Dental students with no clinical experience have high expectations for digital scanning, and despite their initial difficulty, expect it to become their primary impression technique during their professional futures. The instructional time necessary for introducing DS into the curriculum is significantly greater than CI in both classroom (lecture) and clinical simulation settings (investigator-led demonstration).

Context Professors often spend a great deal of time counseling poorly performing students, which limits the time dedicated to high achievers. This may be problematic, as psychiatrists have determined that gifted students may be susceptible to feelings of inadequacy despite positive external evidence. Dr. Pauline Clance coined the term “Impostor Phenomenon” (IP) to describe these traits. Objective Dental students, while academically successful, may be prone to IP and lack appropriate coping strategies. The goal of this project was to create and publish an online module to educate dental students about IP and provide 6 coping mechanisms. Design After viewing the video at the beginning of the semester, students completed the Clance IP Scale to determine the prevalence of IP thoughts. This was repeated at the end of the semester to determine the impact of the online training module. Results There was a decrease in postsemester scores from 63.44 (±14.92) to 59.12 (±14.56), n = 103, 86% response rate, dependent samples within subjects t‐test, P < 0.001). The percentage of students reporting intense impostor experiences decreased from 13.6% to 4.9%. Females exhibited significantly higher scores than males, but there was no statistically significant impact of age or race on results. The most common reported coping strategies were a reduction in time spent on nonessential tasks and the use of scheduling to prevent procrastination. Conclusion These results suggest that an online training module can improve awareness of the Impostor Phenomenon and help high‐achieving students to cope with their stress and feelings of inadequacy.

The aim of this study was to assess the effectiveness of calibration training of departmental faculty and competency graders using an audience response system on operative dentistry concepts across 12 months. The training sessions were designed to further solidify the process and equilibration of clinical opinions among faculty members and provide a more calibrated grading assessment during patient care for student performance feedback. Four (quarterly) calibration sessions occurred over 12 months in 2015. The first session was considered the baseline (control value) for this study. Pre-and post-calibration interrater agreement was assessed. Additionally, a pre and post assessment with ten Likert-scale questions was used to measure students' perceptions of instructional consistency. The results showed that a statistically significant increase in conceptual knowledge scores occurred for both departmental faculty members and competency graders across each of the four sessions (one-factor ANOVA; p<0.05). Interrater reliability agreement also significantly improved for both department faculty members and competency graders' clinical assessments over 12 months of implementation (Cohen's Kappa; p<0.05). There was a statistically significant increase in positive student perceptions on all ten questions (dependent t-test; p<0.05). Implementation of an audience response system for departmental and competency graders was found to be effective in facilitating a discussion forum, calibrating clinical assessments, and improving student perceptions. The positive results from this study support the value of dental schools' introducing faculty development programs to ensure consistent instruction for assessing dental student competence.Dr. Michael Metz is Vice Chairman,

Many professors are interested in providing science outreach to local K-12 students, but may not have the time or resources needed to create an engaging presentation. The American Physiological Society supports outreach initiatives through programs such as the Physiology Understanding (PhUn) Week. Building on these activities, it was desired to create and assess an immersive and engaging Outreach Program in a disadvantaged K-12 student population. Three distinct modules were created on cardiovascular physiology, respiratory physiology, and oral health. All resources for these modules underwent peer review and publication, allowing other professors to easily execute their own outreach programming. The outreach modules were presented to 288 students in 3rd, 5th, 6th, and 7th grade classes. Implementation of the modules resulted in significant increases in student content knowledge, ranging from 32 to 57% improvement ( P < 0.001, dependent t-test), with an average increase of 46%. K-12 science teachers reported that the program was at an appropriate educational level, increased students' enthusiasm for science, and increased students' exposure to science careers. Additionally, the presenters of the Outreach Program were perceived to be enthusiastic, knowledgeable, and proficient at interacting with the students. On open-response survey items, the science teachers indicated a high level of satisfaction with the program and an enthusiasm for continued collaborations. These results indicate the importance of organized and interactive science activities for the success of a new Outreach Program.

Hypoxia is a primary factor in many pathological conditions. Hypoxic cell death is commonly attributed to metabolic failure and oxidative injury. cAMP-dependent protein kinase A (PKA) is activated in hypoxia and regulates multiple enzymes of the mitochondrial electron transport chain, thus may be implicated in cellular energy depletion and hypoxia-induced cell death. Wild type (WT) PC-12 cells and PKA activity-deficient 123.7 PC-12 cells were exposed to 3, 6, 12 and 24h hypoxia (0.1% or 5% O2). Hypoxia, at 24 h 0.1% O2, induced cell death and increased reactive oxygen species (ROS) in WT PC-12 cells. Despite lower ATP levels in normoxic 123.7 cells than in WT cells, hypoxia only decreased ATP levels in WT cells. However, menadione-induced oxidative stress similarly affected both cell types. While mitochondrial COX IV expression remained consistently higher in 123.7 cells, hypoxia decreased COX IV expression in both cell types. N-acetyl cysteine antioxidant treatment blocked hypoxia-induced WT cell death without preventing ATP depletion. Transient PKA catα expression in 123.7 cells partially restored hypoxia-induced ROS but did not alter ATP levels or COX IV expression. We conclude that PKA signaling contributes to hypoxic injury, by regulating oxidative stress rather than by depleting ATP levels. Therapeutic strategies targeting PKA signaling may improve cellular adaptation and recovery in hypoxic pathologies.