Journal of Dental Education最新文献

{"title":"Oral and Maxillofacial Surgery Education for Undergraduate Students Using 360-Degree Videos in Virtual Reality System.","authors":"Masahide Koyachi, Keisuke Sugahara, Shintaro Nakajima, Sogo Ito, Kento Odaka, Satoru Matsunaga, Akira Watanabe, Akira Katakura","doi":"10.1002/jdd.13944","DOIUrl":"https://doi.org/10.1002/jdd.13944","url":null,"abstract":"<p><strong>Purpose: </strong>Digital transformation is being applied in dentistry, and its usefulness in improving three-dimensional spatial awareness has begun to attract attention in studies using head-mounted displays rather than conventional flat monitor studies. This study reports the effectiveness of a new virtual reality (VR) educational system on learning comprehension to teach hygienic handwashing, sterile glove application, and gowning techniques to fourth-year dental students before clinical practice.</p><p><strong>Methods: </strong>We undertook a cross-sectional study of fourth-year dental students who underwent VR learning. The students were evaluated using before and after tests involving 10 questions concerning hygienic handwashing. As a secondary outcome, a nine-item survey was administered to determine their opinions regarding VR learning.</p><p><strong>Results: </strong>The study comprised 135 students. In the pretest, mean scores were 54.9 (SD = 13.2); however, in the posttest, the scores increased significantly to a mean of 83.9 (SD = 13.7) (p = 1.37E-40 < 0.001). The survey results showed that there was an increase in positive opinions about learning in VR. The number of students who considered VR simple to operate increased from 51 to 122 pre- and post-VR learning, respectively. Concerning whether dizziness and nausea would occur with VR use, 33 (24%) students either disagreed or did not agree at all, but increased to 56 (41%) respondents after VR learning.</p><p><strong>Conclusions: </strong>The new VR education system improved student knowledge in hygienic handwashing in an actual operating room. This system can be used at any time and place, standardizing learning opportunities based on actual clinical practice and allowing repeated learning; thus, offering a new approach in dental education.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13944"},"PeriodicalIF":1.4,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210092","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":"Cultivating Professional Identity Through Community-Based Dental Education: A Qualitative Study.","authors":"Sruthi Sunil, Nidhi Gupta, Kamran Ali, Trine Fink, Xiangyun Du","doi":"10.1002/jdd.13947","DOIUrl":"https://doi.org/10.1002/jdd.13947","url":null,"abstract":"<p><strong>Aim: </strong>This study aimed to explore the role of community-based dental education (CBDE) in shaping professional identity (PI) among predoctoral dental education students at a newly established dental college.</p><p><strong>Materials and methods: </strong>Qualitative methods employing focus groups were used for data collection. A purposive sampling technique was used to recruit participants meeting predefined eligibility criteria. Separate focus groups were planned for each cohort, and the aim was to recruit 6-10 participants for each focus group. The study adopted a subject-centered sociocultural approach and thematic analysis to explore participants' experiences highlighting how CBDE may contribute to PI development in predoctoral dental education.</p><p><strong>Results: </strong>A total of 19 predoctoral dental students participated in three separate focus groups, comprising six students from Year 3, seven students from Year 4 and six students from Year 5. Deductive thematic analysis mapped CBDE activities across the four PI development dimensions: personal, clinical, interpersonal, and cultural. In the personal dimension, participants emphasized the role of self-confidence and self-reflection in their professional growth. The clinical dimension highlighted the development of decision-making and technical skills through direct patient interaction. The interpersonal dimension underscored the importance of mentorship and teamwork in improving communication and problem-solving skills. Exposure to diverse patients enhanced cultural competence, thus enabling tailored and sensitive care. CBDE supported all dimensions, facilitating PI development in predoctoral dental education.</p><p><strong>Conclusion: </strong>CBDE plays a vital role in shaping PI by enhancing confidence, clinical expertise, decision-making, communication, and cultural competence. These experiences prepared students for the complexities of contemporary dental practice and diverse healthcare environments. Despite the benefits of CBDE, challenges such as close supervision, balancing outreach programs with academic demands, and addressing resource limitations in diverse settings were noted.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13947"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200726","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":"From Matriculation to Graduation: Examining Critical Thinking Development and Academic Success in Dental School.","authors":"Sandra M Farah-Franco, Seong Eun Lee, Scott K Turchi, Brian Chui, Leo C Taylor","doi":"10.1002/jdd.13929","DOIUrl":"https://doi.org/10.1002/jdd.13929","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>Critical thinking (CT) skills are key to the success of healthcare professionals due to a high demand for clinical judgment and cognitive reasoning when delivering optimal care for patients. This study aimed to investigate the development of dental students' CT skills during matriculation using the Health Sciences Reasoning Test (HSRT) resulting in an overall score and eight unique sub-category CT skills scores.</p><p><strong>Methods: </strong>This retrospective cross-sectional cohort study measured the relationship between CT skills and academic outcomes like Grade Point Average (GPA), critical reflection essay (CR) scores, and 4-year cumulative program learning outcome scores (PLO) percent scores for nine dental cohorts at five distinct time junctures. The HSRT_Entry (N = 271), HSRT_D1 (N = 329), HSRT_D2 (N = 392), HSRT_D3 (N = 234), HSRT_D4 (N = 318) were compared with T-Test for Dependent means with p≤0.05 for attempts. Pearson correlations were completed for each with academic performance measures like DAT_AA, Entering_GPA, Year 1 GPA, Year 2 GPA, CR scores, and PLOs in three competency areas including CT. Multiple linear regression with p ≤ 0.05 was completed for HSRT_D1 as predictor and Year 2 GPA as dependent.</p><p><strong>Results: </strong>T-Test Dependent Means showed significant increases each for HSRT_Entry-HSRT_D1-HSRT_D2 and significant declines for HSRT_D2-HSRT_D4 while HSRT_Entry correlated significantly with DAT_AA, HSRT_D1 and HSRT_D2 correlated with Years 1 and Year 2 GPAs, Year 2 CR scores, and HSRT_D4 with PLOs. HSRT_D1 was significantly associated with Year 2 GPA as a predictor.</p><p><strong>Conclusion(s): </strong>CT skills were developed in this study during the dental program and correlated significantly with academic and performance measures signifying the importance of dental student performance.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13929"},"PeriodicalIF":1.4,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144180473","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":"Beyond diversity, equity, and inclusion: American Dental Education Association's role in inclusivity, humanism, and leadership","authors":"Herminio L. Perez DMD, MBA, EdD,&nbsp;Ana N. López Fuentes DMD, MPH, FACD, FICD,&nbsp;Wendy Scripps MSMPA","doi":"10.1002/jdd.13732","DOIUrl":"https://doi.org/10.1002/jdd.13732","url":null,"abstract":"<p>In 2022, the American Dental Education Association (ADEA) launched the first-ever dental education-wide climate assessment survey to establish baseline data on diversity, equity, and inclusion (DEI). This article aims to highlight the historical role of ADEA in supporting oral health education while building the inclusive capacity of leaders and advancing its organizational mission and vision in promoting DEI. The survey is a significant step in assisting academic dentistry in promoting a more humanistic environment while measuring the perception of students, faculty, staff, and leadership regarding DEI.</p><p>ADEA has significantly contributed to advancing dental education through data collection and the development of initiatives that enhance DEI across dental schools and allied education programs in the United States and Canada. The ADEA's efforts underscore its commitment to enhancing diversity, equity, and inclusion, aligning with its broader mission to improve oral health education.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"781-786"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140429","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":"Dental and allied dental students, staff, faculty, and administrators’ cultural inclusivity considerations: Results of the 2022 ADEA Climate Study","authors":"Yun Saksena BDSc, DMD, MMSc,&nbsp;Bertha O. Alarcon DDS,&nbsp;Paul Simeteys DDS,&nbsp;Rafeeq N. Rahman DDS,&nbsp;Marita R. Inglehart Dipl Psych, Dr phil, Dr phil habil","doi":"10.1002/jdd.13725","DOIUrl":"https://doi.org/10.1002/jdd.13725","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Feeling welcome in an educational environment is crucial to achievement and well-being. The objectives of this climate study were to assess perceptions of how inclusive the dental and allied dental educational environment were, how good the chances were to reach one's potential, how social relationships and biases/inequities in relation to policies were experienced, and how support for others from diverse backgrounds was observed. The relationships between these constructs of interest were also explored.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 10,281 students, 2596 staff, 4026 faculty, 359 administrators, and 443 administrators with faculty appointments from 58 US and eight Canadian dental schools, and 180 US and 12 Canadian allied dental education programs responded to the climate survey.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The majority of participants agreed/agreed strongly that their school/program fostered a sense of community (69.2%) and promoted the appreciation of diversity (79.6%). Staff had the lowest mean responses, and administrators with faculty appointments had the highest (five-point scale with 5 = agree strongly: 3.54 vs. 3.97; &lt;i&gt;p&lt;/i&gt; &lt; 0.001/3.91 vs. 4.30; &lt;i&gt;p&lt;/i&gt; &lt; 0.001). This pattern was repeated in responses concerning whether career trajectories were progressing as anticipated (means: 2.62 vs. 3.23; &lt;i&gt;p&lt;/i&gt; &lt; 0.001) and career aspirations increased (3.18 vs. 3.81; &lt;i&gt;p&lt;/i&gt; &lt; 0.001). Students agreed they could get assistance from faculty, staff, and students (means = 3.97/3.95/4.25). Students reported the highest number of experienced biases/inequities in relation to six policies (mean = 1.34) and staff reported the highest number of biases/inequities related to 12 appointment policies (mean = 2.32). About a third did not agree/agree strongly that their school/program was supportive of transgender/gender nonconfirming persons (37.1%), emotionally, cognitively and/or physically disabled persons (29.8%), or persons from lesbian/gay/bisexual/questioning/other backgrounds (29.2%). The more inclusive they considered the environment to be, the more they believed they could reach their potential (&lt;i&gt;r&lt;/i&gt; = 0.78; &lt;i&gt;p&lt;/i&gt; &lt; 0.001) and had positive relationships (&lt;i&gt;r&lt;/i&gt; = 0.77; &lt;i&gt;p&lt;/i&gt; &lt; 0.001)), and the less they experienced biases/inequities (&lt;i&gt;r&lt;/i&gt; = −0.17; &lt;i&gt;p&lt;/i&gt; &lt; 0.001).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;These findings should alert administrators that students, faculty, and staff experience their environment less incl","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"623-636"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13725","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140628","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":"Journal of Dental Education Volume 89 Number 5/May 2025","authors":"","doi":"10.1002/jdd.13603","DOIUrl":"https://doi.org/10.1002/jdd.13603","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"579-581"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140426","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":"Humanistic environment, perceptions, and associated variables in predoctoral and allied dental programs: 2022 American Dental Education Association climate study results","authors":"Eugenia E. Mejia PhD,&nbsp;Michelle M. Brady BDS,&nbsp;Rachel C. Kearney BSDH, PhD,&nbsp;Carrie Butt-Wilmsmeyer PhD,&nbsp;Tanya Villalpando Mitchell RDH, MS,&nbsp;Yun Saksena BDSc, MMSc, DMD","doi":"10.1002/jdd.13792","DOIUrl":"https://doi.org/10.1002/jdd.13792","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The objectives were to determine if there are differences in perception of programs’ humanistic environment, and overall climate, and to determine the correlations between a positive overall climate, a humanistic environment, and humanistic leadership in United States and Canadian dental and allied dental programs.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The 2022 American Dental Education Association Climate Survey included 258 US dental and Canadian dental schools and allied dental education programs. The study aimed to measure dental schools and allied dental education programs’ efforts to provide a humanistic and inclusive environment. This article reviewed the findings in relation to the objectives. The significance of explanatory variables was tested using logistic regression in PROG GLIMMIX of SAS. Cramer's Variable was calculated to determine the multicollinearity, indicating strong correlations among independent variables.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 258 programs responded to the survey, 238 programs in the United States, and 20 programs in Canada. 66 Dental schools responded, 192 Allied Dental Programs, 49 Dental Assisting programs from the United States, 137 Dental Hygiene (125 United States and 12 Canada), five Dental Laboratory technologies in the United States, and one Dental Therapy in the US allied dental education programs were grouped together (i.e., dental hygiene, dental laboratory tech, dental assisting, and dental therapy). Allied dental respondents were twice as likely to report their educational environment is humanistic, they were satisfied with the overall climate, and their leadership was committed to fostering a humanistic environment (&lt;i&gt;p&lt;/i&gt; &lt; 0.01) compared with dental respondents. Participants who identified their program as being humanistic were 9.1 times more likely to be satisfied with the overall climate of their program (&lt;i&gt;p&lt;/i&gt; &lt; 0.01). Participants who felt their leadership was committed to fostering a humanistic environment were 4.5 times more likely to be satisfied with the overall climate of their program (&lt;i&gt;p&lt;/i&gt; &lt; 0.01). Variables were identified as important to overall climate, humanistic environment, and humanistic leadership, such as a sense of community, training, and leadership's response to events.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Leadership that establishes a humanistic climate providing education, training, and support to faculty, students, and staff creates a more positive perception of the overall climate by members of the community. Allied dental programs had a significantly h","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"614-622"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140427","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":"Dental and allied dental students’ cultural climate related perceptions and experiences: Does sexual orientation matter?","authors":"Colin M. Haley DDS, MEd, MHA,&nbsp;Herminio L. Perez DMD, MBA, EdD,&nbsp;Sara Bendoraitis MA,&nbsp;Qin Sun MPH,&nbsp;Scott B. Schwartz DDS, MPH","doi":"10.1002/jdd.13795","DOIUrl":"https://doi.org/10.1002/jdd.13795","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Objectives</h3>\u0000 \u0000 <p>The aim of this study is to examine the results of the American Dental Education Association's (ADEA) first-ever climate survey as it relates to student sexual orientation. Specifically, the objectives include comparing the responses of allied dental students who identify as heterosexual versus not heterosexual and comparing the responses of dental students who identified as heterosexual versus not heterosexual. These experiences were evaluated according to overall cultural climate, welcomeness and belonging, commitment to diversity, equity and inclusion, student support, and microaggressions and harassment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The ADEA Climate Study Survey was administered from January to March 2022 to US- and Canada-based dental schools and allied dental education programs. Data were collected from US and Canadian dental schools and allied dental education programs. Continuous variables were summarized as mean and standard deviation, and categorical variables were summarized as count and percentage. The chi-square test was used to assess the association between heterosexual and nonheterosexual dental and allied dental students separately. A two-sided <i>p</i> value &lt;0.05 was used to determine the significance of variables in all analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 10.9% of allied dental student respondents identified as lesbian, gay, bisexual, and queer (LGBQ+) and 8.8% of dental student respondents identified as LGBQ+. Compared to their heterosexual counterparts, LGBQ+ students from both institutions are less likely to recommend their program, feel less social cohesion, feel less comfortable being their authentic selves, and feel less supported in the academic environment. Compared to heterosexual respondents, LGBQ+ students in both institutions were more likely to experience microaggressions and witness and experience discrimination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>LGBQ+ students at allied dental education institutions and dental schools have significantly different experiences in and perceptions of their education. These findings are a call to action for all allied dental program directors and dental school deans to create educational interventions that promote inclusion, provide student support, and reduce discrimination.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"767-780"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140798","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":"Microaggressions, harassment, and discrimination in dental education: Results from the 2022 American Dental Education Association Climate Study","authors":"Omar A. Escontrías DrPH, MPH,&nbsp;M. Nathalia Garcia DDS, MS,&nbsp;Gabriel Escontrías Jr EdD,&nbsp;Carolyn Butts-Wilmsmeyer PhD","doi":"10.1002/jdd.13744","DOIUrl":"https://doi.org/10.1002/jdd.13744","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Microaggressions, harassment, and discrimination are prevalent in higher and postsecondary education. Although there are some preliminary data in academic dentistry, their extent in this field remains under-researched. This study explores the overall perceptions of participants from the American Dental Education Association (ADEA) Climate Study regarding witnessing or experiencing microaggressions, harassment, and discrimination in dental education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data from the 2022 ADEA Climate Study were analyzed using logistic regression to assess the impact of role, institution type, and geographic regions on experiences of microaggressions, harassment, and discrimination across multiple social identities (race, gender, sexual identity, religious beliefs, etc.). A sentiment analysis was conducted on textual responses to gauge overall climate satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Administrators with faculty appointments were 1.5 times more likely than other administrators and 1.9 times more likely than staff to report experiences of microaggressions (<i>p</i> &lt; 0.01). Students reported higher rates of microaggressions than faculty (odds ratio [OR] = 1.1, <i>p</i> = 0.02) and staff (OR = 1.2, <i>p</i> &lt; 0.01). Staff were less likely to report any incident of microaggressions, harassment, or discrimination. Administrators with faculty appointments were more likely to witness or experience microaggressions based on other social identities. The Northeast region of the U.S. reported fewer microaggressions compared to other geographical regions, including Canada. Sentiment analysis predicted participants’ overall satisfaction with the dental or dental allied program climate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Perceptions of microaggressions, harassment, and discrimination vary significantly across different roles and regions in academic dentistry. Addressing these systemic issues is crucial for fostering inclusive and supportive learning environments in academic dentistry.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"649-657"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140843","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":"Gender-based dynamics in the 2022 ADEA Climate Study: Perspectives of faculty, staff, and administrators","authors":"M. Nathalia Garcia DDS, MS,&nbsp;Sonia M. Rocha-Sanchez MS, PhD, MBA,&nbsp;Anita Joy-Thomas BDS, PhD,&nbsp;Pamela Zarkowski JD, MPH,&nbsp;Vasiliki Kytridou DDS,&nbsp;Karin K. Quick DDS, PhD","doi":"10.1002/jdd.13726","DOIUrl":"https://doi.org/10.1002/jdd.13726","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to assess gender-based perceptions among faculty, staff, and administrators within the 2022 American Dental Education Association (ADEA) Climate Study, focusing on the broad areas of cultural climate, well-being, sense of belonging, inclusivity, authentic identity, and institutional practice and policies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The ADEA Climate Study Survey was conducted from January to March 2022, targeting dental and allied dental education programs in the United States and Canada. Data were categorized into men, women, and gender-diverse groups. Descriptive statistics and various comparative analyses (Tukey test for pairwise mean comparison, Kruskal–Wallis chi-square, Pearson's chi-squared, and Fisher's exact tests) were employed to evaluate perceptions across these groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The current analyses included 5396 participants, with women comprising the majority (68.8%), followed by men (30.1%) and gender-diverse individuals (1.1%). Respondents were faculty (56.1%), staff (32.3%), administrators (4.9%), and administrators with faculty appointments (6.7%). Significant gender disparities were observed in satisfaction with health/well-being support, sense of belonging, and respect within institutions. Women and gender-diverse individuals reported lower satisfaction than men. They also perceived their opinions as less valued and faced more challenges in building trusting relationships. Institutional policies on harassment, bullying, and discrimination received less favorable ratings from women and gender-diverse individuals, who also reported higher rates of harassment and discrimination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights gender disparities in dental academia, emphasizing diverse perceptions and experiences among faculty and staff based on gender identity. Understanding these dynamics can inform dental schools and allied educational programs as they proactively implement diversity initiatives, enhance career development opportunities, and enact robust policies fostering diversity, equity, inclusion, and belonging.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"712-721"},"PeriodicalIF":1.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140844","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}