Journal of Dental Education最新文献_第8页

Interprofessional education and experiential learning: The nurse practitioner-dentist collaborative practice model. 跨专业教育和体验式学习：护士执业牙医合作实习模式。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-01-09 DOI: 10.1002/jdd.13825

Elizabeth M Alpert, Michael A Friedman, Tara T Zhou, Claudia C Guillen, Luis Lopez, Jane R Barrow

引用次数: 0

Female dental students' perceptions on barriers and motivators in pursuing oral and maxillofacial surgery. 女牙科学生对从事口腔颌面外科的障碍与动机的认知。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-01-08 DOI: 10.1002/jdd.13826

Courtney Jatana, Katelyn Conley, Anika Moffitt, Fernanda Schumacher, Hany Emam

{"title":"Female dental students' perceptions on barriers and motivators in pursuing oral and maxillofacial surgery.","authors":"Courtney Jatana, Katelyn Conley, Anika Moffitt, Fernanda Schumacher, Hany Emam","doi":"10.1002/jdd.13826","DOIUrl":"https://doi.org/10.1002/jdd.13826","url":null,"abstract":"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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958218","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}

引用次数: 0

Anxiety, mental suffering, and bruxism in dental students in the COVID-19 postpandemic moment. COVID-19大流行后时刻牙科学生的焦虑、精神痛苦和磨牙

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-01-08 DOI: 10.1002/jdd.13827

Bruna Perosso, Patrícia da Silva, Mateus de Azevedo Kinalski, Sinval Adalberto Rodrigues-Junior

{"title":"Anxiety, mental suffering, and bruxism in dental students in the COVID-19 postpandemic moment.","authors":"Bruna Perosso, Patrícia da Silva, Mateus de Azevedo Kinalski, Sinval Adalberto Rodrigues-Junior","doi":"10.1002/jdd.13827","DOIUrl":"https://doi.org/10.1002/jdd.13827","url":null,"abstract":"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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958215","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}

引用次数: 0

Bringing mindfulness-based techniques into orofacial pain patient care. 将基于正念的技术引入口腔面部疼痛患者护理。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-01-08 DOI: 10.1002/jdd.13829

Sharlynn Daun-Barnett, Yoly M Gonzalez

引用次数: 0

Effort-reward imbalance among dental and dental hygiene faculty and turnover intention. 口腔卫生教师努力-回报不平衡与离职意向。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-01-08 DOI: 10.1002/jdd.13828

Lileth Kentar, Linda D Boyd, Jared Vineyard, Jennifer McCarthy

{"title":"Effort-reward imbalance among dental and dental hygiene faculty and turnover intention.","authors":"Lileth Kentar, Linda D Boyd, Jared Vineyard, Jennifer McCarthy","doi":"10.1002/jdd.13828","DOIUrl":"https://doi.org/10.1002/jdd.13828","url":null,"abstract":"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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958217","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}

引用次数: 0

Integrating digital technology in endodontic education: A randomized controlled trial evaluating student self-assessment and perspectives. 在牙髓教育中整合数字技术：一项评估学生自我评估和观点的随机对照试验。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-01-05 DOI: 10.1002/jdd.13821

Ane Poly, Conrad Harness, Emily Vu, Aparna Biradar, Christine Amanda Buie, Janna E Burnett, Jordan L Schweitzer

{"title":"Integrating digital technology in endodontic education: A randomized controlled trial evaluating student self-assessment and perspectives.","authors":"Ane Poly, Conrad Harness, Emily Vu, Aparna Biradar, Christine Amanda Buie, Janna E Burnett, Jordan L Schweitzer","doi":"10.1002/jdd.13821","DOIUrl":"https://doi.org/10.1002/jdd.13821","url":null,"abstract":"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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933423","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}

引用次数: 0

Advancing Through Innovatiion 在创新中前进。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2024-12-27 DOI: 10.1002/jdd.13805

引用次数: 0

Journal of Dental Education Volume 88 Supplement 3/December 2024

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2024-12-27 DOI: 10.1002/jdd.13260

引用次数: 0

Emotional intelligence and academic performance: A retrospective study of ten dental classes. 情绪智力与学习成绩：10个牙科班的回顾性研究。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2024-12-26 DOI: 10.1002/jdd.13788

Sandra M Farah-Franco, Brent Fung, Leo C Taylor, Brian Chui, Hicret Islamoglu, Robert D Stevenson

{"title":"Emotional intelligence and academic performance: A retrospective study of ten dental classes.","authors":"Sandra M Farah-Franco, Brent Fung, Leo C Taylor, Brian Chui, Hicret Islamoglu, Robert D Stevenson","doi":"10.1002/jdd.13788","DOIUrl":"https://doi.org/10.1002/jdd.13788","url":null,"abstract":"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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900020","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}

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A call to action: Time for dental education to revisit advances in the 21st century. 行动呼吁：是时候让牙科教育重新审视21世纪的进步了。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2024-12-25 DOI: 10.1002/jdd.13808

Allan J Formicola, Lisa A Tedesco

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