J Dent Educ. 71(1): 104-114 2007
© 2007 American Dental Education Association
Abstracts of Presentations
The following abstracts were peer-reviewed by members of the Section on Dental Informatics following established criteria.
—Elise Eisenberg, D.D.S.
Councilor, ADEA Section on Dental Informatics Coordinator, ADEA TechExpo 2007
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1. The Use of Course Management Tools to Support P2P Instructions
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Ranier M. Adarve, Oregon Health & Science University; Jeffrey H. Brunner
Traditional didactic teaching in dental education utilizes lecture as the primary method of delivering instructions to students. Though it is considered very practical to use in large-group teaching, the method has been criticized for being one-way in learning that tends to make students passive recipients of information instead of engaging them in active two-way learning. With advances in computer technology, dental faculty can now utilize Course Management Tools (CMTs) to support person-to-person teaching (P2P). Features like message board, online quiz, chat rooms, links, and other functions unique to classroom use are just some of the tools that can support traditional classroom teaching. These tools can facilitate collaboration, assessment, and monitoring and provide increased motivation and active engagement of the students. This presentation discusses CMTs in supporting classroom instructions and demonstrates how they are used in preclinical teaching at Oregon Health & Science University School of Dentistry. The important pedagogical features of the tools are also elaborated, and their roots to contemporary theories of learning are explained. This presentation will provide a useful overview for dental educators who want to engage in technology-enhanced learning.
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2. Portable Multimedia Clinical Dentistry Review
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Ian G. Bennett, Arizona School of Dentistry and Oral Health; Robert W. Hasel, Midwestern University
The objective of this project is to streamline the cumbersome, multisource review process used by doctors and predoctoral students prior to initiating clinical procedures into one digital source of all the necessary information. Diagnostic and treatment clues, criteria and preparation design, anatomical considerations, dental materials considerations, on-demand video, tips, and other important information are included for each procedure. Information is gathered from major textbooks and educational materials. A portable media player such as an iPodTM is used to present the information in multimedia format. Because of the ease of use, students will prepare better and more often for their clinical procedures. Within a few minutes of integrated review, the student is comfortable with the procedure and ready to learn from the experience. This project will achieve its objective by gathering the necessary information and media and authoring it in a digital format by July 2007.
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3. An Interactive E-Course Design: A Combination of Multimedia, Problem-Based Learning, and Interactive Web Courseware
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Jung-Wei Chen, University of Texas Health Science Center at Houston; Craig Johnson, University of Texas Health Science Center at Houston; Robert Tate, University of Texas Health Science Center at Houston; Thomas Wild, University of Texas Health Science Center at Houston; Cynthia Phelps, University of Texas Health Science Center at Houston
Dentistry requires not only rote memorization, decision-making, and problem-solving skills but also high levels of sensory-motor ability. The theoretical framework for developing sensory-motor skills is based upon the information-processing theory, and it emphasizes the importance of feedback in correcting motor behavior and selective attention in determining what actions are taken. It suggests two ways in which learning/teaching of motor skills can be facilitated: 1) slowing down the rate at which information is presented, and 2) reducing the amount of information that needs to be processed in each step. Multimedia programs have shown a positive effect in the development of higher cognitive skills in science learning. The use of multimedia representations of abstract scientific concepts has been related to enhanced holistic understanding of the content. Problem-based learning has been proven to be a very effective way to teach undergraduate dental students in clinical diagnosis and treatment planning. In this study, the course was designed with well-rounded supports such as an interactive website, multimedia supportive material, problem-based learning, and hands-on exercises. The students were encouraged to use the interactive website to communicate with the faculty. The multimedia-supportive material included animation, digital video clips, an online PowerPoint slide show, and traditional video. In the problem-based learning part, students are formed into groups of five, which receive the assigned case with history, clinical pictures, radiographs, and vital signs. Each group has to present the case in a formal manner to the class.
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4. A New Imaging Dimension of Accuracy and Efficiency: Sirona Dental Systems
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Patricia A. Czaplinsky, Sirona Dental Systems
Sirona 3D imaging with Cone Beam technology extends dental diagnostics and treatment capabilities to meet the demanding needs of accuracy. New Sirona imaging algorithm calculates a large volume 3D image set using over 200 exposures, captured in less than fifteen seconds at a low dose of less than 80mRs to the patient. These high-resolution images will be accompanied by a "Patented" evaluation window that will permit the reviewer to isolate specific areas of the anatomical structure and focus on diagnostic certainty, operational reliability, and investment security. In time, this technology can replaced the traditional Panoramic, Cephalometric, and possibly intraoral images. It clearly is more comfortable for the patient and for the operator to produce images. Exposure time and patient dose are reduced considerably when compared to individual Panoramic, Cephalometric, and intraoral X-ray surveys.
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5. Tobacco-Free! Curriculum: An Online Tobacco Cessation Curriculum for Dental and Dental Hygiene Faculty
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Joan M. Davis, Southern Illinois University
The Tobacco Free! Curriculum contains a faculty guide, PowerPoint slides with talking notes, oral cancer screening slides, and a toolbox. The curriculum is divided into six modules (epidemiology, oral and general disease, addiction, pharmacotherapies, cessation strategies, and community action). The modules can be presented individually or in one unit. Each module contains an overview, learning objectives, content outline, learning activities, assessment tools, references, and PowerPoint slides. A separate self-instruction module has also been developed to provide students with the opportunity to learn the material at their own pace. An essential component of this curriculum is the inclusion of resources to establish or expand a clinical tobacco cessation program. Tobacco cessation interventions are behaviorally based; therefore, this curriculum strives to bring students to clinical competency. The Tobacco Free! Curriculum was developed in accordance with ADEA’s policy statements and competencies; it follows the U.S. Public Health Service 2000 Guideline (Ask, Advise, Assess, Assist, and Arrange) and is compatible with the ADHA Ask, Advise, and Refer initiative. All materials are downloadable and can be saved on hard drive or CD for class and clinical use. Educators are issued a username and password when they register, giving them unlimited access to the curriculum. They are also invited to participate in future evaluation and research related to the curriculum project.
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6. The Use of Personal Digital Assistants (PDA) in Pediatric Dentistry Community Outreach
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Jill B. Fernandez, New York University; Amr M. Moursi, New York University; Elise S. Eisenberg, New York University
The New York University College of Dentistry, Department of Pediatric Dentistry, has had a long-standing commitment to provide educational, prevention, and treatment services for New York City schoolchildren. The overall objectives of this program are to introduce dental students as early as their first year to pediatric dentistry, provide a positive first experience in their role as health professionals, and help dental students appreciate their responsibilities to the community while providing oral health education to children and parents in New York City. In order to enhance the screening process, improve patient education, and improve data collection, we have incorporated the use of Personal Digital Assistants (PDAs) into our outreach program through the use of short PowerPoint slide shows and customized screening forms. During the first semester, all 250 first-year dental students complete a three-month didactic component. They acquire the basic skills necessary to provide oral health education to children and perform noninvasive oral-facial screenings. In the second semester, students participate in two outreach sessions. In small groups, dental students and faculty visit local community public schools and daycare centers. Oral health education and screenings are provided to children in their own classrooms. Images of good and poor oral health and cartoons describing oral disease and oral hygiene techniques are presented on multiple PDAs. Screening information is collected on a customized digital form developed by our Dental Informatics Department. A portable printer is used to print educational and screening forms for parents. PDAs are then synchronized with a central server. As we incorporate this technology into our program, we will survey the dental students, children, and teachers to determine their perception of its effectiveness. PDA-collected data will also be combined with previous data to study the impact of oral health education on caries rates in a public school setting.
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7. Simulation Use of the Clinic Management Software in the Preclinic Experience
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Stephen J. Griffin, Baylor College of Dentistry
Use of the clinic management system (axiUm) in the preclinical curriculum provides the student a smoother transition to patient treatment due to increased competency and comfort level with the system. It also allows preclinical faculty to make use of the assessment tools of the system to track students’ progress and competency during the completion of preclinical projects. The training database is utilized for these courses using two "dummy" charts for each student. Students are provided hands-on training on the axiUm modules in a course titled "Introduction to Clinical Practice." Other preclinical courses in the simulation lab use axiUm as part of the experience to simulate the use of the clinic management system for projects performed on the mannequin. Supervising faculty provide assessments on the projects in axiUm. Reports can then be generated showing trends in student strengths and/or deficiencies. Other reports provide progress of each student through a series of projects. The faculty member overseeing D2 student progress is able to obtain evaluation of all aspects of preclinical comprehensive care. Students have reported a high comfort level, and faculty have reported an increased competency of students’ ability to navigate the management of patient treatment after beginning this program. As the college progresses to a completely digital environment, plans are in place to include digital radiography in preclinical endodontics and use of the electronic health record on the simulated patient in the preclinical experience.
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8. The Implementation of Online Patient Application Tools to Support Patient Screening at the UTHSCSA Dental School
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Gary F. Guest, University of Texas Health Science Center at San Antonio; Joseph P. Connor, University of Texas Health Science Center at San Antonio; Richard M. Ongkiko, University of Texas Health Science Center at San Antonio
The University of Texas Health Science Center at San Antonio Dental School has initiated a web-based application process to support patient screening. In addition, a management module has been developed to facilitate scheduling potential patients for their initial evaluations. The purpose of this project is to enhance the efficiency of patient in-processing to the outpatient dental clinic by: 1) providing a mechanism for 24/7 access for potential patients; 2) providing basic patient education to assist them in their self-identification of oral health problems; and 3) aiding staff and faculty in decisions on potential patient scheduling in the school’s screening clinic. Once individuals access the site using an Internet browser, they are redirected to a secure site on the campus network. The site contains information about school programs and how to complete the online application. Demographic data collected include name, contact phone numbers, availability, and email address. The oral health self-assessment data include categories for caries, periodontal disease, missing teeth, and the patient’s opinion about need for extractions, fixed and removable prosthodontics, and orthodontic procedures. Each of these categories is linked to a patient education page with descriptions and images of conditions or procedures. Completed applications are managed by staff for assignment. The management module utilizes email for communication with individuals concerning their status. Reports have been developed to assess aggregate screening data on the volume of applications, patient types, and timing of appointments. Since implementation, faculty directing screening efforts and staff supporting them have reported increased satisfaction with the process. Preliminary data indicate the school is receiving over 150 applications per week through the online application process, and more than 80 percent of patient applicants receive their screening appointment information via email.
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9. Utilization of Blogs and Chat Rooms for Case Study Collaboration
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Anne E. Gwozdek, University of Michigan; Christine P. Klausner, University of Michigan; Wendy E. Kerschbaum, University of Michigan
Web-based communication can be used as a tool for student collaboration. First-year dental hygiene students organize groups to collaborate and develop a dental hygiene treatment plan, written report, and oral presentation based on assigned cases. Previous students identified that opportunities to meet with group members posed a challenge, impeding the progress and thoroughness of this project. In consultation with the University of Michigan Digital Media Commons Collaborative Technologies team, web-based communication options were identified to address student concerns. Nine case study blog sites, in addition to one course blog, were developed to provide students and instructors an electronic asynchronous communication format. Two chat rooms were established within the CTools course management site to provide opportunities for synchronous communication. The purpose of this study is to evaluate the effectiveness of web-based communication during a group case study project to enhancing learning related to treatment planning.
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10. E-Portfolios to Support Teaching and Learning in an AEGD Residency Program
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Michelle V. Hall, Columbia University; Ayxa Calero-Breckheimer, Columbia University; John Zimmerman, Columbia University; Richard Abbott, Columbia University
Successful e-portfolios document and provide a repository for student work and facilitate peer sharing as well as faculty assessment and feedback. E-portfolios also encourage continual self-assessment through reflection, which promotes high-quality work. To provide an optimal electronic environment, we used an easily customized system for collaborative content management based on the common open-source platform Plone. The major features are: 1) program calendar; 2) blog to support reflection; 3) private home pages and folders for each resident; 4) workflow to support mentoring and evaluation, e.g., mentors can review and publish student pages; 5) PL3P pages to document learning objectives and evidence of learning (best evidence topics, cases, and seminar presentations); 6) smart folders to search and display student work; 7) mentor-specific access features, such as a review queue for completed portfolio objects and email alerts upon student submission of work for evaluation; and 8) ability to add comments to student submissions.
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11. Construction of an Interactive Dental Anatomy Examination Using Quicktime VR
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Pauline E. Hayes, University of Maryland
The first year of dental school is foundational. Recognizing and applying core materials are essential to the developing dental professional. Testing with images gives course directors a means of evaluating visual learners. If high-resolution, interactive, virtual video clips are used in place of traditional physical specimens, students can focus more time and effort on evaluating the questions and discerning the appropriate response. Serial photographs taken with a rotating platform and a Cannon EOS 20D digital camera are stitched together with VR Works program. This program enables the formation of video clips that can allow the user to view the images from multiple angles. Using the Questionmark interactive digital testing program with Quicktime movies of natural teeth, dental anatomy course directors are able to evaluate the first-year dental student’s ability to recognize and apply appropriate tooth morphology.
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12. Teaching Genetics Through Collaborative Patient Simulations
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Lynn A. Johnson, University of Michigan; Christine Klausner, University of Michigan; Mike Bleed, University of Michigan
The contributions of hereditary factors on the development of numerous and varied dental disorders are gaining increasing awareness as well as the implications of systemic diseases on dental care. Yet surveys of practitioners demonstrate a dearth of genetics knowledge and the inability to use genetics information during patient care. Delivered via the World Wide Web, the "Genetics Education in Dentistry" software combines the proven strategies of computer-based patient simulations with small-group collaboration to allow students to practice the clinical problem-solving skills of information-gathering, literature searching, and diagnosis and treatment planning as they apply to dental patients. This program guides students through the collaborative process of collectively identifying patient-related issues that require research, evaluating and sharing the results of that research, and writing the case report. The simulated patient experience is enhanced through the use of actual patients with genetic conditions. Live interviews, intraoral and radiographic images, and charts are all presented. The simulated patient experience culminates with the writing of a case report. Once the case report is submitted, students are able to view an expert’s report. Each step in the decision-making process is recorded, thus enabling faculty to understand the students’ thinking processes. During the development of the software, a rigorous formative evaluation was conducted with eight first-year dental students and five fourth-year dental hygiene students. During fall of 2006, a summative evaluation is measuring the learning impact of the project.
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13. Innovative Use of Barcodes and Optical Scanning in Rapid Clinical Progress Assessment of Students
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Dale S. Kanner, The Ohio State University; Meade vanPutten, The Ohio State University; David A. Savage, The Ohio State University
Effective clinical performance evaluation ensures that dental students are developing as clinicians and identifies when faculty intervention is needed. An optical scanning software suite that offers significant flexibility of form design and data parameters was employed in the collection of clinical performance data. Efforts to develop an optically scanned student performance evaluation form resulted in the creation of a new student evaluation/day sheet employing barcodes in place of fields that were once completed by hand. Specialized queries to the central clinical management system via a report-writer suite facilitate the preprinting of student evaluation/day sheets for each predoctoral appointment. Each evaluation/day sheet includes patient account balance, current treatment, future treatment plan information, student ID, patient ID, faculty ID, date of next oral prophylaxis, and a unique appointment identifier code. This appointment identifier code references each evaluation/day sheet to clinical events recorded in the central clinical management system and provides the key for real-time updates and queries pertaining to student activity. Since this system’s implementation in January 2006, more than 9,000 faculty evaluations of student clinical performance have been added to the predoctoral clinical course database. When scanned, each evaluation/day sheet can supply data to the more than thirty fields contained in each record.
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14. Educational Tool for Interpretation of Dental Images
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Lisa Koenig, Marquette University; Min Wu, University of Wisconsin-Milwaukee; Thomas Wirtz, Marquette University; John Lynch, University of Wisconsin-Milwaukee; Xiao Zhang, University of Wisconsin-Milwaukee
Students’ and dentists’ encounters with radiographic pathology can be limited due to the small size of patient pools and the relatively low occurrence rate of disease. In some cases, the student’s sole exposure is from textbook depictions. Existing cases cannot be used to their full potential because they are not properly annotated, archived, and shared. We are developing a tele-educational system for dental radiology (ESDR) to improve dental students’ skills in interpreting dental radiographic images. The software program is written in Java on a Windows platform. Diagnostic images can be retrieved and manipulated with a DICOM image viewer on a high resolution monitor. The program will also display the relevant clinical and pathologic information. The student will progress through a series of decision-making steps that commence with localization of the region of interest. The student will be asked to make decisions regarding the appearance of the periphery, shape, internal structure, and effects on surrounding structures of the entity in question. The student will proceed with a diagnostic algorithm to arrive at a final interpretation. A prototype with five cases will be demonstrated. This project is funded by a grant from the Wisconsin Initiative for Biomedical and Health Technologies.
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15. Domestic Violence Identification Using a Palm Pilot
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Jan Levy, New York University; Maureen McAndrew, New York University
Domestic violence is one of the most serious problems in the United States today. Because the injuries often occur in the head and neck area, dentists are frequently the first health professional consulted. However, dentists have not been at the forefront of identifying and referring victims of domestic violence. In our program, students will use RADAR software, an accepted identification program, installed on a Palm Pilot. It is expected that the convenience and ease of use of the PDA and the software will increa
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