Identificación de factores asociados a la pérdida de capacidad auditiva en estudiantes, docentes y auxiliares de odontología / Identification of factors associated with hearing loss in teaching, students and dental assistants

Introducción: La exposición continua al ruido en el ambiente laboral, generado durante la atención clínica, afecta la capacidad auditiva del personal del área de odontología. No obstante, hay otras características que pudieran estar asociadas a una mayor expresión de esta condición. Objetivo: Identificar factores asociados a capacidad auditiva en estudiantes, docentes y auxiliares de una facultad de odontología. Material y Métodos: Estudio analítico de corte transversal; se seleccionaron aleatoriamente los participantes y se excluyeron personas con diagnóstico clínico de pérdida auditiva hereditaria o previa al inicio del ejercicio profesional o estudiantil. Se realizaron mediciones del ruido en el ambiente laboral y valoraciones audiométricas. Se evaluó asociación entre capacidad auditiva y las variables independientes con Chi2 o Test Exacto de Fisher (significancia estadística p<0,05). Se propone un modelo predictivo para pérdida de capacidad auditiva. Resultados: 193 participantes fueron incluidos, el 35,8% presentaron disminución leve o moderada de su capacidad auditiva (37,2% estudiantes y 30% en docentes-auxiliares). No hubo diferencias entre estudiantes y docentes/auxiliares ni entre el oído derecho e izquierdo. Conclusión: Los años de experiencia clínica, el semestre cursado y el antecedente de tinnitus predicen la aparición de pérdida de capacidad auditiva (AU)

Introduction: Continuous exposure to noise in the work environment, generated during clinical care, affects the hearing capacity of dental staff. However, there are other characteristics that could be associated with a greater expression of this condition. Objective: Identify factors associated with hearing capacity in students, teachers and assistants of a dental school. Material and Methods: Analytical cross-sectional study; participants were randomly selected and people with a clinical diagnosis of hereditary hearing loss or prior to the start of professional or student practice were excluded. Noise measurements were made in the work environment and audiometric evaluations. The association between hearing capacity and the independent variables was evaluated with Chi2 or Fisher’s Exact Test (statistical significance p <0.05). A predictive model for hearing loss is proposed. Results: 193 participants were included, 35.8% had a slight or moderate decrease in their hearing capacity (37.2% students and 30% in teaching assistants). There were no differences between students and teachers / assistants or between the right and left ears. Conclusion: The years of clinical experience, the semester attended and the history of tinnitus predict the appearance of hearing loss (AU)

Musculoskeletal pain among male faculty members of the College of Medicine and College of Dentistry.

ABSTRACT: We aimed to establish the local prevalence of musculoskeletal pain among faculty members in Saudi Arabia and describe the patient's risk factors and preventive measures that may reduce its burden.An observational, quantitative, cross-sectional study was carried out to evaluate the prevalence of musculoskeletal pain and its risk factors among male faculty members in the College of Medicine and Dentistry, using a designed questionnaire based on the Standardized Nordic Musculoskeletal Questionnaire. Chi-square testing at a significance level of P < .05, was used for comparative analysis. SPSS version 26 was used for all analyses.Ninety responders participated in the survey analysis. The prevalence of musculoskeletal pain among faculty members was 77.8%, and the most common site of musculoskeletal pain occurred at two different sites of the three (low back, neck, and shoulder), with a prevalence of 38.9%. As for risk factors of musculoskeletal pain, only age group showed a significant correlation with the site of musculoskeletal pain (P = .024), where patients in the younger age group (25-35 years old) were at higher risk of lower back pain, while participants in the older age group (36 to 44 years old and 45 years or older) were at higher risk of musculoskeletal pain in two different sites.Musculoskeletal pain affects more than two-thirds of faculty members. In particular, low back pain is a common problem among faculty members. Age is a significant risk factor for the occurrence of musculoskeletal pain, with more than one site involvement in older age.

Percepciones de estudiantes y docentes acerca de las competencias del tutor clínico en odontología: estudio descriptivo / Perceptions of students and teachers about the competences of the clinical tutor in Dentistry: a descriptive study

INTRODUCCIÓN: La tutoría clínica se define hoy como una actividad académica, que constituye un campo de transformación del conocimiento que implica a los estudiantes y docentes. El presente estudio describe las percepciones acerca de las competencias en la conducción del proceso tutorial de los protagonistas respecto a este espacio de verdadera transformación y crecimiento en este proceso educativo. Sujetos y métodos: Estudio descriptivo en el cual la variable percepción de la competencia docente del tutor clínico se evaluó en estudiantes y docentes del ciclo clínico de la Facultad de Odontología de la Universidad Finis Terrae, en Chile. La percepción se operacionalizó en tres factores y se evaluó por medio de dos instrumentos: el Council of European Chief Dental Officers (estudiantes) y el Knowledge and Prior Study Inventory (docentes). Los datos se analizaron a través de medidas de tendencia central y la prueba no paramétrica t de Student. RESULTADOS: La percepción de los docentes y la de los estudiantes respecto a las competencias para conducir la tutoría clínica presentan diferencias significativas en dos de los tres factores, como también en el desglose de ítems por factor, lo que da cuenta de los aspectos en los cuales las autopercepciones de los docentes son mejores que las percepciones de los estudiantes. CONCLUSIÓN: Se reconocen deficiencias del ejercicio del tutor que son percibidas por los estudiantes y que podrían ser mejoradas, como la autonomía, el razonamiento clínico y la efectividad de la retroalimentación, por lo que se sugiere diseñar un programa de capacitación sobre competencias docentes dirigido a tutores clínicos que responda a las debilidades percibidas

INTRODUCTION: Clinical tutoring/mentoring is defined today as an academic activity, which constitutes a transformation of knowledge field that involves students and teachers. The present study describes the perceptions about the competencies in the conduct of the tutorial process of the protagonists regarding this space of true transformation and growth of this educational process. Subjects and methods: Descriptive study in which the variable perception of the clinical tutor's teaching competence was evaluated in students and teachers of the clinical cycle of the Faculty of Dentistry of the Finis Terrae University, Chile. The perception was operationalized in three factors, and was evaluated by means of two instruments: CECD-O (students) and KPSI (teachers). The data were analyzed through measures of central tendency and the non-parametric Student's t test. RESULTS: The perception of teachers and students regarding the skills to conduct clinical tutoring, shows significant differences in two of the three factors, as well as in the breakdown of items by factor, accounting on the aspects in which the teachers'self-perceptions they are better than those perceived by students. CONCLUSION: There are recognized deficiencies in the tutor's exercise that are perceived by the students and that could be improved, such as autonomy, clinical reasoning and feedback effectiveness, which is why it is suggest designing a training program on teaching competencies aimed at clinical tutors in response to perceived weaknesses

Photodynamic therapy procedures in coronavirus (COVID-19) outbreak: perception of health risks among clinical dental faculty and dental students.

OBJECTIVE: The aim of the study was to investigate clinical faculty members and final year dentistry students' perceptions regarding their health concerns and risks of performing photodynamic therapy (PDT) procedure in dental clinics amidst the COVID-19 pandemic. SUBJECTS AND METHODS: A 21-item questionnaire comprising open and closed questions was sent to dental faculty members (n=43) and final year dentistry students (n=99) of Riyadh Elm University during mid-January 2021 that ended only after two weeks. The survey included health risks perception of performing PDT procedures, the impact of the COVID-19 outbreak on PDT performance and stress levels, perceived efficacy of the preventive steps, perception of the effect of the probable suspension of PDT procedure in dental clinics, and influence of alternative teaching methods of PDT procedure on clinical competence were reported. RESULTS: A response rate of 82% for faculty members (n=35) and 75% for students (n=74) was recorded. 91% of faculty members and 95% of students felt that their health was not at risk during performing PDT procedure in dental clinics amidst the COVID-19. 82% of faculty and 83% of students expressed that the PPE and universal preventive steps to perform PDT procedure were enough for preventing the cross-infection with the virus. 89% of faculty members and 91% of students thought that a provisional suspension of PDT procedures in dental clinics would assist in containment of the virus and reduce the infection risk from the contact and not the PDT procedure. CONCLUSIONS: Students and faculty members reported that their health is not at risk while performing PDT procedure in dental clinics amidst the COVID-19 outbreak.

Gender Differences in Academic Productivity and Advancement Among Dental School Faculty.

Background: An equal number of women and men are now graduating from dental school, but women dentists have lower income and are less likely to achieve positions of leadership, including within dental academia. Materials and Methods: Demographic information and academic rank were obtained for all faculty at the eight dental schools who received the most funding from the National Institute of Dental and Craniofacial Research in 2017. Years since dental school graduation, total number of PubMed-indexed citations, first- and last-author publications, and H-index were determined for each faculty member. Gender differences in productivity and advancement were evaluated. Results: Of 702 faculty members, 36.5% were female; only 24.4% of full professors were women. Men had significantly higher numbers of publications (30.2 [95% confidence interval [CI, 28.6-39.5] vs. 20.4 [95% CI 16.3-24.6], p = 0.02) and higher H-index (8.2 [95% CI 7.1-9.1] vs. 4.7 [95% CI 3.9-5.5], p < 0.0001). Women had graduated more recently than their male colleagues at all levels of academic advancement (overall 22.83 years [95% CI 21.29-24.39] vs. 30.19 years [95% CI 28.84-31.55], p < 0.0001). When corrected for academic productivity and years since graduation, the association between gender and academic rank was not significant. Conclusions: Women are underrepresented at each academic rank except instructor; however, women may advance more quickly than their male counterparts. Increasing scholarship and mentorship opportunities for female faculty members may help improve gender equity in dental academia.

Forensic odontology in the 21st century - Identifying the opinions of those behind the teaching.

From the 19th century, society has been aided by Forensic Odontology and the teaching practice has rapidly expanded in the last 30 years. Information about academics and teaching topics can be found in literature but any research has never investigated the basic profile of lecturers by survey. The aim of this study was to explore the lecturers' opinions on teaching the subject in the 21st century and its current standing. Even though the number of forensic dentists is not low worldwide, not all are involved with teaching. A total of 36 dentists (26 males, 10 females) from 19 countries answered to a survey of eight-questions. Results showed a high prevalence of males (84.6% postgraduate) as opposed of 100% of women postgraduate. Forensic 'dental identification', 'overview of forensic dentistry' and 'DVI' were topics widely taught and 'bite mark analysis' was considered the most difficult one. The 'lack of funding' was the greatest limitation (36.1%) followed by 'lack of recognition and case work' (equally 30.6%). Past problems continue to jeopardize this field and forensic dental bodies should formally liaise with universities and dental councils for the complete expansion of it.

Educator and Student Hand Hygiene Adherence in Dental Schools: A Systematic Review and Meta-Analysis.

Health professionals and their patients are subject to cross-contamination and potential exposure to harmful infectious diseases. A common form of cross-contamination is through dental procedures without proper instrument care and lack of hand hygiene. The aim of this systematic review was to evaluate the published research on the adherence of educators and students in academic dental institutions to hand hygiene procedures. This systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and included articles collected in the Cochrane, LILACS, PubMed, Science Direct, Scopus, and Web of Science databases. The initial search identified 1,196 articles. Ultimately, three studies were included for qualitative synthesis and two for the meta-analysis. The three articles had similar characteristics of observational hand hygiene research involving educators and dental students. In all three, hand hygiene among dental students did not reach 50% of the total number of opportunities, which is a troubling result. Although the hand hygiene rate of educators was higher than that of dental students, these findings point to a need to further promote hand hygiene to future professionals to avoid cross-contamination between health professionals and patients.

Are There Differences in Technical Assessment Grades Between Adjunct and Full-Time Dental Faculty? A Pilot Study.

Some dental students preferentially schedule graded assessments with adjunct faculty members in expectation of obtaining a higher grade. The aim of this pilot study was to compare the grades given by full-time and adjunct faculty members in clinical periodontics to determine if a difference in grading existed. Grades for students given by seven full-time and 11 adjunct faculty members for various technical and competency assessments in D3 and D4 clinical periodontics courses in academic year 2015-16 were compared. Associations between grades and faculty type were sought using mixed model regression to account for correlations among a student's scores. A total of 845 technical assessment and competency scores from 208 students in the two classes were included in the analysis. Scores were for four procedures: periodontal examination and treatment planning, scaling and root planing, evaluation of initial therapy, and periodontal maintenance. Full-time faculty members graded 58% of the assessments, and 42% were scored by adjunct faculty members. Grades for the adjunct faculty were on average 0.14 (out of 5) higher than those for the full-time faculty (p<0.0001). The number of graded assessments was also significantly associated with a higher average score, suggesting potential student bias toward selecting faculty members who grade more favorably (p<0.0001). These students generally received higher grades from adjunct faculty members, whereas the grades given by full-time faculty members were closer in average and more consist with each other. The results point to the need for more calibration training for adjunct faculty members.

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness.

The development of strong interpersonal relationships between clinical instructors and students has been found to contribute to clinical teaching effectiveness (CTE). In addition, strong interpersonal relationships are more likely to occur in individuals who possess a high level of emotional intelligence (EI). However, an examination of the impact of a clinical instructor's EI on CTE has not been extensively investigated. The aims of this study were to measure the CTE and EI of dental hygiene clinical instructors and to identify any correlations between their CTE and EI. In this cross-sectional quantitative study conducted in 2017, dental hygiene clinical instructors in selected U.S. dental hygiene programs were invited to complete two online assessments: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Demographic data collected from participants was also included in the exploratory data analysis. A total of 42 clinical instructors from programs in 19 states completed both the MSCEIT and the NCTEI. The results showed statistically significant correlations between negative clinical teaching behaviors and MSCEIT outcomes. These results suggest that emotional intelligence may be linked to dental hygiene clinical instructors' teaching effectiveness, with low emotional intelligence being a predictor of negative teaching behaviors.

A Long-Term Follow-Up Study of Former Dental School Teaching Assistants: Are They Teaching After Graduation?

There has been growth in teaching opportunities for dental students over the past two decades, but little research on whether these experiences have led to actual positions in academia. The aims of this study were to determine whether former teaching assistants at New York University College of Dentistry continued in dental academia after graduation or intended to teach during their careers and to assess their reasons for or for not teaching. Of the 294 former teaching assistants who taught their peers from 2003 to 2014, 106 responded to a survey, for a response rate of 36%. Of the respondents, 28% reported having teaching appointments, with 7% (n=8) having full-time teaching appointments and 21% (n=22) having part-time teaching appointments in a dental school or hospital-based program at some point after graduation. The most common reasons given for teaching were "intellectual stimulation" and "enjoyment" followed by "interactions with students." The most reported reason for not teaching was "student loan debt," followed by "too busy building private practice," "limited teaching opportunities in area," and "family commitments." Significantly, 95% of these former teaching assistants either taught or intended to teach during their careers, and they were six times less likely to rule out future teaching than dental school seniors in national surveys. These findings suggest that participating in teaching opportunities in dental school plants the seed for future teaching. More follow-up studies should be undertaken to see which types of teaching assistant programs are more successful in creating long-term teaching commitments.

A Survey of Faculty Development in U.S. and Canadian Dental Schools: Types of Activities and Institutional Entity with Responsibility.

The aim of this study was to assess the status of faculty development in North American dental schools in 2016. This research project was designed to update and expand upon a 2001 study that reported the first comprehensive results on similar topics and to compare the 2001 and 2016 results. In this study, survey responses were received from 57 of 75 U.S. and Canadian dental schools for an overall response rate of 76%. The results showed a sizeable expansion of faculty development efforts across schools. Twenty-three schools (40%) reported the existence of an Office of Faculty Affairs and/or Professional/Faculty Development with 12 offices established within the past five years, a sixfold increase. Other entities that demonstrated increased participation in dental faculty development were Offices of Academic Affairs, Department Chairs, and Offices of the Dean. Activities with the highest increases in involvement over the past 15 years were faculty development planning, assisting with educational research, assessment of teaching, conflict resolution, team-building, and leadership training. The mean number of full-time equivalents devoted to faculty or professional development in these dental schools was 2.67.

Pediatric Dentistry Academic Workforce Survey.

Purpose: The purposes of this paper were to: (1) assess the current status of the pediatric dentistry academic workforce; (2) compare current findings with a similar survey completed in 2006; and (3) explore factors influencing the faculty workforce in pediatric dentistry. Methods: In 2016, 144 pediatric dentistry faculty members completed a web-based survey regarding workforce issues. Questions were asked regarding: (1) faculty demographics; (2) academic job history; (3) academic career longevity and possible change motivators; and (4) private practice participation. Results: A slight increase in the number of female pediatric dentistry educators was noted, since 2006. The precipitous drop in pediatric dentistry educators within the first five years of their academic careers, noted in 2006, seems to have improved somewhat, with more respondents indicating that they had been in their academic careers between five and 10 years than previously. However, a concerning number of faculty vacancies remain unfilled. Conclusions: Survey results indicate that pediatric dentistry's academic workforce challenges are consistent with the well-documented national shortage of dental faculty members. The most notable changes since the 2006 survey are the slight increase in female faculty members and a possible trend toward slightly younger faculty members and slightly longer faculty retention.

An International Survey of Female Dental Students' Perceptions About Gender Bias and Sexual Misconduct at Four Dental Schools.

As women enter the dental profession in increasing numbers in North America and around the world, the questions of how they perceive their environment and what kind of barriers they face are important subjects to be addressed. The aim of this study was to assess and compare women dental students' perceptions of bias in their environment and experiences of sexual misconduct at one dental school in each of four countries. In spring 2017, 1,293 female students at four dental schools in the U.S., Bulgaria, Brazil, and India were invited to participate in a 24-item survey developed by researchers from the four countries; 990 students responded (response rate 76.6%). The overall majority of the respondents reported thinking the admissions process at their school was fair (79.7%); but a fifth of U.S. and Brazilian students perceived their school was not fully embracing of females, with most Bulgarian students agreeing (87.2%) and all Indian students disagreeing. Most respondents overall perceived that male faculty members did not favor male students (79.5%) and did not think there was discrimination against female students by faculty (87.1%), but half of the U.S. respondents reported feeling discriminated against by both male faculty and male students. When the responses "I've been verbally harassed" and "I've been somewhat verbally harassed" were combined, 10.1% of the U.S. respondents reported verbal harassment, compared to 20% of Brazilian, 15% of Bulgarian, and 2% of Indian respondents. When the responses "I've been sexually assaulted" and "I've been somewhat sexually assaulted" were combined, 6% of U.S. respondents reported being sexually assaulted, compared to 6.2% of Brazilian, 2.5% of Bulgarian, and none of the Indian respondents. Almost half (46.9%) of these students overall perceived their school was not or only somewhat vigilant about issues of sexual misconduct, and only 54% said they would feel comfortable or very comfortable reporting misconduct. These results suggest that academic dental institutions in all four countries need improvements to make their environments more equitable and free of bias and sexual misconduct.

Agreement between two raters' evaluation for integrated Traditional Prosthodontic Practical Exam with Directly Observed Procedural Skills in Egypt.

PURPOSE: It aimed to determine the agreement between two raters evaluating students at prosthodontic clinical practical exam integrated with directly observed procedural skills (DOPS). METHODS: A sample of 76 students was monitored by two raters to evaluate the process and the final registered maxillomandibular relation for completely edentulous patient in Mansoura Dental School, Egypt at practical exam of the Bachelor students on May 15, till June 28, 2017. Each registered relation was evaluated from total 60 marks subdivided to three score-categories: occlusal plane orientation (OPO), vertical dimension registration (VDR), and centric relation registration (CRR). The marks of each category included mark of DOPS. The marks of OPO and VDR for both raters were compared by graph method to measure reliability using the Bland and Altman analysis. The reliability of CRR marks was evaluated by Krippendorff's alpha ratio. RESULTS: The results revealed similarity between raters for OPO (mean = 18.1) and closes of limits of agreement (0.73 and -0.78). For VDR, there were closeness of means (mean= 17.4 and 17.1 for examiner 1 and 2 respectively); with limits of agreement (2.7and-2.2). There was a strong correlation (Krippendorff's alpha ratio= 0.92; 95% CI [0.79-0.99]) among raters at evaluating CRR. CONCLUSION: The two raters' evaluation of clinical traditional practical exam integrated with directly observed procedural skills revealed not to be different to evaluate candidate at the end of the clinical prosthodontic course. The limits of agreement between raters would be optimum at exclusion subjective evaluation parameters and complicated cases from examination procedures.

Challenges in clinical teaching investigated: Towards sustainable staff recruitment and retention in dentistry.

PURPOSE: The study was conducted to identify possible factors and potential barriers that affect the retention and recruitment of clinical teaching staff at the Faculty of Dentistry, University of Otago, New Zealand. METHODOLOGY: A short questionnaire survey was distributed to 47 clinical teaching staff to understand the retention strategies and barriers. The collected quantitative and qualitative data were analysed and presented. FINDINGS: The response rate was 96%, with an equal distribution of female and male clinicians. The majority of participants were European New Zealanders. Themes influencing retention strategies were the necessity of formal teaching skills, clinical teaching as a career pathway, pay progression, lack of support and heavy workload. PRACTICAL IMPLICATIONS: Results suggested that generally the respondents to this survey were motivated to give back to their profession through engaging in dental clinical teaching. This study identified that lack of a career development and minimal pay progression are major factors impacting on the retention of clinical teaching staff.

Periodontal Diagnosis and Treatment Planning Among Indiana Dental Faculty, Periodontists, and General Practice Dentists: A Multi-Group Comparison.

Diagnosis and treatment planning for periodontal disease are fraught with challenges because of the complex and multifactorial nature of the disease as well as the inherent variability in interpretation of clinical findings. It is important for all practitioners to be accurate and consistent in formulating diagnoses based on the American Academy of Periodontology classification guidelines and to implement treatment plans to adequately address patients' needs. The aim of this study was to compare diagnoses and treatment plans among four groups of participants: full-time and part-time periodontology faculty at Indiana University School of Dentistry (IUSD), full-time and part-time IUSD general practice faculty, full-time periodontists in private practice, and full-time general practitioners in private practice. The study, conducted September 2016 to February 2017, also sought to determine if the calibrated participants had more correct diagnoses and treatment plans than those who had not received calibration training. Each of the four groups had 20 participants each. Participants evaluated ten de-identified case records and selected a diagnosis and treatment plan for each case. In the results, the 20 IUSD periodontal faculty members, most of whom had participated in calibration sessions, had overall better agreement and more correct responses for diagnoses and treatment plans than the IUSD general practice faculty members, private practice general practitioners, and private practice periodontists (only one of those 60 participants had participated in calibration sessions). The results supported the notion that periodic calibration is needed to standardize faculty criteria, facilitate better agreement and accuracy, and enhance consistency in the use of clinical criteria during training for dental students and in practice.

Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic.

Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.

Assessment of the referral system for surgical removal of third molars at the Dental Faculty, King Saud University.

INTRODUCTION: There is compelling evidence that prophylactic extraction of third molars is a health problem that needs to be addressed. In particular, the vast amount of evidence demonstrating complications after removal of third molars, rather than supporting the necessity of removal or the negative effects of retention, raise this concern. OBJECTIVE: The aim of this study was to investigate the referral system for third molar extraction at our institution by assessing patient opinions and the experience of the oral surgeons and the referring dentists. The main outcome measures of concern were the reasons for third molar extraction, patient awareness about the surgery and the comorbidities that may accompany the surgery. METHODS: Pilot cross-sectional survey questionnaires were distributed at the Dental Faculty Clinic at King Saud University, from 15 March 2015 to 30 June 2016 by the staff in charge of the patient waiting area, oral surgery clinic, primary care clinic and specialist clinic. RESULTS: Of 400 potential respondents, 226 completed the survey (response rate: 54%). Of these patients, 91% knew why they had been referred to the oral surgery department, but 73.5% did not understand the surgical extraction procedure or its complications. In total, 45.2% of the patients referred had no signs or symptoms, and 36% were referred for prophylactic reasons. In conclusion, our system needs reassessment. To combat the subjective health practice of routinely referring patients for prophylactic extraction, the role of primary care should be emphasised by implementing a system for regular patient check-ups, and public awareness should be increased.

Current State of Dental Education: Executive Summary.

This executive summary for Section 1 of the "Advancing Dental Education in the 21st Century" project provides a composite picture of information from 12 background articles on the current state of dental education in the United States. The summary includes the following topics: the current status of the dental curriculum, the implications of student debt and dental school finances, the expansion of enrollment, student diversity, pre- and postdoctoral education, safety net status of dental school clinics, and trends in faculty.

Trends in Dental Faculty of U.S. Dental Schools, 2003-04 to 2013-14.

The aim of this article is to provide a general overview of trends impacting the faculty of U.S. dental schools. Data such as full- and part-time status, tenure status, student-faculty ratios, aging of the faculty, and compensation are reported for the period from 2003-04 to 2013-14. Data used are from the American Dental Association (ADA) and the American Dental Education Association (ADEA). The first part of the report describes general characteristics of faculty trends, and the second part provides an analysis of those trends. This article was written as part of the project "Advancing Dental Education in the 21st Century."