Journal of dental education
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In community-based dental education programs, student-provided services can be an important source of community clinic and practice revenues. The University of Michigan School of Dentistry has developed a revenue-sharing arrangement with multiple community clinics and practices. ⋯ These funds are used to cover program costs and enrich the curriculum. Revenue-sharing with community clinics and practices helps to ensure program longevity and is an increasingly significant source of school revenues.
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Since 2002, community-based education at the University of Illinois at Chicago College of Dentistry (COD) has evolved from non-existent to a robust program that is an essential component of the predoctoral program. As part of the college's curricular innovation, community-based education has demonstrated alignment of the COD's mission with that of our parent institution, contributed significantly to student learning and preparedness, and enhanced clinic experiences and revenue. ⋯ The faculty has been generally supportive, but properly focused on demonstrated student learning outcomes. This faculty observation and evaluation, supported by evidence, has resulted in the faculty's rethinking traditional teaching and learning strategies, allowing innovative educational changes.
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The purpose of this study was to gather and analyze information about the status of ethics teaching and learning in U. S. dental schools and to recommend a curriculum development and research agenda for professional ethics in dental education. A survey to collect this information was developed by the authors and administered by the American Society for Dental Ethics. ⋯ This study also identified the respondents' perceptions of unmet needs in ethics education. Four general themes emerged: the need for ethics to be more fully integrated across the curriculum, including carryover into the clinical years; the need to assess and ensure competence; the need for faculty development; and the need for more attention to method of instruction. Recommendations based on the study findings are offered for a curriculum development and research agenda for professional ethics in dental education.
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The consistency between student clinical performance in dental school and performance on initial licensure examinations is known to be weak. A review of the literature failed to identify any reports of the consistency between performance on initial licensure examinations and quality of technical work in practice. This research examines the consistency of performance among candidates who took two initial licensure examinations given by different testing agencies but for the same jurisdiction within a few weeks of each other. ⋯ Consistent with previous findings, school-to-board performance was barely above chance levels. Board-to-board association was also insignificant and accounted for 12 percent of the common variance in the best case. Patient-based initial licensure examinations have yet to demonstrate validity in terms of consistency of performance for candidates from one performance to the next.
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Discussion of lesbian, gay, bisexual, and transgender (LGBT) issues has fallen short in dental curricula. This article aims to describe the didactic approach used to present issues of sexuality in the D. M. ⋯ This descriptive article discusses the main pedagogies employed to present and discuss LGBT issues: lecture-based seminars, guest panel discussion with members of the LGBT community, poster discussion, and student reflections on the topic of sexuality. The approach to sexual diversity presented here does not profess to make an otherwise homophobic student LGBT-friendly, but it exposes all students to alternative views of sexuality, challenges their values and beliefs, and celebrates diversity. The methodology presented has had a positive impact upon students as illustrated by their reflections, but further discussion is needed to better understand the implications of LGBT issues in both academic and professional settings.