OBJECTIVE:To evaluate the incomplete success rate (ISR) of non-surgical periodontal therapy (NSPT) performed by registered dental hygienists, considering periodontitis staging and grading and multiple tooth- and patient-level factors. METHODS:Data from patients with periodontitis treated by registered dental hygienists at the University of Michigan were analysed. A complete medical history, periodontal chart and full-mouth radiographs were collected before NSPT (T0), and clinical periodontal parameters were recorded at re-evaluation (T1). Tooth-level ISR (tISR) was defined as the percentage of teeth with residual pocket depth (PD) > 4 mm [Condition 1 (C1)], or PD of 5 mm with bleeding on probing, or PD ≥ 6 mm [Condition 2 (C2)]. Patient-level ISR (pISR) was calculated as the percentage of patients with at least one tooth meeting the criteria for C1 or C2 at T1. Multivariate analyses assessed the impact of staging, grading and other tooth- and patient-level factors on ISR outcomes following NSPT. RESULTS:A total of 1818 teeth from 133 patients were re-evaluated 113.2 ± 85 days after NSPT. The tISR was 28.6% and 20.6% for C1 and C2, respectively; while the pISR was 75.9% and 65.4%. Factors linked to higher tISR for both C1 and C2 included baseline PD and multi-rooted teeth. Smokers and former smokers had more teeth with pathological sites under C1. Higher tISR under C2 was observed in cases presenting radiographic bone loss > 33%. Advanced stage of periodontitis significantly predicted higher pISR for C1, with Stage III-IV patients over twice as likely to exhibit higher pISR than Stage II (OR = 2.35; p = 0.042). CONCLUSION:Advanced periodontitis stage at T0 significantly predicts higher pISR values, particularly for C1. tISR after NSPT is influenced by baseline PD, number of roots for both conditions and smoking for C1.

OBJECTIVE:This study investigated the perceived stressors and resilience factors among dental hygiene (DH) students in the United States (US) and Japan. METHODS:A cross-sectional survey was administered to a convenience sample of DH students from two US DH programs and one DH program in Japan. A 38-item paper survey was disseminated at one time-point in February 2024 to each student group. The survey included demographic items, the modified 38-item Dental Environment Stress (DES) questionnaire, and the 14-item Ego-Resilience (ER89) Scale. Descriptive statistics (mean, standard deviation, frequencies, and percentages) were calculated, and DES and ER89 scores were compared using t-tests and categorical characteristics using chi-square tests of association. Analyses were conducted using R version 4.2.2. RESULTS:A total of 146 students participated (US n = 107; Japan n = 39). The US students reported significantly higher overall stress (DES score: 87.39 [16.20]) compared to Japanese students (76.79 [16.47]; p = 0.001). However, US students demonstrated significantly higher ego-resilience (ER89 score 42.65 [5.97]) than Japanese students (39.90 [6.81]; p = 0.02). Higher stress was weakly correlated with lower ego-resilience overall (r = -0.2715, p = 0.019). This correlation appeared stronger in US students than Japanese students (r = -0.27 vs. -0.10, p = 0.38). CONCLUSION:The US DH students reported significantly higher stress levels than Japanese DH students, as measured by DES scores. The US DH students also exhibited higher resilience, as indicated by ER89 scores, compared to Japanese DH students. However, higher resilience was not associated with reduced stress levels in either group. Personal resilience may not function as a direct mechanism for lowering perceived stress among DH students.

A peer-reviewed journal preserves the quality of evidence in the literature by ensuring the manuscripts and research submitted is reliable and valid. For an article to be published, it must be of significance to the profession and body of evidence, have no flaws in the methodologies, contain suitable and complete statistical analyses, and appropriately interpreted results. Peer reviewers are experts whose role is to determine the quality of the research and how it is reported, protecting the profession and the public via the evidence on which it stands. The genesis of reporting guidelines can be found in medicine's effort to bring the quality of research methods in line with expected standards. Reporting guidelines build in quality control, requiring authors to clearly lay out the methodologies of how their research has been designed and conducted, and assisting peer reviewers in the standardized assessment of manuscripts. These reporting guidelines or "checklists" have become mainstream over the last 20 years as the means for upholding ethical, reliable, and valid research in health professions research. Reporting guidelines are simply the means for authors to easily demonstrate that their research was designed and performed in a valid manner, and that their findings are therefore reliable.

OBJECTIVE:The objective of this study was to evaluate the efficacy of the periodontal endoscope (PE) as a teaching resource to improve dental hygiene (DH) students' detection and removal skills. METHODS:This multi-center clinical study included participating DH students from the University of Michigan (UM), University of Minnesota (UMN), and Central Community College (CCC). A total of 111 DH students, 41 juniors, and 70 seniors. All participating students and 20 faculty were randomized into control or intervention groups, in which there were 54 and 57 students, respectively. Eight study team examiners calibrated and used the PE. The intervention group faculty received endoscopic visualization of calculus to deliver endoscope guided (EG) feedback, while the control group received the clinical standard procedure from their designated faculty. RESULTS:Agreement between the calculus index of students and examiners and of faculty and examiners was estimated using weighted kappa statistics. The intervention group demonstrated a statistically significant difference (0.014) for calculus removal compared to the control group. For the post calculus detection and removal, the intervention group had a higher kappa for all surfaces compared to the control group: mesial surfaces, (intervention 0.158, control 0.002), distal surfaces (intervention 0.108, control 0.034), buccal surfaces (intervention 0.169, control 0.139), and lingual surfaces (intervention 0.134, control 0.070). The intervention group detected and removed more calculus than the control group. CONCLUSIONS:This study represented the first known three-DH program clinical trial to implement innovative technology to enhance student performance. Students who received EG feedback demonstrated enhanced tactile detection and calculus removal. .

ABSTRACTBackground Decades of research evidence has shown that mental health and substance use are impacted by oral health, and that oral health is impacted by mental health and substance use. As our nation experiences alarming increases in mental health and substance use needs, patients in dental settings are increasingly likely to present with such needs, impacting their ability to successfully access oral health services and improve their oral health.Discussion However, dental providers can leverage existing resources and practices toward best supporting patients’ behavioral health, and, ultimately, their oral health. This article includes concepts, tools, and resources to support dental professionals in developing financially sustainable shifts to move the dial toward integrated oral health and behavioral health care.

Background Mental health and substance use challenges have reached crisis levels in the U.S. Nearly one in three American adults had either a substance use disorder or any mental illness in 2022, and nearly one in four adolescents aged 12 to 17 had a substance use disorder or major depressive episode in the same year. The behavioral health workforce is not able to keep up with this demand, leading to a scarcity of resources and services for individuals with mental health and substance use needs. This need increasingly impacts all health care settings, including dental settings, where providers often have limited resources and supports for addressing the mental health and substance use needs of patients – here referred to with the umbrella term of “behavioral health.”Discussion Because of the bi-directional relationship between oral health and behavioral health, providing high-quality dental care often involves considering many aspects of a person’s health, particularly the behavioral health factors that influence oral health. Mental health challenges such as depression, anxiety, or a substance use disorder can negatively impact oral health, and the reverse is also true; poor oral health can create or worsen challenges with behavioral health. This paper provides an overview of the bidirectional connections between oral health and behavioral health, and reviews disparities facing marginalized communities who lack access to care. It also offers promising practices and key resources for dental providers interested in better integrating oral health and behavioral health services.Continuing Education Credit Available The practice worksheet is available online in the supplemental material tab for this article. A CDA Continuing Education quiz is online for this article:https://www.cdapresents360.com/learn/catalog/view/20

BACKGROUND:Gastroparesis (GP) is a debilitating gastric motility disorder associated with digestive dysfunction, reduced quality of life (QoL), and increased mortality rates. There is no known cure for GP and treatment options are limited. The oral cavity is responsible for initiating digestion, yet the impact of GP symptom frequency on oral health status and oral healthcare utilization is not well understood. METHODS:A 21-item electronic survey was developed and disseminated to a private GP social media forum. Survey questions explored GP symptom frequency, oral health status, dental care utilization, and oral health education post GP diagnosis. Descriptive and inferential statistics analysed data. KEY RESULTS:There were 434 study participants. An overwhelming 83% reported GP negatively influenced their oral health and oral function. Significance was observed between GP symptom frequency and oral health status (p = <0.0001). The majority (81%) reported receiving dental care post GP diagnosis, yet (63%) reported current untreated dental concerns. Interestingly, (74%) of participants reported that they have never been educated about oral health risks associated with GP by any healthcare professionals. CONCLUSIONS:GP negatively affects oral health. Study participants reported a need for extensive dental treatments and high levels of untreated dental concerns. Results strongly support that preventive oral healthcare and education must be provided for individuals with a GP diagnosis. As leading oral disease prevention specialists, dental hygienists must be aware of the effects of GP on the oral cavity to help provide person-centred evidence-based care, improve digestive processes, and increase QoL for GP sufferers.

The Longitudinal Interprofessional Family-Based Experience (LIFE) was developed to address the need for longitudinal, experiential IPE opportunities that bring students together with real patient-family units with an intentional plan for multiple qualitative and quantitative evaluation measures. LIFE engaged 48 early learners from eight health science schools at a large midwestern university in ongoing team skill-based interactions coupled with real patient experiential learning over 11 weeks. Student teams were introduced and encouraged to apply the socio-ecological model (SEM) and social determinants of health (SDH) while collaboratively exploring the impact of the patient-family's interface with the healthcare system and community during two consecutive patient-family interviews. A creative collaboration with the health system's Office of Patient Experience, provided eight patients who had experienced chronic illness and treatment in the healthcare system, who engaged with the learners as both teachers as well as evaluators in this experience. LIFE is a framework model that has applicability and adaptability for designing, implementing, and sustaining experiential IPE. Initial summary data regarding outcomes for students are presented as well as considerations to increase accessible and sustainable authentic IPE experiences through untapped patient and community collaborations.

The use of artificial intelligence (AI) is deeply embedded in all aspects of our daily lives, promoting efficiency and safety in routine tasks at home and work. Likewise, dentistry is rapidly exploring new uses of AI for image analysis, electronic health records, and clinical decision-making. The accelerating advancement of AI and its application in dentistry demands dental education conscientiously integrate AI into curricula and equip graduates to use it ethically and responsibly in practice. The approach must be threefold: instill knowledge of the basic algorithms and appropriate application of AI, discuss its limitations/biases, and examine current and potential ethical challenges in practice. Furthermore, dental education must protect the public from intentional and unintentional harm introduced by AI. Therefore, the purpose of this perspective paper is to discuss various considerations for integrating AI into the dental curriculum, prioritizing patient safety by ensuring knowledgeable, safe, and ethical application by future providers.

Oral health affects whole health and quality of life. This is especially true for people with serious mental illness, a population with heightened risks for oral disease and needs for oral treatment. Studies have previously shown the effectiveness of peer support specialist (PSS)-led wellness interventions. Oral health educational materials and a health education approach were collaboratively developed by a multidisciplinary team and then implemented at one community mental health center and three PSS-run drop-in centers. PSSs provided health education and linked consumers to dental care. Program evaluation (N=41 respondents) indicated the approach's acceptability, feasibility, and sustainability.

Purpose Non-surgical periodontal therapy (NSPT) is considered to be fundamental in the treatment of periodontal disease. Advanced area specific instruments were designed to increase the clinician's ability to effectively access root furcation areas during NSPT. The purpose of this study was to explore clinical dental hygienists' familiarity, utilization, and perceived efficacy of advanced instruments in root furcation areas during NSPT.Methods A randomized sample (n=3,500) of licensed dental hygienists in Michigan was invited to participate in a paper-based, mail survey. The 10-item instrument consisted of demographic, multiple choice, Likert scale, and open-ended questions. Descriptive and inferential statistics were used to analyze the data.Results A total of 1,156 surveys were returned; 858 met the inclusion criteria for a response rate of 24.5%. Respondents who graduated between 2010-2020 than those who graduated between 1990-1999 were more likely to utilize advanced instruments and those who graduated in 1989 or earlier (16.0% and 19.9% respectively). Respondents familiar with advanced instruments were more likely to use them in furcation areas during NSPT than those less familiar with the instruments (95% CI [18.1, 29.6], p<0.001). Respondents who perceived advanced instruments to be effective in furcation areas were more likely to utilize them (95% CI [1.0, 8.0], p<0.05) during NSPT. Most respondents indicated that they became familiar with advanced instruments during their dental hygiene education or through continuing education courses.Conclusion Familiarity with advanced instruments and perceived efficacy of these instruments for accessing root furcations increased the likelihood of clinical dental hygienists utilizing them during NSPT. Dental hygiene education and continuing education programs should continue to provide opportunities for students and practicing clinicians to learn NSPT instrumentation techniques utilizing advanced instruments designed for furcation access.

OBJECTIVE:Experiential interprofessional education (IPE) fostering socialization to interprofessional teams is essential to clinical practice. Inclusion of authentic patient voices cultivates an understanding of social factors that patients face. We qualitatively assessed how experiential IPE framed around social determinants of health (SDH) and socioecological model (SEM) influenced early health profession students' development of interprofessional socialization while working with patients. Secondarily, we explored how students shifted their mindsets for future interactions.METHODS:Fifty-one health profession students participated in the Longitudinal Interprofessional Family-based Experience (LIFE), a virtual, 13-week experiential IPE opportunity during which students interacted with patients living with chronic illnesses through two interviews. Prompts representing aspects of working on an interprofessional team while interacting with a patient framed around social factors affecting healthcare were coded using the constant comparative method of analysis. Themes were derived and tallied for frequencies.RESULTS:Themes from prompt related to working with an interprofessional team included: 1) perspectives, 2) informative, and 3) collaboration. Themes related to patients as a team member included: 1) active listening, 2) patients of similar/dissimilar back¬grounds, 3) person-centered care, and 4) awareness. Themes derived from prompt about future collaborations included: 1) collaboration, 2) awareness, and 3) person-centered care.CONCLUSIONS:This SDH-focused experiential IPE advanced the understanding among early learners of how social factors that patients experience are barriers to how care is delivered and interprofessional teams must collaborate to consider factors to support patients.

Journal of Dental EducationVolume 86, Issue 7 p. 769-770 ISSUE INFORMATIONFree Access Journal of Dental Education Volume 86 Number 7/July 2022 First published: 20 July 2022 https://doi.org/10.1002/jdd.12672AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume86, Issue7July 2022Pages 769-770 RelatedInformation

Purpose: Health care provider perceptions of interprofessional collaboration (IPC) have been well documented, however barriers to provider participation persist. The purpose of this pilot study was to examine differences in health care providers' perceptions of IPC based on the academic degree level.Methods: Licensed health care providers with faculty appointments at a four-year university-based setting were invited to participate in an electronic survey. Attitudinal questions in the survey instrument were based on the Theory of Planned Behavior and the Social Cognitive Theory and assessed perceptions, attitudes, norms, and self-efficacy toward IPC. Descriptive statistics were used to analyze the data.Results: Respondents (n=179) included faculty in medicine (29%), dentistry (23%), nursing (13%), dental hygiene (11%), physical therapy (8%), and pharmacy (7%). Ninety percent of respondents agreed or strongly agreed that IPC is important for improving patient health outcomes. Respondents across all degree levels were significantly more comfortable taking recommendations on patient treatment from another health care provider with a doctoral degree as compared to a health care provider with an associate degree, with mean scores declining from 5.58 to 4.58 (p=0.000).Conclusion: While all respondents valued IPC in improving patient outcomes, their perceptions of other health care providers' level of academic degree may play a role in their willingness to truly collaborate with them. Despite an institution's positive culture of IPC, bias and stereotypes regarding the level of academic degree need to be addressed. Results indicate that while health care providers with lower academic degrees may be valuable contributors to the IPC team, their academic degree could be a barrier to their meaningful inclusion.

PURPOSE:The purpose of this study was to assess the impact of the Covid-19 pandemic on dental hygiene (DH) educators' perception of personal and professional burnout and efficacy in the online/hybrid learning environment. METHODS:A cross-sectional study of DH faculty members from 327 United States entry level DH programs was invited to participate in this study. A 36 item survey was disseminated in Qualtricsxm March 2021. The Copenhagen Burnout Inventory was used to measure personal, work-related, and burnout related to working with students. The Michigan Nurse Educators Sense of Efficacy for Online Teaching instrument was used to measure efficacy in online/hybrid learning. RESULTS:The survey had an institutional response rate of 46%. Personal burnout scores had a significantly higher mean as compared to work-related and burnout working with students' scores. A majority (66%) of respondents reported often feeling tired. Only personal burnout scores had a significant negative correlation with teaching efficacy scores. Administrators/program directors and full-time faculty had significantly higher mean personal and work-related burnout scores as compared to part-time/adjunct clinical faculty. There were no significant differences in teaching efficacy scores by faculty position and institutional setting. CONCLUSION:COVID-19 had significant impact on full-time DH educators' personal and professional burnout levels. Full-time administrators/program directors/DH educators reported higher levels of personal burnout. It seems that personal burnout has a negative relationship with teaching efficacy. Faculty position rather than institution impacted personal burnout. Despite personal and professional burnout, DH faculty reported low-levels of burnout related to working with students.

Purpose In 2021, the American Dental Association (ADA) announced the intention to develop a standardized dental hygiene licensure objective structured clinical examination (DHLOSCE). The purpose of this study was to measure the United States (US) dental hygiene (DH) educators' foundational knowledge of OSCE development and delivery in light of the impending development of the DHLOSCE by the ADA's Testing Services. Methods The study was determined to be exempt from Institutional Review Board oversight. A 21-question survey was developed, pilot tested, and electronically disseminated through Qualtrics. The survey recruitment was emailed to the directors of all entry-level DH education programs in the US (n = 328), asking them to participate in the survey and to forward it to the clinical faculty in their institutions. Descriptive and inferential statistics were utilized to analyze the data. Results There were 143 study participants, for a completion rate of 45%. Over two-thirds of respondents (64%) were unaware of the plans to develop the DHLOSCE, while 13% reported utilizing OSCEs to meet accreditation standards. Only 3% reported receiving a formal education in OSCE development compared to 29% who learned through a colleague or peer. Nearly half reported a lack of faculty experience as a barrier to OSCE implementation. Over three-quarters, 76% reported a lack of OCSE development committees within their program and only 14% had experience developing an OSCE station. Conclusion The study results suggest an urgent need for the development of OSCE training resources specific to DH education, as programs across the US prepare for the impending DHLOSCE.