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Purpose: To compare predoctoral student performance in restorative dentistry related to curricular changes implemented in response to the COVID-19 pandemic and to evaluate the impact of remote education on performance in didactic and preclinical examinations and objective structured clinical examinations (OSCEs). Materials and Methods: The study population consisted of 172 students, all members of the DMD graduating classes from 2017 to 2021. Scores in the Final Restorative Treatment (FRTx) course, subdivided into didactic and preclinical lab work, and the OSCEs were assessed and compared between pre-pandemic students and during-pandemic students. Results: Performance in the preclinical lab exercises was statistically significantly higher in the during-pandemic cohort than in the pre-pandemic cohort after adjusting for students' gender and admission scores. Performance in restorative dentistry as measured by the OSCE was not statistically different among during-pandemic students compared to the pre-pandemic students. It was observed that students were more efficient and engaged during the more limited lab sessions with the increased student-to-faculty ratio that allowed for more feedback. Conclusion: Although virtual education cannot replace in-person experiences, this model served students satisfactorily during the COVID-19 pandemic, with added support structures such as flexible scheduling, interactive sessions, and additional small-group discussions to maintain academic performance in predoctoral education. [ABSTRACT FROM AUTHOR]

Introduction: During the COVID‐19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in‐person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self‐evaluation capabilities. Materials and methods: Thirty‐eight students were introduced to this restructured course. Their performance in a final multiple‐choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self‐assessment of these preclinical competency assessments were then compared with the pre‐COVID pandemic (P‐CP) classes from years 2014 to 2019 (n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self‐assessment scores, student‐faculty score gaps (S‐F gaps) and absolute S‐F gaps seen between the class impacted by the pandemic and the P‐CP classes. Results: The results demonstrated that students during the COVID‐19 pandemic (D‐CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S‐F gap was smaller in this cohort as compared with the P‐CP classes. Conclusion: Despite the challenges of restructuring the preclinical curricula, D‐CP students performed better than their P‐CP predecessors in multiple facets of this Operative Dentistry course including self‐assessment accuracy. [ABSTRACT FROM AUTHOR]

Purpose/objectives: Self‐assessment is an essential skill for dental professionals. Understanding global trends in self‐assessment can highlight the learning needs of students across a diversity of cultural backgrounds. The aim of this study is to compare the self‐assessment ability of dental students in the United States and Japan, where cultural backgrounds may differ. Methods: Students in the United States (n = 176) completed a typodont premolar and anterior Class II and Class III preparation and restoration. Students in Japan (n = 175) completed a typodont premolar crown preparation. Students and faculty then evaluated the student performance using rubrics for each respective procedure. The difference between the student's self‐assessment score and the average faculty score (S–F gap) was calculated and the data were analyzed. Results: The mean S–F gap was 2.8% in Japan and 7.6% in the United States. This indicates that Japanese students tended to assess themselves closer to their faculty graders than students in the United States. On average, students in both countries scored themselves higher than their faculty graders. Students in the United States more frequently overestimated their performance and students in Japan more frequently underestimated their performance. For students in the lower quartile, the mean S–F gap was 5.1% in Japan and 14.6% in the United States, indicating a large cultural discrepancy in the lower quartile groups. Conclusions: Although different preclinical procedures were compared, our findings demonstrated that Japanese students may score themselves more closely to their faculty assessors than students in the United States. Further investigation with more students completing the same preclinical activity will be needed. [ABSTRACT FROM AUTHOR]

Research was conducted to test whether mouse parotid acinar cells express mRNAs for interleukin (IL)-1-beta and IL-6 and store them in their secretory granules. Cell viability was expressed by trypan blue dye while acinar cell aggregates were diluted in minimal essential medium. Differences among gold-labeling conditions were evaluated for statistical significance by one-way, unblocked analysis of variance. Results suggested that the elucidation of IL-1-beta and IL-6 trafficking in parotid acinar cells may clarify the role of these cytokines in health.

Introduction: A theory‐practice gap in pre‐doctoral dental education is a common source of stress for dental students. An interactive, small‐group, case‐based activity was designed to bridge the gap between pre‐clinical and clinical experiences. The aim of our study was to assess the effectiveness of the case‐based activity by evaluating students' comfort level in operative procedures. Materials and Methods: Over 5 years, a total of 172 second‐year students from the classes of 2017 through 2021 participated in the case‐based activity delivered after the completion of the core operative dentistry course. The exercise included a pre‐activity online quiz, an in‐class case‐based session and a laboratory exercise. Students' self‐reported comfort levels in performing operative procedures were collected by surveys at three different times. They included the post‐course survey distributed after the completion of the core operative dentistry course, the post‐activity survey distributed after the completion of the case‐based activity, and the follow‐up survey distributed after students completed their first operative procedures in clinic. Results: There was a 93% response rate. The average rating of all eight statements revealed statistically significant increase in students' comfort level after completing the case‐based activity and after performing their first operative procedures in the teaching practice. Conclusion: This observation suggests that the case‐based activity was effective in raising students' comfort levels. The activity may serve as an important tool in bridging the theory‐practice gap between pre‐clinical and clinical operative experiences. [ABSTRACT FROM AUTHOR]