Master of Arts, The Ohio State University, 2020, Bioethics

Recent evidence suggests that trust in the dental profession is declining and that the profession suffers for public confidence in comparison to other healthcare professions (Kelly, 2017; Norman, 2016). To sustain a successful practice, dentists must garner patient trust by delivering care with technical prowess, and show compassion at the chairside while always acting in the best interests of their patients. Naturally, dental educators and supervising clinical faculty serve as principal role models for their students, bearing hefty responsibility for producing competent, ethical dental graduates. This thesis argues that the integration of team-based learning (TBL) into dental ethics curricula is a useful method for teaching both a knowledge of ethics, and the practical application of clinical ethics—key steps toward becoming sound, ethical decision-makers and improving patient trust. Application exercises encountered in TBL can help actuate a deeper understanding and appreciation for a patient's values and interests. Axiomatically, this ethical underpinning strengthens the provider-patient relationship. When patients trust their individual provider, a general outgrowth of confidence obtains and restores public trust in the dental profession. TBL is an evidence-based, learner-centered pedagogical method currently underutilized in dental education. TBL allows students to engage with a fundamental core of ethical principles and apply what they have learned when making treatment decisions that will withstand ethical scrutiny. This thesis describes the author's design and utilization of TBL as a strategy to teach ethics and its decision-making derivatives. Likewise, it endeavors to extrapolate lessons learned from the results. This study includes a review of data collected as a part of a course in the current dental school curriculum and has been approved for exempt status under an institutional IRB.

Committee: Ashley Fernandes MD, PhD (Advisor); Courtney Thiele JD, MA (Committee Member); Matthew Messina DDS (Committee Member) Subjects: Dentistry; Ethics

Master of Dental Hygiene, The Ohio State University, 2020, Dental Hygiene

Purpose: There is a range of clinical practices that dental professionals use to maintain implants, revealing a need for a more standardized approach. The purpose of this study was to determine the curricular content for dental hygiene programs in the U.S. regarding implant maintenance. This research aimed to find out if that curricular content aligned with the CPG published by the ACP. Methods: This descriptive research study utilized a survey to explore the implant maintenance curriculum in U.S. dental hygiene programs. Descriptive statistics were used to examine the data. Results: A total of 53 participants responded to the survey (n=53). 100% of programs felt that implant maintenance was important to include in the curriculum and 98.1% teach implant maintenance. This study helped identify the curricular content for implant maintenance: 94.3% teach preventative care techniques, 90.6% teach appropriate tools/materials, 92.5% teach patient education, 88.7% teach radiographic interpretation, and 83.0% teach recall frequency. This research has helped recognize where the curricular content aligns with the current CPG published by the ACP and that most programs are not utilizing the CPG as a resource for curricular development. Conclusion: Dental hygiene programs are teaching dental implant maintenance but there is variety among the content and the resources used to develop that content. If more programs were to standardize their content, there could be less variety in treatment modalities in clinical settings for implant maintenance.

Committee: Brian B Partido BSDH, MSDH (Advisor); Rachel Kearney BSDH, MS (Committee Member); Damian Lee DDS, MS, FACP (Committee Member) Subjects: Curriculum Development; Dental Care; Dentistry

Master of Science, The Ohio State University, 2019, Dentistry

Objective: In the event of a medical emergency in the dental office, the supervising dentist must be able to effectively lead the office team in a concerted effort to stabilize the patient and transfer them to higher-level medical care. This study investigates the impact of a simulation-based medical emergency training curriculum on the ability of general practice residents to effectively manage medical emergencies in a dental environment. Methods: An interventional and pre-post educational trial of 16 general practice residency participants was carried out at The Ohio State University College of Dentistry. Eight participants completed a standard training curriculum as the control group and eight completed a modified training curriculum as the intervention group. The intervention consisted of a simulation-based education curriculum designed for dentists called Medical Emergency Management in the Dental Office (MEMDO). Near the completion of residency, each participant experienced a summative performance-based assessment using an Objective Structured Clinical Examination (OSCE), which was later reviewed and scored by a customized 128-point scoring grid. Additionally, the intervention group completed a baseline performance assessment at the beginning of their residency. Four calibrated faculty reviewers scored each OSCE independently. These data were subsequently analyzed using nonparametric statistical tests with alpha set to 0.05. Reviewer consistency was assessed by calculating an intraclasscorrelation coefficient. All participants completed a survey of demographic information and 11 Likert-type questions. Results: The intervention group performed significantly better than the control group (p=0.0009). This group improved their post-intervention score by an average of 36.9 points out of 128. The intraclass correlation coefficient was found to be 0.9795. Surveys found all participants in agreement with the importance of medical emergency preparedness of all de (open full item for complete abstract)

Committee: Bryant Cornelius DDS, MBA, MPH (Advisor); Kelly Kennedy DDS, MS, FACS (Committee Member); Lipps Jonathan MD (Committee Member); Draper John PhD (Committee Member) Subjects: Dentistry; Educational Psychology; Educational Technology; Educational Tests and Measurements; Medicine

Master of Dental Hygiene, The Ohio State University, 2016, Dentistry

Abstract Purpose: The Commission on Dental Accreditation (CODA) implements specific standards concerning knowledge of research ethics, evaluation of scientific literature, and evidence based care. The purpose of this descriptive study was to survey U.S. dental hygiene program directors to determine: 1) if research is being taught in dental hygiene programs and 2) to what capacity research is being taught in dental hygiene programs. Methods: Data were gathered via an electronic survey sent to 335 U.S. dental hygiene program directors. This survey included 18 closed-ended questions. The survey invitation was e-mailed three times, achieving a 25.7% total response rate (n=86). Data were evaluated using descriptive statistics and Fisher's exact test was used to statistically analyze the relationships between various groups. Results: The majority (71%, n=61) of the responding institutions offered an associate degree, followed by a baccalaureate degree (40%, n=34). However, there were more respondents from baccalaureate degree programs in comparison to the total population. Sixty-one percent of all baccalaureate programs in the U.S. responded to the survey, whereas 21% of all associate degree programs responded. Ninety-three percent (n=80) of the respondents indicated that research is taught in the dental hygiene curriculum. Forty-six percent (n=36) of responding institutions offered research as a stand-alone course. There was a greater likelihood of a stand-alone research course occurring in baccalaureate programs (p=0.0001). The majority of responding institutions did not have faculty (55%, n=47) or students (65%, n=56) conducting original research. Associate degree programs (40%, n=12) reported the highest rate of students conducting research, followed by baccalaureate programs (23%, n=7) and baccalaureate and graduate degree programs (20%, n=6). Baccalaureate programs (33%, n=13) had the highest rate of faculty producing original research. Faculty were more li (open full item for complete abstract)

Committee: Michele Carr RDH, MA (Advisor); Rachel Kearney RDH, MS (Committee Member); Robert Rashid DDS, MAS (Committee Member) Subjects: Dentistry