The effect of NIDCR R25 grant support on the curriculum and culture of a research non-intensive dental school.

Our objective was to evaluate changes in curriculum and culture within a research non-intensive dental school after implementation of programs supported by the NIH-NIDCR R25 Oral Health Research Curriculum Grant. We designed new curricular elements to foster an appreciation of research/discovery, an interest in academic/research careers, and application of biomedical/clinical advances to patient care. Funding was utilized to develop, implement, and assess a dedicated curricular track of continuous student research/scholarly activity throughout the four years of dental education. This track represented mandatory hours of didactic time exposing students to topics not traditionally included in dental curricula. Additionally, students were provided with customized flexible schedules to participate in elective "hands-on" mentored research/scholarly experiences at local, national, and international sites, including linkages to certificate, MS, and PhD programs. Funding was also used to support a wide array of faculty development activities that provided skill sets required to deliver integrated biomedical/clinical content, research-oriented evidence-based approaches to dental education, and translational case-based teaching methods emphasizing the application of new science/technologies to patient care. We measured changes in student, faculty, and institutional profiles/attitudes using traditional benchmarks, surveys, and focus groups. Comparisons were made between baseline data prior to R25 program initiation and data collected after years 3-4 of program implementation. Significant increases were demonstrated in: (1) student participation in research/scholarship, attendance at national meetings, research awards, publication of manuscripts, pursuit of advanced training/degrees, and expressions of interest in academic/research careers; (2) faculty participation in development activities, publication of manuscripts, and mentoring of students; and (3) increased institutional credibility within the university, supportive infrastructure for research/scholarship, and cultural expectations for academic excellence. Thus, we believe that the R25 programming changed the culture of our dental school, creating a supportive environment for research/scholarship, increasing academic productivity, and altering the attitudes of faculty/students.

Hand-over-mouth behavior management technique in a solo pedodontic practice: a study.

The hand-over-the-mouth technique (HOM) was studied in a single-dentist pedodontic practice. The study included the frequency of its use relative to the patient's age, sex, previous dental experience and history of a significant medical experience. Observations were also made of the nature of subsequent appointments. HOM was used for almost 10 percent of the patients studied in less than 2 percent of the total number of dental appointments. It was used most often for three-year-old patients, especially female. In the majority of cases (89 percent), it was used on a single occasion and that incident was followed by appointments of a positive nature.

Predicting clinical performance: a two-step approach.

This paper presents the results of a two-year study on the predictive value of the Spatial Relations Test of the Differential Aptitude Test (SRTDAT) for grades in dental hygiene laboratory and clinical courses. The data indicate the SRTDAT was a statistically significant predictor of early laboratory product performance, and this performance was predictive of final clinical performance.

Pass/fail versus A-F grading: a comparative study.

This study compared achievement when one half of a class was assigned to take a course on a pass/fail basis and the other half received a letter grade. The unique characteristics were as follows: (1) students were assigned to A-F and pass/fail groups rather than allowed to choose the grading system, (2) virtually no other course competed for study time, and (3) the course constituted a major field of study for the student. The results showed no significant difference between the two groups in achievement on three separate examinations.