{"title":"Information for Authors","authors":"","doi":"10.1002/jdd.13711","DOIUrl":"https://doi.org/10.1002/jdd.13711","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Journal of Dental Education Volume 88 Number 9/September 2024","authors":"","doi":"10.1002/jdd.13278","DOIUrl":"https://doi.org/10.1002/jdd.13278","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13278","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Classifieds","authors":"","doi":"10.1002/jdd.13710","DOIUrl":"https://doi.org/10.1002/jdd.13710","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Addressing imposter phenomenon in dental hygiene education: A call for holistic support mechanisms.","authors":"Chia-Chun Yang, Lien-Chung Wei","doi":"10.1002/jdd.13717","DOIUrl":"https://doi.org/10.1002/jdd.13717","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142299860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna R Forsyth, Arsen A Melkonyan, Kristopher Kerns, Natasha M Flake, Rachel M Greene, Frank A Roberts
Purpose: The Regional Initiatives in Dental Education (RIDE) program is an educational track of the University of Washington School of Dentistry that aims to produce leaders who practice in rural areas of the Pacific Northwest. This study assesses outcomes of the first 10 years of the RIDE program. The hypothesis tested is that rural background is the most important predictor of long-term rural dental practice.
Methods: This descriptive study assessed existing data including graduates' location of practice, demographics, rurality of origin, parental occupation, and practice type over time. Subjects are all graduates of the RIDE program from 2012 to 2021 (N = 80), and range in age from 25 to 50 years. Statistical analyses were utilized to explore associations.
Results: Within the study sample 78% of graduates practiced in a rural and/or underserved area, 32.5% of graduates pursued post-graduate dental training, 40% participated in Medicaid, and 78% practiced in the Pacific Northwest at the time of analysis (March 2023). Statistical analysis demonstrated a strong association and medium to large effect sizes between both rural upbringing and training sites and established dental practice in a rural region.
Conclusions: Graduates of the RIDE program practice in rural areas in greater proportion compared to the general population of practicing dentists. RIDE graduates from the study period tended to be male, and white, and practice in a health professional shortage area or rural site. The rurality of origin analysis was confounded by the substantial number of graduates from Spokane, Washington, an urban area surrounded by extensive rural territory.
{"title":"Training a rural oral health workforce: Effects of rural background on dentist practice choice.","authors":"Anna R Forsyth, Arsen A Melkonyan, Kristopher Kerns, Natasha M Flake, Rachel M Greene, Frank A Roberts","doi":"10.1002/jdd.13713","DOIUrl":"https://doi.org/10.1002/jdd.13713","url":null,"abstract":"<p><strong>Purpose: </strong>The Regional Initiatives in Dental Education (RIDE) program is an educational track of the University of Washington School of Dentistry that aims to produce leaders who practice in rural areas of the Pacific Northwest. This study assesses outcomes of the first 10 years of the RIDE program. The hypothesis tested is that rural background is the most important predictor of long-term rural dental practice.</p><p><strong>Methods: </strong>This descriptive study assessed existing data including graduates' location of practice, demographics, rurality of origin, parental occupation, and practice type over time. Subjects are all graduates of the RIDE program from 2012 to 2021 (N = 80), and range in age from 25 to 50 years. Statistical analyses were utilized to explore associations.</p><p><strong>Results: </strong>Within the study sample 78% of graduates practiced in a rural and/or underserved area, 32.5% of graduates pursued post-graduate dental training, 40% participated in Medicaid, and 78% practiced in the Pacific Northwest at the time of analysis (March 2023). Statistical analysis demonstrated a strong association and medium to large effect sizes between both rural upbringing and training sites and established dental practice in a rural region.</p><p><strong>Conclusions: </strong>Graduates of the RIDE program practice in rural areas in greater proportion compared to the general population of practicing dentists. RIDE graduates from the study period tended to be male, and white, and practice in a health professional shortage area or rural site. The rurality of origin analysis was confounded by the substantial number of graduates from Spokane, Washington, an urban area surrounded by extensive rural territory.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142299863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The anatomy lab as an early opportunity for reflection-based interprofessional education.","authors":"Laura Thorp, Alison Doubleday","doi":"10.1002/jdd.13703","DOIUrl":"https://doi.org/10.1002/jdd.13703","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142299862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objectives: The study compared the learning effectiveness and teaching satisfaction of dental students from three teaching methods (traditional, digital, and combined pedagogy) for instructing jaw relation recording and transferring (JRRT).
Methods: Note that, 276 fourth-year undergraduate students from three classes were randomly divided into three groups to study JRRT in complete dentures using different teaching methods: traditional pedagogy group, digital pedagogy group, and combined digital and traditional pedagogy group. After the course, the learning effectiveness of basic knowledge and satisfaction questionnaire was administered to the three groups of participants using a quick response code for online answering. The questionnaire was customized by the teacher based on the content delivered to each group.
Results: The data were analyzed using the Chi-square test with Fisher's exact test. Both the digital and combined pedagogy groups showed a significant increase in basic knowledge test scores and higher satisfaction, compared to the traditional pedagogy group (p < 0.01). Particularly, the participants from combined pedagogy showed better teaching satisfaction than the digital pedagogy group (p < 0.001).
Conclusions: The use of digital technology in JRRT significantly enhanced students' learning effectiveness and teaching satisfaction.
Clinical significance: This educational innovation emphasizes digital technology to visualize vital concepts and operational intricacies related to JRRT. The findings have major implications for improving teaching methods in the field of prosthodontic dentistry.
{"title":"Jaw relation recording and transferring: Using digital technology to augment its instruction in predoctoral prosthodontics.","authors":"Yan-Yan Zhang, Mei-Qi Yu, Yong-Hao He, Fei Liu, Jie-Fei Shen","doi":"10.1002/jdd.13712","DOIUrl":"https://doi.org/10.1002/jdd.13712","url":null,"abstract":"<p><strong>Objectives: </strong>The study compared the learning effectiveness and teaching satisfaction of dental students from three teaching methods (traditional, digital, and combined pedagogy) for instructing jaw relation recording and transferring (JRRT).</p><p><strong>Methods: </strong>Note that, 276 fourth-year undergraduate students from three classes were randomly divided into three groups to study JRRT in complete dentures using different teaching methods: traditional pedagogy group, digital pedagogy group, and combined digital and traditional pedagogy group. After the course, the learning effectiveness of basic knowledge and satisfaction questionnaire was administered to the three groups of participants using a quick response code for online answering. The questionnaire was customized by the teacher based on the content delivered to each group.</p><p><strong>Results: </strong>The data were analyzed using the Chi-square test with Fisher's exact test. Both the digital and combined pedagogy groups showed a significant increase in basic knowledge test scores and higher satisfaction, compared to the traditional pedagogy group (p < 0.01). Particularly, the participants from combined pedagogy showed better teaching satisfaction than the digital pedagogy group (p < 0.001).</p><p><strong>Conclusions: </strong>The use of digital technology in JRRT significantly enhanced students' learning effectiveness and teaching satisfaction.</p><p><strong>Clinical significance: </strong>This educational innovation emphasizes digital technology to visualize vital concepts and operational intricacies related to JRRT. The findings have major implications for improving teaching methods in the field of prosthodontic dentistry.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142299861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose/objectivesLittle is written on obstacles for left‐handed students in the dental clinic. This mixed methods study evaluates the experiences of using cordless keyboards for left‐handed dental students.MethodsResearchers purchased four Logitech K400 Plus wireless keyboards. Using Qualtrics, a survey software, a pre‐survey was sent out at the beginning of the spring semester prior to introducing the cordless keyboards. A post‐survey circulated at the end of the semester. Quantitative analysis statistical analysis was conducted using IBM SPSS Statistics. Researchers conducted a thematic analysis of the qualitative survey responses.ResultsTwenty‐three left‐handed D3 and D4 dental students were asked to participate in a survey about cordless keyboards. The pre‐survey had a 100% response rate, and the post‐survey had a 71% response rate. The surveys indicated that left‐handed students often face a range of barriers in clinical settings, including ergonomic challenges to enter data, difficulty managing time due to double entry of data on right‐handed equipment, and feelings of psychological unsafety due to fear for asking for support. The most significant finding was as follows: not only did the cordless keyboard assist clinical performance, but the cordless keyboard project also helped students feel heard and validated as left‐handed learners.ConclusionsResearchers recommend that educators prioritize the inclusion of left‐handed learners through various practices like making adjustments to physical spaces and creating inclusive environments where all learners feel supported.
目的/目标有关左撇子学生在牙科诊所中遇到的障碍的文章很少。这项混合方法研究评估了左利手牙科学生使用无绳键盘的体验。研究方法研究人员购买了四个罗技 K400 Plus 无线键盘。研究人员购买了四个罗技 K400 Plus 无线键盘。在引入无绳键盘之前，研究人员使用调查软件 Qualtrics 在春季学期开始时进行了预调查。学期末分发了后调查问卷。研究人员使用 IBM SPSS 统计软件进行了定量分析。研究人员对定性调查回答进行了主题分析。结果23名左撇子牙科D3和D4学生被要求参与关于无绳键盘的调查。前期调查的回复率为 100%，后期调查的回复率为 71%。调查显示，左撇子学生在临床环境中经常面临一系列障碍，包括输入数据时的人体工程学挑战、在右手设备上重复输入数据导致的时间管理困难，以及因害怕寻求支持而产生的心理不安全感。最重要的发现如下：无绳键盘不仅有助于临床表现，而且无绳键盘项目还帮助学生感受到自己作为左撇子学习者被倾听和认可。
{"title":"Inclusion in the clinic: A mixed methods study of left‐handed student's perceptions of using cordless keyboards","authors":"Danita Adams, Kelly Jo Fulkerson Dikuua, Amy Hall","doi":"10.1002/jdd.13706","DOIUrl":"https://doi.org/10.1002/jdd.13706","url":null,"abstract":"Purpose/objectivesLittle is written on obstacles for left‐handed students in the dental clinic. This mixed methods study evaluates the experiences of using cordless keyboards for left‐handed dental students.MethodsResearchers purchased four Logitech K400 Plus wireless keyboards. Using Qualtrics, a survey software, a pre‐survey was sent out at the beginning of the spring semester prior to introducing the cordless keyboards. A post‐survey circulated at the end of the semester. Quantitative analysis statistical analysis was conducted using IBM SPSS Statistics. Researchers conducted a thematic analysis of the qualitative survey responses.ResultsTwenty‐three left‐handed D3 and D4 dental students were asked to participate in a survey about cordless keyboards. The pre‐survey had a 100% response rate, and the post‐survey had a 71% response rate. The surveys indicated that left‐handed students often face a range of barriers in clinical settings, including ergonomic challenges to enter data, difficulty managing time due to double entry of data on right‐handed equipment, and feelings of psychological unsafety due to fear for asking for support. The most significant finding was as follows: not only did the cordless keyboard assist clinical performance, but the cordless keyboard project also helped students feel heard and validated as left‐handed learners.ConclusionsResearchers recommend that educators prioritize the inclusion of left‐handed learners through various practices like making adjustments to physical spaces and creating inclusive environments where all learners feel supported.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ObjectiveThe coronavirus disease 2019 (COVID‐19) pandemic disrupted educational frameworks worldwide, particularly affecting health professions education. The impact on students varied based on local pandemic severity, public health policies, and institutional capacities. Our observational, retrospective study evaluated the impact of the COVID‐19 pandemic on senior dental students' performance during community rotations at Indiana University School of Dentistry.MethodologyData from student self‐assessments and faculty evaluations, collected as part of the Community‐Based Dental Education (CBDE) course between 2018 to 2022 was utilized. Five key domains of patient care: diagnosis and treatment planning, clinical skills, time management, interprofessional collaboration, and professionalism was assesed using a 5‐point Likert scale. Pre‐ and post‐pandemic comparisons of self‐reported student evaluation and faculty assessment scores were conducted using two‐sample t‐tests, with ANOVA used to analyze cohort differences.ResultsSignificant declines were observed in mean scores for diagnosis and treatment planning, clinical skills, time management, and interprofessional collaboration during the post‐COVID period compared to pre‐COVID levels (p < 0.05). Conversely, an increase in average scores related to students' professionalism was noted, although this difference was not statistically significant (p > 0.05). Class cohort‐wise analysis showed similar patterns, with all cohorts experiencing significant declines in the aforementioned areas (p < 0.05) and non‐significant increases in professionalism scores (p > 0.05).ConclusionThis study findings underscore the challenges faced by dental education in adapting to pandemic‐induced disruptions and highlight the importance of adaptive approaches and support systems to address these challenges. Moving forward, resolving disparities in assessments and comprehending the various factors influencing student performance will be crucial to preserving the adaptability and effectiveness of dentistry education in the face of adversity.
目标 2019 年冠状病毒病（COVID-19）大流行扰乱了全球的教育框架，尤其影响了卫生专业教育。对学生的影响因当地疫情严重程度、公共卫生政策和机构能力而异。我们的观察性、回顾性研究评估了COVID-19大流行对印第安纳大学牙科学院高年级牙科学生在社区轮转期间表现的影响。研究方法利用了2018年至2022年期间作为社区牙科教育（CBDE）课程一部分收集的学生自我评估和教师评价数据。采用 5 点李克特量表对患者护理的五个关键领域：诊断和治疗计划、临床技能、时间管理、专业间合作和职业精神进行了评估。采用双样本 t 检验对大流行前后的学生自我报告评价和教师评估得分进行比较，并采用方差分析来分析队列差异。结果与大流行前相比，大流行后的诊断和治疗计划、临床技能、时间管理和专业间合作的平均得分明显下降（p < 0.05）。相反，与学生职业素养相关的平均分有所提高，但差异无统计学意义（p >0.05）。该研究结果强调了口腔医学教育在适应大流行病引起的干扰方面所面临的挑战，并强调了适应性方法和支持系统在应对这些挑战方面的重要性。展望未来，解决评估中的差异和理解影响学生表现的各种因素对于保持口腔医学教育在逆境中的适应性和有效性至关重要。
{"title":"Impact of coronavirus disease 2019 pandemic on dental student's performance across disciplines during community site rotations: A comparative analysis","authors":"Anubhuti Shukla, Bhavya Vaishnavi Amrutham","doi":"10.1002/jdd.13707","DOIUrl":"https://doi.org/10.1002/jdd.13707","url":null,"abstract":"ObjectiveThe coronavirus disease 2019 (COVID‐19) pandemic disrupted educational frameworks worldwide, particularly affecting health professions education. The impact on students varied based on local pandemic severity, public health policies, and institutional capacities. Our observational, retrospective study evaluated the impact of the COVID‐19 pandemic on senior dental students' performance during community rotations at Indiana University School of Dentistry.MethodologyData from student self‐assessments and faculty evaluations, collected as part of the Community‐Based Dental Education (CBDE) course between 2018 to 2022 was utilized. Five key domains of patient care: diagnosis and treatment planning, clinical skills, time management, interprofessional collaboration, and professionalism was assesed using a 5‐point Likert scale. Pre‐ and post‐pandemic comparisons of self‐reported student evaluation and faculty assessment scores were conducted using two‐sample t‐tests, with ANOVA used to analyze cohort differences.ResultsSignificant declines were observed in mean scores for diagnosis and treatment planning, clinical skills, time management, and interprofessional collaboration during the post‐COVID period compared to pre‐COVID levels (p < 0.05). Conversely, an increase in average scores related to students' professionalism was noted, although this difference was not statistically significant (p > 0.05). Class cohort‐wise analysis showed similar patterns, with all cohorts experiencing significant declines in the aforementioned areas (p < 0.05) and non‐significant increases in professionalism scores (p > 0.05).ConclusionThis study findings underscore the challenges faced by dental education in adapting to pandemic‐induced disruptions and highlight the importance of adaptive approaches and support systems to address these challenges. Moving forward, resolving disparities in assessments and comprehending the various factors influencing student performance will be crucial to preserving the adaptability and effectiveness of dentistry education in the face of adversity.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Linda Sangalli, Anna Alessandri‐Bonetti, Caroline Sawicki, Jahnavi Rao, Fernanda Yanez‐Regonesi, Isabel Moreno‐Hay
IntroductionDental sleep medicine is an emerging field within dentistry. While limited education in sleep medicine has been reported among US predoctoral dental schools, no study has been conducted among postgraduate dental programs. This study compared the extent and exposure to sleep medicine education among US postgraduate programs in orthodontics, pediatric dentistry, orofacial pain (OFP), general practice residency (GPR), and advanced education in general dentistry (AEGD).MethodsA REDCap survey was distributed among N = 391 US postgraduate programs investigating the nature, content, and modality of sleep education during the 2023–24 academic year.ResultsAmong 68 responding programs (43.1% GPR, 18.5% AEGD, 18.5% orthodontics, 12.3% pediatric dentistry, and 7.7% OFP), faculty with sleep training constituted 7.5%, with 2.6% being board certified in sleep medicine. Approximately 41.8% of programs offered sleep medicine courses, with differences among specialties (100% OFP, 42.9% GPR, 37.5% pediatric dentistry, 33.3% orthodontics, 16.7% AEGD; p = 0.032). Didactic teaching comprised 7.8 ± 14.6 h/year (range 0 h/year in 21.5% to 80 h/year in 1.5%), with differences across programs (OFP = 44.0 ± 17.7, orthodontics = 8.7 ± 11.0, GPR = 5.0 ± 8.0, pediatric dentistry = 2.1 ± 1.9, and AEGD = 2.9 ± 5.4; p < 0.001), and constituted the primary modality of instruction (mainly obstructive sleep apnea, bruxism, sleep physiology). Screening and treatment for sleep‐related disorders were provided by 35.9% and 37.9% of programs, respectively, with variations among specialties (p = 0.004).ConclusionOur findings revealed an average of 7.8 h/year of didactic sleep medicine instruction, which differed across specialties. OFP offered the highest level of didactic and clinical training. These findings emphasize the need for increased dental sleep medicine education to address the increasing involvement of dental professionals in managing sleep‐related disorders.
{"title":"Sleep medicine education in the United States advanced dental education programs","authors":"Linda Sangalli, Anna Alessandri‐Bonetti, Caroline Sawicki, Jahnavi Rao, Fernanda Yanez‐Regonesi, Isabel Moreno‐Hay","doi":"10.1002/jdd.13704","DOIUrl":"https://doi.org/10.1002/jdd.13704","url":null,"abstract":"IntroductionDental sleep medicine is an emerging field within dentistry. While limited education in sleep medicine has been reported among US predoctoral dental schools, no study has been conducted among postgraduate dental programs. This study compared the extent and exposure to sleep medicine education among US postgraduate programs in orthodontics, pediatric dentistry, orofacial pain (OFP), general practice residency (GPR), and advanced education in general dentistry (AEGD).MethodsA REDCap survey was distributed among <jats:italic>N</jats:italic> = 391 US postgraduate programs investigating the nature, content, and modality of sleep education during the 2023–24 academic year.ResultsAmong 68 responding programs (43.1% GPR, 18.5% AEGD, 18.5% orthodontics, 12.3% pediatric dentistry, and 7.7% OFP), faculty with sleep training constituted 7.5%, with 2.6% being board certified in sleep medicine. Approximately 41.8% of programs offered sleep medicine courses, with differences among specialties (100% OFP, 42.9% GPR, 37.5% pediatric dentistry, 33.3% orthodontics, 16.7% AEGD; <jats:italic>p </jats:italic>= 0.032). Didactic teaching comprised 7.8 ± 14.6 h/year (range 0 h/year in 21.5% to 80 h/year in 1.5%), with differences across programs (OFP = 44.0 ± 17.7, orthodontics = 8.7 ± 11.0, GPR = 5.0 ± 8.0, pediatric dentistry = 2.1 ± 1.9, and AEGD = 2.9 ± 5.4; <jats:italic>p</jats:italic> < 0.001), and constituted the primary modality of instruction (mainly obstructive sleep apnea, bruxism, sleep physiology). Screening and treatment for sleep‐related disorders were provided by 35.9% and 37.9% of programs, respectively, with variations among specialties (<jats:italic>p </jats:italic>= 0.004).ConclusionOur findings revealed an average of 7.8 h/year of didactic sleep medicine instruction, which differed across specialties. OFP offered the highest level of didactic and clinical training. These findings emphasize the need for increased dental sleep medicine education to address the increasing involvement of dental professionals in managing sleep‐related disorders.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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