Self and peer perception of male and female dental students.

In order to investigate the similarity and differences between male and female dental students, the Bentler inventories, which utilize both self and peer report formats, were administered to first year students at U.C.L.A. Results indicated that male and female dental students are basically similar in terms of a wide range of personality traits both in terms as well as self perceptions. The only differences involved males' describing themselves as more masculine and orderly while females were portrayed by their peers as more feminine and clothes-conscious. In addition, comparison between self and peer report inventories for the same sex revealed few trait differences. Although caution should be made in generalizing these findings beyond the UCLA School of dentistry, the results suggest that it is not appropriate to admit nor exclude male or female students based upon any assumptions that doing so would dramatically change the personality characteristics of dental practitioners. However, more research is needed using a more representative national sample of students.

A children's oral health status index based on dentists' judgment.

The children's oral health status index was developed as an integrated measure for the direct appraisal of pediatric patient populations in private practices, dental clinics, or school programs. The index is derived from a paired preference experiment with five pedodontists and five general dentists acting as judges of oral health in 200 case comparisons. Four easily measured variables are united numerically by the index: decayed teeth, occlusion, tooth position, and missing teeth (which have not been exfoliated). Clinical applications of the index in three geographic areas have all had good results.

Managed care and dentistry: promises and problems.

At its inception in the mid-1950s, managed care held a number of promises for dental care providers and dental patients. Sometime during the development of managed care, however, many programs lost sight of the importance of provider equity. Using data from current programs, the authors contrast the original promises with the realities of managed care in dentistry.

Comparing the effectiveness of the mini-lecture technique to role-playing in a dental psychology course.

The array of instructional methods utilized in teaching behavioral sciences to dental students has included both teacher-centered and student-centered approaches. The purpose of this study was to evaluate the effectiveness of two small-group treatments, mini-lecture and role-playing, in teaching dental psychology. Freshman dental students were randomly assigned to 12 groups. Groups were then assigned to one of six dentist-pyschologist teaching teams so that each team taught one mini-lecture and one role-playing group. Teaching teams taught seven sessions in which each mini-lecture/role-playing pair of groups received parallel subject matter. Following instruction, two outcome measures were administered: (1) an achievement post-test measuring factual recall, and (2) a measure of facilitative communication. Results indicated that mini-lectures were more effective than role-playing in effecting student mastery of factual information. There were no significant differences between the instructional treatments in teaching facilitative communication skills.

The effect of supplemental lecture, evaluation method and instructional type on student performance in a preclinical technique project.

This study examined two types of instruction, two methods of evaluation, and the effects of a supplemental lecture in teaching a laboratory technique exercise. Students were randomly assigned to one of four groups: (1) self-instruction, self-evaluation; (2) self-instruction, teacher-evaluation; (3) teacher-aided instruction, self evaluation; and (4) teacher-aided instruction, teacher-evaluation. In addition, half of the students in each of the four groups received a supplemental lecture. Ratings of technical performance, a didactic posttest, and project completion time, were used as outcome measures. Of 27 main treatment effects tested, 25 demonstrated no significant differences. This study fails to demonstrate any major advantage of using self versus traditional forms of instruction and evaluation when student performance is the primary consideration.

Changes in personality among male and female dental graduates.

This study examines changes in personality traits in male and female dental students and recent graduates. The Comrey Personality Scales were administered to two freshman classes, and the test was readministered two months after graduation for one class and twenty-six months after graduation for the other class. Sex. class, and test/retest scores were analyzed using a three-way analysis of variance with repeated measures for each scale. Significant test/retest differences consisted of increases on the Orderliness versus Lack of Compulsion Scale and Conformity versus Rebelliousness Scale and a decrease on the Activity versus Lack of Energy Scale. There were significant sex differences on the Activity versus Lack of Energy, Emotional Stability versus Neuroticism, and Masculinity versus Femininity Scales; a decrease on the Empathy versus Egocentrism Scale occurred among females in one of the classes. Dental students became increasingly more orderly and identified with established social values; they also became less competitive and less driven to excel. The dental school experience may partially explain these changes; however, other conditions, such as maturation and societal influences, may have been involved.

Comparing personality traits of male and female dental students: a study of two freshman classes.

The marked increase in women enrolled in dental school warrants a reassessment of dental student personality profiles. The purpose of this study was threefold: (1) to compare personality profiles of two first-year dental classes, (2) to compare male and female dental student profiles to their respective norm populations, and (3) to compare male and female dental student personality traits with each other. The Comrey Personality Scales were administered to two first-year dental classes at the University of California at Los Angeles. Between sex and within sex comparisons were made over ten inventory scales. Results indicated that the collective personality profiles of male and female dental students were markedly similar to each other for both classes. These results do not reflect the differences encountered between the sexes in the norm population. It was also noted that the "average" male dental student differed from the male norms on Orderliness versus Lack of Compulsion, Social Conformity versus Rebelliousness, and Emotional Stability versus Neuroticism. In addition, "average" female dental student differed from the female norms on Masculinity versus Femininity.