Presentation Recording

Prevalence of YouTube Use Among Dental Students for Learning Clinical Procedures

Team: Molar Bears (Advisor: Keith Mays)

Presenters: Elham Abbassi (University of Texas School of Dentistry at Houston), Lorel Burns (NYU College of Dentistry), Anthony Mecham (Roseman University of Heath Sciences College of Dental Medicine – South Jordan, Utah), Paul Simeteys (Western University of Health Sciences College of Dental Medicine) and Xu Qian (Tufts University School of Dental Medicine)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

An understanding of student learning styles is essential to effective educational efforts. As a new generation of dental students matriculate into dental school, it is important to re-evaluate our teaching methods in dental education, particularly as it relates to the use of technology. The primary objective of this study is to determine the prevalence of using YouTube as a learning tool for clinical procedures amongst third- and fourth-year dental students. 

A multiple-choice survey was distributed through Qualtrics to third- and fourth-year dental students at five dental schools.

Questions pertaining to YouTube use were asked, relating to the following categories:

• Demographic information, 
• General YouTube use,
• YouTube use as a tool to learn clinical procedures, 
• YouTube video sharing and 
• Validity. 

Preliminary results from two dental institutions suggest that that dental student respondents are most frequently in the age range of 23 through 30. YouTube use amongst the dental student respondents is high (95%). Preliminary results also suggest that YouTube is used most frequently as an adjunct to formalized lectures and labs, to learn different approaches and techniques. Use is most frequent for fixed prosthodontic and endodontic procedures. While the use of YouTube as a learning tool for clinical procedures is high, many students (47%) are uncertain about the evidence base of the videos they are watching.

As dental students utilize publicly available resources as adjuncts to the dental curriculum, it is important to analyze the quality of the material accessed. These findings may suggest a need for dental institutions to increase the development of evidence-based instructional videos as a part of their clinical educational curriculums.

Presentation Recording

Modes and Timing of Curricular Integration in U.S. Dental Education

Team: Dancing Queens (Advisor: Kathy Shepherd)

Presenters: Samyia Chaudry (Oregon Health & Science University School of Dentistry), Christine Downey (University of North Carolina at Chapel Hill Adams School of Dentistry), Lea Hachem (Boston University Henry M. Goldman School of Dental Medicine), Yusuke Hamada (Indiana University School of Dentistry), Dharini van der Hoeven (University of Texas School of Dentistry at Houston) and Jeffrey Walawender (Tufts University School of Dental Medicine)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

The Joint Commission on National Dental Examinations will be launching the Integrated National Board Dental Examination (INBDE) in August 2020, which brings a major change to the way dental students will be assessed for licensure. In preparation for the INBDE and to ensure graduates meet the Commission on Dental Accreditation Standard 2-15 that requires competency in the application of biomedical science knowledge in the delivery of patient care, North American dental schools have begun advocating for or have undergone major curriculum reform in order to instill in students the higher order thinking skills required for the practice of modern oral health care.

Although a study had assessed the preparedness of North American dental schools for the INBDE, some questions remain unanswered, such as:

• To what extent should the schools be modifying their curriculum to comport to the new exam?
• What methods are being utilized to integrate biomedical, behavioral and clinical science instruction throughout the curriculum?
• How are the faculty being trained to teach in an integrated curriculum?

Our study aims to identify and characterize degree, modes and timing of curricular integration at accredited U.S. dental schools by surveying the academic deans. This study will be the first to assess the landscape of curricular integration in the U.S. dental schools, and it could potentially identify barriers to integration and propose potential new mechanisms for facilitating implementation of integrated curricula in order to improve the quality of dental education.

Presentation Recording

Student and Faculty Perspectives on Clinical Feedback Methods as an Assessment of Competency and Independence

Team: ACRONYM (Advisor: Deborah Dilbone)

Presenters: Ana Andrada (University of Detroit Mercy School of Dentistry), Pinar Emecen-Huja (Medical University of South Carolina James B. Edwards College of Dental Medicine), Leticia “Lety” Guajardo-Morales (University of Texas School of Dentistry at Houston), Scott Howell (A.T. Still University Arizona School of Dentistry & Oral Health) and Courtney Schapira (University of New England College of Dental Medicine)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

The American Dental Education Association defines “competency” as the ability to begin independent, unsupervised dental practice. Competence includes knowledge, experience, critical thinking and problem-solving skills, professionalism, ethical values as well as technical and procedural skills. Upon graduation from a dental program, students should demonstrate an appropriate level of competence to allow for successful independent practice.

A universal system for tracking a student’s progression towards independent practice has not yet been adopted across dental institutions. There are multiple instruments for assessment of a student’s clinical performance while in dental school, often unique to an individual program. The aim of this study is to evaluate student and faculty perceptions—at up to five different dental institutions—of their current clinical assessment systems as a measure of student independence and faculty’s ability to track student progression towards independent, unsupervised dental practice post-graduation.

We plan to form focus groups composed of D3, D4 dental students and clinical faculty. We will utilize a presentation on the importance of clinical feedback and competency in dental education and introduce assessment of clinical independence. Following the presentations, students and faculty will complete a survey to provide their opinions on current assessment methods and on independence as an assessment of competency. Outcomes of the individual programs will be compared and recommendations will be made regarding effective means for clinical assessment to evaluate a student’s developmental trajectory toward independence as a measure of competence.

Presentation Recording

A Survey of Hard Tissue Diagnostic Instruments Used in Predoctoral Clinic in U.S. Dental Schools

Team: Skillit (Advisor: Robert Spears)

Presenters: Atousa Azarbal (University of Pittsburgh School of Dental Medicine), Kim Capehart (Dental College of Georgia at Augusta University), Sylvia Nelsen (Oregon Health & Science University School of Dentistry), Ramtin Sadid-Zadeh (University at Buffalo School of Dental Medicine), Kwanrak W. Sanit (University of Maryland School of Dentistry) and Stacey Swilling (University of Utah School of Dentistry)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

Hard tissue defects in dentistry are experienced by more than 90% of adults in the United States. There are several current strategies utilized in identifying these defects, ranging from the most basic explorer to more modern instrumentation. While development of diagnostic tools for detection of hard tissue defects is growing, comprehensive information on the available hard tissue diagnostic tools is scarce. Also, there is minimal collective data available on which hard tissue diagnostic tools are taught in dental education.

The purpose of this study is to explore which diagnostic tools are taught for hard tissue defect diagnosis to predoctoral students. More specifically, this study intends to find out about tools used in U.S. dental schools to perform caries detection, tooth vitality evaluation, bone volume assessment for implant planning, assessment of osseointegrated dental implants, assessment of occlusal contacts and evaluation of other hard tissue defects in dentistry. This survey study is designed for a national cross-sectional analysis. The target sample for this survey study is the Associate Deans for the Academic Affairs or their representatives at the U.S. dental schools. This web-based survey will consist of nine questions. The analysis of the results from this survey study will provide useful information regarding the most common and current tools utilized for the diagnosis of hard tissue defects.

Presentation Recording

A Comparison of Chair Utilization Rates in Dental Schools by Scheduling Method

Team: #Flossinandbossin (Advisor: Adriana Segura)

Presenters: Shandra Coble (University of Alabama at Birmingham School of Dentistry), Eve Desai (University of Maryland School of Dentistry), Gülsün Gül (Tufts University School of Dental Medicine), Elizabeth Hamilton (University of Texas School of Dentistry at Houston), Radd Lukas (Midwestern University College of Dental Medicine-Arizona) and Conor McCollum (University of Pittsburgh School of Dental Medicine)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

Dental school budgets are dependent upon multiple sources of revenue. The impact can vary from state schools to private schools, but ultimately, all schools rely on clinic revenue from the predoctoral and specialty clinics. One factor which affects clinic revenue is the rate at which chairs in the dental school clinics are utilized. Chair utilization rates are measurable and should be monitored regularly for efficiency.

The methods by which a dental institution utilizes its’ patient treatment resources directly correlates to student/doctor experiences. Some dental schools utilize an administrative staff for scheduling, while others use a program where dental students do their own scheduling via a computer-based system. Meanwhile, other schools use a combination of both methods.

This study aims to assess the variances in scheduling and its impact on chair utilization among five different dental schools in United States. We analyzed the effect of scheduling methods on chair utilization rates within the five institutions. Chair utilization rates were calculated by comparing the number of arrived patient appointments to the number of available appointment slots within the electronic health record (EHR) systems’ scheduling modules. Two different EHR systems (Axium & Salud) utilized in the five dental schools and the electronic appointment records from these EHRs were used to assess utilization for the months of October 2018 and April 2019. In our presentation, we will discuss the preliminary outcomes of our study, the characteristics of the different scheduling systems and make recommendations for efficient scheduling practices in dental school settings.

Presentation Recording

Acquiring an Advanced Degree as a Pathway for Clinical Dental Faculty Development

Team: Molar Express (Advisor: Michelle Robinson)

Presenters: Sarah Pagni (Tufts University School of Dental Medicine), Sophia Khan (University of Colorado School of Dental Medicine), Kevin Luan (University of Illinois at Chicago College of Dentistry), Victoria Patrounova (University of Texas School of Dentistry at Houston), Sabrina Garcia Hammaker (University of Michigan School of Dentistry) and Mohamed El Salhy (University of New England College of Dental Medicine)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

Clinical faculty are the core educators in dental education. Transitioning from clinical practice to academia can be challenging due to the lack of knowledge and skills related to teaching and research. Examples of valuable teaching knowledge/skills needed in dental education include curriculum and syllabus development, writing objectives and exam questions, providing feedback and using new technologies (e.g. Examsoft, Prezi, TopHat, Canvas, etc.) for teaching, assessment and presentations. Research-related knowledge/skills include writing grants and abstracts, designing research studies and analyzing research data and ultimately, submitting for publications and presentations.

Earning advanced degrees in education, research or administration can be a path for clinical faculty to gain the knowledge and skills they need to be successful in academia. There are many program options to select from; these programs are offered using different formats (in-person, online and hybrid) that can accommodate working faculty.

The aim of this project is to examine dental faculty attitudes and interest towards acquiring advanced degrees (e.g. M.P.H., M.B.A., M.S., M.A., M.Ed., etc.) for their career development. Participants in the present study will be dental faculty from six U.S. dental schools. Data will be collected using an online questionnaire administered through Qualtrics.

The questionnaire will consist of sections related to:

• Demographics,
• Satisfaction with the current knowledge and skills related to teaching and research,
• Interest and attitude toward gaining an advanced degree,
• Availability of programs at their institutions,
• Support from their school administration to gain an advanced degree and
• Perceived barriers to acquiring an advanced degree.

Demographic and general responses to different items will be collected. Predictors of faculty interest to acquire an advanced degree will be examined using regression analysis. Recommendations related to the suitability of acquiring an advanced degree as a pathway for clinical dental faculty development will be developed based on the results.

Presentation Recording

Job Satisfaction and Retention of Junior Faculty in Dental Academia

Team: Team 6-Pack (Advisor: Craig Hirschberg)

Presenters: Michelle Goldstein (NYU College of Dentistry), Heather Jenkins (Denver Health), Linda Rasubala (Eastman Institute for Oral Health), Arif Salman (West Virginia University School of Dentistry), Vasiliki Tsakalelli (Tufts University School of Dental Medicine) and Wenlian Zhou (University of Nevada, Las Vegas School of Dental Medicine)

View the playlist of all the 2019 ADEA Emerging Leaders Program Fellows' Presentations.

Abstract

Faculty retention has always been a major concern in the U.S. dental education as an impending shortage of faculty members threatens the mission of training future dental professionals to meet the health care needs of the community. Dental school faculty members are not only required to be effective educators, but also face demands in providing direct patient care and conducting scientific research. This presents challenges for junior faculty members who have not yet established themselves, and it may affect their confidence and job satisfaction, further contributing to their burnout and departure from an academic career. It is important to understand the factors that influence faculty retention as well as develop and implement strategies that can facilitate the professional growth of junior faculty members in a demanding academic environment.

The purpose of this study is to identify factors that are important for job satisfaction and retention of junior faculty members in academic dentistry.

An online survey was developed to assess:

• Sociodemographic factors,
• Student loans,
• Burnout experience in academic dentistry,
• Mentorship,
• Salary and compensation,
• Scholarly activities and support,
• Professional development and
• Future career plans.

This survey was administered to junior faculty members in dental institutions in the United States. A junior faculty member was defined as an Adjunct or Assistant Professor that had not received a promotion, regardless of the number of years in their role at their current institution. The results of this study will provide background data for developing strategies to create a more favorable academic working environment and improve faculty retention in academic dental institutions.