Mental health and inclusivity support and education in a UK dental school: a cross-sectional survey.

Aims To establish the current support and knowledge around mental health and equality, diversity and inclusion at a UK Dental School and make suggestions about improvements.Objectives Conduct a survey of dental undergraduate students at Newcastle Dental School to elicit responsesMethods Bachelor of Dental Surgery and Bachelor of Oral and Dental Health Science students at Newcastle University were invited to participate in this cross-sectional survey via email. Following electronic consent, an electronic questionnaire via an online form builder was distributed via email. Participants were asked questions on experiences and feelings towards wellbeing support, mental health and equality, diversity and inclusion topics, including improvements that could be made.Results In total, 89 students participated. The majority of participants were white, women and heterosexual. Wellbeing support was present and generally accessible. Students were aware of mental health conditions but unsure how to manage them in a clinical setting. Students were generally unaware of barriers to care faced by LGBT+ and racialised minority patients. Students were mainly uncomfortable disclosing personal issues with their personal tutor. Students responded positively to some suggested improvements in support and education surrounding mental health and inclusivity.Conclusion Our study highlighted the areas where Newcastle Dental School continues to provide high levels of support for students but also areas that may require attention through further study and focus groups, with an aim to increase diversity of respondents so that further exploration regarding the intersectionality of identity can be undertaken.

The impact of coronavirus disease 2019 pandemic on dental school assessments - Current status and future perspectives.

PURPOSE: To evaluate course directors' feedback on the assessment methods used during the coronavirus disease 2019 (COVID-19) pandemic and identify effective approaches for future assessments in dental education. METHODS: Course directors at the US dental schools were surveyed for changes in assessments implemented during the early stages of the pandemic (March-July 2020) using the Qualtrics platform. The survey questions addressed assessment methods utilized in didactic, preclinical, and clinical arenas pre-COVID-19 (before March 2020) and during the early phase of the pandemic (between March and July 2020) and identified any sustained changes in assessments post-COVID-19. Of the 295 responses for the type of courses directed, 48%, 22%, and 30% responses were for didactic, pre-clinical, and clinical assessments, respectively. Chi-square tests and 95% confidence intervals were used to assess quantitative differences. RESULTS: Computer-based un-proctored and remote- proctored assessments increased whereas paper-based in-person proctored assessments decreased during an early pandemic. For pre-clinical and clinical courses, objective-structured clinical exams and case-based assessments increased whereas, for didactic courses, the number of presentations, short-answer, and multiple-choice questions-based assessments increased. Specimen-based assessments and patient-based encounters decreased significantly in didactic and clinical courses, respectively. Manikin-based exams increased in clinical but not in pre-clinical courses. Survey respondents disagreed that alternative assessments helped students learn better, resulted in better course evaluations, or were an equivalent replacement for pre-COVID-19 assessments. Interestingly, 49% of respondents indicated a likelihood of continuing alternative assessments whereas 36% were unlikely and 15% were neutral. CONCLUSIONS: A combination of effective pre-pandemic and innovative alternative assessments developed during the pandemic may be the new normal in the dental education curriculum.

Impact of educational intervention regarding COVID-19 on knowledge, attitude, and practice of students before dental school re-opening.

BACKGROUND AND AIM: Lack of knowledge on COVID-19 among people and healthcare staff significantly impacts late management and its rapid transmission. Dental students must be aware of the exact preventive instructions due to their close contact with patients and clinical work in the dental setting during the pandemic. This interventional study aimed to investigate the effectiveness of designed educational content regarding COVID-19 on Iranian dental students' knowledge, attitudes, and practices at Alborz University of medical sciences. MATERIALS AND METHODS: A total of 88 dental students were investigated in this study. Educational content was designed based on the clinical guidelines regarding COVID-19 in dentistry. The content was presented to dental students as a three-hour webinar. In addition, the online, validated questionnaire was obtained from the students as pre, post, and follow-up surveys. RESULTS: A statistically significant difference between students' knowledge, attitudes, and practices were obtained before and after the intervention and the follow-up survey. 48.58% improvement in knowledge score, 6.37% in attitudes, and 17% in practice scores were observed. CONCLUSION: Although this educational intervention significantly improved the knowledge, attitude, and practice of dental students, additional education and clinical training are mandatory for effective and safe dental practice management in future crises.

Evaluation of national dental curriculum in Iran using senior dental students' feedback.

BACKGROUND: Dental curriculums require regular revision to stay up to date in scientifical and societal fields. Senior dental students are among the main stakeholders of such curriculums. The present study investigated the opinions of Iranian senior dental students regarding the adequacy of their dentistry program and the national dental curriculum in training a competent dentist, the program's content, and its structure. METHODS: A previously designed and validated questionnaire on the opinion of senior dental students regarding curriculum adequacy was sent to a representative in each of the country's dental schools. Before the COVID pandemic terminated data collection, a total of 16 schools (438 students) managed to respond (37%). The questionnaire asked the students to assess the adequacy of the training received in curriculum's theoretical and practical competencies with the help of a five-point Likert scale that ranged from "Completely inadequate" to "Completely adequate". It also questioned them on its teaching methods and intensity. SPSS software version 24 and Chi-square test served for statistical analysis. RESULTS: In total, the study has 438 participants, 245 female and 193 male. Significant sex differences were spotted in the responses concerning both theoretical and practical training. Regarding general training adequacy, 50 (22.6%) female students and 50 male ones (30.7%), P = 0.08 agreed that the program was acceptable. The numbers for students of old (more than 15 years of activity) and new schools were 47 (21.7%) and 53 (31.7%), respectively (P = 0.03). Nearly one-third deemed the teaching methods appropriate. Regarding the duration of curriculum phases, 33 students (8.3%) believed that basic science required extension, while 108 (28.6%) and 266 (69.1%) reported such need for pre-clinical and clinical phases. The school's years of activity emerged as significant, as 38.1% of students from new schools versus 21.7% of those from old ones deemed the extension of pre-clinical phase necessary (P < 0.001). CONCLUSION: A significant number of Iranian senior dental students found the undergraduate dental curriculum inadequate regarding competencies, content, and teaching. Further investigations will determine whether it's the curriculum or its implementation that warrants revision.

The changing face of a dental school: a Leeds perspective.

Time spent as a student at a dental school leaves a legacy that shapes how each of us develops professionally and more generally as our lives progress. Personal reminiscences relate to our own time as a student. Comments years later that 'things are not the same' are true. The reality is that dental schools are constantly reinventing themselves and can never afford to stand still.The aim of this opinion piece is to highlight the priorities and direction of the School of Dentistry at the University of Leeds and how these are informed by the past. Innovation in education and research are at the centre of the changes that are being driven forwards within a framework where equality, diversity and inclusion are increasingly incorporated as business as usual. COVID-19 disruption has driven change and brought a new confidence in our ability to deliver this. It is an exciting time to be part of the School.

Dentists of tomorrow 2022: An analysis of the results of the ADEA 2022 Survey of U.S. Dental School Seniors.

PURPOSE/OBJECTIVES: This study examines the journey of US dental schools' predoctoral senior class of 2022, from the influences on and their motivations to pursue careers in dentistry, the aspects of their dental school experiences, plans upon graduation, and the investment in their careers. METHODS: The study is an analysis of the results of the American Dental Education Association (ADEA) Survey of Dental School Seniors, 2022 Graduating Class. Each year, ADEA surveys senior predoctoral students from the accredited US dental schools. Whenever feasible, the answers of the survey respondents from the 2022 class were compared with their 2017 counterparts and with the responses of 2022 predoctoral senior students of historically underrepresented race and ethnicity groups. RESULTS: The analysis revealed that 47% of the 2022 respondents decided to become a dentist before going to undergraduate college, more than the proportion of their 2017 colleagues (44%). When it comes to preparedness to practice dentistry, the responses indicated a high level of readiness to go into the profession. Nineteen percent of survey participants reported that the COVID-19 pandemic affected their professional plans immediately after graduation. Between 2017 and 2022, the share of survey respondents who planned to join a private practice immediately after graduation increased from 48% to 53%. Almost a third of the 2022 respondents who planned to go into private practice immediately upon graduation intended to join a dental service organization. When accounting for inflation, the average education debt for students graduating with debt who responded to ADEA 2022 survey was 11% lower from what the 2017 respondents reported. CONCLUSIONS: This study finds that some preferences changed from the 2017 cohort to the 2022 cohort toward deciding to go to dental school before college and joining a private practice upon graduation. Senior students responding to the ADEA survey in 2022 stated a high level of preparedness to practice dentistry. US dental schools pursued consistently their mission to educate, train, and graduate oral health professionals fully prepared to go into the profession.

Infection Prevention Strategies Concordance in Canadian Dental Schools During the COVID-19 Pandemic.

OBJECTIVE: The aim of this research was to identify variation in specific infection prevention and control (IPC) strategies across all dental schools in Canada and to evaluate the concordance concerning COVID-19 pandemic-related IPC strategies reported by clinic directors or IPC officers (CDs/IPCOs) and those reported by students, staff, and faculty in the schools. METHOD: A cross-sectional analysis within a prospective cohort study. Participants in the cohort study reported IPC strategies used in their schools during April or May 2021. Independently, CDs/IPCOs reported IPC strategies in school protocols in July 2021. RESULTS: Of the 600 participants recruited, 332 participants who were involved in the provision of in-person dental care were further analysed. Of the 16 IPC strategies investigated, only 3 were reported by CDs/IPCOs to be used at all schools, and another 8 strategies were used by 8 or 9 of 10 or by 1 of 10 schools, indicating that concordance across schools was good for 11 of 16 strategies. Agreement between study participants and the CDs/IPCOs varied considerably by strategy (ranging between 50% and 100%) and by school (ranging between 42.9% and 97.2%). The strategies with the highest mean agreement percentage across schools were "screening or interviewing patients before appointment for COVID-19-related symptoms" (92.7%) and "checking the temperature of the staff members at least once a day using a thermometer" (91.5%). CONCLUSIONS: The level of agreement in the use of strategies between participants working in clinics and CDs/IPCOs varied considerably by strategy and by school. Given the low COVID-19 infection rates in dental schools and the reported differences in IPC protocols, key strategies should be identified. During the pandemic, IPC protocols in Canadian dental schools evolved rapidly. Comparing different strategies might help develop a unified standard IPC protocol.

A student-led qualitative study to explore dental undergraduates' understanding, experiences, and responses to racism in a dental school.

OBJECTIVES: This qualitative study explored dental student participants' understanding of racism, their experiences, and responses to racism in dental school, and the impacts of their experiences. METHODS: An interpretative phenomenological analysis design recruited students from the undergraduate dental degree and the BSc in Oral Health Science course at a UK dental school in December 2020. Two students and a qualitative researcher facilitated the online focus groups. A topic guide including scenario questions guided the discussions that lasted an average of 2 h. The recorded interviews were transcribed and analyzed using thematic analysis. RESULTS: Twenty-five participants took part in five focus groups. Several themes emerged related to participants' experiences and reactions. They described a spectrum of racist encounters ranging from more subtle forms, such as stereotyping and microaggression to racial mocking. They were concerned about professionalism, not knowing how and when to respond to patients' racist behavior. They described gender discrimination and intersectional biases but felt compelled to put patients' interests first. They were unsure about how to respond to stereotyping or racism from staff because of perceived imbalances in the staff-patient-student triad relationship. They expressed fears of gaslighting and despondency. They also felt that the COVID-19 pandemic and anonymity from virtual learning environments enabled racist behavior. CONCLUSION: This study revealed a complex triad relationship between participants, staff and patients, and experience of intersectionality and three levels of racism: interpersonal, structural, and institutional. It highlighted the need for further research to develop actions including structural policies and equality and diversity training.

The Effect of Distance Education Conducted during the COVID-19 Pandemic Period on the Psychomotor Skill Development of a Dental School Students.

Purpose: This study compared the development of face-to-face (F2F) psychomotor skills vs. a modified online dental anatomy course during the COVID-19 pandemic. Methods: The 9-HPT is regularly applied for the students' psychomotor skill assessment in the Faculty of Dentistry of Süleyman Demirel University. In the 2020-21 academic year, 92.2% of students who took the dental anatomy course in distance education voluntarily participated in this study (observation group). These data were compared with 34.6% of students who applied for 9-HPT in 2019-2020 in F2F education (control group). The Mann-Whitney U test and t-test were used for comparison. The significance level was taken as p < 0.05. Results: Based on the dominant hand 9-HPT score, a positive change occurred in 81.8% of the F2F and 61.6% of the online education students. Based on both dominant and nondominant hand 9-HPT scores, a statistically significant difference between the change in scores according to the fall/spring term measurements was observed in both F2F and distance education (p < 0.001). However, the F2F-educated group students showed better psychomotor skill development than those exposed to the online-educated group in 9-HPT. The results showed statistical significance for both dominant and nondominant hands (p < 0.001). Conclusion: The F2F education is the gold standard in psychomotor skill training; however, in cases where this approach cannot be realized, practical training protocols modified for online training may contribute to the motor development of students.

Pilot test of an emerging leaders program for dental school faculty.

PURPOSE/OBJECTIVES: The School of Dentistry at The University of Texas Health Science Center at San Antonio (UTHSA-SoD) implemented an SoD Emerging Leaders Program (SoDELP) in 2020-2021. This case report describes the leadership training needs of junior faculty that stimulated SoDELP development, the inter-institutional collaboration that facilitated program implementation, SoDELP curriculum content, and outcomes of formative assessment for two pilot cohorts of the SoDELP. METHODS: The 32-h curriculum was comprised of readings, reflection exercises, seminars by the Center for Professional Excellence at the University of Texas at San Antonio, case discussion, analysis of leadership dilemmas, and self-assessments. For a capstone project, participants created a case depicting a challenging leadership situation they experienced as a team leader or member. The SoDELP commenced in a face-to-face format but was completed online due to COVID 19. Formative evaluation included participants' pre- and post-training perceptions elicited by the Leadership Attitudes, Confidence and Concerns Inventory (LACCI) and qualitative appraisal of program components obtained by surveys and focus groups. RESULTS: All 18 participants completed SoDELP and provided positive evaluations of program content, organization, teaching quality, and value. Analysis of pre- and post-assessments indicated that participants' confidence in performing an array of leadership tasks was significantly enhanced, and participants' concerns about assuming leadership roles, such as not being ready for the job, impact on friendships, or concerns about ethical challenges, were significantly reduced. The LACCI displayed promising reliability in assessing participants' confidence, attitudes and concerns, demonstrating the potential to serve as a measurement tool to appraise outcomes of leadership training in the health professions. CONCLUSION: Outcomes suggest that SoDELP enhances faculty members' sense of readiness for leadership roles, and the LACCI may be a useful assessment tool for leadership training.

The current dental school applicant: an overview of the admission process for UK dental schools and the sociodemographic status of applicants.

Aims To determine the current processes used to assess dental school admissions in the UK as well as compare the applicants' demography.Methods All 16 dental schools in the UK were invited to complete a questionnaire analysing the admissions protocols between 2018-2019 and 2019-2020. These data were combined with the admission process information available online. Retrospective data from the University Clinical Aptitude Test including the sociodemographic status of dental applicants were collected. For the six dental schools that did not reply, data presented were collected from information available to the public.Results The majority of applicants were women (63.2% in 2019-2020), white (27.9%) and are sixth form attendees or attend a further education college (40.6%). Of those who apply to study dentistry, 15.5% are graduates who hold a first degree. For each undergraduate dental place available, there were 12.6 applicants and 9.4 applicants to each post-qualified dental undergraduate place.Conclusion Further advancements are required to widen participation and broaden the sociodemographic status of dental applicants. This area would benefit from a long-term prospective study about recruitment methods and its correlation with performance at dental school. COVID-19 is impacting the application process, the full extent of which is yet to be determined.

Staff Knowledge and Attitudes Towards COVID-19 New Biosafety Practices at a Brazilian Dental School

ABSTRACT Objective To evaluate knowledge and attitudes towards biosafety recommendations during the COVID-19 pandemic at a Brazilian dental school. Material and Methods A cross-sectional study was performed in 2020 with the clinical staff of a Brazilian dental school. The whole clinical staff was sent pre-tested self-administered online questionnaires about knowledge and attitudes towards the recommendations for biosafety in dental settings in the context of the COVID-19 pandemic. Descriptive statistical analyses were carried out for proportion calculation. Results Disposable head covering caps, isolation gowns, and gloves were the most frequently reported personal protective equipment (PPE). The rates ranged from 52.9% to 88.5% for N95 respirators, from 68.6% to 92.6% for face shields, from 47.4% to 67.5% for conventional eye protection shields, and 45.1% to 77.4% for eye protection with solid side shields. Chlorhexidine gluconate was the most frequent mouthwash indicated before clinical dental care. The percentage of agreement to provide clinical care to patients with suspected COVID-19 varied from 23.5% to 50.0%. The percentage of respondents who agreed that bioaerosol-generating procedures should be avoided was higher than 74.5%. Less than 50% knew the correct sequence for doffing of PPE. Conclusion This study revealed important gaps in knowledge and attitudes towards prevention and control measures against infection in dental environments in the context of COVID-19, indicating the need for improvements.

COVID-19 Myth Busters: Comparing knowledge and perceptions amongst the dental workforce at an institution in the Eastern Province, Saudi Arabia.

BACKGROUND: Currently, world is suffering from a respiratory disease names as COVID-19. This is a novel coronavirus (n-CoV), a new strain which has not been previously identified in humans and it has spread in more than 100 locations internationally due to which it is termed as "public health emergency of international concern" (PHEIC) by the World Health Organization So far, no study done as yet to assess whether the dental workforce is aware about the facts and myths related to Covid-19 awareness. OBJECTIVE: This study aims to analyze and compare the level of awareness about the facts and myths related to COVID-19 amongst faculty, dental students and prep year students of the College of Dentistry (COD) as part of an awareness campaign. METHODS: An awareness test about COVID-19 was designed using information from the World Health Organization's (WHO) Myth Busters Awareness webpage. The questionnaire was administrated online to faculty and students, of the College of Dentistry and preparatory year students who had applied for the admission to the dental college using a secure enterprise online assessment platform (Blackboard). The tests were administered over a period of three months from March to June 2020. A written informed consent was obtained. RESULTS: The online COVID-19 awareness test was administered to 810 participants, out of which 325 (40%) were prep year students, 429(53%%) were dental students, and 56 (7%) were faculty members. Analysis of the results showed that 86% of the Faculty were able to correctly identify the facts and the myths related to COVID-19 followed by 81% of the prep year students and 74% of the dental students. Preparatory year student's knowledge related to COVID-19 was found to be high when compared to dental students (26.47±4.27, 23.67±6.2). Student to faculty knowledge score did not differ significantly (p = 0.808). CONCLUSION: This study reports about a successful pilot test conducted to assess the perceived knowledge about facts and myths related to corona virus amongst the dental workforce.

Management of Dental School During the COVID-19 Pandemic: Application of Intervention Mapping.

Background: Coronavirus Diesease-2019 (COVID-19) outbreak has led to the suspension of the activities of dental schools. Therefore, reorganizing clinical settings and supporting services as quickly as possible has received much attention to reopen dental schools. The present study aimed to evaluate the applicability of the Intervention Mapping (IM) approach for designing, implementing, and evaluating an intervention program to prevent and control COVID-19 in dental schools. Methods: Following the IM protocol, six steps were completed in the planning and development of an intervention, targeting, and management of Dental School during the COVID-19 pandemic. Results: The information obtained from the needs assessment revealed that the COVID-19 outbreak prevention was associated with the use of personal protective equipment by all target groups, infection control measures taken in the environment, preparation of the environment and equipment, changes in the treatment plan according to the COVID-19 pandemic, changing the admission process of patients, and reduction of attendance of target groups in the school are linked with. In this study, determinant factors affecting the COVID-19 prevention at the individual level were identified based on the Protection Motivation Theory (PMT). In this program, various methods, such as presentation of information, modeling role, and persuasion measures, were utilized and the practical programs included educational films and group discussions implemented. Conclusions: Our findings indicated that intervention in dental environments on the basis of the IM process can develop a comprehensive and structured program in the dental school and hence can reduce the risk of the COVID-19 infection.

A descriptive analysis of predoctoral surgical requirements in US dental schools in 2020.

OBJECTIVES: This study aims to describe surgical graduation requirements in US dental schools in 2020, including changes made due to the COVID-19 pandemic. METHODS: Representatives of Commission on Dental Accreditation-approved predoctoral dental programs in the US (n = 66) received a 13-item questionnaire about operative and observational surgical requirements. Responses were assigned values to tabulate a surgical score (zero- to eight-point scale) as a proxy for required surgical experience, and statistical analyses were performed to explore for predictors. RESULTS: Surveys were returned by 97% (64/66) of programs with complete data from 62.5% of responding institutions. In periodontics, 6.8% of programs require students to perform periodontal surgery, 63.8% to assist, and none require a competency assessment in periodontal surgery. In oral and maxillofacial surgery, 23.3% of programs have numerical requirements in performance of surgical extractions, 35% require an operating room experience, and 51.9% have a competency assessment involving a surgical procedure. Modifications to surgical and nonsurgical graduation requirements due to COVID-19 were reported by 51.6% and 52.5% of programs, respectively. The mean surgical score was 1.73 ± 1.2 (range = 0-4) of eight possible points. This was not predicted by class size or the presence of postgraduate surgical programs. The presence of postgraduate surgical programs roughly doubled the likelihood of requiring an observational experience in surgery. CONCLUSIONS: As of 2020, US dental programs require a small fraction of surgical experiences available to students. Class size is not a predictor of required surgical experience. The presence of postgraduate surgical programs increased the likelihood of required observational experiences.

Development of virtual radiology clinical competency evaluation amidst COVID-19 at a dental school.

OBJECTIVE: To describe and report on the use of virtual clinical competency examinations (VCCEs) for D3 dental students in a radiology clinic during the COVID-19 pandemic and relate the technology to other clinical and educational applications. METHOD AND MATERIALS: Paper-based clinical competency examinations (CCEs) were converted to three different VCCEs to closely replicate the CCEs. Existing grading rubrics were used to assess students' abilities to evaluate technical issues and interpret intraoral full-mouth series and panoramic radiographs. The grading rubrics were modified from their clinical versions to eliminate non-reproducible skills, such as patient management and application of selection criteria. Radiographs were selected from clinic records and anonymized. VCCEs were conducted via WebEx conferences that were scheduled via an appointment app. These experiences can be extended to virtual patient contacts, teleradiology, and telemedicine, as well as continuing dental education experiences. RESULTS: Approximately 200 VCCEs were administered by four oral and maxillofacial radiology faculty over a 10-week period. Both students and faculty managed the technology well, with few missed appointments. All students were successful in challenging the examinations and appeared to be satisfied with the experience. CONCLUSIONS: Although direct comparisons between the CCEs and the new VCCEs are difficult, as there was no time to pilot the VCCEs, students were successful in challenging the examinations and informally reported satisfaction with the experience. Although components of CCEs that could not be replicated on the VCEs could not be assessed, it is felt that the students had adequate experience in selection of radiographs and patient management prior to the COVID-19 lockdown. Additional benefits of the VCCEs included contact with students to check on their well-being. The experience indicates that VCCEs can be used in the future in hybrid models of oral & maxillofacial radiology education, clinical care, patient screening, and telemedicine. Moreover, the success of this demonstration points to potential for personalized distance learning in continuing dental education.

Impact of COVID-19 pandemic on orthodontics in predoctoral and postdoctoral programs in the United States.

INTRODUCTION: The study aimed to characterize the impact of the coronavirus disease 2019 (COVID-19) pandemic on predoctoral and postdoctoral orthodontic education. METHODS: Electronic surveys were distributed via e-mail to predoctoral orthodontic directors at accredited dental schools (n = 66), postgraduate orthodontic program directors at orthodontic programs (n = 73), and craniofacial orthodontic fellowship directors (n = 5) in the United States and Canada. RESULTS: The predoctoral orthodontic survey received a response rate of 38%, of the which 62% indicated significant curriculum modifications. However, orthodontic curriculum hours were largely unchanged because of the COVID-19 pandemic. Of the responding predoctoral orthodontic programs with graduate orthodontic programs in which dental students can gain clinical experience (n = 14), all but 2 reported not allowing or limiting observation or assisting opportunities. The postdoctoral orthodontic survey received a response rate of 39% and was affected by clinic modifications, including financial limitations, severe acute respiratory syndrome coronavirus 2 testing, decreased clinical hours, among other modifications. CONCLUSIONS: COVID-19 pandemic has had a measurable impact on orthodontic clinical education for the predoctoral and postdoctoral orthodontic programs evaluated. Overall, less patient care was delivered, potentially resulting in delayed treatment for patients and fewer training opportunities for learners, particularly for predoctoral dental students, whose clinical observation and assisting hours were limited.

Dentists of tomorrow 2020: An analysis of the results of the 2020 ADEA Survey of U.S. Dental School Seniors.

PURPOSE/OBJECTIVES: This study examines the journey of U.S. dental schools' predoctoral senior class of 2020, from the influences on and their motivations to pursue careers in dentistry, aspects of their dental school experiences, to plans upon graduation and the investment in their careers. METHODS: The study is an analysis of the results of the ADEA Survey of Dental School Seniors, 2020 Graduating Class. Each year, ADEA surveys senior predoctoral students from the accredited U.S. dental schools. Whenever feasible, the answers of the survey respondents from the 2020 class were compared with their 2015 counterparts. RESULTS: The analysis revealed that 46% of the 2020 respondents decided to become a dentist before going to undergraduate college, more than the proportion of those deciding while in college (42%). When it comes to preparedness to practice dentistry, the responses indicated a high level of readiness to go into the profession. Seventy-seven percent of survey participants reported the COVID-19 pandemic did not affect their plans after graduation. Between 2015 and 2020, the share of survey respondents who planned to go into advanced dental education immediately after graduation increased from 35% to 40%. Almost a third of the 2020 respondents who planned to go into private practice immediately upon graduation intended to join a Dental Service Organization (DSO). Grants and scholarships represented a higher share of the average funding for dental education for the 2020 respondents than five years ago. The share of respondents expecting to graduate without any loans to finance their dental degrees and predental education (educational debt) increased significantly, from 12% in 2015 to 17% in 2020. CONCLUSION(S): This research shows that during these uncertain times, U.S. dental schools continued their mission to train and graduate oral health professionals fully prepared to go into the profession.

Preparing dental schools to refunction safely during the COVID-19 pandemic: an infection prevention and control perspective.

In late 2019 a novel coronavirus named severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) emerged in China and spread throughout the world over a short period of time causing a pandemic of a respiratory disease named coronavirus disease 2019 (COVID-19). SARS-CoV-2 is easily transmitted from person to person through respiratory droplets and direct contact. The scarce available data indicate that dental healthcare personnel are at increased risk for acquisition of infection. Following the lockdown lifting, dental schools should be prepared to refunction safely and provide essential educational and healthcare services while protecting their students, patients, and personnel. The generation of aerosols in dental practice, in association with the high-transmissibility of SARS-CoV-2 through aerosol-generation procedures, the simultaneous provision of dental services to patients in the same areas, and the fact that asymptomatic and pre-symptomatic infected persons may transmit the virus, render the implementation of specific infection prevention and control measures imperative for dental schools. Herein we review the few evidence-based data available to guide infection prevention and control measures for COVID-19 in dental schools.

Mitigating saliva aerosol contamination in a dental school clinic.

BACKGROUND: Transmission of COVID-19 via salivary aerosol particles generated when using handpieces or ultrasonic scalers is a major concern during the COVID-19 pandemic. The aim of this study was to assess the spread of dental aerosols on patients and dental providers during aerosol-generating dental procedures. METHODS: This pilot study was conducted with one volunteer. A dental unit used at the dental school for general dental care was the site of the experiment. Before the study, three measurement meters (DustTrak 8534, PTrak 8525 and AeroTrak 9306) were used to measure the ambient distribution of particles in the ambient air surrounding the dental chair. The volunteer wore a bouffant, goggles, and shoe covers and was seated in the dental chair in supine position, and covered with a surgical drape. The dentist and dental assistant donned bouffant, goggles, face shields, N95 masks, surgical gowns and shoe covers. The simulation was conducted by using a high-speed handpiece with a diamond bur operating in the oral cavity for 6 min without touching the teeth. A new set of measurement was obtained while using an ultrasonic scaler to clean all teeth of the volunteer. For both aerosol generating procedures, the aerosol particles were measured with the use of saliva ejector (SE) and high-speed suction (HSS) followed a separate set of measurement with the additional use of an extra oral high-volume suction (HVS) unit that was placed close to the mouth to capture the aerosol in addition to SE and HSS. The distribution of the air particles, including the size and concentration of aerosols, was measured around the patient, dentist, dental assistant, 3 feet above the patient, and the floor. RESULTS: Four locations were identified with elevated aerosol levels compared to the baseline, including the chest of the dentist, the chest of patient, the chest of assistant and 3 feet above the patient. The use of additional extra oral high volume suction reduced aerosol to or below the baseline level. CONCLUSIONS: The increase of the level of aerosol with size less than 10 µm was minimal during dental procedures when using SE and HSS. Use of HVS further reduced aerosol levels below the ambient levels.