The following is a schedule of the Lunch & Learns at the 2011 ADEA Annual Session & Exhibition at the Manchester Grand Hyatt and San Diego Convention Center in San Diego, California.
A Lunch & Learn is a small-group discussion over lunch for as many as nine participants to examine a critical issue facing the dental education community. Please note that for these events, a fee is assessed with registration. The fee includes a boxed lunch. Lunches are obtained in this area by presenting the ticket you received at registration. Note that several sessions occur more than once.
Session resources require member login to access.
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.
Bringing Care to the Unserved: Campus-Community Collaborations to Develop Dental Services Where There Were None Ticketed event
Monday, March 14, 2011 (Session ID: 44)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 044-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Innovative interprofessional collaborations have been formed between the University of Southern California School of Dentistry and community organizations in central Los Angeles, which is one of the most ethnically diverse, economically disadvantaged, and medically underserved areas in California. Participants will share interesting experiences and promising practices of our dental school respondees to community requests to develop oral health services in elementary schools, homeless agencies, and medical clinics, where there was no dental care. The examples should be helpful to initiate ideas and replicate similar partnerships between other dental education programs and communities with access to care issues.
Niel S. Nathason, University of Southern California
CE Credit: 1
Learning Objectives:
- Recognize university missions of public and community service as potential sources of partnerships.
- Create academic collaborations with public school, faith-based, and hospital conversion organizations and community clinics.
- Design memorandums of agreement and letters of understanding.
COHRI: Linking Resources for Better Research, Education, and Patient Care
Ticketed event
Monday, March 14, 2011 (Session ID: 42)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 042-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
This presentation provides an overview of the Consortium for Oral Health Related Informatics (COHRI). In 2007, a group of dental schools using axiUm formed COHRI and began working to promote better dental research, education, and patient treatment. With the majority of North American dental schools using axiUm, COHRI recognized an outstanding opportunity for the creation of a large data repository. Organizationally, COHRI consists of two divisions: Education Steering Committee and Research Steering Committee. COHRI has developed standardized forms for collection of demographics, medical history, and dental history as well as an extensive diagnostic vocabulary for use in treatment planning. When all COHRI schools collect their data in a standardized format, this large database could provide unlimited evidence-based research and education opportunities.
George P. Willis, Indiana University; Denice C.L. Stewart, Oregon Health and Science University; Nicole S. Kimmes, Creighton University
CE Credit: 1
Learning Objectives:
- Recognize COHRI and how COHRI was developed.
- Explain COHRI membership and the unique opportunity to collaborate on research and patient care.
- Integrate, collaborate, and share Virtual Patients, OSCEs, and Case Studies.
- Analyze standardized demographics, medical history, dental history, and diagnostic codes.
- Discuss potential utilization of a large data repository for education, research, and better patient care.
Developing Written and Verbal Communication Through Case-Based and Small-Group Learning Exercises
Ticketed event
Monday, March 14, 2011 (Session ID: 37)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 037-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Are your students struggling with writing medical consultations? Are your students struggling with verbal communication among health care professionals? If so, come share your experiences and learn about a series of case-based exercises focusing on verbal and written communication skills development. These exercises feature simulated patient cases, guided questions, and small-group learning. Taken together, this promotes critical thinking and self-directed learning. Attendees will come away with goals and objectives, patient cases, implementation protocol, and outcomes data that can be used to build exercises.
Sharon K. Lanning, Charles Janus, and Lawrence E. Masters, Virginia Commonwealth University
CE Credit: 1
Learning Objectives:
- Develop an interactive learning exercise to enhance students' written and verbal communication skills.
- Construct simulated patient cases that foster critical thinking and self-directed learning.
- Write guided questions that foster critical thinking and self-directed learning.
- Create an implementation protocol for group learning.
- Develop a professional model for students to emulate.
Handout1 (Word DOC)
Handout2 (Word DOC)
Dr. Teeth Project: An Interprofessional, Multidisciplinary Education Model to Enhance Knowledge, Sensitivity, and Ability to Care for Special Needs Populations
Ticketed event
Monday, March 14, 2011 (Session ID: 33)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 033-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Accreditation standards for dental and dental hygiene education programs include promoting opportunities to better prepare professionals for the care of individuals with special needs. It's been documented that only one in four practitioners have reported educational experience with special needs patients, dental students and general dentists have reported that their undergraduate dental education had not prepared them well to treat patients with special needs, and dental hygienists have expressed a need for more educational opportunities in caring for patients with disabilities. The dental hygiene program at Missouri College (MOCO) presents an interprofessional and collaborative educational model designed to enhance student capacity to deliver the highest quality, patient-centered care special-needs populations. The pilot project includes theoretical and practical modules that have been integrated into the formal curricular structure of the dental hygiene program. Delivery includes participation of individuals from the dental, dental hygiene, nursing, gerontology, and social work professions.
Hubert Benitez, Janis M. McGillick, Susan Gallagher, Trina J. Morgan, Missouri College
CE Credit: 1
Learning Objectives:
- Discuss and review rationale that support the need of enhancing knowledge, sensitivity, and ability to care for special needs populations.
- Review and challenge the barriers faced by education institutions when implementing programs that address special needs populations.
- Analyze an interprofessional model to integrate curriculum content that will enhance student knowledge in working with significant populations.
- Discuss how instruction using a collaborative model is blended into dental hygiene education to enrich students' experience.
- Justify how this modular program is a viable option for dental and dental hygiene education in managing special needs populations.
How to Submit a Proposal for the 2012 ADEA Annual Session & Exhibition
Ticketed event
Monday, March 14, 2011 (Session ID: 31)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 031-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
ADEA Annual Session experiences provide glimpses of the evolving future of dental education. Attend this interactive and informative program to learn how to submit proposals for educational programming at the next ADEA Annual Session.
How to Become an Annual Session Proposal Reviewer
Ticketed event
Monday, March 14, 2011 (Session ID: 30)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 030-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Do you want to participate in making the best 2012 ADEA Annual Session & Exhibition ever? Attend this interactive and informative program to learn how to be a reviewer for the next ADEA Annual Session. Reviewers are needed for all session formats and content areas. Come learn how to be a part of the fun and scholarship as we prepare for another fantastic professional development event! (Presented by the ADEA Annual Session Program Committee (ADEA ASPC))
How to Submit to MedEdPORTAL
Ticketed event
Monday, March 14, 2011 (Session ID: 32)
12:30 - 1:30 p.m.
Audience: Appropriate for all
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.
I'm An Advocate and Didn't Know It!
Ticketed event
Monday, March 14, 2011 (Session ID: 41)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 041-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
One of the roles of the dental hygienist has been that of an advocate. However until lately, little attention has been placed on this role. The dental hygienist now is encouraged to advocate for the profession, the public, and for oral health in general.
Faith Y. Miller, Charla J. Lautar, Dwayne G. Summers, and Shelly A. File, Southern Illinois University Carbondale
CE Credit: 1
Learning Objectives:
- Define the term "advocacy."
- Summarize at least three ways a dental hygienist can be an advocate.
- Prepare a brief three- to five-sentence introduction for other stakeholders about contributions dental hygienists can implement in their instruction.
The Lost Art of the Case Note
Ticketed event
Monday, March 14, 2011 (Session ID: 34)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 034-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Electronic records are the standard in dental educational institutions and provide valuable sources of data for evaluating student performance, types and frequency of procedures, and patient demographic information. The case note is one of several essential elements of a complete dental record. A properly written case note serves to document the performance of dental procedures as well as memorialize communications between the patient and dental provider. In an attempt to achieve accurate documentation, dental schools have resorted to the dropdown module which (when selected, cut, and pasted) enters preapproved notes into the electronic record. Students may become overly reliant on the dropdown module, delaying mastering the art of the properly written case note. Presenters discuss findings demonstrating whether students can write case notes that comply with accepted standards.
Richard S. Harold and Paul L. Trombly, Tufts University
CE Credit: 1
Learning Objectives:
- Demonstrate whether dental students can compose clinically acceptable case notes without the aid of institutional dental recordkeeping software.
- Identify which essential elements have been omitted when students are asked to compose clinically acceptable case notes.
- Develop a corrective remedy to improve student recordkeeping skills in preparation for private practice.
Participatory Completion of a Matrix on Educational Outcomes and Methodologies for Represented Schools
Ticketed event
Monday, March 14, 2011 (Session ID: 39)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 039-1)
12:30 - 1:30 p.m.
Scholarship of Teaching and Learning
Audience: Appropriate for all
This participatory Lunch & Learn will offer interaction following a learner-oriented matrix that gives an overview of an institution's educational outcomes. On one axis of the matrix, common educational outcomes are listed: knowledge, technical skills, critical thinking, ethical and professional values, patient and practice management, and social responsibility awareness. On the other axis, methodologies are listed: definition, cultivation strategies, measures (summative/formative, objective/subjective), institutional coordination, and competency determination. The group will fill in the matrix using information from represented schools. By completing the matrix, an overview is provided of the process by which students reach these outcomes. Each institution would complete the matrix differently and, ideally, with active discussion. This exercise will help institutions answer the question "Where are we now?" Vertical and horizontal analyses of the matrix allow a unique lens on the institution's learning environment.
David C. Johnsen, University of Iowa
CE Credit: 1
Learning Objectives:
- Describe the definitions, cultivation, and measurement of educational outcomes following a matrix with methodologies.
- Develop further ways of articulating educational outcomes for represented schools.
Realizing Enhanced Student Inter Professional Education Through Clinical Teamwork (RESPECT) Ticketed event
Monday, March 14, 2011 (Session ID: 43)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 043-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Future health professionals who will work together in clinical settings would benefit from clinical education and training opportunities that promote the appreciation of the skills of other team members providing health care to patients. Interprofessional education is a mechanism to facilitate teamwork and relationships among health care professionals by encouraging favorable attitudes and behaviors. The Center for Advancement of Interprofessional Education (CAIPE) states that interprofessional education occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality of care. During this session, faculty can organize a clinical training opportunity for dental, dental hygiene, medical, and nursing students to work together in teams to evaluate the level of health and wellness in underserved populations. In addition, faculty will learn how students can work together to appreciate the skills of their interdisciplinary team members.
Mary Norma Partida and Taline D. Infante, University of Texas Health Science Center at San Antonio
CE Credit: 1
Learning Objectives:
- Organize an interprofessional clinical rotation within a health science center environment with specific topics and interactive learning activities.
- Construct pre- and post-intervention surveys to measure the achievement of enhanced knowledge related to the training topics.
- Discuss options for procuring grant monies to support interprofessional education.
Reflections of a Portfolio-guided Program: Enhancing Assessment of Competency, Professional Growth, and Mentoring
Ticketed event
Monday, March 14, 2011 (Session ID: 38)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 038-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Portfolios have been used in many disciplines to display specific skills and competence, but are not widely used by dental hygiene programs. Participants explore the purpose of and implementation strategies for portfolio usage. Also highlighted will be content and format options, goals of reflective practice, assessment methods, and the role of faculty mentors. Whether you are currently using a portfolio or contemplating its use, come share your experiences and gain insight into the benefits of portfolios. We will brainstorm portfolio structure, content, and assessment methods. You will hear firsthand the pros and cons of a newly instituted program utilizing portfolio guided assessment, identify pitfalls to avoid, and discuss the process of enhancing student portfolios through protocol revisions.
Michelle McGregor, Virginia Commonwealth University
CE Credit: 1
Learning Objectives:
- Create an outline for portfolio content.
- Indentify guidelines and implementation strategies for faculty mentors.
- Define reflective practice.
- Construct a portfolio assessment rubric.
Social Work and Dentistry: What Works, What Doesn't, and Why Bother? Lessons from a Decade of CARES
Ticketed event
Monday, March 14, 2011 (Session ID: 40)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 040-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
In an era of diminishing resources, dental schools are faced with serving a population that has increasingly complex needs while trying to retain patients and educate students. In response to this, a number of dental schools have considered implementing a social work program within their dental clinics. Based on the knowledge gained over the past decade operating the CARES program, the presenters will address specific steps required to implement a social work program within a dental school setting and focus on creating the conditions necessary to ensure the survival of such a program. Participants will have the opportunity to interact with one another to begin developing a network of professionals interested in collaboration between social workers and dental educators.
Joan M. Doris and Britt A. Holdaway, University at Buffalo
CE Credit: 1
Learning Objectives:
- Describe how to create a social work program within a dental school.
- Develop the conditions in which a social work program can thrive within a dental school.
- Practice networking with other social workers and dentists interested in building collaborations in dental school settings.
A Tale of Two Disciplines, Pediatric Dentistry and Endodontics: Developing Successful Cross-Specialty Continuing Education
Ticketed event
Monday, March 14, 2011 (Session ID: 35)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 035-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
The American Academy of Pediatric Dentistry (AAPD) and American Association of Endodontists (AAE) joined forces in 2007 to create a continuing education course and consensus conference. More than 450 endodontists and pediatric dentists attended. Using the lessons learned from collaboration of a joint symposium, join a discussion on the development of a successful model for multispecialty collaboration in continuing education programs. The success of the first program provided the impetus for both organizations to again collaborate on a subsequent symposium, slated for 2012.
Scott Dalhouse, American Academy of Pediatric Dentistry; William Johnson; Beverly K. Albert, American Association of Endodontists
CE Credit: 1
Learning Objectives:
- Discover how two disciplines established evidence-based clinical practice guidelines for the management of vital dental pulp.
- Analyze how information from different disciplines may be complementary and how this information may be taught.
- Summarize developing marketing and promotional materials aimed at two different audiences.
Teaching Students to Deal with the "High" Patient: Ethical and Scientific Recommendations for the Standard of Care
Ticketed event
Monday, March 14, 2011 (Session ID: 36)
12:30 - 1:30 p.m.
Tuesday, March 15, 2011 (Session ID: 036-1)
12:30 - 1:30 p.m.
Audience: Appropriate for all
Patients sometimes appear for dental appointments after having consumed substances that have affected them physiologically and psychologically. These situations occur commonly enough that students need guidance to deal with them. Psychology, ethics, and medicine interface in this decision making process. Traditionally, however, dental schools have not addressed these issues scientifically and systematically. This discussion examines the evidence and ethics of handling patients who, for example, arrive high from alcohol and/or marijuana use. Dental faculty will be provided with recommendations for development of teaching protocols for their curricula that address dealing with the high patient. Enhanced dental school education in this area will empower the dentists of tomorrow to create policies for their practices that have a sound, reasoned basis.
Terry E. Hoover, Lola K. Giusti, and Bruce Peltier, University of the Pacific Arthur A. Dugoni School of Dentistry
CE Credit: 1
Learning Objectives:
- Summarize the short-term effects of alcohol and marijuana on the body and the implications for dental treatment.
- Analyze the ethical issues involved in a blanket non-treatment policy for the high patient.
- Outline clear, honest responses that a practitioner may use in discussion with a high patient seeking treatment.
- Prepare students for dealing with the patient who arrives high for a dental appointment.