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Educational Programming and Meetings |
Lunch and Learn programs on Sunday, Monday, and Tuesday offer participants the opportunity to hear focused presentations and hold roundtable discussions on a specific topic. Each table’s discussion is limited to ten participants. The opportunity to join any individual table is on a first-come, first-served basis. A fee, which includes lunch, is assessed with registration.
Sunday, March 6
12:30–1:30 pm
1. Integrating Cultural Competency Issues in the Curriculum*
Coordinator: Prof. Patricia Inks, University of Pittsburgh
CE CREDIT:
The Institute of Medicine has recommended health care professionals develop standards valuing cultural competency and diversity in the curriculum. To do this effectively, we need to weave cultural competency issues through each course rather than adding on to current content. This lunch and learn will include a discussion of the expectations of both teachers and learners as a diversity issue. We will also review currently used classroom material, including exercises, that address cultural competency standards.
2. Reflective Learning*
Coordinator: Ms. Donna Warren, University of Texas at Houston
CE CREDIT:
As faculty, we desire to facilitate the professional development of our dental and dental hygiene students but often find ourselves constrained by curricula and other difficulties. Recent reports have suggested that reflective learning and critical incident reporting by students can help develop professional attitudes and behaviors. A review of several different student learning experiences and studies on their relative effectiveness as well as discussions on how to integrate these experiences into the curricula will be presented.
3. Teaching Evidence-Based Dental Hygiene*
Coordinator: Prof. Lorinda Coan, Indiana University
CE CREDIT:
Making clinical decisions based on evidence is a competency of many dental hygiene programs. How to incorporate these concepts is a challenge faced by many educators. This lunch and learn will present to the audience the curricula used by the Indiana University School of Dentistry Dental Hygiene Program to introduce evidence-based decision making to the dental hygiene student. Included will be syllabi, course outlines, and assessment mechanisms to determine competence. Discussion will follow the presentation.
4. Coaching to Enhance Skills*
Coordinator: Dr. Marvin Leif Stromberg, Baylor College of Dentistry
CE CREDIT:
This lunch and learn will discuss coaching principles and listening skills to help take students from their current skill levels to higher levels of cognition.
Monday, March 7
12:00 noon–1:00 pm
5. Incorporating Host Modulatory Therapy into the Dental Curriculum*
Coordinator: Dr. Maria Ryan, Stony Brook University
CE CREDIT:
The course will review the evolving therapy of host modulation and its incorporation into periodontal disease management. The purpose of this course is to update the participant on current periodontal treatment strategies that affect periodontal care. There will be an open discussion on recommendations on incorporating host modulation therapy into the dental curriculum. This program has been funded by CollaGenex Pharmaceuticals, Inc., clinical investigator, member of the Periodontal Advisory Board, and consultant.
6. Developing a New Course to Introduce Periodontal Instrumentation to First-Year Dental Students*
Coordinator: Prof. Beverly McClure, The Ohio State University Copresenters: Dr. Hilary Soller, Prof. Janet M. Uldricks, The Ohio State University
CE CREDIT:
Dental hygiene (DH), primary care, and periodontal faculty collaborated to develop an introductory periodontal instrumentation/patient care course for first-year dental students. Hygiene faculty delivered lectures and coordinated learning exercises and clinical experiences. Most experiences were clinically based. Senior DH students assisted faculty in providing instruction and clinical supervision. The course goal was to prepare dental students to treat recall patients. Facilitators will share insights in developing this new program.
7. Caring for Underserved Populations and Fiscal Responsibility in Dental Education*
Coordinator: Dr. Mary Lynn Froeschle, University of Nebraska
CE CREDIT:
Dental schools may find their clinic populations reflecting numerous medically compromised, elderly, and financially impaired individuals. How do you educate graduates to treat the demanding oral health care needs of these vulnerable populations while maintaining the fiscal needs of dental institutions? Discussion will focus on the role of dental institutions in providing care to underserved populations, strategies to meet the educational and financial goals of dental schools, and the development of socially aware oral health care providers.
8. Generation X Goes to Dental School*
Coordinators: Mr. Matthew Milliner, Dr. Judy Skelton, University of Kentucky
CE CREDIT:
Dental schools are largely populated by Generation Xers. These students have been characterized as being selfish, cynical, dependent on parents, and questioning of authority. The collective influence of these characteristics is felt in our classrooms and clinics. This lunch and learn will provide insight into these characteristics, and discussion will focus on how they play an integral role in learning. Instructional methods that may provide some relief to professors and students alike will be explored.
9. Integration of Patient Care Coordinator (PCC) Staff into a Predoctoral Clinic Program*
Coordinator: Dr. Bob Hirsch, Case Western Reserve University
CE CREDIT:
Recently a clinic staff position was developed to act as the dental receptionist for a group of predoctoral students (seven D3 and seven D4). The primary reason for the position was to improve efficiency in our clinic. As time proceeded, we observed that the PCC was creating firsthand practice management opportunities for our students and a very rich learning environment. Discussion will center on the PCC program, the challenges observed, and the learning processes taking place. The development of the PCC staff position was looked at as an integral part of the transition from a requirement program to a comprehesive care competency-based program. A common challenge when making this transition is to try and keep the clinic experience levels at a reasonable level. The PCC position plays the key role in trying to accomplish this. The practice management learning opportunities are proving to be so great that for this reason alone the creation of the position is justified.
Tuesday, March 8
12:30–1:30 pm
10. Vertical Integration of D1 Students into Clinic Educational Settings*
Coordinator: Dr. Robert Hirsch, Case Western Reserve University
CE CREDIT:
An educational goal in dental schools is the early integration of students into clinic learning environments. D1 students are assigned to clinic educational groups at the beginning of the fall semester. This opens the door of opportunity for students to interact with the same patients, staff (patient care coordinator), and faculty for four years. Discussion will focus on implementation, makeup of the clinic educational groups, student clinic educational opportunities, and patient satisfaction with the process. The assigning of D1 students started about one and a half years ago. Our clinic is set up into group practice models with a staff person, preceptor, D1–D4 students, and their own comprehensive care patient family. The D1 student is assigned to a D3 and the D2 to a D4. As the D4 graduates, the patients are assigned to the D2 partner. Staff and faculty stay with the patient year after year. We have found a high acceptance rate with this program by all involved.
11. Planning for Continuation of Dental Educational Programs in the Event of a Crisis*
Coordinator: Prof. Katherine Schrubbe, Marquette University
CE CREDIT:
The events of 9/11 have imposed the necessity for institutions and individuals to assess the implications of homeland security and continuation of business and patient care in the event of a crisis situation. How should dental schools respond? This program provides a concise outline of unique challenges in dental schools and how they can work with the greater university to assemble a plan for continuation of business, education programming, and clinical function in the event of a crisis.
12. Retention of Minority Faculty Through Research Development*
Coordinator: Dr. Keith Mays, University of Maryland
CE CREDIT:
This program will discuss a structural scheme and the process to develop minority junior clinical faculty into independent researchers. The development of clinical researchers will foster translational research that can be taught in the clinical setting. In addition, the development of minority faculty in a way that fosters retention and promotion will facilitate access to care by placing key individuals at one end of the pipeline, who become role models and mentors, helping to produce future minority faculty.
13. Living with Post-Tenure Review: One School’s Experience*
Coordinator: Dr. Ted Pate, University of Texas Health Science Center at Houston
Presenter: Dr. Paula O’Neill, University of Texas Health Science Center at Houston
CE CREDIT:
This program will discuss the post-tenure review process and what has driven many schools to engage in such a process. The rationale for and methods in establishing a specific model that has been developed and in place for the last six years at the University of Texas Health Science Center at Houston will be presented. The benefits and shortcomings of the process, expectations, and outcomes will be discussed. Participants will be asked to share post-tenure review experiences from their own institutions.
Footnotes
* fee assessed with registration 
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