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Item Assessment of Early Clinical Experiences at Indiana University School of Dentistry(American Dental Education Association Annual Session and Exhibition, 2023-03) Brouillard, Anne; Treat, TimothyThe 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.Item 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, TimothyObjectives: 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.Item Developing an Evidence Based Dentistry Course for International Dentists(American Dental Education Association, 2023-03-12) Stone, Sean M.; Cho, SopanisThe International Dentist Program (IDP) matriculates dentists graduated from outside the United States through an accelerated 30-month version of the traditional DDS program. This poster presents the evolution of EBD education for IDPs that attempts to best integrate them with the regular DDS cohort while also addressing the demands of their unique schedule sand pedagogical needs.Item Diagnosis and treatment planning using the 2017 classification of periodontal diseases among three dental schools(Wiley, 2022-05-29) Gandhi, Kaveri K.; Katwal, Diksha; Chang, Jennifer; Blanchard, Steven; Shin, Daniel; Maupome, Gerardo; Eckert, George J.; John, VanchitObjectives: The American Academy of Periodontology and the European Federation of Periodontology developed a new classification system for periodontal diseases in 2017. The next step in its widespread implementation involves training dental students to improve consistency in clinical decisions. This study conducted in 2020–2021 aimed to evaluate knowledge in periodontal diagnosis and treatment planning using the new classification, among first, second, third- and fourth-year dental students at Indiana University School of Dentistry (IUSD), University of Texas School of Dentistry at Houston (UTSD), and University of Louisville School of Dentistry (ULSD). Methods: A minimum of 20 dental students per class year from each of the three schools participated. Ten HIPPA de-identified case records and a questionnaire with a fixed list of answer options, comprising two demographic questions and two questions on diagnosis and treatment planning of each case, were presented to the participants. A group of three board-certified periodontists established the answers for all cases which were used to score the appropriateness of diagnosis and treatment planning among the participants. Results: A total of 263 students participated. Overall, 22.6% of IUSD responses, 25.2% of UTSD, and 27.6% of ULSD responses were correct for diagnosis (no statistically significant differences). For the treatment plan, 64.9% of IUSD responses, 66.2% of UTSD, and 68.9% of ULSD responses were correct (no statistically significant differences). Conclusion: Based on the findings from our study, we suggest that additional training be considered to improve the understanding of the 2017 classification of periodontal and peri-implant diseases among dental students.Item Fifty Years of How and Why Faculty Teach(American Dental Education Association, 2022-03-20) Stone, Sean M.In 1963, the House of Delegates of the American Association of Dental Schools recommended that all dental schools constitute a committee on teaching. That same year, the Dean appointed a committee on teaching for the Indiana University School of Dentistry to develop educational programs for faculty. In spring of 1964, one of their first acts was to evaluate “the attitude of our faculty on many of our teaching problems” with a survey. In fall of 1965, the teaching committee put on it’s first annual Teaching Conference for faculty, an event that is still held today, and presented highlights of the survey. In fall of 2021, a slightly updated version of the 1964 Faculty Attitudes Toward Teaching survey was given to faculty. This poster presents highlights comparing 1964 and 2021 responses.Item Inclusive Lab Space for International Dentist and Allied Dental Students(2023-10-25) Cho, Sopanis; Priest, Michelle; Stone, SeanStudents in the International Dentist Program (IDP) and Allied Dental Programs [Dental Assisting (DA) and Dental Hygiene (DH)] lack a space in the Dental School building to call “home”. Scheduling of laboratory, and didactic spaces for both DA and IDP specific courses is often challenging as the room scheduling for the traditional DDS courses takes priority. Because of this, DA and IDP students experience a diminished sense of belonging. The repurposing of an existing shared preclinical laboratory space to address unique needs of DA, DH, and IDP students will not only enhance their learning experiences, but also foster inclusivity and promote their sense of belonging at the school