New Jersey Dent Sch Dept Restorat Dent Newark NJ 07103 USA

Background. The field of modern dental implantology is almost one century old. Its history reveals an evolution not only of implant design and placement techniques, but also of the definitions of clinical success and failure. The use of implants predates the universal concept of osseointegration as a benchmark for success. Some implants in clinical function today would not meet the commonly accepted standards of success currently used. Case Descriptions. The authors present a case of patient who received a blade implant and a subsequent restoration in her maximilla in 1971. They describe placement and restorative techniques that were typical of the time, and are of historical interest. On the patient's death in 1989, the implant and surrounding tissues were retrieved, and a histologic examination was performed. Osseointegration had not been achieved, yet the implant functioned successfully for 28 years, most likely because it was well supported by fibrous connective tissue with associated bone support, as well as because of the design of the restoration. Clinical Implications. The clinical outcome of an implant and associated restoration might not always be accurately predicted from a histologic perspective. An implant exhibiting biotolerance rather than classical osseointegration occasionally can exhibit a surprising degree of clinical successes when looked at retrospectively.

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Student Learning Preferences and Teaching Implications

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Journal of Dental Education 2004年第8期68卷

作者： Robert J. Murphy M.B.A. Sarah A. Gray D.D.S., M.S. Sorin R. Straja Ph.D. Meredith C. Bogert D.M.D. Assistant Administrative Director Department of Pathology and Laboratory Medicine Temple University Hospital Associate Professor Department of Restorative Dentistry and Associate Dean for Academic Affairs Temple University School of Dentistry Vice President Science and Technology Institute for Regulatory Science Columbia MD Associate Professor and AEGD Program Director and Faculty Development Coordinator Department of Restorative Dentistry Temple University School of Dentistry

One of the most serious challenges that dental educators face today is improving the level of student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preference survey linked to sensory modalities was given to students in the four classes of the Temple University School of Dentistry. New Zealand educator Neil Fleming developed the survey called VARK (an acronym for Visual, Aural, Read/Write, and Kinesthetic) in 1998. The purpose of this study was to measure the distribution of learning preference mean scores of the dental students and note any significant differences among classes, gender, and a sample population determined using 31,243 participants on the VARK website. Results clearly demonstrate that the dominant preference distributions for the two populations (dental student and sample population) are different. In particular, the proportions of learners who selected visual or kinesthetic are significantly different for the two populations, while the proportions of learners who selected aural or read/write are not significantly different. Dental students prefer visual learning at a higher percentage and kinesthetic learning at a lower percentage than the sample population measured in the VARK website. Inter-class differences varied, and gender differences were not significant. The distribution of dental student scores shows a preference for instructors who use strong visual presentations and facilitate note-taking during lectures. Dental educators should be aware of these differences in order to explore opportunities for making the educational experience more productive and enjoyable.

关键词： learning preference VARK adult learning

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