List of Poster Presentations - Journal of Dental Education

Poster Abstracts
The purpose of this project is to determine the prevalence of
learning disabilities in dental education.
The prevalence of learning disabilities in higher education has
drawn significant attention at the undergraduate level. College
freshman reporting learning disabilities have increased significantly
in the past 20 years; in 1978, 0.6 percent of all freshman reported
having a learning disability compared with 3.7 percent in 1998.
Moreover, 53% of college freshman with learning disabilities plan to
seek Master or Doctoral level degrees. Anecdotal evidence suggests
an increase in the number of dental students with learning disabilities,
but nothing has been published regarding how dental education is
effected by this generalized trend. The purpose of this study, therefore,
is to obtain information from appropriate U.S. dental school
administrators regarding the prevalence of dental students with
learning disabilities. A pilot study, designed to identify individuals
responsible for working with students with learning disabilities in
U.S. dental schools (response rate 90.3%, n=52), revealed that 98.1%
of schools have an in-house contact (51.0% Student Affairs, 43.3%
Academic Affairs, 3.8% Academic and Student Affairs, 1.9%
Admissions). A more specific survey has been developed and is being
distributed to specific contact individuals at US dental schools. It is
hypothesized that the trends occurring in undergraduate colleges will
be observed in dental schools as well.
This issue is being dealt with in a variety of different
administrative settings within dental schools. As a follow-up, a more
detailed survey is being sent to all U.S. dental schools.
14. After the Screening: Providing Treatment Targeted
to Pre- and Elementary School Children with the
Highest Unmet Oral Health Care Needs
DeCastro, Jeanette, University of Medicine and Dentistry of New
Jersey - New Jersey Dental School, Bolger, David, University of
Medicine and Dentistry of New Jersey - New Jersey Dental School,
Noel, Kenson, University of Medicine and Dentistry of New Jersey -
New Jersey Dental School, Dennis, Yede B., University of Medicine
and Dentistry of New Jersey - New Jersey Dental School, Panagakos,
Fotinos S., University of Medicine and Dentistry of New Jersey - New
Jersey Dental School
Purpose: To describe a program that provides follow-up
treatment, oral health instruction and referrals for children who were
identified as needing care but who did not receive care.
The recent Report on Oral Health from the U.S. Surgeon
General’s Office pointed out higher disease levels in the oral health
of diverse populations. The New Jersey Dental School (NJDS) meets
its goals of improving the oral health of the most vulnerable people
in underserved communities through large-scale screenings and
delivering oral health services. Recently, a team of students, dental
assistants and supervising faculty screened over 1,300 pre-, elementary
and middle-school children in depressed urban and rural areas of
Camden and Atlantic counties. Results indicated visible signs of dental
decay in 39 to 63 percent of those children screened, depending on
the screening site. During the second year of this project, pre-school
programs and schools with the highest levels of decay (all in Atlantic
County) were targeted for pilot follow-up programs. These programs
implemented by NJDS students and faculty included a program to
provide sealants and oral health instruction to elementary school
children, and a program to provide oral health education and necessary
treatment or referrals for pre-school children identified as needing
care who had not yet obtained follow-up treatment one year after the
initial screenings.
Implementation of post-screening projects are necessary for
accurate evaluation of oral health improvement in the population
served, will contribute to increased oral health in the targeted
populations, and can identify resources for local access to care.
15. Establishing a Combination Honor System/Proctor
System to Promote Academic Integrity
Deem, Lisa P., Temple University School of Dentistry, Stark, Alan M.,
Temple University School of Dentistry
Purpose: To describe a successful honor/disciplinary system in
place at a large dental school for four years.
In 1997 Temple University School of Dentistry combined the
traditional proctor system of institutional policing of students’ behavior
with an Honor System that requires the students to regulate their own
behavior. The objective of the integration of the two disciplinary
approaches was to utilize the strengths of each system to ensure
professional integrity. The proctor system allows for experienced
administrators to enforce the rules within the boundaries of
confidentiality and due process, while the honor code system places
the responsibility of integrity within the group of adult students. Prior
to 1997, each system was in use individually for different periods.
The Disciplinary Committee (proctor system) failed to include the
students as a whole in the pursuit of professional integrity. The studentcontrolled
honor system fell short in procedural and substantive due
process. The newly established Honor Code enforced by the Honor
Board, comprised of students and faculty, was developed in
cooperation with University Counsel. The students are provided with
written notice of specific behaviors that constitute Honor Code
violations. Prior to matriculation they sign a form indicating that they
received notification. Notice is provided verbally at first year
orientation and at clinic orientation. Dispositions of Honor Board
hearings are published, quarterly, protecting the identity of the parties
In the first three years that the new system was in effect, three fullyear
suspensions were imposed for academic cheating and one
expulsion for clinical forgery. In the past year, there have been no
reported violations. An integrated proctor/honor system is more
effective in establishing and enforcing professional integrity than
either system standing alone.
An Honor Code system enforced by faculty and students is
effective in promoting academic integrity.
16. A Student Organized Program in the Dominican
Republic
Dhaliwal, Sukhdeep S., Case Western Reverve University School of
Dentistry, Colic, Allen D., Case Western Reserve University School
of Dentistry, Lalumandier, James, Case Western Reserve University
School of Dentistry, Jasinevicius, Roma T., Case Western Reserve
University School of Dentistry,
Humanitarian exercises for dental students can be an
enlightening and valuable educational experience. In 1999 a group
of CWRU students worked with a physician to establish a dental &
medical clinic in an impoverished rural area of the Dominican
Republic (DR). The goal was to establish a facility, which would
provide comprehensive dental care. In 2000, two students and a faculty
member made a preliminary trip to the DR to gather patient
demographic data and to provide emergency care. A temporary clinic
was set up. Upon returning the students initiated the DR Elective
Program (DREP). The educational objectives of the program are
congruent with dentistry’s professional oath “to serve humanity,
patients, community, and the profession.” Through the program
students have the opportunity to experience 3rd world dentistry, from
which they gain knowledge about international humanitarian relief
as well as improve their skills. The DREP is unique in that it is student
initiated and student run. Students even pay their own way. To date
there have been 4 one-week visits, in which students (n=65) provided
dental care to over 1000 patients (age range 4-70 years).
Accompanying the students are 1 or 2 faculty members, 1 private
dentist, and sometimes other volunteers. The clinic procedures include
262 Journal of Dental Education ■ Volume 66, No. 2