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Daily Schedule |
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Friday, March 16 |
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CE CREDITS: 6
This one-day regional workshop is targeted toward predental advisors, admissions and financial aid officers, and guidance and career counselors from local and school districts. The sessions will include presentations and working groups to enhance student recruitment and admissions efforts.
9:00 a.m.–2:00 p.m.
Special Affiliated Meeting. Association of Canadian Faculties of Dentistry/L’Association des Facultés Dentaires du Canada: Board Meeting+
4:00–7:00 p.m.
ADEA Council of Sections Administrative Board Meeting+
6:30–7:15 p.m.
2007 ADEA Leadership Institute Commencement Reception+
7:15–9:00 p.m.
2007 ADEA Leadership Institute Commencement Dinner+
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Saturday, March 17 |
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7:00–9:00 a.m.
ADEA Council of Deans Administrative Board Breakfast Meeting+
8:30 a.m.–7:00 p.m.
Special Affiliated Meeting. American Association of Oral and Maxillofacial Surgeons (AAOMS) Committee on Residency Education and Training (CRET) Meeting+
9:00 a.m.–noon
ADEA Council of Students Orientation
9:00 a.m.–3:30 p.m.
ADEA Signature Series. The Leadership Paradox: The Dual Role of Leader and Follower*
Facilitator: Dr. William E. Rosenbach, Evans Professor of Eisenhower Leadership Studies and Professor of Management, Gettysburg College
CE CREDITS: 6
Whether serving as a department chair, program director, dean, or in another leadership role, all leaders play the dual role of leader and follower. This workshop will focus on both roles—leader and follower. The leader role will be examined from the perspective of transactional and transformational leadership and how transformational leaders develop their followers as partners. The follower role will be developed from a new, validated conceptual model that examines effective followership and describes four follower styles. Emphasis will be placed on how an individual effectively deals with both roles. Using video case studies from one of the most challenging times in U.S. history, the American Civil War battle of Gettysburg, this workshop is designed to use history as a metaphor for contemporary leadership issues in which the metaphors act as mental bookmarks. The objectives of this Signature Series are to examine a conceptual model of followership and the dynamic interpersonal interaction between leaders and followers; explore strategic decision making as a partnership between leaders and followers; learn the distinguishing characteristics and complementary facets of transactional and transformational leadership; and apply the conceptual roles of leader and follower to the environment of academic dental institutions. See page 63 for more information.
9:45 a.m.–12:45 p.m.
FDW #1. Clinical Assessment at Baylor: Combining Professionalism and Clinical Performance to a Final Grade*
FOCUS: Teaching Techniques
Principal Coordinator: Dr. Mohsen Taleghani, Baylor College of Dentistry
Other Presenter: Dr. Bill Wathen, Baylor College of Dentistry
Workshop Category: Intermediate CE CREDITS: 3
Both clinical and nonclinical competencies must be objectively assessed in competency-based teaching programs. This workshop for clinical faculty at all career levels will encourage attendees to contribute to the discussions. It will consider the segue from passive to active learning necessary for the fulfilled professional life and the modifications required in teaching strategies as clinical instructors become collegial mentors. Clear, objective, nonthreatening ways of evaluating daily clinical performance benefit both student and teacher. The importance of critical thinking and clinical decision making will be discussed, and participants will be encouraged to share their own experiences and thoughts. The workshop portion of the FDW will contrast, assess, and report back alternative methodologies. Topics included are the following: fundamental assessment strategies, student/instructor interactions, measuring student progress with progress examinations and competency examinations, quality-improvement feedback strategies, and overview of other assessment systems. The learning objectives of the FDW are to 1) explore the academic and administrative aspects of nongraded clinical evaluation of dental students in a competency-based education program; 2) present a rationale for evaluating professionalism competency in a nongraded system; 3) consider how numeric GPAs can be derived in a nongraded system; and 4) contrast assessment strategies represented by the attendees.
9:45 a.m.–12:45 p.m.
FDW #2. The Enjoyment of Conducting Clinical Trials*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Edward Wright, University of Texas Health Science Center at San Antonio
Workshop Category: Beginner CE CREDITS: 3
Clinical trials obtain essential clinical information that can be quite different from what practitioners speculated prior to the study. Clinical trials are exciting and informative to conduct and may alter the manner in which practitioners treat their patients; furthermore, scientific journals appear to be eager to publish reports of these investigations. Participants will learn how informative and stimulating clinical trials can be; identify the types of clinical trials and degrees of significance for each; discuss various clinical trials and the strength of their components; realize that results are often different from what was anticipated; and learn about problems others have encountered and how to avoid or solve them. Participants will discuss the different types of clinical trials (case report, case series, case-control series, randomized controlled trial, etc.) and the alternatives for a control group. Five clinical trials will be presented, and the audience will discuss each’s hypothesis, ethics, recruitment, study population, generalizability, randomization, controls, outcome measures, blinding, follow-up, statistical analysis, and conclusions. Volunteers from the audience will be asked to present a current clinical trial, proposed clinical trial, or clinical trial being brainstormed. The audience will be asked to analyze the trial in regard to areas that are well done and to provide suggestions for improvement. Since many ADEA members are encouraged to perform research and publish findings, this workshop will attempt to stimulate their interest to perform a clinical trial, help them understand the type of trial they would like to perform, and show them how to develop the expertise to conduct one.
10:00 a.m.–4:00 p.m.
Special Affiliated Meeting. American Academy of Periodontology Education Committee Meeting+
10:45 a.m.–12:15 p.m.
Section Program. Dental Anatomy and Occlusion: Esthetic Dentistry—Creating Opportunities to Teach Dental Anatomy Across the Curriculum
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Judith Porter, University of Maryland
Other Presenters: Dr. Kevin Frazier, Medical College of Georgia; Dr. Howard Strassler, University of Maryland
Dental anatomy is typically taught in the first year of dental school but has far-reaching effects in all areas of dentistry. Creating opportunities to teach dental anatomy across the curriculum enables the dental educator to emphasize not only esthetics but also the durability of restorations, the health of supporting structures, and the health of the TMJ. Form, function, and esthetics are the foundations of our profession and worthy of continued and sustained emphasis throughout the curriculum. This program will set up a flow chart of the generic dental curriculum starting with dental anatomy in the first year and show how concepts taught in that first hands-on dental course translate into other restorative courses; present examples of "dental anatomy gone wrong," including how poor contours of direct and indirect restoration may have contributed to failure or other complications; and offer examples of proper anatomy that compliment optimal shade, form, and function. Participants will also learn how to create opportunities to integrate dental anatomy across the curriculum through esthetic dentistry and prosthodontics.
10:45 a.m.–12:15 p.m.
SIG Program. Temporomandibular Disorders (TMD): Instructional and Learning Resources for TMD
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Ronald Attanasio, University of Nebraska
Other Presenters: Dr. Edward Wright, University of Texas Health Science Center at San Antonio; Dr. Paul Brown
With an increasing awareness among public and medical care providers about TMD, there is an increasing reliance upon the dental practitioner as a resource for the provision of TMD care. The teaching of TMD in the pre-doctoral and postdoctoral curricula is essential to providing a state-of-the-art foundational knowledge for future dentists and dental hygienists. This program will provide an opportunity for ADEA members to discover instructional resources that are available for the teaching and studying of TMD. Resources to be discussed will include traditional textbooks, current research software to demonstrate imaging of the TMJ, "living textbook" software that can demonstrate the dynamics of TMD as well as serve as a teaching and self-study instrument, and online opportunities for the study and testing of knowledge. Participants will also discuss the implications of including new research in the classroom and the clinic relative to this area and establish a network of colleagues, mentors, and collaborators who can be resourceful for the teaching of TMD.
10:45 a.m.–12:45 p.m.
Symposium. How Virtual Reality Is Creating Opportunities for Curricula Development of the Future
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Richard Simonsen, Midwestern University
Other Presenters: Dr. Paul Brown, Stanford University; Dr. Eric Herbranson, Stanford University; Dr. Robert Hasel, Midwestern University; Dr. Charles Goodacre, Loma Linda University
CE CREDITS: 2
It is clear that dental schools must change most present-day curricula to accommodate advances in technology and the changing face of dental school applicants. Today’s applicants learn in different ways, and schools must adapt to accommodate the highly technical world in which they live. Information must be delivered in a way in which dental students can most usefully absorb the information. The session will be organized into the following parts: introduction, including how technological changes can be adopted in a new school and how they need to be adopted by all schools; the evolution of virtual reality in academia; how computers interact with virtual information; integration of an innovative new concept in dental simulators in the dental school curriculum; and assessment of the potential value of virtual reality for dental schools of the future. Attendees will gain awareness of advances in technology and how they are changing the landscape of the way information is given and received; be able to apply the principles learned to curriculum development; and gain appreciation for the need to change the way in which information is delivered.
Noon–1:30 p.m.
Joint Meeting of Administrative Board of ADEA Council of Allied Dental Program Directors and Officers of Section on Dental Hygiene Education and Section on Dental Assisting Education+
Noon–1:30 p.m.
ASAP Krewe Orientation
Noon–2:00 p.m.
PASS Task Force Meeting+
12:30–1:00 p.m.
Section Business Meeting: Basic Science Caucus
12:30–1:00 p.m.
Section Business Meeting: Dental Anatomy and Occlusion
12:30–1:00 p.m.
SIG Business Meeting: Temporomandibular Disorders (TMD)
1:00–1:30 p.m.
Section Business Meeting: Academic Affairs
1:00–1:30 p.m.
Section Business Meeting: Anatomical Sciences
1:00–1:30 p.m.
Section Business Meeting: Behavioral Sciences
1:00–1:30 p.m.
Section Business Meeting: Community and Preventive Dentistry
2:00–4:00 p.m.
Annual Meeting of the ADEA Corporate Council+
2:00–4:00 p.m.
Council Meeting: Allied Dental Program Directors
2:00–4:00 p.m.
Council Meeting: Deans+
2:00–4:00 p.m.
Council Meeting: Faculties+
2:00–4:00 p.m.
Council Meeting: Hospitals and Advanced Education Programs
2:00–4:00 p.m.
Council Meeting: Sections+
2:00–4:00 p.m.
Council Meeting: Students+
4:30–5:30 p.m.
Opening of the ADEA House of Delegates
5:45–6:45 p.m.
Connecting with Colleagues Reception for All Participants
6:30–8:30 p.m.
Special Affiliated Meeting: SELAM Award of Excellence Reception+
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Sunday, March 18 |
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7:00–8:00 a.m.
Council of Sections Administrative Board Meeting+
7:00–8:00 a.m.
Council Meeting: Hospitals and Advanced Education Programs
7:00–8:00 a.m.
Joint Meeting of Administrative Board of Council of Allied Dental Program Directors and Officers of Section on Dental Hygiene Education and Section on Dental Assisting Education+
8:00–8:30 a.m.
Welcome Breakfast for All Participants
8:00 a.m.–noon
Special Affiliated Meeting. Omicron Kappa Upsilon (OKU) Board of Directors Meeting+
8:00 a.m.–4:00 p.m.
Special Affiliated Meeting. American Association of Oral and Maxillofacial Surgeons (AAOMS) Committee on Residency Education and Training (CRET) Meeting+
8:00 a.m.–5:00 p.m.
Special Affiliated Meeting. American Association of Orthodontists (AAO) Council of Education (COE) Meeting+
8:30–10:00 a.m.
ADEA Opening Ceremony and Plenary Session
After ADEA Awards and VIPs are presented at the start of this session, the keynote address will be delivered by Daniel Pink, best-selling author and an expert on innovation, competition, and the changing world of work. Mr. Pink’s latest book, A Whole New Mind, charts the rise of right-brain thinking in modern economies and explains the six abilities individuals and organizations must master in an outsourced and automated world. Reviewers have described the book as "an audacious and powerful work," "a profound read," "right on the money," and "a miracle." Several publications—including strategy+ business, The Miami Herald, and Fast Company—named it one of the best business books of 2005. A Whole New Mind is being translated into twelve languages and was published across Europe and Asia in 2006.
10:00–11:30 a.m.
Special Affiliated Program. American Dental Association: Case and Testlet Development for National Board Dental Examiners
10:15–12:15 p.m.
Dental Pipeline Project Directors’ Meeting+
10:30–12:30 p.m.
Special Affiliated Meeting. American Dental Hygienists’ Association Feasibility Study+
10:45–11:45 a.m.
SIG Program. Gay-Straight Alliance: A Welcome Change of Climate—Achieving Diversity in Dentistry and Medicine
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Kerry Maguire, Tom’s of Maine
Other Presenters: Dr. Frederick More, New York University; Ms. Angelia Bowman, American Medical Student Association; Mr. Brian Hurley, American Medical Student Association
Promoting diversity in dental education coexists with the need to establish and sustain a climate and culture of inclusion, acceptance, and collaboration. The American Medical Student Association’s initiative on Achieving Diversity in Dentistry and Medicine (ADDM) aims to improve medical and dental education and help create a more diverse workforce, in part through development of broad cultural competency. To accomplish this, AMSA and the resources available through ADDM exist as key resources for ADEA members. ADDM is supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration, Division of Medicine and Dentistry. ADDM is currently pilottesting a cultural competency curriculum in three dental schools and eight medical schools. This presentation will introduce ADEA members to the ADDM initiative, describe resources for culture and climate change in dental education, and reinforce the benefits of inclusion for diversity for members of the LGBT (lesbian, gay, bisexual, transgendered) community and the community at large. The goal to diversify dental education and the dental profession, based on an inclusive environment for learning and working, is central to ADEA’s mission and that of many institutional and individual members. By approaching diversity through the lens of challenges faced by LGBT community members, climate and culture change can be brought about for the benefit of all.
10:45 a.m.–12:15 p.m.
Section Program. Dental Informatics: Podcasting—What Is It All About? How Do I Get Started?
FOCUS: Teaching Techniques
Principal Coordinators: Dr. Lynn Johnson, University of Michigan; Ms. Sharon Grayden, University of Michigan
Other Presenters: Ms. Sarah Brittain, University of Michigan; Dr. Stephen Stefanac, University of Michigan; Mr. Jared Vanittersum, University of Michigan
Podcasting has recently received a great deal of attention, and a number of schools are exploring how to incorporate it into their curricula. Because it is a new technology, little research has been conducted into its effectiveness in dental and dental hygiene education. Additionally, few educators understand the technical issues associated with creating and hosting podcasts. This program will succinctly describe a successful application of podcasting in a dental and dental hygiene program and demonstrate the technology used for a cost-effective implementation that supports learning. To make the most of technology resources, other uses of podcasts (patient education, patient care, continuing dental education, etc.) will be described and demonstrated. Finally, a student will describe how dental students use podcasts and the impact of this technology on learning. This program will help educators decide if their institutions should invest in podcasting technology, determine the cost of doing so, and assess how they can get the greatest "bang for their technology buck" by using one technology for a myriad of purposes.
10:45 a.m.–12:15 p.m.
Section Program. Orthodontics; Oral and Maxillofacial Radiology: Use of Cone Beam CT Imaging for Planning Orthodontic Implant Anchors
FOCUS: Teaching Techniques
Principal Coordinators: Dr. Calogero Dolce, University of Florida; Dr. Robert Cederberg, Arizona School of Dentistry and Oral Health
This program will include the following topics: a description of imaging with cone beam CT; an overview of imaging with cone beam CT in implant placement planning; a detailing of the use of measuring tool of implant site suitability; discussion of risk management issues and treatment planning with implants as anchors; and a review of orthodontic mechanics used when using implants as anchors. This session will be especially valuable for those whose schools want to expand their image capabilities in conjunction with implant placement and orthodontic treatment.
10:45 a.m.–12:45 p.m.
Symposium. Complementary and Alternative Medicine (CAM): Implications for Dental Education
FOCUS: Teaching Techniques
Principal Coordinator: Prof. Pamela Zarkowski, University of Detroit Mercy
Other Presenters: Dr. Rueben Warren, National Center on Minority Health and Health Disparities; Dr. Todd Ester, University of Michigan; Dr. Henry Roca, Louisiana State University
CE CREDITS: 2
This symposium will bring together experts to address: 1) the scope of complementary and alternative medicine (CAM) concepts as implemented in medical and nursing school curricula; 2) the integration of CAM objectives with the Western medical paradigm into a new science paradigm known as integrative medicine (IM); and 3) NIH research directed toward CAM curriculum development. This new educational paradigm is important to the curriculum of health professionals for the future. "Alternative medicine" describes practices used in place of conventional medical treatment. "Complementary medicine" describes alternative medicine used in conjunction with conventional medicine. "Complementary and alternative medicine" (CAM) is an umbrella term for both branches, defined as a group of diverse medical and health care systems, practices, and products not presently considered part of conventional medicine. "Integrative medicine" combines mainstream medical therapies and CAM therapies for which there is some scientific evidence of safety and effectiveness. Although controversial, CAM is becoming popular with consumers (especially women) and appearing more and more often in medical education. It is reported that 36 percent of U.S. adults eighteen years and over use some form of CAM. In the Western medical paradigm, the relationship of provider and patient is one in which the patient is more or less a passive recipient of care. Because the focus is on diagnosis and treatment, the relationship is not seen to have any significant bearing on the curative process. In IM, a new science paradigm has emerged that views patients within social and cultural contexts related to treatment and treatment outcomes. In addition to the widespread use of alternative therapies by the public, other reasons why this program is important to dental educators are increased media attention to the subject; the growing number of articles on the subject in highly respected professional journals; the inclusion of CAM/IM in the curricula of our medical colleagues; the necessity to provide culturally competent care; and the increasing legal and governmental legitimacy afforded this topic.
10:45 a.m.–12:45 p.m.
Symposium. Motivational Interviewing and Oral Health Promotion
FOCUS: Access
Principal Coordinator: Dr. Natalie Gaughf, University of Mississippi
Other Presenters: Dr. Karen Crews, University of Mississippi; Dr. Thomas Payne, University of Mississippi
CE CREDITS: 2
All health care providers can benefit from the attainment of skills that will allow them to communicate and motivate their patients more effectively. Specifically, dentists and oral health care providers have begun to view the development of caries and other oral diseases as a process. It is important to stop the process of oral disease early and, in cases when it is possible, prevent the process. This concept is in line with the idea of minimally invasive dentistry. Specifically, when treating children, it is important to educate and motivate parents to be a part of the process of prevention and early identification. If utilized correctly, Motivational Interviewing can empower patients to make significant behavior changes and subsequently improve their health and the health of their families. The purpose of this program is to introduce dentists and other oral health care providers to the concepts and practical issues associated with Motivational Interviewing. In addition, participants will be provided with practical experience in using the necessary skills associated with Motivational Interviewing in the health care environment. The symposium will include the following presentations: "Empowering Behavior Change in Patients," Dr. Gaughf; "Components of Motivational Interviewing," Dr. Payne; "Suggestions for Improved Communication with Patients," Dr. Gaughf; "Research Related to Increasing Patient Motivation and Subsequently Patient Compliance," Dr. Payne; "Examples of Motivational Interviewing Relative to Tobacco Dependence Treatment and Oral Health," Dr. Crews; and "Experiential Exercises Associated with Motivational Interviewing," Drs. Gaughf, Payne, and Crews.
10:45 a.m.–1:45 p.m.
FDW #3. Fit to Sit: Strategies to Maximize Function and Minimize Occupational Pain*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Jane Forrest, University of Southern California
Other Presenter: Dr. Jacquelyn Dylla, University of Southern California
Workshop Category: Beginner CE CREDITS: 3
Dental professionals are exposed to several occupational risk factors that can lead to musculoskeletal pain and disorders (MSDs). Biomechanical and physiological changes due to prolonged static postures, such as sitting, can lead to MSDs, resulting in reduced work time or a career-ending disability. Although sixty years of literature cite this occupational problem, which often begins during a student’s education, the scientific knowledge in biomechanics, kinesiology, and occupational health has not been adequately translated into dental or dental hygiene curriculum or practice. Currently, there is no systematic process for teaching biomechanically efficient sitting positions and movements while students are learning new instrumentation skills. Suggestions to "maintain a neutral posture" or "keep the head fairly straight" may be ambiguous, and attempts to assume such positions may result in further discomfort or injury. Our workshop focuses on creating a systematic process and removing ambiguity. To do this, we have merged the knowledge of body mechanics from physical therapy with the techniques taught in dental and dental hygiene programs and created a user-friendly program that faculty can implement and evaluate. Topics covered in this workshop will include pathologies associated with static positioning and poor sitting posture, biomechanically efficient sitting positions and movements to help students minimize occupational pain and/or injury, and ways to incorporate content knowledge and skills into curricula, including how to measure outcomes. The presenters will introduce two instruments for faculty use with students: a self-assessment of pain questionnaire and a posture assessment instrument for providing structured feedback.
10:45 a.m.–1:45 p.m.
FDW #4. Technology: A Valuable Tool for Faculty Standardization*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Kenneth Allen, New York University
Other Presenters: Dr. James Kaim, New York University; Dr. Elise Eisenberg, New York University
Workshop Category: Intermediate CE CREDITS: 3
Dental students learn the core techniques for a procedure, as determined by their educational institution. A key concern, expressed consistently by dental students in both the clinical and preclinical years, is the apparent lack of standardization by the faculty. This occurs when core technique protocols differ from that used by faculty in their private offices. This is especially true of the part-time faculty who play a significant role in clinic teaching. Considering the critically low faculty-student ratios, limited free time, and dependence on part-time faculty, an online system of education and an online system to evaluate this education are needed to provide a dependable means to deliver optimum faculty standardization and calibration. Since getting faculty together at the same time in the same place is difficult if not impossible, online education eliminates that barrier to faculty standardization. Schools have readily adopted this technology for student use; it can be readily adapted for the faculty. Our objective in this FDW is to teach those in leadership positions how to increase the effectiveness of faculty standardization and calibration in both the clinical and preclinical environments using online resources that are available 24/7. These resources include the use of online lessons accompanied with an online examination. The varied methodologies of faculty standardization will be reviewed, and the many uses of BlackBoard, a licensed Internet resource, will be reviewed and demonstrated. BlackBoard has the ability to educate using text, videos, and photographs. In addition, BlackBoard provides comprehensive tracking capabilities that allow us to monitor faculty participation and compliance. Participants will be asked to bring their own laptop computers and will be provided access to a functioning website.
10:45 a.m.–1:45 p.m.
FDW #5. Pediatric Patients with Special Needs: Virtual Patient Instructional Trials*
FOCUS: Teaching Techniques
Principal Coordinator: Ms. Carla Sanders, University of Kentucky
Workshop Category: Intermediate CE CREDITS: 3
This program will help to increase ADEA member awareness of the dental care issues facing families of children with disabilities/special needs. Additionally, implementation of virtual patient instructional modules within the general dental curriculum affords students virtual exposure to patients with developmental disabilities and has proven to improve students’ competencies in delivering care to this population. Research has demonstrated that the virtual patient educational format may be a very efficient instructional tool for student clinicians. Virtual patient instruction typically involves a case simulation, including both informational resources and a decision tree. Students interact with the program by reading informational points/resources, making decisions based on learning, and then viewing video clips that demonstrate the teaching point using actors and scripted scenarios. An interactive, multimedia, virtual patient module was designed and developed on compact disc (CD-ROM) through the University of Kentucky Preservice Health Training Project; the effectiveness study of this module will be presented. The principal learning objectives of this workshop are the following: 1) to teach dental educators, through interactive demonstration, how to both develop and implement virtual patient multimedia instruction in developmental disabilities within their curricula; 2) to improve dental educators’ promotion of curricula related to developmental disabilities within their dental education programs; and 3) to increase educators’ awareness of the efficacy of the interactive, virtual patient format in improving student dentists’ comfort level and skills for working with the specific population of children with special needs/developmental disabilities.
10:45 a.m.–1:45 p.m.
FDW #6. Maximizing Community Outreach Education within the Dental Hygiene Curriculum*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Prof. Sharon Peterson, Community College of Southern Nevada
Workshop Category: Beginner CE CREDITS: 3
ADEA members are always looking to improve and reinvent their curricula to enhance student learning. The community curriculum is often considered an adjunct to the clinical experience. With the broadening scope of practice for dental hygienists in the community, educators need to make the "community experience" desirable, exciting, and the jewel of the curriculum. Community dental health should be a critical element in "creating opportunities" for students to better understand special populations, cultural diversity, and leadership. If we want students to assimilate and utilize these concepts in private practice, experience must be the educator. Conversely, educators need to learn how to place students in active learning environments that demonstrate nontraditional practice settings allowed by state regulation. After attending this workshop, the educator will be able to 1) identify resources for creating opportunities with solid community partners; 2) provide students with tools for organizing community outreach projects; and 3) learn how to maximize "active community learning" with creativity and accountability. The workshop will include investment principles; using the ADPIE system; logic models and action plans; creative lesson plans; teaching cultural diversity and leadership; and funding mechanisms.
11:00 a.m.–1:30 p.m.
ADEA Leadership Institute and ADEA Leadership Institute Alumni Association+
11:30 a.m.–2:00 p.m.
Special Affiliated Meeting. American Association of Orthodontists Deans Luncheon+
Noon–12:30 p.m.
SIG Business Meeting: Gay-Straight Alliance
12:30–1:00 p.m.
Section Business Meeting: Dental Informatics
12:30–1:00 p.m.
Section Business Meeting: Oral and Maxillofacial Radiology
12:30–1:00 p.m.
Section Business Meeting: Orthodontics
1:00–2:00 p.m.
Journal of Dental Education Editorial Review Board+
1:00–2:00 p.m.
Section Business Meeting: Practice Administration
1:30–2:30 p.m.
AADSAS 2008: Application Processing for the Upcoming Cycle
1:30–3:30 p.m.
Symposium. The Changing Role of PR in Dental Education: Dental Deans Speak Out
FOCUS: Excellence in the Academy
Principal Coordinator: Ms. Lindy Brounley, University of Florida
Other Presenters: Dr. Eric Hovland, Louisiana State University; Dr. Jack Dillenberg, Arizona School of Dentistry and Oral Health; Dr. Teresa Dolan, University of Florida; Dr. Arthur A. Dugoni, University of the Pacific
CE CREDITS: 2
Public relations is an important business tool that can be implemented for the good of the organization and its constituents. Many academicians tend to underestimate the importance of public relations to their educational institutions, yet successful dental deans seem to be naturals in applying PR techniques to situations and issues during the daily administration of their jobs. The dental dean’s PR toolbox is utilized to communicate strategic messages to targeted audiences to achieve defined goals—whether the goal is to garner increased funding; to influence opinion on dental health issues; to elevate the institution’s profile; or to respond to a disaster or organizational crisis. Public relations is a critical business tool essential to the vigor and success of every dental institution. In this symposium, four dental deans with demonstrated skill in utilizing public relations as a tool to achieve organizational objectives will present their perspectives. The symposium will begin with each dean presenting the changing role/importance of public relations as a business tool in dental education and his or her unique experiences using public relations to achieve specific outcomes. These topics will include crisis communications as well as using PR to advance institutional goals. Audience members will learn from the experts how public relations can be used as a tool to influence and respond to the dynamic social and operating environments that impact dental institutions.
1:30–3:30 p.m.
Symposium. What Is Required to Create the Future Dental School Faculty Member?
FOCUS: Excellence in the Academy
Principal Coordinator: Mr. James Rogér, Marquette University
Other Presenters: Dr. Sharon Lanning, Virginia Commonwealth University; Dr. Denise Kassebaum, University of Colorado; Dr. John Killip, University of Missouri-Kansas City; Dr. Thomas B. Taft, Marquette University
CE CREDITS: 2
This program will explore, through the expertise of dental education leaders, what will be necessary to create opportunities for recent graduates to consider and be successful in an academic career in the future. Each of the panel members will present their vision of the future dental education landscape and a typical dental faculty member; a reaction from another expert in dental education will then help to frame the career path of that hypothetical faculty member. During the presentations and a panel discussion/response at the conclusion, the following topics will be addressed: dual-degree training programs; translation of basic science research to dental education and clinical practice; the development of potential faculty during predoctoral and postdoctoral dental education; recruitment and retention of young faculty; issues in teaching, assessment, and curriculum development; and the incorporation of new technologies into teaching and assessment. Given the current dental faculty shortage throughout the United States, this symposium hopes to highlight to dental school administrators and dental education advocates the potential challenges in training and developing new dental faculty over time. By shedding light on this next generation faculty member and the potential dental education environment, we hope to improve preparation, success, recruitment, and retention of young faculty members now.
2:15–3:45 p.m.
Section Program. Gerontology and Geriatrics Education: Our Changing Community— Creating Educational Opportunities in Aging and Oral Health
FOCUS: Access
Principal Coordinators: Dr. Linda Baughan, University of Nevada, Las Vegas; Dr. Georgia Dounis, University of Nevada, Las Vegas
Other Presenters: Dr. Janet Yellowitz, University of Maryland; Dr. Diane Ede-Nichols, Nova Southeastern University; Dr. Mildred McClain, University of Nevada, Las Vegas
The oral health professional of the future will have the opportunity to provide care for the largest and most diverse group of older adults ever to challenge the health care system. This opportunity will demand the integration of multiple areas of patient care including basic sciences, social sciences, clinical sciences, and advanced oral health technologies. In addition, concerns would involve barriers to oral health care including institutional resources, financial resources, and perception of need for comprehensive oral health care. Educational strategies for meeting these challenges are currently being developed and employed in dental schools across America. This program is designed to present the geriatric oral health education programs of three very diverse dental schools. Sharing the innovative educational strategies of these successful programs will serve to create a forum for development of networks and collaborations to enhance all geriatric oral health educational programs.
2:15–3:45 p.m.
Section Program. Oral and Maxillofacial Pathology: Innovation and Fun Teaching Pathology
FOCUS: Teaching Techniques
Principal Coordinator: Dr. Kurt Summersgill, University of Pittsburgh
This program will present fun, interesting, innovative, and challenging teaching methods from various pathology courses. Adding non-lecture teaching methods to a course can break up a series of lectures, introduce active learning, lighten the mood of a class, and introduce small-group learning. Breaking away from the standard lecture method gives both the faculty and students a new way to learn or review. Learners learn in different ways, and these proposed methods provide new outlets for them. Participants in this program will learn pathology games and puzzles that will add fun to teaching for both students and faculty; will see how a pathology-based Objective Structured Clinical Examination (OSCE) works within a pathology course; and will learn to adapt the presented teaching methods to the participants’ own courses.
2:15–3:45 p.m.
Section Program. Continuing Education: Window of Opportunity—Recovering Lost Course Participants
FOCUS: Excellence in the Academy
Principal Coordinator: Mr. William Butler, University of Texas Health Science Center at San Antonio
Other Presenter: Ms. Joy Millis, University of Texas Health Science Center at San Antonio
Continuing dental education (CDE) programs across the country lose participants for courses on a daily basis. This program is a follow-up to a full-day program that was presented to CDE directors and staff in August 2006. Areas of discussion are how participants are lost; why bother stopping the loss; and recovering lost participants. This session will also provide an opportunity for participants to share their experiences and offer tips.
2:15–5:15 p.m.
FDW #7. The Objective Structured Clinical Exam (OSCE): A Method for Testing Application and Knowledge*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Alton McWhorter, Baylor College of Dentistry
Other Presenter: Dr. Carolyn Wilson, Baylor College of Dentistry
Workshop Category: Beginner CE CREDITS: 3
The OSCE allows testing of students’ grasp of concepts rather than their ability to memorize facts. It is testing at a higher level, enabling an examination of students’ ability to assimilate and organize information. The OSCE also provides tremendous feedback to faculty about the effectiveness of teaching. Use of the OSCE can pinpoint students’ areas of confusion and lack of understanding. This allows the faculty to cover that information again so that the student has a clear understanding of the information. The Department of Pediatric Dentistry at Baylor College of Dentistry has used the OSCE for twelve years, incorporating this testing format throughout the predoctoral pediatric dentistry curriculum. Since we began testing with the OSCE, we have revamped our department’s curriculum, and we feel we are graduating general dentists who are better prepared to treat children if they choose to do so. The presenters will provide valuable insight into exhibit/station design (including more complex, interactive exhibits, as well as proctored stations where faculty act as standardized patients or parents and the use of standardized patients), the logistics of test administration, and OSCE use for testing competencies. Attendees will work in small groups to develop sample questions and exhibits that could be used to determine students’ level of competency with concepts that have been presented. A worksheet will guide attendees through the process of questions and associated exhibit/station design. Completed projects will be presented and discussed by workshop participants to share ideas and troubleshoot points of confusion or oversight in station design. A discussion of the validity and reliability of the OSCE will be presented to confirm its value for uses such as determining course grades or preparedness for clinic entry. The interactive format of the program allows attendees to ask questions throughout and gives them the opportunity to examine this alternative testing format to determine its use in their discipline.
2:15–5:15 p.m.
FDW #8. How Much Is Enough? Getting the Right Space for the Right Price*
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. John Williams, University of North Carolina at Chapel Hill
Other Presenter: Mr. K. Ramsay, KC Ramsay AIA, Architect
Workshop Category: Beginner CE CREDITS: 3
Faculty and staff of dental schools are many times on their own when the task is to determine facilities requirements (quantity and quality) to house dental education and research. Without standards and personal experience it is difficult to define needs and then explain and defend them to planning and design professionals and administrators at a school’s host institution. Given the age and quality of many dental educational facilities and the scarcity of resources, it is prudent to apply best planning practices to maximize a successful facilities upgrade. This FDW will cover the following: 1) how to become an active participant in the planning, design, and construction process for new or renovated facilities to ensure that you and your program get the amount and quality of space you need to complete your academic mission; 2) how to allocate space when there isn’t enough—and there is never enough: metrics, rules of thumb, tips, and tricks for making sure you and your programs get just what you need; 3) guidelines for planning and allocating research space in interdisciplinary and cross-program environments; and 4) participants will be in on the ground floor of a new national survey proposal designed to build a useful database of dental education facilities and identify trends in dental education facilities across the country. The FDW will be limited to twenty participants to maximize small group interaction and active learning. Each participant who registers in advance will be invited to submit one question on a topic for consideration for Part Two: Space Allocation in Mission-Driven Organizations. The pre-FDW exercise will permit a quick transition from the theoretical to practical questions to be addressed in the workshop.
2:15–5:15 p.m.
FDW #9. Implementation of Tobacco Cessation Strategies in the Dental Curriculum
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Prof. Joan Davis, Southern Illinois University
Workshop Category: Beginner CE CREDITS: 3
Smoking continues to be the number one preventable cause of death in the United States, so the need for a comprehensive cessation intervention for every tobacco user is compelling. Dental health care providers are in an excellent position to offer assistance in helping their tobacco-using patients to quit. Unfortunately, quitting smoking/chewing is a complicated, frustrating experience for many users and may require various levels of interventions to succeed. This workshop will review and invite discussion of strategies and course materials to address reported barriers of lack of time and expertise educators often face when trying to include tobacco education in their curricula. By presenting a combination of knowledge and strong behavioral elements, participants will be able to assess their own cessation programs for strengths and weaknesses. Strategies on how to impart tobacco cessation knowledge and clinical competency to dental and dental hygiene students will be a primary focus of this session.
2:15–5:15 p.m.
FDW #10. Active Learning Strategies for Millennials and Generation Y Students*
FOCUS: Teaching Techniques
Principal Coordinator: Dr. Judith Skelton, University of Kentucky
Other Presenter: Dr. Karen West, University of Nevada, Las Vegas
Workshop Category: Beginner CE CREDITS: 3
Our entering students are part of Generation Y or Millennials. This workshop focuses on identifying the defining characteristics of these students and how to improve learning and enhance the students’ educational process through the use of active learning strategies in the classroom. Active learning strategies include any technique that engages students and requires them to be involved (beyond taking notes in a lecture setting) through thinking and integrating information into their cognitive structures. There are hundreds of quick and effective ways to enliven any class meeting regardless of the number of students in the classroom (whether there are two or 200). Included in this workshop will be a variety of practical strategies ranging from ways to initiate students into the active learning process to team building and problem-solving activities within the classroom. Research has shown that students learn best by doing; however, in many cases the classroom lecture format continues to be the norm. Our new students will challenge us to provide more meaningful educational experiences, and this workshop is designed to provide faculty with additional teaching strategies for their toolboxes. The strategies chosen for this workshop can be applicable for any faculty, novice to experienced, and for any subject area. At the conclusion of this workshop, participants will be able to 1) identify defining characteristics of Generation Y students; 2) practice active learning techniques; 3) link defining characteristics of Millennials with learning strategies; 4) identify applications of active learning in your teaching roles; and 5) improve learning and enhance the students’ educational process through the use of active learning strategies in the classroom.
2:30–4:30 p.m.
Special Affiliated Meeting. American Dental Hygienists’ Association Feasibility Study+
3:00–4:00 p.m.
AClient Users Group Meeting
3:00–4:30 p.m.
Communities of Interest: Connect, Converge . . . Make a Difference!
Stimulate innovative thinking! Explore possibilities! Contribute to meaningful dialogue! Join your peers throughout North America to openly and actively discuss and exchange ideas on key issues facing dental education in career development, promotion and tenure, the scholarship of teaching and learning, and research. Coordinated by the ADEA Scholarship of Teaching and Learning Community of Interest.
4:00–4:30 p.m.
Section Business Meeting: Continuing Education
4:00–4:30 p.m.
Section Business Meeting: Gerontology and Geriatrics Education
4:00–4:30 p.m.
Section Business Meeting: Microbiology
4:00–4:30 p.m.
Section Business Meeting: Oral and Maxillofacial Pathology
4:00–4:30 p.m.
Section Business Meeting: Oral and Maxillofacial Surgery/Anesthesia/Hospital Dentistry
4:00–4:30 p.m.
Section Business Meeting: Oral Biology
4:00–5:30 p.m.
Special Affiliated Meeting. Omicron Kappa Upsilon (OKU) Annual Business Meeting+
5:00–6:30 p.m.
Allied Dental Faculty Leadership Development Program Alumni Reception+
5:00–6:30 p.m.
ADEA Annual Session Reception for First- Timers, New ADEA Members, and Annual Session Mentors and Mentees
5:00–7:00 p.m.
Special Affiliated Meeting. American College of Prosthodontists (ACP) Deans Reception+
6:30–10:00 p.m.
National Oral Health Advocacy Committee/ ADEA Center for Public Policy and Advocacy: The Legislative Leadership Dinner+
7:00–9:00 p.m.
Special Affiliated Meeting. Association of Canadian Faculties of Dentistry/L’Association des Facultés Dentaires du Canada Reception+
8:00–10:00 p.m.
An Evening Plenary on Gender Issues: Discourse & Dessert* Wellness as a Process: The Power of Prevention
Dr. Marilyn Hughes Gaston
See page 62 for details.
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7:00–8:00 a.m.
Special Affiliated Meeting. American Association of Oral and Maxillofacial Surgeons (AAOMS) Deans Breakfast+
8:00 a.m.–5:00 p.m.
Special Affiliated Meeting. American Association of Oral and Maxillofacial Surgeons (AAOMS) Committee on Residency Education and Training (CRET) Meeting+
8:00 a.m.–5:00 p.m.
Special Affiliated Meeting. American Association of Orthodontists (AAO) Council of Education (COE) Meeting+
8:30–9:30 a.m.
Plenary Session: ADEA Political Spotlight
Author and New York Times columnist David Brooks has published two books of what he calls "comic sociology," descriptions of how we live and "the water we swim in," Bobos in Paradise and On Paradise Drive. Bobos in Paradise was a New York Times bestseller. Mr. Brooks has worked at The Weekly Standard, joining the magazine at its inception and serving as senior editor. He has been a contributing editor at Newsweek and the Atlantic Monthly. He worked at The Wall Street Journal for nine years in a range of positions, including op-ed editor. He has written for the New Yorker, the New York Times Magazine, Forbes, and the Washington Post.
9:45 a.m.–1:15 p.m.
Special Affiliated Meeting. Dental Pipeline Connections Mentoring Program: Technical Assistance Workshop+
9:45–10:45 a.m.
PASS: Providing Services to Meet Your Needs— 2008 Enhancements
9:45–11:45 a.m.
ADEA Commission on Change and Innovation in Dental Education (ADEA CCI) Symposium: Change, Innovation, and the Quality of Faculty Work-Life
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. N. Karl Haden, Academy for Academic Leadership
Other Presenters: Prof. William Hendricson, University of Texas Health Science Center at San Antonio; Dr. Cathy Trower, Harvard University; Dr. Carroll-Ann Trotman, University of North Carolina at Chapel Hill
CE CREDITS: 2
Higher education is experiencing a restructuring of academic appointments, academic work, and academic careers, with increasing faculty workload threatening the quality of faculty work-life and jeopardizing the motivations that attract and retain faculty. Developing and maintaining a dental faculty workforce that has the capacity to implement a dynamic and evolving curriculum to prepare dentists for twenty-first century oral health care are essential for the future vitality of the profession. Yet, as has been well documented, dental education is struggling to create an academic environment that is attractive as a long-term career option for members of the profession. ADEA reported that, in 2004–05, 1,039 faculty (9 percent of the dental faculty workforce) left dental education, with 36 percent entering private practice. Faculty of lower academic rank predominated those who left dental schools to enter private practice. The separation of new faculty is a critical concern because the strength of educational programs rests on teachers and researchers who plan lifelong academic careers that will allow them to acquire the competencies and academic credentials to become valuable contributors to the overall mission of the parent institution. This symposium will examine national trends in higher education as they relate to job satisfaction, overall work environment, professional development, and job expectations. Data from a 2007 ADEA Commission on Change and Innovation survey on dental faculty work environment will be presented for the first time at this symposium. Discussion will include how the work environment affects change and innovation efforts at academic dental institutions.
9:45–11:45 a.m.
Symposium. Minority Dental Faculty Development: Pilot Programs to Increase Faculty Diversity
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Jeanne Sinkford, American Dental Education Association
Other Presenters: Dr. Marilyn Woolfolk, University of Michigan; Dr. Earl Kudlick, Howard University; Dr. Stanley Handelman, The New York Consortium of Schools; Dr. Marja Hurley, University of Connecticut
CE CREDITS: 2
A survey of dental deans in 2002 reported that future dental faculty heads the list of their concerns. There continue to be approximately 250 vacant funded dental faculty positions in U.S. dental schools annually. While faculty vacancies in general are a concern, it is an additional concern that only 5 percent of full-time dental faculty are underrepresented minorities (URMs), which is significantly below their representation in the U.S. population (12 percent). As the population becomes more diverse, there is a need to produce more minority dentists to serve this growing segment of the U.S. population. URM faculty are needed to serve as role models and mentors, as well as to meet the diversity and cultural competency objectives that dental schools will need in the training of a diverse workforce for the future. This symposium will bring together for dialogue three project directors from dental schools that received W.K. Kellogg/ADEA Minority Dental Faculty Development (MDFD) Grants to help in their efforts to recruit, retain, and develop URM and low-income individuals to careers in dental education. The topics will focus on the areas of implementation, outcomes, and evaluation for the three pilots since the three schools differ in strategies, institutional resources, implementation plans, and anticipated outcomes. Topics to be discussed by the three presenters are: 1) academic partnerships for seamless transitions in faculty career development; 2) the critical role of a formal mentoring program as related to the advancement of trainees; and 3) institutional resources required for implementation and sustained program elements including: curriculum development, extramural experential learning experiences, and health services research related to minority health. Attendees will learn: 1) the value of the lessons learned and outcomes of these grants to other schools as they attempt to increase faculty diversity; 2) strategies used for successful collaborations in creating academic partnerships for career advancement of URM faculty; and 3) strategies employed to sustain URM faculty recruitment efforts when grant funding ends.
9:45 a.m.–12:45 p.m.
FDW #11. Millennials’ Generational Differences: Discovering Teaching Strategies to Match Their Learning Styles*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Paula O’Neill, University of Texas Health Science Center at Houston
Workshop Category: Beginner CE CREDITS: 3
Students entering dental schools today are not the students our educational system was designed to teach. They are called the Millennials, Gen Xers, and Echo Boomers. Their approach to learning has created a discontinuity that is significant for dental educators. They think and process information differently from previous students, creating a challenge that is difficult to meet. This challenge is created by a number of characteristics. The Millennials want immediate results and expect control of their educational environment. They like learning in groups and prefer audio, video, and interactive media such as the Internet, Podcasts, interactive devices such as a Blackberry, cell phones, and digital games over reading and lectures. They want immediate feedback without having to adhere to boundaries or rules and want to learn only what they "have to learn" in the style of learning that they choose. They don’t see any linkage between effort and academic achievement. Using these characteristics as a basis, the goal of this interactive workshop is to focus on enhancing existing teaching strategies and incorporating new ones to meet the learning styles and interests of these new Millennials. The workshop will focus on creating teaching and learning opportunities for dental educators by enhancing instructional strategies to support the learning needs of the Millennials. This workshop will help faculty members, both new and experienced, discover the link between Millennials’ learning styles and innovative instructional strategies that enhance the learning environment and engage these students. The workshop should also enhance participants’ aptitudes for excellence in the academy.
9:45 a.m.–12:45 p.m.
FDW #12. Teaching Ethics Through Cases: Using Critical Reflection and Deliberation Strategies*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Lawrence Garetto, Indiana University
Other Presenters: Dr. Larry Jenson, University of California, San Francisco; Dr. Phyllis Beemsterboer, Oregon Health & Science University
Workshop Category: Intermediate CE CREDITS: 3
An important component of modern dental education is the development of professional ethics in our students. Yet, the altogether too frequent reports of lapses in professionalism are sad and professionally harmful events. Effective curricula strive to enable students to be not only well grounded in their knowledge of professional ethical principles, but also to be fluent and habituated in applying these principles. It is relatively easy to have students memorize codes of professionalism, but much more difficult to ascertain that they meaningfully apply these principles when faced with unanticipated challenges. A principle goal of this workshop is to discuss strategies that make ethics teaching "come alive" and become relevant and applicable for our students. Composite cases (real cases that have been modified to address specific learning objectives) will be used as part of this workshop to present ethical problems or dilemmas that may arise in dental settings. Workshop discussion will center on how to engage students working in small groups to openly discuss aspects of the case through the framework of an ethical decision-making model under the guidance of faculty facilitators. Using the codes of conduct/ethics from dental professional organizations along with other resources, a recognition and understanding of implied contract between the dental profession and society and between dental professionals and patients is developed. The objective of this workshop by members of the American Society for Dental Ethics is to help participants improve their skills in teaching ethics by examining the use of cases as a tool to help students develop ethical awareness and a culture of professionalism.
9:45 a.m.–12:45 p.m.
FDW #13. Evidence-Based Decision Making in Action: Finding and Evaluating the Evidence*
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Jane Forrest, University of Southern California
Other Presenter: Dr. Pamela Overman, University of Missouri-Kansas City
Workshop Category: Intermediate CE CREDITS: 3
The term "evidence-based" (EB) has become a popular phrase used in the title of many articles. Some articles discuss the process, whereas others lead the reader to believe that EB methodology has been used in conducting the research or in presenting a synthesis of the findings, which often is not the case. As EB decision making becomes standard practice, individuals must develop EB searching skills and be knowledgeable of what constitutes the evidence and how it is reported. This workshop supports the ADA accreditation standards related to evidence-based dentistry and dental hygiene. By integrating good science with clinical judgment and patient preferences, students enhance their decision-making ability and maximize the potential for successful patient care outcomes. This workshop will include a review of searching skills, examples of publications to critique, and how to integrate evidence-based skills into curricula and clinical practice. At its conclusion, participants will be able to 1) define evidence-based decision-making (EBDM) and describe the five steps and skills necessary to practice EBDM; 2) discuss distinctions between research and evidence; 3) identify key features of PubMed for efficiently searching the scientific literature; 4) examine characteristics of evidence-based articles, article summaries, and systematic reviews; and 5) evaluate the strengths and weaknesses of research articles and systematic reviews using internationally accepted criteria (CASP, CONSORT, and QUOROM).
9:45 a.m.–3:15 p.m.
Council of Students Meeting
10:00–11:30 a.m.
Special Affiliated Meeting. Commission on Dental Accreditation (CODA) Allied Dental Site Visit Orientation
10:00 a.m.–noon
Special Symposium. Dental GME: A Retrospective Evaluation of the OIG Reports and Current Issues
Presenters: Mr. Jack Bresch, American Dental Education Association; Ms. Laura Loeb, King & Spalding; Dr. David Johnsen, University of Iowa; Dr. Catherine Flaitz, University of Texas Health Science Center at Houston; Dr. Ronald Hunt, Virginia Commonwealth University
Ms. Loeb will review the published OIG reports and discuss unresolved GME issues, namely, the didactic training issue. The panel is intended to engage some institutions subjected to OIG audits to respond to the findings and to discuss what impact the Centers for Medicare and Medicaid Services (CMS) rule has had on their programs.
10:00 a.m.–noon
Special Affiliated Meeting. American Dental Hygienists’ Association Feasibility Study+
10:15 a.m.–12:45 p.m.
Special Symposium. JDE Annual Educational Leadership Forum
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Richard Masella, Nova Southeastern University
Other Presenters: Dr. Dominick DePaola, The Forsyth Institute; Dr. Denis Lynch, Marquette University; Dr. Charles Shuler, University of Southern California; Dr. Anthony Iacopino, Marquette University
CE CREDITS: 2
By way of a spirited clash of ideas, this educational leadership forum, sponsored by the Journal of Dental Education, seeks to instill audience understanding of positive and negative aspects of controversial issues in dental education, thereby preparing educators for decisions enhancing the quality of academic dentistry. The first forum topic is "Predoctoral or Predental Biomedical Sciences: What’s Best for Dental Education?" This part of the forum will inform participants of key considerations for keeping biomedical science courses in the predental curriculum or making them preprofessional requirements. The potential of each approach to maximizing biomedical science integration in clinical dentistry will be a major theme. The second forum topic is "Learning More and More About Less and Less: Rethinking Postgraduate Dental Education." This part of the forum will detail the strong and weak points of current dental specialty education. Appropriate goals for postgraduate education will be addressed, and suggestions will be made for broadening the perspectives of postgraduate students through cross-disciplinary integration. Continual progress in teaching and learning in dental education comes through application of educational scholarship and broad-based discussion and consensus. Members will find these discussions by educational leaders thought-provoking and useful in responding to challenges of curricular management and educational direction.
10:30 a.m.–noon
Special Affiliated Meeting. Commission on Dental Accreditation (CODA) Allied Dental Site Visitor Update
10:45 a.m.–12:15 p.m.
Section Program. Comprehensive Care and General Dentistry: An Evidence-Based Dentistry Clinical Program—The Pitt Approach
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Marnie Oakley, University of Pittsburgh
Other Presenters: Dr. Deborah Polk, University of Pittsburgh; Dr. Robert Weyant, University of Pittsburgh; Dr. Christine Wankiiri-Hale, University of Pittsburgh
The importance of training in evidence-based clinical practice recently has been emphasized by many, including the Institute of Medicine. When students’ initial exposure to evidence-based dentistry (EBD) topics is limited to didactic exposure in a typical lecture-based format, concern exists that competency in using EBD in patient care is not fully realized. To foster a more practical application of EBD skills in clinical settings, a clinical EBD program was developed, aimed at reinforcing the didactic material with clinical expectations. This program is described in a way that will permit implementation at other schools. Attendees will understand the following with respect to the EBD program at the University of Pittsburgh School of Dental Medicine: theoretical basis of program creation; program history and development; program structure; faculty and student training; program implementation plan; outcomes assessment after the first semester of operation; and barriers to program operation and strategies to overcome these barriers.
10:45 a.m.–12:15 p.m.
Section Program. Clinical Simulation; Educational Research/Development and Curriculum: Expanding Our Vision—The Virtual Reality/Simulation Systems of Other Health Care Professionals
FOCUS: Instructional Methods and Curriculum
Principal Coordinators: Dr. Roma T. Jasinevicius, Case School of Dental Medicine; Dr. Margrit Maggio, University of Pennsylvania
Other Presenters: Dr. Stacy Williams, Case School of Dental Medicine; Dr. Paul Brown, Stanford/NASA Biocomputational Center; Dr. Eric Herbranson, University of the Pacific
Health care educators have embraced the use of simulation for training dental students, with much of the focus on improving the psychomotor skills of students. Although continued improvements in the technology for learning operative procedures are needed, it is also important for dental educators to be aware of the educational technological advancements made by other health care educators. Participants in this program will be introduced to the first of its kind Virtual Reality Theater for speechlanguage therapy; will view the newly developed 3-D Interactive Atlas of the TMJ, Maxilla & Mandible, a companion to the already published 3-D Tooth-Atlas, as well as hearing about the state of the development of a dental simulator and its associated platform; will be introduced to the "SimMan," a computerized patient mannequin with a computerized graphical user interface; and will discuss how dental educators/researchers can collaborate with other health professionals in testing/the efficacy of the new virtual reality/simulation systems.
10:45 a.m.–12:15 p.m.
Section Program. Biochemistry and Nutrition: Nutrition and Its Impact on Periodontal Therapy—Educating the Educators
FOCUS: Instructional Methods and Curriculum
Principal Coordinators: Dr. Linda Boyd, Idaho State University; Prof. Lisa Harper-Mallonee, Baylor College of Dentistry
Other Presenter: Dr. Carole Palmer, Tufts University
Educators in dental and allied dental education face the challenge of integrating nutrition into the didactic and clinical curriculum with minimal background. Currently, most of the nutrition information being provided to dental and allied health students focuses on its association with caries. There is little discussion of the potential impact of poor or marginal nutrition on healing of periodontal tissues during periodontal therapy. This session will provide educators with practical methods and approaches for incorporating this information into the curriculum. Participants will gain an appreciation for the importance of addressing nutrition in relation to periodontal therapy; approaches for nutrition assessment and counseling that can be applied in the education setting of the dental and allied dental clinic; and information about appropriate referral of patients with complex nutrition needs.
11:00 a.m.–1:00 p.m.
Special Symposium. Kick-Off for ADEA TechExpo 2007. Educational Technology: Transforming Dental Education
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Elise Eisenberg, New York University
Other Presenters: Dr. John Zimmerman, Columbia University; Dr. Lynn Johnson, University of Michigan; Dr. Robert A. Cederberg, Arizona School of Dentistry and Oral Health
CE CREDITS: 2
This symposium will explore a variety of technologies and ways these technologies can be used in dental education. Topics include webinars/distance learning, RSS, PDAs, iPods, and technologies used for tracking and educating students on extended rotations. This symposium will help dental educators understand and plan for the latest technologies and techniques that can be used in teaching and help redefine how instruction can take place both in and out of the classroom. At the conclusion of this symposium participants will be able to 1) identify the latest technologies used in education; 2) understand how these technologies can be used with millennial students; 3) recognize how new technologies can transform dental education; and 4) understand how new technologies can redefine what happens in and out of the classroom.
11:00 a.m.–4:00 p.m.
ADEA Annual Session Exhibition
11:30 a.m.–1:00 p.m.
Lunch and Learn #1. The Group Leader/ Preceptor Faculty Position: An Underutilized Faculty Recruitment Resource
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Robert Hirsch, University of Minnesota
CE CREDITS: 1.5
The challenge of recruiting faculty for predoctoral education programs can be a daunting task. The position of group leader/preceptor can open an avenue for practicing general dentists to enter a new challenging career without totally sacrificing their dental practice. These clinical faculty positions can be a natural fit for these practitioners even if they have very little or no formal background in teaching. Discussion in this lunch and learn will include the varied roles this type of faculty plays in different schools; means of helping these faculty be on the same page as far as continuity of information for students; the fit of this type of faculty to comprehensive care clinic programs; the great resource they provide for practical aspects of practice management concepts; and strategies for recruitment.
11:30 a.m.–1:00 p.m.
Lunch and Learn #2. Using Composite Restorative Material in the Dental Anatomy and Occlusion Course
FOCUS: Teaching Techniques
Principal Coordinator: Dr. Edward Wright, University of Texas Health Science Center at San Antonio
CE CREDITS: 1.5
It is increasingly common for dentists to place composite restorations in posterior teeth. At the University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School, DS1 students are now taught to develop and refine their skills in forming the occlusal anatomy using resin-based composite restorative material during their dental anatomy and occlusion course. Participants at this lunch and learn will learn how UTHSCSA is using resin-based composite restorative material in the dental anatomy and occlusion course; understand how concerns of cost, of bonding the composite to stone casts, and of procedure being too difficult for DS1 students were overcome; and observe and handle stone casts with portions of the teeth replaced by composite restorative material formed by DS1 students.
11:30 a.m.–1:00 p.m.
Lunch and Learn #3. The Modular Predoctoral Dental Basic Sciences Preclinical Curriculum
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Janet Woldt, Arizona School of Dentistry and Oral Health
CE CREDITS: 1.5
Dental educators need to have knowledge of nontraditional curricula and the direction of educational reform. This program will inform participants about a modular predoctoral curriculum and how it affects this generation of dental students and, subsequently, practicing dentists. Given a copy of the Arizona School of Dentistry and Oral Health (ASDOH) modular curriculum, participants will be able to recognize the differences between traditional and modular predoctoral dental curricula. Upon viewing and discussing the modular curriculum with other attendees, participants will be able to cite its strengths and weaknesses. Upon completion of the session, participants will be able to garner ideas on how their school/program might implement a modular curriculum.
11:30 a.m.–1:00 p.m.
Lunch and Learn #4. Implementation of Tobacco Cessation Strategies within the Dental Curricula
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Prof. Lorinda Coan, Indiana University
Additional Presenter: Dr. Laura Romito, Indiana University
CE CREDITS: 1.5
The ADA and the ADHA have both embraced the importance of tobacco cessation by several initiatives and the provision of resources to schools and practitioners. While dentists and hygienists are reliable in asking if patients use tobacco, there still seems to be a void in practitioners actively assisting patients in deciding to quit using tobacco. Innovative strategies and active training of students and faculty may help overcome this barrier and directly impact the health of the public. Upon completion of this lunch and learn, participants will be able to identify barriers to dental hygiene students and practitioners in implementing tobacco cessation strategies; identify barriers to dental hygiene faculty in incorporating tobacco cessation content within curricula; explain strategies to overcome these barriers; and identify resources available to assist in incorporation of tobacco cessation in dental hygiene curricula.
11:30 a.m.–1:00 p.m.
Lunch and Learn #5. Pedagogy for Practitioners: The Excellence in Clinical Teaching Program
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Maureen McAndrew, New York University
CE CREDITS: 1.5
This lunch and learn will present an overview of a pedagogy program "Excellence in Clinical Teaching" created for clinical faculty at New York University College of Dentistry this year. The five-session interactive program conducted by faculty with advanced degrees in education offers instruction in learning theory and learning styles, student motivation, giving effective feedback, mutual respect, dealing with difficult students, conflict resolution, and generational and cultural differences. Roleplays, videos, sharing of best practices, and discussions are presented in small-group seminars. The syllabus and assessment mechanisms for the course will be shared with the participants. In addition to describing this pedagogy program, this lunch and learn will provide the opportunity for participants to discuss the selection process for participation and the assessment component.
11:30 a.m.–1:00 p.m.
Lunch and Learn #6. Integration of Dental Public Health and Community Dentistry Across the Predoctoral Dental Curriculum
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Prof. Kneka Smith, Arizona School of Dentistry and Oral Health
CE CREDITS: 1.5
The need for practicing dentists to be knowledgeable of public health issues is great in the United States. Further, dentists with leadership abilities and a knowledge of and desire for community service are in great demand, as the country is in a crisis with regard to access to care in underserved communities. Upon viewing the Arizona School of Dentistry and Oral Health curriculum in this lunch and learn, participants will be able to explore options of integrating dental public health content into their curricula. Upon completion of the session, participants will be able to evaluate the need for community service requirements and activities in the predoctoral dental curriculum, as well as being able to state the benefits to the dental student, dental community, and general public of integrating dental public health content into the curriculum.
11:30 a.m.–1:00 p.m.
Lunch and Learn #7. Student Application Process and Review: Going Paperless
FOCUS: Excellence in the Academy
Principal Coordinator: Mrs. Nina Infante, University of Texas Health Science Center at Houston
CE CREDITS: 1.5
Dental and allied dental educators are experiencing shortage of time, increased workload, and the need to identify the best applicants possible. The applicant pool is shrinking in some states as more dental hygiene schools in particular are opening; thus, close scrutiny of the applications is becoming more critical. With the increase in faculty workloads, necessary time to review the applications is not as available as it once was. This program will explain the paperless system to review applications at the University of Texas Health Science Center at Houston Dental Branch. Participation in this program will enable the educator to recognize the value of the paperless student application to streamline the process and, thus, save time for committee members; calibrate with other members of the admissions committee; and identify one computer program successfully used for paperless admission.
11:30 a.m.–1:00 p.m.
Lunch and Learn #8. Multidisciplinary OSCEs: Development, Implementation, and Relationship to National Board II Performance
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Shilpa Kolhatkar, University of Detroit Mercy
CE CREDITS: 1.5
OSCE-type exams are increasingly being used to objectively evaluate student performance, and dental educators would benefit from knowing the relationships among various evaluation methods. After this lunch and learn, participants will be able to identify key skills that can be evaluated in the OSCE; understand the critical steps in developing an OSCE station; evaluate the relationship between student performance in an OSCE in the third year of dental school and performance on the National Dental Board Exam; utilize the data obtained to modify course content; and describe how to identify students who can benefit from early feedback/intervention.
11:30 a.m.–1:00 p.m.
Lunch and Learn #10. How to Succeed in Academia: What You Need to Know
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Marylynn Froeschle, University of Nebraska
CE CREDITS: 1.5
The purpose of this program is to present an overview of issues influencing academic success and discuss strategies for a rewarding academic career. There will be four areas of focus: creating a professional niche, gaining academic savvy, understanding environmental dynamics, and enhancing organizational/administrative skills. Discussion points will be supplemented with reference material and examples. Participants will be encouraged to share experiences. At the conclusion of this lunch and learn, participants will be able to best utilize their professional expertise and strengths; describe their personal criteria for academic success; understand the academic environment; understand institutional and departmental expectations; and identify components of survival skills for academic advancement.
11:30 a.m.–1:00 p.m.
Lunch and Learn #22. Tools for the New Educator
FOCUS: Teaching Techniques
Principal Coordinators: Dr. Dieter Schönwetter, University of Manitoba; Dr. Tish
