No abstract

Introduction:The continual evolution of dental education, dental practice and the delivery of optimal oral health care is rooted in the practice of leadership. This paper explores opportunities and challenges facing dental education with a specific focus on incorporating the use of artificial intelligence (AI). Methods: Using the model in Bolman and Deal's Reframing Organizations, the Four Frames model serves as a road map for building infrastructure within dental schools for the adoption of AI. Conclusion: AI can complement and boost human tasks and have a far-reaching impact in academia and health care. Its adoption could enhance educational experiences and the delivery of care, and support current functions and future innovation. The framework suggested in this paper, while specific to AI, could be adapted and applied to a myriad of innovations and new organizational ideals and goals within institutions of dental education.

No abstract

IntroductionEstimate proportion of various approaches used by dental hygienists for engaging patients in decisions commonly arising during scaling and root planing. Distribution of approaches was compared across various task components in this procedure, practice experience of dental hygienists and patient compliance.Materials and MethodsSurvey of graduates from and students in a baccalaureate dental hygiene program.ResultsPaternalism (tell then do) and informed consent (give choices and reasons and ask for permission) were more common than shared decision‐making (discuss alternatives, solicit patient input and arrive at a mutual decision) and disengagement (patient refusing offered service or avoiding further involvement) by a ratio of 4 to 1 for the first 2 compared with the latter 2. This relationship was held across selecting treatment, procedural adjuncts, homecare instructions and financial arrangements. Dental hygienists exhibited a range of personal preferences for engagement approaches. No‐show rate, patient disengagement outside the office, was high (20%).ConclusionDental hygienists reported using ‘more controlled’ approaches to engaging patients in decisions regarding treatment. Patients may prefer to engage in more shared decisions and choose this approach by staying away from the office. This may underestimate patients' decisions to stay away from treatment, for example by not showing for completion of the treatment or disregarding homecare routines.

The aim of this study was to identify the challenges encountered by dental assisting students, especially those from underrepresented racial and ethnic groups (UREG), that affected their achieving academic success. In 2016, directors of the nine northern California dental assisting programs were contacted via email to explain the study and request an opportunity to administer the 26-item survey to their currently enrolled students. Student responses were entered into a survey research program, which tabulated the data and calculated the frequency of responses to each item. All nine programs participated, and the overall student response rate was 98%. Most (71%) of the 215 respondents agreed that they had experienced challenges in achieving academic success. Respondents reported the following challenges that made it difficult to perform well at school: financial responsibilities (41%), family responsibilities (33%), and language challenges (21%). These challenges, as well as difficulty understanding the language and vocabulary of instructional materials and cost of tuition and supplies, were statistically related to respondents' perceptions of their challenges to academic success. Most (83%) of the respondents perceived that faculty members supported their academic success. One-third of the respondents were from UREG: Hispanic, African American, and Native American. Higher percentages of UREG than non-UREG participants worked more hours/week (p=0.03) and tended to perceive financial (52%/32%) and family (42%/28%) responsibilities as challenges. Since both UREG and non-UREG respondents experienced these challenges, all students should be informed of institutional and programmatic resources that can assist them in achieving academic success.