The effect of an extramural education program on the perceived clinical competence of dental hygiene students

Extramural clinical rotations are implemented by dental schools for a combination of clinical and didactic or behavioral goals. In the United States, the Pipeline, Profession, and Practice: Community-Based Dental Education program was launched to increase the number of underrepresented minority students who are recruited and retained in dental education, to expand the dental curriculum in cultural competence, and to incorporate community-based extramural rotations into the dental schools' clinical curriculum. The objective of this study was to conduct an impact analysis regarding the change in number of extramural clinical rotation weeks for Pipeline and non-Pipeline program students over the time period of 2003 to 2007. National data from the American Dental Education Association's senior survey and other secondary sources were used to determine what student, school, and community characteristics are associated with a difference in the student report of the number of required weeks they expect to spend during their last year in dental school providing care at extramural clinic settings. Students reported a mean of 7.2 weeks for Pipeline students and 6.4 weeks for non-Pipeline students in 2003, increasing to 8.2 weeks for Pipeline students and 6.6 weeks for non-Pipeline students (p<0.05) in 2007. The multivariable model showed the Pipeline program increased signiicantly the number of rotational weeks reported by students. Three other variables signiicantly increased rotation weeks: 1) a lower baseline number of reported weeks in community rotations; 2) a lower level of debt student reported upon graduation; and 3) student reports of a higher orientation toward service to others as a reason to enter dentistry.

mentioning

confidence: 99%

Comparison of Extramural Clinical Rotation Days: Did the Pipeline Program Make a Difference?

Atchison

Thind

Carreon

et al. 2011

Clinical Competence of Graduates of Community‐Based and Traditional Curricula

DeCastro¹,

Bolger²,

Feldman³

2005

As community-based dental education programs proliferate, so do concerns about the quality of education at extramural sites. While there have been some comparisons of the effects of community-based programs on attitudes and perceptions of competency, there is virtually no information about whether such programs can train students to carry out standard dental procedures as well as if they were prepared in the dental school proper. To address this gap in our knowledge about the educational outcomes of community-based programs, the following performance measures were retrospectively compared for 457 students in traditional senior year curricula and fifty seniors in a community-based program: scores and pass/fail rates on the Northeastern Regional Boards (NERB), clinical production, passage of competencies, and on-time graduation rates. Students in the CODE (Community-Oriented Dental Education) program at the University of Medicine and Dentistry of New Jersey (UMDNJ)-New Jersey Dental School (NJDS) demonstrated significantly higher scores on the restorative section of the NERB, but this did not translate into a better overall pass rate. CODE students passed the same competencies as graduates of the traditional program, yet demonstrated appreciably higher clinical productivity and on-time graduation rates. The additional clinical experiences for the CODE students may be a factor in their higher board scores. Based on these data, it is concluded that community-based dental educational programs can be at least as effective as intramural (school-based) educational experiences in providing students with a sound clinical education. Ms. DeCastro is an Instructor, Department of Community Health and currently

What Determines Positive Student Perceptions of Extramural Clinical Rotations? An Analysis Using 2003 ADEA Senior Survey Data

Thind¹,

Atchison

Andersen

2005

Extramural clinical rotations are an integral part of many dental school curricula. Schools in The Robert Wood Johnson Foundation/The California Endowment Pipeline, Profession, and Practice program are increasing student extramural opportunities to expose students to patients of different needs, cultures, and dental delivery modes. Using data from the American Dental Education Association (ADEA) 2003 Senior Survey, the Pipeline, Profession, and Practice National Evaluation Team studied graduating dental students' perceptions about their extramural rotations. This analysis was designed to determine the factors associated with students' perception of their extramural clinical rotations: was it a positive experience in their dental education, and did it improve students' perceptions of their ability to provide care for racially, ethnically, and culturally diverse groups? The respondents were 2,950 graduating seniors who reported at least one week of extramural rotation experience. After controlling for both individual and school level characteristics, this study found that race/ethnicity, a stronger socially conscious attitudes score, number of weeks spent in extramural rotations, and the student's rating of time spent in extramural rotations were significant determinants of the extramural rotations being reported as positive experiences. With respect to improving students' ability to provide care to racially, ethnically, and culturally diverse groups, more positive student socially conscious attitudes, a greater number of weeks spent in the rotations, a stronger service orientation for selecting dentistry as a career, and the students' rating of their time spent in extramural rotations were significant determinants. In conclusion, there is some evidence that time spent in extramural rotations may be perceived as positive dental school experiences and, for some students, may prepare them to work effectively with culturally diverse patients by the time of dental school graduation.