Allied dental and dental educators' perceptions of and reporting practices on academic dishonesty

Highly publicized reports and current research on cheating in dental schools and dental hygiene programs have created a resurgence of proactive measures in the deterrence of academic dishonesty. A majority of administrators and faculty members are of the opinion that cheating does occur at their schools and may have been personally involved with incidents of cheating through observation or student reporting. With the information age and the diverse makeup of today's student body, there may be differences in what is considered academic dishonesty between students and educators. The purpose of this study was to elicit perceptions on those differences, ascertain the number of cheating incidents that educators personally witnessed or about which they received information, and determine how they resolved those incidents. Another aim of this study was to determine if having an honor code, adequate ethics training, honor pledges, dialogue in the classroom, and formal due process policy were related to the number of cheating incidents. Surveys were distributed at the educational program of the American Dental Education Association (ADEA) Section on Dental Hygiene Education at the 2009 ADEA Annual Session & Exhibition. Results show the majority of these educators had had experience with cheating occurrences and believe that there are disparities between students and educators and among cultural groups in defining academic dishonesty. No differences or patterns emerged between academic integrity characteristics and occurrences or reports of cheating.     

Faculty and student perceptions of academic integrity at U.S. and Canadian dental schools

The issues of cheating and plagiarism in educational settings have received a large amount of attention in recent years. The purpose of this study was to assess the degree to which academic integrity issues currently exist in the dental schools throughout the United States and Canada. An online survey was developed to gather data pertaining to this topic from two key groups in dental education: faculty and students. Responses were obtained from 1,153 students and 423 faculty members. The results of the survey clearly reveal that cheating is a significant problem in dental schools and that significant differences exist between students' and faculty members' perceptions of academic integrity. The challenge for dental schools is to identify effective strategies to prevent cheating opportunities and to implement and enforce effective means of dealing with specific examples of cheating.     

The incidence of occupational exposures among students in four UK dental schools

OBJECTIVES: To evaluate: the incidence of occupational exposures (OE) to patient body fluids among a sub-group of dental students; the rate of reporting of incidents; and the association of various factors. DESIGN: Multicentre retrospective analysis. SETTING: Four UK dental schools in 2000. SUBJECTS: Dental students from 4 UK schools completed a confidential questionnaire at the end of the clinical years of their undergraduate course. RESULTS: The response rates ranged from 71-100%, showing that 12-40% of students among the schools had experienced one or more OE incidents since starting their course. No statistically significant association was found between OE incidence and age, sex, dominant hand or time of day; most OE occurred with handling of local anaesthetic syringes. 61-78% of incidents were penetrative in nature, and 28-53% of students had not reported their last OE. OE incidence was associated with school, year of course, presence of patient and presence of an assistant. There were substantial differences in the numbers of students experiencing OE among the schools. CONCLUSIONS: Within the limitations of the survey and variations within the clinical activity of schools, it may be seen that improvements are needed in some schools to reduce cross-infection risks, and increase reporting of incidents. Suggestions are offered which may increase the safety of dental treatment.     

Survey of undergraduate esthetic courses in U.S. and Canadian dental schools

U.S. and Canadian dental schools were surveyed regarding curriculum issues related to undergraduate dental esthetic restorative courses. A one-page survey instrument was sent to deans of academic affairs (n=59) of dental schools to complete or forward to the most appropriate faculty at their respective schools who would be knowledgeable about the esthetic restorative curriculum. Responses were received from forty-two dental schools (42/59) for a response rate of 72.9 percent. The first part of the survey asked if a specific esthetic restorative course was offered at their school, if it was mandatory or elective, and details of the course length and content. The second part of the survey asked whether selected esthetic restorative procedures were included in the curriculum. Respondents to this survey indicated that most types of esthetic restorative procedures are taught whether or not an esthetic course is included in the curriculum.     

Faculty credentialing: a survey of forty-six U.S. dental schools

This study was undertaken in June of 2005 to evaluate the status of credentialing of clinical faculty in United States dental schools. A short survey on the process of credentialing was developed and emailed or mailed to all clinical deans. The survey contained a standard definition of health professional credentialing to which the respondent was to compare his or her school's procedures. Of the forty-six respondents, only 46 percent were conducting credentialing as defined on the survey. Recredentialing of clinical faculty was occurring in most of these schools; however, 23 percent did not report a process of recredentialing. Each institution required different items in its credentialing application: 95 percent required information on licensure; 86 percent, educational background; 67 percent, academic appointments; and 67 percent, specialty board status, among other items that were included at lower rates. Health status was only requested by 29 percent of the institutions. Only 34 percent of those institutions doing credentialing verified the data collected during the application process. Given the legal implications of adverse outcomes, prudent risk management calls for a strong credentialing program. Results of this survey indicate the need for an ongoing effort to standardize credentialing procedures among dental schools and to select appropriate data to be included in the process.     

Pointing the profession in the right direction: positive ethical movements among dental students and education

The American Student Dental Association has a substantial stake in the future of the dental profession. ASDA is taking a proactive role in addressing recently publicized cases of academic dishonesty and other ethical problems. Some of these initiatives and a sampling of the positive efforts in dental schools to build sound ethical climates are reviewed.     

Dental anxiety in children and its relationship to dental caries and gingival condition

The aim of this study was to determine the levels of dental anxiety, dental caries and gingivitis among 12–15‐year‐old schoolchildren, in Irbid Governorate/northern Jordan, and to evaluate the correlation between these variables. Two schools were selected by a simple random method from each of the five geographic areas in Irbid Governorate. All children (1021), from the 10 selected schools, who participated in this study completed a questionnaire modified from Kleinknecht's Dental Fear Survey (DFS questionnaire). Children underwent oral examination for dental caries and gingival condition, using Decayed, Missing and Filled Teeth (DMFT) Index and Löe and Silness Gingival Index (GI), respectively. Results of this survey showed that the prevalence of low to moderate ‘general dental fear’ among the study population was 43% while that of ‘high dental fear’ was 10%. The self‐reported ‘general fear of dental treatment’ was higher among girls than boys. Fear of specific stimuli (pain) was the most common source of dental fear. The sight and sensation of the anaesthetic needle and the sight, sound and sensation of the drill were rated the most fear‐eliciting stimuli. The mean DMFT (2.89) and GI (1.80) of boys was not significantly different from the DMFT (3.37) and GI (1.53) of girls (P > 0.05). Spearman's correlation test demonstrated no association between ‘general dental fear’ and dental caries (r = 0.06) or gingivitis (r = 0.007).     

Academic tenure and collective bargaining in American dental schools.

In thier survey of organizational structures in American dental schools, Dilts and Fields reported that the organization and administration of dental schools are of importance in the operation and attainment of educational goals. If one institutional goal is to provide faculty with attractive working conditions, then academic tenure and collective bargaining are important. In this respect, dental schools run true to higher education form. Having great variability, tenure systems were reported to be universal in dental schools. On the other hand, collective bargaining was found to be a new phenomenon on trial. The experience of dental schools with academic tenure and the trial of collective bargaining are of some interest to all college educators. Dilts and Fields concluded that "Although dental education is traditional in nature, resisting changes as do other phases of higher education, the results indicate that dental education is dynamic and is responding to internal as well as external needs." Dental educators may wish to follow these tenure and union issues to help determine successful policies for the conditions of dental faculty employment.     

A survey of U.S. dental school programs that help students consider academic careers

The faculty shortage in dental education has been reported for many years and is expected to increase. Some dental schools have developed "grow your own" programs that introduce students to academic careers and give them teaching experiences. These programs generally consist of teaching assistant, fellowship, and peer tutoring opportunities. In this study, a nineteen-item survey was sent to fifty-six U.S. dental schools to determine the extent to which such programs were being implemented. Thirty-six out of fifty-six dental schools responded, a response rate of 64 percent. Twenty-five schools or 69 percent of the respondents reported the existence of a formal teaching assistant, fellowship, or peer tutoring program in which students teach in some capacity. The main reasons reported for implementing these programs were to expose students to academia and to address faculty shortages. The respondents reported that positive outcomes for dental student teachers and their students were academic benefits and increased interest in academic life. Among the barriers reported were securing faculty and financial support and problems with scheduling.     

An assessment of cross-cultural education in U.S. dental schools

The purpose of this study was to assess the status of cross-cultural education in U.S. dental schools and to identify characteristics associated with having a formal cross-cultural curriculum. An eighteen-item survey, which included questions about curricular format, teaching and evaluation methods, time, and course content, was sent to all U.S. dental schools. Comparisons were made using whether or not institutions had formal cross-cultural curricula. Forty-five of fifty-six schools responded. Twenty-nine schools reported having formal cross-cultural curricula in a separate course and/or integrated with other courses with specific goals and objectives. Schools that have formal cross-cultural curricula had higher scores on depth of curricula and spent more time than schools that reported having informal curricula (p=0.03). Competing curricular time and lack of faculty expertise were the most frequently cited impeding factors for inclusion of cross-cultural issues (87.8 percent and 68.3 percent, respectively), while diverse patient population and leadership commitment were the most frequently cited facilitating factors (92.5 percent and 67.5 percent, respectively). There is wide variation among dental schools regarding how they teach these issues and how students are evaluated. Dental schools lack guidance about how to best incorporate this curricular content.     

Distance education in the U.S. and Canadian undergraduate dental curriculum

A major trend at all levels of education in recent years has been the advent of distance learning and, more specifically, the use of computers and communications capabilities to provide online learning. The purpose of this study was to determine the extent to which distance learning and online technologies are being employed by dental schools in the United States and Canada. Two groups were surveyed: academic deans and faculty members of U.S. and Canadian dental schools. Thirty-eight academic deans responded to a paper-based survey, and more than 400 faculty members responded to a web-based survey. The results of these surveys indicate that online delivery of content and information has a bright future in the delivery of the dental school curriculum. At the same time, formidable obstacles must be addressed for this approach to be successful.     

The prevalence of academic dishonesty in Texas dental hygiene programs

The media has given much attention to the academic cheating crisis in America. A majority of college students believe that, in today's global environment, it is necessary to cheat in order to get ahead and to compete with their peers. The prevalence and attitudes concerning academic dishonesty of health professions students, including those in medical, dental, and nursing schools, have been extensively researched. No such studies exist in the discipline of dental hygiene. The purpose of this study was to investigate the prevalence of cheating in Texas dental hygiene programs. Four hundred surveys were mailed to twenty Texas dental hygiene schools for graduating students to complete. A total of 289 usable surveys was returned for a response rate of 72.25 percent. Data were analyzed using SPSS with frequencies and chi-square tests. Findings from this study reveal that 86.5 percent of graduating Texas dental hygiene students have cheated a minimum of one time during matriculation. Students identified the demands of what they considered academic overload as the primary justification for cheating behavior.     

A survey of oral implantology teaching in the university dental hospitals and schools of the United Kingdom and Eire

AIM: To provide an overview of the currently available academic teaching and clinical training in oral implantology at the university dental schools and hospitals of the United Kingdom and Eire. METHOD: A questionnaire was sent to the dean or director of dental studies and forwarded to the respective units involved in the academic teaching and clinical training of oral implantology. The setting was the university dental hospitals, and dental schools of the UK and Eire. Information was collected between July 1997 and March 1999. The main outcome measures were course availability, duration and emphasis for undergraduate and postgraduate study in the clinical discipline of oral implantology. The units or departments responsible for training and teaching were identified and formal degree courses were distinguished from non-degree courses. RESULTS: All institutions replied to the survey. All university dental schools provide undergraduate training in oral implantology in accordance with the guidelines provided by the General Dental Council. However, the courses vary with regard to the departments involved and the level of student participation. Thirteen centres provide informal postgraduate training with the duration ranging from one to eighteen days. Just eight centres provide formal academic graduate training based on oral implantology leading to recognised degrees. CONCLUSION: All university dental schools provide undergraduate teaching in oral implantology. Most centres also provide informal postgraduate training based on oral implantology. However, opportunities for academic graduate training, leading to recognised qualifications in this subject, appear limited at present.     

Dental attendance and anxiety among public and private school children in Jordan

AIM: To evaluate the levels of dental attendance and anxiety among children of public (lower to middle socioeconomic groups) and private schools (higher socioeconomic groups), and to explore the perceived source of dental fear among them. METHOD: A group of 1,021 children selected by a simple random method from 10 public schools in the five geographic areas of Irbid Governate, Jordan and all 10 private schools were included in this study. All children (mean age 13.1 +/- 0.87 years) completed a questionnaire modified from the Dental Fear Scale (DFS) which also contained items related to dental attendance. RESULTS: Private school children (31.4%) visited the dentist regularly more significantly than public school children (15.0%) (P < 0.001). However, the majority of children (public = 82.6%, private = 67.4%) attended the dentist only in an emergency. The main reason for irregular attendance was 'treatment not needed' (42.2%). About 43-44% of children had dental fear of 'low to moderate type', while the prevalence of 'high dental anxiety' was slightly higher among children of public (11.6%) than those of private schools (6.9%). Fear of specific stimuli (pain and trauma) was the most common source of dental fear reactions among 60-65% of children. The sight and sensation of an anaesthetic needle and sight, sound and sensation of the drill were the most fear eliciting stimuli. Moreover, public school children were found to be more anxious with a significantly higher 'overall dental fear' than private school children (P < 0.05).     

Use of problem-based learning in Canadian and U.S. dental schools: results of a survey

Problem-based learning (PBL) is an increasingly common pedagogical method in health sciences education. Medicine has led the way, but many health science educators in other disciplines have begun to use PBL or are looking seriously at introducing it. There is far less information available about the extent and the scope of PBL in dental education than in medical education. The International Dental Problem-Based Learning Network (IDPBLN) is an informal group of dental educators interested in or involved with PBL. Representatives of the Network surveyed the deans of 10 Canadian and 55 U.S. dental schools to determine the extent of PBL in dental education. The survey included a clear definition of PBL to help ensure that the term was interpreted the same way by all respondents. The deans were asked if PBL was already used in the curriculum or if they intended to begin using it. For institutions where PBL was already in place, respondents were asked about the extent to which PBL was used in the curriculum. A total of 49 institutions responded to the survey (9 Canadian and 40 U.S.). Twenty-two institutions reported that PBL was being used, and 6 of the remaining 27 indicated that they planned to use PBL in the future. For the most part, PBL was used only in certain parts of the curricula, most commonly during the early years.     

Commercialization of dental education: have we gone too far?

Early U.S. dental training involved a closer relationship between commercialism and education, which was strongly counteracted by university affiliations at the beginning of the twentieth century. With recent decreases in public support for higher education, schools have become increasingly dependent on private revenue sources, including corporate support. There are ethical risks as well as benefits from dental schools establishing business partnerships with corporations. In 2002, a private, for-profit company was responsible for the inception and direct funding of an orthodontic postgraduate program at a private U.S. university. In the last four years, this company has begun funding two additional orthodontic programs, both associated with U.S. public dental schools. Such partnerships with academic institutions represent unique corporate relationships with dental education that are fraught with ethical risks. The dental profession needs to preserve the appropriate autonomy of dental education from commercial influences in order to prevent erosion of academic and ethical standards that are critical to professional integrity and public trust.     

Evaluation of a clinical outcomes assessment tool in a U.S. dental school

Quality assurance (QA) programs in dental schools have a component of their program devoted to treatment outcomes. To this end, our institution has implemented TOUCH (Treatment Outcomes Unacceptable for Clinical Health) seminars and Unusual Occurrence Reports (UORs). The seminars allow a faculty member to present a case to faculty and students with feedback from the audience on how the case was managed. The UORs track clinical incidents outside the range of normal. Participation in both of these QA measures has been less than expected. The goal of the current study was to discover the reasons for participation and lack of participation. A twelve-item survey was completed by seventy-one clinical faculty members and analyzed for trends. Faculty report only 28.3 percent of the unacceptable outcome cases they know about. The two most common reasons given for reporting an unusual occurrence were that it would help the institution reduce similar incidents and it would provide an opportunity to share learning experiences. The most common reason given for not reporting an unusual occurrence was not remembering to do so. Faculty members were most willing to present a TOUCH seminar if guaranteed that no negative repercussions would result. Suggestions for increasing participation in both programs include emphasizing their value, modifying the seminar format, providing more reminders, and reassuring against repercussions.     

A review of referral patterns to paediatric dental consultant clinics.

A retrospective survey of 317 child patients referred to consultant paediatric dental clinics at Glasgow Dental Hospital over a 12-month period is reported. It was found that although there was a wide range of reasons for referral the most frequent problem was the management of the patient. As a result of this finding, the dental hospital is currently establishing a clinic specifically for patients with a fear of dental treatment.     

A snapshot of cultural competency education in US dental schools

During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.