Statewide antipsychotic prescribing for Medicaid clients fell significantly at different rates following each implementation step of a multilevel consultation and best-practice education service.

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In this study, attitudes and perceptions of U.S. dental students and faculty members were evaluated regarding four aspects of dental education: technology integration, instructional strategies, student diversity, and school duration. A survey instrument with eight statements using a ive-point Likert scale and a free-text comment section was developed and distributed through SurveyMonkey. A total of 426 students and 187 faculty members from ten U.S. dental schools participated, a response rate of 17 percent of those surveyed. Faculty and student responses were compared using the Mann-Whitney U test. The results of this analytic procedure revealed that the groups differed in their average responses for seven of the eight statements. Analysis of the faculty and student comments revealed similar themes between the two groups. Both dental students and dental faculty members stated that technology integration should be viewed as only a supplement to conventional instruction and showed mixed opinions about electronic textbooks. Further, both groups had positive views of the roles of problem-based learning, community service, and the integration of research practice into dental education. Both groups also valued diversity in the student body and supported the current four-year duration of dental school.

The aim of this study was to assess the attitudes and perceptions of U.S. dental students and faculty members about National Board Dental Examination (NBDE) pass/fail reporting, an Integrated NBDE, clinical examinations, licensure process and strategies, and validity of licensure. A survey instrument consisting of ten statements with response options on a ive-point Likert scale and a free-text comment section was developed and distributed through SurveyMonkey. A total of 411 students and 186 faculty members from ten U.S. dental schools participated, with an estimated response rate of 17%. Faculty and student responses were compared using the Mann-Whitney U test. These students' and faculty members' attitudes and perceptions were similar. Both groups showed mixed attitudes about NBDE scores as pass/fail, rather than numerical scores. The Integrated NBDE solicited mixed opinions and concerns that it would be complicated and stressful because students would be challenged to memorize information from earlier years. However, a single national clinical examination was highly preferred by both groups, preferably with simulated rather than real patients. Other strategies, such as background checks and continuing education requirements, were supported by both groups. Most of the licensure process strategies and policies were supported by both student and faculty respondents in the dental schools surveyed.

Academic medical centers comprise a diverse group of students, researchers, and health care professionals. There are also 3 unique environments: education, health care, and research. Differences in biosafety practices and procedures exist between these environments, but the common goal is to produce well-trained and successful health care and research professionals. An important part of the educational experience should include biosafety training. Having a strong foundation on biosafety principles will increase safety compliance in both the clinical and research workforces. Both students and employees should be knowledgeable and aware of biosafety. A biosafety survey was developed to measure the knowledge of students on biosafety principles at an academic medical center. This survey was validated by field professionals, including physicians, nurses, laboratory technologists, and researchers, who were surrogates for a multidisciplinary student population. The goal of the validation was to determine if the biosafety survey included appropriate questions and responses to adequately assess biosafety knowledge among students at an academic medical center. This step was very important because there are differences in the practices and guidelines for health care and research arenas. The validation results indicated that there are differences in the understanding of biosafety principles among different disciplines. There are also major differences in interpretations of biosafety principles between clinicians and researchers.