A randomized, nonblinded clinical trial compared the effectiveness of an application method of a fast-acting refrigerant topical agent to a 20% benzocaine gel topical. In a split-mouth design, right and left anterior middle superior alveolar injections (N ¼ 30) were administered with a 27-gauge needle at least 24 hours apart with preinjection topicals. Using a cotton-tipped applicator, a refrigerant topical was applied for 5 seconds and 20% benzocaine gel for 2 minutes on opposite sides at 2 separate appointments. Subjects self-reported pain perception after each injection using a visual analog scale (VAS). The mean VAS ratings demonstrated no significant difference between the 5-second application of the refrigerant (M ¼ 16.2, SD ¼ 17.7) and the 2-minute application of 20% benzocaine topical gel anesthetic (M ¼ 17.9, SD ¼ 18.2). Fifty-seven percent of the subjects reported greater pain reduction with the refrigerant, 33% reported greater pain reduction with 20% benzocaine, and 10% reported no difference. Results suggest the described method of application of a refrigerant as an oral topical anesthetic has a faster onset and provides similar benefit in pain reduction compared with 20% benzocaine gel. The refrigerant was easy to accomplish and well received by subjects, indicating potential for routine use in dentistry.

Purpose/objectives Generally, dental and dental hygiene (DH) students are educated separately. When these students are educated together, studies show improvements in teamwork and understanding of their distinct roles. This longitudinal study was conducted to see if intraprofessional education (IntraPE) between dental and DH students can impact dentists in practice. Specifically, this study examined the attitudes of graduates from the University of Washington School of Dentistry (UWSOD), some of whom participated in the Regional Initiative in Dental Education (RIDE) program. The RIDE program, designed to meet the needs of underserved populations, combines courses of 8 first‐year dental students with 30–36 Eastern Washington University DH students. Methods In 2018, all 409 UWSOD dentists from 2012–2017, including 48 RIDE and 361 non‐RIDE dentists, were invited to participate in this study. Attitudes toward teamwork and roles and responsibilities were assessed using qualitative and quantitative measures. The RIDE and non‐RIDE responses were compared and tested using t‐tests for statistical significance. Results A total of 77 responses were analyzed with a response rate of 54% (n = 26) for RIDE and 14% (n = 51) for non‐RIDE. Results show the RIDE program improved attitudes toward DH in practice. There was a statistically significant difference between the groups in understanding roles and responsibilities, but not teamwork. The majority of non‐RIDE dentists (n = 26, 51%) felt their education would have benefited from formal IntraPE. Conclusion To improve attitudes, dental schools should consider formal partnerships between dental and DH programs, specifically in clinical settings.

COVID-19 abruptly changed dental education, forcing educators out of their comfort zones and into using new technologies and teaching approaches. At the University of Washington School of Dentistry, a task force evaluated the curricular changes that resulted from COVID and made recommendations for the future predoctoral dental curriculum. This manuscript reports the process employed, the findings of the task force, and how these findings will impact the curriculum. A knowledge-based governance (KBG) approach was employed. KBG focuses on gathering all relevant information and identifying all choices. It separates dialogue from deliberation. Information was gathered via literature review, focus group interviews, electronic surveys, and other metrics. The task force evaluated: (1) delivering didactic content remotely; (2) administering assessments remotely; (3) duplicating preclinical simulation lab courses due to social distancing; and (4) the conversion from a numerical to a credit/no credit grading scale. Key recommendations resulted from focus groups and electronic surveys that allowed any student or faculty member an opportunity to provide input. Some topics were relatively non-controversial and strong recommendations were evident. The most controversial issue was which grading scale should be utilized. A KBG approach is an effective means to address mega issues in the dental school environment.