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[PMID]:29496811
[Au] Autor:Kratz RJ; Nguyen CT; Walton JN; MacDonald D
[Ad] Endereço:Dr. Kratz is a Prosthodontist in Victoria, BC, Canada; Dr. Nguyen is Assistant Professor, Division of Prosthodontics and Dental Geriatrics, Department of Oral Health Sciences, University of British Columbia Faculty of Dentistry and Provincial Practice Leader in Prosthodontics, Department of Dentistr
[Ti] Título:Dental Students' Interpretations of Digital Panoramic Radiographs on Completely Edentate Patients.
[So] Source:J Dent Educ;82(3):313-321, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The ability of dental students to interpret digital panoramic radiographs (PANs) of edentulous patients has not been documented. The aim of this retrospective study was to compare the ability of second-year (D2) dental students with that of third- and fourth-year (D3-D4) dental students to interpret and identify positional errors in digital PANs obtained from patients with complete edentulism. A total of 169 digital PANs from edentulous patients were assessed by D2 (n=84) and D3-D4 (n=85) dental students at one Canadian dental school. The correctness of the students' interpretations was determined by comparison to a gold standard established by assessments of the same PANs by two experts (a graduate student in prosthodontics and an oral and maxillofacial radiologist). Data collected were from September 1, 2006, when digital radiography was implemented at the university, to December 31, 2012. Nearly all (95%) of the PANs were acceptable diagnostically despite a high proportion (92%) of positional errors detected. A total of 301 positional errors were identified in the sample. The D2 students identified significantly more (p=0.002) positional errors than the D3-D4 students. There was no significant difference (p=0.059) in the distribution of radiographic interpretation errors between the two student groups when compared to the gold standard. Overall, the category of extragnathic findings had the highest number of false negatives (43) reported. In this study, dental students interpreted digital PANs of edentulous patients satisfactorily, but they were more adept at identifying radiographic findings compared to positional errors. Students should be reminded to examine the entire radiograph thoroughly to ensure extragnathic findings are not missed and to recognize and report patient positional errors.
[Mh] Termos MeSH primário: Boca Edêntula/diagnóstico por imagem
Radiografia Dentária Digital
Radiografia Panorâmica
Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Competência Clínica/estatística & dados numéricos
Erros de Diagnóstico/estatística & dados numéricos
Seres Humanos
Estudos Retrospectivos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.033


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[PMID]:29496810
[Au] Autor:Shumway BS; Bernstein ML; Qian C; Kulkarni MY; Rai SN
[Ad] Endereço:Dr. Shumway is Associate Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville School of Dentistry; Dr. Bernstein is Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville
[Ti] Título:Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.
[So] Source:J Dent Educ;82(3):306-312, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.
[Mh] Termos MeSH primário: Escolaridade
Patologia Bucal/educação
Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Teste de Admissão Acadêmica
Currículo
Avaliação Educacional
Feminino
Seres Humanos
Masculino
Patologia Bucal/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.031


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[PMID]:29496806
[Au] Autor:Ria S; Cox MJ; Quinn BF; San Diego JP; Bakir A; Woolford MJ
[Ad] Endereço:Dr. Ria is a clinician, Oral and Maxillofacial Department, Northwick Park Hospital, London; Dr. Cox is Emerita Professor of Information Technology in Education, Dental Institute and School of Education and Communication Studies, King's College London; Dr. Quinn is Senior Specialist Clinical Teacher,
[Ti] Título:A Scoring System for Assessing Learning Progression of Dental Students' Clinical Skills Using Haptic Virtual Workstations.
[So] Source:J Dent Educ;82(3):277-285, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3-5), scores were 12.4, 6.7, and 5.0, respectively (p<0.001). The average performance on task 3, which was attempted in similar numbers during both sessions, improved from the first to the second session (8.14 vs. 12.38; p=0.009). Using the HapTEL system in a first-year BDS curriculum improved the students' performance of simulated cavity preparation after practicing over two sessions. Use of the ACE scoring system enabled tutors to make consistent assessments across a large student cohort and provided an objective method of formative assessment.
[Mh] Termos MeSH primário: Competência Clínica
Avaliação Educacional/métodos
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Competência Clínica/normas
Preparo da Cavidade Dentária/normas
Educação em Odontologia/normas
Seres Humanos
Interface Usuário-Computador
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.028


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[PMID]:29496805
[Au] Autor:Park SE; Price MD; Karimbux NY
[Ad] Endereço:Dr. Park is Associate Dean for Dental Education, Harvard School of Dental Medicine; Ms. Price is a DMD student, Harvard School of Dental Medicine; and Dr. Karimbux is Associate Dean for Academic Affairs and Professor, Tufts University School of Dental Medicine. sang_park@hsdm.harvard.edu.
[Ti] Título:The Dental School Interview As a Predictor of Dental Students' OSCE Performance.
[So] Source:J Dent Educ;82(3):269-276, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p<0.05). Age on entering dental school was not significantly associated with performance on any of the three OSCEs; however, among male students, there was a significant negative correlation (p<0.05) between entering age and performance on the second and third OSCEs. There was no significant association between gender and OSCE or interview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success.
[Mh] Termos MeSH primário: Entrevistas como Assunto
Critérios de Admissão Escolar
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Adulto
Teste de Admissão Acadêmica
Educação em Odontologia/normas
Educação em Odontologia/estatística & dados numéricos
Escolaridade
Feminino
Seres Humanos
Entrevistas como Assunto/métodos
Masculino
Critérios de Admissão Escolar/estatística & dados numéricos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.026


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[PMID]:29496804
[Au] Autor:Watkins RT; Conn LJ; Gellin RG; Gonzales TS; Hamil LM; Cayouette MJ; Schmidt MG
[Ad] Endereço:Dr. Watkins is Assistant Dean for Dental Education and Informatics, East Carolina University School of Dental Medicine; Dr. Conn is Associate Professor and Chair, Department of General Dentistry, East Carolina University School of Dental Medicine; Dr. Gellin is Professor and Chair, Department of Sto
[Ti] Título:Analyzing Dental Students' Clinic Production Using Time-Based Relative Value Units: Ten-Year Cross-Cohort Mapping.
[So] Source:J Dent Educ;82(3):260-268, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The analysis of dental students' clinical production/participation has been used to assess whether a prospective graduate is capable of unsupervised and independent practice (that is, competent to perform that practice). This method and others have inherent biases that may not accurately reflect whether the student has mastered the associated concepts and techniques required for dentistry. The aim of this study was to assess an informatics system that assigned curriculum meta-tags with time-based relative educational value units (ReVUs) to each clinical procedure performed by Medical University of South Carolina (MUSC) students. The system has been used since 1998, but for this study the complete data sets for the MUSC graduating classes of 2007 through 2016 were mapped using microcompetency codes for the dental procedures. In total, 421,494 procedures were formatted and analyzed using software developed to aggregate disparate data sets from clinical activities into a common format for evaluation. The results showed that the ten classes (cohorts) were very consistent with cohort high ReVUs averaging 7,317.1 points, cohort mean ReVUs being 5,180.2 points, and cohort low ReVUs averaging 3,381 points. A detailed analysis of student effort by dental subspecialty found that preventive activities represented 13.4%, patient assessment 32.6%, periodontology 2.8%, restorative dentistry 16.3%, prosthodontics 21.9%, endodontics 6.7%, and oral surgery 5.7% of the total points in the clinical part of the curriculum. In this system, point thresholds can be easily generated to monitor students' progress towards competence for each defined competency and thus assess their progress towards acquiring the skills required for unsupervised, independent practice.
[Mh] Termos MeSH primário: Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Competência Clínica/normas
Competência Clínica/estatística & dados numéricos
Estudos de Coortes
Currículo/estatística & dados numéricos
Assistência Odontológica/normas
Assistência Odontológica/estatística & dados numéricos
Avaliação Educacional/métodos
Seres Humanos
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.025


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[PMID]:29480849
[Au] Autor:Al Sweleh FS; Al Saedan AM; Al Dayel OA
[Ad] Endereço:Department of Dental Clinics, College of Dentistry, King Saud University.
[Ti] Título:Patient safety culture perceptions in the college of dentistry.
[So] Source:Medicine (Baltimore);97(2):e9570, 2018 Jan.
[Is] ISSN:1536-5964
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:A positive safety culture is essential to patient safety because it improves quality of care. The aim of this study was to assess staff and student perceptions of the patient safety culture in the clinics of the College of Dentistry at King Saud University in Saudi Arabia.A cross-sectional study was conducted in the College of Dentistry at King Saud University in Saudi Arabia. It included 4th and 5th year students, interns, general practitioners, and dental assistants. The data were collected by using paper-based questionnaire of modified version of the Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture. Data were entered into SPSS Version 20. Score on a particular safety culture dimension was calculated.The overall response rate was 72.8% (390/536). Team work dimension had the highest average percent positive dimension score (72.3%) while staffing had the lowest score (10%). Dental assistant had high agreement in Teamwork dimension (87.8%); Supervisor/Manager Expectations and Actions Promoting Patient Safety dimension (66.9%); Organizational Learning-Continuous Improvement dimension (79.1%); Management Support for Patient Safety dimension (84.5%); Feedback and Communication About Error dimension (58.3%); Frequency of Events Reported dimension (54.0%); Teamwork Across Units dimension (73.2%). Most of areas perceived that there is no event reported (76.1-85.3%) in the past 12 months.Overall patient safety grade is more than moderate in the clinic. Teamwork within Units and Organizational Learning-Continuous Improvement dimension had the highest score while staffing had the lowest score. Dental assistants perceived positive score in most dimensions while students perceived slight negative score in most dimensions.
[Mh] Termos MeSH primário: Segurança do Paciente
Gestão da Segurança
Faculdades de Odontologia
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Estudos Transversais
Assistentes de Odontologia/psicologia
Odontólogos/psicologia
Seres Humanos
Estudantes de Odontologia/psicologia
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:180227
[St] Status:MEDLINE
[do] DOI:10.1097/MD.0000000000009570


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[PMID]:29258640
[Au] Autor:Gentry C
[Ti] Título:Do Differing Opinions on Prosthetic Procedures Make a Student's Life More Difficult?
[So] Source:Prim Dent J;6(4):44-45, 2017 Dec 01.
[Is] ISSN:2050-1684
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Dental student Charlotte Gentry reflects on how the advice of experienced clinicians can cause confusion rather than clarity for fledgling dentists.
[Mh] Termos MeSH primário: Planejamento de Prótese Dentária
Educação em Odontologia
Padrões de Prática Odontológica
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Competência Clínica
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:D
[Da] Data de entrada para processamento:171221
[St] Status:MEDLINE
[do] DOI:10.1308/205016817822230193


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[PMID]:29381480
[Au] Autor:Radhika T; Nadeem J; Arthi R; Nithya S
[Ad] Endereço:Department of Oral Pathology and Microbiology, Thai Moogambigai Dental College and Hospital, Chennai.
[Ti] Título:Awareness about medico legal aspects and Consumer Protection Act among dentists.
[So] Source:J Forensic Odontostomatol;1(35):1-8, 2017 Jul 01.
[Is] ISSN:2219-6749
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The practice of medicine in India has undergone considerable change affecting delivery of health in both positive and negative directions. As a result, there was a growing feeling that medical treatment should be made accountable and this led to doctors and dentists becoming subject to the process of law. Patients have become more aware of their right to compensation and as a consequence doctors and dentists should be knowledgeable about the laws that govern them. AIMS AND OBJECTIVES: To assess the awareness about Medico legal aspects and Consumer Protection Act [CPA] among Dental professionals. MATERIALS AND METHODS: A self-structured validated questionnaire comprising of 20 questions related to medico legal aspects and CPA was designed. A total of 450 dental professionals were surveyed from 4 prime dental institutions in Chennai, India. Of the 450 professionals that were surveyed 150 were MDS faculty, 150 were BDS faculty and 150 were PG students. The data was subjected to SPSS, version 16 and statistically analysed using Chi square test and Fisher's exact test. A- p value less than 0.05 was considered to be statistically significant. RESULTS: BDS faculty, MDS faculty and PG students were found to possess similar level of understanding and there was no significant difference between the groups. Knowledge was found to be equal between male and female dentists. The young practitioners were found to be more informed about CPA than the senior practitioners. CONCLUSIONS: It was found that most of the participants were aware of relevant Medico legal aspects, but were less aware of CPA. This study emphasises the need for education relevant to Medico legal aspects and CPA for dental professionals.
[Mh] Termos MeSH primário: Defesa do Consumidor/legislação & jurisprudência
Docentes de Odontologia
Competência Profissional
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Índia
Masculino
Imperícia/legislação & jurisprudência
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180221
[Lr] Data última revisão:
180221
[Sb] Subgrupo de revista:D
[Da] Data de entrada para processamento:180131
[St] Status:MEDLINE


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[PMID]:29437847
[Au] Autor:Montero J; Dib A; Guadilla Y; Flores J; Santos JA; Aguilar RA; Gómez-Polo C
[Ad] Endereço:Dr. Montero is Lecturer in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Dib is Associate Professor in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Guadilla is Associate Profess
[Ti] Título:Dental Students' Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem-Based Learning Methodologies.
[So] Source:J Dent Educ;82(2):152-162, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.
[Mh] Termos MeSH primário: Competência Clínica
Aprendizagem Baseada em Problemas
Prostodontia/educação
Estudantes de Odontologia
Ensino
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.018


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[PMID]:29437845
[Au] Autor:Ballard RW; Hagan JL; Fournier SE; Townsend JA; Ballard MB; Armbruster PC
[Ad] Endereço:Dr. Richard Ballard is Associate Professor, Department of Orthodontics, School of Dentistry, Louisiana State University Health Science Center; Dr. Hagan is Assistant Professor, Department of Pediatrics, Baylor College of Medicine; Dr. Fournier is Associate Professor and Program Director, Department
[Ti] Título:Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic.
[So] Source:J Dent Educ;82(2):137-143, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.
[Mh] Termos MeSH primário: Docentes de Odontologia/psicologia
Incivilidade
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Adulto
Educação em Odontologia/normas
Educação em Odontologia/estatística & dados numéricos
Docentes de Odontologia/normas
Docentes de Odontologia/estatística & dados numéricos
Feminino
Seres Humanos
Incivilidade/estatística & dados numéricos
Louisiana
Masculino
Meia-Idade
Estudantes de Odontologia/psicologia
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.020



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