Objective. To quantify the severity of malocclusion and dental esthetic problems in untreated Down syndrome (DS) and untreated non-Down syndrome children age 8–14 years old using the PAR and ICON Indices. Materials and Methods. This retrospective study evaluated pretreatment study models, intraoral photographs, and panoramic radiographs of 30 Down syndrome and two groups of 30 non-Down syndrome patients (private practice and university clinic) age 8–14 years. The models were scored via PAR and ICON Indices, and descriptive characteristics such as Angle classification, missing or impacted teeth, crossbites, open bites, and other dental anomalies were recorded. Results. The DS group had significantly greater PAR and ICON scores, as well as 10 times more missing teeth than the non-DS group. The DS group possessed predominantly Class III malocclusions, with the presence of both anterior and posterior crossbites in a majority of the patients. The non-DS group had mostly Class I or II malocclusion with markedly fewer missing teeth and crossbites. The DS group also had more severe malocclusions based upon occlusal traits such as open bite and type of malocclusion. Conclusion. The DS group had very severe malocclusions, while the control group from the university clinic had more severe malocclusions than a control group from a private practice.

Silver diamine fluoride (SDF) is an inexpensive treatment for arresting cavitated carious lesions in a minimally invasive way. The aims of this study were to assess U.S. pediatric dentists' SDF educational experiences, knowledge, attitudes, and professional behavior and to explore the relationships among these constructs. For the cross‐sectional survey, recruitment emails were sent to all 6,230 members of the American Academy of Pediatric Dentistry (AAPD). Responses were received from 582 members (response rate 9.34%). In the results, only 3% of the respondents reported having been well/very well educated about SDF in classroom settings in dental school and only 9.6% during their residency. Positive SDF professional development was reported frequently (education through publications 53%, online resources 41%, continuing education courses 38%). The majority knew much/very much about what SDF is used for in dentistry (77%), about treating caries in pediatric patients (80%), and which problems SDF use can have (62%). Their SDF attitudes were positive: SDF use was considered a good treatment alternative for restorations in children with behavioral problems (85%) and for patients who were medically fragile (85%) or had severe dental anxiety (81%). Among the respondents, 31% used SDF often/very often to arrest carious lesions in primary teeth, and 87% expected increased future SDF use. The more SDF professional education the respondents had, the more self‐reported knowledge they had (r=0.52; p<0.001), the more positive their SDF‐related attitudes (r=0.25; p<0.001), and the more likely they were to use SDF (r=0.37; p<0.001). These results suggest that expanded education about the proper use, benefits, and limitations of SDF is needed and is likely to increase pediatric dentists' SDF utilization.

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The aim of this study was to determine if the timing of a case-based discussion affected dental students' assessment scores. The study specifically investigated whether the timing of a 60-minute case-based discussion before or after a 90-minute lecture affected students' performance on a quiz on topics in pediatric dentistry. In addition, students' preferences for the timing of the case discussion and confidence in the material with different timings were assessed in a survey. In a crossover design, all 52 second-year students in fall 2016 at one U.S. dental school participated in a case-based discussion either before or after lectures on stainless steel crowns and pulp therapy, compared to a control unit on space maintenance with no case-based discussion. The students took quizzes and responded to questionnaires a week after the lectures. A total of 45 (87%) of the 52 students consented to have their scores used. The results showed that the students performed better on the quiz when participating in a case-based discussion after the lecture compared to the discussion before the lecture (after mean=6.1±0.8 vs. before mean=5.5±1.3). The students' control quiz mean following a lecture with no associated case discussion was 6.3±0.8. Students also expressed more confidence when the case was held after the lecture (12.7 vs. 11.6, p=0.02) and preferred the case after (p=0.01). This study found that higher quiz and confidence scores resulted when a case discussion was held after (vs. before) a lecture. When dental educators consider adding a case discussion to a lecture format as a method of increasing students' active learning, these results suggest that having the case discussion after the lecture may be more effective for learners new to the material.

Purpose With the increasing number of applicants and changes to information available in applications, pediatric dentistry program directors must adapt the resident selection process. The evaluation approach was significantly impacted when the National Board Dental Examination (NBDE) changed to a pass/fail grading system. The purposes of this are study to examine what criteria pediatric dentistry program directors now use to select residents, and to evaluate current criteria against those used in the past. Methods A 30‐item survey was structured similar to a previous questionnaire used in 2005. An invitation to participate was sent via email to all pediatric dentistry program directors for the 82 Commission on Dental Accreditation (CODA)‐accredited programs located in the United States and Canada. Anonymous responses were analyzed. Results There were 58 responses (70.7% response rate). The overall most important factors were clinical grades, dental school class rank, dental school grade point average (GPA), and applicant's essay. The least important factors were the applicant being a graduate of the program's dental school, Advanced Dental Admission Test (ADAT) score, and applicant's fluency in a second language. The factor that had the most significant increase in importance from 2005 is the applicant's essay, followed by dental school reputation and the dental school's pediatric program reputation. Conclusions The most important factors to program directors are clinical grades, dental school class rank, dental school GPA, and applicant's essay. The applicant's essay has increased in importance since 2005.