A survey of deans: trends, challenges, and mentoring in prosthodontics. Part 2.

PURPOSE: This study consists of two parts. Part 1, a survey of program directors, was conducted to examine current trends in advanced education in prosthodontics in the United States. Part 2 reports on the findings of a survey distributed to the deans of US dental schools to evaluate their observations of trends in prosthodontic education. MATERIALS AND METHODS: A national, electronic survey of 55 dental school deans was distributed by e-mail to evaluate an interest in specialty training, an interest in specialization in prosthodontics, faculty shortages, programs to address faculty shortages, predoctoral curriculum in prosthodontics, opinions regarding dental specialties, and the administrative position of prosthodontics within the schools. RESULTS: Of the 55 deans, 44 deans responded, an 80% response rate. Only five deans reported a decrease in the number of students seeking specialty training after dental school. The remaining 39 deans reported a large increase, slight increase, or no change in those seeking specialty training. In 29.6% of the deans' responses, an increased interest in prosthodontics was reported, whereas 16 deans reported no change in the level of interest. One or more open faculty positions in prosthodontics existed at 29 dental schools, and 28 schools offered at least one incentive or a variety of incentives to recruit faculty. The respondents to the deans' survey revealed predoctoral student exposure to prosthodontists was high, and exposure to postgraduate prosthodontics students was low. A survey of internal school programs that might have an impact on an increased interest in prosthodontics revealed the presence of a predoctoral mentoring program for prosthodontics in 80% of the institutions. The clinical curriculum included treatment of a variety of cases, including complex cases as defined by a diagnostic classification system. The response to whether dental specialties should be combined or remain individual provided some interesting data. Only 40.9% of the deans responded that prosthodontics was a separate department. CONCLUSION: Dental school deans reported an increased interest in specialty training. Predoctoral student exposure to prosthodontics was high due to the nature of their clinical experience and due to the exposure to full-time prosthodontics faculty. Many dental schools have programs, such as mentoring and new technology, which might have an impact on predoctoral students' increased interest in prosthodontics.     

A profile of dental school deans, 2002

Dental school deans were surveyed to update and expand the profile of a dean developed in a 1999 survey and to assess whether the profile has changed since the initial survey. The demographic characteristics and qualifications of dental school deans were similar in 1999 and 2002. The dean turnover rate and average length of deanship have not significantly changed since 1990. There was a shift in the current and emerging issues described by deans in the 1999 and 2002 surveys. In 2002, infrastructure and resource management, future workforce needs, and access to care were much more likely to be mentioned. Nearly all deans have a dental degree and additional advanced degrees or certificates, and they are likely to be specialists. Dental school deans are almost always full professors with tenure and have had significant administrative experience as department chairs and assistant/associate deans and have served on boards outside of their institution. Deans typically are scholars with multiple published journal articles, textbooks, or chapters and have been the principal investigator for grants and contracts. This information provides insight into the background necessary to become a dental school dean and the qualities sought by dental schools.     

A 10‐Year Survey of US Deans: Trends,Challenges, and Mentoring in Prosthodontics. Part 2

Purpose: Part 2 of this survey reports on the 2009 survey findings distributed to the deans of US dental schools. A national, electronic survey of 58 dental school deans was distributed by e‐mail to evaluate an interest in specialty training, an interest in specialty training in prosthodontics, faculty shortage issues, predoctoral curriculum in prosthodontics, ideology regarding dental specialties, and the administrative position of prosthodontics within the schools. Materials and Methods: The survey data were transferred to an online spreadsheet program for statistical analysis (Key Survey, Inc. http://www.keysurvey.com , Braintree, MA). The opinions of dental school deans were viewed as legitimate indicators of change within predoctoral and postdoctoral prosthodontic education. Statistical analysis was carried out using Statistica Version 9.1 (Statsoft, Tulsa, OK). Results: Of the 58 deans, 42 deans responded, for a 72.4% response rate. Twenty‐three deans reported an increase in the number of students seeking specialty training after dental school. Only three deans reported a decrease in those seeking specialty training. In the 2009 survey, 45% the deans responded that there was an increased interest in prosthodontics. One or more open faculty positions in prosthodontics existed at 24 (59%) of the dental schools, and 30 (71%) offered at least one incentive or a variety of incentives to recruit faculty. The 2009 respondents to the deans’ survey revealed predoctoral student exposure to prosthodontists was high, and exposure to advanced education in prosthodontics students was low. A survey of internal school programs that might have an impact on an increased interest in prosthodontics revealed the presence of a predoctoral mentoring program for prosthodontics in 36 (88%) of the institutions. The clinical curriculum included treatment of a variety of cases including complex cases as defined by a diagnostic classification system. The 2009 survey respondents reported an increase in the number of schools where prosthodontics is a separate entity or department. Conclusion: Deans reported an increased interest in prosthodontics in the 2009 survey. Open faculty positions in prosthodontics existed in the majority of dental schools, and most schools offered incentives to recruit faculty. The survey of deans found a very high level of exposure of dental students to full‐time prosthodontists and a very low exposure level to students enrolled in advanced education in prosthodontics. The establishment of mentoring programs in prosthodontics was reported by most deans, and the predoctoral curriculum included treating complex cases. Most deans stated that dual‐specialty training in prosthodontics and periodontics would be beneficial. The 2009 survey reported an increase in the number of departments of prosthodontics in US schools.     

Evaluation of teaching performance in U.S. dental schools

This study examines how teaching performance is evaluated in U.S. dental schools. Respondents to the mailed survey were dental school deans. Most schools formally evaluate teaching through student evaluation, yet most deans agreed that evaluation should include input from students and peers. Features that were considered most important in an evaluation program included the provision of a feedback mechanism, the inclusion of faculty input, and a standardization of the evaluation system. The majority of schools provide a program to enhance teaching skills; responsibility for the program varied from the department chairperson to the individual faculty member. More than half of the deans indicated that research productivity can "outweigh" teaching skills in promotion and tenure decisions. The results indicate that dental school deans expect excellence in teaching, but leave doubt as to how faculty members are to gain expertise in this realm of their profession.     

The use of hepatitis B vaccine in U.S. dental schools

A questionnaire was sent to the deans of 59 dental schools in the United States. They were asked to indicate their plans for the use of the new hepatitis B vaccine, whether hepatitis B antigen-positive patients were treated in the dental school clinics, and if so, what special precautions were used. The requirements for serological testing of patients were also addressed. Fifty questionnaires were returned. Eight schools (16 percent of the respondents) had not formulated plans for use of the vaccine. Thirty-one schools (62 percent) planned to use it for all students, faculty, dental assistants, and hygienists. In 74 percent of the schools planning to use the vaccine, the cost would be borne by the recipients; in 16 percent, costs would be paid by the institution. Several stated that the cost would be shared by both. Twenty percent of the respondents had not yet formulated plans for payment. The responses indicated that a great deal of indecision still exists among dental administrators as to the use of the hepatitis B vaccine and who will assume the cost.     

Response properties of slowly and rapidly adapting periodontal mechanosensitive neurones in the primary somatosensory cortex of the cat

Periodontal mechanosensitive neurones in the primary somatosensory (SI) cortex are classified as either slowly or rapidly adapting. The responses of cortical neurones and their projection pathways were studied using mechanical and electrical stimulation of the teeth and electrical stimulation of the thalamic posteromedial ventral (VPM) nuclei and contralateral SI cortex. A total of 247 periodontal mechanosensitive units were recorded from the SI cortex in 35 anaesthetized cats, distributed mainly in area 3b: 14% were slowly adapting and 86% rapidly adapting units; 62% of the slowly adapting and 9% of the rapidly adapting units were single-tooth units sensitive to stimulation of only one tooth. The incidence of slowly adapting units with an ipsilateral receptive field was almost equal to that of slowly adapting units with a contralateral receptive field, and more than half of the units were directionally selective to mechanical tooth stimulation. The majority of rapidly adapting units had their receptive field in the contralateral teeth and were directionally non-selective to tooth stimulation. The latencies of the cortical responses of the slowly and rapidly adapting units were 7.3 and 10.7 ms, respectively, on electrical stimulation of the contralateral teeth, and 1.8 and 2.0 ms, respectively, on electrical stimulation of the ipsilateral VPM nucleus. From these findings, it is inferred that slowly adapting neurones are useful for discriminating the tooth stimulated, the stimulus direction, the stimulus intensity and the change of pressure applied to the tooth, while rapidly adapting neurones could function to signal initial contact with food or the opposing teeth.     

Use of safety dental syringes in British and Irish dental schools

AIM: The aim of the present study was to determine what types of dental syringes were being used in British dental schools and whether recent studies on the use of safety syringes had had any impact. INTRODUCTION: In 2001 a controlled trial showed that avoidable needlestick injuries could be reduced with the introduction of safety syringes which did not require the re-sheathing or removal of a needle from its syringe. METHOD: A self complete questionnaire asking about safety syringe use was distributed through the deans of all 16 dental schools in the UK and Ireland. RESULTS: Fifteen schools formally replied and data are available for the missing one. Two schools have totally converted to the use of safety syringes and in seven schools some departments are using them. Six schools are not considering a change, four others are hoping to change and four are undecided as to whether they are going to change. Five schools had tried them previously. All acknowledge that extensive training is essential, there is also considerable staff resistance and the safety syringes currently available are still not ideal. CONCLUSION: All dental schools should determine their avoidable needlestick injuries rates, reconsider their views on the use of safety syringes and contribute to the development of the ideal model.     

A survey of deans and ADEA activities on dental licensure issues

A written survey on issues in clinical testing for licensure was sent to the deans of all dental schools in the United States. Response rate was 89 percent. Results indicate that administrative leaders of the country's dental schools think that third-party evaluation of graduates is appropriate, but they do not have confidence in current clinical tests for licensure. More than nine out of ten respondents indicated that change was needed in current testing procedures, and 82 percent thought the tests as currently conducted were not valid for decision purposes. Regional differences existed among the responses, with the least dissatisfaction occurring in the West. The highest-rated and most frequently mentioned reasons for dissatisfaction with clinical tests were the involvement of patients (human subjects) as currently done. Most respondents favored a national level for licensure tests, although the majority also approved of the recently enacted New York law that permits completion of a postgraduate year in an accredited program to substitute for clinical testing. Respondents indicated a belief that a national database on academic measures as compared to outcomes on clinical licensure tests would be useful, with overall grade point average or class rank as the favored academic measure. Informed by the recommendations of its representatives to the AADE-ADEA Innovative Testing and Educational Methodologies Committee and results of the survey of deans, ADEA is pursuing steps to foster change in the clinical licensure process.     

Training in oral disease, diagnosis and treatment for medical students and doctors in the United Kingdom

To find out if the training of medical undergraduates and qualified doctors was adequate to diagnose, investigate, manage, and refer common oral disorders appropriately, we sent anonymous questionnaires to undergraduate and postgraduate medical and dental deans, accident and emergency (A&E) doctors, and dentists. We wanted to know if they were capable of diagnosing and treating 10 common oral disorders, and if their training was adequate to enable them to do so. Ten clinical photographs with short clinical histories were sent to 48 A&E physicians together with a structured questionnaire. Twenty-one of the 29 medical schools in the UK responded to a questionnaire about the teaching given in the current curriculum about oral anatomy and pathology, and the prevention of oral disease. A questionnaire sent to the deans of the 16 British dental schools asked how many academic staff were involved in undergraduate teaching, and how many in postgraduate courses. A third questionnaire was sent to the 24 postgraduate medical deans to find out how many postgraduate courses there were for qualified medical staff. Of the 48 medical staff, 134 (28%) diagnosed cases correctly, compared with 194 (88.7%) of the 22 dentists, indicating serious deficiencies in diagnostic awareness. Only 11 of the 21 medical schools who responded currently incorporate teaching of oral pathology in their curricula. We conclude that doctors and medical students are inadequately educated about oral diseases with obvious consequences.     

E-learning and the future of dental education: opinions of administrators and information technology specialists.

The digital revolution and growth of the Internet have led to many innovations in the area of electronic learning (e-learning). To survive and prosper, educators must be prepared to respond creatively to these changes. Administrators and information technology specialists at six dental schools and their parent institutions were interviewed regarding their opinions of the impact that e-learning will have on the future of dental education. Interview questions encompassed vision, rate of change, challenges, role of faculty, resources, enrolment, collaboration, responsibility for course design and content, mission and fate of the institution. The objective of this qualitative study was to sample the opinions of educational administrators and information technology specialists from selected US universities regarding the impact of e-learning on dental education to detect trends in their attitudes. Responses to the survey indicated disagreement between administrators and informational technology specialists regarding the rate of change, generation of resources, impact on enrolment, responsibility for course design and content, mission and fate of the university. General agreement was noted with regard to vision, challenges, role of faculty and need for collaboration.     

Impact of Phase I Pew National Dental education Program on U.S. schools of dental medicine

This paper presents the results of four telephone surveys conducted by the Leonard Davis Institute of Health Economics (LDI), University of Pennsylvania, as part of its evaluation of the Pew National Dental Education Program (PNDEP), a five year, +4F8.7 million program established by The Pew Charitable Trusts to help dental schools respond to the changing health care environment. The four annual surveys were conducted between 1985 and 1988. The interviews were conducted with the deans from nearly all dental schools operating in the United States at the time of study or the principal investigators of the schools funded under Phase I and Phase II PNDEP grants. Their purpose was to determine the level of each school's involvement in PNDEP and in specific strategic planning activities, as well as to evaluate the impact of the Pew Program on both the individual schools and dental education nationwide. All systematic differences between schools funded (FD) PNDEP and those not funded (NFD) were examined. Overall, schools gained a better understanding of their environment. Schools also reported increased participation in and commitment to planning among their different constituencies (e.g., faculty, administration, students, alumni). By the end of Phase I, more PNDEP Phase I funded schools reported being involved in implementing strategic plans. Funded schools also were more likely to report PNDEP increased their understanding of strategic planning, improved communication, and helped encourage the emergence of new leaders.     

Social constructs of curricular change

The adoption of problem-based approaches to teaching and learning in dental and medical education requires educators to consider a significantly different role and responsibilities as teacher from what they have experienced previously. This qualitative study explored how some educators experienced and interpreted changes in the newly merged dental and medical curriculum at the University of British Columbia. Our findings present how educators explained and dealt with change. In-depth interviews provided considerable insight into factors influencing the resistance or acceptance to change. The educators' beliefs about teaching and learning and their understanding of the development and implementation process of change mediated these factors. Findings from this study should help administrators, faculty developers, and educators themselves to understand better how curricular change is experienced and to plan effective and appropriate faculty development.     

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.     

Consumers' choice of dentists: how and why people choose dental school faculty members as their oral health care providers

This study aimed to better understand how and why people choose dental school faculty members as their oral health care providers. Increasing financial constraints in U.S. dental schools have led their administrators to seek alternative funding sources, one of which can be revenues from dental school faculty practice. To effectively promote faculty practice, it is necessary to understand how and why one chooses a dental school faculty member as his or her oral health care provider. A survey of 1,150 dental school faculty practice patients who recently chose their dentist was conducted, and 221 responded. The information sources these respondents said they used and rated highly were other dentists, friends, family members, clinic website, the Internet, and the insurance directory. Dentist-related attributes that were perceived to be important were quality of care, professional competence of dentist, and explanation of treatment/patient participation in the treatment decision. Dental practice-related attributes perceived to be important were the ability to get appointments at convenient times, reasonable waiting time to get appointments, and attitude/helpfulness of staff. This study found that traditionally popular (family, friends) and newly emerging information sources (the Internet, clinic website, and insurance directory) were both used and perceived to be important by patients of the dental school faculty practice. Dental schools and dentists can use this study's findings to select appropriate communication channels to promote their practices and to focus on attributes that dental consumers value the most.     

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.     

Dental school vacant budgeted faculty positions: academic year 2003-04

The total number of vacant budgeted positions (296) fell by eleven positions between 2002-03 and 2003-04. However, the reported number of lost positions increased from thirty-nine to 147. The average number of vacancies per school was 5.3. The average number of vacancies reported to be usual and normal at any one time was 3.6 per school, the same as last year. Forty-three percent of the vacancies had been vacant less than seven months, a decline from 55 percent in 2002-03, indicating an increase in the number of positions vacant longer than six months. Meeting position requirements was the most frequently reported factor cited as influencing the ability to fill a position. This is a change from recent previous years when the most influencing factors were salary/budget limitations and lack of response to position announcements. While there was no indication expressed in the survey that vacancies were adversely affecting the quality of dental education, almost 50 percent of the deans reported faculty recruitment and retention was a problem at their school, and over 55 percent indicated that they anticipated it would become more difficult over the next five years to fill vacated positions. Faculty recruitment, development, and retention remain priority issues in meeting the teaching, research, patient care, and administrative needs of the dental education community.     

Perceptions of Chandigarh sports coaches regarding oro-facial injuries and their prevention

Enthusiastic participation by the younger generation in sports exposes them to a high risk of injuries. In the present study, the perceptions of sports coaches regarding their knowledge and experience of such injuries is evaluated. The coaches considered helmet as the most common protective device followed by mouth guard and facemask. About 58% observed that boxing was associated with oro-facial injuries and protective devices were deemed mandatory by 68% in this event. About 45% saw over five injuries in the last year, mostly soft tissue facial injuries (47%) and tooth loss (33%). Most injuries were in hockey and 32% were due to hits by ball, stick or related hard objects. About 82% were related to nonuse of protective devices. The majority of coaches considered that oro-facial devices be made more popular among sportspersons for their safety while 28% felt they reduced efficiency. The author concludes that there is a need to popularize the use of oro-facial protective devices in a variety of sports events in our country by interacting with coaches, sports administrators and sportspersons as well as familiarizing the Indian dentists in this relatively new field.     

Advancement of women in dental education: expanding opportunities, enriching the pool

In the recent past, we have seen both the dental student applicant and enrollment pools of women in the United States increase. There has been an increase in both women applicants and first-year enrollees from the year 2000. The advancement of women in advanced educational programs and into dental faculty positions has likewise seen a trend of increase. The challenge to dental education is to ensure that the recruitment and advancement of women to careers in dental education and research in the future are consistent with their talent, expertise, and career expectations. Within this pool of women are our future leaders, deans, and researchers. As we consider future faculty needs for all dental faculty members, we must consider the unique needs of women who must balance their careers with other societal demands related to their gender.