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At least 19 recordsLinked to original sources
PubMed1977

Changes in role perceptions by first-year dental students.

Dental education combines the learning of technical skills with the professional role of health care provider. The investigation compared first-year dental students perception of themselves, dental practitioners, dental school upper-class students, and patients. The study indicated that first-year students are more likely to identify with upper-class students than with dental practitioners. They also tended to see themselves as clearly different from dental patients. It is suggested that dental educators should recognize this fact in order to avoid the depersonalization of dental care delivery.

California↗
PubMed1978

Dental research priorities and availability of research opportunities for dental students.

The American Student Dental Association surveyed 69 dental deans representing schools in the United States, Canada, and Puerto Rico to assess the priority of research and the role of dental students in research activity. Student interest, curricular requirements, potential funding, and opportunities available, as related to dental research, were topics included on the questionnaire. The results indicate that although the percentage of dental students seeking research involvement is small, opportunities and financial support for research are available in most dental schools as part of the regular curriculum.

Canada↗
PubMed1978

Factors affecting patient completion of treatment within a student dental clinic.

Failure of dental patients to complete their treatment challenges the efficient use of human and clinic resources, expectations of improved patients' health, and the dentist's effective management of his patients. Accordingly, the present study was undertaken to explore factors which might account for adult patients not completing their treatment at the University of North Carolina dental school. These factors were simultaneously considered as determinants of completed treatment. Possible explanations were considered from providers' (dental students') as well as inactive patients' points of view. Results revealed substantial agreement between patients and students, and yielded the following general determinants of treatment completion: patient's availability for treatment, how cooperative or treatable the patient was, and the patient's satisfaction with treatment. Demographic explanations were minimal. The findings can guide efforts to refine present methods of patient screening and patient management as practiced by dental students and their preceptors.

Appointments and Schedules↗
PubMed1979

The effects of systematic human relations training on freshman dental students.

Freshman dental students received training in communication skills via a systematic human relations model. The 35 students participating in the program substantially improved their ability to discern feelings of patients and to communicate with patients in a more understanding and accepting manner. The students thought that the training was beneficial and highly relevant to their future roles as dentists. This kind of training could be offered successfully to other dental health professionals through programs in continuing education.

Communication↗
PubMed1977

The professional objectives of canadian dental students.

Data from a 1971 national study of Canadian dental education are used as a basis for examining the relative importance which dental students and faculty place on the professional objectives of economic gain and service. Students (N = 1,247) were asked to rank a set of career attributes in terms of their importance both for themselves and for other students. Dental school faculty (N = 510) were asked to assess whether students under emphasized or overemphasized a group of 16 parallel objectives. The results indicate substantial variations between the professional objectives of individual students, those ascribed to others by students, and the faculty's perception of student objectives.

Canada↗
PubMed1977

Comparing personality traits of male and female dental students: a study of two freshman classes.

The marked increase in women enrolled in dental school warrants a reassessment of dental student personality profiles. The purpose of this study was threefold: (1) to compare personality profiles of two first-year dental classes, (2) to compare male and female dental student profiles to their respective norm populations, and (3) to compare male and female dental student personality traits with each other. The Comrey Personality Scales were administered to two first-year dental classes at the University of California at Los Angeles. Between sex and within sex comparisons were made over ten inventory scales. Results indicated that the collective personality profiles of male and female dental students were markedly similar to each other for both classes. These results do not reflect the differences encountered between the sexes in the norm population. It was also noted that the "average" male dental student differed from the male norms on Orderliness versus Lack of Compulsion, Social Conformity versus Rebelliousness, and Emotional Stability versus Neuroticism. In addition, "average" female dental student differed from the female norms on Masculinity versus Femininity.

Dentists, Women↗
PubMed1979

Sources of stress and interpersonal support among first-year dental students.

Sixty-three first-year dental students were surveyed to gather information regarding sources of stress within the dental school environment and sources of interpersonal support. The results indicated that, as a group, dental students feel most stressed in regard to demands on their time, mastery of the volume of material presented, and inconsistent feedback from faculty. Significant sex differences emerged, with women reporting more stress associated with peer competition, fear of failure, fear of falling behind, and lack of positive feedback. Analysis of interpersonal support data revealed that women reported fewer peers as part of their support networks, especially in regard to task-oriented interactions. Possible strategies for reducing environmental stress and the development of support services for female students are considered in light of the findings.

Fear↗
PubMed1979

Do dental students cheat?

In a questionnaire survey, dental students from all four classes at The University of Iowa College of Dentistry were asked if they had cheated during their first and second years. They were then asked if they believed that others cheated. Cheating was admitted to by 43 percent of the respondents, but 94 percent believed it was occurring. Plagiarism was delineated as a form of cheating; while fewer students admitted to its use, the reported occurrence should be of concern in technique courses. Responses were analyzed both by year in school and grade point average. Reasons for cheating were described; and some conditions conducive to cheating were found to be under the control of the instructor.

Educational Measurement↗
PubMed1978

A four-year longitudinal study of the impact on learning structure on dental student lifestyle values.

Acquiring values is an important part in the education of dental students. This study describes how the values of 109 dental students changed over four years in the dental school's learning environment. Data describe the dental school learning environment as highly teacher-centered, in which authority is vested in faculty, in which activities are highly programmed, and in which communication is one-way, teacher-to-student. The data also indicate significant changes in dental students' values after four years in this environment. Learning from and sharing with others, interpersonal communication, and close relationships with others are valued less by students while more value is placed on their own interests and goals.

California↗
PubMed1979

An auxiliary evaluation of dental student management style.

An instrument has been developed to identify a dental student's leadership style. This instrument is used in the TEAM program at the University of Louisville as an aid in teaching dental students basic personnel management principles.

Dental Auxiliaries↗
PubMed1977

Differences in social perceptions between male and female first-year dental students.

Male and female first-year dental students generally possess the same attitudes and the same perceptions about themselves, dentists they observe, and about their ideals for dentists and patients. The null-hypothesis, that is, assuming no difference between the two groups on the basis of these data, is accepted. In general, one must assume that those women who choose dentistry as a career are not significantly different from their men counterparts, although indirect evidence shows a possible exception of a more compassionate identification with the patient by female students. The findings suggest that it would not be appropriate or accurate to either admit or exclude male or female students based on what may well be "sexist" assumptions regarding women's perceptions of themselves as dentists or their perception of their relationships to patients. The findings should be generalized very cautiously beyond the UCLA School of Dentistry. However, at the time this study was conducted, this dental school had both the largest number of female students and the highest percentage of female students in the United States. The study is limited to perceptual differences of freshmen and does not attempt to deal with issues such as productivity or longevity of professional involvement. These issues may have some bearing on the formation of attitudes toward women entering the profession, but additional longitudinal studies following the careers of the current cohort of female dental students will be necessary to allay criticisms of women in dentistry.

Attitude↗
PubMed1979

Changes in the values of dental students and dentists over a ten-year period.

This paper investigates value changes in dental students and dentists over a ten-year period through a cross-sectional study of all dental students at the University of Minnesota in 1966 and 1976, and a ten-year longitudinal study of a class of dental students who entered in 1967. Findings in both studies showed significant differences in values over the ten-year period, but they could not be attributed to the dental school experience. Findings also showed that the values of the dentists in the longitudinal study changed significantly over the ten years from 1967 to 1977, to resemble those of dental school freshmen in 1976. Comparisons of the two studies indicated that changes in social values and the social pressures of professional role development could have accounted for the findings.

Adult↗