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A survey of dentists found that 48 percent supported a mandatory fifth year of dental training. Main reasons for support were the need for more instructional time and need for a transition year. Individual choice, no value in a fifth year, mentoring available elsewhere, and cost were cited in opposition. Differences existed among respondents who supported and did not support a fifth year. (EV)

Compiled from many of the surveys that the American Dental Education Association routinely publishes, along with data from surveys conducted by the American Dental Association and U.S. Department of Health and Human Services, presents statistical tables and descriptive text on trends among dental patients, among dental practitioners, and in dental education. (EV)

In response to the American Dental Association's (ADA) Future of Dentistry Project, the American Dental Education Association (ADEA) provided perspective on the most critical issues facing the dental profession. ADEA responded in six areas, each corresponding to areas of focus in the ADA project. This report reflects comments provided to the ADEA panel in each of the six areas. (EV)

A survey of 429 general dentists attempted to verify anecdotal reports of ethical lapses in clinical dental licensing examinations. It found significant occurrence of not arranging followup care for the patient even though indicated, intentional creation of lesions, premature treatment for the purpose of the examinations, coercing patients into treatment, and unnecessary radiographs. (Author/MSE)

A discussion of the need for better research on women's health looks at significant gender differences that are factors in health and health education (longevity, poverty, use of medical services, doctor-patient interaction, and women in dentistry) as well aspects of research methodology that need improvement. (MSE)

An unsuccessful attempt to develop a standard battery of aptitude measures to distinguish practicing dentists is reinterpreted. A sample of 116 dentists showed few differences from the norm group on 22 potential predictors, with some differences counterintuitive. It is concluded that broad conceptualization of characteristics required to complete dental education is needed. (Author/MSE)

In addressing dental licensing reform issues, the American Association of Dental Schools and deans of dental schools must provide both leadership and advocacy. Issues include limited geographic mobility of dentists resulting from state licensing differences, licensing of dentists through credentials, and development of a national dental licensing system. (MSE)

A survey of Oregon dentists (n=248) and dental hygienists (n=235) investigated frequency of patient-initiated sexual advances and methods of dealing with them. Up to 44 percent experienced 1 or more patient verbal advances, and 23 percent experienced physical advances during a 5-year period. Inclusion of related issues in professional curricula is recommended. (Author/MSE)

A survey of 164 female members of the Texas dental association and 62 junior and senior students at the 3 Texas dental schools investigated sexual harassment experiences with patients and colleagues, reasons for tolerating such behavior, and the manner in which the offensive behavior was handled. Results and implications are discussed. (MSE)

A discussion of mentoring among women in the dental profession draws on a survey of 220 female students and faculty in 5 dental schools and the author's personal experience. It is concluded that, although mentors are relatively commonplace and can be helpful, they cannot replace one's own drive and ability. (MSE)

Patterns in number, ethnic characteristics, and practices of female dentists are reviewed, and implications for the future of women in dentistry are considered. The focus is on substantial increases in proportion of women in the profession, practice ownership status, quantity of patient contact, earnings differentials, cultural diversity, and faculty and organizations. (MSE)

The status of minority women dentists is reviewed, and initiatives to improve it are noted. Issues and challenges for African-American female dentists are outlined, including negative racial/gender stereotypes, lack of advancement opportunities, difficulties in starting practices and securing professional and social support systems, lack of appropriate mates, and income gap. (MSE)

A national study of 578 dentists showed the most frequently used sources of information about dental patient medication and other medical management issues were the consultant network, the patient's physician, and "Physician's Desk Reference." Professional meetings, professional journals, and pharmaceuticals representatives were less frequently used. Solo/nonsolo practice status, age, and rural/urban locale were also considered. (Author/MSE)

Ramifications of cheating include underqualified graduates and the probable continuation of unethical behavior into dental practice. Dental educators are encouraged to stress pride in professionalism, to reinforce positive student behaviors, and to administer swift punishment to violators. (DB)

A study examined the economic relationship between growth in dentistry and supply/demand factors. Output, or real per capita dental expenditures, is seen as a function of consumer income, dental insurance, and dentist supply. Analysis indicates a significant relationship between dental sector growth and economic market factors, including growth in dental insurance. (Author/MSE)

The theory of reasoned action is applied to dentists' behaviors toward and treatment of patients with or at risk for Acquired Immune Deficiency Syndrome. Two belief components are seen as critical: (1) beliefs about consequences of treating these patients; and (2) perceptions of how his reference groups view such treatment. (MSE)

Three elements of persuasion (source, message, and audience) are discussed, and a paradigm for persuasion, the Elaboration Likelihood Model, which unifies many existing attitude theories, is described. Selected concepts and research on attitudes and persuasion are also examined as a context for teaching preventive behaviors and strategies in dentistry. (MSE)

Through a process involving identification of priorities and implementation of strategic initiatives to address them, the University of Missouri at Kansas City School of Dentistry has begun a process of curriculum reform. Several stages of reevaluation and the need for sensitivity and patience are anticipated, but a better environment for learning is expected. (MSE)

The University of Pennsylvania School of Dental Medicine's recently established computer program involved creation of a lab with six microcomputers and design of a course in computer literacy for dentistry. Students (N=94) found the course appropriate in format and time, and self-reported knowledge increased in all but three subject areas. (MSE)

The paper addresses application of new educational technologies to dental education. Noted is technology's ability to create an electronic curriculum that uses images and text to advance problem-solving and problem-based learning. Information technology provides a risk-free (i.e., patient-free) environment for dental students to test decisions. (MSE)

The 1975 to 1985 graduates of the University of Iowa College of Dentistry were surveyed to evaluate the influence on dental practice of a comprehensive geriatric dental curriculum introduced in 1980. Those who graduated before 1980 were more likely to be consultants in nursing homes than carrying out comprehensive care for this population. (Author/MLW)

This study assessed professional satisfaction among 558 California general dentists using the Dentist Satisfaction Survey. Among findings were that dentists were most dissatisfied with the threat of malpractice, level of income, demands of managing the practice, and amount of personal time. Findings have implications for counseling predoctoral students. (Author/DB)

Telephone interviews with 92 dentists in California identified low fees, denial of payment, and broken appointments by patients as the 3 most important problems with the Medicaid program. Results suggest reasons for the decreasing participation in Medicaid by dentists. (Author/DB)

Despite some efforts, dental education is not succeeding at creating socially responsible, service-oriented professionals. Further research should be undertaken on the effectiveness of various forms of community health services, improving service to underserved populations, the perceptions of the underserved, clinical experience with health teams, and student attitudes. (MSE)

This position paper reviews the history of licensure and credentialing in dental education and questions the value of state and regional board clinical examinations for entry level practitioners. Recommended are continuing education requirements, on-site visits of practice settings, periodic reevaluation of practitioners' abilities, and licensure by credentials for hygienists and entry level dentists. (DB)

To be ready for the future, dental education must provide (1) a respect for science and research; (2) a commitment to lifelong continuing education; (3) an environment for a curriculum leading to a highly developed sense of ethics; and (4) superior students. (MSE)

In 1980, the State University of New York at Stony Brook began a program, integrated into the program of children's dentistry, to train students in care for the developmentally disabled. Management of developmentally disabled patients is provided over three years, and represents an extension of pediatric behavior management. (MSE)

Results of a survey of Canadian (n=8) and United States (n=44) dental schools concerning the clinical and didactic curriculum time allotted to preventive dentistry are reported. Comparable time allocation, requirements, and evaluation procedures were found in the two countries, but Canadian schools devote more hours to teaching prevention. (MSE)

A survey of 405 dentists found that while the more experienced respondents had had more training in office emergency preparedness, about half of all respondents felt underprepared for medical emergencies. Revisions of regular and continuing dental curricula in addition to those published in 1981 are recommended. (MSE)

A five-year project of postgraduate training in dentistry for patients with severe disabilities resulted in significant cognitive and confidence gains for the participating dentists, dental hygienists, and assistants. Over 75 percent of the graduates were found to actively apply their training, especially in academic dentistry. (MSE)

Factors that can impede curriculum change in dental schools are discussed, including individual personal behavior (fear, inertia, self-centeredness, lack of vision), organizational and environmental factors (structure, communication, direction), and groups or constituencies (administration, curriculum committees, faculty, students, patients, boards, accreditation agencies, specialty organizations, and practitioners). (MSE)

The prevalence of 4 of 16 personality styles found in two dental school first-year classes is compared with personality styles found among practicing dentists, and the implications for dental program organization and curriculum are discussed. (MSE)

A triple-contract model of the relationship between a profession and a society includes a hypothetical contract articulating the profession's basic principles, a second contract suggesting the model for real-life face-to-face meetings creating moral terms limiting the relationship between professionals and society, and a third contract containing specific terms. (MSE)

To treat the elderly more competently and to provide clinical training to undergraduates simultaneously, a geriatric dental program was initiated in 1976 at the University of Illinois College of Dentistry. The program's current status and operation are described. (Author/MLW)

A study that compared student attitudes before and after the change from a four- to a five-year D.M.D. program at the Harvard School of Dental Medicine is discussed. Students in the five-year program scored significantly higher on leadership in the Survey of Interpersonal Values. (Author/MLW)

Position papers of the American Association of Dental Schools are presented concerning peer review in dentistry, individual and institutional freedoms and responsibilities, national health programs, the definition of interdisciplinary education, use of ionizing radiation in dental schools, and due process in student evaluation disputes. (MSE)

The American Association of Dental Schools position is presented on dental school curriculum and administration, peer review, freedoms and responsibilities of individuals and institutions, national health programs, interdisciplinary education, ionizing radiation in dental education facilities, and due process. (MSE)

Although dental school faculty as well as practitioners are interested in evaluating products and procedures used in clinical practice, research design and statistical analysis can sometimes pose problems. Sequential trials methods provide an analytical structure that is both easy to use and statistically valid. (Author/MLW)