This qualitative research study identified criteria for clinical teacher quality preferences as perceived by dental students. Third and fourth year dental students at New York University College of Dentistry were given a two question, open-ended survey asking what qualities they liked most and least in a clinical teacher. Responses were collected until data saturation was achieved. A total of 157 respondents provided a total of 995 written comments. Descriptive words within the responses were coded and grouped into key words, according to similar relationships, and further refined into 17 defined categories. Three core themes, Character, Competence and Communication, emerged from these 17 categories, which were validated according to specific references found in the existing educational literature. 'Character' comprised nine of the 17 defined categories: (caring, motivation, empathy, patience, professionalism, available, fairness, happiness, patient-centred) and yielded 59.1% of total student responses; 'Competence' consisted of five categories: knowledgeable, expertise, efficient, skilful, effective (29.2%); and 'Communication' represented the remaining three categories: feedback, approachable and interpersonal communication (11.7%). Positive and negative responses related to the defined category of caring were cited by 59.2% of all students. Motivation was the next highest category, cited by 45.9% of students. Non-cognitive attributes, especially those in the Character theme, comprised the majority of student comments. Because students' perceptions are so critical to understanding clinical teaching effectiveness in dental education, these findings can be used to develop assessments to measure clinical teaching effectiveness, to create criteria for the hiring and promotion of clinical faculty and to plan faculty development programming.

Social media, also known as Web 2.0, includes a set of web-based technologies in which users actively share and create content through open collaboration. The current students in dental school are Millennial learners who are comfortable using social media, such as Facebook and Twitter, for both socialization and learning. This article deines and explores the range of Web 2.0 technologies available for use in dental education, addresses their underlying pedagogy, and discusses potential problems and barriers to their implementation.

Quality of life is a complex construct that affects the overall life satisfaction, emotional well‐being, and functioning of individuals. The aim of our study was to assess the quality of life of dental students at one U.S. dental school, using the World Health Organization Quality of Life (WHOQOL)‐BREF, a multi‐dimensional, cross‐cultural, validated, and reliable survey instrument. Of the 1,437 students invited to participate, 401 students responded, but 17 were excluded because of missing data. The final sample consisted of 384 students for an overall response rate of 27%: response rates by year were first year 32.6%, second year 16.9%, third year 26.6%, and fourth year 24.0%. The results showed that the responding students rated their overall quality of life as good. The Physical Health domain had the highest mean score, while the Psychological domain had the lowest. Females reported higher quality of life than males in the Social Relationships domain. Single students were found to have a lower perceived quality of life than married students. Older students were found to have lower perceived quality of life in the Physical Health and Environment domains. Physical Health domain scores were significantly higher for fourth‐year than first‐year respondents, while Psychological domain scores were significantly lower for third‐year than first‐year respondents. Further research is needed to explore the effect of dental school on the quality of life of dental students. Targeted programs to impact students’ quality of life at various points in the curriculum may be beneficial.

Social media consist of powerful tools that impact not only communication but relationships among people, thus posing an inherent challenge to the traditional standards of who we are as dental educators and what we can expect of each other. This article examines how the world of social media has changed dental education. Its goal is to outline the complex issues that social media use presents for academic dental institutions and to examine these issues from personal, professional, and legal perspectives. After providing an update on social media, the article considers the advantages and risks associated with the use of social media at the interpersonal, professional, and institutional levels. Policies and legal issues of which academic dental institutions need to be aware from a compliance perspective are examined, along with considerations and resources needed to develop effective social media policies. The challenge facing dental educators is how to capitalize on the beneits that social media offer, while minimizing risks and complying with the various forms of legal constraint.

This pilot study sought to determine whether New York University College of Dentistry's online tutorial on domestic violence is effective for dental students poised to embark on their professional careers. The modular program is based on the RADAR model developed by the Massachusetts Medical Society. RADAR stands for Routinely screen, Ask direct questions, Document indings, Assess patient safety, and Review options and refer as indicated. An objective and validated measure, the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS), was given pre-and post-tutorial to determine whether it impacted senior dental students' knowledge, attitudes, beliefs, and behaviors about intimate partner violence. Study participants were twenty-ive senior dental students (7 percent of a class of 358) who had not received didactic instruction in domestic violence for over two years. A quasi-experimental research design was utilized. Data analysis indicated statistically signiicant improvements in composite scale scores on the PREMIS Perceived Preparation, Perceived Knowledge, and Actual Knowledge sections. There was a statistically signiicant improvement on the self-eficacy and constraint opinion scales. The other six opinion scale scores showed improved but not statistically signiicant scores. This online tutorial was found to be effective in increasing the participants' perceived preparation, knowledge, and self-eficacy and decreasing perceptions of provider constraints in managing victims of intimate partner violence. Dr. McAndrew is Clinical Professor and Senior