CAREER PLANS OF GRADUATES OF A CANADIAN DENTAL SCHOOL: PRELIMINARY REPORT OF A 5-YEAR SURVEY.

OBJECTIVE: Comprehensive data on the characteristics and opinions of graduating dental students in Canada are lacking. Specifically, only minimal information is available on graduates' immediate career plans and factors that may influence their decisions regarding these plans. Our aim was to gather such data to allow better understanding of this issue and improve the design of future studies on this topic. METHODS: The Career Development Committee at the school of dentistry, University of Alberta, designed a short survey to be administered to graduating students over 5 years to gain insight into their immediate career plans and opinions on career services at the school. Preliminary results from 2012-2014 are reported here. RESULTS: With a response rate of close to 90% (n = 99/111), the data reveal considerable differences in immediate career plans between the surveyed students and those in other schools in Canada and the United States. Of the students, 89% were planning to work in a general dental practice and only 9% were planning to enroll in advanced education, including general practice residency training. CONCLUSION: More research is needed to better understand the factors affecting career path decisions of students.

Quantification of Bacterial DNA from Infected Human Root Canals Using qPCR and DAPI after Disinfection with Established and Novel Irrigation Protocols.

The removal of bacterial infections within the root canal system is still a challenge. Therefore, the cleansing effect of established and new irrigation-protocols (IP) containing silver diamine fluoride (SDF) 3.8% on the whole root canal system was analyzed using quantitative PCR (qPCR) and 4',6-diamidino-phenylindole-(DAPI)-staining. Extracted human premolars were instrumented up to F2 (ProTaper Gold) under NaCl 0.9% irrigation and incubated with Enterococcus faecalis for 42 days. Subsequently, different ultrasonically agitated IP were applied to the roots: control (no irrigation), 1. NaOCl 3%, EDTA 20%, CHX 2%, 2. NaOCl 3%, EDTA 20%, 3. NaOCl 3%, EDTA 20%, SDF 3.8%, 4. SDF 3.8%, and 5. NaCl 0.9%. One half of the root was investigated fluorescent-microscopically with DAPI. The other half was grinded in a cryogenic mill and the bacterial DNA was quantified with qPCR. The qPCR results showed a statistically significant reduction of bacteria after the application of IP 1, 2, and 3 compared to the control group. While IP 4 lead to a bacterial reduction which was not significant, IP 5 showed no reduction. These data corresponded with DAPI staining. With qPCR a new molecular-biological method for the investigation of the complete root canal system was implemented. The novel IP 3 had an equally good cleansing effect as the already established IP.

Efficacy of a step-by-step carving technique for dental students.

This study demonstrates the effectiveness of a step-by-step carving technique that is quickly and efficiently mastered by dental students. Thirty-six final-year dental students volunteered to participate in this study. The students were given pre-prepared lower right first molar simulation teeth that had the occlusal half replaced in carving wax. The study was conducted in three time phases: pre-test (Time 1), participative learning (Time 2), and post-test (Time 3). The pre-test had the students carve the wax with no instruction. Instruction and demonstration of the technique were given at Time 2, and the post-test had the students carve the tooth again with no guidance but with training. A statistically significant increase with a nearly medium effect size was found from Time 1 to Time 2. A statistically significant increase with a medium effect size was found when comparing Time 2 to Time 3. A statistically significant increase with a large effect size was found when comparing Time 1 to Time 3. This technique has proved to be an effective method of simultaneously teaching a large cohort of predoctoral dental students. The technique is consistent with constructivist learning theory.