New Idea:
Make it Real: Learning Activities Utilized in a Prevention Course to Guide Development of Critical Thinking Skills
Presenters:
Durinda J. Mattana, R.D.H., M.S., University of Detroit Mercy
Laura Manning-Lee, R.D.H, B.S, University of Detroit Mercy
Kathi R. Shepherd, R.D.H., M.S., University of Detroit Mercy
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Other Voices: Integration of Research and Scholarship Within the Dental Curriculum Revisited
This symposium will present snapshots of the five most recent Oral Health Research Education Grants that were funded by NIDCR. Because the earliest of these grants to be funded were reported as part of a 2006 symposium, we will revisit and update this topic by surveying new initiatives at five institutions that received initial funding between 2005 and 2008. Supportive of the goals of ADEA CCI and faced with significant challenges, these varied approaches should be instructive to those seeking to implement change at their own institution.
Learning Objectives:
- Examine new initiatives at several institutions that received initial finding
- Identify challenges to curricular change and various approaches to success
- Explore changes effected through these grants, including appreciation of science and the results of scientific research
Presenter: Robert J. Hinton, Ph.D., Baylor College of Dentistry
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Bridging Oral Health Science, Education & Practice: A Cats Initiative
Presenter: John D Rugh, Ph.D., University of Texas
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Other Voices: Integration of Research and Scholarship Within the Dental Curriculum Revisited
Presenter: Ron Sakaguchi, D.D.S., M.S., Ph.D., M.B.A., Oregon Health & Science University
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Integrating 20th Century Basic Science Into A 21st Century Dental School Curriculum
Presenter: Edward F. Rossomando, D.D.S., Ph.D., University of Connecticut
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Evidence-Based Dentistry (EBD) at Baylor College of Dentistry: Opportunities & Challenges
Presenter: Robert Hinton, Ph.D., Baylor College of Dentistry
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Portraits of Assessment: Redesigning Geriatric Curriculum in a Practice Management Setting
Changes brought about by the shift in patient demographics have led to the realization that students need skills to be successful today that differ from those taught 10 years ago. These differences are supported by demographic projections indicating numbers of the elderly will more than double by the middle of the next century. Because of improved health of the elderly, this population is also more likely to retain their teeth than were their predecessors, so they will require increased and different future dental services.
Learning Objectives:
- Practice conducting an assessment of existing curriculum and developing rubrics and checklists for differentiated instruction and assessment.
- Utilize curriculum mapping to assess retooling a practice management curriculum.
- Review the aging of America and the subsequent increase in the size of the elderly population as critical demographic trends.
Presenters:
Mildred A. McClain, Ph.D., University of Nevada, Las Vegas
Marcia M. Ditmyer, Ph.D., University of Nevada, Las Vegas
Georgia S. Dounis, D.D.S., M.S., University of Nevada, Las Vegas
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Risk Assessment for Pre-doctoral Periodontics
Periodontal risk assessment involves the recognition of factors that may influence the predisposition or progression of periodontal disease. Risk assessment incorporates the objective evaluation of contributing factors with education, allowing the clinician to provide adequate intervention strategies. Attendees will be encouraged to participate in a “town hall” discussion.
Learning Objectives:
- Review the current status of risk exposures that may impact the initiation and progression of periodontal disease, including an overview of the newest risk assessment technologies.
- Analyze the current status of risk assessment at the predoctoral level with data from a survey of U.S. predoctoral periodontal program directors.
- Identify ways to include and use risk assessment in predoctoral education.
Presenters:
James E. Hinrichs, M.S., D.D.S., University of Minnesota
Karen F. Novak, D.D.S., M.S., Ph.D., University of Kentucky
Paul G. Luepke, D.D.S., M.S., Marquette University
Michael John Novak, B.D.S., L.D.S., M.S., Ph.D., University of Kentucky
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Risk Assessment for Pre-doctoral Periodontics
Review: Local, Systemic, and Environmental Risk Identifiers for Periodontitis
Presenter: James E. Hinrichs D.D.S., M.S., University of Minnesota
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Risk Assessment for Pre-doctoral Periodontics
Results of a National Survey of U.S. Dental Schools
Presenter: Karen F. Novak, D.D.S., M.S., Ph.D., University of Kentucky
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New Technologies for Risk Assessment
Presenter: Paul G. Luepke, D.D.S., M.S., Marquette University
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Open Forum
Presenter: M. John Novak, B.D.S., L.D.S., M.S., Ph.D., University of Kentucky
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Clinical Simulation Section Program: Teaching & Assessing Ergonomics in the Simulation Laboratory
Presenters:
Kenneth L. Allen, D.D.S., M.B.A., New York University
Gerald Klaczany, D.D.S.
Lance Rucker, D.D.S., University of British Columbia
Alice Urbankova, D.D.S, M.U.Dr., Stony Brook University
Mark S. Wolff, D.D.S., Ph.D., New York University
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The Use of Case-Based Assessments in Endodontic Education
The first section of the program addresses the use of case-based learning and assessment into preclinical or technique courses. The second section describes use of case-based learning and assessment in the clinical part of predoctoral endodontic courses. The final portion describes the use of case-based assessment in postdoctoral graduate endodontic as well as preparation for the American Board of Endodontics (ABE) examination.
Learning Objectives:
- Summarize methods to incorporate case-based assessments into predoctoral and postdoctoral endodontic education
- Explain case-based learning and assessment in various endodontic courses.
- Describe learning and assessment methods in the clinical portion of predoctoral endodontic coursework.
- Assess case-based assessment usage for preparation for the ABE exam.
Presenter: Alan H. Gluskin, D.D.S., University of the Pacific Arthur A. Dugoni School of Dentistry
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Case Based Education in Pre-Clinical Endodontics
Presenter: Dr. Bruce C. Justman, D.D.S., University of Iowa
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Case-Based Learning: The Post-Graduate Challenge
Presenter: Anne E. Williamson, D.D.S., M.S., University of Iowa
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Tobacco Dependence Education: Are We Ready for Change?
Tobacco use is a well established risk factor for a variety of oral diseases from cancer to periodontitis. Tobacco SIG members are passionate about teaching students to help patients become tobacco dependence-free, while Oral and Maxillofacial Pathology section members care deeply about decreasing the devastation of oral cancer. However, the role of the dental team is not clearly established. The updated ADEA Competencies for the New General Dentist pose a challenge to establish a protocol for tobacco dependence education.
Learning Objectives:
- Build a consensus among section members about the recommendations for preparing dental, dental hygiene, and other students to assist the tobacco-dependent patient.
- Assess some of the barriers to change by surveying members and attempting to build consensus regarding best practices
Presenters:
Sara C. Gordon, D.D.S., M.Sc., FRCDC, University of Illinois at Chicago
Jill M. Loewen, R.D.A., M.S., NCTAS, University of Detroit Mercy
Brenda Heaton, M.P.H., Boston University
Joan M. Davis, R.D.H., M.S., Southern Illinois University
L. Jack Windsor, Ph.D., Indiana University
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Tobacco Dependency Education
Why Dentistry? Why Dental Education?
Why Would We Choose Not To Teach And Practice Tobacco Use Prevention And Treatment?
Presenter: Jill Loewen, R.D.A., M.S., NCTAS, University of Detroit Mercy
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Consensus Questions
Moderator: Jack Windsor, Ph.D., Indiana University
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Tobacco Dependence Education-What is Our Goal?
Presenter:
Joan M. Davis, R.D.H., M.S., CTTS, Southern Illinois University
Anne Koerber, D.D.S., Ph.D., University of Illinois at Chicago
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Using a Discovery Approach to SoTL: Assessing Your Scholarly Efforts
Faculty is often challenged with the need to change or revise a course, especially when considering the impact of assessment on learning outcomes. The development or revision of a course is often done under time constraints that lead to a “let’s just get it done” approach, providing little documentation of scholarly efforts. We will analyze a step-by-step process for the scholarly development/revision of a course using the Boyer-Glassic model of scholarship as a guide. This process will provide the type of documentation that an APT committee will both understand and recognize as a scholarly activity.
Learning Objectives:
- Recognize the benefits of a systematic approach to developing or revising a course.
- Document the strategies and activities used in the development or revision of a course to enhance student learning outcomes.
Presenters:
Ted D. Pate, Ph.D., University of Texas Health Science Center at Houston
Paula O’Neil, M.Ed., Ed.D., University of Texas Health Science Center at Houston
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Using the Defining Issues Test in Dental Ethics Education
Presented by the American Society for Dental Ethics, this session continues the series on teaching and assessment of professional ethics.
Presenters:
Phyllis L. Beemsterboer, M.S., Ed.D., Oregon Health and Science University
Muriel J. Bebeau, Ph.D., University of Minnesota