Tuesday, March 19 Session Daily
Festschrift Plenary Honors the Career of Dr. Richard W. Valachovic
“This is our first such symposium in our history,” said Dr. Monty MacNeil, Chair of the ADEA Board of Directors. Dr. MacNeil provided the welcome remarks for the Monday morning plenary session, The Valachovic Festschrift Symposium: Virtue & Dental Education.
The term festschrift comes from the German “fest” for “celebration” and “schrift” for “writing,” and is an academic tradition honoring a respected academic and presented during the honoree’s lifetime. Specifically, a festschrift honors those things known to be important to the person, rather than the person directly. And, it is generally led by individuals who have been mentored by or worked closely with that person to move those particular interests or ideals forward.
Dr. Leo E. Rouse, ADEA Senior Scholar-in-Residence, provided the introduction to the program. “This festschrift symposium honors the leadership of Rick Valachovic as he retires as President and CEO of the American Dental Education Association,” Dr. Rouse said. “When a group of us started talking about the thread that weaves through Rick’s career, the one trait that all of us agreed defined Rick was the way he promotes excellence in others and for himself. Some would consider this a virtue.”
In general terms, virtue is often thought of as moral excellence, or simply “doing the right thing at the moment.” Dr. Valachovic exemplifies the well-lived life and all he does promotes human flourishing. The specific areas that stood out in Dr. Valachovic’s career include ensuring that dentistry continues to be a learned profession, developing leaders at all levels, strengthening dentistry’s participation in interprofessional education and patient care, and promoting diversity and inclusion. Each of these aspects of Dr. Valachovic’s career can be considered a virtue, intensifying the development of habits that promote human flourishing.
In the plenary, four speakers, selected by Dr. Valachovic, gave presentations about one of the above four areas, or virtues.
Pamela Zarkowski, J.D., M.P.H., Provost and Vice President for Academic Affairs, University of Detroit Mercy, talked about The Virtue of Dentistry as a Learned Profession.
N. Karl Haden, Ph.D., Founder and President, AAL, discussed The Virtue of Leadership.
Carol Aschenbrener, M.D., Former Chief Medical Education Officer, AAMC; Consultant and Executive Coach, presented The Virtue of Interprofessional Education.
Lily Garcia, D.D.S., M.S., Associate Dean for Education, The University of Iowa College of Dentistry & Dental Clinics, talked about The Virtue of Diversity and Inclusion.
And finally, Dr. Valachovic gave a response to each of the four presentations that preceded him.
Summary of Response by Dr. Valachovic
Thank you for joining us for this symposium. I am most grateful to Monty MacNeil and Leo Rouse for their kind introductions, and to Pamela Zarkowski, Karl Haden, Carol Aschenbrener and Lily Garcia for their thought-provoking presentations. This is my opportunity to respond to them, so let me begin.
Pamela Zarkowski spoke eloquently about the virtue of dentistry as a learned profession. She presented the concept of a calling for us to a vocation as caregivers and as educators. I fully subscribe to this notion.
In my interactions with applicants and students over the years, I have been impressed with the ways they first thought about a career in one of our professions. It was almost always a desire to be part of a profession that hopes to care and heal, one that is constantly seeking new knowledge and discovery, and one that inculcates innovation and scholarship in teaching and learning.
These are the hallmarks of a learned profession, and through the work that each of us does at our own institution or association, we declare that we will ensure that the next generations of dental professionals will inherit these virtues from us as we did from those who came before us.
Those of you who know Karl Haden appreciate the exceptional value that he has brought to developing leaders at ADEA and beyond. His ability to be immersed in multiple professions has provided those bridges we need to focus on developing leaders for the future who instill habits that promote flourishing among themselves and those that they hope to lead.
The most compelling attribute of great leaders by far is the ability to instill hope in those they lead. When I started at ADEA in 1997, six dental schools had closed, seven others were under consideration for closure, and another one was yet to close in 2000. It was a very challenging time and hard to be hopeful.
Karl mentioned the Leadership Summit in 1998. A critical recommendation from that summit was that the dental school should be considered the “front porch” of the parent university. That idea gave us hope that we could re-frame the value that dental schools bring—and we have, through student teaching clinics and faculty practices, mobile vans, our presence in federally qualified health centers, community outreach events, and others. Through these interactions, we provide leadership in sustaining the dental schools through difficult times develop habits that promote flourishing of our schools and the patients we serve.
Carol Aschenbrener presented a compelling case for the way we should view interprofessional education and collaborative practice as virtues. Dr. Aschenbrener is a physician-educator who embraces oral health as a key component of overall health, and dental education as a peer in health professions education. But we have not always enjoyed the strong relationships we now have with our physician colleagues. I have attended a flurry of 150th anniversary celebrations at several dental schools over the past couple of years—why did so many dental schools start in the post-Civil War era?
Dentistry was becoming quite sophisticated in those years, but the quality of the institutions offering coursework leading to a dental degree varied. Evidence-based dental educators in some cities tried to develop departments of dentistry in medical schools, but were rebuffed by their physician colleagues. So, they started independent dental schools. Perhaps these defeats were milestones in the development of dentistry as the profession as we now know. Because I believe that if we had been welcomed into medical schools, we probably would have been subsumed as a subspecialty of general surgery and would not have flourished in the way we have since then.
There is true virtue in IPE and collaborative care as it promotes flourishing at all levels of patient care and the education of health professionals.
Lily Garcia made a wonderful case for the virtue of diversity in dental education. We are in a time of tectonic change in our society in so many ways, and given the polarization of our national and local politics, we also may be at a tipping point for the future of our country. It is difficult to look at demographic trends and not see a future that will be much different in the racial and ethnic composition of the nation compared to what it is now.
How do we prepare a professional workforce that has the cultural competency to care for that population? Students who graduate this year are likely to still be practicing in 2060. Can we promote habits now that will promote flourishing in a changing society over the length of their careers? Certainly, we see impact of ADEA’s work already.
The applicant pool for the 2016 dental school entering class was for the first time majority women and the 2018 entering class was majority not white for the first time. Through programs such as the Summer Health Professions Education Program, we are making a difference and promoting flourishing of these new clinicians themselves, the schools they attend, and the people and communities they serve.
I believe that to be virtuous is to instill habits that promote flourishing in ourselves and in others. We become virtuous through education to develop and practice those habits. Thankfully, I have had colleagues like Monty, Leo, Pam, Karl, Carol and Lily and so many of you in this room today who have helped me in my professional and personal journey.
I have learned and developed so much in this position—I thank you all for your help. I am grateful to all of you for being here today for this very special moment for me.
William J. Gies Awards for Vision,
Innovation and Achievement
William J. Gies Awards for Vision, Innovation and Achievement (The Gies Awards) were presented at a celebration dinner on Monday evening at the
2019 ADEA Annual Session & Exhibition in Chicago. The Gies Awards, named after dental education pioneer William J. Gies, Ph.D., debuted in 2008 and honor individuals and organizations that exemplify the highest standards in oral health and dental education, research and
“There are great things happening in academic dentistry throughout the United States and Canada, but we don’t always take the time to recognize that,” says Richard W. Valachovic, D.M.D., M.P.H., ADEA President and CEO. “The Gies Awards is a wonderful reminder of our colleagues’ innovative
work in dental education and how they are improving the lives of the individuals we are committed to serve.”
The honorees were selected by a distinguished panel of judges consisting of the ADEAGies Foundation Board of Trustees. The 2019 Gies Award recipients are (in alphabetical order):
American Academy of Pediatrics, Section on Oral Health
Gies Award for Achievement – Public or Private Partner
Association of Canadian Faculties of Dentistry
Award for Innovation – Public or Private Partner
East Carolina University School of Dental Medicine
Gies Award for Innovation – Academic Dental Institution
Lynn Johnson, Ph.D., University of Michigan School of
Gies Award for Innovation – Dental Educator
McGill University Faculty of Dentistry
Gies Award for Vision – Academic Dental Institution
James E. Mulvihill, D.M.D.
Gies Award for Achievement – Dental Educator
Nova Southeastern University College of Dental Medicine and College of Osteopathic Medicine
Gies Award for Innovation – Academic Dental Institution
University of Michigan School of Dentistry
Gies Award for Achievement – Academic Dental Institution
Alexandre Rezende Vieira, D.D.S., M.S., Ph.D., University
of Pittsburgh School of Dental Medicine
Gies Award for Vision – Dental Educator
Now Available for
Download: Slides and eBook From Opening Plenary Session on Sunday
ADEA thanks presenter Tim Sanders, who presented the Opening Plenary address, “Why Collaboration Changes Everything” on Sunday morning, for generously sharing his slide presentation and eBook. Go to the
online program planner to download the files, or you can access them via the mobile app (note that the eBook can be found under “handouts”).
Improved Oral Health for Victims of Human Trafficking
A person is trafficked in the United States every 10 minutes. Human trafficking is about the exploitation of one person to further the control of another. It is a crime against a person, and most victims in the United States are citizens. Human trafficking is often a hidden crime, covered
up by other situations like child abuse, domestic violence, and so on. As a health care professional, it is important to receive training on how to spot the signs that indicate a person is in a compromising situation.
Faculty at Nova Southeastern University (NSU) founded the
Coalition for Research and Education Against Trafficking and Exploitation (CREATE) as a way to educate and empower faculty, students and members of the community with skills to easily identify victims of human trafficking. A collaboration between two
colleges, CREATE provides free dental services to victims of human trafficking, actively researches the prevalent problem, and provides best practices for treating survivors.
After the idea for such a curriculum was sparked, the founders reached out to faculty at NSU and to members of the community to see if they would find value in this type of training. It was welcomed, and they set out to build a professional development training for allied health and
nursing students. It was then replicated it across the university.
It can be difficult to identify a person you suspect as a victim of human trafficking. They are often uncommunicative and uncooperative, as they are fearful of their captors. But as health care professionals, there are signs to look for to help a victim break that cycle. If someone shows
evidence of physical, mental or sexual abuse; lacks documentation; has a heightened sense of distrust; or cannot or will not speak on their own behalf, it could indicate that they are under the spell of a captor. Red flags for oral health providers include emergency treatment for trauma, bleeding gums,
sexually transmitted diseases of the mouth and alcohol/drug abuse. Treatments are often necessary for rampant decay and missing teeth—all due to a lack of oral hygiene.
Implementing compassionate care protocols can help someone feel safe when they are under the care of a health care professional. Patients should be treated with the same standard of care with tailored interactions and attention. When clinicians show understanding, they can start to establish
trust with patients. Building that rapport is the key to helping a victim out of a dangerous situation and placing them on a path to recovery and good health.
There are challenges to treating victims of human trafficking. They often cancel appointments repeatedly and can be difficult to contact. There can be language barriers, which can cause additional communication issues. They may not have access to funds sufficient for ideal
treatments. But, once the trust barrier breaks and a rapport is built, it can open up the possibility of building a strong relationship between victim and health care professional.
If you suspect someone is in a dangerous situation, call the
National Human Trafficking Hotline at 1-888-373-7888. This is a 24-hour help line that directs to law enforcement. Visit
CREATE online to learn more about this epidemic and to access valuable resources.
Impaired Chairside? Developing
Assessment Tools and Care Strategies in the Face of the Legalization of
Various forms and uses of cannabis are legal in 48 states. Use has risen quickly since 2012, so dental practitioners have had to move just as fast to understand cannabis and its impact on their patients. Current statistics show that there are over 22 million cannabis users in United States, with 2.6
million registered as medical users. Cannabis use among high school students has increased steadily, and is being seen in a much younger population than ever before.
Cannabis is made from leaves and buds of C. sativa and C. indica plants. Flowers secrete over 80 chemicals, with the two most common being THC (providing that high feeling) and CBD (popular for medical usage). Common methods of consumption include smoking, edibles, creams
The recent rise of the use of cannabis has presented oral health providers a new set of challenges. What are the health risks? Does marijuana use cause cancer? Are the effects of use long-term, or can they be reversed with cessation? Is it addictive? What other drugs could cause an
interaction detrimental to a user?
As they work toward answering these questions, faculty are faced with weaving education on cannabis use into their curricula. It is recommended that education around cannabis use be added anywhere there is education on tobacco cessation. Common areas include pathology, pharmacology,
communication courses and clinic. Develop appropriate materials and resources in those areas, setting didactic and clinic competencies, taking into account your state’s laws.
Learning more about a patient’s cannabis use can be hard as some people are guarded about their use. Adding questions about the use of cannabis to your patient intake form is one way to determine their risk. Ask why they use it, what type they use and if it’s in conjunction with other
tobacco products. While medical usage can be beneficial, it’s important for practitioners to understand usage patterns and how it fits into their health profile. Understanding how they use marijuana can help health care professionals manage overall health.
Determining the reason for use is the key to intervention. Are there medical reasons? A practitioner can discuss ways to minimize oral effects. Is this recreational usage? Focus on the harm to oral and overall health and the risk of addiction, and support their efforts in quitting. There
is an opportunity chairside to help patients understand the impact of their cannabis use.
With increased usage comes increased and unique issues. Honest disclosure by patients, continued research and chairside communication will help to form the future of cannabis addiction treatment.
Wish you’d attended this session? ADEA is developing a webinar based on this session—look for it in May 2019 on
Attendees Learn About
Preventing Bullying on Campus
Incivility and bullying are unfortunately becoming increasingly evident in educational and workplace environments. The harm from bullying undermines the educational environment and can have a negative impact on health and wellness of students, faculty and staff.
Working Together to Prevent Bullying—Recognize, Address, STOP!, presented on Monday at the 2019 ADEA Annual Session & Exhibition, was coordinated by the
American Society for Dental Ethics. The presenters provided attendees with an overview of bullying behaviors, discussed the bullying continuum, presented frequently encountered examples in dental settings, and provided strategies for addressing these behaviors.
Attendees were engaged throughout the presentation via real-time polling, discussion of case studies, and Q&A.
After an overview of common bullying behaviors, the presenters conducted a poll of the audience—59% of attendees reported being a victim of bullying a few times, and 41% reported being a victim of bullying many times. Interestingly, the presenters reported that hardly anyone reports
they have never experienced bullying. Another question, If a patient acts out in clinic, is there a procedure to deal with it?, produced a response of 60% yes, 15% no, and 25% don’t know. Most institutions have policies in place to deal with clinic patients who are acting out, but many faculty and staff are
not aware of these policies.
The American Association for Diversity, Access and Equity conducted a survey of Chief Diversity Officers at universities about their campuses. The survey reported a rise in bias incidents, hate speech, and incidents of uncivil treatment on campuses across the United States. It also
noted that the majority of these incidents were committed by students.
A poll of dental educators showed that bullying, incivility and discriminatory behaviors are increasing. Such behaviors are committed by students, patients and faculty. Incivility in the classroom and in the workplace is rising. For students, being bullied is a distraction from the learning
environment and brings down the learning environment. It also causes maladaptive coping behaviors, which may include avoidant behaviors, such as pulling away from social groups. When you think about dental students, it’s not easy to take themselves away and come back when it’s a nicer environment.
Social media channels also extend the learning environment and the potential for bullying.
Administrators face many challenges around the rise in bullying incidents and behaviors. For example, they are often affected by federal, state or local laws and protocols for reporting. Dental education programs have professional standards and policies, so administrators can
examine these to ensure that guidelines and sanctions for addressing bullying are in place. Other challenges include students not wanting to talk about or report incidents, lack of documentation when they do report incidents, and lack of confidence in administrative actions.
Key takeaways for bullying prevention include:
- RECOGNIZE bullying—have strategies to bring bias and bullying out in the open. Have policies, protocols and training; have a bias incident reporting system in place; communicate inclusion widely, and be in tune with your campus about which messages matter the most. No one solution
will get everyone to come forward, but have enough avenues in place to get the most people to report.
- ADDRESS bullying—use policies and protocols to investigate. When something happens, do a preliminary investigation, follow institutional policy and take interim action. This sends a message about what’s allowed in this environment and what’s not allowed.
- STOP the bullying—create a bias incident response team, train staff and students on policies and procedures and how to use them, swiftly respond to incidents, and continued work to create a climate of inclusion.
Wish you’d attended this session? ADEA is developing a webinar based on this session—look for it in June 2019 on
Dental educators attended yesterday morning’s #ADEA2019 Social Media + Digital Tools Lab mini-session, Using Social Media as a Dental Education Professional, to learn about the social media platforms and digital media tools that they can use to enhance their professional digital
identity. Tools discussed included Academia.edu, Researchgate and Google Scholar. Session attendees walked away with some best practices and tools to create a digital identity that represents and supports their work as dental educators.
Posters Feature Research and Findings From Dental
Posters were on display in the Exhibit Hall on Sunday and Monday during the 2019 ADEA Annual Session & Exhibition, furnishing details on research from dental schools across the country. ADEA/Dentsply Sirona International Student Poster Awards recognize dental students for outstanding
research and innovation.
Congratulations to the 2019 student poster winners!
Poster 58: Summer Health Professions Program: Impact of Dental Student Participation
Ngobitak Ndiwane, Columbia University College of Dental Medicine
Mentor: Dennis Mitchell, D.D.S.
Poster 17: Consistent Feedback: Did iFF Positively Enhance Dental Student Clinical Outcomes?
Shaahin Dadjoo, Western University of Health Sciences College of Dental Medicine
Mentor: Steven Friedrichsen, D.D.S.
Poster 7: Assessing Faculty Burnout in Dental Schools
Erinne Kennedy, Harvard School of Dental Medicine
Mentor: Sang Park, D.D.S.
See You Next Year in National Harbor,
2020 ADEA Annual
Session & Exhibition
Dates: March 14-17, 2020
Venue: Gaylord National Hotel and Convention Center
Location: National Harbor, MD
Join us for the
2020 ADEA Annual Session & Exhibition in National Harbor, MD for Discover Your Pathway, a conference that supports ADEA members’ professional growth through personalized learning. In today’s world of new technology, changing pedagogy, fluctuating budgets and expanded scientific
knowledge, is your career future ready?
ADEA invites you to submit abstracts for educational programming for the 2020 meeting. Share your best techniques on how you teach students effectively. Submit abstracts for educational programming for the 2020 ADEA Annual Session & Exhibition. The deadline for submitting educational
sessions (seminars, workshops and small group discussions) is June 3, 2019. The deadline for submitting an ADEA TechExpo or an ADEA poster is Sep. 9, 2019.
Complete instructions for submitting a program proposal are available online.
We hope you’ve had a productive and enjoyable experience at the 2019 Annual Session & Exhibition, and we’re looking forward to seeing you next year in National Harbor, near Washington, DC!
Today: Don’t Miss These Events!
10:00 – 11:15 a.m.
Closing Plenary—Large-scale Online Collaboration
Grand Ballroom C-F, East Tower, Ballroom Level
3:30 – 4:30 p.m.
ADEA House of Delegates Closing Session
Grand Ballroom, East Tower, Ballroom Level
The registration booth is located in the Grand Foyer, East Tower, Ballroom Level, and is open from 8:00 a.m. to 2:00 p.m. today.
ADEA House of
Delegates Booth Hours
Members of the
ADEA House of Delegates booth is located in the Grand Foyer, East Tower, Ballroom Level, and is open from 3:00 to 4:30 p.m. today.
Gain CE credits by evaluating the sessions you attend today using the mobile app or by logging in to the