The following is a schedule of the ADEA Council, Section, and Special Interest Group programs at the 2011 ADEA Annual Session & Exhibition at the Manchester Grand Hyatt and San Diego Convention Center in San Diego, California.
Session resources require member login to access.
Indicates new educator track programming
Indicates Scholarship of Teaching and Learning (SoTLfest) sessions. Attendees must attend one of the symposia and three other SoTLfest-designated programs to receive the certificate of recognition.
Click here to see program listings by Special Interest Group
SUNDAY, MARCH 13, 2011
Educating Today's Dental Resident to Become Tomorrow's Leader Through Interprofessional Education
Sunday, March 13, 2011
10:30 - 11:45 a.m.
Section/SIG: Postdoctoral General Dentistry
Audience: Mid Career (4-9 years)
Advanced education in general dentistry (AEGD) and general practice residency (GPR) programs utilize faculty and mentors from both the dental world and the broader medical community. A panel of members from multiple medical specialties will discuss how they teach and interact with dental residents. This approach to dental education provides the resident with a broader experience and allows him or her to be a confident and respected member of the health care team, which leads to high-quality patient care.
Sheryl L. Kane, U.S. Air Force Dental Service; Daniel K. Boden, St. Luke's Hospital and Health Network; Kenneth M. Fedor, U.S. Department of Veterans Affairs
CE Credit: 1
Learning Objectives:
- Apply principles and integrate ideas from the health care team concept into postdoctoral dental curricula.
- Recognize the importance of dentists in the health care team.
International Service Learning: Building a Foundation for Interprofessional Education
Sunday, March 13, 2011
10:30 a.m. - 12:30 p.m.
Section/SIG: Dental School Admissions Officers and Student Affairs & Financial Aid
Audience: Appropriate for all
As health care providers, educators, and administrators, those involved with predental and dental students have the opportunity to encourage students to participate in service learning experiences, either before or during dental school. In this presentation, you will be able to interact with a student, a dental school administrator, a university vice president, and representatives of nationally recognized service learning program agencies, who will give their perspectives on how international service learning can be a model for collaboration across institutions and disciplines. Learn how they feel an international learning experience can affect mutual understanding and respect among professionals whose goal is to provide higher quality care. Ask how major universities draw together students and professors from many disciplines and facilitate teamwork and cross-training. Learn how to be part of building a foundation for lifelong interprofessional education and quality health care by sharing skills and knowledge among professionals.
Lisa P. Deem, Temple University; Sandra Fernandez; Melissa L. Friedman, Tufts University; Dianne D. Foster, Temple University; Tom Jackson. Jr.; Michael W Birnbaum, International Service Learning; Nipa Thackar
CE Credit: 1.5
Learning Objectives:
- Identify appropriate activities for prehealth students in an outreach clinic.
- Discuss legal and ethical considerations during participation in outreach clinics.
- Determine alternative community service activities of value to prehealth students.
- Identify strategies used by a university to recruit students and professors from many disciplines and facilitate teamwork and cross-training.
- Analyze other countries' accepted field practices of experiential dental education, which may differ from our academic preferences.
Handout1 (PDF)
Handout2 (PDF)
Interprofessional Education: The Benefit/Cost Equation
Sunday, March 13, 2011
10:30 a.m. - noon
Section/SIG: Clinic Administration; Business and Financial Administration; Academic Affairs
Audience: Mid Career (4-9 years)
Speakers will discuss the costs, challenges, barriers, and lessons learned by implementing an interprofessional education program at an academic health center.
Judith A. Buchanan, Barbara Brandt, and Jeffrey S. Ogden, University of Minnesota
CE Credit: 1.5
Learning Objectives:
- Discuss the interprofessional education program at the University of Minnesota and the outcomes to date.
- Describe one method of implementing an interprofessional education program for health professions students.
- Identify the advantages of an interprofessional education program for health professions students.
- Describe the challenges and barriers associated with the implementation of an interprofessional education program for health professions students.
- Estimate the financial costs of incorporating interprofessional education into a dental program at home institutions.
Need, Challenges, and Opportunities for the Interprofessional Education and Management of Dental Caries
Sunday, March 13, 2011
10:30 a.m. - noon
Audience: Appropriate for all
Dental caries is a largely preventable disease. Yet there has been a shift and an increase in dental caries among subsets of the population in the United States and a call for the integration of multiple disciplines to achieve the necessary provision of services for young children, especially as it relates to caries management. This program is geared to all educators, practitioners, and researchers with interest in caries prevention and management. Presenters will focus on an in-depth discussion of the challenges and opportunities for interprofessional education on caries management as it relates to: 1) the role of dentistry in interprofessional education on caries management; 2) the role of the pediatrician (and other health care providers) in caries management, and 3) what we know and do not know about fluoride varnishes, one of the most commonly used strategies for caries control in non-dental settings.
Margherita Fontana, University of Michigan; Martha Ann Keels; David Krol; Carlos Gonzalez-Cabezas
CE Credit: 1.5
Learning Objectives:
- Recognize the need for improved access to care and a different paradigm for caries management.
- Discuss different workforce models by which to assess risk and manage caries in multiple settings.
- Discuss the role of dentistry in interprofessional education for caries management.
- Summarize the challenges and opportunities for the role of pediatricians/primary health care providers in caries management.
- Analyze the efficacy of fluoride varnish as a means for caries prevention and management.
Strengths of Collaboration: Bridging the Gap with Cone Beam 3-D Imaging
Sunday, March 13, 2011
10:30 a.m. - noon
Section/SIG: Oral and Maxillofacial Radiology
Audience: Appropriate for all
Cone beam 3-D imaging is a vital tool that can bring various disciplines together to improve the oral health and well-being of patients. Cone Beam Volumetric Tomography (CBVT) is an excellent modality for maxillofacial imaging and has numerous applications in dentistry. There is a need to include 3-D image interpretation and implant treatment planning in dental education. A review of a survey conducted to evaluate the inclusion of cone beam imaging in dental education will be presented. Three-dimensional imaging can serve as an excellent tool for implant treatment planning. The significance of 3-D imaging and collaboration between implant team members in implant placement and implant restoration will be discussed.
Vijay Parashar, Midwestern University College of Dental Medicine; Joe Mehranfar, Midwestern University College of Dental Medicine; Dean Morton, University of Louisville
CE Credit: 1.5
Learning Objectives:
- Summarize the significance of cone beam 3-dimensional imaging in dental curricula.
- Discuss the findings of a survey of U.S. dental schools to evaluate the inclusion of 3-D imaging in dental education.
- Assess the role of imaging in dental implant placement.
- Analyze the role of imaging in dental implant restoration.
Dental Hygiene Clinical Coordinators Luncheon and Members' Forum
Sunday, March 13, 2011
Noon-2:00 p.m.
Section/SIG: Dental Hygiene Clinical Coordinators
Clinical Instruction Across Professions: Common Themes for Teaching and Assessment (SoTLfest)
Sunday, March 13, 2011
1:00 - 2:30 p.m.
Audience: Appropriate for all
For students in health care programs such as nursing, dentistry, medicine, and dental hygiene, a substantial part of their education involves working with patients in the clinical setting. This requires close interaction between the teacher and student as the new learner integrates and applies foundational knowledge into patient care. While common best practices for clinical teaching can be identified, differences do exist across professions in the models of clinical teaching and assessment. Participants will receive a working knowledge of approaches to clinical teaching and assessment models that are used in medicine, dental hygiene, and nursing, and compare these to the model currently used in dental education. Participants also will explore student perceptions of the effectiveness of the current clinical teaching and assessment models used in dental education. The information will be conveyed through formal presentations followed by a panel discussion.
Cynthia C. Amyot, University of Missouri-Kansas City; Judith Skelton, University of Kentucky; David A. Simhaee; Carole A. Anderson, The Ohio State University; Sorabh Khandelwal
CE Credit: 1.5
Learning Objectives:
- Review current evidence for best practices in clinical teaching and assessment across professions.
- Identify similarities and differences in clinical teaching and assessment methodologies across medicine, dentistry, dental hygiene, and nursing.
- Summarize student perspectives on the positive and negative aspects of current teaching and assessment methodologies in dental education.
- Integrate concepts from across professions for improved clinical teaching and assessment.
Best Practices in Advising on Theses, Dissertations, and Projects for Graduate Dental Hygiene and Postdoctoral Dental Students
Sunday, March 13, 2011
1:30 - 3:00 p.m.
Section/SIG: Graduate Dental Hygiene Program Directors; Graduate and Postgraduate Education
Audience: Mid Career (4-9 years)
Graduate dental hygiene and postdoctoral dental faculty are challenged to mentor and oversee graduate student theses, dissertations, and projects. Given that undergraduate dental hygiene and predoctoral dental education require minimal exposure to research design and writing, these skills are not well developed. This session will be a panel discussion addressing theses and dissertation advising challenges and best practices for both face-to-face and online graduate students.
Linda D. Boyd, Massachusetts College of Pharmacy and Health Sciences; Rebecca S. Wilder, University of North Carolina at Chapel Hill; Deanne Shuman, Old Dominion University; Ahmad Maalhagh-Fard , University of Detroit Mercy
CE Credit: 1.5
Learning Objectives:
- Discuss the role of the faculty advisor overseeing graduate theses, dissertations, or projects.
- Discuss development and negotiation of clear expectations and timelines for thesis/dissertation graduate students.
- Describe best practices for planning the thesis/dissertation topic and mentoring graduate students in the writing process.
- Explicate approaches for maintaining motivation and minimizing disruptions to the thesis/dissertation process for face-to-face and online graduate students.
Handout1 (PDF)
The Road to Collaboration Is Paved With Good Intentions: Challenges Developing an Interprofessional Education Framework at NYU College of Dentistry
Sunday, March 13, 2011
2:00 - 3:00 p.m.
Section/SIG: Oral Diagnosis and Oral Medicine
Audience: Appropriate for all
Future dental graduates will be expected to treat more medically compromised patients and apply scientific evidence to the treatment and prevention of oral and systemic disease. However, educating health profession students to interact as part of an interprofessional health care team remains a major challenge. In 2005, the New York University (NYU) College of Dentistry and the NYU nursing program formally merged. This partnership created opportunities to transform traditional health professions education, develop cross disciplinary educational programs, and explore innovative interdisciplinary practice models both within and outside the College. This program will define interprofessional education and explore synergies and barriers to its incorporation in predoctoral dental curricula. Several pilot projects implemented at NYU that have leveraged the partnership between dentistry and nursing to enhance evidence-based preventive health care and provide students from both disciplines the opportunities to work in interprofessional teams will be discussed, and preliminary results of these projects will be presented.
Miriam R. Robbins, Analia Veitz-Keenan, Silvia E. Spivakovsky, Debra M. Ferraiolo, Jamesetta A. Newland, and Arlene R. Curry, New York University
CE Credit: 1
Learning Objectives:
- Define interprofessional education within the context of health professions education, specifically dentistry and nursing.
- Describe which educational areas best lend themselves to interprofessional education.
- Explore possible barriers and synergies to incorporating interprofessional education in predoctoral dental curricula.
Teaching Faculty How to Conduct Clinical Research Utilizing Interprofessional Collaboration for Organization of a Clinical Trials Course
Sunday, March 13, 2011
2:30 - 4:00 p.m.
Section/SIG: Oral and Maxillofacial Surgery, Anesthesiology, and Hospital Administration; Council of Hospitals and Advanced Education Programs
Audience: New Faculty (3 years or less)
Participants will see how an innovative educational program that teaches young dental faculty and promising residents or students how to carry out high-quality clinical research can be made a reality. Learn how to bring together a team of interdisciplinary faculty from public health, research administration, and biostatistics with established dental/medical researchers to provide support for the course.
Brent Ward, University of Michigan; Gary F. Bouloux, Emory University
CE Credit: 1.5
Learning Objectives:
- Organize a course that teaches young faculty the concepts necessary to develop a clinical trial.
- Describe the diverse faculty needed to reflect the interdisciplinary nature of clinical research.
- Summarize the clinical methods course's ability to foster collaborative efforts necessary to conduct a clinical trial.
The Impact of Diversity and Mentoring on Interprofessional Studies
Sunday, March 13, 2011
2:45 - 4:15 p.m.
Section/SIG: Minority Affairs
Audience: Appropriate for all
A review of the literature reveals that interprofessional education is not a new concept to the education of health professionals. However, conceptual clarity and operational definitions within and across the health professions and institutions are varied or lacking. Dental education is challenged to make a significant impact in defining both conceptual clarity and the operational definitions. It is plausible that interprofessional studies can benefit institutional missions and foster collaborative relationships across campuses and institutions. A single school that lacks diversity as a critical mass may be able to foster mentoring relationships in the broader campus through interprofessional studies that draw from a greater pool. In an effort to address issues related to interprofessional studies, presenters will open a discussion that reviews the current concept of interprofessional studies, presents a dean's perspective on the benefits of interprofessional studies, and outlines potential strategies for future directions.
Rebeca S. Wilder, University of North Carolina at Chapel Hill; Mildred A. McClain, University of Nevada Las Vegas; Lonnie Norris, Tufts University; Connie L. Drisko, Medical College of Georgia; Grishondra Branch Mays, University of Maryland
CE Credit: 1.5
Learning Objectives:
- Summarize what a collaborative environment is and how it works in an interprofessional education program.
- Analyze the multiple components and opportunities (research, teaching, service) for faculty in an interprofessional education environment regarding diversity.
- Discuss the academic opportunities of a collaborative educational environment that fosters promotion, tenure, or both.
MONDAY, MARCH 14, 2011
Interprofessional Educational Initiatives That Contribute to Improved Quality of Care for Geriatric Patients
Monday, March 14, 2011
10:00 - 11:30 a.m.
Section/SIG: Gerontology and Geriatrics Education
Audience: Appropriate for all
Recent literature regarding the oral-systemic connection is extremely important in caring for older adults, due to the complexity of chronic medical conditions they may present with. The interaction and understanding necessary between dentistry and medicine creates a critical need for ongoing IPE. This program will present different IPE initiatives that address improving health care for the geriatric population. The program outlines curricular efforts within dental educational institutions that demonstrate interdisciplinary educational experiences, the importance of the medical provider's role in promoting oral health, and initiatives that address improving health care for the geriatric population. The program will also summarize a PACE program that represents a rare learning opportunity and powerful model for IPE that promotes collaboration with an integrated team of providers who manage all facets of elder care.
Diane Ede-Nichols, Nova Southeastern University; Jadwiga Hjertstedt, Marquette University; Douglas B. Berkey, University of Colorado Denver
CE Credit: 1.5
Learning Objectives:
- Summarize how geriatric health care education is provided in a multidisciplinary academic setting to better educate future health care professionals.
- Illustrate a model for dental/medical interprofessional education that enhances the medical profession's awareness about oral health in geriatric patients.
- Describe the advantages and disadvantages of utilizing a PACE program in teaching interprofessional skills to dental students.
Integrating Interprofessional Collaboration in Your Dental Curriculum
Monday, March 14, 2011
2:00 - 3:30 p.m.
Section/SIG: Endodontics
Audience: Appropriate for all
This session will present an overview of various types of collaboration in predoctoral and postdoctoral student education. The first part of the program will address how collaboration is currently being achieved at various institutions in the preclinical and technique courses. A second section will describe how collaboration is being or could be implemented into clinical training courses. The final part of the session will describe the use and potential of interprofessional collaboration in areas such as research and service learning.
Robert A. Handysides, Loma Linda University; Claudio H. Varella, University of Florida; Anita Aminoshariae, Case School of Dental Medicine
CE Credit: 1.5
Learning Objectives:
- Demonstrate the use of interprofessional collaboration among various institutions.
- Formulate methods and implement techniques to achieve more intercollaborative ventures.
- Discuss ideas from multiple institutions that are already utilizing interprofessional collaboration.
- Analyze the benefits in creating more interprofessional collaboration at home institutions.
Interprofessional Education: Crossing Professional Borders
Monday, March 14, 2011
2:00 - 3:30 p.m.
Section/SIG: Comprehensive Care and General Dentistry
Audience: Appropriate for all
The goal of interprofessional education (IPE) is to bring multiple health care professions together and learn interactively. The importance of IPE has increased recently due to a higher level of knowledge of oral-systemic connections and access to care issues in dentistry. Care for the elderly has also highlighted the need for collaboration among medical and dental health care providers. While there are dental schools nationally that have implemented IPE, many have not. Our presentation will focus on two different approaches to IPE at two different institutions. One will approach it from a public health model, where students from dentistry, medicine, and nursing treat patients in a public health setting. The other approach involves an institution where there are multiple health professions on the same campus. In this situation, the students work together to treat patients, thus enabling interprofessional interaction.
Joseph W. Parkinson and Michael D. McCunniff, University of Missouri-Kansas City; Elizabeth A. Andrews, Western University of Health Sciences
CE Credit: 1.5
Learning Objectives:
- Compare two different approaches to interprofessional education.
- Develop a plan for interprofessional education.
- Identify possible sources of interprofessional collaboration.
- Develop a plan for curricular changes at home institutions.
Building a Prevention Toolbox to Integrate Public Health Dentistry Strategies into Dental and Dental Hygiene Education
Monday, March 14, 2011
2:30 - 4:00 p.m.
Section/SIG: Community and Preventive Dentistry
Audience: New Faculty (3 years or less)
Health reform legislation includes educational provisions that renew an emphasis on public health dentistry in dental and allied dental education. The HRSA announcement focused on integration of evidence-based dental public health principles, health promotion, and expanding access to services for vulnerable groups. The HRSA elements mirror components of the Clinical Prevention and Population Health Curriculum Framework that provides educators and administrators with a structure for integrating health promotion and disease prevention content within curricula across the health professions. The presenters discuss creative strategies applied within dental and allied dental education that address existing and emerging competencies (e.g., cultural competency, health literacy, ethics, risk assessment-prevention, and community collaborations including community service-learning). The panel will share their expertise, experiences with prevention efforts, and curricula resources so participants can build a prevention toolbox for use on campus and in their communities. Q&A time will encourage attendees to discuss program models, lessons learned, and challenges.
Jane E. M. Steffensen, University of Texas Health Science Center at San Antonio; James A. Lalumandier, Case School of Dental Medicine; Christine Miller, Pacific University; Michelle Henshaw, Boston University; David P. Cappelli, University of Texas Health Science Center at San Antonio
CE Credit: 1.5
Learning Objectives:
- Discuss opportunities and challenges to integrating evidence-based dental public health principles and health promotion/disease prevention into dental and allied dental education.
- Describe the Clinical Prevention and Population Health Curriculum Framework to organize curriculum content for health promotion and disease prevention.
- Identify strategies for addressing competencies related to cultural competency, health literacy, ethics, risk assessment-prevention, and community collaborations, including community service and learning.
- Discuss educational strategies and innovative approaches for expanding prevention and access to services for vulnerable groups and underserved communities.
Designing the Electronic Health Record to Systematize Patient Referral for Specialty Care
Monday, March 14, 2011
2:30 - 4:00 p.m.
Section/SIG: Prosthodontics; Dental Informatics; Business and Financial Administration
Audience: Mid Career (4-9 years)
Moving to the electronic health record is a time-intensive and emotional process for all concerned. One of the most difficult issues is replacing existing forms or letter-driven internal or external referral systems. The failure of these referral processes leads to internal anarchy, confusion by the new care provider as to the purpose of the referral, and finally marginal patient care. Following this program, you will understand an industry-based process to define internal systems, analyze gaps in service or records, and systematically redesign. You will also be able to design methods of collecting and analyzing data to continually improve your process and enhance your risk management.
Paul L. Richardson, Marina Moore, and Carl Imthurn, Loma Linda University
CE Credit: 1.5
Learning Objectives:
- Apply LEAN principles and Continued Quality Improvement to design Electronic Health Record systems for patients.
- Design a training process for introduction of a referral system.
- Integrate process knowledge and resources to evaluate electronic communication methods and principles.
- Assess data to continuously improve your referral system.
- Define the requirements of the federal government plan for health information communication.
Developing an Educational Culture and Processes That Foster Interprofessional Learning and Practice
Monday, March 14, 2011
2:30 - 4:00 p.m.
Section/SIG:
Audience: Appropriate for all
A growing body of evidence suggests that the quality of health care can be improved with patient treatment outcomes and safety enhanced when care is provided by well-functioning interprofessional teams. Both accreditation standards and health care policy is evolving in response to these findings, and professional schools increasingly will be expected to graduate practitioners who can work collaboratively and effectively across disciplines as members of interprofessional teams to provide care that is optimally patient-centered. In this session, participants will learn about and explore some of the barriers to implementation of interprofessional education programs, explore strategies to overcome these barriers, and learn how to use a framework and collaborative processes to develop interprofessional educational experiences in a challenging economic environment that asks all of us to do more with less.
Marilyn S. Lantz, University of Michigan; Cheryl H. Devore, The Ohio State University; Pamela Zarkowski, University of Detroit Mercy
CE Credit: 1.5
Learning Objectives:
- Recognize cultural barriers to the development of interprofessional educational experiences.
- Define some of the practice issues that may arise in interprofessional team-based practice.
- Construct a value-added interprofessional learning experience that supports development of discipline-specific and interprofessional competencies.
Making Surveys Work for You: What Questions to Ask, How to Ask Them, and What to Do With the Data
Monday, March 14, 2011
2:30 - 4:00 p.m.
Section/SIG: Development, Alumni Affairs, and Public Relations
Audience: Appropriate for all
When was the last time you did an extensive survey of your dental school alumni or donors? Most are in agreement about the importance of alumni and donor feedback for the future success of individual institutions. What is it that motivates graduates to become engaged with schools in the years after the awarding of their degrees? What motivates a donor to make that first gift or to decide he or she is ready to make a major gift? Step one in this important process is the construction of a survey. Attendees will focus on the importance of designing appropriate survey questions to get the best and most accurate data. After attending this session, you will have a foundation for a productive conversation with your grads and donors by means of a survey.
William D. Hendricson, University of Texas Health Science Center at San Antonio
CE Credit: 1.5
Learning Objectives:
- Design and create a survey to gather information from constituents.
- Analyze or interpret data to provide useful information to alumni and development professionals.
Teaching the Referral Process
Monday, March 14, 2011
2:30 - 4:00 p.m.
Section/SIG: Periodontics
Audience: Appropriate for all
A team approach to dental care enhances the patient's oral and systemic health as well as quality of life. This session expands on the best practice ideas garnered from the American Academy of Periodontology's "Best Practices: Teaching Students about Referral." Attendees will learn the successful implementation of an educational unit plan that ensures dental students understand the effectiveness of a team approach to oral care and how to go about creating that relationship.
Medha Singh, Harvard School of Dental Medicine
CE Credit: 1.5
Learning Objectives:
- Define best practices developed from the AAP workshop.
- Describe methods for interactive mentoring among faculty, residents, and dental students.
- Implement the Referral Teaching Module for both predoctoral and postdoctoral experiences.
- Outline how to educate dental students about the importance of a team approach to achieve the highest quality patient care.
- Analyze the use of risk assessment as a means to diagnose and treat periodontal disease.
Wish to Reality: Students Become Interprofessional Collaborative Practice Professionals
Monday, March 14, 2011
2:30 - 4:00 p.m.
Section/SIG: Dental Hygiene Education
Audience: New Faculty (3 years or less)
"If you build it they will come" is the phrase that comes to mind when reflecting on how the University of Manitoba (UM) School of Dental Hygiene (faculty and students) became an integral part of the growing and active interprofessional education/practice (IPE/IPP) community. This led to involvement with the Winnipeg Interprofessional Student-Run Health Clinic (WISH). Through mentorship, creative curriculum planning, and student philanthropy, the dental hygiene students now collaborate with other health professions students at WISH offering both health promotion and clinical care. The D'Amour and Onadasson IPE/IPP framework will be shared, which identifies the relationships between education and professional systems within the larger health care context and how these are interdependent in realizing curricular change toward IPE/IPP. Highlighted are the students' professional learning journey, the realization of a dental hygiene clinic as a part of WISH, curriculum lessons learned, and evaluation tools.
Laura L. MacDonald, Salme E. Lavigne, and Kyle Conrad, University of Manitoba
CE Credit: 1.5
Learning Objectives:
- Analyze the connections between the educational and professional systems' value and importance.
- Discuss the client's care and well-being as the central purpose of interprofessional education and collaborative practice.
- Compare the experience and lessons learned of one dental hygiene program's interprofessional curriculum with other established or planned ones.
- Discuss challenges and highlights of the creation of a student-run dental hygiene clinic as part of an interprofessional student-run clinic.
- Outline essential steps to create a interprofessional curriculum and an interprofessional student-run health clinic inclusive of a dental hygiene clinic.
TUESDAY, MARCH 15, 2011
Attractive Choices for Students: Anatomy of Predoctoral and Postdoctoral Combined Degree Programs
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Section/SIG: Graduate and Postgraduate Education; Academic Affairs; Dental School Admissions Officers
Audience: New Faculty (3 years or less)
Having non-dental training along with a dental or specialty program is an attractive career path for some students. Additional training in a master's or Ph. D program in business, education, research, or public health would prepare a candidate for unique opportunities that will broaden the scope of dentistry. The panel discussion will outline and define current and future postgraduate program trends. The panel will also explore the opportunities in academic and group practice environments for individuals with such combined degrees.
Jaleh Pourhamidi, University of Southern Nevada; Gerald N. Glickman, Baylor College of Dentistry; Cun-Yu Wang, University of California-Los Angeles School of Dentistry
CE Credit: 1.5
Learning Objectives:
- Describe the variety of admission standards and methods of assessment for matriculation of candidates.
- Explain how a combined program is formatted.
- Define the process to implement future combined programs based on an ever-changing work environment.
- Discuss how residents in pursuit of opportunities in academic and group practice environments benefit from these programs.
How We Teach Biomedical Sciences: Impressions from the ADEA Project Pool Basic Science Survey Series for Dentistry
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Section/SIG: Biochemistry, Nutrition, and Microbiology; Anatomical Sciences; Physiology, Pharmacology, and Therapeutics
Audience: Mid Career (4-9 years)
ADEA recently adopted Competencies for the New General Dentist and continues to develop the supporting foundation knowledge and skills to support these competencies. In addition, many dental schools are undergoing curricular reform. To provide data to guide these changes, the ADEA Anatomical Sciences Section, in collaboration with the ADEA Physiology, Pharmacology, and Therapeutics Section and the ADEA Biochemistry, Nutrition, and Microbiology Section, received funding from the ADEA Council of Sections Project Pool to develop the Basic Science Survey Series for Dentistry. This program will highlight findings from these web-based surveys and discuss data collected and how it will be useful in 1) helping guide academic curricula in dental schools; 2) assisting educators in updating curricula to include relevant new material; 3) helping to develop assessment tools based upon generally accepted, contemporary information; and 4) utilizing faculty with appointments outside of the dental school.
Alan E. Levine, University of Texas Health Science Center at Houston; H. Wayne Lambert, West Virginia University; Ted D. Pate, University of Texas Health Science Center at Houston; Medha Gautam, Southern Illinois University
CE Credit: 1.5
Learning Objectives:
- Identify current trends in the teaching of the biomedical sciences to dental students.
- Apply survey results to increase dental student learning in the biomedical sciences.
- Compare the effectiveness of standalone biomedical science courses to courses that combine different biomedical science topics into integrated courses.
- Evaluate characteristics of the faculty and their methods in teaching biomedical sciences to dental students.
- Discuss the interprofessional education that dental students receive by learning from medical school faculty and with students of other professions.
Handout1 (PDF)
Informatics at Dental Schools: Closing the Chasm Between Students and Faculty
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Section/SIG: Dental Informatics; Council of Students
Audience: Appropriate for all
Advances in technology and science continue to grow at an exponential pace. The applicability of these new discoveries in different areas is well witnessed; however, dental schools and organizations have not fully explored the potential benefits of such technological advances in dental education and practice. The new generations of dental students are exposed to a far superior technological environment outside dental education compared to within. This raises the question as to how well-prepared schools and faculties are to teach informatics and technological advances to this new generation of students. Together the ADEA Dental Informatics Section and the ADEA Council of Students, Residents, and Fellows focus on issues related to informatics at dental schools.
Amit Acharya, Marshfield Clinic; Todd R. Watkins, East Carolina University; Muhammad F. Walji, University of Texas Health Science Center at Houston; David A. Simhaee, Columbia University
CE Credit: 1.5
Learning Objectives:
- Describe the current status of informatics at dental schools and organizations.
- Identify informatics challenges and address possible solutions for integrating dental informatics within dental schools and organizations.
Evidence-Based Laser Education: An Interprofessional Collaboration in Critical Thinking for Use of Lasers in Dentistry
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Section/SIG: Lasers in Dentistry; Oral Biology; Cariology
Audience: Appropriate for all
This panel session shows how a case-based theme on lasers in dentistry can enhance critical thinking skills and promote interprofessional collaboration while preparing the future dental graduate to meet the challenges of ever-changing technology. The safe, effective, efficient, and ethical use of lasers in dentistry requires a critical set of foundational knowledge and skills that is much more subtle than what is marketed as laser dentistry. The ADEA SIG Lasers in Dentistry is partnering with the ADEA Sections on Oral Biology, Cariology, and Radiology for an overview of the multiple ways lasers are being used in dentistry; they will also focus on some of the newest applications of lasers in cariology, periodontology, oral surgery, oral facial pain management, oral medicine, and many other areas of dentistry. Highlights include early diagnostics with OCT, enhancing caries resistance, influence of light on biological processes, and student experiences in learning new light technology.
Donald E. Patthoff, West Virginia University; Peter Rechmann, University of California, San Francisco; Robert Jones, University of Minnesota; Jerry E. Bouquot, University of Texas Health Science Center at Houston; Denise Frances, Arizona School of Dentistry and Oral Health
CE Credit: 1.5
Learning Objectives:
- Identify current resource challenges facing dental schools for teaching and assessing the use of lasers in dentistry.
- Summarize potential solutions for teaching and assessing guest professional expertise, multidisciplinary sessions, course reorganization and integration, and credentialing.
- Apply relevant learning and assessment findings to local curricula regarding the safe, effective, efficient, and ethical uses of lasers.
Finding the Dangerous Mucosa: The Evidence-Based Role of Adjunctive Aids in Detecting Precancerous Lesions
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Section/SIG: Oral and Maxillofacial Pathology; Oral Diagnosis and Oral Medicine
Audience: Appropriate for all
This is a panel discussion on evidence-based oral cancer screening. It will focus on the tools (special light sources, including those based on tissue reflectance and autofluorescence) that are currently being marketed as oral cancer screening aids, the current state-of-the art equipment, and the capability of these tools according to the current literature. The concept of screening for disease will be discussed as well as the concepts of sensitivity and specificity in regard to these tools. The program will also discuss clinical tests that are being marketed to the dental profession that claim to assist in lesion assessment (transepithelial brush biopsy of disaggregated epithelial cells) as well as the use of toluidine blue.
Joseph C. Whitt, University of Missouri-Kansas City; Anthony L. Neely, University of Detroit Mercy; Michael A. Siegel, Nova Southeastern University; Jerry E. Bouquot, University of Texas Health Science Center at Houston; John R. Kalmar, The Ohio State University; William M. Carpenter, University of the Pacific Arthur A. Dugoni School of Dentistry
CE Credit: 1.5
Learning Objectives:
- Describe the concept of screening for disease and incorporate the concepts of sensitivity and specificity in clinical teaching.
- Describe the special light sources that are being marketed to the dental profession that claim to assist in lesion detection.
- Summarize the clinical tests that are being marketed to the dental profession that claim to assist in lesion assessment.
- Select and use adjunctive diagnostic aids based on evidence in the current literature.
How Much of a Dental Practice Management Curriculum Is Needed?
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Section/SIG: Practice Management
Audience: Mid Career (4-9 years)
What is the state of practice management curriculum in dental schools? The 2008-09 Survey of Dental Education has dental schools reporting a range of practice management contact hours, from 0 to 341. Stated another way, credit hours range from zero to 22. What is really going on in practice management? All U.S. dental schools were contacted by phone to identify the individuals or organizations responsible for teaching practice management. Each person or organization was surveyed as to content, contact hours, numbers of people involved in the teaching process, and learning environment (didatic, clinical, or extramural). Results will be discussed and recommendations made for defining practice management, contact hours, and learning environments. Additionally, minimum essential practice management experiences will be discussed with recommendations made.
Brian M. Lange and David G. Dunning, University of Nebraska Medical Center
CE Credit: 1.5
Learning Objectives:
- Explain the advantages and disadvantages of didatic versus clinical practice management coursework.
- Analyze the home institution's practice management curriculum against the national average.
Interprofessional Education for the Care of Older Adults
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Section/SIG: Behavioral Sciences
Audience: Mid Career (4-9 years)
Adults over the age of 65 are the fastest growing segment of the U.S. population. By the year 2030, approximately one in five Americans will be a senior citizen. Members of this heterogeneous elder population often present as medically complex patients. Cognitive function, financial resources, lifestyle choices, and functional status can further modify the care of these patients. Health professionals require the attitudes, knowledge, and skills to effectively engage in interprofessional communication and patient care. Relevant and experiential interprofessional education and training will be a cornerstone to achieve collaborative patient care. This session will provide a 360-degree perspective on interprofessional education from a dental school dean, a physician IPE project director, a research IPE project director, and student. The session will include a Q&A opportunity for attendees to interact with the presenters and additional panel participants.
Marsha A. Pyle, University of Missouri-Kansas City; Karen Mann, Dalhousie University; Naushira Pandya, Nova Southeastern University
CE Credit: 1.5
Learning Objectives:
- Describe the cross-cutting competencies for medical and dental education in geriatric care.
- Examine current programs of interprofessional education that include geriatric care.
- Summarize instructional strategies for interprofessional training around geriatric care.
- Describe the experiences of students who have participated in interprofessional education.
Teaching the Connection of the Mouth-Body and Beyond with Multidisciplinary Education
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Section/SIG: Dental Anatomy and Occlusion
Audience: Appropriate for all
The future dentist must consider him- or herself part of a multidisciplinary team. This idea must be incorporated into the foundations of non-dental and dental health care provider education. At the Medical College of Georgia, dental students take Introduction to Geriatric Dentistry. Students are educated by oral medicine, periodontics, and restorative dentistry faculty, as well as lecturers from pharmacology and nursing. An attorney and a resource specialist from an Area Agency on Aging also are involved. This organization of the course allows for a diverse experience for the student as well as the faculty.
Robert G. Holmes and Katharine Ciarrocca, Medical College of Georgia
CE Credit: 1.5
Learning Objectives:
- Assess the development of interdisciplinary education in dental fields.
- Analyze the feedback from educators and students who have interacted through interdisciplinary education.
- Summarize how one school has adapted this model in its existing curriculum.
Understanding Organizations Through Multi-frame Thinking
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Section/SIG: Continuing Education
Audience: Mid Career (4-9 years)
Leaders position themselves to address the full range of issues that occur in institutions by thinking about organizations from multiple perspectives or "frames." Four frames emerge from the study of organizations: structural, human resource, political, and symbolic. By applying these frames to complexities and ambiguities of organizations, leaders can more effectively problem solve, facilitate change, motivate others, address institutional politics, and develop and implement strategy. Participants will apply multi-frame thinking to a case study.
N. Karl Haden, Academy for Academic Leadership; Lynda Young, University of Minnesota
CE Credit: 1.5
Learning Objectives:
- Describe how multi-frame thinking can be used to understand organizations.
- Identify how multi-frame thinking can be used to improve one's leadership at his or her home institution.
- Apply multi-frame thinking to a case study.
WEDNESDAY, MARCH 16, 2011
Resources and Strategies to Implement Tobacco Dependence Education: An Interdisciplinary Approach
Wednesday, March 16, 2011
8:00 - 9:30 a.m.
Section/SIG: Tobacco-Free Initiatives; Behavioral Sciences; Dental Hygiene Education
Audience: Appropriate for all
Tobacco use is widely recognized as a major risk factor for periodontitis, oral cancer, and numerous systemic conditions. Unfortunately, patients continue to report that during clinical appointments, little or no tobacco dependence advice is provided. Clinicians consistently cite a lack of time and training as reasons for not providing tobacco dependence assistance. Oral health educators continue to report limited time to incorporate tobacco dependence education (TDE) into already full curricula. Clearly there exists a gap between tobacco dependence needs of the patient, future clinicians receiving adequate training, and educators having the resources and time to develop needed TDE curricula. The purpose of this program is to offer curricular resources and models of TDE programs ready to take back to the classroom/clinic and implement. Strategies will be presented on how to effectively interface with medical, pharmaceutical, and community resources to provide patient-specific tobacco treatment interventions.
Joan Mary Davis, Southern Illinois University Carbondale; Jill M. Loewen, University of Detroit Mercy; Laura M. Romito, Indiana University
CE Credit: 1
Learning Objectives:
- Describe five resources that could be used to complement or enhance existing TDE curriculum.
- Describe three interdisciplinary resources to assist treatment planning for tobacco-using patients.
- Give examples with other oral health educators involved in TDE and analyze how they address barriers.
- Manage collaboration between different health care disciplines.
Handout1 (PDF)
Handout2 (PDF)
2011 ADEA ANNUAL SESSION & EXHIBITION SCHEDULE OF ADEA COUNCIL,SECTION, AND SPECIAL INTEREST GROUP PROGRAMS
The following is a schedule of the ADEA Council, Section,and Special Interest Group programs at the 2011 ADEA Annual Session &Exhibition at the Manchester Grand Hyatt and San Diego Convention Center in SanDiego, California, broken down by Section/SIG.
Please note that this is a preliminary schedule with all information subject to change.
Academic Affairs
Interprofessional Education: The Benefit/Cost Equation
Sunday, March 13, 2011
10:30 a.m. - noon
Members’ Forum
Sunday, March 13
12:15 - 1:15 p.m.
Attractive Choices for Students: Anatomy of Predoctoral andPostdoctoral Combined Degree Programs
Tuesday, March 15
10:00 – 11:30 a.m.
Anatomical Sciences
Members’ Forum
Sunday, March 13
10:30 - 11:30 a.m.
How We Teach Biomedical Sciences: Impressions from the ADEAProject Pool Basic Science Survey Series for Dentistry
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Basic Science Caucus
Members’ Forum
Monday, March 14
2:00 - 3:00 p.m.
Behavioral Sciences
Interprofessional Education for the Care of Older Adults
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Members’ Forum
Tuesday, March 15
4:15 - 5:15 p.m.
Resources and Strategies to Implement Tobacco DependenceEducation: An Interdisciplinary Approach
Wednesday, March 16, 2011
8:00 - 9:00 a.m.
Biochemistry,Nutrition, and Microbiology
Members’ Forum
Sunday, March 13
10:30 - 11:30 a.m.
How We Teach Biomedical Sciences: Impressions from the ADEAProject Pool Basic Science Survey Series for Dentistry
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Business &Financial Administration and Clinic Administration
Interprofessional Education: The Benefit/Cost Equation
Sunday, March 13, 2011
10:30 a.m. - noon
Members’ Forum
Sunday, March 13
12:15 - 1:15 p.m.
Design an Electronic Health Records System
Monday, March 14, 2011
2:30 - 4:00 p.m.
Career Development for the New Educator
Members’ Forum
Sunday, March 13
2:30 - 3:30 p.m.
Cariology
Need, Challenges, and Opportunities for the Interprofessional Education and Management of Dental Caries
Sunday, March 13, 2011
10:30 a.m. - noon
Members’ Forum
Sunday, March 13
12:15 - 1:15 p.m.
Evidence-Based Laser Education: An InterprofessionalCollaboration in Critical Thinking for Use of Lasers in Dentistry
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Clinic Administration
Interprofessional Education: The Benefit/Cost Equation
Sunday, March 13, 2011
10:30 a.m. - noon
Clinical Simulation
Members’ Forum
Sunday, March 13
12:15 - 1:15 p.m.
Community &Preventive Dentistry
Members’ Forum
Sunday, March 13
4:15 - 5:15 p.m.
Building a Prevention Toolbox to Integrate Public HealthDentistry Strategies into Dental and Dental Hygiene Education
Monday, March 14
2:30 - 4:00 p.m.
Comprehensive Careand General Dentistry
Interprofessional Education: Crossing Professional Borders
Monday, March 14, 2011
2:00 - 3:30 p.m.
Members’ Forum
Monday, March 14
3:45 - 4:45 p.m.
Continuing Education
Understanding Organizations Through Multi-frame Thinking
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Members’ Forum
Tuesday, March 15
4:15 - 5:15 p.m.
Dental Anatomy &Occlusion
Teaching the Connection of the Mouth-Body and Beyond withMultidisciplinary Education
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Members’ Forum
Tuesday, March 15
4:15 - 5:15 p.m.
Dental Assisting Education
Members’ Forum
Sunday, March 13
4:00 - 5:00 p.m.
Dental Hygiene Education
Wish to Reality: Students Become InterprofessionalCollaborative Practice Professionals
Monday, March 14, 2011
2:30 - 4:00 p.m.
Members’ Forum
Monday, March 14
4:15 - 5:15 p.m.
Resources and Strategies to Implement Tobacco DependenceEducation: An Interdisciplinary Approach
Wednesday, March 16, 2011
8:00 - 9:00 a.m.
Dental Informatics
Members’ Forum
Sunday, March 13
10:30 - 11:30 a.m.
Design an Electronic Health Records System
Monday, March 14, 2011
2:30 - 4:00 p.m.
Informatics at Dental Schools: Closing the Chasm BetweenStudents and Faculty
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Dental School Admissions Officers
International Service Learning: Building a Foundation forInterprofessional Education
Sunday, March 13, 2011
10:30 a.m. - noon
Members’ Forum
Sunday, March 13
12:30 - 2:30 p.m.
Attractive Choices for Students: Anatomy of Predoctoral andPostdoctoral Combined Degree Programs
Tuesday, March 15
10:00 – 11:30 a.m.
Development, Alumni Affairs, and Public Relations
Making Surveys Work for You: What Questions to Ask, How toAsk Them, and What to Do With the Data
Monday, March 14, 2011
2:30 - 4:00 p.m.
Members’ Forum
Monday, March 14
4:15 - 5:15 p.m.
Educational,Research/Development and Curriculum
Members’ Forum
Sunday, March 13
4:00 - 5:00 p.m.
Endodontics
Integrating Interprofessional Collaboration in Your Dental Curriculum
Monday, March 14, 2011
2:00 - 3:30 p.m.
Members’ Forum
Monday, March 14
3:45 - 4:45 p.m.
Gay-Straight Alliance
Members’ Forum
Sunday, March 13
10:30 - 11:30 a.m.
Geriatrics and Gerontology Members Forum
Interprofessional Educational Initiatives That Contribute toImproved Quality of Care for Geriatric Patients
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Members’ Forum
Tuesday, March 15
4:15 - 5:15 p.m.
Graduate and Postgraduate Education
Members’ Forum
Sunday, March 13
10:30 - 11:30 a.m.
Best Practices in Advising on Theses, Dissertations, andProjects for Graduate Dental Hygiene and Postdoctoral Dental Students
Sunday, March 13, 2011
1:30 - 3:00 p.m.
Attractive Choices for Students: Anatomy of Predoctoral andPostdoctoral Combined Degree Programs
Tuesday, March 15
10:00 – 11:30 a.m.
Graduate Dental Hygiene Program Directors
Best Practices in Advising on Theses, Dissertations, andProjects for Graduate Dental Hygiene and Postdoctoral Dental Students
Sunday, March 13, 2011
1:30 - 3:00 p.m.
Members’ Forum
Sunday, March 13
3:15 - 4:15 p.m.
Implant Dentistry
Members’ Forum
Tuesday, March 15
3:00- 4:00 p.m.
Lasers in Dentistry
Evidence-Based Laser Education: An InterprofessionalCollaboration in Critical Thinking for Use of Lasers in Dentistry
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Members’ Forum
Tuesday, March 15
3:15 - 4:15 p.m.
Legal Issues
Members’ Forum
Monday, March 14
3:45 - 4:45 p.m.
Minority Affairs
The Impact of Diversity and Mentoring on InterprofessionalStudies
Sunday, March 13, 2011
2:45 - 4:45 p.m.
Members’ Forum
Sunday, March 13
4:30 - 5:30 p.m.
Operative Dentistry and Biomaterials
Members’ Forum
Sunday, March 13
3:15 - 4:15 p.m.
Oral and Maxillofacial Pathology
Members’ Forum
Monday, March 14
4:15 - 5:15 p.m.
Finding the Dangerous Mucosa: The Evidence-Based Role ofAdjunctive Aids in Detecting Precancerous Lesions
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Oral and Maxillofacial Radiology
Strengths of Collaboration: Bridging the Gap with Cone Beam3-D Imaging
Sunday, March 13, 2011
10:30 a.m. - noon
Members’ Forum
Sunday, March 13
12:15 - 1:15 p.m.
Oral and Maxillofacial Surgery, Anesthesiology, and Hospital Administration
Teaching Faculty How to Conduct Clinical Research UtilizingInterprofessional Collaboration for Organization of a Clinical Trials Course
Sunday, March 13, 2011
2:30 - 4:00 p.m.
Members’ Forum
Sunday, March 13
4:15 - 5:15 p.m.
Oral Biology
Members’ Forum
Sunday, March 13
3:45 - 4:45 p.m.
Evidence-Based Laser Education: An InterprofessionalCollaboration in Critical Thinking for Use of Lasers in Dentistry
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Oral Diagnosis and Oral Medicine
Members’ Forum
Sunday, March 13
12:15 - 1:15 p.m.
Finding the Dangerous Mucosa: The Evidence-Based Role ofAdjunctive Aids in Detecting Precancerous Lesions
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Orthodontics
Members’ Forum
Sunday, March 13
3:45 - 4:45 p.m.
Pediatric Dentistry
Members’ Forum
Monday, March 14
3:45 - 4:45 p.m.
Periodontics
Teaching the Referral Process
Monday, March 14, 2011
2:30 - 4:00 p.m.
Members’ Forum
Monday, March 14
4:15 - 5:15 p.m.
Practice Management
Members’ Forum
Monday, March 14
3:45 - 4:45 p.m.
How Much of a Dental Practice Management Curriculum Is Needed?
Tuesday, March 15, 2011
2:30 - 4:00 p.m.
Postdoctoral General Dentistry
Educating Today's Dental Resident to Become Tomorrow'sLeader Through Interprofessional Education
Sunday, March 13, 2011
10:30 - 11:45 a.m.
Members’ Forum
Sunday, March 13
3:15 - 4:15 p.m.
Physiology, Pharmacology, and Therapeutics
Members’ Forum
Sunday, March 13
10:30 - 11:30 a.m.
How We Teach Biomedical Sciences: Impressions from the ADEAProject Pool Basic Science Survey Series for Dentistry
Tuesday, March 15, 2011
10:00 - 11:30 a.m.
Prosthodontics
Design an Electronic Health Records System
Monday, March 14, 2011
2:30 - 4:00 p.m.
Members’ Forum
Monday, March 14
4:15- 5:15 p.m.
Scholarship of Teaching and Learning
Members’ Forum
Tuesday, March 15
3:00 - 4:00 p.m.
Student Affairs and Financial Aid
International Service Learning: Building a Foundation forInterprofessional Education
Sunday, March 13, 2011
10:30 a.m. - noon
Members’ Forum
Sunday, March 13
12:30 - 2:30 p.m.
Temporomandibular Disorders
Members’ Forum
Tuesday, March 15
3:00 - 4:00 p.m.
Tobacco Free Initiatives
Members’ Forum
Monday, March 14
4:15 - 5:15 p.m.
Resources and Strategies to Implement Tobacco Dependence Education: An Interdisciplinary Approach
Wednesday, March 16, 2011
8:00 - 9:00 a.m.