Lunch and Learns 

1:30 - 2:30 p.m.
Three-Pronged Course Evaluation (ADEA LIAA) (SoTLfest)
Heiko Spallek and Jean A. O'Donnell, University of Pittsburgh

Because schools are responsible for monitoring the implementation of their curricula through comprehensive analysis of teaching effectiveness of all educational activity, most programs use a form of assessment through student evaluations and performance on National Boards. However, current dental education literature suggests that a truly comprehensive assessment needs to employ a variety of evaluation strategies.  

1:30 - 2:30 p.m.
The Undergraduate Urgent Care Clinic: Dealing With the Tension Between Education and Patient Care
Stanley N. Turetzky, New York University

A presentation of the protocol, written templates, and experience used in the Urgent Care Clinic at New York University College of Dentistry that have provided efficient and quality care for urgent care patients while at the same time provided a valuable educational experience for students. 

Tuesday, March 2, 2010

12:15 - 1:15 p.m.
"How'm I doin'?" Using 360-degree Evaluations to Improve Faculty Performance (SoTLfest)
Maureen McAndrew and Ivy D. Peltz, New York University

Former mayor Ed Koch of New York City was famous for asking his constituents about his performance with his catch-phrase, "How'm I doin?" In the corporate world, 360-degree feedback from multiple sources is used to assist employees in understanding personal strengths and weaknesses and to offer insight into areas needing professional development. Presenters will describe the merits of 360 feedback and its applicability to dental academia by sharing in one institution's forms and systems, discussing the pros and cons of these methods of faculty evaluation, and appraising the instruments used.

12:15 - 1:15 p.m.
10 Ways to Assess and Enhance Your Lectures (SoTLfest)
Rachel Henry, The Ohio State University

While educators strive to incorporate active learning experiences for their students, many still find themselves lecturing to students on a frequent basis. Discuss 10 ways to assess and enhance lectures without expensive technology. 

12:15 - 1:15 p.m.
A Collaborative Approach to Assessment of Dental Practice Risk Management Concepts Using Active Learning Technology
Katherine F. Schrubbe, Marquette University; Michael R. Ragan, Fortress Insurance Company

Explore a collaborative initiative through demonstration of a method for assessment of dental risk management concepts for students. Today’s dental students are primarily from the millennial generation, preferring a learner-centered, active, and dynamic learning environment. The use of pre- and posttests is one method for comparing and assessing baseline information to acquired knowledge. This technology meets the needs of the millennials by providing an active learning environment for assessment of new concepts with immediate feedback for students. 

12:15 - 1:15 p.m.
Approaches to Teaching and Assessing Competency in Treating Tobacco Dependency: Put the Learning into Practice (SoTLfest)
Jill M. Loewen, University of Detroit Mercy

Tobacco intervention must be viewed as an integral part of quality dental care. Tobacco dependency treatment can be a part of the clinical role but barriers exist in training students effectively to motivate a patient to quit tobacco use and be effective in customizing treatment to enhance quitting success rates. Proper application of suggested approaches can help students in treating tobacco dependency through valuable and authentic assessment. 

12:15 - 1:15 p.m.
Assessing an Effective Meeting (ADEA LIAA)
Melanie R. Peterson, University of Louisville

Like it or not, meetings comprise a significant amount of valuable time. The presenter provides tips for minimizing the amount of time spent in meetings while maximizing the benefits gained from them. Assessment of meeting effectiveness is a valuable exercise for anyone wishing to tap into the full potential of institutional resources. 

12:15 - 1:15 p.m.
Assessment of Learning Outcomes Using Audience Response Systems in Small Group Settings (ADEA LIAA)
Mark V. Thomas, University of Kentucky

There has been a great deal of interest in the use of Audience Response Systems (ARS) in higher education. These devices allow the student to interact with the facilitator or teacher in novel ways. ARS commonly used in large-group settings have had numerous reports published. ARS devices were incorporated into various graduate seminars of a graduate periodontology program. Feedback from residents indicated they liked the use of clickers and felt they contributed positively to their educational experience. Participants will have an opportunity to use the technology firsthand and will be given time for questioning. An annotated bibliography, product information, and tips for using and purchasing the technology will be provided. 

12:15 - 1:15 p.m.
Best Practices for Implementation and Assessment of Critical Thinking Strategies in Dental and Allied Dental Curricula (SoTLfest)
Lorinda L. Coan, Indiana University; Joyce C. Hudson, Ivy Tech Community College

Assessment is essential in dental and allied dental education. The Commission on Dental Accreditation (CODA) requires dental and allied dental institutions and programs to provide outcome assessments as evidence of compliance with accreditation standards, including those related to critical thinking. Designing and evaluating assignments that measure critical thinking is challenging for didactic and clinical educators who must implement a variety of assessment strategies. 

12:15 - 1:15 p.m.
Call for Women in Dental Education (WIDE): Identify Your Strengths and Lead Your Section to Be Its Best (ADEA LIAA)
Canise Y. Bean, The Ohio State University

Presenters will focus on leadership qualities inherent to many women and provide instruction and guidance on how to maximize their potential. 

12:15 - 1:15 p.m.
Changing the Way We Look at Indigent Care: One Dental School's Collaborative Approach
Paula Garriott, Rick B. Thiriot, Anthony Bunnell, Michelle Sapp, and Annette Lincicome, University of Nevada, Las Vegas

Discover one dental school's unique approach to treating low-income patients by collaborating with other organizations and pooling resources to achieve exceptional results. See how this approach can provide students with a unique learning experience while enhancing the school's public perception with other organizations that share a similar commitment to oral health. 

12:15 - 1:15 p.m.
Characteristics of and Operational Strategies for the Well-Adjusted Leader (ADEA LIAA)
Kevin B. Frazier, Medical College of Georgia

A discussion on how well-adjusted leaders enable staff and faculty to provide optimal educational experiences for students, and how self-assessment and action strategies can facilitate leaders who wish to improve their effectiveness. 

12:15 - 1:15 p.m.
Communication Between Predoctoral Dental Students and the Outsourced Dental Laboratory
Donnie G. Poe, University of the Pacific Arthur A. Dugoni School of Dentistry

Accurate and complete communication between the predoctoral student and the in-house or outsourced laboratory is essential. With the quick advancement of new technologies, few educational institutions have in-house laboratories. 

12:15 - 1:15 p.m.
Comprehensive Charting Legend for All Initial Diagnoses
D. Timothy Culotta, New York University

This basic, all-inclusive, color-coded guide to treatment assists students and beginning clinicians in the learning process. It increases teaching effectiveness using a thorough accounting method to record in detail a patient's mouth.  

12:15 - 1:15 p.m.
Creating the Future for Your Dental School Through Strategic Planning and Assessment (ADEA LIAA)
Ann L. McCann and Robert J. Hinton, Baylor College of Dentistry

A model for creating the future of a dental school will be presented, using strategic planning and assessment. Presenters show how to monitor progress using an implementation plan for each strategic plan objective, including specifying the objective leader, required activities, assessment methods to be used, and assessment targets. Templates for implementation plans and progress reports as well as a rating system will be shared with all participants. 

12:15 - 1:15 p.m.
Effective Meetings: How to Make Meetings "Work" (ADEA LIAA)
Lavern J. Holyfield, Baylor College of Dentistry

Successful meetings are contingent upon the leader's planning and organizational strategies. When building a team or inheriting leadership of an existing group, it is important the leader appreciates the differences among team members in the way they prefer to think, perform, synthesize information, or relate to others. Team consensus can result in greater team satisfaction with decisions and increased commitment to the implementation of programs and initiatives. 

12:15 - 1:15 p.m.
Evolution of the Rubric: Best Practices in the Preclinical Setting (SoTLfest)
Cecilia Dong, Randall D. Mazurat, and Dieter J. Schonwetter, University of Manitoba

The preclinical setting is when the foundation of a student's clinical practice is formed, learning the criteria for clinically acceptable performance through the application of assessment criteria to their laboratory exercises. In addition, the rubric guides instructors toward providing objective and consistent feedback. Using rubrics as a form of preclinical assessment is a cyclical process that involves development,
application, review, and refinement. Evolution of the rubric is essential in practicing the scholarship of teaching and learning. 

12:15 - 1:15 p.m.
Facilitating the Success of the People You Lead (ADEA LIAA)
David C. Holmes, University of Iowa

It has been said that the key to successful organizational management is to "hire the best people and get out of the way." An effective leader must foster individual autonomy and avoid micromanagement while a passive, laissez-faire management approach can inhibit the ability of faculty and staff to achieve full potential. Competent leaders in dental education recognize that, in order for their team to thrive, they must not merely "get out of the way" but also "point the way" and then "clear the way," setting the stage for individual productivity and growth.

12:15 - 1:15 p.m.
Gaming: Encourage Learning During Examination (SoTLfest)
Sylvia M. Todescan, Wellington J. Rody, and Dieter J. Schonwetter, University of Manitoba

Use games to relieve stress and reinforce the learning process in a safe environment. Participants will be introduced to gaming as an assessment tool and gain tools and tips on how to develop such games, including a toolkit of resources on teaching with games.

12:15 - 1:15 p.m.
How to Assess Student Performance in the Detection of Hidden Risks in Medically Complex Patients (SoTLfest)
Shin-Mey R. Geist and Nahid Kashani, University of Detroit Mercy

As dental patients become increasingly medically complex and medical technology advances at high speed, many medical conditions and treatment modalities become relevant to dental treatment. A large component of patient management is allocated to identifying risks so that dental procedures can be rendered safely and efficiently. Strategies have been effectively developed in one institution by using specially designed health questionnaires and medical consultation forms to identify current risk factors. 

12:15 - 1:15 p.m.
How to Submit To MedEdPORTAL (SoTLfest)
Sue Sandmeyer, ADEA; Nadeem Y. Karimbux, Harvard School of Dental Medicine

Learn how to submit educational resources to MedEdPORTAL, the free online publishing portal that supports educators and learners as they create and use online teaching materials, assessment tools, and faculty development resources. 

1:30 - 2:30 p.m.
Developing and Enhancing Student Mentoring Programs (SoTLfest)
Naty Lopez, Sara N. Johnson, and Nicki Black, University of Minnesota

Stress in dental schools is well documented in literature. Support systems such as student mentoring programs have been put in place to help students cope with their stress and manage the demands of their dental education. Mentoring programs may be formal and arranged by the school or informal and organized by students. 

1:30 - 2:30 p.m.
Gaining Support for Change: Influencing and Managing Key Stakeholders (ADEA LIAA)
Dominique M. Galli and Joan E. Kowolik, Indiana University

Administrators and faculty in leadership positions often become advocates for change. They may spearhead efforts that challenge existing procedures, processes, services, or policies. To implement such change it is crucial to build consensus and achieve buy-in from decision-makers. These key stakeholders who can provide support or opposition can be found at the department, school, university, or state levels, depending on the magnitude of the proposed change. 

1:30 - 2:30 p.m.
Incorporating User-Friendly Risk Assessment in a Dental Hygiene Clinic
Wendy J. Moore and Michele P. Carr, The Ohio State University

Risk assessment is a key element in comprehensive preventive dental treatment, providing information that influences an individual's susceptibility for onset and progression of dental diseases by guiding treatment and home care strategies. A user-friendly assessment tool was created that encompasses current and potential restorative, periodontal, and oral pathology risks. One purpose of this risk assessment tool was to complete the form chairside with the patient, thus making the individual an active learner. 

1:30 - 2:30 p.m.
Innovations in Clinical Teaching and Faculty Calibration
Eleta J. Reed-Morgan, University of Tennessee

Clinical teaching is a significant part of dental hygiene curricula. However, dental hygiene programs become comfortable with their current preclinical and clinical teaching practices and the need for change is often overlooked. As our classrooms and clinics are being filled with the millennial student, we must create innovative ways of clinical teaching and evaluation. Inconsistent clinical evaluations among faculty have been an issue in dental hygiene education for years and can negatively affect student performance.  

1:30 - 2:30 p.m.
Managing Email, Tasks, Priorities, and More Using Microsoft Outlook 2007 (ADEA LIAA)
Michelle A. Robinson, University of Alabama at Birmingham

Dental educators are often asked to do more with less time. In addition to managing multiple tasks, projects, and deadlines, educators are also faced with relentless email on a daily basis. Maintaining an organized email inbox and using the email program to manage the rest of the day's workload can be a challenge to many.  

1:30 - 2:30 p.m.
Minimizing Trial and Error, Maximizing Positive Outcomes: Presenting a Four-Year Dental Practice Management Education Model (SoTLfest)
Hubert Benitez and Ernest Cholakis, University of Manitoba

Dental students, residents, and dentists need to be equipped with appropriate financial, management and practice tools to be successful throughout their professional career. The principles of dental practice management (DPM) continue to be one of the least-covered topics in dental education. Overcrowded curricula and limited resources do not allow comprehensive presentation of this information in a continuum that benefits students. Consequently, graduates often learn through trial and error with unanticipated outcomes of practice inefficiency, lost revenue, and patient and staff dissatisfaction. The need for expanding DPM education is documented. Tested models indicate that dental students and most practicing professionals benefit from real-time sources of information and "best practice" business models to enhance their practice productivity.  

1:30 - 2:30 p.m.
Podcasting & iTunesU: Considerations and Lessons Learned (ADEA LIAA)
Elise S. Eisenberg, New York University

With the rise in popularity of small audio recording devices and mp3 players, "lecture capture" has become a commonplace practice and fits with the learning styles of our students. This is an overview and discussion of how to implement Podcasting and iTunesU, lessons learned, and student and faculty assessment. 

1:30 - 2:30 p.m.
Protocol for Assessing Curricular Change
Bridget Ellen Byrne and Sharon K. Lanning, Virginia Commonwealth University

Have curricular changes resulted in a new curriculum better than the old? How do you know? What do you measure? When do you measure it? Come share experiences and learn ways to quantify perceived strengths and weaknesses of the learning environment, the quality of teacher-student relationships, and the meaningfulness of clinical experiences. Established instruments and educational outcomes employed in one institution's protocol for assessing curricular change featured mixed qualitative and quantitative methodology. Protocol implemented, data gathered, and strategies for timely analysis will be shared with attendees.