| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
|
|
|
|||||||
|
|||||||||
Educational Programming and Meetings |
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.
Sunday, March 18
10:45 a.m.–12:45 p.m.
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.
Sunday, March 18
10:45 a.m.–12:45 p.m.
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.
Sunday, March 18 1:30–3:30 p.m.
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.
Sunday, March 18 1:30–3:30 p.m.
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
The 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.
Monday, March 19
9:45–11:45 a.m.
ADEA Commission on Change and Innovation in Dental Education 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.
Monday, March 19
9:45–11:45 a.m.
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.
Monday, March 19
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.
Monday, March 19
11:00 a.m.–1:00 p.m.
Special Symposium. Kick-Off to 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.
Monday, March 19 2:00–4:00 p.m.
Behavioral Science and Dental Education: Creating Opportunities for Change
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Marita Inglehart, University of Michigan
Other Presenters: Dr. Ron Botto, University of Illinois at Chicago; Dr. Anne Koerber, University of Illinois at Chicago; Dr. Philippe Richards, University of Michigan; Dr. David Chambers, University of the Pacific
CE CREDITS: 2
The overall objective of this program is to inform the audience about recent behavioral science contributions to dental education that aim at creating opportunities for change. More specifically, the objectives are to discuss behavioral science contributions to educating about professionalism, to teaching comprehensive care seminars in a truly comprehensive manner, and to assessing the competence of graduating seniors with portfolios. The symposium will consist of three presentations plus a discussion of each. In the first presentation, "Behavioral Science and Teaching Professionalism," Drs. Botto and Koerber will describe how their College of Dentistry recently adopted student and faculty codes of professionalism. They will highlight how an understanding of psychology contributed to creating a document from the grassroots level and how developing ethical behavior involves psychological more than didactive motivation. In the second presentation, "Behavioral Science and Comprehensive Care Seminars," Drs. Richards and Inglehart will present the key features of a comprehensive care seminar taught for second-year dental students and how the presence of a behavioral science instructor changed the students’ considerations of factors that should be considered for diagnosis and treatment planning. In the third presentation, "Assessing Competence of Graduating Seniors: A Portfolio Approach," Dr. Chambers will discuss the key features of the portfolio method and its advantages when assessing competence of graduating seniors. All three presentations address important issues in dental education and present opportunities to create change.
Monday, March 19 2:00–4:00 p.m.
Microcompetencies: Getting the Horse Before the Cart
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. Robert Watkins, Jr., University of North Carolina at Chapel Hill
Other Presenters: Dr. John Eisner, University at Buffalo; Prof. William Hendricson, University of Texas Health Science Center at San Antonio; Dr. Linc Conn, University of Texas Health Science Center at San Antonio
CE CREDITS: 2
Outcomes assessment and curriculum analysis are high on the priority list of issues facing dental education. This symposium will discuss the primary areas that can currently be assessed and the areas that are being poorly assessed or not assessed (primarily in CBL/PBL). Quick answers are not available; however, by discussing the issues, hopefully directions will become evident. The symposium will discuss the opportunities and barriers to complete and systemic evaluation of dental curricula. The major goal is to look critically at the holes in current methods of assessment and propose systems that would integrate course evaluations and outcomes assessment. The major issues surround the need for differing evaluation methods for different types of courses and different types of assessment. Following the seminar, the attendee should: 1) be aware of past practices in curriculum analysis; 2) understand the difference between input analysis and outcomes analysis; 3) understand the particular problems in analysis of differing sources of input and outcomes; 4) understand the different roles of learning objectives, competencies, requirements, clinical standards, and other educational metrics; and 5) understand the composite goal of annual self-study and annual Standard 2 documents.
Tuesday, March 20
9:45–11:45 a.m.
Dental Informatics Standards Development: The Impact on the Practice of Dentistry and Dental Education
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Gary Guest, University of Texas Health Science Center at San Antonio
Other Presenters: Dr. Robert Ahlstrom, University of the Pacific; Mr. Robert Owens, American Dental Association
CE CREDITS: 2
Many schools in North America are in the process of implementing computer-based patient records. Sound informatics-educational guidelines for faculty and staff of dental schools developing computer-assisted instruction can result in more effective final products. With dental services an important constituent of health care, health informatics standards can promote data interoperability across the health care professions for the patient’s benefit. Finally, developing a network of interoperable systems of dental clinical, public health, and personal health information can improve patient care and decision making for dentistry by making oral health information available when and where it is needed. This symposium will therefore include the following: a brief historical review of standards development for dental informatics on both the national and international levels; the dental informatics standards development process and the role of the ADA SCDI (Standards Committee for Dental Informatics); a brief review of current published SCDI Standards and Technical Reports including the Guidelines for the Design of Educational Software and items under development in SCDI Workgroups; the role of other standards development organizations and their ramifications on dental informatics standards pertinent to ADEA members; the ANSI/ADA Specification for the Structure and Content of a Computer-Based Patient Record System and associated implementation guide; background on the NHII (National Health Information Infrastructure), its potential impact on dentistry and dental education, and the planning for dental contributions to these initiatives (including clinical data warehouse and continuity of care records); and future directions for dental informatics standards development and how members of the academic dental community can participate.
Tuesday, March 20
9:45–11:45a.m.
Integration of the "Perio-Systemic Connection" into Dental and Dental Hygiene Curricula
FOCUS: Research Implications in Classroom and Clinic
Principal Coordinator: Dr. Anthony Iacopino, Marquette University
Other Presenters: Dr. Jeffrey Linfante, University of Medicine and Dentistry of New Jersey; Prof. Rebecca Wilder, University of North Carolina at Chapel Hill
CE CREDITS: 2
The science of the "perio-systemic connection" is advancing rapidly with increasing evidence for relationships between oral and systemic health. There is a need for all educators to be aware of these relationships, so that curricula can be updated to include concepts related to science in clinical practice. It will be important for biomedical sciences faculty to collaborate with clinical faculty to design educational experiences that review the latest science, translate that information to patient care, and ensure that graduates are able to work with other health care professionals in the community to provide comprehensive interdisciplinary care and management. The topics to be covered are: 1) associations between oral health and systemic health; 2) the science supporting the perio-systemic connection; 3) biomedical and clinical sciences content and content sequencing in the dental/dental hygiene curriculum supporting teaching of perio-systemic concepts; and 4) effective teaching approaches that integrate perio-systemic concepts within dental/dental hygiene curricula. Attendees will: 1) understand the basic connections between oral health and systemic health; 2) understand how the perio-systemic connection impacts didactic, translational, and clinical education; 3) understand how the perio-systemic connection serves as a useful model for integration of biomedical and clinical sciences within the dental/dental hygiene curricula; and 4) discuss current examples of best practices for inclusion of the perio-systemic connection in dental and dental hygiene curricula.
Tuesday, March 20
9:45–11:45 a.m.
Patient-Instructors for Teaching Cross-Cultural Communication Skills to Dental Students
FOCUS: Teaching Techniques
Principal Coordinator: Dr. Julie Wagner, University of Connecticut
Other Presenters: Prof. Henrietta Logan, University of Florida; Ms. Tamara Owens, University of Texas Health Science Center at Houston; Prof. Hillary Broder, University of Medicine and Dentistry of New Jersey
CE CREDITS: 2
Patient-Instructor (PI) programs are gaining popularity in dental curricula because of their usefulness in assessing students’ communication skills, including cross-cultural communication. In this symposium, PI course directors from four dental schools will discuss PI curriculum and grading, case-writing, logistics, and challenges, as well as the empirical evidence for PI methods. The use of PI to teach cross-cultural patient care will be emphasized. At the end of the symposium, participants will be able to 1) explain what Patient-Instructor (PI) programs are and their use in teaching cross-cultural patient care; 2) describe how PI cases can be used to meet diversity-related curriculum objectives; 3) name methods for using PIs to evaluate students; and 4) identify barriers and solutions to implementing PI programs. Dr. Wagner will provide a brief overview of the literature on PI teaching and its incorporation into diversity-related dental curricula. Prof. Logan will present curriculum issues including grading, remediation, and provision of student feedback. Ms. Owens will present case writing, including case elements and interdisciplinary collaboration. Prof. Broder will present challenges of running a PI program including budgets, facilities, personnel, and translation of student skills into clinical practice. Dr. Wagner will present multicultural applications, including cultural adaptation of case elements, tailoring to specific populations, and meeting diversity related curriculum objectives. Participants will then spend thirty minutes in a group activity of their choice related to a multicultural case; this will involve either case-writing, cultural adaptation, identifying methods for student evaluation, or exploring implementation of a program at their own institution. The session will end with a panel discussion among Dr. Joseph D’Ambrosio, Dr. Michael Conte, and Dr. Robert Lockhart regarding unique aspects of PI programs.
Tuesday, March 20 2:00–4:00 p.m
"Case-Blog": Using Weblog Technology to Facilitate PBL and CBL
FOCUS: Teaching Techniques
Principal Coordinator: Dr. Linc Conn, University of Texas Health Science Center at San Antonio
Other Presenters: Prof. William Hendricson, University of Texas Health Science Center at San Antonio; Dr. Robert Watkins, Jr., University of North Carolina at Chapel Hill
CE CREDITS: 2
The case-blog strategy provides a mechanism to implement curriculum reforms that have been frequently proposed in assessments of dental education to increase active learning strategies in order to enhance dental students’ critical thinking and self-directed learning abilities. In this symposium, the participants will 1) be exposed to and come to understand the strengths and weaknesses when using a "CaseBlog" for creation, delivery, and evaluation of problem-based learning/case-based learning (PBL/CBL); 2) revisit the past limitations and strengths in paper-based PBL/CBL; 3) come to understand the technology development directions of the project; and 4) participate in the discussion of appropriate outcomes measures for evaluation of this technology in educational settings.
Tuesday, March 20 2:00–4:00 p.m.
Students’ Views on the Student Perspective Project
FOCUS: Instructional Methods and Curriculum
Principal Coordinator: Dr. David Henzi, University of Texas Health Science Center at San Antonio
Other Presenters: Dr. Sandra Andrieu, Louisiana State University; Dr. T. Roma Jasinevicius, Case School of Dental Medicine; Dr. Elaine Davis, University at Buffalo
CE CREDITS: 2
New dental educators unaccustomed to teaching are faced with any number of issues unique to an academic institution. If the new educator is fortunate enough to have a mentor program available, information related to university expectations are discussed with a colleague familiar with the academic culture. While the opportunity to discuss issues in the university setting is important, one area more often than not left out of the discussion is the students’ perspectives on their education. Information obtained from the Student Perspective Project will allow those new faculty members an opportunity to not only learn from the study’s results, but to also hear anecdotal comments from a student panel. Results from three different sections of the Student Perspective Project will be shared. This information comes from over 1900 students who responded to both Likert scale and open-ended questions. Symposium participants will be able to identify student perceptions of the learning environment with materials from the Dental Student Learning Environment Survey; determine the influence of clinical teaching quality by reviewing results from the Clinical Education Instructional Quality Questionnaire; and identify student perceptions of the overall quality of dental education by reviewing results from a SWOT analysis. Following the presentation of this information, audience members will hear the results discussed by a five-member student panel (two from LSU, two from Case Western Reserve, and one from UTHSCSA). The student panel (representing all four years of dental school) will elaborate on the results by including changes or modifications from their schools.
Wednesday, March 21
9:00–11:00 a.m.
"Lions, Tigers, and Bears": Preparedness Leadership in Response to Crisis Events
FOCUS: Excellence in the Academy
Principal Coordinator: Dr. Nicholas Mosca, University of Mississippi and Mississippi Department of Health
Other Presenters: Dr. E. Dianne Rekow, New York University; Dr. Renee Joskow, Department of Homeland Security; Dr. Emanual Finn, District of Columbia Department of Health
CE CREDITS: 2
Natural disasters, bioterrorism, and pandemic influenza outbreaks pose special challenges unique to our dental education experience. Dental educators should understand how communities would respond to such threats, ultimately to enhance the role of the dental workforce in the integration and coordination of crisis preparedness and emergent response. Is the dental workforce knowledgeable and adequately prepared to serve in the aftermath of a natural disaster or bioterrorism event? Have we adequately prepared the dental workforce to respond to crisis events, such as an emerging pandemic influenza outbreak? This symposium offers an expert panel with experience in crisis management who will discuss recommendations for dental education institutions to prepare the dental workforce as community stakeholders in crisis event readiness and response. Participants will discuss educational goals and objectives for dental education in state and local crisis command and response coordination and share their perspectives on curriculum development and training. Panel members will review the operational plans for national, state, and local crisis readiness and response; articulate the responsibilities and capabilities of the dental workforce in planning and executing a community crisis response; and discuss curriculum recommendations and student training models to adequately prepare the dental workforce for crisis readiness and response.
Wednesday, March 21
9:00–11:00 a.m.
Research Opportunities for All
FOCUS: Research Implications in Classroom and Clinic
Principal Coordinator: Ms. Eve Cuny, University of the Pacific
Other Presenters: Dr. Jennifer Cleveland, Centers for Disease Control and Prevention; Ms. Kathy Eklund, The Forsyth Institute
CE CREDITS: 2
This program will describe the dental infection control research agenda developed during a workshop in late 2006 convened by the Organization for Safety and Asepsis Procedures and funded by the Centers for Disease Control and Prevention. Participants will learn where the identified gaps are in the science to support infection control policies and practices. These gaps represent opportunities to contribute to the furthering of evidence-based infection control practices. Discussion will include the various types of research and the potential sources for support of research efforts—government agencies and private industry. A summary of the current infection control literature will provide a backdrop for identifying future potential projects. This symposium will enable participants to 1) understand the targeted areas of infection control research; 2) identify funding sources for conducting university-based research projects; 3) describe the potential research methods to apply to various projects; and 4) provide an overview of the literature on dental infection control to date. This program offers the opportunity for faculty to develop research ideas based on already identified areas of need. There is also an opportunity to discuss collaborations between institutions.
 |
Joint ADEA/AADR Symposium |
|---|
 Top Joint adea/aadr symposium |
|---|
Presenters: Dr. Andrea Sawczuk, National Center for Research Resources; Dr. Bruce Pihlstrom, National Institute for Dental and Craniofacial Research
CE CREDITS: 2
National Institutes of Health (NIH) Director Elias A. Zerhouni, M.D., recently announced the launch of a national consortium that will transform how clinical and translational research is conducted, ultimately enabling researchers to provide new treatments more efficiently and quickly to patients. This new consortium, funded through Clinical and Translational Science Awards (CTSAs), begins with twelve academic health centers (AHCs) located throughout the nation. An additional fifty-two AHCs are receiving planning grants to help them prepare applications to join the consortium. A second round of applications, received in January 2007, will be peer-reviewed in late March. It is anticipated that eight to twelve additional awards will be made in FY 2007. The development of this consortium represents the first systematic change in our approach to clinical research in fifty years. Working together, these sites will serve as discovery engines that will improve health care by applying new scientific advances to real world practice. It is expected that the CTSAs will develop new approaches to reach underserved populations, local community organizations, and health care providers to ensure that health care advances are reaching the people who need them. The CTSA consortium will be led by the National Center for Research Resources (NCRR), a part of the NIH. Total first year funding for the awards announced to date will be approximately $100 million. When fully implemented in 2012, the initiative is expected to provide a total of $500 million annually to sixty academic health centers. Dr. Andrea Sawczuk of the NCRR will give an overview of the CTSA initiative, and Dr. Bruce Pihlstrom of the NIDCR will introduce and moderate a panel discussion of representatives from successful CTSA awardees with a view towards informing the oral health research and educational community about the ways in which the dental community has successfully participated in this initiative. Discussion will also focus on how dentistry can participate in the clinical research training programs that are a part of all CTSA awards.
| ||||||||||||||||||||||||||||||||||||||||
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
