Food insecurity is associated with lower diet quality among dental students.

PURPOSE: Food insecurity is associated with lower diet quality, adverse health outcomes, and academic difficulty among undergraduate students. The objective was to identify the relationship between food security status and diet quality in dental students. METHODS: All dental students attending Howard University (n = 286) or the University of Iowa (n = 326) during the fall 2021 semester were invited to complete a cross-sectional survey designed to query demographics, food security status (i.e., United States Department of Agriculture's ten item Adult Food Security Module), and diet quality (i.e., short Healthy Eating Index). The survey was administered using the Qualtrics platform. RESULTS: Response rates were similar for Howard (32.5%) and Iowa (29.4%). Students with food insecurity (46.0%) were slightly older and more likely to be Black or other, first generation professional/graduate students, and receive financial aid than peers with food security (p < 0.050). Food insecurity was associated with lower intakes of fruits and vegetables (p ≤ 0.005), higher intakes of added sugars (p < 0.001), and lower diet quality (p = 0.003). In linear regression analyses that controlled for other variables, food insecurity (p = 0.012), school site (p = 0.027), and gender (p = 0.039) were predictive of lower diet quality. CONCLUSIONS: The inability to procure adequate and appropriate foods was associated with marginal dietary habits (i.e., less than ideal food choices and eating behaviors) and lower diet quality in dental students. Both marginal dietary habits and lower diet quality increase chronic disease risk and may present a barrier to academic success. Addressing food insecurity among dental students is necessary to ensure equitable opportunities for a healthy workforce in the future.

Is food insecurity a barrier to dental student success?

PURPOSE: The prevalence of food insecurity among undergraduate students is higher than the national average and associated with adverse academic outcomes. Our objective was to describe the prevalence of food insecurity, food access behaviors, and associations between food security status and well-being in a dental student population. METHODS: All dental students (N = 328) enrolled in the College of Dentistry at the University of Iowa in the fall 2019 semester were invited to participate. The survey was designed to query demographic variables, food security status (i.e., the United States Department of Agriculture's 10-item Adult Food Security Module), and food- or hunger-related well-being (i.e., sleep, academic performance, and stress). The survey was administered using the Qualtrics survey platform. Following the initial invitation, students were sent two reminders and allowed 3 weeks for completion. RESULTS: The survey response rate was 24.7%. Forty-seven percent of respondents were food insecure. Food insecure students were more likely to attend collegiate programming (e.g., lunch and learns) for the primary purpose of obtaining free food than their food secure peers (p <0.001). In addition, food insecure students were more likely to report experiencing food- or hunger-related sleep (p = 0.001), study or academic performance (p <0.001), or stress difficulties than their food secure peers (p <0.001). CONCLUSION: The prevalence of food insecurity in dental students was relatively high and associated with adverse food- and/or hunger-related well-being outcomes. Food insecurity might be a barrier to dental student success, compromising their immediate health and ability to learn.

Integrating critical thinking and evidence-based dentistry across a four-year dental curriculum: a model for independent learning.

Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.

Zoonotic anatrichosomiasis in an Illinois resident.

We describe a case of zoonotic anatrichosomiasis in a patient from Illinois. A 44-year-old immigrant from Mexico originally presented with a history of multiple oral ulcers and two submucosal nodules on the dorsal surface of the tongue. An incisional biopsy was taken to assist with diagnosis. Examination of stained sections revealed the presence of a coiled nematode. The histologic examination displayed trichuroid features. Anatomic structures that aided in the identification included esophagus embedded in a prominent stichosome in the anterior end, paired bacillary bands, and small size. The location of the worm within the oral mucosal epithelium also facilitated the diagnosis.