Pediatric dentistry, prosthodontics, and oral and maxillofacial surgery residents' stress, career satisfaction, and gender-based discrimination/harassment.

OBJECTIVES: Dental residents experience high stress in their demanding programs and gender-based harassment/discrimination can contribute to their stress. The objectives were to compare stress, satisfaction, experienced sexual harassment and observed discrimination of women in dental graduate programs with high, medium, and low percentages of women and to explore relationships between these constructs of interest. METHODS: Note that, 112 pediatric dentistry (PD), 44 prosthodontics, and 56 oral and maxillofacial surgery (OMS) residents responded to a survey. RESULTS: PD residents had the lowest personal life-related stress (4-point scale with 4 = very stressful: PD = 2.99/P = 3.67/OMS = 3.56; p < 0.001), faculty-related stress (2.68/3.66/3.03; p < 0.001), lack of confidence-related stress (2.79/3.31/2.96; p < 0.01) and academic stress (2.65/3.24/3.02; p < 0.001), while prosthodontics residents had the highest stress levels. The average frequency of experiencing sexual harassment was highest for OMS residents and lowest for PD residents (5-point scale with 1 = never: 1.15/2.62/2.74; p < 0.001). PD residents observed least and OMS residents most frequently that female residents were treated less positively by other residents because of their gender (1.59/2.57/3.00; p < 0.001). Prosthodontics residents had the lowest job satisfaction score (5-point scale with 1 = lowest satisfaction: 4.12/3.14/4.20; p < 0.001). The more frequently male and female residents experienced sexual harassment, the higher their personal life-related stress, faculty-related stress, lack of confidence-related stress, and academic stress, and the lower their career satisfaction, specialty content satisfaction, and stress-related satisfaction. Women's frequencies of observed gender-based discrimination were associated with higher stress and lower satisfaction, while men's frequencies of these observations were not associated with stress, but associated with increased satisfaction. CONCLUSIONS: Dental residents' stress, career satisfaction, experienced sexual harassment, and observed discrimination of women residents differ depending on the dental specialty program. Both male and female residents report more stress and less satisfaction the more they experience sexual harassment. The more women observe discrimination of women, the more stressed and the less satisfied they are. For men, the frequencies of these observations are not associated with stress, but positively associated with increased satisfaction.

Periodontists and oral surgeons' peri-implantitis-related education, knowledge, attitudes, and professional behavior: A national survey.

OBJECTIVES: Each year, approximately 5 million dental implants are placed in the United States and one out of three patients is likely to experience peri-implantitis (PI). The objectives were to compare the PI-related education, knowledge, attitudes, and professional behavior of periodontists and oral maxillofacial surgeons (OMS), and to explore relationships between these constructs of interest. METHODS: A total of 389 periodontists and 161 OMS responded to a web-based survey. Descriptive and inferential statistical analyses (independent sample t-tests, chi-square tests, and correlational analyses) were conducted. RESULTS: On average, periodontists reported a higher percentage of time spent in residency on implant surgery (21.02% vs. 7.27%; p < 0.001), better education about PI (5-point scale with 1 = not at all well: means: 2.86 vs. 2.59; p < 0.001), and better knowledge of risk factors (4.07 vs. 3.86; p < 0.001) than OMS. Periodontists argued that oral hygiene-related treatment (4.45 vs. 4.22; p = 0.001) and regeneration-focused treatments such as guided tissue regeneration (3.62 vs. 3.20; p < 0.001) contributed more to successfully treating PI and used these treatments more in their practices (4.86 vs. 4.56; p < 0.001/3.06 vs. 2.68; p < 0.001) than OMS. They also considered PI as a more serious problem than OMS (4.55 vs. 3.80; p < 0.001). The better the respondents' PI-related knowledge was, the more they considered PI as a serious problem (r = 0.19; p < 0.001). The more cases they treated per month, the more they considered PI as a serious problem (r = 0.19; p < 0.001). CONCLUSIONS: The results of the present study highlight the lack of standardization in the specialty training of periodontists and OMS. Best practice guidelines for the diagnosis and treatment of PI are needed to optimize graduate education about this important topic.

Oral maxillofacial surgery resident, faculty and practitioner role models and dental students' interest in oral maxillofacial surgery careers: Does gender matter?

PURPOSE: Residency programs in oral maxillofacial surgery (OMS) have the lowest percentage (2020: 18.4%) of female graduates among all dental specialty programs. When considering this underrepresentation of female OMS residents, prior studies have not examined how OMS role models might shape dental students' interest in OMS careers. The objectives were to assess female versus male students' OMS-related career motivation, their experiences/attitudes toward three groups of OMS role models (i.e., OMS residents, faculty, and practitioners), and relationships between role model-related experiences/attitudes and career motivation. METHODS: 363 female and 335 male students from 14 United States and two Canadian dental schools participated in this cross-sectional study by responding to an online survey. RESULTS: 13.8% of female and 26% of male respondents (p < 0.001) were much/very much interested in OMS careers. More male than female students had shadowed an OMS in an office setting (43.4% vs. 35.1%; p < 0.05). The groups did not differ in their motivation to learn more and earlier about OMS nor in the quantity of OMS-related experiences prior to and during dental school. However, male students were more satisfied with the quality of these experiences (5-point scale with 5 = most positive: Means: 3.76 vs. 3.53; p < 0.05), were more comfortable approaching/working with OMS instructors (3.51 vs. 3.19; p < 0.01) and reported to have learned more from residents (3.52 vs. 3.31; p < 0.05) and faculty (3.75 vs. 3.45; p < 0.01) than female students. Female students agreed less that OMS residents, faculty, and practitioners encouraged students to pursue OMS (3.27 vs. 3.44; p < 0.01 / 3.46 vs. 3.63; p < 0.01 / 3.45 vs. 3.61; p < 0.01). Role model-related experiences and attitudes correlated with an interest in an OMS career. CONCLUSIONS: The two groups do not differ in the quantity of most OMS experiences before and during dental school and their motivation to learn more and earlier about OMS. However, female students' less positive OMS-related educational experiences and less positive attitudes toward role models correlate with a lower interest in OMS careers.

Dental students' OMFS-related experiences and interest in OMFS careers: An exploration.

PURPOSE: While the numbers of oral maxillofacial surgery (OMFS) residents increased over time, women and residents from underrepresented minority backgrounds are still underrepresented. The objectives were to assess dental students' OMFS-related personal and educational experiences and attitudes and explore which factors correlate with their interest in future OMFS careers. METHODS: Data were collected from 493 dental students in 1 dental school and 206 students from 15 other US and Canadian dental schools. RESULTS: The students in the national sample were more likely to have experienced an OMFS procedure themselves (64.6% vs. 50.7%; P = 0.001), have shadowed an OMFS in an operating room (23.2% vs. 14.9%; P = 0.009) prior to coming to dental school and to be much/very much interested in an OMFS career (36.4% vs. 12%; P < 0.001) than the students at the home school. While the majority of both groups rated their experiences with rotations in the OMFS department in the dental school (68% vs. 62.5%) and in the hospital (80.3% vs. 85.7%) as very interesting, the students in the national sample were more likely to agree/strongly agree that they were satisfied with their OMFS experiences (68.1% vs. 36.3%; P < 0.001) and had learned a lot from the OMFS faculty (57.9% vs. 30.8%) than the students in the home school. For both groups, the degree of interest in an OMFS career correlated with having had more personal OMFS experiences (home: r = 0.28; P < 0.001/other: r = 0.39; P < 0.001), more interesting OMFS experiences in the dental school (r = 0.23; P < 0.05/r = 0.40; P < 0.001) and the hospital (0.33; P < 0.05/r = 0.50; P < 0.001) and more positive attitudes toward OMFS faculty (r = 0.26; P < 0.001/r = 0.37; P < 0.001). CONCLUSIONS: Positive personal and educational OMFS experiences and positive attitudes toward OMFS faculty were associated with an interest in OMFS careers. These findings provide a basis for developing educational interventions aimed at increasing the percentage of women and residents from URM backgrounds in OMFS programs.

Humanities in Predoctoral Dental Education: A Scoping Review.

Health humanities usually includes such disciplines as philosophy, ethics, history, literature, performing arts, and cultural anthropology. The aims of this scoping review were, first, to search the published literature for references to the humanities in predoctoral dental education and, second, to determine if any research studies found that introducing humanities in dental education improved the overall profile of dental graduates. Literature searches were run in Ovid MEDLINE, Embase, ERIC, CINAHL, and Dentistry and Oral Sciences Source. A total of 248 articles were included in the review, with inclusion criteria comprising the areas of the curriculum, the scope of humanities, and predoctoral dental education. Of those articles, 101 referred in a targeted way to ethics in predoctoral dental education, while others mainly referred to the humanities in general or pointed out the role and place of humanities topics in predoctoral dental curricula. Topics covered included professional ethics, music, narrative learning, theater, art, communication skills, empathy, emotional intelligence, and cultural competence in the context of general humanistic education. The review found limited evidence of a clear impact, either short-term or long-term, of humanities education in predoctoral dental education. Reflections on humanistic education in the practice of clinical dentistry were sparse, as mainly documented by development of the ideal dentist-patient relationship, enhancement of empathy for patients, and most importantly, construction of professional moral values.

Simulation-Based Medical Emergencies Education for Dental Students: A Three-Year Evaluation.

This aim of this study was to develop and evaluate a simulation program for dental students to supplement a lecture-based medical emergencies course. Students' self-reported knowledge, experience, confidence, and ability regarding medical emergencies were assessed as program outcomes. For three years (in 2014, 2015, and 2016), all second-year students (N=333) at one U.S. dental school were randomly assigned to groups of 15 and participated in 15 simulated clinical scenarios. All students completed a 21-item pre-post survey and rated their knowledge, experience, and confidence using simulated emergencies. Following the intervention, students' ability to complete critical actions was also peer-assessed using a ten-item checklist. Four open-ended questions were included on the post-intervention survey for acquisition of additional data. For all years, students' self-reported measurements significantly improved with high practical impact (p≤0.001, g=|0.62, 3.93|), with the exception of calling 911 (knowledge). Peer-rated performance indicated the students were deficient (<75% success) in the following: inhaler use, dose of local anesthetic, dose of epinephrine, and EpiPen use. Content analysis of students' comments pointed to areas that need improvement but found high satisfaction with the program. These findings indicate that this program improved students' knowledge, experience, and confidence using simulated medical emergencies.

Career and Professional Satisfaction of Oral and Maxillofacial Surgery Residents, Academic Surgeons, and Private Practitioners: Does Gender Matter?

The aims of this study were to determine whether male vs. female oral and maxillofacial surgery (OMS) residents, academic surgeons (i.e., faculty members), and private practitioners in the U.S. differed in their general career satisfaction and job/professional satisfaction. Survey data were collected in 2011-12 from 267 OMS residents (response rate 55%), 271 OMS academic surgeons (response rate 31%), and 417 OMS private practitioners (response rates 13% web-based survey and 29% postal mail survey). The results showed that while the male vs. female OMS private practitioners and academic surgeons did not differ in their career satisfaction, the female residents had a lower career satisfaction than the male residents (on four-point scale with 4=most satisfied: 3.03 vs. 3.65; p<0.01). The male vs. female OMS private practitioners and academic surgeons also did not differ in their job satisfaction. However, the female residents agreed on average less that they were able to practice OMS in the way they want, felt less proud to be an oral and maxillofacial surgeon, were less satisfied with their career, and were more likely to consider a career change in the next five years than the male residents. While these male and female oral and maxillofacial surgeons in private practice and academia did not differ in their career and job satisfaction, the male and female residents differed significantly, with female residents reporting a significantly poorer career and job satisfaction than male residents. Future research needs to explore ways to improve career and professional satisfaction of female OMS residents.