A comparison of the caries risk between patients who use vapes or electronic cigarettes and those who do not: A cross-sectional study.

BACKGROUND: Evidence on the potential oral health effects of vaping is scarce and there are limited data on possible links to both caries and periodontal disease. The authors assessed the association between electronic cigarette (e-cigarette) or vape use and caries risk level. The Caries Management by Risk Assessment tool was used. METHODS: A cross-sectional study of patient records was conducted; 13,098 patients who attended the dental school clinics from January 1, 2019, through January 1, 2022, were included in the study. Mann-Whitney U test and multivariable ordinal logistic regression were used to assess the relationship between use of e-cigarettes or vapes and caries risk level. RESULTS: Data from 13,216 patients were included in the data set initially; 13,080 responded "no" when asked whether they used e-cigarettes or vapes (99.3%), and 136 responded "yes" (0.69%). There was a statistically significant difference (P < .001) in caries risk levels between the e-cigarette or vape group and the control group; 14.5%, 25.9%, and 59.6% of the control group were in the low, moderate, and high caries risk categories, respectively, and 6.6%, 14.3%, and 79.1% of the e-cigarette or vape group were in the low, moderate, and high caries risk categories, respectively. CONCLUSIONS: In this study population, there was an association between use of e-cigarettes or vapes and caries risk level of patients; vaping patients had a higher risk of developing caries. PRACTICAL IMPLICATIONS: Within the study limitations, it was recommended that use of e-cigarettes or vapes should not only be included in the routine dental-medical history questionnaire, but also among the risk factors that increase a patient's caries risk level.

Jumpstart Mirror Trainer: A New Device for Teaching Mirror Skills to First-Year Dental Students.

Learning indirect vision with a dental mirror is challenging and can be overwhelming for beginning dental students. The Jumpstart Mirror Trainer is a new device that allows students to become proficient with mirror use before the start of preclinic without requiring in-class practice sessions. The aim of this study, conducted in 2017, was to compare the effectiveness of the Jumpstart Mirror Trainer with the Mirroprep for teaching indirect motor skills. Forty-seven first-year dental students were randomized into three groups to use the Jumpstart Mirror Trainer, Mirroprep, or a control device for 15 minutes a day for ten days. To assess indirect motor skills improvement, students performed a maxillary cavity preparation before and after using their devices. A survey was used to assess students' comfort level with mirror skills and perceived helpfulness of the exercises. Forty students completed the study. The Jumpstart Mirror Trainer activities improved the students' scores significantly more than the Mirroprep activities (p=0.04) and the control device (p=0.006). Students in the Jumpstart Mirror Trainer group rated their device as being significantly more helpful than the control group rated its device in preparing them for the evaluation (p=0.001). There was no statistically significant difference in perceived helpfulness between the Mirroprep group and the control group (p=0.75). These results suggest that the Jumpstart Mirror Trainer may be able to improve students' indirect motor skills without requiring in-class practice sessions and to do so more effectively than other existing methods.

The Benefit of a Switch: Answer-Changing on Multiple-Choice Exams by First-Year Dental Students.

The aim of this study was to determine if dental students would benefit from changing their initial responses to what they have deemed to be more suitable answers during high-stakes multiple-choice examinations. Students are often advised to stay with their first answers despite evidence from other fields suggesting this is not the best course for obtaining optimal final exam scores. Data were collected for 160 first-year DMD students in fall 2013 for three operative dentistry and four biochemistry exams at Tufts University School of Dental Medicine. As students take all of their exams through ExamSoft, a test-taking software application that tracks and records all changes students make during the exam period, the subjective nature of previous studies on answer changing was eliminated. The results showed that all students changed their answers on a minimum of nine questions over the seven exams, with an average of 26.55 (SD=8.8) questions changed per student. Answers changed from an incorrect to a correct response comprised nearly 65% of total answer changes, while changes from a correct to an incorrect answer encompassed slightly above 10% of answer changes. Nearly all students (99.4%) benefitted from answer-changing with a net gain of at least two correct questions, with only one student not increasing the final score. Overall, the students greatly benefitted from changing their answer choice, suggesting that dental students could be advised to change their answers from their first choice if they identify a better option when taking multiple-choice exams.

Using dental students' preclinical performance as an indicator of clinical success.

The purpose of this study was to evaluate part of one dental school's predoctoral curriculum by investigating correlations between students' final grades in two preclinical courses and their performance in the related clinical courses. The sample consisted of 301 students at Tufts University School of Dental Medicine who graduated in 2010 and 2011. All final grades used as data were obtained from the Registrar's Office and evaluated anonymously. The average preclinical final grades differed significantly for students in the 2010 (M=84.92, SD=3.35) and 2011 (M=79.67, SD=4.67) classes, as did their average clinical final grades (2010: M=88.38, SD=2.13; 2011: M=87.45, SD=2.06). The data for each class were therefore examined separately. Results showed that the correlation between students' preclinical grades and clinical grades in operative dentistry and fixed prosthodontics was statistically significant (2010: r(2)=0.144, p<0.001; 2011: r(2)=0.261, p<0.001). This finding suggests there may be a positive relationship between preclinical and clinical performance of these students; however, the discrete factors contributing to that relationship were not investigated in this study and require further research.