Journal of dental education
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With dramatic changes in the scope and mode of delivering oral health care on the horizon, a strategic approach to addressing the emerging opportunities and challenges is required. Such an approach will demand new and sustained initiatives to develop leaders with the skills, knowledge, and passion to guide oral health care into the future. ⋯ Whether these oral health professionals become leaders within a solo or group practice or at the local or national level of their profession, they must be given the mindset and tools to lead. This position paper will describe goals for leadership training and give examples of some programs that currently exist in dental education and other professional settings as the background for a call to action for dental education to provide leadership training opportunities for its students.
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This article describes the evolution of thinking, primarily over the past fifteen years, within the academic dentistry community concerning teaching and learning strategies to facilitate students' acquisition of competence. Readers are encouraged to consider four issues. First, looking back to the time of the Institute of Medicine report Dental Education at the Crossroads: Challenges and Change fifteen years ago, in the mid-1990s, where did we think we would be now, in 2011, in regard to the structure of the predoctoral curriculum and use of specific educational methodologies, and to what extent have those predictions come true? The author's own crystal ball predictions from the 1990s are used to kick off a discussion of what connected and what did not among numerous advocated educational reforms, many of them transformative in nature. ⋯ Third, readers are asked to revisit four not-so-new teaching/learning methods that are still worthy of consideration in dental education in light of best evidence, upcoming events, and technology that has finally matched its potential. Fourth, a specific rate-limiting factor that hinders the best efforts of both teachers and students in virtually all U. S. dental schools is discussed, concluding with a plea to find a better way so that the good works of dental educators and their students can be more evident.
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Historical Article
Continuity and change mark seventy-five years of progress for the Journal of Dental Education.
This historical overview of the Journal of Dental Education highlights its founding by and close seventy-five connec-tion with its parent organization, the American Dental Education Association (ADEA). In 1936, the leadership of the American Association of Dental Schools, the predecessor of ADEA, recognized the need for a journal that would keep the new profession of academic dentistry dynamic by providing a means for communicating ideas and new teaching methods. ⋯ Across its history, the journal has actively supported the mission of ADEA by advancing scholarship in dental education. Its past achievements have now set the stage for the journal's next incarnation as a leading global voice in the broader realm of health professions education.
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Smoking kills 900,000 people every year in India. Many studies have shown that counseling from a health professional is an effective method of helping patients quit. The aim of this study was to evaluate the knowledge and attitudes of dental students in Karnataka, India, towards smoking cessation counseling. ⋯ Although 94 percent responded they were giving antismoking advice to their patients, only 47 percent said they had been taught antismoking advice suitable for patients. While a majority (95 percent) planned to advise patients about tobacco use in their professional careers, significantly fewer (66 percent) indicated that such counseling would help patients to quit. This study of dental students and interns found that a majority intended to provide smoking cessation counseling in their professional career and agreed it is part of their professional role.
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The 2000 U. S. census reported that the population is 12.3 percent African American and 12.5 percent Hispanic; however, less than 4 percent of dentists are African American and 2 percent are Hispanic. To address this disparity, increasing the diversity of dental students is mandatory. ⋯ Data from ULSD's admissions, institutional research, and planning along with annual enrollment surveys from the American Dental Education Association were used to determine the percentage of African American and Hispanic students entering (1993-2006) and graduating (1997-2010). From 1993 to 2010, African American enrollment increased from 3 to 9.6 percent of the entering class, and the graduation rate of African American students increased from 1.7 to 8.5 percent. Hispanic student enrollment also increased (1.6 percent in 1993 to 2.4 percent in 2006), but Hispanic student graduation rates decreased (3.5 percent in 1996 to 0 percent in 2010).