Browsing by Subject "Clinical Education"

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    Assessment of Early Clinical Experiences at Indiana University School of Dentistry
    (American Dental Education Association Annual Session and Exhibition, 2023-03) Brouillard, Anne; Treat, Timothy
    The early clinical experience of a dental student is fundamental in preparing them to be competent and confident primary providers. To assess the state of early clinical experiences for students at Indiana University School of Dentistry (IUSD), a survey was distributed to all predoctoral students attending IUSD. Of the 100 respondents, 14 reported being D1 students, 19 were D2 students, 30 were D3 students, and 37 were D4 students. When asked which of the following procedures (screening, COE/POE, radiographs, non-surgical periodontics, direct restorations, single tooth indirect restorations, fixed prosthodontics or implant therapy, removable prosthodontics, endodontics, any of these on a patient under 12 years old, or none of these) the student completed on a non-classmate patient as a D1, 90.5% of respondents answered none of these. When the same question was presented to D2s, 61.6% of respondents said none of these. Majority of respondents believe IUSD students serve as the primary provider too late in the curriculum and believe students should should start providing simpler procedures like screening exams, COEs/POEs, radiographs, local anesthesia, non-surgical periodontics, and direct restorations during the D2 year.
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    Assessment of Early Clinical Experiences for Predoctoral Students in North American Dental Schools
    (American Dental Education Association Annual Session and Exhibition, 0022-03) Patel, Meera; Treat, Timothy
    Objectives: To assess the current status of Early Clinical Experiences at North American dental schools. Methods: An IRB-exempt (#10350) survey was distributed to each ADEA chapter president at North American dental schools using the survey instrument, RedCap. Aggregated data was analyzed by the investigators for trends and significant findings were noted. Results: Amongst 19 respondents enrolled in North American dental schools, 1 identified as a D2 student, 12 were D3 students, and 6 were D4 students. When asked if D1 students participated in clinical activity, 9 respondents answered no and 10 respondents answered yes. Of the 10, a majority stated that students spent 0-49 hours participating in procedures such as comprehensive exams, screening exams, taking radiographs and non-surgical periodontal procedures in clinic but did not serve as the primary provider. Of the 19 respondents, when asked if D2’s participated in any clinical activity, 3 answered no and 16 answered yes. Most respondents indicated that D2s spend 50 or more hours in clinic participating in procedures such as comprehensive exams, screening exams, taking radiographs, non-surgical periodontal procedures, direct restorations, single tooth indirect restorations, fixed prosthodontics, and removable prosthodontics in clinic and the majority indicated that D2s can serve as the primary provider for their patients. In addition, most respondents felt that students should serve as primary providers during the D2 year. Conclusions: Early patient care experiences can form an integral part of the pre-clinical experience. At North American dental schools, D1s typically participate in patient care between 0-49 hours but rarely serve as primary provider. D2s often serve as primary provider for many different dental procedures and are typically in clinic 50 hours or more per year. Respondents indicated that an overwhelming majority of North American Dental schools include early patient care experiences as part of their curriculum.
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    Helping Mothers Survive: Implementing the Bleeding After Birth Program at the John F. Kennedy Medical Center in Monrovia, Liberia
    (2017-05-01) McDaniel, Paige E.
    While significant throughout Sub-Saharan Africa, the West African country of Liberia suffers from one of the highest maternal mortality rates in the world. Here, the lifetime risk of a woman dying as a result of pregnancy or childbirth complications is 1 in 24. Although pregnancy-related hypertension conditions, anemia, infection, and unsafe abortion all attribute significantly to maternal death, postpartum hemorrhage – heavy, life-threatening bleeding after childbirth – is the leading cause of maternal mortality globally. Research suggests that active management of the third stage of labor (AMTSL), a practice that shortens the length of time from the delivery of the baby to the delivery of the placenta through the use of medications and manual interventions on the part of the provider, can significantly reduce the incidence of postpartum hemorrhage where necessary resources are available and where health workers receive training in using AMTSL. The Helping Mothers Survive – Bleeding after Birth (HMS-BAB) program is a didactic and simulator-based training package for frontline maternity providers to equip them with the knowledge and skills needed to prevent mothers from dying on the day of birth. The program is centered on the evidence-based practice of AMTSL for hemorrhage prevention, as well as the necessary steps to engage should a postpartum hemorrhage occur. Recent research suggests the HMS-BAB program significantly improves a provider’s knowledge, skill, and confidence in managing postpartum hemorrhage, both initially as well as over time. The following describes the implementation process to bring the HMS-BAB Program to the John F Kennedy Medical Center in Monrovia, Liberia’s. This tertiary-care medical campus includes a 139-bed women and infant hospital and neonatal intensive care unit where Certified Midwives attend the vast majority of vaginal deliveries. The HMS-BAB program was introduced there in January, 2016, and successfully trained over 92% of the midwives working in the maternity hospital. While knowledge and skill gaps related to AMTSL practice were identified, midwives who completed the program reported improved self-efficacy and intent to incorporate AMTSL techniques into their practice. A clinical guideline was created and given to the administrators, nurses, and physicians of the maternity hospital to reinforce and sustain this change in practice.