Integrating lesbian, gay, bisexual, transgender, and queer (LGBTQ) competency into the dental school curriculum.

BACKGROUND: Decreasing healthcare disparities in marginalized communities requires healthcare providers who understand and appreciate social, economic, and cultural backgrounds. This includes care and education focused on individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ). METHODS: This study examined dental students' and residents' self-reported clinical preparedness, prejudicial attitudes (implicit and explicit), and knowledge of health disparities that exist in the LGBTQ community using the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale (LGBT-DOCSS) prior to and after the presentation of an LGBTQ competency course. RESULTS: A total of 178 dental students at a private US dental school ranging from D1 to first-year postdoctoral residency participated in the course and completed both pre-course survey and post-course survey. Sixty-seven percent of the students reported having formal training in LGBTQ competency prior to completing the pre-training survey. The results of the LGBT-DOCSS in this population following intervention training revealed an increased feeling of clinical preparedness in treating LGBTQ patients, decreased bias toward LGBTQ, and increased knowledge of health disparities in the LGBTQ community. A more significant percentage of male respondents self-reported prejudicial beliefs. Knowledge of LGBTQ health issues increased significantly among pre-clinical students. CONCLUSION: Introducing an early intervention LGBTQ competency course in the dental curriculum is an effective method of improving students' awareness and self-confidence in working with LGBTQ patients while decreasing biases that may have existed prior to a training course.

Assessing burnout among early career faculty in US dental schools.

BACKGROUND: Burnout is a condition characterized by emotional exhaustion, low personal accomplishment, and feelings of depersonalization that may evolve as a result of chronic occupational stress. Our goal for the study was to measure the degree of burnout among US dental school faculty with less than 10 years in academia. MATERIALS AND METHODS: A mixed method approach to data collection was utilized for the study and included: A. A 15-items demographics survey B. Maslach Burnout Inventory (MBI) combined with the Area-Work life Scale (AWS) C. A survey open-ended response to respondent's general feelings about work environment. RESULTS: MBI results from the data collected from 52 respondents indicate 7 or 13.46% of respondents are categorized with a 'burnout' profile. The most abundant categories recognized among this group are feelings of being "overextended" (34.62%) while 32.69% of the respondents self-report signs of being engaged. The results from this population indicate higher emotional exhaustion while levels of depersonalization are lower. The Area-Work life Scale (AWS) for this group indicates a higher sense of reward and control, while a lower frequency of workload balance and fairness are recognized. The data collected from the sample population suggest increased higher feelings of burnout at the 9-year mark, with increased administrative duties, and age range over 44 years. CONCLUSION: Identifying factors in workload, work environment, and influences in the home that lead to burnout early in a faculty member's tenure and introducing reduction mechanisms are key to enhancing faculty production, satisfaction, and retention.

Examining the Preferred Learning Styles of U.S. Dental Students with Learning Disabilities.

As the number of students with recognized learning disabilities who are pursuing higher education increases, strategies for success become important. The aim of this mixed-methods study was to gather from U.S. dental students with learning disabilities information about their preferred learning styles and strategies to achieve the objectives of their academic programs. Data were collected in 2018 from a sample of 11 dental students who were members of the National Dental Association. Data collection was done with the Kolb's Learning Style Index (LSI) version 3.1 and a six-item, open-ended questionnaire. The results showed that assimilated learning was the most common learning style of these students in the preclinical and clinical phases, as measured by the LSI v. 3.1. The majority of the students believed their style of learning had not changed from the preclinical to the clinical phase of their education. Participants perceived that learning was best accomplished by adapting to the professor's teaching style, but they reported positive benefits of having accommodations in the classroom including extended testing time, recorded lectures, and transcribed notes. This study demonstrated that students with learning disabilities were pursuing dental careers and they preferred certain types of educational methodologies. These findings suggest that dental schools would do well to continue to welcome students with learning disabilities and accommodate their learning needs.

Depression and hospital admission in older patients with head and neck cancer: analysis of a national healthcare database.

OBJECTIVES: The aim the study was to determine whether the presence of depression was associated with an increased likelihood of hospital admission among adult patients 50 years and over diagnosed with head and neck cancer (HNC) visiting emergency departments (EDs) in the United States. BACKGROUND: Head and neck cancer is associated with high morbidity and mortality. In patients with cancer, depression is predictive of increased mortality and the effect remains after adjusting for comorbidities. Patients with cancer who are depressed are less likely to participate in treatment decisions and to seek social support which can lead to worsening overall health outcomes among patients with HNC. MATERIALS AND METHODS: We performed secondary analysis of data from the Nationwide Emergency Department Sample (NEDS) in the United States using multivariable Poisson regression to estimate prevalence ratios (PRs) and 95% confidence intervals (CIs). We included adults aged 50 years and older, diagnosed with HNC using International Classification of Diseases, 9th revision (ICD-9-CM) codes. We controlled for demographic, clinical and hospital characteristics in the multivariable models. RESULTS: In the final multivariable model for adults 50 years and over, male HNC patients with depression were 28% (CI = 21-36%) more likely to be admitted following an ED visit and female HNC patients with depression were 31% (CI = 20-42%) more likely to be admitted. In stratified analysis, the association was strongest for males with specific HNC of the oral cavity who were 56% (CI = 25-94%) more likely to be admitted. CONCLUSION: Depression is associated with hospital admission among adults aged 50 and over with HNC.