Journal of dental education
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Interprofessional collaboration has become a critical component of accreditation standards in dentistry and medicine. This article reports on implementation in an academic setting of a prenatal oral health program (pOHP) that addresses coordinated care, accreditation standards, and new clinical practice guidelines. The pOHP is an educational intervention for third-year medical students, residents, and faculty members to deliver preventive oral health information and referral to a dental home for pregnant women. ⋯ The prenatal period is a frequently missed opportunity to address oral health care. The pOHP is an interprofessional collaboration model designed to educate dental and medical providers and provide a system of referral for comprehensive clinical care of pregnant patients, including educating women about their oral health and that of their children. Such programs can help meet interprofessional accreditation standards and encourage implementation of practice guidelines.
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Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students' grades as indicator of academic performance through their perceptions of the educational environment. ⋯ There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students' academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.
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The aim of this study was to provide an overview of current predoctoral implant programs in the United States, including curricular characteristics and clinical practices regarding implant therapy education and program directors' characteristics. An electronic survey was sent to predoctoral implant program directors of all 64 accredited U. S. dental schools; 52 of the 60 eligible programs responded, for a response rate of 87%. ⋯ All schools in the Northwest and 66.7% in the South Central regions utilize custom abutments as the primary abutment design, while a majority of schools in the North Central (62.5%), Northeast (53.8%), Southwest (66.7%), and Southeast (80%) regions use stock abutments (p=0.02). Regional differences were significant with regard to fixation modality, with all the Northwest programs using screw retention and 90% of Southeast and 87.5% of North Central programs using cement retention (p=0.002). This study demonstrated that while institutions share program director and curricular similarities, clinical practices and modalities vary significantly by region.