Background: A growing literature supports the contention that closing the divide between dental and medical care can improve access to and coordination of patient care. Health service deficits (HSDs) entail: no routine medical exam, no personal healthcare provider (HCP), no health insurance, and/or delaying medical care because of cost all within the last 12 months. Examining the associations between HSDs and dental care utilization could inform strategies and interventions aimed at narrowing the gap between the medical and dental professions. This study explored whether HSDs are associated with not having a dental care visit within the last 12 months. In addition, the study sought to provide an updated analysis of the characteristics and factors associated with dental care utilization. Methods: Two thousand sixteen Behavioral Risk Factor Surveillance System survey data were analyzed using bivariate and multivariable techniques. The outcome variable for this study was: last dental visit was longer than 12 months ago.

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Background:Much of what an educator needs to know to be successful is invisible to lay observers, leading to the assumption that teaching requires little formal study. Aims:This study is based on an 8-month faculty development workshop on student-centered teaching. Faculty members who made no noticeable changes in their teaching practices were compared to faculty who made noticeable and significant changes.Method: Using a qualitative narrative approach based on a structured interview we aimed to categorize the features of changers and resisters.Results: Faculty resisters did not see any need for changes in the way we teach, did not believe student-centered teaching to be more effective, could not appropriately define student-centered teaching, were motivated by extrinsic factors, and felt unvalued. Conversely, faculty changers were excited for changes and saw the need for change and for student-centered teaching, were intrinsically motivated, and felt valued as faculty members. Conclusion:We hypothesize that a main reason for resistance is the status quo bias. Implications for faculty development are discussed.

Due to public health measures enacted in response to the Covid-19 pandemic, educators and students alike have been suddenly thrust into the realm of online learning. To better understand how active and collaborative learning methods can apply to students studying in isolation, we compared the effects of two teach-and-question assignments: one that utilizes the active learning method of reciprocal peer tutoring and a solo version that requires individual verbalized studying and elaborative interrogation.

Background: The purpose of this descriptive study is to outline the Roseman University of Health Sciences (RUHS) College of Dental Medicines’ Patient Assistance Fund development, organization and outcomes. The description and reported results provide insight to others considering similar health professions programs.Methods: The Patient Assistance Fund (PAF) affords dental students an opportunity to petition for and obtain financial assistance for their most disadvantaged patients. This study used a mixed methods research design using quantitative analyses for data collected as part of the PAFs operation and qualitative analyses to evaluate the patient experiences.Results: A total of 16 student advocates, consisting of 6 males and 10 females from the D3 and D4 classes made 26 presentations to the PAF board committee. The combined amount requested from the PAF was $47,428.00 (“Cost of Treatment Plan”) representing an average request per patient of $1,824.15 (range $324.00 to $4070.00). The approved procedures and treatment plans totaled $21,278.36 (“Cost of Approved Procedures”) with an average of $818.40 (range $204.00 to $2434.00) per patient. Patients and students expressed a high degree of satisfaction with the program.Conclusions: This study provides an overview of the structure, funding sources, expenditures and patient services supported by a dental student managed patient assistance fund. The experiences at RUHS College of Dental Medicine (CODM) suggest that other healthcare professions schools can develop similar type programs that yield benefit both to students and to patients in need. Trial Registration: Not applicable