Challenges of Incivility in Dental Practice and Education.

Professional collaboration is a key component of patient care and a source of fulfilment for oral health care providers. However, reports of incivility in employment as well as education are increasing impacting individuals in all settings including patients. Uncivil behavior implies a disregard for others and creates an atmosphere of disrespect, conflict, and stress. In contrast, civility towards others implies polite, respectful behavior towards others. This short report presents case studies in dental hygiene clinical practice and in dental hygiene education with strategies for approaching uncivil behavior.

EDUCATING THE DEVELOPING DENTAL STUDENT IN ETHICS AND PROFESSIONALISM.

Ethics education has been a required part of accreditation standards for dental and dental hygiene programs since the 19lJs. The dominant approach uses a combination of lectures and small, case-based seminars to teach ethical principles and provide practice in decision-making procedures to reason through dilemmas where there are several "right" ways to act. Detail is provided about three such programs.

Educating youth about health and science using a partnership between an academic medical center and community-based science museum.

Declining student interest and scholastic abilities in the sciences are concerns for the health professions. Additionally, the National Institutes of Health is committed to promoting more research on health behaviors among US youth, where one of the most striking contemporary issues is obesity. This paper reports findings on the impact of a partnership between Oregon Health and Science University (OHSU) and the Oregon Museum of Science and Industry linked to a 17-week exhibition of BodyWorlds3 and designed to inform rural underserved youth about science and health research. Self-administered survey measures included health knowledge, attitudes, intended health behaviors, and interest in the health professions. Four hundred four surveys (88% of participants) were included in analyses. Ninety percent or more found both the BodyWorlds (n = 404) and OHSU (n = 239) exhibits interesting. Dental care habits showed the highest level of intended behavior change (Dental = 45%, Exercise = 34%, Eating = 30%). Overall, females and middle school students were more likely than male and high school students, respectively, to state an intention to change exercise, eating and dental care habits. Females and high school students were more likely to have considered a career in health or science prior to their exhibit visit and, following the exhibit, were more likely to report that this intention had been reinforced. About 6% of those who had not previously considered a career in health or science (n = 225) reported being more likely to do so after viewing the exhibits. In conclusion, high quality experiential learning best created by community-academic partnerships appears to have the ability to stimulate interest and influence intentions to change health behaviors among middle and high school students.

Educating the public about research funded by the National Institutes of Health using a partnership between an academic medical center and community-based science museum.

The NIH roadmap has among its goals, to promote studies designed to improve public understanding of biomedical and behavioral science, and to develop strategies for promoting collaborations between scientists and communities toward improving the public's health. Here, we report findings on the impact of a partnership between the Oregon Health and Science University (OHSU) and the Oregon Museum of Science and Industry (OMSI) designed to inform the public about health research being conducted in Oregon, which was linked to a 17-week traveling exhibition of BodyWorlds3. Measures included the public's understanding of health knowledge, attitudes, intended health behaviors, and visitor experience in their interactions with OHSU experts/volunteers, which were collected using exit surveys administered verbally. Nine hundred fifty-three surveys were included in analyses. Among those who felt that health behavior change was relevant to them, 67.4% of smokers (n = 133) intended to change their smoking behavior, 58.6% (of 677) intended to change their eating habits, 60.3% (of 667) intended to change their exercise routine, and 47% (of 448) intended to change their dental care habits. Forty-six percent of these visited the OHSU research exhibits (n = 437), and responded to how the exhibit changed their understanding about and openness to participate in health research. Greater than 85% had a much improved understanding of NIH research at OHSU and >58% reported they would be willing to participate in future research studies at OHSU. In conclusion, research partnerships between academic institutions and community-based museums appear to be viable ways to inform the public about research, stimulate their interest as future participants, and possibly influence their intention to improve health behaviors.

These are wonderful people.

The position of academic dean in a dental school affords an opportunity to observe young men and women growing into professionals. I have seen numerous quite acts of thoughtful kindness and unselfish service. I have also witnessed the personal struggles of students working through their academic dishonesty and the challenges of balancing patients' needs with their own. Professional education is transformative, and faculty members play a key role as models and guides helping students become ethical practitioners.

Developing an ethic of access to care in dentistry.

The ethical responsibility to provide access to care as part of professionalism is explored. Several suggestions for positioning dental education to enhance the public service side of professionalism are presented prior to admission to dental school, during dental school, and after dental school. All three areas hold possibilities for dental education to instill and advocate for the public service aspect of professionalism.

Enhancing academic integrity: formulating effective honor codes.

Academic integrity continues to be of concern in higher education as the data from undergraduate schools shows an increasing prevalence of cheating behaviors and changing values of students who are entering dental education. The use of honor codes has been reported to positively influence the attitudes and behaviors of students. This paper discusses the elements of an effective and valid honor code and its possible role in enhancing the dental school environment.

2.3 Towards global convergence of education, training, quality, outcome and assessment.

The purpose of this section's report is to propose strategies which will help those committed to promoting and implementing higher standards in dental education. There is a wide variety of systems throughout the world. These systems are developed, governed, operated and applied differently. Their standards, whether they are controlled by governments (federal and/or state), councils, universities or professional organizations are frequently determined cooperatively with dental educators, so that there is often some agreement among interested constituencies as to the content and application of the standards. These standards, whether they be called 'accreditation standards"requirements' or 'guidelines' (formal or informal), or written as laws or statutes reflect a region's history, traditions, culture and socio-economic realities. The emphasis in this report will be on the development of an organic or growing electronic database containing worldwide information relating to standards in dental education. This database might contain or be linked with similar sources detailing, inter alia, best practices, innovations and core values as they relate to the convergence of standards in education, professional training, continuous quality analysis, assessment and outcome. The linking of such a database to others containing electronic curricular modules, clinical management and practice information needs to be further developed.