Journal of Dental Education最新文献

Introduction: Despite progress in research and technological advancements, the delivery of oral health care continues to be plagued by disparities in accessibility and affordability. Dental caries and periodontal disease remain major issues, and new challenges such as socioeconomic disparities and emerging public health dangers also contribute to the complexity of the issue. To address these challenges, dental education and oral healthcare delivery must shift their focus from disease treatment to disease prevention and health promotion.

Methods: This paper presents the framework for implementing such a change at the UTHealth Houston School of Dentistry (UTSD) in keeping with its vision of improving both oral and overall health.

Results: To achieve this goal, the change process was guided by Kotter's 8-stage change process, which has resulted in accomplishing various objectives, including specific curricular modifications and establishing a clinical Center for Health Promotion (CHP).

Conclusion: Overall, the change process at UTSD was a systematic and collaborative effort to move toward a comprehensive person-centered clinical care model focused on disease prevention and health promotion. This approach reflects the commitment of the institution to improve oral and overall health for its patient population and to prepare the next generation of oral health care providers who practice within a compassionate, integrated, person-centered framework.

Purpose: Although females represent more than half of US dental students, less than 10% are practicing oral surgeons. This study sought to identify barriers and motivators perceived by female dental students in their D1 and D4 years concerning a career in oral and maxillofacial surgery (OMS).

Methods: This cross-sectional study used a single survey in 2023 sent to all US dental schools for female D1 and D4 students. Perceived barriers and motivating factors were rated on a scale from 0 to 5, 5 indicating the highest importance. For comparisons between D1 and D4, the data were analyzed using the Mann-Whitney test and adjusted for multiple correction using the Bonferroni method. All responses were pooled to identify statistically significant barriers and motivating factors.

Results: Combined cohort barriers identified were time commitment (86.2%), family sacrifices (75.2%), long work hours (70.7%), and need to perform at top of class (64.6%). The important motivators were financial security (82.1%), scope (71.2%), respect (62%), and lifestyle after residency (51.4%). A statistically significant difference between groups was on the need to excel academically, with D1 students rating it more important (4.14/5) and D4's rating 3.51/5 (adjusted p-value = 0.02, which is less than 0.05). The responses for motivation to pursue OMS showed a significant difference, D1 rating it 3.81/5 and D4 rating it 3.26/5 (adjusted p-value = 0.03, which is less than 0.05).

Conclusion: As the primary barriers identified relate to issues of time and personal sacrifice, it may be beneficial to enhance female mentorship and surgical clerkship opportunities for female dental students to address these issues.

Objectives: The COVID-19 pandemic was devastating, causing deaths, economic and social problems, and mental disorders in the lives of many people. After 3 years, the mental repercussions caused by the pandemic are unclear, especially in young adults. This study assessed the occurrence of mental disorders, anxiety, and bruxism in dental students during the postpandemic moment and determined the factors that influenced the occurrence of bruxism.

Methods: The cross-sectional study enrolled 126 dental students. Sociodemographic information, COVID-19 experience, and remote teaching/learning were collected using questionnaires. Mental state and disorders were collected using the State-Trait Anxiety Inventory (STAI-T) and the Self-Reporting Questionnaire-20 (SRQ-20) of mental disorders. Bruxism was self-reported. Data were analyzed using chi-square test, bivariate and multivariate logistic regression (α = 0.05).

Results: Moderate anxiety manifested in 62.7% of the students. Common mental disorders and bruxism were identified in 35.7% and 59.5% of the students. The odds ratio for bruxism self-report was 6.44 (95% confidence interval [CI] 2.49-16.66) times higher for those who suffered economic impact during the pandemic and 2.39 (95% CI 1.04-5.47) times higher for those reporting anxiety during the pandemic. Bad sleep was also associated with the occurrence of bruxism.

Conclusion: In the postpandemic period, dental students exhibited high rates of common mental disorders, anxiety, and bruxism. The increased occurrence of bruxism was linked to the economic impacts experienced during the pandemic, self-perceived anxiety during the pandemic, and poor sleep.

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.