Narrow diameter implants for mandibular denture retention.

Narrow diameter implants are a lower cost alternative to conventional implants and are used to retain mandibular dentures. The experiences at a dental school predoctoral clinic are reviewed. The cumulative success rate for 626 fixtures placed in a six-year period is 92.6 percent with high patient satisfaction. Narrow diameter implants are a useful adjunct in the long-term management of edentulous patients.

A predoctoral clinical geriatric dentistry rotation at the University of the Pacific School of Dentistry.

Predoctoral dental students from University of the Pacific School of Dentistry provide initial and yearly dental evaluations for participants of On Lok Senior Health Services on site at On Lok centers. Student dentists also complete some dental procedures including denture fabrication, adjustments and repairs, hard and soft relines, scaling/root planing, polishing, and limited restorative treatments. A wide range of age-prevalent oral conditions such as candidiasis and xerostomia are identified and treated or managed. Students may also be called upon to present patient needs weekly to a member of the interdisciplinary team for discussion. Students periodically review instructions and devices for oral health care with the On Lok staff. The program is intended to be mutually beneficial to the participants of On Lok and Pacific student dentists. While the majority of comprehensive and emergency services are provided by On Lok staff dentists and contract specialists, the student dentist program has broadened the scope of the oral health program at On Lok and has been well integrated with the other day services. Meanwhile, Pacific students gain experience identifying and managing the complex social, economic, and health needs of frail elders in San Francisco.

The effects of student self-assessment on learning in removable prosthodontics laboratory.

It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

Why professional judgment is better than objective description in dental faculty evaluations of student performance.

Practices intended to increase the appearance of objectivity in grading may work at cross purposes with professional judgment. In this study, an analysis of two removable prosthodontics technique projects in one U.S. dental school found that the use of component criteria (checklist) grading was less consistent than overall judgments of the same work and less predictive of dental students' future learning. A factor analysis revealed latent structures in both projects that would make it inappropriate to use a component criteria approach for grading. Common defenses of objectivity-such as scientific foundation, the relationship between reliability and validity, and legal requirements-are questioned in this article, and it is shown how simple adjustments to judgment scores can be made more effective than checklists, faculty calibration, or deselecting faculty members and with better measurement and teaching features.

Perceptions of predoctoral dental education and practice patterns in special care dentistry.

The objective of this research project was to compare alumni perceptions of predoctoral dental education in the care and management of patients with complex needs to alumni practice patterns. Alumni from the University of the Pacific Arthur A. Dugoni School of Dentistry who graduated from 1997 to 2007 were surveyed regarding perceptions of their predoctoral education in the care of patients categorized and defined as medically compromised, frail elders, and developmentally disabled, as well as their practice patterns. Perceptions were rated on a Likert scale. Regression analyses were utilized. Three primary relationships were identified: 1) positive relationships emerged between perceptions of educational value, as students and practitioners, of the training they received compared to percentages of medically compromised patients they currently treat (p≤0.05); 2) after practice experience, 2003-07 graduates reported significantly higher value of their education in this area compared to 1997-2002 graduates; and 3) alumni who reported treating more patients with complex needs during school reported treating significantly more of these patients in practice (p≤0.05). We conclude that alumni who reported educational experiences as more valuable treat more patients with complex needs compared to those who valued them less. Alumni who reported having more opportunities to treat patients with complex needs as students treat a higher percentage of those patients than those reporting fewer. Even positive perceptions may underestimate the value of educational experiences as they relate to future practice.