Barriers to research among residents in oral and maxillofacial surgery.

PURPOSE/OBJECTIVES: Research is an integral part of oral and maxillofacial surgery (OMS) residency training. This study aimed to identify the current barriers perceived by OMS residents toward conducting research during training. METHODS: A cross-sectional, questionnaire-based study was conducted. The survey was distributed to 670 OMS residents across the United States in 2021 and consisted of questions regarding demographics, residency program requirements and resources, and perceived barriers to research. Data were analyzed using descriptive statistics, Fisher's exact tests, Kruskal-Wallis tests, and post hoc Dunn's test with a statistical significance of P < 0.05. RESULTS: The response rate was 24.2%. Most participants' programs had a minimum research requirement to complete a residency (80%). The top three reported barriers to completing research were lack of time (84%), limited access to research mentors or supervisors (37%), and lack of access to biostatistical support (31%). Factors associated with these barriers included the lack of a research director, supervisor, mentor, assistant, or statistician. There was no significant difference between residents in programs with protected research time versus those without. CONCLUSIONS: OMS residents generally viewed research experience during residency as beneficial but reported important barriers, most notably: insufficient time. Although most OMS training programs in the US require research for completion, many do not provide adequate time to facilitate this process. Compared with literature from over a decade ago, it appears little progress has been made to remedy similar barriers to research. Addressing this deficiency may increase the quantity and quality of research, furthering the profession.

Habilidades investigativas en estudiantes del ciclo clínico de la carrera de Estomatología / Research skills in students of the clinical cycle of Stomatology pre-graduate studies

RESUMEN Introducción: las habilidades investigativas se insertan en la formación del profesional de estomatología como una de las dimensiones claves del proceso de formación. Objetivo: evaluar la percepción de los estudiantes acerca del estado actual de desarrollo de las habilidades investigativas en el ciclo clínico de la carrera de Estomatología de la Universidad de Ciencias Médicas de Matanzas. Materiales y métodos: se realizó una investigación descriptiva, de corte transversal, en la que participaron 68 estudiantes de tercer a quinto año, durante la culminación del curso 2018-2019. Fueron seleccionados a través de un muestreo intencional. Se empleó un cuestionario de percepción del dominio de las habilidades relacionadas con el manejo de la información científica, el diseño y ejecución de investigaciones, y el análisis de situación de salud bucal. Resultados: los estudiantes reconocieron tener dominio de la habilidad para el manejo de la información científica y para el análisis de situación de salud bucal. Las acciones menos dominadas fueron la recopilación de información y el diseño de un perfil de proyecto de investigación. La Jornada Científica Estudiantil y el trabajo de curso fueron las vías más empleadas para la divulgación científica. Predominaron los obstáculos externos, seguidos de obstáculos asociados al propio dominio de la habilidad para el diseño y la ejecución de la investigación científica. Conclusión: los estudiantes del ciclo clínico de la carrera de Estomatología reconocen poseer un adecuado dominio de las habilidades investigativas, lo cual contribuye de modo satisfactorio a la formación profesional. No obstante, resulta necesario promover acciones educativas que tributen a las operaciones menos dominadas y estimulen la inserción estudiantil en proyectos de investigación para la sistematización de estas habilidades (AU).

ABSTRACT Introduction: research skills are inserted in the training of the stomatology professional as one of the key dimensions of the training process. Objective: to evaluate the perception of students about the current state of development of research skills in the clinical cycle of the pre-graduate studies of Stomatology of the University of Medical Sciences of Matanzas. Materials and methods: a descriptive, cross-sectional research was carried out, involving 68 third to fifth year students, during the co a descriptive, cross-sectional research was carried out, involving 68 third to fifth year students, during the completion of the 2018-2019 course. They were chosen through intentional sampling. A perception questionnaire was used for the mastering skills related to the management of scientific information, the design and execution of research, and oral health situation analysis. Results: the students recognized to master the ability of handling scientific information and oral health situation analysis. Less mastered actions were the collection of information and the design of a research project profile. The Student Science Day and the course work were the most widely used ways for scientific dissemination. External difficulties predominated, followed by difficulties associated with the own mastery of the ability to design and execute scientific research. Conclusion: the students in the clinical cycle of the pre-grade studies of Stomatology recognize having an adequate mastery of research skills, which contributes satisfactorily to professional training. However, it is necessary to promote educational actions that contribute to the less dominated operations and stimulate the insertion of students in research projects for the systematization of these skills (AU).

Webpalestra COVID-19 (Coronavírus): prática baseada em evidência na odontologia durante a pandemia do COVID-19

Assista mais vídeos sobre COVID-19 no link abaixo: https://www.youtube.com/playlist?list... Assista mais vídeos da série Tele Saúde Bucal no link abaixo: https://www.youtube.com/playlist?list... Acesse os slides das nossas palestras na Biblioteca Virtual do Telessaúde ES! Confira a data da exibição e encontre o material desejado. Faça download e tenha o material preparado pelos nossos palestrantes. https://telessaude.ifes.edu.br/biblio...

Blended Module-Based Teaching in Biostatistics and Research Methodology: A Retrospective Study with Postgraduate Dental Students.

Information technology has stimulated efforts to reform teaching methods in dental education. Most of these efforts involve a shift from conventional mode to the more technology-savvy and student-centered approach. The aim of this study was to compare postgraduate dental students' academic performance using two teaching methodologies (video-based learning and blended module-based learning) in a biostatistics and research methodology course in a master's program at a dental college in India. This retrospective study involved two groups of students enrolled in the master's program with different years of admission: Group I in 2013-14 (n=80) and Group II in 2015-16 (n=80). Group I students learned the subjects with video-based learning, whereas Group II students were taught using a blended module program using a small-group learning system called Process-Oriented Guided Inquiry Learning (POGIL). The students' final course evaluation (summative assessment) and formative assessment (during course assessments) were compared for the two groups. The students' final course evaluation was derived from an end-of-year written examination, whereas the formative assessment was recorded with written tests and projects during the course. In the results, the summative assessment did not show a significant difference between Group I (68.2±13.4) and Group II (66.4±11.9) (p=0.39). The formative assessment showed a significant difference (p<0.001) in favor of the Group II students. In this study, the blended module-based teaching produced similar scores on the final exam to the video-based lectures, but it produced significantly better results on the in-course assessments. The latter finding could be attributed to the incorporation of small-group learning and POGIL.

Is Formal Research Training Associated With Academic Success in Oral and Maxillofacial Surgery?

PURPOSE: Pursuing promotion in academic rank and seeking funded research opportunities are core elements of academic practice. Our purpose was to assess whether formal research training influences academic rank or National Institutes of Health (NIH) funding among full-time academic oral and maxillofacial surgeons (OMSs). MATERIALS AND METHODS: We performed a cross-sectional study of full-time academic OMSs in the United States. The primary predictor variable was completion of formal research training, defined as a research fellowship or advanced non-clinical doctoral research degree (PhD, DMSc, DPH, DPhil, ScD). The outcomes measures were current academic rank and successful acquisition of NIH funding (yes vs no). Other study variables included MD degree, clinical fellowship training, years since training completion, and Hirsch index (H-index), a measure of academic productivity. We computed the descriptive, bivariate, and multiple regression models and set P ≤ .05 as significant. RESULTS: A total of 299 full-time academic OMSs were included in the study sample. Of the 299 OMSs, 41 (13.7%) had had formal research training. Surgeons with formal research training had a greater mean interval since completion of training (P = 0.01) and had a greater mean H-index (P = 0.02). Formal research training was not associated with academic rank (P = .10) but was associated with an increased likelihood of receiving NIH funding (P < .001). In a multiple logistic regression model, after adjusting for years since completing training and H-index, formal research training was associated with an increased likelihood of obtaining NIH funding (odds ratio, 3.22; 95% confidence interval, 1.15 to 9.00; P = .03). CONCLUSIONS: Among academic OMSs, those with formal research training had greater success with obtaining NIH funding. However, formal research training did not appear to influence an OMS's current academic rank.

Oral Health Research and Scholarship in 2040: Executive Summary.

This executive summary for Section 6 of the "Advancing Dental Education in the 21st Century" project provides an overview of five background articles that address the role of research and scholarship in dental education in the year 2040. Beginning with a historical account of research and discovery science in dentistry's evolution as a profession, the article then reviews the role of early thought leaders and organized dentistry in establishing research as a cornerstone of dental education and dental practice. The dental research workforce faces an uncertain future fueled by a volatile funding environment and inadequate mentoring and training of research faculty. Dental schools must forge stronger academic and scientific ties to their university and academic health centers and will be challenged to develop sustainable research and patient care collaborations with other health professions. The changing health care environment will create new opportunities for oral health care providers to expand their scope of practice and focus on prevention and screening for non-communicable chronic diseases. Dental practitioners in the future are likely to place greater emphasis on managing the overall health of their patients while promoting closer integration with other health professionals. All dental schools must develop a sustainable research mission if they hope to graduate dentists who function effectively in a collaborative health care environment. The changing scientific and health care landscape will dramatically alter dental education and dental practice. Dental schools need to reconsider their research and educational priorities and clinical practice objectives. Until dental schools and the practicing community come to grips with these challenges, a persistent attitude of complacency will likely be at the dental profession's peril.

How Research Training Will Shape the Future of Dental, Oral, and Craniofacial Research.

This is a critical time in the history of the dental profession for it to fully embrace the responsibility to safeguard its reputation as a learned profession. In this golden era of scientific and technological advances, opportunities abound to create new diagnostics, preventions, treatments, and cures to improve oral health. Dental schools are the largest national resource entrusted with the responsibility to educate, train, and retain oral health researchers who can leverage such technologies and research opportunities that will benefit the profession at large as well as patients. This article reemphasizes the theme that research training and scholarship must be inextricably woven into the environment and culture in dental schools to ensure the future standing of the profession. An overview of the history of support provided by the National Institutes of Health and National Institute of Dental and Craniofacial Research for the training and career development of dentist-scientists is presented. In addition, new data on the outcomes of such investments are presented along with a comparison with other health professions. This overview underscores the need to expand the capacity of a well-trained cadre of oral health researchers through the reengineering of training programs. Such strategies will best prepare future graduates for team science, clinical trials, and translational research as well as other emerging opportunities. The urgent need for national organizations like the American Dental Association, American Dental Education Association, and American Association for Dental Research to create new alliances and novel initiatives to assist dental schools and universities in fulfilling their research mission is emphasized. To ignore such calls for action is to disavow a valuable legacy inherited by the dental profession. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation.

OBJECTIVE: To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. METHODS: A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. RESULTS: The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students' knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. CONCLUSION: Curriculum design, faculty and students' skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

The NIH's Funding to US Dental Institutions from 2005 to 2014.

This study examines funding from the National Institutes of Health (NIH) to US dental institutions between 2005 and 2014 based on publicly available data from the NIH Research Portfolio Online Reporting Tools. Over the 10-y span, 56 US dental institutions received approximately $2.2 billion from 20 Institutes, Centers, and Offices at the NIH. The National Institute of Dental and Craniofacial Research (NIDCR) is the largest NIH supporter of dental institutions, having invested 70% of the NIH total, about $1.5 billion. The NIDCR is also the primary supporter of research training and career development, as it has invested $177 million, which represents 92% of the total NIH investment of $192 million. Over the past 10 y, about half of the NIDCR's extramural award dollars have gone to dental schools, while the NIH has invested about 1%. There has been an approximately 10% net decrease in extramural dollars awarded to dental institutions over the past decade; however, given the year-to-year variability in support to dental institutions, it is unclear if this net decline reflects a long-term trend. In addition, there was an overall reduction in the extramural dollars awarded by the NIDCR and by the NIH. For example, from 2005 to 2014, the total NIDCR budget for extramural research decreased by roughly 4%, which represents a decrease of $20 million to dental institutions. After adjusting for inflation, the decline in funding to dental institutions from the NIDCR and NIH was approximately 30%. Although the NIDCR and NIH continue to invest in dental institutions, if the current decline were to continue, it could negatively affect the research conducted at dental institutions. Therefore, we discuss opportunities for dental institutions to increase NIDCR and NIH support and improve their capacity for research, research training, and career development.

Creation and Initial Outcomes of a Selective Four-Year Research Program for Predoctoral Dental Students.

Educators agree that dental students' involvement in research plays an important role in their development and contributes to the future of dental education. However, dental schools are challenged to provide the time and support necessary to nurture their students in undertaking research activities. The aim of this study was to examine student participation in a predoctoral student research program at one U.S. dental school and to track participants' outcomes both before and after introduction of an additional, highly selective research scholarship program. Research participation was recorded for all predoctoral dental students in the graduating classes of 2005-15. The number of years of participation was also tracked for each student who participated in research. The results showed that, since the inception of the research honors scholarship in 2005, there has been a more than threefold increase in the number of dental students participating in research each year. The number of students who do multiple years of research has tripled, and the number of students' poster presentations at national academic meetings has risen tenfold in those ten years. The introduction of a competitive award that recognizes exceptional research by students has added to the research profile of the school and has shown success in encouraging students to become involved in research throughout their four years in dental school.

Using a Dental Student Exercise on Shear Bond Testing to Both Provide Skills Practice and Demonstrate a Research Process.

This article describes an exercise with junior dental students at the University of the Pacific Arthur A. Dugoni School of Dentistry designed in part to serve the requirement for dental accreditation Standard 6-3 ("Dental education programs must provide opportunities, encourage, and support student participation in research and other scholarly activities mentored by faculty"). The exercise has been conducted for seven years and has been found to provide a distinctive and important experience to the education of these dental students. The exercise has three aims. First, it is an exercise in which students practice their skills with dental bonding; second, it serves as a tool to give immediate feedback on these skills that is otherwise not possible in a real patient situation; and third, it demonstrates to the students how data from the exercise with the students as subjects can be used in a research study. The project thus serves as an innovative way to use a skill-building exercise to educate students about research at the same time.