Abstracts for Posters Presented at the 2012 ADEA Annual Session & Exhibition

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2012 ADEA Annual Session: Poster Abstracts

      Abstracts for Posters Presented at the
      2012 ADEA Annual Session & Exhibition
      Note that the posters in all categories (Educational Research, New Program, and Work in Progress) appear here in numerical
      order. For Work in Progress posters, only the titles and authors are published. A schedule of poster presentations at the 2012
      ADEA Annual Session & Exhibition appears on pages 264–7.

      501. Engaging Students by Creating Curriculum                                        confidence necessary to treat children with behavior management
      Grounded in Interprofessional Education Through                                      issues once they begin their own dental careers.
      Service-Learning with a Diabetes Education Health
      Care Team                                                                            504. Evaluation of Admission Criteria to Predict
      Sheryl L. Sloshower, Nicole M. Aylward, Laura L. MacDonald,
                                                                                           Performance Among Non-U.S.-Trained Dentists at the
      University of Manitoba                                                               VCU School of Dentistry
      Work in Progress                                                                     Preeti K. Sastry, Riki Gottlieb, Virginia Commonwealth University
                                                                                           Work in Progress
      [Poster 502 was withdrawn.]
                                                                                           505. Health Professions Programs Student Attitudes
      503. Dentists’ Perceptions of Predoctoral Pediatric                                  About Hookah Use
      Dental Training Regarding Children with Attention                                    Jill M. Loewen, Mathew Savaya, Basam Shamo, Swati Chitre,
      Span Disorders                                                                       Michelle Wheater, University of Detroit Mercy
      Tedi H. Fladhammer; Ashley Ray; Janet Head                                           Work in Progress
      Educational Research
      Over the last twenty-five years, educators, physicians, dentists, and                506. Teaching the Chronic Care Model in General
      parents have become progressively more aware of the increased                        Dentistry
      prevalence of uncooperative behavior in children and teens. There have               Julia Kazimiroff, Nanice E. Regis Blay, Kevin D. Oh, Montefiore
      been many factors in the lives of children that have been suggested                  Medical Center
      to be the cause of this increase, including changes in parenting styles              New Program
      such as permissive parenting, changes in education styles, increased
      numbers of children with psychological disorders including attention                 The Chronic Care Model (CCM) is a tool designed by Improving
      span and hyperactivity disorders, and an increased prevalence of video               Chronic Illness Care Organization for correcting the many deficiencies
      games and watching television in American households. Dentists who                   in current management of diseases such as diabetes, heart disease,
      have treated numerous children over the past two decades have become                 depression, asthma, and others. The Montefiore Medical Center’s U.S.
      increasingly aware of the change in the relationship among the child,                Health Resources and Services Administration (HRSA)-sponsored
      parent, and dentist and its potential impact on dental treatment. The                Dental Resident Training Project aims to train dentists in the use of
      objective of this research was to explore general dentists’ perceptions              CCM to improve oral health outcomes for persons with diabetes. The
      of their predoctoral education in the management and treatment of                    project consisted of four parts. First, outreach included oral health
      children with attention span disorders/hyperactivity issues. General                 promotion to patients and medical primary care providers (PCPs) at
      dentists who serve as clinical rotation site faculty for fourth-year                 community-based programs including PCP waiting rooms, health
      students at the Arizona School of Dentistry and Oral Health were                     fairs, senior centers, and dental staff communication with medical staff
      surveyed. Bivariate and multivariate analyses were used to analyze                   by means of handouts, oral presentations, and oral health education
      the data. Results indicated that dentists who have been in practice                  classes. Second, interventions included a diabetes collaborative to
      more than ten years have seen a significant increase in the number                   train residents in management, monitoring, and analysis of cytokines
      of children with attention span/hyperactivity issues since they first                in diabetic and overweight/obese patients as oral health indicators.
      started practicing (p=0.045). Additionally, the majority (70.3 percent)              Third, for evaluation, practice teams (GP and dental faculty) became
      of dentists surveyed did not feel they had enough training while in                  familiar with the Assessment of Chronic Illness Care (ACIC) and
      dental school to effectively manage children with attention span/                    Patient Assessment of Chronic Illness Care (PACIC) and completed
      hyperactivity issues while in the dental office. Dentists indicated                  the ACIC for one chronic condition (e.g., how well they are providing
      they would like to have received more education in pharmacologic                     oral health care for diabetes). Adherence to the CCM was evaluated
      interactions, conscious sedation, general anesthesia, and hospital                   quantitatively by a numerical score given by the respondents (teams,
      orientation. With the prevalence of attention span disorders on the rise,            patients) in which they rated the degree to which each component
      dental schools need to increase the amount of exposure predoctoral                   (e.g., partnerships with community organizations, patient treatment
      students receive in the treatment of children with complex behavior                  plans) is being implemented for that chronic condition, using a
      management issues. This will provide a more complete learning                        scale ranging from 0 (not at all) to 11 (fully). When we started the
      experience. Students can then gain the exposure, techniques, and                     enhanced program, the scores ranged over 85 percent between 0

      These abstracts were peer-reviewed following established criteria. The abstracts published here are the property of their authors. No transfer of copyright to
      the Journal of Dental Education has occurred. ADEA makes no claims, express or implied, with respect to the accuracy, completeness, usefulness, ownership,
      or adequacy of the information presented.

218                                                                                    Journal of Dental Education               ■   Volume 76, Number 2
2012 ADEA Annual Session: Poster Abstracts (cont.)

and 2=limited support for chronic illness care, and the six-month         Phase 1 results reveal the following positive attributes of the developed
average moved to between 3 and 5=basic support for chronic illness        case studies: relative advantage of active learning and modeling;
care. To improve the results, we will use systems-based practice and      compatibility with a variety of courses; ability to observe case-related
practice-based learning and improvement for team development to           knowledge and skills; independent learning; and ability to be modified
achieve between 6 and 8=reasonably good support for chronic illness       for use with other oral-systemic health issues. In Phase 2, the case
care and between 9 and 11=fully developed chronic illness care.           studies were filmed to create live-action videos. Videos were used to
The enhanced dental curriculum will provide new dentists with the         model communication by dentists or dental hygienists with diverse
tools necessary to communicate with patients regarding oral health        patients (i.e., male, female, adult, and pediatric), who present with a
implications of chronic illness; perform interventions in the various     variety of clinical findings and are determined to be at varying stages
dental settings (community-based, hospital-based, private practice);      of readiness to address their underlying issues. Phase 3 results from
and establish relationships with their medical counterparts to allow      the pretesting revealed that the following positive attributes were met
for a holistic approach to patient treatment. The project was funded      by the case studies: relative advantage of active learning; compatibility
by HRSA Grant Award No. D88HP20119-01-00.                                 with a variety of courses; case-related knowledge could be observed;
                                                                          material could be communicated; and time saved in class by assigning
507. Development and Evaluation of Interactive,                           cases for homework. Addressing identified adoption attributes are
Web-Based Case Studies: Application of Diffusion of                       expected to increase the likelihood that dental and dental hygiene
                                                                          faculty members will adopt the web-based case studies for use in
Innovations                                                               the curriculum. Diffusion of Innovation adoption themes identified
Rita D. DeBate; Herbert H. Severson; Deborah C. Cragun; Ashley A.         in this study could be applied to the development of future case
Gallentine; Tracy S. Shaw                                                 studies and may provide broader insight that might prove useful for
Educational Research                                                      exploring differences in case study use across oral health curricula.
Calls for change regarding the future direction of dental and dental      Study results provided valuable and practical information that was
hygiene curricula include increasing students’ exposure to patients’      used to inform the development of four interactive, web-based case
oral-systemic health issues throughout their entire training and          studies on patient-provider communication on sensitive oral-systemic
increasing the use of computer and web-based information technology.      health issues. The use of the Diffusion of Innovations model allowed
Web-based interactive case studies may provide the opportunity            us to capitalize on positive attributes of case studies that may increase
for students’ exposure to oral-systemic health issues they may not        the likelihood that oral health faculty members would incorporate
encounter in their clinical training, thereby increasing students’        them into existing courses. Identified adoption themes can also be
experiences in differential diagnosis, patient/provider communication,    applied to the development of future web-based case studies. (NIH
and patient-specific treatment plans. The purpose of the study was to     1RC1DE020274-01)
apply the Diffusion of Innovations (DOI) conceptual framework to
identify characteristics of web-based case studies that would increase    508. “Domestic Abuse” Versus “Intimate Partner
their adoption among dental and dental hygiene faculty; develop           Violence/Abuse”: Dental and Dental Hygiene Students’
four interactive web-based case studies on patient communication          Educational Experiences, Knowledge, Attitudes, and
of sensitive oral/systemic health issues; and evaluate how well the
case studies addressed the identified adoption characteristics. DOI
                                                                          Behavior
is the process by which an innovation (web-based case study) is           Rachel A. Sheridan, Marita R. Inglehart, University of Michigan
diffused into a population (dental and dental hygiene curricula) and      Educational Research
is ultimately adopted by its members (dental and dental hygiene           Approximately 1.3 million women and 835,000 men are physically
faculty). According to DOI, certain innovation attributes (e.g.,          assaulted by an intimate partner in the United States annually, and
relative advantage, compatibility, complexity) increase the likelihood    one out of three women in the United States reports being physically
that an innovation will be adopted by a targeted population. This         abused by a boyfriend or spouse in her lifetime. Research has
mixed-methods study spanned three phases: 1) identification of            shown that the majority of these women would like their health care
adoption characteristics among dental and dental hygiene faculty;         providers to inquire about abuse. Dentists and dental hygienists in
2) translation of adoption characteristics into four web-based case       particular have a unique chance to identify evidence of domestic
studies; and 3) evaluation of translation. Methods for Phase 1 entailed   violence, because head, neck, and facial injuries are so common in
soliciting input from potential innovation adopters (dental and dental    domestic violence cases that they are considered markers for abuse.
hygiene faculty members) regarding attributes of web-based case           However, most dentists never screen their patients for domestic
studies. Eight ninety-minute focus groups (three dental, five dental      violence (DV). A lack of education regarding DV identification and
hygiene) representing six universities/colleges were conducted with a     reporting could be the major reason. The purpose of this study is
convenience sample of dental and dental hygiene faculty members at        therefore to explore dental and dental hygiene students’ educational
collaborating dental and dental hygiene schools. Methods for Phase        experiences, knowledge, attitudes, and behaviors related to DV. In
2 entailed translating identified themes into case study development.     addition, this project explored whether the term “intimate partner
Scripts for the case studies were written, edited, and evaluated by the   violence/abuse” (IPV/A) elicits different responses from the term
research team with collaboration from an expert panel. Questions          “domestic violence.” Data were collected with two versions of an
were written about the case studies to assess knowledge and skills        anonymous self-administered paper-and-pencil survey. The first
on patient-provider communication regarding sensitive oral-systemic       version used the term “domestic violence” throughout the survey,
health issues. These questions were interspersed throughout the case      and the second version used the term “intimate partner violence/
studies. Pictures were taken, an audio recording of the script was        abuse.” A total of 522 surveys were returned from dental and dental
made, and the prototype was developed. Methods for Phase 3 entailed       hygiene students (Version 1: N=294; Version 2: N=228). While 54
pretesting the developed case studies. Participants were provided with    percent of the students indicated that they had learned about DV, only
a link to the case study prototype for review prior to the interview.     17 percent reported to have learned about IPV/A (p
2012 ADEA Annual Session: Poster Abstracts (cont.)

      behavioral science classes. Students agreed more strongly that they            ADEA Foundation Knowledge and Skills for the New General
      should have more education about addressing IPV/A concerns with                Dentist (2011). The Commission on Dental Accreditation (CODA)
      their patients than addressing DV concerns (on a five-point scale              requires demonstration of competence in this area for the graduating
      from 1=disagree strongly to 5=agree strongly: 3.79 vs. 3.61; p=.043).          dentist of 2013. Institutions must demonstrate compliance including
      However, the students did not differ in the degree to which they wanted        explicit discussion of the meaning, importance, and application of
      to have more education about either one of these issues in general             critical thinking. The ADEA critical thinking toolbox and similar
      (3.88 vs. 3.87; p=.920) nor in their assessment of the effects of the          publications have outlined explicit definitions of critical thinking as
      lack of education on their professional behavior. When the students            conceived by authors of educational and/or philosophical scholarship.
      were assessing their knowledge concerning DV and IPV/A, it became              Most definitions of critical thinking in the dental literature, however,
      clear that they thought they had more knowledge about DV than                  are implicitly defined by the author, taking the form of the author’s
      about IPV/A (knowledge about symptoms of DV vs. IPV/A: 3.28                    personal interpretations and assumptions of the meaning. These
      vs. 2.68; p
2012 ADEA Annual Session: Poster Abstracts (cont.)

18.96 with a standard deviation of 0.988; the mean GPA was 3.547           In June 2010, two of the CWRU-DM student organizers (BC, NB)
with a standard deviation of 0.127; and the mean science GPA was           visited the Lamay Health Clinic and inspected the facilities. There
3.474 with a standard deviation of 0.142. Graphically, each variable is    was adequate electricity and facilities. The initiative also had strong
represented as a normal distribution. The correlation between science      support from the mayor of Lamay. Additionally, the students met with
GPA and DAT academic average (0.44) was found to be larger than            the regional health minister (Cuzco, Peru) and received permission to
the correlation between cumulative GPA and DAT academic average            perform humanitarian dental work under the supervision of licensed
(0.38). The correlation between PAT score and science GPA (0.42)           dentists. The Cuzco Dental School was also contacted, and several
was found to be larger than the correlation between PAT score and          of their students agreed to assist the effort with Spanish-Quechua-
cumulative GPA (0.39). Strong correlations were found between DAT          English translations. Since only a few of the volunteers spoke Spanish
academic average score and PAT score (0.82) as well as between             and some patients spoke only Quechua, these language skills were
cumulative GPA and science GPA (0.97). Variance between mean               critical for communicating with the patients. Step 4: fundraising
scores in individual dental schools was found to be 0.2304 for DAT         and supplies. We were fortunate to receive most of the requisite
academic averages, 0.4696 for PAT scores, 0.003415 for cumulative          supplies from the CWRU faculty and local dentists. We borrowed
GPAs, and 0.004444 for science GPAs. Nationwide, variance of mean          portable operatory units and dental chairs. We purchased anesthesia,
DAT academic average was 1.3393, 0.9761 for mean PAT average,              needles, etc. in Cuzco because of customs restrictions. Finding a
0.0162 for mean cumulative GPA, and 0.0203 for mean science GPA.           dental supply company in our destination city was crucial. We did
Science GPA has a stronger correlation with DAT academic average           not obtain nonprofit status in time for this year’s trip, which would
and PAT score than cumulative GPA. Individual schools tend to              have made monetary donations easier. Step 5: recruiting students and
maintain a small variance in mean scores for mean DAT academic             faculty volunteers. Humanitarian outreach programs offer unique
average, PAT score, GPA, and science GPA; however, nationwide              opportunities to give service and to be exposed to different cultures.
variance is much greater for DAT academic average and PAT while            We found no difficulty in recruiting students and licensed faculty
much smaller for cumulative GPA and science GPA among dental               members to participate. In fact, upon our return, faculty members and
schools. Graphically, dental school admission criteria scores maintain     students have begun inquiring whether they could assist next year.
similar averages between years and do not appear to be increasing          Step 6: scheduling and organizing the logistics of the trip. Multiple
or decreasing.                                                             meetings were held throughout the year with all volunteers. Step 7:
                                                                           announcing dental services to the target population. New programs
515. Eight Steps for Developing and Implementing a                         require significant marketing. Because the director of the Lamay
Student-Organized International Outreach Program                           Clinic made several announcements prior to and the weekend of our
                                                                           arrival, we expected more patients. We then posted flyers in local
Benjamin H. Cope, Nathan B. Buckner, Michael D. Gillins, T. Roma           businesses, announced our intentions at a town gathering, and ran
Jasinevicius, Lisa A. Lang, Case School of Dental Medicine                 an advertisement on the government-sponsored radio station that
New Program                                                                broadcasts to underserved communities. During the first week of
Case Western Reserve University School of Dental Medicine (CWRU-           August 2011, CWRU-DM students (n=13) and faculty members
DM) dental students have a history of volunteering for international       (n=4) treated 304 patients. For every patient triaged, we recorded his
outreach programs to provide dental care to underserved populations.       or her name, gender, age, proposed treatment, and treatment provided
Recently, the Cleveland Clinic Lerner College of Medicine and              and its date. Step 8: debriefing sessions. It is critical to review and
CWRU School of Medicine (CWRU-MedS) initiated a medical                    reassess throughout. In Peru, debriefing sessions were held daily;
outreach program in Peru. In a discussion with other health care           we reviewed what worked and which aspects could be changed/
professionals, the medical students noted that one of the chief            improved. For example, the dates of the program will be changed
complaints of the patients was related to dental decay. This discussion    since the Peruvian Independence Day celebrations caused some minor
initiated the organization of a dental outreach program in Lamay,          complications. Also, we are considering weekend sessions to allow
Peru. Preparation, both legal and material, began in August 2009. The      men to take off from work.
organizational process will be described in eight steps with supporting
information related specifically to the Lamay Outreach Program. Step       516. Results of a Student-Organized International
1: picking a site for the humanitarian outreach program. Generally         Humanitarian Dental Outreach Program
the needs of a population are complex; therefore, for programs to be
                                                                           Nathan B. Buckner, Benjamin H. Cope, Michael D. Gillins, T. Roma
successful interprofessional collaboration is required. Hence, working
                                                                           Jasinevicius, Lisa A. Lang, Case School of Dental Medicine
with existing contacts and facilities, such as the contacts with CWRU-
MedS and those in Lamay, should improve the comprehensiveness of           New Program
care. The observation that dental decay is a problem is supported by       The objectives of this first Case Western Reserve University School
a 2009 study that found Peruvian children living in poor households        of Dental Medicine (CWRU-DM) outreach effort (August 2011) were
are 2.25 times more likely to have dental caries than children living      to 1) provide basic dental treatment to an underserved population
in non-poor households. Given that 54 percent of the Peruvian              (Lamay, Peru, and surrounding communities), 2) assess the dental
population lives in poverty, there is a definite risk to the oral health   needs to determine the future direction of the program, and 3) provide
of this population. We felt that CWRU dental students could help           dental students opportunities to practice their clinical skills. During
address this need. Step 2: support from the home institution. This was     our investigative visit, we were introduced to several patients who
crucial for our trip because we anticipated that the majority if not all   had generally poor oral health and obvious lack of professional dental
the volunteers would be students and faculty members. Permission           care. The resident dentist indicated such patients were typical in the
to initiate the program was granted by the CWRU-DM dean; the               Lamay clinic. Therefore, we anticipated much of our patient base
clinic director also sanctioned the program. At the suggestion of the      would exhibit similar oral health problems (rampant decay, poor
dean, we consulted with the CWRU legal team and subsequently               oral hygiene, periodontal disease, etc.). The town of Lamay has a
modified the application packet for the study abroad program to            small health clinic, which was our base of operations. We used three
fit our circumstances. This ensured that our group would fall under        unoccupied rooms approximately 10x20. Each room, managed by
the protection of CWRU. Step 3: support from Peruvian officials.           fourth-year students, was designated a specific type of procedure:

February 2012          ■   Journal of Dental Education                                                                                               221
2012 ADEA Annual Session: Poster Abstracts (cont.)

      prophylaxis, operative, and oral surgery. Triage was conducted in           The Dental Admissions Enhancement Program, funded solely
      the hallway adjoining the three rooms, while oral hygiene instruction       by the Missouri state legislature’s Caring for Missourians Act, is
      was presented in Spanish in the clinic’s main waiting area. The oral        unique in its delivery. The six-week online component incorporates
      surgery room was equipped with straight-backed chairs supplied by           the University of Missouri-Kansas City (UMKC)’s excellence in
      the Lamay clinic. Three patients could be treated simultaneously.           distance education with a comprehensive review of foundational
      The prophy and operative rooms were equipped with two reclining             knowledge in quantitative reasoning, chemistry, organic chemistry,
      chairs (manufactured by DNTLworks and loaned to our program                 and biology. The online curriculum is directed by the same faculty
      by CWRU’s community outreach sealant program); two portable                 members who conduct the national Web CE Dental Admission Test
      operative units (manufactured by DNTLworks) were placed in                  (DAT) preparatory course and is complemented by daily interaction
      the operative room. Instruments and materials were donated by               with UMKC supplemental instruction (SI) leaders. Tablet technology
      manufacturers or private dentists or purchased using funds raised           and Wimba sessions enabled SI leaders to instruct students in any
      for the project. CWRU supplied amalgam and disposables. Cold                area of weaknesses. The program begins and ends with an on-site
      sterilization using a gluteraldehyde solution was implemented with          component designed to engage students in academic and professional
      a typical turnaround time of approximately half an hour. Anesthetic         development in combination with enrichment activities targeting
      (2 percent lidocaine with 1:80:000 epi), needles, and gluteraldehyde        skills training, experience in the dental school labs and clinics,
      concentrate were purchased in Peru at a local dental supplier. The          one-on-one mentoring for the dental school application essay, mock
      triage area was managed by the faculty advisors and consisted of a          interviews, financial aid, and other admissions-related topics. The
      long bench upon which two patients could be triaged simultaneously.         twelve participants chosen for the inaugural class were given tips
      The main waiting area (our OHI area) was outfitted with three long          and overviews on how to strengthen their knowledge on topics
      benches facilitating the instruction of several patients at once. Each      covered by the DAT. Academic skills training in the form of study
      patient received a toothbrush and a small tube of toothpaste (donated       skills, test taking, reading, writing, time management, and critical
      by Crest and Colgate) in conjunction with this instruction. Patients        thinking skills were also included. Panel discussion forums that
      were from Lamay and from the Quechua communities surrounding the            included professionals from dental research, dental public health,
      town. Despite the fact that many patients had signs of past competent       and academia took place. A survey was sent to all participants at the
      dental care, most were still experiencing oral pain. Over three hundred     conclusion of the enhancement program via an electronic survey.
      individuals were treated over the course of four days. This treatment       Preliminary results indicate overall satisfaction with the program. The
      consisted of 241 prophylactic cleanings, 136 amalgam and composite          applicants report that while the online material was difficult, it has
      restorations, and 138 extractions. Roughly two-thirds of the patients       helped them prepare for the DAT. In addition, post-DAT scores have
      were female. The average patient age was 22.7 years. Thirteen dental        risen in comparison to pre-DAT scores. Based on early feedback from
      students were involved in the project, supervised by four faculty           the surveys, the UMKC School of Dentistry will continue to follow
      members from CWRU. We hope to improve the program to provide                these twelve initial participants and plans to maintain the program
      care to a greater number of people, especially Quechua natives.             in the summer of 2012.
      One shortfall in our planning was the time of year we were there.
      Our excursion occurred at the end of July, mere days following the          518. Engaging Dental School Faculty and Students in
      Peruvian Independence Day. The festivities may have contributed to          Evidence-Based Decision Making
      a decreased number of patients the first two days we were in town. We
      performed our work from Monday to Thursday. Since the men work              Andrew B. Schenkel, New York University; Ivy D. Peltz; Silvia E.
      during the week, few were available to receive the care we offered.         Spivakovsky, New York University; Analia Veitz-Keenan, New York
      Another concern is reaching our target population. By working in            University
      the clinic in Lamay itself, we saw fewer Quechua natives than we            Work in Progress
      had originally anticipated. Too much of our effort was spent treating
      patients who clearly had already received adequate to excellent dental      519. Neck of the Condyle Directed Gow-Gates Injection
      care. Lastly, we would like to address the issue of providing more          Technique
      specialized care. This trip, the depth of our treatment was limited due
      to a lack of radiographic equipment and the inability to treat young,       Karen A. Edwards, Alan W. Budenz, University of the Pacific Arthur
      uncooperative patients because of a lack of experience in pediatrics.       A. Dugoni School of Dentistry
      CWRU’s dental school has made great strides developing an outreach          New Program
      program in Peru, yet we recognize areas needing improvement. First,         Achieving mandibular nerve block anesthesia using the Gow-Gates
      we will return in May to avoid the summer festivals, scheduling our         technique is used and taught worldwide. There are two known
      treatment days over a weekend to accommodate the working male               techniques in use: the original Gow-Gates technique and the modified
      population. Second, we will travel directly to the outlying Quechua         Gow-Gates technique as recommended by Malamed. A new technique
      communities. Third, we hope to acquire a Nomad portable radiograph          for the delivery of the Gow-Gates taught to first-year dental students
      unit. Fourth, we will recruit pediatric residents to aid in treating        at the University of the Pacific Arthur A. Dugoni School of Dentistry
      children. Moving forward, we will continue to assess the program,           is introduced here and is believed to be safer and more predictable
      tailoring it as needed to provide the greatest good to those with the       than the traditional Gow-Gates and Malamed’s modified Gow-Gates
      greatest need.                                                              technique because the deposition site is individually determined
                                                                                  as being below the head of the condyle of the mandible and the
      517. The Development of an Innovative Hybrid Dental                         temporomandibular joint. Finding the extraoral landmark of the
      Admissions Enhancement Program                                              bulging head of the condyle, the operator can aim for the neck of the
                                                                                  condyle and the medial side of the ramus to reach the target area. This
      Carrie L. Hanson; Geralyn D. Crain, East Carolina University;
                                                                                  modified technique is considered to be a safe injection for the everyday
      Rachael J. Maerz; Cynthia C. Gadbury-Amyot, University of
                                                                                  clinician to use for the mandibular block because the landmarks are
      Missouri-Kansas City
                                                                                  determined individually.
      New Program

222                                                                             Journal of Dental Education            ■   Volume 76, Number 2
2012 ADEA Annual Session: Poster Abstracts (cont.)

520. Providing Special Care in a Mobile Dental Unit                         522. Gender Issues in Clinical Dental Education
David E. Cohen, University of Missouri-Kansas City                          Karen K. Tiwana
New Program                                                                 Educational Research
One hundred and five clients from the Johnson County Developmental          Prior to the early 1970s, dental professionals were almost exclusively
Supports (JCDS) were examined. The JCDS is an agency of the                 male. A combination of legal and social changes in the 1960s and
Johnson County, KS, government that facilitates career and personal         1970s made dental school more accessible to women. Today more
development for county residents with developmental disabilities. The       than 40 percent of dental students are women. The presence of gender
OHOW mobile truck dental services provided included oral screening,         bias or discrimination and sexual harassment in the educational
periodontal assessment, restorative evaluation, selective scaling and       environment is a potential concern in dental education. There is
root planing, oral prophylaxis, topical fluoride, patient-specific oral     little in the literature that addresses this topic and even less that
hygiene instruction, and necessary digital radiographs. The dentist         specifically addresses the presence or magnitude of gender issues in
wrote up treatment recommendations for the dental problems                  clinical settings in dental education. A pilot study at the University
identified. Scripts were given for adjunct oral health care items and       of North Carolina at Chapel Hill School of Dentistry was initiated to
antibiotic premedication if indicated. Patient management practices         investigate the presence and magnitude of gender issues in the clinical
included taking time, speaking the patient’s language, show, tell, do,      components of dental education. Initially, four focus groups consisting
and presenting a relaxed atmosphere. Evaluation tools included the          of ten randomly selected faculty members and ten randomly selected
following: 1) the basic screening survey to identify demographics as        students from the sophomore, junior, and senior classes were utilized
well as dental disease, and 2) a self-administered student feedback         to identify any potential gender issues. Based on reports from the
survey that was completed by twenty-six dental hygiene students.            literature and the themes identified from the focus group discussions,
This survey evaluated the degree to which students’ OHOW rotation           two surveys (a student and a faculty version) were developed and
increased their awareness, clinical judgment, skills, and ethical patient   approved by the Biomedical Institutional Review Board. Only full-
care of this underserved population. Special needs patients gained          time faculty members with clinical attending responsibilities were
trust and compliance with consistent management strategies. This            included in the faculty panel. All sophomore, junior, and senior dental
population is at an increased risk for dental disease. From 2009 to         students were surveyed. E-mails with a cover letter explaining the
2010, the range for untreated caries was 42 to 47 percent. Early dental     study and obtaining consent were sent to each potential participant
care needs were 26 to 32 percent. Urgent care was 26 to 27 percent.         with a weblink to the group-specific Qualtrics survey. The student
Special needs individuals need early identification of oral problems        survey consisted of twenty-three questions, and the faculty survey
and a proactive approach to their treatment. Frequent preventive            consisted of eighteen questions covering the recurring themes
maintenance visits ranging from two up to, in rare exceptions, six          and domains from the focus groups. Bivariate data analysis was
will serve to identify new carious lesions and emerging periodontal         performed using Fisher’s exact test and chi-square test. Of the 236
problems. Dental hygiene students reported significant satisfaction,        surveys sent, eighty-six students responded (36.4 percent response
personal growth, and appreciation in treating patients with intellectual,   rate): twenty-eight sophomores, thirty-four juniors, and twenty-four
emotional, and physical disabilities.                                       seniors. Fifty-one of the respondents were female, and thirty-five were
                                                                            male. Fifty-six percent of female and 35 percent of male students
521. Beauty Is in the Eye of the Beholder: Old Age Is                       reported personally experiencing or witnessing prejudice in action or
Not a Deterrent to Esthetic Dentistry                                       treatment based on gender. Less than 10 percent of males and females
                                                                            reported any personal experience of witnessing sexual advances
Mihaela Michele Harutunian; Angela M. De Bartolo, Normandale                from faculty. In general, a greater proportion of female than male
Community College; David Hershkowitz, NHTI, Concord’s                       students perceived that issues related to gender affected the clinical
Community College; Denise J. Estafan; Mark S. Wolff, New York               training environment. Approximately two-thirds of both male and
University                                                                  female students reported no gender difference in faculty mentorship.
New Program                                                                 However, the remaining female students reported mentorship was less
Historically, dental schools have treated the geriatric population as       available and less in content for females while the remaining male
patients with dentures. This solves the basic functions for patients        students perceived mentorship was less for males (p
2012 ADEA Annual Session: Poster Abstracts (cont.)

      was not appropriate awareness (p=0.02). Further, in response to the          and Recall appointments. The student dentists all indicated they
      question of whether there was a difference in respect shown towards          were able to deliver the splint at the Delivery appointment. Student
      female versus male faculty by the students, 56 percent of female but         dentists reported that 92 percent of the splints had cuspid guidance
      only 8 percent of male faculty members perceived that female faculty         which dis-occluded the posterior teeth. This value increased to 96
      received less respect than male faculty (p=0.007). Thirty-eight percent      percent after the Recall appointment. When asked if protrusive
      of the faculty respondents felt female students showed more empathy          guidance was shared among the front teeth, the student dentists
      towards patients. No faculty respondent felt male students were more         reported 79 percent at the Delivery appointment and 96 percent
      empathetic. Unlike the student respondents, the faculty respondents          at the Recall appointment. Following the Recall appointment, 100
      did not perceive any difference between the male and female students         percent of the student dentists reported that they were able to improve
      with respect to their confidence level relative to their classmates.         the fit, function, or comfort of the splint. One hundred percent also
                                                                                   reported that this had been a good learning experience. The student
      523. Engaging Students in a Recall Appointment                               patients were asked if their splint fit securely around the upper teeth,
      Improves Their Performance Adjusting the Fit,                                and 96 percent responded yes after the Delivery followed by 100
                                                                                   percent after the Recall appointment. When asked if they were able
      Function, and Comfort of an Occlusal Stabilization
                                                                                   to smoothly slide their lower teeth side-to-side and forward onto the
      Splint                                                                       ramps at the front of the splint, 88 percent responded yes after the
      Richard H. White, Lawrence Gardner, Gitta Radjaeipour, Chi D.                Delivery. This increased to 100 percent after the Recall. When asked
      Tran, Mark Macaoay, University of the Pacific Arthur A. Dugoni               if their back teeth separate when their lower teeth slide onto any of
      School of Dentistry                                                          the ramps, 92 percent responded yes after the Delivery appointment.
      New Program                                                                  This increased to 100 percent after the Recall appointment. When the
      Teaching occlusion to dental students at the University of the               questionnaires for individual splints were tracked from start to finish,
      Pacific Arthur A. Dugoni School of Dentistry is a key part of the            it was noted that following Delivery of their splint, 45 percent of the
      curriculum. A series of exercises involving the fabrication and              student patients were unable to wear their splint all night. Of these,
      delivery of an occlusal stabilization splint teaches valuable lessons        100 percent indicated that the difficulties/issues that had prevented
      in taking records, mounting casts in centric relation, and adjusting         them from wearing the splint were corrected or improved during the
      occlusion. This study was designed for the twenty-four students in           Recall appointment. Following the Recall appointment, 95 percent
      the International Dental Student class. It was approved by the chair of      of all student patients indicated that their splint felt better than it had
      the Restorative Department and also received IRB approval. Consent           immediately after the Delivery appointment.
      was obtained from the participants, and each participant received a
      Research Identification Number to ensure that the records would              524. Engaging Dental Students and Faculty in
      be anonymous. The students formed groups of two or three and                 Providing Smoking Cessation Services Through the Use
      identified who would be the student patient for each student dentist.        of a PDA/Web-Based Clinical Decision Support System
      It was planned so that each student would have the experience of             Andrew B. Schenkel, New York University; Theresa Montini; David
      being the student dentist. Each student prepared for the clinical            A. Albert
      splint delivery by obtaining clinical records from his or her student
                                                                                   Work in Progress
      patient. The records included high-quality maxillary and mandibular
      impressions, a facebow record, and a centric relation bite record.
      Two sets of casts were made. The students mounted the best quality           525. Engaging Today’s Students in State-of-the-Art
      maxillary and mandibular casts using the facebow transfer and centric        CAD/CAM Dentistry Through Use of the LED Bluecam
      relation bite record and prepared them to be sent to a professional          James J. Apltauer, New York University; Kay T. Oen, New York
      dental laboratory for fabrication of dual-layered maxillary splints          University; Angela M. De Bartolo, Normandale Community College;
      with centric contact on all teeth and discluding ramps in working            Denise J. Estafan; Mark S. Wolff, New York University
      and protrusive. The dual-layered construction of the splint consists
                                                                                   New Program
      of a hard occlusal surface made of methylmethacrylate and an inner
      surface of ethylmethacrylate, which is slightly thermoplastic. The next      Traditional training in the fabrication of indirect restorations consists
      step was for each student to mount the second set of models from his         of numerous tedious steps, such as learning how to take and pour
      or her student patient using the facebow transfer and centric relation       impressions; trim dies, prepare, invest, and burn out wax patterns;
      bite record. Then, in the preclinic laboratory, the students fabricated      cast inlays, onlays, and crowns; and finally, finish these for placement
      a practice splint on the articulator and practiced adjusting the splint      in patients’ mouths. Every step had the possibility of introducing
      to have proper function. Later, when the clinical splints arrived from       errors. Even with the introduction of technical advances, errors
      the professional laboratory, each student dentist delivered the splint       still persisted. The explosion of computer-generated methodologies
      he or she had fabricated to the student patient. Each student patient        and the accompanying new materials has largely eliminated the
      was then asked to attempt wearing the splint all night (as long as           tedium and inaccuracies. We at New York University College of
      it was not causing too much discomfort). This provided a patient’s           Dentistry (NYUCD) successfully introduce our students to one of
      perspective on wearing the splint to the student patient and engaging        these technologies (the CEREC CAD/CAM unit) beginning in their
      empathy for a patient receiving dental care. The student patients were       second year as part of an esthetic dentistry course. The CEREC
      challenged to make mental notes of the fit, function, or comfort of          (ceramic reconstruction) system constructs crowns, onlays, and
      the splint so they would be able to accurately describe to their student     inlays out of ceramic or composite blocks. We teach the students to
      dentist any difficulty/issue they were having. One week later, at the        prepare and fabricate indirect restorations on typodont teeth, using
      Recall appointment, the student dentists were challenged to engage           the Bluecam impression technique. Each student is trained to take
      their patients and carefully listen to their descriptions of wearing         an optical impression and use his or her own computer to design
      their splints, then to assess the cause of any complaints and adjust         different types of restorations. Students are required to complete
      the splints to correct the problems. The student dentist and student         additional assignments using the most recent software available. The
      patient filled out questionnaires immediately following the Delivery         students also gain invaluable experience by preparing, designing, and

224                                                                              Journal of Dental Education             ■   Volume 76, Number 2
2012 ADEA Annual Session: Poster Abstracts (cont.)

cementing CAD/CAM restorations on their patients when indicated.           her fellow students that there is a Code Blue. This begins the team
The NYUCD program introduces its students to a methodology of              approach for managing the emergency. This student is called the team
constructing permanent, high-quality, durable restorations during          leader and stays with the patient at all times. Fellow classmates, who
only one clinic visit. This allows them to complete their clinical         are treating patients in adjacent cubicles, should immediately stop
requirements. It engages our students in the use of a new technology       patient care and assist the team leader. As students appear to lend
that results in greater efficiency and less stress to both the patient     assistance, they are assigned a number from 1 to 6. Each assigned
and the clinician. Training the students in preclinical CAD/CAM            number has a predetermined responsibility. The first student who
techniques enables them to perform today’s dentistry both as               presents to help, called student 1, is instructed by the team leader to
student clinicians and when entering into practice. The students gain      locate a faculty member and/or group practice director (GPD). Upon
invaluable experience by preparing, designing, and cementing CAD/          arrival, the faculty/GPD will assess the emergency and determine if
CAM restorations on their patients when indicated.                         the emergency system should be activated. At NYUCD the system is
                                                                           activated by calling our security office with the location of the Code
526. Engaging and Training Our Students in Medical                         Blue. Security then contacts our Oral Surgery Code Blue Team. The
Emergency Preparedness: A Student-Led Medical                              faculty or GPD will also decide if a call to 911 emergency services
                                                                           is indicated. Student 2 is responsible for finding the GPD if he or
Emergency Protocol for the Dental School Setting                           she is not initially present and informing him or her that a team alert
Morey J. Gendler, Scott W. Podell, David Hershkowitz, Mark S. Wolff,       has occurred and its location. Student 3 is responsible for bringing
New York University                                                        the oxygen tank and medical emergency box from the supply area.
New Program                                                                Student 4 goes directly to the Oral Surgery Clinic to help guide the
It is of the highest importance that a dental student receives in-depth    emergency responders to the emergency location. Student 5 will wait
training for managing medical emergencies. New York University             at the front entrance to the Treatment Center and ensure that the aisles
College of Dentistry (NYUCD) has implemented a medical                     and doorways are clear. Student 6 will be the primary assistant to the
emergency protocol that encompasses a scenario- and case-based             team leader. This student is responsible for assisting the team leader,
model and a student-led team approach. This model encourages               reviewing the patient’s history, and creating a timeline for the patient
team-oriented learning and also helps develop a student’s leadership       including periodic vital signs, the patient’s medication list, and any
skills. The first line of care in managing any medical emergency is        medications that are administered to the patient. This information is
trying to prevent it from happening in the first place. Our students       made readily available to any emergency responder who may arrive.
are trained to initially evaluate their patient as they greet and escort
him or her from the reception area to the treatment setting, looking       527. The Well-Being of University Students and
for any possible signs of an imminent medical problem. An initial          Employees
evaluation is made of the patient’s appearance, gait, and speech           Janet L. Woldt, Arizona School of Dentistry and Oral Health;
pattern, observing for signs of breathing difficulty, abnormal body        Bernadette Mineo; Patricia Sexton; Timothy D. Hodges
movement, or excessive perspiration. If any deviation from a normal
                                                                           New Program
appearance is evident, the student is trained to ask the appropriate
questions and make subsequent decisions based on the responses.            A.T. Still University (ATSU), a graduate health science university
Once the patient is seated, a current and detailed medical history         with campuses in Missouri and Arizona, has partnered with the
is completed at the initial visit, and the medical history is reviewed     nationally known Gallup organization as an inaugural member of its
at every appointment. As health care providers, dentists may be the        Well-Being Consortium to study the well-being of university students
first to detect signs and symptoms of diseases such as hypertension        and employees (including faculty and staff) for the next five years. All
and diabetes. Medical consults are obtained for patients who have          incoming first-year residential students and all full-time employees at
incomplete medical histories or who require referral due to the initial    ATSU are being asked to participate in the study. Schools/programs
data obtained from our screening questions. The scenario- and case-        within ATSU participating in this study include the Arizona School of
based emergency training program consists of two phases. During            Dentistry and Oral Health (ASDOH), School of Osteopathic Medicine
Phase 1, students demonstrate their ability to work as a team by           in Arizona, Arizona School of Health Sciences, and Kirksville College
knowing the responsibilities of each team member and understanding         of Osteopathic Medicine. The definition of well-being used for this
how the collective response of the team contributes to the successful      study comes from Rath and Harter’s The Five Elements of Well-
management of a medical emergency. Phase 2 includes the use                Being: “Well-being is about the combination of our love for what
of simulation drills. Students are asked to diagnose and render            we do each day, the quality of our relationships, the security of our
emergency care for various medical emergencies. Students receive           finances, the vibrancy of our physical health, and the pride we take in
both didactic and practical training and then demonstrate proficiency      what we have contributed to our communities. Most importantly, it’s
in several emergency response skills including the administration          about how those five elements interact.” Initial data collection for this
of oxygen, glucose paste, and patient ventilation. These case-based        study includes the use of the Gallup Well-Being Finder, which study
scenarios assist our students in becoming skilled at recognizing           participants were asked to complete during an initial fielding period
and treating several medical emergencies including vaso-vagal              conducted September 19 to October 10, 2011, and will complete at
syncope, orthostatic hypotension, hypoglycemia, asthmatic crisis,          other designated times during the five-year study. The Well-Being
latex allergy, angina, myocardial infarction, and/or epileptic seizure.    Finder is designed to collect data on participant well-being and has
Students receive case-based narratives that include the symptoms           the potential to help students and employees measure and manage
that their patient is experiencing and are asked to make a differential    their well-being over time. Additionally, data will be collected with
diagnosis and answer questions related to the patient’s condition.         the Gallup Daily Tracker, which participants are asked to complete
The objective of these exercises is to have our students develop           on a daily (or regular) basis. The Daily Tracker is designed to give
their critical thinking skills so they are proficient at diagnosing and    participants immediate feedback, helping them to manage their
treating medical emergencies. Our students are trained to act as a team    well-being. Throughout the course of this study and subsequent to it,
and each member has individualized responsibilities. The student           various curricular, student service, and human resource interventions
who is treating the patient with the medical emergency alerts his or       will be integrated into campus life, academics, and daily operations

February 2012          ■   Journal of Dental Education                                                                                                 225
2012 ADEA Annual Session: Poster Abstracts (cont.)

      at ATSU. This integration will include individualized student and            for, and writing of a white paper in conjunction with the Bellevue
      employee assessment, action step planning, and other interventions           Medical Program. Just as those of us in dentistry have realized that
      relating to the five elements of well-being. For ASDOH, the first-           the elimination of diseases we treat is more important than the repair
      year dental students (Class of 2015) will be followed longitudinally         of the damage they cause, we at the NYUCD Program for Survivors
      for four years across the curriculum and one year after graduation.          of Torture have come to realize that the mere restoration of dentition
      Additionally, the well-being of predoctoral dental students will             and dignity to those tortured by agents of their government is
      be compared to other graduate health science students within the             inadequate. Unless we take steps politically to eliminate the worldwide
      university. Study progress and initial data collected will be presented      problem, our mission remains unfulfilled. Our new program engages
      in this poster.                                                              our students in advocacy dedicated to legislate against professional
                                                                                   involvement in torture and wrongful imprisonment of children with
      528. Engaging Students in Advocacy: The NYUCD                                adults in our nation’s immigration prisons.
      Program for Survivors of Torture—Seeking Torture
      Elimination While Dealing with Its Ravages                                   529. Engaging the Geriatric Patient
      Steven J. Resnick, June Weiss, New York University                           Marjan Moghadam, Michael B. Ferguson, Paul Zhivago, New York
      New Program                                                                  University
                                                                                   Work in Progress
      The New York University College of Dentistry (NYUCD) Program
      for Survivors of Torture (PSOT), established in September 2008,
      is the first program in the United States to provide comprehensive           530. A Model for Cultivating Faculty Development
      dental care to survivors of political torture from around the world          Within a Community of Practice
      who have sought refuge and asylum in our country. We have a team             Cara L. Tax, Nancy R. Neish, Heather Doucette, Peggy J. Maillet,
      of twenty dedicated student doctors in our elective who treat patients       Dalhousie University
      every Friday. Political torture is documented to occur in over ninety        Educational Research
      countries. Over 400,000 torture victims reside in the United States.
      Our program partners with the Bellevue/NYU PSOT founded in 1995              To address the lack of theory in faculty development research, the
      by its present director, Allen Keller, M.D. The Bellevue PSOT provides       School of Dental Hygiene at Dalhousie University applied social
      comprehensive medical care and psychiatric and social services to this       learning theory to a clinical dental hygiene faculty development
      unique population. Until NYUCD became involved, these patients               program. Social learning theory examines how people learn from
      had no source of comprehensive dental care, and treatment was                others, and in this case, learning within the unique community of
      limited to surgical pain relief by the oral surgery program at Bellevue      clinical instructors provided an informal mentorship in which the
      Hospital. This year, in addition to the intense dental, medical, and         flow of knowledge was not in the traditional mentor/mentee approach
      psychological training our students receive that enables them to treat       but in more of a shared learning experience among all community
      this unique patient population, we have developed a new program              members. The purpose of the study was to determine if participation
      designed to engage the students in political advocacy. We are now in         in the community of practice of clinical instructors resulted in
      our fourth year of treating this population and have come to realize         actual change in teaching practices and if the level of participation
      that while we have been restoring both the dentitions and the dignity        of instructors in the community changed over time. The faculty
      of our patients and while we have focused NYU and national media             development program consisted of three components: attendance at
      attention on the issue, our new patient population keeps growing. We         a series of seminars aimed at effective teaching strategies, application
      have done little to eliminate the problem of politically based torture.      of new teaching strategies in the clinic, and attendance at a thirty-
      The program is being developed with Dr. Keller and the NYU School            minute meeting (called a “huddle”) prior to each assigned dental
      of Medicine Center for Health and Human Rights. He has chaired               hygiene clinic to share teaching strategies and problem-solve with
      the Advisory Board of Physicians for Human Rights, chaired the               other instructors. The clinic huddle became a forum for dialogue and
      Policy Committee of the National Consortium of Torture Treatment             problem-solving, and it served as a constant reminder for instructors
      Programs, and served on the American College of Physicians Ethics            to implement newly learned teaching strategies. A retrospective self-
      and Human Rights Committee. At the present time, certain biological          assessment questionnaire consisting of four open-ended questions
      markers are being used to determine the age of immigrants seeking            was administered to fourteen clinical dental hygiene instructors at the
      asylum. We suspect that possible biological variances in different           end of the 2010 academic year. Twelve clinical instructors responded
      cultures may lead to the improper placement of child immigrants              to the questionnaire. The narrative data were analyzed thematically
      within adult prisons, where medical and dental care is poor. In order        using qualitative methodology. Analysis of the data indicated all
      to effectively involve the students in advocacy for a bill before the        participants had incorporated new teaching strategies into practice.
      New York State Legislature, we took a six-pronged approach: study of         The data suggested that participation in the community of practice
      the history of the problem and the details of the legislation; a lecture     supported their learning and helped them make effective changes in
      by Dr. Keller on the art and science of advocacy; a presentation by          their teaching. The responses revealed that participation within the
      an expert from a major New York public relations firm on gaining             community of practice increased as instructors began to feel more
      support and media coverage for advocacy; a presentation by an elected        confident and comfortable in the community as a whole. Research
      government official on what politicians view as effective advocacy;          grounded in educational theory is important because it helps us
      the advocacy itself; and a presentation to our college on the process,       understand how people learn. In this study, the community of practice
      actions, and results. The research/white paper portion of the advocacy       became the framework for social learning, and it provided ongoing
      program dedicated itself to study of the problem of placing children         support for instructors as they tried to implement new teaching
      in adult immigration prisons, review of the literature on biological         strategies in the clinic setting. The value of this model extended
      (often dental) age determination, assessment if the present practice         beyond the acquisition and implementation of new knowledge. It also
      of age determination by government authorities is consistent with the        contributed to a more collegial work environment that, in turn, could
      evidence-based research, exploration of the literature to see if genetic     contribute to the recruitment and retention of future faculty members.
      variation through different world populations has been accounted

226                                                                              Journal of Dental Education            ■   Volume 76, Number 2
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