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All presenters at the 2012 ADEA Annual Session & Exhibition were required to provide resource materials for attendees. Not all materials were made available for public posting.

Faculty Development Workshops

Rubric Development Tools: Dentistry and Dental Hygiene Applications

Presenters: Cecilia Dong, Joanna Asadoorian, University of Manitoba; Dieter J Schonwetter, Salme E Lavigne, University of Manitoba

Abstract: New faculty members are hired for their knowledge but may begin academic appointments without having received formal training in teaching. This occurs in a variety of disciplines and across professions. It is important to provide faculty members with the skills and resources to become effective teachers because this is a student expectation. Rubrics are teaching, learning, and assessment tools that guide both students and faculty members through the educational process by identifying learning objectives and criteria that must be met. The use of rubrics will standardize the assessment process and lead to valid and reliable measurements of outcomes of the learning process. At the same time, students receive feedback on their strengths and weaknesses.

Learning Objectives:

• Assess knowledge of rubrics and how to best utilize these for assessment purposes in the classroom, laboratory, and clinic.
• Discuss tools and tips on how to develop rubrics.
• Evaluate a hands-on opportunity to create a rubric.
• Construct a toolkit of resources on rubrics.

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Global Dental Digital Learning Communities: Learning or Social Networking?

Presenters: Karen Gardner, University of British Columbia; Susan Bridges; Louis Mackenzie; Damien Walmsley

Abstract: In this presentation, the audience will become familiar with the concept of global digital learning communities and how they can be employed to support lifelong learning and the formation of global standards in dentistry education. In addition, the concepts of formative versus summative approaches to this project, cross-faculty engagement, learning communities, and the importance of communication for intercultural communication will be discussed. A digital learning community has been developing and growing for the past five years through student participation on a web platform, www.diastemas.net, which was designed by the participants expressly for this project. Qualitative and quantitative research has been conducted that will be shared, including direction for future scholarship.

Learning Objectives:

• Describe the differences between web interaction, Facebook, and Twitter.
• Recognize the capacity of web platforming with respect to education standards and lifelong learning.
• Identify the importance of learning communities.
• Develop the ability to structure learning communities.
• Analyze the characteristics of community of practice (domain, community, practice) through highlighting strategies employed to foster community building.

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Mindfulness: Enhancing the Clinical, Professional, and Personal Outcomes of Dental and Dental Hygiene Students

Presenters: Deborah Holexa, John G. Lovas, Nancy R. Neish, Marvin Belzer, Elisabeth Gold

Abstract: The practices of dentistry and dental hygiene are rigorous, science-based professions requiring high levels of intellectual excellence and clinical competence to deliver comprehensive and safe oral health care. In addition, dental professionals are called to serve others with compassion and empathy. While curriculum standards fully address aspects of the sciences and clinical skills, they tend to offer less in the way of developing compassion and empathy toward self and others, yet these attributes are clearly necessary. Mindfulness offers a vehicle for developing areas of emotional regulation, self-awareness, self-management, and cultivation of compassionate, empathetic, professional, and ethical behaviors. The practice of mindfulness involves cultivating the ability to observe one's self. You are invited to experience some of the practices of mindfulness and discover how these can benefit you and your students.

Learning Objectives:

• Describe the history of mindfulness practices.
• Cultivate self-awareness through the use of various mindfulness practices.
• Interpret the current evidence-based research supporting mindfulness' use in the health professions.
• Describe how mindfulness practices enhance communication, technical skills, professionalism, teamwork, and lifelong learning.
• Produce foundations of mindfulness in your own life and your program curricula.

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When Bits Byte! Tips for Proficient and Optimal Use of Your Computer and Effective Collaboration with IT Personnel

Presenters: Charles Janus, Virginia Commonwealth University; Gene Glasco, Jr.

Abstract: This workshop is for faculty desiring to use computers more efficiently, prevent problems, and effectively communicate with IT personnel. The presenters acquaint participants with common IT problems and how to solve them, and provides a potpourri of tips and tricks to increase efficiency and ease computer use. Participants should bring their laptops to gain hands-on experience. New and seasoned users will benefit from this workshop.

Learning Objectives:

• Summarize common computer problems and simple steps to try before calling IT.
• Create desktop short cuts, prevent spam email, list tips for networking, and protect personal information.
• Describe how to retrieve data, acquire files offsite, custom install and update software, remain virus free, and avoid harmful files.
• Participants will learn scheduling automatic disk cleanup, defragmenting for increasing CPU performance, and safe guarding data with software like TrueCrypt.
• Describe lighting tips to better view a computer screen and describe exercises to prevent eyestrain.

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Empowerment Through Assessment: Writing Evaluation Criteria For Summative And Formative Student Feedback, Faculty Calibration And Criteria Validation

Abstract: This workshop is intended for faculty responsible for preclinical and clinical courses, expanding on content and offering enhancements on the process introduced in last year's workshop. Specifically, participants will review how well-written criteria enhance student learning, facilitate grading, direct students' performance, confirm critical features, guide assessing outcomes, reduce ambiguities, and contribute to faculty calibration. This effective, comprehensive method facilitates faculty and student assessment and provides efficient steps for data entry, analysis of student and class performance, and insights for future instruction. The workshop includes writing new or editing existing criteria, creating an Excel worksheet to record student performance, entering data, rendering meaningful grades, interpreting the students' self-assessments, analyzing class performance, and factoring the self-assessment into the grade. Participants should bring existing evaluation/grading forms from their institution and a laptop computer with Microsoft Office including Excel. First-time attendees will benefit, as well as participants from last year.

Presenters: Charles Janus, Virginia Commonwealth University; William Knight, University of Illinois at Chicago

Learning Objectives:

• Evaluate the process of criterion-referenced grading, review calibration for faculty and students, and diagnose common learning problems.
• Apply essential elements in writing criteria, developing ones specific to a discipline or revising existing ones.
• Describe a method for using criteria and a scale with easily understood levels of performance for grading.
• Develop a worksheet that facilitates easy, efficient data entry of both faculty and student self-assessment.
• Manipulate worksheet data, interpret student self-assessment scores, calculate final grades, and render feedback on overall class performance.

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Focus on Facilitation: Let's Limit the Lecturing!

Presenters: Maureen McAndrew, Ivy D. Peltz, New York University

Abstract: In addition to their research and service obligations, faculty are being called upon to teach in ways for which they may have had little preparation. Current students are Millennials who desire greater flexibility and control over their learning. The traditional lecture format does not actively involve students and does not align with current adult learning theory. Moreover, students see their peers as an important learning resource. Problem-based learning and case-based, and reinforced instruction have been embraced by dental education to varying degrees. Because these modalities are group oriented, an understanding of group process is needed. The workshop's presenters will identify the stages of group process and how to maximize group participation and use interventions to manage difficult attendees. There will be opportunities to facilitate discussions using process tools and the core practices of effective facilitators.

Learning Objectives:

• Identify the stages of group process.
• Generalize the core practices of effective facilitators.
• Explain process tools to move discussions forward and seek consensus, resolution, or both.
• Discover redirection techniques to manage problem behaviors and disruptive participants.
• Manage equal participation of group members.

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Interactive and Innovative Strategies for Curriculum Change

Presenters: Diana V. Messadi, University of California, Los Angeles; Frances Stavropoulos, University of Florida; Rosalyn C. Richman; Diane M. Magrane, Drexel University

Abstract: The development of interprofessional approaches requires community engagement and creative disruption of traditional educational practices. This interactive workshop will explore the use of liberating structures (LS) methods to create curricula to promote effective comprehensive care of the chronically medically compromised patient. Creating interprofessional educational approaches can be challenging in terms of professional culture and curricular scheduling. Liberating structures use these challenges to open dialogue across diverse individuals with shared goals. Such methods will include an inverse systems analysis called TRIZ, 1-2-4-whole group, which is a progressive dialogue-building approach. The purpose is to liberate energy, tap into collective intelligence, stimulate creativity, and achieve better results by engaging people and unleashing the power of self-organization, as opposed to traditional, top-down methods of decision making for change. Participants will apply a variety of LS to explore how to develop an interdisciplinary curriculum for management of medically compromised patients.

Learning Objectives:

• Apply adaptable methods for groups of individuals to change how they interact together to problem solve and develop opportunities.
• Summarize a nontraditional approach that can be adapted to institutions to make decisions and move ideas into action.
• Generate ideas for interprofessional education that supports improved dental care of patients with chronic and complex diseases.

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Clinical Outreach: Developing a Self-Sustaining Model

Presenters: Wilhelm A. Piskorowski, Mark Fitzgerald, Steve J. Stefanac, Marilyn S. Lantz, Howard A. Hamerink, University of Michigan

Abstract: Community-based educational experiences or clinical outreach practice experiences have been increasingly incorporated into curricula to provide meaningful dental care to underserved populations and providing expanded practice experiences for students. Traditionally, these have been developed and maintained using funds from grants, foundations, and school budgets. However, long-term financial stability of these programs has proven problematic. Consequently, there is an increased interest in financially self-sustaining clinical outreach models for dental curricula. Presenters will provide participants an opportunity to discuss in detail a financially self-sustaining clinical outreach model that has been successfully implemented for nine years in a dental school curriculum and explore possibilities for adapting it to their schools.

Learning Objectives:

• Structure affiliation agreements with four common but different clinic models (funding mechanisms) and form future relationships with host sites.
• Develop outcome assessment instruments that include preceptor/site performance reviews, student evaluations/earned credits, and community impact, allowing for continuing program improvement.
• Identify likely barriers to starting a program and develop strategies for overcoming those barriers.

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The Diagnostics of Clinical Remediation: Teaching Dental Hygiene Clinical Instructors How to Teach

Presenters: Carolyn H. Ray, Jane N. Gray, University of Oklahoma; Lizabeth A. Spoonts, Texas Woman's University

Abstract: This workshop is designed to assist clinical instructors on recognizing instrumentation techniques that prevent students from achieving clinical competence. This interactive session will review the fundamentals of instrumentation while providing opportunities for instructors to discover other ways to dialogue with students on mastering the complex art of periodontal instrumentation. Process and formative feedback are vital for students to accomplish the basic to advanced skills needed to progress in their clinical environments. This workshop will provide a step-by-step approach to becoming effective clinical instructors. Seasoned instructors will share teaching strategies that facilitated their success in educating even the most difficult students in clinic. Videos will be used to analyze, dissect, and formulate customized clinical instruction that provides positive feedback with concrete intervention.

Learning Objectives:

• Identify instrumentation techniques that prevent students from achieving positive outcomes.
• Formulate individualized clinical instruction unique to each student's needs.
• Communicate clinical instruction customized to achieve student competence.

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Searching Effectively and Efficiently for Accurate Answers to Clinical Questions Utilizing Interprofessional Collaborations to Optimize Training and Teaching

Presenters: Andrew B. Schenkel, Richard McGowan, New York University

Abstract: 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. Many fields can be tapped for their expertise in order to optimize its learning and teaching. Acquiring the literature needed to answer your clinical question is usually presented as the second step in the EBDM process. This poster will outline the steps and describe the process necessary for the searching experience to prove efficient and effective. Through the collaboration established between NYU College of Dentistry and the NYU Medical Center Health Science Library staff we will show how to comfortably and confidently apply the principles and practices of EBDM in searching the existing databases in order to obtain the literature to correctly answer your clinical questions. This association has afforded us the opportunity for collaboration in this area with the establishment of courses and support for students and faculty in the area of searching. The medical librarians knowledge and expertise is essential for training students and faculty searching for answers to clinical questions. This format for 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.

Learning Objectives:

• The format outlined in this poster for 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.

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Exit Surveys of Graduating Dental Students: Best Practices of Competency-Based Assessments from Two Dental Schools

Presenters: Dieter J. Schonwetter, University of Manitoba; Joanne N. Walton, University of British Columbia; Eli M. Whitney, University of British Columbia

Abstract: Based on best practices and guided by current literature on program assessment by graduating dental students, presenters will provide administrators, educational developers, and faculty with an assessment tool that can be used to evaluate and report their competency-based curriculum in preparation for successful accreditation and strategic planning purposes. Participants will identify key components of the curriculum necessary for accreditation preparations (e.g., define competencies and level taught, methods used to teach the competencies, strategies used to assess each competency, summative and formative evaluation, grading schemes, course content type, instructor/student ratios, and class hours spent teaching students in classroom, pre-clinic lab, and clinic). With collaborative facilitation by experts in program assessment, explore the steps in preparing for assessing competency-based curriculum from the perspectives of graduating dental students.

Learning Objectives:

• Identify each of the key components of the graduating student exit surveys necessary for accreditation preparations.
• Integrate the national accreditation standards used to create effective exit surveys.
• Evaluate and report findings in preparation for a successful accreditation outcome and strategic planning purposes.
• Review innovative exit survey assessment best practices.

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Recruiting URM/LI Students in a Toxic Economy: A Portfolio-Based Summer Program

Presenters: Venita J. Sposetti, Patricia A. Xirau-Probert, University of Florida

Abstract: Dental education continues to be challenged in recruiting qualified URM/LI students to the profession. In addition, schools are experiencing the fiscal restrictions of the current economic crunch. Creative solutions are necessary to continue enhancing diversity and improving access to care for the people we serve. During this budget-friendly summer program, participants build a portfolio as they explore and reflect upon dentistry as a career and themselves as applicants. Activities include a values and skills assessment, journal club article review, personal statement development, DAT encounter, draft AADSAS application, financial planning exercises, personal action plan, and PBL capstone experience, "Choosing a Dental School." Participants in this workshop leave with a portfolio relevant to their schools, created using provided templates. Examples of funding mechanisms, budget information, program schedules, activities, and learning materials will be included.

Learning Objectives:

• Create a mock portfolio for a school that mirrors the portfolio experiences in a summer program.
• Articulate the concept of focused recruiting by creating potential target audiences for a future summer program.
• Construct an organizing template to identify strategies to develop the target audience into successful applicants.
• Summarize creative financing strategies and modifying the program design based on funding with workshop participants.

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Increasing New Faculty Teaching Effectiveness through Gaming Strategies: Tips, Tools, and Resources

Abstract: During this session, new faculty will receive a short overview of the theories and research highlighting the effectiveness of gaming. This will be followed by a case study in which gaming is demonstrated. Participants will explore the development of games for their courses.

Presenters: Sylvia M. Todescan; Wellington J. Rody, Dieter J. Schonwetter, University of Manitoba

Learning Objectives:

• Summarize knowledge of games and how to best utilize them for assessment purposes in the classroom.
• Discover existing online games for dentistry and dental hygiene.
• Apply tools and tips on how to develop games.
• Engage in a hands-on opportunity to create a game for classroom assessment.
• Practice with a tool kit of resources on teaching with games.

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Interprofessional Health Team Competitions: Learning Together to Improve Health

Presenters: Donna P. Warren-Morris, June M. Sadowsky, University of Texas Health Science Center at Houston

Abstract: A novel concept with a two-fold objective is an Interprofessional Health Team Competition. The first objective is to allow students from many disciplines to collaborate on authentic health/public health issues such as disaster/terrorism preparedness, elder abuse recognition and prevention, and home safety. The second is to improve community health and quality of life through education of students in health care and other professions. Students from programs at the University of Texas Health Science Center at Houston, University of Houston, and Texas Woman's University participated in interprofessional groups and completing some online coursework. Student groups are given problem-based cases or scenarios to collaborate on and present solutions or strategies for addressing the situation. Faculty and community partners serve as judges of the competition. This workshop will assist faculty participants in replicating similar interprofessional learning experiences for their students through interaction in small-group activities.

Learning Objectives:

• Discuss the advantages of interprofessional education in improving patient and community health and student learning.
• Identify barriers and outline strategies for creating interprofessional learning experiences for students.
• Identify other professions or disciplines that could collaborate with dental and allied dental students at home institutions.
• Construct case studies or scenarios that permit students/faculty to participate in interprofessional educational experiences at home institutions.
• Summarize best practices for designing and assessing interprofessional learning experiences.

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New Idea Sessions

A Toolkit for Clinical Research

Presenters: Denice C. L. Stewart, Nicole S. Kimmes, Creighton University

Abstract: This new idea presentation provides an overview of a unique method to promote clinical research. The Consortium for Oral Health Related Informatics (schools working collaboratively to promote clinical and educational research) has developed a toolkit for clinical research utilizing data from the electronic dental record (EDR). Goals are to provide clinical faculty with the tools needed to manage a research project and create ongoing research venues in the clinical setting that engage dental students and faculty in EDR-based research and evidence based decision making. The toolkit workgroup includes 7 individuals from 5 institutions in the U.S. and the Netherlands. The toolkit provides identifying clinical questions, writing PICO questions, literature analysis, research protocol, peer review, research conduct, data gathering and analysis, outcomes assessment, reporting and dissemination of findings. Toolkit evaluation utilizes surveys of students and faculty to assess attitudes about the toolkit and research skills.

Learning Objectives:

• Summarize development of a toolkit for conducting research in dental school clinical settings.
• Analyze the key components of the toolkit: using EDR for research, writing PICO questions, IRB, statistical analysis, and reporting.
• Describe the surveys used to assess and evaluate the toolkit.

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ADEA CCI Sessions

Evaluating Knowledge and Communication Skills: The Oral Exam

Presenters: Kenneth L. Allen, James M. Kaim, Mark S. Wolff, David Hershkowitz, New York University

Abstract: As educators, we strive for excellence from our students but often are uncertain as to how to evaluate the complex principles and concepts we now teach. At the New York University College of Dentistry, we have gone back to what some consider the old-fashioned, low-technology system of an oral examination. Every student meets with a panel of trained, experienced faculty and must answer questions about a complex, multidisciplinary dental case. The student is provided with a complete medical and dental history along with a full-mouth series of intraoral radiographs. After being given 20 minutes to review this material and take notes, the examination begins. Faculty reference a bank of 30 questions, available to students prior to the test date, and use their own follow-up questions. Students are evaluated on clinical knowledge and communication skills.

Learning Objectives:

• Construct an oral examination program.
• Describe how to train and standardize faculty.
• Participants will learn how to remediate and re-test students who perform poorly.

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Dentist-Physician Degree: An Education Model for Future Primary Care Practitioners

Presenters:  Abby J. Brodie, Dominick P. DePaola, Nova Southeastern University; Jerold S. Goldberg, Case Western Reserve University School of Dental Medicine; Hal R. Lippman, Bart Whitehead, Nova Southeastern University

Abstract: The Dentist-Physician education model created to address the interprofessional delivery of health care is the foundation of the Nova Southeastern University College of Dental Medicine and College of Osteopathic Medicine collaborative D.O./D.M.D. program. The Case Western Reserve University School of Dental Medicine joint degree D.M.D./M.D. program offers a Dentist-Allopathic Physician model to address similar needs and goals. Institutions developing and providing such programs recognize several common issues: collaborative efforts amongst health care educators and other stakeholders, innovation, integration, challenging long-standing traditions, the burden of cost to students, actualization of the graduate to degree conferrals, licensure, and practice, and developing leaders of the future for active interprofessional provision of health care in a variety of settings. The development of the curriculum, recruitment, admissions process, retention, early outcomes, and what institutions can learn from one another will be addressed by faculty and students.

Learning Objectives:

• Recognize the challenges involved in creating, developing, implementing, and evaluating a new model of interprofessional education.
• Explore ways of collaborating with health care educational and practice colleagues.
• Summarize the role of the dual trained health care provider as a future leader in primary care and interprofessional health.

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Treatment Planning and Risk Assessment

Presenters: Negar M. Nasseripour, Judith A. Jones, Frederick O. Hains, George L. Keleher, Harvard School of Dental Medicine

Abstract: Treatment planning is a complex process involving an accurate assessment of a patient's dental needs and wants and then assembling the collected information from a thorough examination and review of systems into a plan of therapy. The Written Analysis Template was developed to help students collect, organize, and rank diagnostic data leading to the development of an appropriate treatment plan. The plan is based on patient need, time, finances, dental student capability, and time constraints. It requires the student to assemble a detailed medical history, oral pathology, periodontal and caries risk assessment, and to list all problems, solutions, and alternatives. After discussion between faculty and patient, an actual sequenced working treatment plan is developed and used for future appointments. The student will phase and sequence the entire treatment plan and then determine the portion for which they will be held accountable.

Learning Objectives:

• Identify, organize, and rank diagnostic data leading to the development of an appropriate treatment plan.
• Apply interdisciplinary approach incorporating risk assessment for appropriate treatment planning.
• Summarize medical history, oral pathology, periodontal and caries risk assessment, and list all the problems, solutions, and associated prognosis.
• Design a comprehensive working treatment plan based on patient needs, financial, and time constraints.

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The Journal Club is Dead! Long Live the Evidence-based Decision Making Club!

Presenters: Andrew B. Schenkel, Mary Brennan; Judith Haber, Joan A. Phelan

Abstract: Journal clubs have long been used in healthcare settings as a means of disseminating healthcare information. This program will explore the history and evolution of the typical journal club and examine whether this format is appropriate in today's world of evidence-based decision making (EBDM). Presenters will show that the traditional format is at odds with the process of EBDM. Participants can then convert their journal club into its natural modern iteration as an EBDM club, which provides a format allowing participation and "buy in" by clinical faculty in the dental school. If no journal club exists, the components necessary to start a club from scratch will be shown. Data will be presented from the literature representing journal club experiences from multiple institutions. This data will form the basis of suggestions for the format of a modern EBDM club.

Learning Objectives:

• Identify why a journal club is no longer an appropriate format for the dissemination of healthcare information.
• Describe the natural evolution of a journal club into an evidence-based decision making club.
• Apply the principles and practices of evidence-based decision making to replace the traditional journal club format.
• Integrate interprofessional collaborations to optimize the teaching and practice of evidence-based decision making.
• Design, develop, and implement an evidence-based decision making club from scratch.

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A New Approach to Partnership in Education: Reserves, Veterans, and Your Dental School

Presenters: Wendy S. Woodall, John D. Ferrin, Christine C. Ancajas, Jeremy Manuele, Rick B. Thiriot, University of Nevada, Las Vegas

Abstract: Collaboration between armed forces and dental schools helps meet the oral health needs of service personnel while providing expansion of various educational experiences. Local National Guard troops deemed non-deployable due to their current dental condition and local veterans without dental coverage can be the first validated for eligibility. Student experience is expanded through cultural competency by practicing tailoring treatment decisions with delivery of approved care, developing ethical standards, and fostering patient commitment to a dental home. Patient surveys addressing resolution of chief complaint, timeliness, continuity of care, degree of empathy, and professionalism help assess educational outcomes. Project funding is achieved through collaboration between the school, local ADA societies, corporate assistance, and contracted payment for area-specific armed forces active-duty qualifying exams. Within one year, this model can provide over $100,000 of volunteer dental treatment for over 100 veterans in eight to 10 sessions, while accumulating over 1,000 hours of student service.

Learning Objectives:

• Analyze expansion of oral health care delivery to a national, underserved population.
• Evaluate increasing student exposure to a population of diverse generations, ethnicities, and cultures.
• Recognizing the increase of student experience in tailored delivery of care.
• Define the application of effective business principles to self-sustained expansion of care.

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ADEA Council, Section, and Special Interest Group Programs

Best Practices in Advising Theses, Dissertations, and Projects for Graduate Dental Hygiene and Post-Graduate Dental Students

Presenters: 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

Abstract: Graduate dental hygiene and post-graduate 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 thesis and dissertation advising challenges and best practices for both face-to-face and online graduate students.

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.

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Interprofessional Education: The Benefit/Cost Equation

Presenters: Judith A. Buchanan, Barbara Brandt, University of Minnesota; Jeff Ogden, University of Minnesota

Abstract: Speakers will discuss the costs, challenges, barriers, and lessons learned by implementing an interprofessional education program at an academic health center.

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 interprofesional 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.

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Resources and Strategies to Implement Tobacco Dependence Education: An Interdisciplinary Approach

Presenters: Joan Mary Davis, Southern Illinois University Carbondale; Jill M. Loewen, University of Detroit Mercy; Laura M. Romito, Indiana University

Abstract: 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 an already full curriculum. 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 curriculum. The purpose of this program is to offer curricula 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.

Learning Objectives:

• Describe five resources that could be used to compliment 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 addresses barriers.
• Manage collaboration between different healthcare disciplines.

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International Service Learning: Building a Foundation for Interprofessional Education

Presenters: Lisa P. Deem,  Temple University; Sandra Fernandez; Melissa L. Friedman, Tufts University; Dianne D. Foster, University of Louisville; Tom Jackson, Jr.; Michael W. Birnbaum, International Service Learning; Nipa Thackar

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.

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.

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Interprofessional Educational Initiatives That Contribute to Improved Quality of Care for Geriatric Patients

Presenters: Diane Ede-Nichols, Nova Southeastern University; Jadwiga Hjertstedt, Marquette University; Douglas B. Berkey, University of Colorado Denver

Abstract: 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.

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.

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Need, Challenges, and Opportunities for the Interprofessional Education and Management of Dental Caries

Presenters: Margherita Fontana, University of Michigan; Martha Ann Keels, David Krol, Carlos Gonzalez-Cabezas

Abstract: 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.

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.

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Making Surveys Work for You: What Questions to Ask, How to Ask Them, and What to Do With the Data

Presenters: William D. Hendricson, University of Texas Health Science Center at San Antonio

Abstract: 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.

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.

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Educating Today's Dental Resident to Become Tomorrow's Leader Through Interprofessional Education

Presenters: Sheryl L. Kane, U.S. Air Force Dental Service; Daniel K. Boden, St. Luke's Hospital and Health Network; Kenneth M. Fedor, United States Department of Veterans Affairs

Abstract: Advanced education in general dentistry (AEGD) and general practice residency (GPR) progams 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.

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.

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Developing an Educational Culture and Processes That Foster Interprofessional Learning and Practice

Presenters: Marilyn S. Lantz, University of Michigan; Cheryl H. Devore, The Ohio State University; Pamela Zarkowski, University of Detroit Mercy

Abstract: A growing body of evidence suggests that the quality of health care can be improved, and 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.

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.

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How We Teach Biomedical Sciences: Impressions from the ADEA Project Pool Basic Science Survey Series for Dentistry

Presenters: 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

Abstract: 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.

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.

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Wish to Reality: Students Become Interprofessional Collaborative Practice Professionals

Presenters: Laura L. MacDonald, Salme E. Lavigne, Kyle Conrad, University of Manitoba

Abstract: "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.

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.

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The Impact of Diversity and Mentoring on Interprofessional Studies

Presenters: Lonnie Norris, Tufts University; Grishondra Branch-Mays, University of Maryland; Rebecca S. Wilder, University of North Carolina at Chapel Hill School of Dentistry; Mildred A. Arroyo McClain, University of Nevada, Las Vegas; Connie L. Drisko, Georgia Health Sciences University

Abstract: 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.

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.

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Strengths of Collaboration: Bridging the Gap with Cone Beam 3-D Imaging

Presenters: Vijay Parashar, Joe Mehranfar, Midwestern University College of Dental Medicine; Dean Morton, University of Louisville

Abstract: 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.

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.

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Interprofessional Education: Crossing Professional Borders

Presenters: Joseph W. Parkinson, Michael D. McCunniff, University of Missouri-Kansas City; Elizabeth A. Andrews

Abstract: 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.

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 their home institution.

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Evidence-Based Laser Education: An Interprofessional Collaboration in Critical Thinking for Use of Lasers in Dentistry

Presenters: 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

Abstract: 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. Special Interest Group: Lasers in Dentistry is partnering with the Oral Biology, Cariology, and Radiology Sections to overview the multiple ways lasers are now being used in dentistry; it 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.

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.

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Attractive Choices for Students: Anatomy of Predoctoral and Postdoctoral Combined Degree Programs

Presenters: Jaleh Pourhamidi, University of Southern Nevada; Gerald N. Glickman, Baylor College of Dentistry

Abstract: 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.

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.

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Designing the Electronic Health Record to Systematize Patient Referral for Specialty Care

Presenters: Paul L. Richardson, Marina Moore, Carl Imthurn, Loma Linda University

Abstract: 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.

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.

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The Road to Collaboration Is Paved With Good Intentions: Challenges Developing an Interprofessional Education Framework at NYU College of Dentistry

Presenters: Miriam R. Robbins, Analia Veitz-Keenan, Silvia E. Spivakovsky, Debra M. Ferraiolo, Jamesetta A. Newland, Arlene R. Curry, New York University

Abstract: Future dental graduates will be expected to treat more medically compromised patients and apply scientific evidence to the treatment and prevention of oral & 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 crossdisciplinary 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.

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.
• Develop strategies for incorporating interprofessional education into home institutions.

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Building a Prevention Toolbox to Integrate Public Health Dentistry Strategies into Dental and Dental Hygiene Education

Presenters: Jane E. M. Steffensen, University of Texas Health Science Center at San Antonio; James A. Lalumandier, Case Western Reserve University School of Dental Medicine; Michelle Henshaw, Boston University; David P. Cappelli, University of Texas Health Science Center at San Antonio

Abstract: 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.

Learning Objectives:

• Discuss opportunities and challenges to integrate evidence-based dental public health principles and health promotion/disease prevention into dental and allied dental.
• 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.
• Discuss educational strategies and innovative approaches for expanding prevention and access to services for vulnerable groups and underserved communities.

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Teaching Faculty How to Conduct Clinical Research Utilizing Interprofessional Collaboration for Organization of a Clinical Trials Course

Presenters: Brent Ward, University of Michigan; Gary F. Bouloux, Emory University

Abstract: 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.

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.

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Finding the Dangerous Mucosa: The Evidence-Based Role of Adjunctive Aids in Detecting Precancerous Lesions

Presenters: Joseph C. Whitt, University of Missouri-Kansas City; Anthony L. Neely, University of Detroit Mercy; Dr. 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

Abstract: 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, what these tools are capable of and how they should be used, 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.

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.
• Describe 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 based on the current literature.

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Lunch & Learn Sessions

Developing Written and Verbal Communication through Case-Based and Small Group Learning Exercises

Presenters: Sharon K. Lanning, Charles Janus, Lawrence Masters, Virginia Commonwealth University

Abstract: Are your students struggling with writing medical consultations? Are your students struggling with verbal communication amongst 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. Lunch and Learn attendees will come away with goals and objectives, patient cases, implementation protocol and outcomes data that could be used to build their own simulated exercises or replicate ours.

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

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2011 ADEA Signature Series

ADEA Signature Series- Identifying and Developing the Future Leaders in Dental Education

Presenters: Elise S. Eisenberg, Karl Haden

Abstract: The ADEA Signature Series is an all-day workshop coordinated by the ADEA Leadership Institute. In 2011, the Signature Series will focus on Identifying and Developing the Future Leaders in Dental Education. The interactive session will include onstage interviews, presentations and panel discussions with association leaders, dental school deans, students, and ADEA Leadership Institute alumni. In addition, participants will engage in case studies and action planning to assist in identifying and developing leaders at their home institutions. Sponsored by Leadership Institute Alumni Association (LIAA).

Learning Objectives:

• Discuss the future of leadership development in dental education and academic health care
• Recognize effective strategies across the academic career continuum for identifying and developing leaders
• Assess and discuss institution-level opportunities related to identification and development of leadership
• Apply principles of leadership development to case studies

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Symposia

California Dental Pipeline Phase II Evaluation Symposium: Outcomes and Implications

Presenters: Eugene L. Anderson and Kim D'Abreu, American Dental Education Association; Peter J. Robinson, University of Connecticut; Marita R. Inglehart, University of Michigan; Howard L. Bailit, University of Connecticut

Abstract: For nearly a decade, dental education leaders in five California schools have been engaged in a state–wide effort to increase underrepresented minority enrollment in California dental schools and expand partnerships between California dental schools and Federally Qualifi ed Health Centers. With private foundation support, the overarching goal of the program was to expand community–based dental education and training and increase access to oral health care for underserved patients throughout California. ADEA was contracted to evaluate the final three years of program. The Evaluation Team will present major program findings and challenge areas, highlight best practices and discuss efforts in place to sustain program beyond foundation support. This session will provide valuable information for other schools looking to increase cultural competency, diversity, and student rotations in community–based dental education.

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Impact of Community-Based Dental Education on Program Finances

Abstract: A major transformation is taking place in clinical dental education: 1) Established schools are having senior students spend more time in community clinics and practices providing care to underserved patients, and 2) Most schools now under development plan to have senior students spend a third or more of their time in community settings. This transformation is taking place, because dental educators see major educational, financial, and community services advantages for this form of clinical training. As an outgrowth of the national dental Pipeline program (Pipeline, Profession & Practice: Community-Based Dental Education), this symposium presents recently available empirical evidence on the financial impact of community-based dental education programs on dental school and community clinics.

Presenters: Howard L. Bailit, University of Connecticut; Jack Brown, Anna Karina Mascarenhas, Nova Southeastern University; Taegen L. McGowan, University of Connecticut; Wilhelm A. Piskorowski, Huong Le, University of Michigan

Learning Objectives:

• Describe the importance of studying the impact of community-based dental education programs on dental school and community clinic finances.
• Illustrate the short and long-term impact of community rotations on school finances in terms of student productivity and clinic operations.
• Understand the rationale and process of sharing student generated surplus patient care revenues on school and community clinic finances.

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Introducing Interprofessional Education To Dentistry, And Dentistry To Interprofessional Education: A "Long and Winding Road," But Well Worth The Trip

Presenters: Ronald W. Botto, Andrea L. Pfeifle, University of Kentucky; Elizabeth A. Andrews, Western University of Health Sciences; Barbara F. Brandt, University of Minnesota; Stephen W. Malley, Medical University of South Carolina

Abstract: Interprofessional Education (IPE) presents a unique opportunity for collaborative education of future health care professionals and collaboration among health care professionals for the well-being of the patient. It represents learning with, from, and about each other so all can work together to maximize patient-centered care and health. The presenters in this symposium are from four different universities, representing educators from dental and other health care areas. Each presenter will share IPE endeavors at their respective universities, including the outcomes and impact that their programs have had, and the value and challenges incurred during the process, followed by audience questions and discussion regarding best practices for teaching interprofessional practice in dental education. As a result, participants will be introduced to a wide variety of interprofessional endeavors, and will be able to return to their respective universities with ideas, insights, and the energy necessary to introduce and/or expand interprofessional education offerings.

Learning Objectives:

• Describe examples of specific interprofessional learning activities in dental education.
• Discuss the institutional challenges and strategies to overcome these when initiating an interprofessional education program.
• Identify approaches, resources, and ideas for addressing challenges and developing interprofessional learning activities at one's respective institution.

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Models of Interprofessional Curriculum in Dental Education-Presidential Symposium

Presenters: Gail S. Childs, Micaela Gibbs, University of Florida; Judith A. Buchanan, University of Minnesota; Elizabeth A. Andrews, Rosemary Monehen, Western University of Health Sciences

Abstract: If you had to develop an Interprofessional Education (IPE) curriculum in your dental education program, where would you start? What would it look like? What student outcomes would you expect? In this session you will be presented with three models of IPE. The Florida Model, the Minnesota Model and the Western University Model. Presenters will share their IPE development process, curricula designs, methods of evaluation and future plans in their respective programs. Each model is unique yet shares a common goal; for graduates to demonstrate an understanding of other health professions and to provide and promote a team approach to patient care and health care management, leading to improved patient care.

Learning Objectives:

• You will be able to compare and contrast three models of IPE.
• You will be able to design case-based, culturally inclusive, ethically sensitive, patient-centered teaching methods for an IPE program.
• You will be able to develop IPE student outcomes and methods of assessment.
• You will be able to conceptualize avenues of IPE collaboration on your campus.
• You will be able to conclude revenue commitments required to implement an IPE program.

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An Innovative Model for Interdisciplinary Education: Pediatric Dental Professionals and Pediatric Nurse Practitioners

Presenters: Jill B. Fernandez, Donna Hallas, Neal Herman, Amr M. Moursi, New York University

Abstract: Over the past three years, the department of pediatric dentistry at New York University College of Dentistry (NYUCD) and the pediatric nurse practitioner program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interdisciplinary education, evidence-based practice, and improving the oral-systemic health of children. This collaboration between dentistry and nursing offers unique opportunities for high quality interdisciplinary education, practice, research, presentations, and publications. A benefit of these experiences has been the articulation by students of the value of collaboration to improve quality of care. This symposium will describe the processes involved in developing successful interdisciplinary educational experiences.

Learning Objectives:

• Describe the processes involved in developing successful interdisciplinary educational experiences for dental and nurse practitioner students.
• Discuss formal educational activities that advance interdisciplinary education, evidence-based practice, and quality oral-systemic health care.

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Evaluation of the Dental Health Aide Therapist Workforce Program in Alaska: The RTI International Study

Presenters: Allan J. Formicola, Columbia University; Mary Williard, James Bader, University of North Carolina at Chapel Hill; Scott Wettherhall

Abstract: : In 2003, the Alaska Native Tribal Health Consortium (ANTHC) initiated the dental health aide therapists (DHAT) program in order to bring oral health care to Alaska Native populations in remote locations. The Alaska Native population has severe oral disease and limited oral care by dentists. The DHATs provide basic restorative care and uncomplicated extractions and work under the general supervision of dentists, many who are deployed to Alaska by the Indian Health Service. The initial group of 10 DHATs in practice was educated in New Zealand at the University of Otago, a long-standing dental therapist education program. The RTI International was contracted by the W.K. Kellogg Foundation (in collaboration with the Rasmuson and the Bethel Community Services Foundations) to carry out a study on how the DHAT program is being implemented. The purpose of this Symposium is to discuss the results of the RTI International Study completed in 2010.

Learning Objectives:

• Describe how the DHAT program provides care to remote populations of Alaska Natives
• Understand the goals and objectives of a study of how the Therapist program in Alaska has been implemented.
• Analyze the data collected to detemrine the safety and quality of care provided by dental therapists

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Urban Service Track in CT: A Service-Teaching Model That Meets the Needs of Today's Health Professions Students.

Presenters: Ruth S Goldblatt, Petra Clark-Dufner, Devra Dang, Kenia Mansilla, Laura Huling, Marcus Moss, University of Connecticut

Abstract: Over its three-year evolution, the Urban Service Track (UST) and the University of Connecticut have become a destination for health professions students who embrace service, community outreach, and inter-professional education. The focus of UST curriculum and experiences will produce providers prepared for the inevitable changes in health care delivery that will improve outcomes, reduce cost and promote lifelong service to others. The University of Connecticuts Urban Service Track (UST) is an innovative educational program that promotes interprofessional education and collaboration as well as service learning. Its focus is to provide health professions students with the opportunity to gain valuable skills and experiences in care for urban underserved patients. Currently 134 students are enrolled at different educational levels in disciplines including dentistry, medicine, pharmacy and nursing. Over its three-year evolution, UST and UConn have become a destination for health professions students who embrace service, community outreach, and inter-professional education.

Learning Objectives:

• Articulate the purpose, goals and evolution of the Urban Service Track at the University of Connecticut.
• Identify examples of interprofessional education and service learning within the Urban Service Track.
• Describe the symbiotic relationship between UST, state agencies, other Universities in CT and the dental school.
• Apply strategies used within Urban Service Track that can be modeled by other dental schools.

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Diversity in the Academy/The Leadership Pipeline

Presenters: N. Karl Haden, ADEA Leadership Institute, Dr. Diane Magrane, Leadership in Academic Medicine (ELAM) Program, Dr. Jeanne Sinkford – ADEA/Johnson & Johnson Healthcare Products/Enid Neidle Scholar–in–Residence Program, Dr. Richard Weaver – ADEA/WKKF Minority Dental Faculty Development (MDFD) Program

Abstract: In August 1999, a special task force of the American Association of Dental Schools (now ADEA) issued a report on the "Future of Dental School Faculty." In that report the task force concluded that "dental education in now in a crisis" due to the shortage of dental faculty. The shortage was related to many factors including recruitment from postdoctoral programs and private practice, while at the same time faculty retirements were accelerating because of the "graying" of the faculty workforce. Additionally, academic dentistry was perceived as much less financially rewarding than private practice.

Reports in the Journal of Dental Education in September 2000, September 2002, February 2005, and March 2008 continued to document the future faculty issue through confi rming existing vacancies in the number of budgeted faculty positions. In 2007-08, an ADEA survey reported 360 vacant budgeted faculty positions. Within the context of existing vacancies and the potential impact of the opening of new schools, this panel will focus on unmet needs and future potential training for the dental academic leadership pipeline.

In the context of existing faculty shortages, how will dentistry's programs contribute to the dental academic leadership pool for the future? How will different programs reach different targets and approaches to academic leadership development? One size does not fi t all; how will programs contribute to diversity within the dental academic leadership pool of the future? This panel will discuss candidate profiles, perceptions, benefits, and anticipated program changes to meet existing and perceived needs for candidates who are expected to assume leadership roles within their home institutions while making scholarly contributions that benefit all of dental education. Four panelists will entertain dialogue from the audience around these issues.

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An Interprofessional Standardized Patient Excercise To Improve Attitudes Towards Team Care

Presenters: Mehran Hossaini-Zadeh, University of California, San Francisco

Abstract: The importance of interprofessional education in the health professions has been recognized on the national and international level. Evidence suggests that interprofessional education is well-received by learners and enables them to acquire the knowledge and skills necessary for working collaboratively. Examples of ISPEs are lacking. This ISPE is a formative assessment that promotes interprofessional learning in a simulated authentic setting. Interprofessional faculty and student input in case development and planning is critical for successful implementation.

Learning Objectives:

• Describe the objectives of an Interprofessional Curriculum.
• Describe some of the planning and challenges to develope an interprofessional curriculum.

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Regional Initiatives in Dental Education: Interprofessional Learning for Dental, Dental Hygiene and Medical Students

Presenters: Sarah C. Jackson, Eastern Washington University; Wendy Mouradian, Beatrice Gandara, Douglas C. Schaad, University of Washington; George Novan

Abstract: Regional Initiatives in Dental Education (RIDE) is a distributed model of dental education involving the University of Washington Schools of Dentistry and Medicine, Eastern Washington University, and Washington State University. Launched in 2007 with state funds, the RIDE program includes interprofessional experiences for dental, dental hygiene and medical students as part of the first year of professional school at a regional campus in eastern Washington. This session will present an overview of the RIDE program and describe the integration of dental, dental hygiene and medical curricula. Presenters will discuss results of qualitative and quantitative assessments from several cohorts of medical and dental trainees. Challenges to integrating medical and dental school curricula will be described including faculty and student attitudes, curriculum content issues, differing institutional policies and logistics, along with potential solutions. The role of distance learning in facilitating interprofessional learning and achieving efficiencies in inter-institutional collaboration will be presented.

Learning Objectives:

• Describe strategies for developing interprofessional training experiences for dental, dental hygiene, and medical students.
• Discuss instruments developed to measure attitudinal changes in medical and dental trainees participating in interprofessional training activities.
• Explain the advantages and challenges of integrating dental and dental hygiene curricula.
• Identify faculty attitudes necessary for effective interprofessional collaboration.
• Outline potential benefits of educational technology for facilitating interprofessional education and inter-institutional collaborations.

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Interprofessional Dental and Postgraduate Education Models

Presenters: Arthur C. Jee, R. Bruce I. Donoff, James W. Hupp, Pamela W. Hughes, Stephen Young, John Valenza, David C. Johnsen, Patrick Lloyd, James Swift, Larry Cunningham, Vasiliki Karlis, Steven Sullivan, Larry J Moore

Abstract: The success of dental education depends on the success of interprofessional education and collaboration. The program will highlight models that incorporate cultural changes, collaboration of predoctoral and postgraduate programs, recruitment of faculty and financial aspects as well as associated benefits.

Learning Objectives:

• Understand the financial challenges facing US dental schools.
• Gain knowledge of the interprofessional and interpersonal competencies of the ADEA Leadership Institute.
• Describe and discuss the benefits of sharing dental education faculty.
• Enhance the dental students knowledge about surgical aspects of dentistry.
• Understanding medical principles of in the management of dental patients.

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Inter-professional Teaching and Learning: Scholarship for Better Health

Presenters: John W. Killip; Sharon Lanning, Maureen McAndrew, Paula N. ONeill, Ivy D. Peltz

Abstract: Earnest Boyer (1990) proposed, "...teaching both educates and entices future scholars." Lee Schulman, (1998) suggested, "...scholarship properly communicated and critiqued serves as the building blocks for knowledge growth in a field." Inter- professional initiatives create a vital health education atmosphere enhancing the depth and breadth of student learning and faculty development. Inter-professional Scholarship of Teaching and Leaning (SoTL) demonstrates multifaceted knowledge and experience essential to generating innovative ideas, balancing faculty workload and sharing resources. Symposium participants will learn about inter-professional SoTL initiatives at US dental schools and their associated universities. An emphasis will be placed on current best practices in inter-professional teaching and learning, faculty development and reward initiatives. Strategies to increase inter-professional education and collaboration such as the development of new teaching academies and existing cross-discipline initiatives and other best practices will be presented. Proposal supported by; Council of Faculties, Section of Dental Hygiene Education and ADEA SoTL SIG.

Learning Objectives:

• Realize the value and benefits of pursuing scholarly initiatives that utilize inter-professional education and collaborative practice.
• Recognize opportunities for scholarship of teaching and learning through inter-professional education and collaborative practice.
• Develop inter-professional scholarship of teaching and learning collaborations in new and existing programs.
• Design experiences that incorporate appropriate methodologies to capture program/curricular outcomes leading to scholarly peer-reviewed advances in education and health care.
• Champion the benefits of incorporating SoTL into inter-professional collaboration with local partners, educators, and health care providers.

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Point—Counter Point: The Profession Should Encourage/Should Not Encourage the Establishment of New Dental Schools-Presidential Symposium

Presenters: David Nash, University of Kentucky; Dominick DePaola, Nova Southeastern University; Jerold Goldberg, Bruce Donoff, Richard Buchanan, Jack Dillenberg

Abstract: A number of new dental schools have been recently established, are in the process of being established, or under consideration to be established in the near future. There is a difference of opinion among dental educators as to the advisability of establishing new dental schools in the current environment of dental education. Some individuals believe that doing so is imperative to meet the needs of society for more dentists in the future, as well as to deal with the challenge of access to care for the public. Others believe that establishing new schools is problematic for a variety of reasons, including questionable need for more dentists, lack of adequately trained faculty, questionable commitment to a research agenda, and inadequate financial support.

Learning Objectives:

• Participants will be able to identify the nature of the environment in which new dental schools are being opened.
• Participants will be able to identify reasons dental educators disagree regarding the advisability of establishing new dental schools.

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ADEA Sessions

Trends in Dental Education: Three Things People Should Know

Abstract: Researchers from the American Dental Education Association Center for Educational Policy and Research (ADEA CEPR) will present audience members with an informative and insightful presentation covering key areas of importance to dental education. Every year CEPR publishes numerous reports analyzing data collected by ADEA from dental schools. This session will provide focused analysis on the three major trends in dental education based on the latest data available. Topics covered will be timely and will focus on dental school student applicant and enrollment trends, graduating dental seniors' attitudes and opinions, and faculty salary and vacancy trends.

Presenters: Eugene L. Anderson, Gloria Gonzalez, ADEA

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Lessons Learned: Dental Student Outreach Program and Explore Health Careers Mentoring and Social Networking Website

Presenters: Aljernon Bolden, University of Illinois at Chicago; Candace Mitchell, Howard University; Stephen Stefanac, University of Michigan; Jeanne Sinkford,
Henryne Tobias, ADEA

Abstract: This session will present lessons learned from the American Dental Education Association's (ADEA) W.K. Kellogg Foundation (WKKF) Dental School Outreach Program (ADEA/WKKF DSOP) 3 pilot projects. Project Directors from Howard University College of Dentistry, University of Michigan School of Dentistry, and the University of Illinois at Chicago College of Dentistry DSOP program sites will share challenges and successful strategies implemented to create academic community partnerships to improve the lives of children who lack access to dental care.

Participants will also be introduced to the DSOP Online Mentoring site which will be available to all dental schools after the ADEA Annual Session. This password protected site includes an online mentoring resource, a social networking community, and interactive quizzes to educate parents and children about the value of oral health, general health, growth and well-being. 

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Update on the Interprofessional Professionalism Collaborative

Abstract: 

Presenters: 

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