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Quality of life is a complex construct that affects the overall life satisfaction, emotional well‐being, and functioning of individuals. The aim of our study was to assess the quality of life of dental students at one U.S. dental school, using the World Health Organization Quality of Life (WHOQOL)‐BREF, a multi‐dimensional, cross‐cultural, validated, and reliable survey instrument. Of the 1,437 students invited to participate, 401 students responded, but 17 were excluded because of missing data. The final sample consisted of 384 students for an overall response rate of 27%: response rates by year were first year 32.6%, second year 16.9%, third year 26.6%, and fourth year 24.0%. The results showed that the responding students rated their overall quality of life as good. The Physical Health domain had the highest mean score, while the Psychological domain had the lowest. Females reported higher quality of life than males in the Social Relationships domain. Single students were found to have a lower perceived quality of life than married students. Older students were found to have lower perceived quality of life in the Physical Health and Environment domains. Physical Health domain scores were significantly higher for fourth‐year than first‐year respondents, while Psychological domain scores were significantly lower for third‐year than first‐year respondents. Further research is needed to explore the effect of dental school on the quality of life of dental students. Targeted programs to impact students’ quality of life at various points in the curriculum may be beneficial.

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This pilot study sought to determine whether New York University College of Dentistry's online tutorial on domestic violence is effective for dental students poised to embark on their professional careers. The modular program is based on the RADAR model developed by the Massachusetts Medical Society. RADAR stands for Routinely screen, Ask direct questions, Document indings, Assess patient safety, and Review options and refer as indicated. An objective and validated measure, the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS), was given pre-and post-tutorial to determine whether it impacted senior dental students' knowledge, attitudes, beliefs, and behaviors about intimate partner violence. Study participants were twenty-ive senior dental students (7 percent of a class of 358) who had not received didactic instruction in domestic violence for over two years. A quasi-experimental research design was utilized. Data analysis indicated statistically signiicant improvements in composite scale scores on the PREMIS Perceived Preparation, Perceived Knowledge, and Actual Knowledge sections. There was a statistically signiicant improvement on the self-eficacy and constraint opinion scales. The other six opinion scale scores showed improved but not statistically signiicant scores. This online tutorial was found to be effective in increasing the participants' perceived preparation, knowledge, and self-eficacy and decreasing perceptions of provider constraints in managing victims of intimate partner violence. Dr. McAndrew is Clinical Professor and Senior

Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement. A 16-item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second-year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands-on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self-testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self-testing, especially with flashcards, and to space their studying over multiple sessions. Lower performing students were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence-based study strategies, so these results suggest that dental students may require guidance in these areas.

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Research on human learning has shown that repeated retrieval practice or self-testing maximizes learning. However, recent studies have found undergraduate students to be largely unaware of the beneits of self-testing. The aim of this study was to examine dental students' study strategies and utilization of retrieval techniques for learning. All second-year dental students at New York University College of Dentistry were invited to participate. Of the total 360 students, 66 completed the two-question survey, for a response rate of 18.3%. The irst question asked students to choose from a list of twelve study strategies the ones they used and to rank their top ive in order of personal preference. Repeated reading was the most frequently used strategy with 83.3% of students reporting that they used it and 43.9% naming it as their top strategy. Of these students, 45.5% indicated that they self-tested while studying, but none indicated it was their number one strategy. The second question asked students how they would study after reading a textbook chapter for the irst time. They were asked to choose one option from three possibilities: going back and restudying, self-testing (with the possibility of restudying afterward), or some other strategy. On this question, 25.8% chose restudying, 45.5% chose self-testing, and 28.8% indicated they would use another study strategy. Thus, 54.6% of the students reported they would not test themselves after reading a textbook chapter. Of those who chose self-testing, only seven students indicated they would do so to improve learning. The results of this study suggest that the students lacked suficient awareness of the superiority of self-testing for learning. Dr. McAndrew is Clinical Professor and Senior