Bulletin of Dental Education

MedEdPORTAL© July 2022 Highlights

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MedEdPORTAL is a peer-reviewed journal of teaching and learning resources in the health professions, published by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association.

MedEdPORTAL and ADEA invite educators to submit stand-alone teaching or learning modules that have been tested in the classroom, preclinical laboratory or clinic educational materials that aim to improve patient care. The learners must include training or practicing physicians or dentists (e.g., professional school, residency, faculty development, continuing professional development) and may include trainees or practitioners across the health professions.

The vision of MedEdPORTAL is to:

  • Serve as the premier clearinghouse of high-quality, peer-reviewed health education tools;
  • Promote interprofessional collaboration by facilitating the open exchange of educational resources across the health professions; and
  • Equip health professionals across the continuum with effective and efficient educational resources to improve patient care.

Special Collections and Call for Submissions

In addition to general submissions focused on dental and medical education, MedEdPORTAL invites authors to submit their works for publication to the following Special Collections:

Anti-racism in Medicine

As a journal of health professions educational resources, it is MedEdPORTAL’s responsibility to name racism as a barrier to equity and to work toward dismantling systems of oppression within our profession through training and education. The MedEdPORTAL Anti-racism in Medicine Collection provides educators with practice- based, peer-reviewed resources to teach anti-racist knowledge and clinical skills, elevate the educational scholarship of anti-racist curricula, and aims to convene a community of collaborators dedicated to the elimination of racism within medical education.

MedEdPORTAL seeks teaching activities and assessment approaches directly related to:

  • Racism
  • Microaggressions
  • Trauma-informed care
  • Implicit bias, health disparities, and/or social determinants of health where racism is a significant component 

Integrated Behavioral Health

Behavioral health encompasses substance use, mental health, stress-related conditions, and unhealthful behaviors. Integrated behavioral health (IBH) care is an evidence-based model that blends medical care with care for mental health and substance use disorders by an interprofessional team in one setting. IBH improves access to care and patient health outcomes and reduces stigma towards mental health. Despite the benefits, IBH is not widely adopted. The rapid transition to telehealth in response to the pandemic has increased the need for adaptation in IBH implementation, including the use of “warm handoffs” in the virtual environment.

MedEdPORTAL seeks teaching activities and assessment approaches related to:

  • IBH curricula, including collaboration within the interprofessional behavioral health team.
  • IBH practices or applications in substance use, mental health, or stress-related conditions, including coping with COVID-19 and other crises.

  • Addressing stigma related to substance use and mental health conditions in an IBH context.
  • Equity of delivery of IBH care.

Emerging Didactic and Clinical Technologies in Dental Education Collection

The number of emerging technologies that have the potential to improve educational delivery and patient care in dental medicine is expanding at a rapid rate. Examples include genomic dental medicine, artificial intelligence, 3D printing, advanced diagnostic technologies, classroom learning technologies, virtual reality, computer-assisted design/computer-assisted manufacturing, robotics, digital treatment planning, emerging technologic approaches to disease diagnosis and management, electronic health record advances, and artificial intelligence. Incorporating these emerging didactic and clinical technologies into the classroom is critical to the education of future dentists.

MedEdPORTAL invites authors to submit their works for publication in this special collection.

For questions related to this Call for Submissions, please contact Paul C. Edwards, D.D.S., M.Sc., MedEdPORTAL Associate Editor, at pcedward@iu.edu.

Featured MedEdPORTAL Publications

Highlights of recent MedEdPORTAL publications of interest to the dental education community. These resources, selected by MedEdPORTAL’s ADEA Associate Editor, Dr. Paul C. Edwards, cover a range of topics published as stand-alone teaching or learning modules that have been implemented and evaluated in health education settings.

Cranial Nerve Anatomy Using a Modular and Multimodal Radiologic Approach

Christopher Lack, M.D., Ph.D., Joseph Pena, M.S., Elizabeth Grubb, E Shen, Ph.D., Kevin Hiatt, M.D., Marc Benayoun, M.D., Ph.D., Fredrick Jones, M.D., Thomas West, M.D.

As noted by the authors of this educational module, cranial nerve anatomy is typically taught by didactic lecture supplemented with textbook illustrations, an approach that relies heavily on passive learning. Additionally, these traditional resources may not provide the learner with a realistic visualization of the nerves in the clinical setting. With the goal of improving student learning outcomes, the authors developed a multimodal radiologic approach to teaching cranial nerve anatomy consisting of carefully curated pre-class preparation material followed by a didactic lecture. Students then work in small groups, facilitated by expert radiologists, to identify the cranial nerves and related anatomy and discuss related pathophysiology.

Intended for students familiar with the anatomy and physiology of the central nervous system as well as basic radiology concepts (radiography, CT, and MRI), this educational module incorporates a self-guided PowerPoint slide deck, a lecture video with supporting slide deck, a slide deck outlining the goals of the small group lab session, and high-resolution MRI studies of the cranial nerves which can be manipulated to facilitate identification of anatomic relationships. CT images are also included to supplement visualization of anatomic structures to aid visualization of the pathway of the cranial nerves. 

Firearm Safety Counseling for Patients: An Interactive Curriculum for Trauma Providers

Recognizing that firearm injuries are a major public health concern in the United States, the authors developed a didactic session on safe firearm storage counseling consisting of a didactic lecture followed by three interactive standardized patient sessions. As outlined by the authors of this educational module, the material was developed after a review of existing safe firearm storage curricula and literature regarding the effectiveness of patient counseling. Although specifically designed to address the low rates of firearm safety counseling among emergency room trauma providers, this module can be readily adapted to the dental school setting.

This educational module includes a pre-session PowerPoint slide deck with script and detailed guides for holding three small group interactive sessions with standardized patients to allow the learner to apply their knowledge in a simulated clinical practice setting.

Antiviral Pharmacology: A Standardized Patient Case for Preclinical Medical Students

Michael Jones, Karisma Gupta, Timothy Peters, M.D., James Beardsley, Pharm.D., Jennifer Jackson, M.D.

Patient-centered simulations can be particularly effective in the preclinical health care education setting by providing a clinical context for the content learned in basic science courses. Therefore, the authors developed a formative standardized patient encounter to permit students to apply antiviral pharmacology knowledge during a simulated clinical encounter.

The module includes a student instructions handout, a student pre-encounter worksheet, a detailed standardized patient script and a post-encounter debrief slide deck. During the simulation, the learner interacts with the standardized patient to discuss recommended therapy for the standardized patient’s shingles and answer the standardized patient’s questions on alternative medications, mechanism of action and adverse effects. Prior to participating in this standardized patient encounter, students are required to have a basic understanding of the clinical presentation of herpes virus diseases, including shingles, congenital cytomegalovirus, and herpes simplex virus, and an understanding of foundational pharmacology concepts.

Published on July 13, 2022

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