The influence of a workshop on dental students' perceptions about sexual harassment.

The objective of this study was to determine the effects of a workshop on the sexual harassment perceptions of students at the University of Kentucky College of Dentistry. Responses to a twenty-six-item questionnaire were elicited from 147 first-through fourth-year students before and after they attended a two-hour sexual harassment workshop. Five questions explored students' personal experiences with sexual harassment; twenty-one questions addressed students' attitudes about sexual harassment. The repeated measures option of the SPSS General Linear Model statistical program was used to individually analyze the Likert-type scale response to the twenty-one attitude items for the following variables: gender, year in dental education, and whether respondents had been sexually harassed or had observed harassment of others. Workshop participation significantly changed some student attitudes about sexual harassment regardless of gender, year in dental education, or whether they had been harassed personally or had witnessed harassment of someone else (p < .05). There were also significant gender-related differences in the direction and magnitude of change in pre- versus post-workshop responses to several attitude items (p < .05). Workshop participants were better informed about and more sensitive to a wide range of sexual harassment issues. The workshop empowered students, especially females, to help create an environment that minimizes the probability of sexual harassment. This may be possible because, after the workshop, participants better understood institutional policies and procedures to handle complaints, including provisions for protection from retaliation if they do file a grievance. This knowledge and sensitivity may result in an environment that facilitates the education of beginning general practitioners who are competent, empathetic, and sensitive.

A survey of resident selection procedures in oral and maxillofacial surgery.

PURPOSE: This study was conducted to analyze the current procedures used in oral and maxillofacial surgery resident selection, to compare these selection procedures with those used 2 decades ago, to determine whether any differences exist in the selection procedures between 4-year certificate programs and programs that offer formal medical education, and to provide criteria to assist in the counseling of dental students on the application process for oral and maxillofacial surgery residencies. SUBJECTS AND METHODS: Questionnaires were sent to the 106 oral and maxillofacial surgery graduate training programs accredited by the American Dental Association. To provide for a more direct comparison to the study completed in 1976, the current questionnaire was developed, using the original survey as a model. It was divided into 5 sections: general information, information obtained from the formal application and letters of recommendation, the interview, the decision process, and a retrospective view of past decisions. The results were tabulated and the Pearson chi-square test was used to determine statistical significance when comparing the 4-year certificate programs to the programs that offer formal medical education. RESULTS: Seventy-one responses (75.5%) from nonmilitary programs were returned and analyzed. Thirty-nine responses represented dual-degree (MD) programs. Factors that were considered very important when judging a candidate's written application included dental school class rank (76.1%), dental school basic science grades (70.4%), and dental school clinical grades (63.4%). Dual-degree programs placed a greater emphasis on predental basic science grades (P < .01) and dental national board scores (P < .05). When asked about prior resident selection, 86.7% of the respondents said they would select 80% of their former residents again. In addition, 89.9% of the respondents were satisfied with their current selection process. CONCLUSIONS: The procedures used to select oral and maxillofacial surgery residents are relatively constant among programs. Although the dual-degree and 4-year certificate programs use the same criteria for resident selection, the dual-degree programs place greater emphasis on predental academic performance and on the results of the national dental boards. Criteria used 22 years ago to select residents are still applicable, but there has been a shift in the importance of some variables.

Dental students' sexual harassment experiences and attitudes.

The objective of this study was to describe the sexual harassment experiences and attitudes of students at the University of Kentucky College of Dentistry. A twenty-six-item questionnaire was developed and administered to 170 dental students in years one through four of the curriculum. Five questions explored students' personal experiences with sexual harassment--whether they had been harassed or had observed harassment; twenty-one questions addressed students' attitudes about sexual harassment. Computations of mean differences in Likert-type scale responses for the twenty-one attitude items were completed using independent t-tests for the following variables: gender, whether respondents had been sexually harassed or had observed harassment of others, and years in dental education. Almost 15 percent of the students reported being sexually harassed at least once in dental college. Females were sexually harassed more often than males (p < .01), and second, third, and fourth year students more often than first year students (p < .05). Additionally, 30 percent of the students reported witnessing sexual harassment in the college. Harassers included faculty (88 percent), dental students (8 percent), and others (4 percent). Differences (p < .05) in sexual harassment attitudes were found when responses were analyzed by gender, by whether students had been sexually harassed, by whether they had witnessed harassment, and by years in dental education. The data show that sexual harassment occurs in the college. Dental faculty and students could benefit from programs to educate them about sexual harassment, how to prevent it from occurring, and how to respond if they are sexually harassed.