Effective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students. A total of 175 dental and dental hygiene undergraduate students nominated a total of forty instructors for teaching awards, providing a total of 695 qualitative statements reflecting their teaching in two learning contexts: the classroom and the clinic. Seven categories of effective teaching qualities were identified: individual rapport, organization, enthusiasm, learning, group interaction, exams and assignments, and breadth. Based on the frequency of the themes, effective teaching in the classroom was best defined by organization and rapport, whereas in the clinic, rapport was the most frequently described behavior. Moreover, dentistry students perceived enthusiasm as an effective teaching quality more frequently than did dental hygiene students, whereas dental hygiene students provided more responses to learning. These findings can provide guidance in preparing undergraduate dental and dental hygiene educators to enter the teaching environment. The ultimate goal to be achieved from identification of effective teaching qualities, as determined in this study, is improvement in clinical and classroom teaching for dentistry and dental hygiene programs.

Research has proliferated in recent years regarding the relationship of oral disease to systemic conditions. Specifically, periodontal disease has been studied as a potential risk factor for multiple conditions such as cardiovascular disease (CVD) and adverse pregnancy outcomes, while other research focuses on exposures or behaviors associated with oral disease. However, few articles have been published reporting how this information is integrated into schools of dentistry, both in the classroom and clinical curriculum. For our study, a thirty-three-item survey and cover letter were electronically mailed to academic deans at sixtyfive accredited dental schools in the United States and Canada in the fall of 2007. The response rate was 77 percent. According to the responses to this survey, the primary topics covered in the didactic curriculum regarding periodontal oral-systemic disease are aging, CVD, diabetes, and tobacco use. Eighty-eight percent of the respondents reported that their students are knowledgeable about the role of inflammation and its impact on oral-systemic conditions. Forty-eight percent of the respondents said they provide formal training for their students in how to discuss or communicate aspects of periodontal oral-systemic disease with patients. Only seven schools reported teaching didactic content to dental students intermixed with other health professions students, and only two schools reported conducting joint projects. Only 9 percent of the respondents said they think nurses and physicians are knowledgeable about oral-systemic disease. The findings indicate that dental schools are confident about the knowledge of their students regarding oral-systemic content. However, much work is needed to educate dental students to work in a collaborative fashion with other health care providers to co-manage patients at risk for oral-systemic conditions.

This paper presents a review of the antiquity of periodontal disease, discussing past aetiological concepts in comparison to current research on the causes of this condition. As periodontal disease is analysable on dry bone specimens, it is possible to document its natural history. To date, little work has been done on an actual system of measurement for periodontal disease in such specimens. A new system of measurement is proposed, which is confined to evaluating the periodontal status of post-mortem skulls. The system is a modification of the Ramfjord index for periodontal disease (PDI) and can be adapted for both individual specimen measurement and for population studies. Seven skulls, ca. AD 500-700, from the Varden Site at Long Point, Ontario, were examined using the proposed system. Mean attachment loss was computed for each of the seven specimens. The results revealed one specimen with early periodontitis, four with moderate periodontitis and two with advanced periodontitis. This system provides a concise method for classification of the severity of periodontal disease in dry bone specimens that will be useful in documenting the history of this disease.

Maintaining competence requires health care practitioners to remain current with research and implement practice changes. Having the capacity to relect on practice experiences is a key skill, but relective skills need to be taught and developed. This exploratory qualitative study examined the outcomes of a dental hygiene program requirement for developing relective practitioners. Using a purposive convenience sample, students were solicited to participate in the study and submit relective journals at the end of two terms. Eleven of twenty-six students participated in the study, providing sixty-four relective entries that underwent qualitative thematic analysis. Using a relective model, we identiied themes, developed codes, and negotiated among ourselves to reach consensus. Results showed approximately two-thirds of the participants reached the central range as "relectors" and most of the remaining fell within the lower range as "non-relectors." We concluded that dental hygiene students reached similar levels of relection to other groups and the triggers were varied, appropriate for early learners, and divided between positive and negative cues. However, the small sample represented less than one-half of the class, yielding a potentially biased sample. Therefore, we conclude that the indings provide a departure point for further research with a more cross-cutting sample in order to substantiate relective educational requirements and validate these indings.

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