At the ADEA TechExpo, see the latest technology applications developed specifically for dental education by your colleagues.
- It’s a close-up, hands-on experience—walk around to interact with new technology, share ideas, and discuss exciting innovations
- Ask in-depth questions of the presenters
- ADEA TechExpo is interesting whether you're on the cutting edge or catching up with technology
The exciting, short New Idea Sessions are now in the Exhibit Hall. Visit them for an energizing experience that matches well with the innovative products and ideas found in the exhibits.
Many sessions at the 2011 ADEA Annual Session & Exhibition examine how the fundamentals of academic dentistry (education, research, service, and patient care) are balanced by different institutions. Don't miss these important sessions that focus specifically on the role of research in today's dental schools.
Session resources require member login to access.
Monday, March 14
12:30-3:00 p.m.
Analyzing Second Life Seminars to Measure the Effectiveness of the Technology on Creating Virtual Meeting Places and Relationships Across Schools
Second Life (SL) virtual world technology is emerging as an educational tool for simulation and social networking. One great advantage of virtual world technologies is the ability to facilitate collaborations between geographically remote groups in a time- and cost-effective manner. During the Fall 0f 2010, dental schools at the University of Kentucky (UKCD) and University of California, San Francisco (UCSF) initiated a pilot study to determine the impact of virtual technology on resident/postdoctoral training. The goal was to see if SL could provide an environment for a series of collaborative seminars involving residents and faculty of both schools. UKCD created a virtual academic healthcare center within the SL virtual world, containing a conference room where seminars are held. Residents and facultycreated avatars to meet online at specified times to engage in case-based problem solving. Over time, it was hoped that participation would provide a sense of place to help create a cohesive learning community from the two geographically remote groups. A 25 question satisfaction survey was used to assess utility, learning outcomes, sense of engagement, and overall satisfaction with the experience. A chat log recorded written interactions and Echo360 lecture capturing software recorded video. Channels of communications were analyzed in terms of frequency and type of interactions between residents and faculty. Formative feedback was used to improve the series and enhance the goal of building a learning community. This study shows the effectiveness of Second Life as a unique, feasible, and innovative learning experience.
Sandra D. Challman and Mark V. Thomas, University of Kentucky; Mark I. Ryder, University of California, San Francisco
An Internet, Case-Based, TBL Practice Management Course
Students and new graduates consistently ask for more and better practice management education in the dental curriculum. "The Dental Practice: Business Foundations" is an internet based practice management course designed to use team-based and problem solving learning methods in a case-based format and is intended as an introduction to management principles for dental students. A companion system, "The Dental Practice: Strategic Challenge," uses similar methods in a more comprehensive capstone course. This learning system introduces students to specific topics of business management. All material is on the dedicated website. Each of eleven modules is based on a management case, containing associated background material, learning goals and objectives, and responses to guided learning questions. The modules include topics such as financial statements and policies, marketing, debt management, financial analysis, economy, operations, and staffing. Student teams respond within a computer management simulation of a dental practice, using background material and responding to the guided learning objectives. The computer program provides feedback through a printout that contains an income statement and other results of their management decisions. Responses to the cases are contained in the outcomes of the simulated practice. Student evaluations of the material and teaching method were very positive. Overall Course Effectiveness was rated 4.66/5.0 (SD=.62). Improving critical thinking was rated 4.63/5.0 (SD=.63), and the Supplemental Material was also rated 4.63/5.0 (SD=.65).
David O. Willis, University of Louisville
Animation of Mandibular Lateral Translation's Influence on Tooth Morphology
Mandibular lateral translation (also known as Bennett movement or immediate side shift) has been described in the dental literature for almost 100 years. Most textbooks of Dental Anatomy and Occlusion and many textbooks of Prosthodontics have written descriptions; only recently have animations of mandibular lateral translation become available and used for predoctoral dental education. An animation of mandibular lateral translation's influence on posterior tooth morphology was developed and used for predoctoral dental education with positive feedback from students and faculty. This visual explanation has been successfully used in large classroom lectures, small group discussions, and remedial settings.
Chi D. Tran and Daniel M. Castagna, University of the Pacific Arthur A. Dugoni School of Dentistry
Interactive CD Using Game-like 3-D Simulation for Novice Student Self-Training in Identifying and Guiding Correct Adult Teeth Placement
Dental schools face a variety of training problems. To resolve some of these problems and enhance self-training, a program was developed using innovative educational technology to create games as learning tools and to improve training of basic dental skills. The program involves using 3-D virtual reality graphics for training students to identify, name, number, align teeth in an upper and lower dental arch, and identify anatomical planes. The system operates using a standard PC. 3-D oral models are used with a PowerPoint presentation providing procedure information; a control panel is used for teeth and arch manipulation. Software used is H3D 2.1 (SenseGraphics, Sweden) and Numpy (Berkeley Software Distribution, CA) version 1.5. A take-home CD is provided to students that will self-start and download program software and the necessary additional files. This simulation program will facilitate student self-training of required oral anatomy skills, provide for unlimited practice time, and require less student/instructor interaction while helping students effectively learn basic skills.
Arnold D. Steinberg, Maria Javaid, and Milos Zefran, University of Illinois at Chicago
Dental Nutritional Counseling Techniques: Using the Technology of the Flip Camera
Nutrition and oral health partnerships take an integral role in the health status of our dental hygiene patients. We know that diet plays a major role in the development of dental caries as well as oral and systemic health. An important role of the dental hygienist is to provide nutritional counseling for patients. Effective techniques include: 24 hour recall, food diaries, food frequency check lists, MyPyramid Food Guidance System, analysis of cariogenic foods to include physical forms, and salivary tests. The indication for nutritional counseling is assessed by the dental hygienist through medical and dental histories, extra and intra oral evaluations, dental and periodontal charting, radiographs, and saliva testing. The dental hygienist must also include the patient's food likes and dislikes, food allergies and intolerances, and religious and ethnic preferences. Together, the dental hygienist and the patient use all of this information to modify the patient's diet and set nutritional goals. Using the flip camera to record the dental nutritional counseling sessions allow the dental hygiene faculty and students to evaluate the student's techniques. The use of the flip camera also provides role playing with nutritional counseling in the classroom. The flip camera opens avenues for student assignments that employ a learning-by-doing approach. The flip camera can also be used for demonstrating skills, simple lab procedures, distance education, and portfolio of work.
Wanda J Cloet, Central Community College
Implementing Service Learning in an Online Format
The online format can be an effective environment for implementing a service learning project. Real world experiences can be used to help students apply the information learned in class. In this example the students in a special needs course worked with patients in a nursing home. The patients were taught how to improve oral hygiene and nutrition. In order to do this effectively the students had to adapt what they learned in class about the population with their patient. The service learning project took place over a two month period. Students were required to interact with each other via the Discussion Board and required to submit a paper using the Assignment tab. The professor provided feedback and grades through the Discussion Grader and the Assignment tab. The project was easily adapted to the online environment.
Leslie Koberna, Texas Woman's University
CDE Mobile
University of Texas Health Science Center at San Antonio (UTHSCSA) has developed a web-application for mobile education, providing the opportunity for health professionals to watch video streams of continuing education content using a variety of mobile devices such as the iPhone, iPod touch, iPad, and some Android-based devices. CDE mobile took advantage of HTML5, CSS3, and Javascript software infrastructure. After watching the video content, users can take mobile testing using the same device, earning continuing education credit(s). Courses are listed in different categories: title, specialty, course presenter, and topic, among others. CDE mobile is a new way to access on-the-go continuing education dedicated for smart mobile devices. There is an after-testing course survey where results will enhance the continuing education content and improvement of technology. This technology can be utilized in delivery of instructional programs for the Office of Alumni Affairs and Development as a service to their constituents. Other utilizations include delivering public service awareness programs and more opportunities for program information exchanges for faculty development.
Richard M. Ongkiko and William O. Butler, University of Texas Health Science Center at San Antonio
A Web-Based, Self-Learning, Interactive Dental Anatomy Course Using SoftChalk
Dental anatomy is a foundation course in dental and allied dental programs. Learning of basic terminology and dental morphology has traditionally been taught in a classroom and laboratory setting. Interactive, self-learning, computer-based courses can reduce classroom lecture time and allow faculty to devote time to other learning activities. Utilization of a software program called SoftChalk has allowed for the creation of a highly interactive web-based course in dental anatomy. The software allows for the delivery of the material as a web-based course using a variety of browsers or packaged as a self-contained, multi-platform CD-ROM. In addition, the course material can be integrated with a variety of Learning Management Systems. A cross-platform, web-based course in dental anatomy has been developed using SoftChalk that is rich in interactivity and multimedia. The didactic portion includes chapters on dental terminology, morphology of each of the primary and permanent teeth, hard tissue anomalies, and eruption patterns. A laboratory course manual that includes wax-added exercises is integrated within the course material. Links to QTVR movies allow students to view the instructor's electronic teaching aids from all angles and positions. A variety of interactive self-assessments, quizzes, and interactive learning games are included throughout the dental anatomy course. Use of such learning programs provide an opportunity for students to be engaged using interesting, interactive learning programs. This alternate method to traditional teaching can serve to enhance the learning process. The use of technology in dental school curriculum creates a variety of opportunities for change. Passive lecture formats can be replaced with a more self-directed interactive curriculum.
Blaine M. Cleghorn, Dalhousie University
24/7 Connections for 21st Century Success
Imagine being able to provide your students with 24 hour clinical, laboratory, and didactic instruction. As part of a pilot project, the Health Science Division of Georgia Perimeter College provided mobile technology devices to all students and full time faculty with the purpose of determining their impact on student learning. This session will stimulate your technological imagination and provoke you to explore the possibilities for technology enhanced, student-centered learning environments that are responsive to the needs of the 21st century student. Recognize the benefits of and opportunities for incorporation of mobile device technology into your curriculum. Explore ways to develop podcasts and web based content to provide 24/7 customized learning opportunities applicable to the health science student.
Joanne Weir and Risa Nettles, Georgia Perimeter College
Creative Paper-Free Technology to Track Student Clinical Progress in an Accurate and Secure Manner
Many schools actively seek methods to accurately record and maintain student clinical progress across multiple departments in a safe, protected environment. Tufts University School of Dental Medicine created an Access database to track student clinical progress, including Competency Examinations (CE) and Minimum Procedural Experiences (MPE). The Dental Measurement Database (DMD) currently tracks the clinical progress of 358 undergraduates across ten department areas and allows the information that is entered and updated by each individual department to be housed in a central location. Data is securely stored on a server behind university firewalls. The database front end is distributed as a stand-alone application to each department user, with each department password protected for confidentiality, data security, and integrity. The front end features user-friendly data entry forms and a variety of reports to provide faculty, administrators, and students with up-to-date information on student clinical progress. Each department has a trained DMD team member who is responsible for entering data and managing the day-to-day responsibilities the system requires. The database is also used in the computation of clinical transcript grades, in the graduation clearance process, and by the Student Promotions Committee to assess the overall progress of students. The DMD was created in 2005 and is continually enhanced to meet our changing needs. It has proved to be an accurate tool for maintaining student data and is flexible when changes are required. An advantage of this system is that it is easy to use. A disadvantage is that it requires periodic checks to ensure that class information regarding an individual student's status is accurate and data entry occasionally must be monitored to ensure accuracy.
Gerard Cedrone, Tufts University; Jennifer Littke and Nancy Arbree
AndCut! : Making Movies to Improve Student Learning
Are you looking for a way to get students to prepare more thoroughly for class? Would you like to free up class time for application of knowledge? Would you like to provide students with a directed and focused way to understand fundamental course material on their own time? In this presentation you will learn how to use a basic digital camera and video editing software to produce introductory videos for your class. You will see examples of videos that have been produced as a way to present introductory anatomy lab material and to provide fundamental anatomical information so that class time can be used for application of the material to clinical scenarios.
Alison F. Doubleday, University of Illinois at Chicago
A Dental Injection Simulator: A Safe and Virtual Environment to Learn How to Give a Dental Injection
All dental schools in the United States and around the world teach their students the necessary injections to provide pain-free dentistry. They typically require students to practice dental injections on one another prior to injecting patients with faculty supervision. With this current method of training, the students cannot practice repeatedly until they are comfortable with the procedure; there are potential risks associated with giving each other injections as well as ethical issues related to students getting injected for practice without any medical benefits (Rosenberg et al, JDE 2009). Thus, we have developed a Nerve Block Injection Simulator. This Simulator demonstrates the inferior alveolar nerve (IAN) block; one of the most common but more difficult injections to learn as the target nerve is identified through nearby anatomical landmarks with a restricted range for a successful nerve block. There is no program currently available that will allow students or trainees to practice dental injections in a safe environment at a pace that is comfortable for each individual student. This Simulator will fill a void within dental schools, dental hygiene programs, and medical specialties (ie Emergency Room physicians and residents) as a reusable and non-invasive learning and testing tool for its students. The Nerve Block Injection Simulator is a computer-based training tool that teaches dental students how to properly perform a dental injection. It consists of three components: 1) an animated training module demonstrating an inferior alveolar nerve block injection, 2) a virtual environment to practice the procedure using a haptics device, and 3) an assessment module that tests the user's cognitive and skill based abilities. The Simulator utilizes high-fidelity 3-D models of the mouth, teeth, and relevant anatomy, the ability to explore craniofacial anatomy, and realistic feedback through a haptics device.
Janice S. Lee, Mehran Hossaini, William F. Bird, University of California, San Francisco; Aaron Oliker
Tuesday, 12:30-3:00 p.m.
Searching Effectively and Efficiently for Accurate Answers to Clinical Questions Utilizing Interprofessional Collaborations
Evidence based decision making (EBDM) is one of the driving forces in our healthcare delivery system today. It is an aspect of dentistry and dental education that is ideal for taking advantage of opportunities in interprofessional teaching and learning. The theories, processes, and applications of EBDM are the same across all fields of healthcare and provide the perfect opportunities for collaboration on many levels. Many fields can be tapped for their expertise in order to optimize its effectiveness and teaching. Acquiring the literature needed to answer clinical questions is usually presented as the second step in the EBDM process. Through the collaboration established between New York University College of Dentistry and the New York University Medical Center Health Science Library staff, omfortably and confidently apply the principles and practices of EBDM in searching existing databases to obtain the literature necessary to correctly answer clinical questions. This program will provide live hands-on searching experience to participants on provided laptop computers. We will follow the steps and describe the process necessary for the searching experience to prove efficient and effective. Our collaboration between library and dental school faculty and staff has formed the basis of our collaboration for teaching and learning effective and efficient searching strategies. The medical librarians knowledge and expertise will be demonstrated and shown to be essential for training students and faculty searching for answers to clinical questions.
Anderw B. Schenkel and Richard McGowan, New York University
Strategies for the Integration of Advanced 3-D Imaging with a Dental School PACS and Electronic Health Record System
Dental schools are in the process of implementing Electronic Patient Records (EPR) to support academic and clinical processes. At many institutions, EPRs are also linked to an Imaging System (PACS) for radiographic functionality. Rapid introduction of advanced 3-D Imaging has occurred recently. 3-D Imaging is now the accepted standard of care for Implantology, Oral Surgery, and Orthodontics. In the past, 3-D Imaging Systems in dental schools have required multiple proprietary solutions running as stand alone components. A goal of an enterprise 3-D volumetric viewer is to have a common interface for viewing images from multiple sources. At the University of Texas Health Science Center at San Antonio (UTHSCSA), digital infrastructure supporting an enterprise Cone-beam 3-D viewer has been deployed. The school integrated the 3-D advanced image viewer with the current PACS via a plug-in to the PACS system. This allows multiple CT machine acquisition data to be viewed at the point of care. The volumetric data is initially stored on local acquisition workstations then through DICOM store is pushed to an enterprise server. The strategy involved a two tier software development. The predoctoral clinics are supported by the simplified Enterprise Viewer that allows for orthagonal multi-planar volumetric rendering and cross-sectional viewing for implant placement while a more sophisticated client that also provides surgery simulation and implant modeling functionality is utilized. Issues addressed include: network performance, server and storage infrastructure, end user workstation processor specifications, and user training. The Enterprise viewer is deployed on 35 workstations, while the advanced program is installed on 25 stations that can now access over 550 3-D studies. Patient care has been enhanced by this strategy.
Gary F. Guest and S. Brent Dove, University of Texas Health Science Center at San Antonio
TransLab, Improves Patient Treatment Outcomes and Clinic Productivity Through Improved Communication and Systems
The dental industry needs a method of documentation and communication that provides legible, standardized, and accurate prescriptions. Improved quality standards for patient care require labs not be the interpreter of cryptic and incomplete prescriptions. Transcend developed the application TransLab to enhance the educational process, elevate standards of documentation, assist in the administration of laboratory communications, enhance quality assurance, and reduce financial risk from costly unauthorized laboratory procedures. The smart form technology makes the student aware of the information critical to communicate to the dental laboratory technician. The application guides the student through the selection process and insures that the information is complete and the prescription is in a standardized form. High-resolution images of the patient can be stored in the computerized form including a shade tab comparison. This helps the technician to provide a better product. Laboratory prescriptions are stored in a secure online database and can be accessed and recovered by an authorized administrator within seconds. Prescriptions can be sorted and viewed by the student and faculty member. Reports can be generated to review types of restorations. The student prescription remains in a draft status until it is reviewed by a supervising faculty member and a financial officer. After completing the authorizations, the system generates a laboratory prescription. This feature will ensure that unauthorized work is not submitted to the lab. The application acts as a teaching, administrative, and financial management solution and has the ability to save dental schools thousands of dollars while providing fast access to student and patient information for administrative purposes. The application provides implant-planning tools and generates reports on student activities, as well as tracking patient care and associated costs. TransLab provides students with a state-of-the art laboratory prescription application.
Arnold M. Rosen, New York University
Operative Techniques Manual "Cookbook" Style
As dental students transition from the didactic to clinical phases of their curriculum, some seem to have difficulty applying key restorative concepts to patient treatment. The Millenials are a generation comfortable with utilizing technology for a variety of daily tasks from reading textbooks to viewing online lectures to communicating with cell phones. We know that additional preparation by the student produces effective dental appointments for the patient and the student. We know, through the use of technology, knowledge can be predictably and uniformly transferred to students. Since the clinical environment is a fast and dynamic setting, there is a need to have a certain materials that are created and can be utilized and viewed using devices that are mobile. Having a mobile device allows for an opportunity to engage the learner and is not dictated by the physical boundaries that may be present. Mobile development is distinct because developers can incorporate applications with functionality in uncontrollable circumstances and clinical environments. The University of Maryland application will incorporate the use of common language, visual images, short chunks of text, consistent navigation, and use of W3C standards for visually, physically, and technically limited users. In this cookbook learning object our application will explore a range of operative procedures from armentarium to preparation design to the final restoration in a succinct and easily viewed manner. The hope is this additional teaching mechanism for students will be better prepare them as they initiate patient care. Students will have the ability to thoroughly problem solve when they potentially encounter obstacles during the procedures. Most importantly we hope they will have an enjoyable experience while treating their patients and learn in a fun and engaging manner.
Andrea M. Morgan and Julie Gilliam, University of Maryland
Private Practice Dentist to Dental Educator a Transformation
At the New York University College of Dentistry, where approximately 25 new part-time faculty are hired each year, it became obvious that the traditional shadowing approach for training of new faculty was not reliable. The Chair's first encounter with potential hires informs these individuals that they will have to accept and teach only core techniques. This included adapting to the College's product specific requirements. The comprehensive care clinics incorporate all disciplines of care with the exception of complex oral surgery cases and pediatric dentistry. Having one dentist teach a new faculty person via shadowing almost always fails to cover everything that is required. In September 2009 a new program, originally intended to last one academic year, was created. This training is scheduled during the 90 minutes between clinic sessions and includes lunch, provides for hands-on sessions, lectures, videos, and calibration within all the comprehensive care disciplines. In addition, a BlackBoard site was created for the exclusive access of new faculty. This site contains all the didactic material and also gives these faculty access to online quizzes. Successful completion of this program and quizzes within a specified time frame is required to retain a teaching position. The department administrator is responsible for monitoring the participation of each new faculty and to facilitate scheduling. This includes allowing the faculty to take on more comprehensive teaching roles as they complete calibration and standardization in each discipline. As a benefit to the faculty, some of the programs receive Continuing Education credits. The program is designed to begin with those procedures that are most frequently performed in the clinic, such as Oral Diagnosis, Periodontics, and Operative Dentistry.
David Hershkowitz, Patricia Montalbano, James Kaim, and Kenneth L. Allen, New York University
Novice Dental and Hygiene Students Interactive 3-D CD for Basic Principles of Furcation Classification and Identification Using the Nabers Probe
Furcation involvement occurs as a result of severe periodontal disease on multi-rooted teeth, resulting in furcation invasion or bone loss. This is a difficult procedure for students to visualize, record, quantify, and conceptualize, since it is all done blindly. We are introducing an innovative educational take-home CD that allows student to 3-D visualize the entire Nabers probing procedure from any viewpoint. The system operates using a standard dual-core PC using 2 monitors. The 3-D oral model is of a lower right jaw quadrant consisting of 4 teeth along with supporting tissues (Illumin, IL). A PowerPoint presentation on one monitor provides procedure information. A second monitor houses the 3-D simulations along with a control panel for teeth and arch manipulation and navigation. A 3-D virtual reality recording of any short procedure can be captured in a 3-D file using PerioSim simulator (Steinberg et al, JDE 17:1574-1582, 2007) and can be exported and viewed on any other PC through our proprietary viewer. The playback can be stopped and viewed from any angle to note the instruments' position, orientation, and relationship to teeth during the process. The student can control the rotation, transparency, and magnification of the models. This allows students to observe detection of the furcation using the Nabers probe from any angle and observe the gingiva, teeth, bone, and connective tissue attachment alone, in any combination of tissues. This CD stresses the importance of using 3-D models to aid in observing the extent of furcation invasion associated with periodontally involved teeth. The program should facilitate novice student learning, develop, provide for unlimited practice time, and require less student/instructor interaction while helping to learn this basic clinical skill.
Seema S. Ashrafi,Arnold D. Steinberg, and Max Kolesnikov, University of Illinois at Chicago; Milos Zefran
Head Start in Clinical Dentistry - Initial Clinical Experience
This program has been developed for second year dental students to provide an early clinical experience. This experience will greatly strengthen an already didactic rich curriculum and involve the students in hands-on care of the patient at an earlier stage in their dental education. Student have an opportunity to clinically examine large numbers of children and to begin to differentiate between developmental expectations for different age groups. There are two possible sites for Initial Clinical Experience (ICE) in which the student has a patient to dental provider interaction. One site is a Head Start Center where students give demonstrations on oral hygiene, nutritional counseling, knee-to-knee examinations, and application of fluoride varnish. The second site is a Sealant Program which takes place at public schools, using school based clinics we provide dental examinations, toothbrush prophy, application of sealants, fluoride varnish, give oral hygiene instructions, and nutritional counseling. Course goals include: introducing second year undergraduate dental students to pediatric dentistry as early as possible, providing a positive first experience in the role of the health professional, introducing the dental student to the necessity and importance of community involvement, and providing the dental student with a sense of social responsibility. Earlier involvement of students in supervised care will increase student morale and enthusiasm, health promotion activities, and improve the overall community education of the students at the college of dentistry. This experience will also promote the preventive dentistry curriculum established in the first year.
Charles D. Larsen, Jill B. Fernandez, and Amr M. Moursi, New York University
Maintain Local Electronic Records with AADSAS
AADSAS will implement a complete electronic system in 2011 to communicate applicant information with dental schools. Marquette University implemented an electronic process in 2010 to prepare for AADSAS implementaiton. This TechExpo presentation demonstrates a simple application which manages local electronic documents. The application interfaces with information in AClient to reduce duplication of data entry and to reduce errors. There are three main functions to the local application: the user can search for the applicant, upload documents for a particular applicant, or view documents for a particular applicant. This demonstration will highlight each of these features and identify benefits of using the application.
Brian T. Trecek,Thomas S. Wirtz, and Jennifer L. Haluzak, Marquette University
Using a Practical, Standardized Dental Diagnostic Terminology in a Dental Electronic Health Record
Although medicine has long had a standardized, commonly accepted classification of diseases such as the International Classification of Disease (ICD 10), dentistry has lagged far behind in its codification of diagnoses. Standardized diagnostic terms would allow dentists to document the types of conditions they encounter and their frequencies, enhance communication with patients and other clinicians, enable outcomes tracking, and facilitate data sharing across sites. The Consortium for Oral Health Related Informatics (COHRI), a collaboration of 30 dental schools, embarked on developing such a terminology. As a first step, COHRI formed a workgroup which developed a set of guiding principles: (1) incorporate and integrate oral health concepts in existing controlled terminologies; (2) conform to best practices of clinical terminology development; (3) facilitate retrieval by poly-hierarchically structuring concepts into categories and subcategories; and (4) link diagnostic and procedure codes. The structure of the Toronto/UCSF/Creighton Z code categories and sub-categories was selected as the skeleton upon which the terminology was built because it represented dental clinical practice well. Next, this skeleton was populated with content from concepts represented in Toronto/UCSF/Creighton Zcodes and ICD9/10. Following consultation with domain experts, concepts in the American Academy of Periodontologys (AAP) periodontal diagnoses and the American Board of Endodontics (ABE) endodontic diagnoses were added. The workgroup developed a structure with 13 categories, 78 subcategories, and 1158 diagnostic terms. During the development process COHRI worked closely with Exan, the developer of axiUm, to assure that the developed structure could be loaded into the dental electronic health record (EHR), which is currently being used by 50 of the 56 dental schools in the U.S. The dental diagnostic terminology is currently being used in several dental schools. Future work will focus on approaches to enhance the validity and reliability of term utilization and entry in the EHR.
Elsbeth Kalenderian, Harvard School of Dental Medicine; Joel White, University of California, San Francisco; Rachel Ramoni; Paul C. Stark, Tufts University; Muhammad F. Walji, University of Texas Health Science Center at Houston
Development of an Online Case-based Written Competency Examination in Periodontics
It is important for dental students to apply knowledge gained in lecture and clinical experiences to reach a correct periodontal diagnosis and establish an appropriate treatment plan. Additionally, a major component of the National Board Dental Exam, Part II follows a comprehensive case-based format. The aim of this project was to develop a standardized case-based written competency examination in periodontics to test student knowledge and help them to prepare for the National Board Dental Exam, Part II. All full time periodontal faculty members have provided questions and all have participated in a joint meeting to discuss each question. The cases were representative of different forms of periodontal diseases and conditions. A minimum of seven cases were included in the exam. For each case, a short sketch of the patients biographical information, medical history, and dental history were provided. Clinical photographs, periodontal charting, and radiographs showing a specific area of the patients mouth were also provided. CARMEN is a service of Learning Technology in the Office of the Chief Information Officer at The Ohio State University that was developed to create course activities and share materials. The examination was administered online through CARMEN at four different University computer laboratory locations. The start time was coordinated, with students accessing the examination through a secure password. This presentation will demonstrate how we use CARMEN technology to administer a case-based written competency examination in periodontics.
Binnaz Leblebicioglu, Hua-Hong Chien, Purnima Kumar, Angelo J. Mariotti, and Lewis J. Claman, The Ohio State University
Using Mobile Technology to Enhance Data Collection in Community Outreach
Students entering New York University (NYU) College of Dentistry are required to purchase hand-held devices (PDAs or smart phones). Students learn pediatric oral health assessment skills and how to incorporate PDA use in community outreach sessions, optimizing the screening process, improving patient education, and data collection. Use of PDAs began in 2008. First year dental students used a custom program on Palm devices for community outreach data collection. In 2010, Apple's iPod Touch replaced the Palm devices. The iPod Touch, with its touch screen, higher screen resolution, built-in video player, and speakers, allowed for the creation of the NYU Pediatric Outreach App. This app provides an interface for data collection and allows students to view educational videos and slides directly on the iPod Touch to improve their clinical assessment skills. Students also have the ability to show videos to patients, creating a more fun and interactive educational experience for the children they are treating. Data from each iPod Touch is synchronized wirelessly to a database server. This app has been used to screen over 2,000 children. Data collected with the iPod Touch is being used to study the impact of oral health education on caries rates in a public school setting. Discover how this app works and view the results of surveys determining the effectiveness of this application with our dental students, the children, and teachers at the outreach locations.
Chirag Sadana, Jill B. Fernandez, Elise S. Eisenberg, and Amr M. Moursi, New York University
The Use of Interactive Media and Its Effectiveness in the Study of Human Occlusion and the Temporomandibular Joint
Dental education institutions are encountering a new generation of student. These students are known as "Gen Y" or the "Net Generation" (Net Gen). Their life has always included Internet technology. Computers, the Internet, online resources, and instantaneous access are just a part of their everyday life. Having grown up with widespread access to technology, this generation of students is able to intuitively use a variety of IT devices and navigate the Internet. This technology has altered the way the student views the world and the way they learn. Virtually all who study the Net Gen believe that they prefer an experiential, hands-on learning. The Net Gen is more comfortable with interactive, image-rich environments than with text. Immediate access to data at any time, ability to interact with online information, and obtaining immediate feedback are expectations that Net Gen students have had since their early levels of education. This has been a challenge to dental education institutions, where teaching methods traditionally are geared to the student whose thought process is more linear and the information dissemination is through lectures, handouts, and textbooks. Dental education curriculum is actively undergoing changes to utilize advances in technology to enhance or replace traditional dental education modalities in order to engage and effectively teach this next-generation computer-centric learner. Analyze a study completed at the University of Pennsylvania School of Dental Medicine where we hypothesized that the use of interactive media as the primary method of education would positively engage the new generation dental student and offer independent, efficient, and successful learning of human occlusion and the temporomandibular joint. It will describe the study's methods and materials, results, and conclusions. It will show how the interactive media was created and successfully utilized.
Margrit Maggio, University of Pennsylvania