Faculty diversity, equity, and inclusion in academic dentistry: Has dental education missed the call of #MeToo?

Faculty, students, and staff experience sexual harassment in the workplace and educational environment. Frequently, the victim takes no action either due to a lack of understanding of their rights or concern about retaliation or adverse outcomes if an incident is reported. The #MeToo movement has enhanced awareness of sexual harassment and its impact on victims. However, dental institutions vary in their approach to creating an environment free from harassment and supportive of individuals subject to inappropriate or illegal behaviors. In this article, four vignettes provide examples of harassment, mistreatment, or bias. Common themes and critical issues within the vignettes are then identified, discussing the potentially illegal, unethical, inappropriate, and unprofessional behaviors and comments. Strategies to address the issues identified are described. Recommendations are also provided to assist dental institutions and educators in evaluating their current practices and policies and implementing change.

Stress and anxiety in orthodontic residents during the coronavirus disease 2019 pandemic.

INTRODUCTION: The coronavirus disease 2019 pandemic has had far-reaching effects on health care providers and health professional students; however, little is known about the factors related to stress and anxiety levels, specifically among orthodontic residents during this time. METHODS: A 2-part questionnaire, which included modified stress and anxiety inventories, was disseminated electronically to U.S. orthodontic residents between June and July 2020. Descriptive and comparative statistics were used to analyze the data. RESULTS: Overall, 261 participants responded (56% female), representing a response rate of 26.8%. Significant gender differences were found in 18 stress items, with female respondents expressing more stress than their male counterparts. Only 1 stress item (ie, fear of being unable to catch up if behind) varied as a function of the difference on the basis of respondents' stage in the program. First-year residents reported more stress in relation to this than more senior residents. Responses to all anxiety items but 1 item varied by gender, with females reporting higher scores. Residents in the middle stages of their program responded with higher anxiety scores with significant differences on 3 anxiety items. CONCLUSIONS: Although financial responsibilities and travel plans were the most stressful and anxiety-inducing items for orthodontic residents during the early aspect of the coronavirus disease 2019 pandemic, multiple items contributed to their stress and anxiety. In addition, both gender and stage of progress in a residency program impacted the level of stress and anxiety reported by respondents.

Should attendance for preclinical simulation and clinical education be mandatory?

Mandatory attendance, particularly in didactic settings, is a highly debated topic in higher education, including dental education. Within dental education, a large portion of education occurs in preclinical laboratories and clinical environments. There is little to no research on attendance in these settings in dental schools. This point/counterpoint paper examines the pros and cons of mandatory attendance in these highly specialized educational settings. With the backdrop of the COVID-19 pandemic that began in March 2020 and continues to impact dental education at the time of publication, this topic has become even more relevant. Viewpoint 1 claims that attendance should be mandatory because a greater exposure to preclinical and clinical environments helps foster better clinical hand skills, critical thinking, decision-making, problem-solving skills, and an overall sense of professional identity. It goes on further to suggest that there may be a link between attendance and performance in exams and that attendance is part of the dental school's responsibility. Viewpoint 2 argues that the rationale for attendance is complex, and that creating learning environments that are psychologically safe will incentivize students to attend, even without mandatory attendance policies. Furthermore, it explains that technological advances have allowed dental schools to think creatively about asynchronous learning, which by its very nature does not require attendance at a given time. The authors of both viewpoints conclude that the preclinical and clinical education and experience are critical dental education and that dental school leaders should focus on improving the quality of these experiences.

High depressive symptom prevalence in dental students associated with lifestyle and well-being characteristics.

PURPOSE: Studies show health professional students have a high prevalence of depression. Dental students are especially susceptible due to the burden of the highest debt, exposure to bloodborne pathogens and chronic pain frequency. However, few studies on depression among U.S. dental students exist. This study aims to determine: (1) the difference in depression prevalence between U.S. dental students, the general population, and medical students; and (2) demographic and lifestyle characteristics associated with depressive symptoms in dental students. METHODS: Researchers surveyed dental students in California in 2018 using a 36- item questionnaire. The Patient Health Questionnaire (PHQ-9), a validated diagnostic screening tool, measured depressive symptoms suggesting clinically significant moderate to severe depression. Additionally, participants answered demographic and lifestyle characteristics questions. Data analysis included bivariable chi-square tests and multivariable logistic regression. RESULTS: The response rate was 19.1%. The crude depressive symptom prevalence (27.7%) was similar to that of depression in medical students (27.2%) and higher than the U.S. population (7.7%). Bivariable analysis indicated several characteristics significantly associated (P ≤ 0.05) with moderate to severe depressive symptoms in dental students, including experience of injury/pain, financial insecurity, self-reported minority status, perception of meaningful work, and year in school. Multivariable logistic regression modeling estimated 5 well-being categories as significantly associated with higher odds of not having major depressive symptoms. CONCLUSIONS: Prevalence of depressive symptoms among California dental students is similar to depression in medical students and higher than the general population. Results suggest a significant proportion of dental students experience moderate to severe depression and require accessible resources.