Journal of Dental Education最新文献

Purpose: The impact of effort-reward imbalance (ERI) on the decision to leave academia among dental and dental hygiene faculty in the United States (US) has yet to be explored. This study examined the effect of effort, reward, and overcommitment on turnover intention to leave academia in dental and dental hygiene faculty in the US.

Methods: Cross-sectional survey research design was conducted with a convenience sample of dental hygiene and dental faculty (n = 273) currently teaching in the US. The survey included three sections: demographics, Teacher Effort-Reward Imbalance Questionnaire (Teacher ERIQ), and turnover intention scale-6 (TIS-6). Descriptive, correlation, and regression were used for analysis.

Results: The completion rate was 66.7% (n = 182). About 67% of the sample reported sometimes or always considering leaving their job. The effort (M = 49.53)-reward (M = 46.86) ratio was 1.11 (SD ± 0.37) suggesting slightly more effort than reward. The TIS mean was 16.32 with scores of 18 or higher suggesting intent to leave. Regression analysis found that predictors of turnover intention were effort (β = 0.315, t = 3.821, p < 0.001) indicating higher levels of perceived effort were associated with an increased turnover intention. Reward emerged as a significant negative predictor of TIS (β = -0.464, t = -7.449, p < 0.001).

Conclusion: The predictors of turnover intention for faculty were greater effort with lower reward. These are areas institutions need to address to recruit and retain qualified dental and dental hygiene educators.

Purpose: To assess a modified use of Compare software as a resource to (1) improve students' ability to self-assess their endodontic access preparations (EAPs) and (2) students' opinions of this adjunct.

Methods: Sixty second-year dental students were randomly assigned to two groups (n = 30). A questionnaire was developed and validated. Both groups performed two accesses on #14 acrylic teeth, one at the course's outset and another at its conclusion, and evaluated them using a traditional method of assessment, completed the self-assessment form, and answered items 1‒4 of the questionnaire. The experimental group (G2) received training and were asked to evaluate their EAPs three-dimensionally (3D), complete the self-assessment form a second time, and answer items 5‒14 of the questionnaire. Data were analyzed statistically (significance set at 5%).

Results: Using the traditional method, G1 (control group) showed improvement in "size-shape," G2 in "encroachment," and both increased their "overall rate" (p < 0.05). Using the 3D method, G2 showed improvement in the "mesial extent" (p < 0.05). No difference was found between groups for self-assessment or opinions (items 1‒4) (p > 0.05). However, both had an increase in confidence from the first access to the second, and G1 participants believed they improved their ability to perform and assess EAPs (p < 0.05).

Conclusion: No difference was observed between the two groups when relying upon the traditional method alone. Both groups experienced an increase in confidence but only G1 believed that their ability to perform and assess EAPs improved. Notably, 96.7% of G2 believed that the 3D method should be incorporated into preclinical endodontic training.

Purpose/objectives: Emotional intelligence (EI) supports clinical and social competencies of a practicing dentist. The Bar-On EI model consists of inter-related competencies in five domains: Self-Perception, Self-Expression, Interpersonal, Decision making, and Stress management. This study investigated the relationship between dental students' EI measured by Emotional Quotient Inventory 2.0 (EQ-i 2.0) and academic and clinical performance at three junctures: Initial, Mid, and Grad.

Methods: This retrospective cross-sectional study measured correlations between EQ-i 2.0 and performance measures such as Entering GPA and DAT scores, GPAs, preclinical (PreClinMean) and clinical grades (ClinMean), and program learning outcomes (PLOs). Ten cohorts completed three EQ assessments: Initial Attempt 1 (N = 677), Mid Attempt 2 (N = 515), and Grad Attempt 3 (N = 472). Pearson correlations (p ≤ 0.05) were completed for Attempt 1 versus Entering GPA, DAT, Year 1 GPA; Attempt 2 vs. Year 2 GPA, PreclinMean; Attempt 3 versus Year 4 GPA, ClinMean, PLOs. Multivariate regression analysis was completed for Attempt 1 and Attempt 2 versus Performance measures. The attempts were compared with t test statistic (p ≤ 0.05).

Results: Attempt 1 showed significant negative correlations between EI and pre-admissions measures. Attempt 1 and Attempt 2 showed significant positive associations for Self-Perception, Empathy, Impulse Control, and Stress Tolerance with academic performance and PLOs. Attempt 3 showed significant positive correlations for Social Responsibility, Empathy, Impulse Control and Decision making with clinical performance. The Interpersonal EQ domain, Empathy, and Happiness significantly declined during matriculation.

Conclusion(s): EQ-i 2.0 total score correlated significantly with preclinical and clinical performance in this study and is important for dental student performance.

Aim: To compare thequality and accuracy of radiographic images obtained by dentistry students from a Chilean university using photostimulable phosphor plates (PSP) and complementary metal oxide semiconductor (CMOS) receptors.

Materials and methods: An experimental study was carried out in which 31 dental students used PSP and CMOS receptors to acquire radiographic images with the aid of a phantom. The time required to generate a radiograph was recorded. Image quality included sharpness/definition and brightness/contrast analysis. Accuracy assessed placement error, angulation errors, and cone cutting. A three-point scale was used for each variable: 0 = undiagnosable, 1 = acceptable diagnosis with minor errors, and 2 = perfect diagnostic quality.

Results: The required time to generate a radiograph was faster with PSP than with CMOS (1.43 ± 0.28 min and 1.52 ± 0.61 min, respectively). Image quality analysis revealed that PSP was superior in sharpness/definition and brightness/contrast, whereas no significant differences were observed compared to CMOS (p > 0.05). Moreover, no differences were noticed in technique accuracy regarding angulation errors and cone cutting (p > 0.05). However, placement errors with PSP had significantly higher average scores than CMOS (1.11 ± 0.77 and 0.67 ± 0.85, respectively; p < 0.01).

Conclusion: Dental students would benefit from being trained on both receptors to be able to adapt to a diversified workplace. Radiographic images obtained by dentistry students demonstrate that PSP and CMOS exhibit similar parameters regarding quality and accuracy, except in placement where PSP demonstrates greater accuracy.

Objectives: The introduction of artificial intelligence (AI) about great changes in the field of dentistry, but it has not yet been fully determined in which areas it will make a positive contribution to dentistry students. The objective of our study was to compare the diagnostic accuracy of undergraduate students (fourth-year dentistry students [4DS] and final-year dentistry students [5DS]) and AI when examining panoramic radiographs.

Methods: Fifty panoramic radiographs and 1602 teeth were examined by 50 4DS who had not received a clinical practice internship, 50 5DS, and an AI application. The participants and the AI application evaluated the teeth seen in each radiograph one by one in terms of caries, fillings, teeth with root canal treatment, periodontal loss, extractions, crowns, teeth with apical lesions, and impacted and extracted teeth. Findings were recorded in an Excel chart. Chi-square analysis was used to compare diagnostic success between the groups.

Results: The results indicate that there was a statistically significant difference in the identified accuracy of caries, fillings, and extractions between the AI application and undergraduate students (p < 0.05). Although AI showed more identified accuracy in teeth with apical lesions, impacted teeth, and teeth with root canal treatment than in undergraduate students, there was no significant difference between them (p > 0.05).

Conclusion: AI exhibited better results than undergraduate students especially in the detection of caries and fillings. AI could improve undergraduates' accuracy in detecting caries, fillings, and extractions and help them make accurate treatment decisions. In cases where dentistry students are examining patients using panoramic radiographs, employing AI programs during their clinical training to confirm and strengthen the student's diagnosis may be a promising new development.

Purpose: Commission of Dental Accreditation (CODA) Standards require graduates to be competent in patient-provider communication. The objectives were (a) to assess dental hygiene and dental students' general communication-related attitudes and self-reported skills related to establishing rapport, utilizing facilitative listening, and summarizing, as well as having oral health literacy-related expertise; (b) to evaluate students' prior public speaking experiences, their motivation to learn more about public speaking and evaluations of the public speaking-related educational intervention; (c) and explore the relationships between communication-related attitudes and skills and public speaking-related education.

Methods: Anonymous web-based survey data were collected from 43 dental hygiene and 206 dental students after they participated in a zoom-based educational intervention entitled "Utilizing Public Speaking Principles in Patient-Dental Care Provider Communication: An Exploration."

Results: On average, dental hygiene and dental students had positive communication-related attitudes and agreed that communication is important (5-point answer scale: 5 = agree strongly: dental hygiene students: Mean = 4.00; dental students: Mean = 4.08; p = 0.487). Both groups agreed that they were comfortable with establishing rapport (3.98 vs. 4.08; p = 0.151), summarizing information (3.92 vs. 3.86; p = 0.309) and considering patients' oral health literacy skills in their communication (3.69 vs. 3.81; p = 0.108). However, dental hygiene students agreed less than dental students that they had facilitative listening skills (3.84 vs. 4.00; p = 0.034), had prior public speaking experiences (2.84 vs. 3.18; p = 0.004) and were less motivated to learn more about public speaking (3.06 vs. 3.68; p < 0.001). They also rated the educational intervention less positively than dental students (4.12 vs. 4.54; p < 0.001). Patient communication skills correlated significantly with public speaking considerations.

Conclusions: Students' communication-related attitudes are positive, but they are not likely to have education about public speaking. Dental educators should realize that students are interested in learning about public speaking and that learning about public speaking principles can enrich their patient-provider communication skills.