5 Tips for Success at the Dugoni School of Dentistry

The purpose of this PIP project was to: 1) Create a detailed, evidence-based outline of the most successful study tips, advice, and organization habits to succeed as a student at the Arthur A. Dugoni School of Dentistry. 2) Discover new, state-of-the-art study innovations and organizational habits that are successful and applicable to dental school. 3) Create a well thought-out, engaging, and interactive presentation for future first year students that highlights purposes 1) and 2), and 4) Open the topic of discussion of exploring new trends in study and organizational skills in the 21st century

5 Tips for Success at the Dugoni School of Dentistry

The purpose of this PIP project was to: 1) Create a detailed, evidence-based outline of the most successful study tips, advice, and organization habits to succeed as a student at the Arthur A. Dugoni School of Dentistry. 2) Discover new, state-of-the-art study innovations and organizational habits that are successful and applicable to dental school. 3) Create a well thought-out, engaging, and interactive presentation for future first year students that highlights purposes 1) and 2), and 4) Open the topic of discussion of exploring new trends in study and organizational skills in the 21st century

The 3rd Annual West Coast Curriculum Hack-a-thon: An Academic Innovation Event

The Hack-a-thon concept has been used many times in the tech industry. An amalgamation of the words “Hack” and “Marathon”, these events were originally utilized by the computer programming field and other areas of software development. Hack-a-thons created an environment that encouraged creativity and innovation within a small but efficient timeframe 1 . The invested interest of participants in the Hack-a-thon’s subject matter, along with prizes, which ranged from recognition to potential sponsorship with reputable companies, proved effective in making these events a success. The application of the Hack-a-thon event to the dental curriculum originated in 2015, when Irina Dragan, DDS, MS of Tufts University was a resident and adapted the concept to spark what is now a nationwide interest in creating academic innovation events like these for dental education 2 . This event spurred the creation of the first ever West Coast Curriculum Hack-a-thon in 2018. Headed by Dr. Raymond Lee, former student and Vice Chair of the American Dental Education Association (ADEA) Chapter at the University of California, San Francisco (UCSF), the West Coast Hack-a-thon aimed to engage students and have fun, learn a systematic framework for curriculum design, and teach the faculty judges a new way of curriculum design involving student participation. Student-generated ideas from academic innovation events such as the Hack-a-thon have alluded to a potential shift in dental education design that incorporates student insight, who arguably are one of the highest stakeholders in their learning. An exploratory, cross sectional study by Saffari et al distributed 2 surveys among the four faculty-student pairs of the 2016 Curriculum Hack-a-thon at Tufts University 3 . The results revealed valuable student insights in dental curriculum reform, suggesting that student feedback could inform changes in the dental curriculum model. The University of the Pacific, Arthur A. Dugoni School of Dentistry ADEA Chapter, with the support of the ADEA District 11 Commissioner, Parisa Moravedje Torbaty, and the District 11 Board, hosted the 3 rd Annual West Coast Curriculum Hack-a-thon on February 22, 2020. This event not only reinforced the goals laid out by UCSF in 2016, but also included the theme of “The Non-Traditional Dental Student”, which challenged the student participants to carefully consider this unique student population in their curriculum design. In higher education, non-traditional students now account for more than 40% of enrolled students 4 , and a study by Anderson in 2016 stated that this is projected to grow rapidly 5 . A literature review by Macdonald highlighted several needs of the non-traditional student, including early interventions, differentiated instruction, flexibility in courses, and a strong connection with the instructors 6 . The organizers of the Hack-a-thon at the Dugoni School of Dentistry sought to incorporate this theme to spur discussion about the ideal dental curriculum that may incorporate the needs of both traditional 4-year undergraduate students and these students that may possess more real-world experience 7 . Based on the event’s positive record of success in dental education, the organizers utilized the Hack-a-thon concept as a learning method that not only informed school faculty and administration on emerging themes in curricular design, but also promoted student involvement in their dental education and introduced them to the intricacies of creating a dental program for the non-traditional student. We highlight in this reflection the methods and materials used in the event’s organization, the results informed by the student and faculty participants, and what these findings suggest for the future of dental education

Zirconia Vs PFM for long span FPDs

To compare distinct characteristics of the restorative materials i.e., Zirconia and PFM for long-span FPDs

3D Printing in Restorative Dentistry

The term 3 D printing is generally used to describe a manufacturing approach that builds objects one layer at a time, adding multiple layers to form an object The presentation aims to provide a comprehensive understanding of the use of 3 D printing technology in restorative dentistry and its potential impact on the fiel

The 3rd Annual West Coast Curriculum Hack-a-thon: An Academic Innovation Event

The Hack-a-thon concept has been used many times in the tech industry. An amalgamation of the words “Hack” and “Marathon”, these events were originally utilized by the computer programming field and other areas of software development. Hack-a-thons created an environment that encouraged creativity and innovation within a small but efficient timeframe 1 . The invested interest of participants in the Hack-a-thon’s subject matter, along with prizes, which ranged from recognition to potential sponsorship with reputable companies, proved effective in making these events a success. The application of the Hack-a-thon event to the dental curriculum originated in 2015, when Irina Dragan, DDS, MS of Tufts University was a resident and adapted the concept to spark what is now a nationwide interest in creating academic innovation events like these for dental education 2 . This event spurred the creation of the first ever West Coast Curriculum Hack-a-thon in 2018. Headed by Dr. Raymond Lee, former student and Vice Chair of the American Dental Education Association (ADEA) Chapter at the University of California, San Francisco (UCSF), the West Coast Hack-a-thon aimed to engage students and have fun, learn a systematic framework for curriculum design, and teach the faculty judges a new way of curriculum design involving student participation. Student-generated ideas from academic innovation events such as the Hack-a-thon have alluded to a potential shift in dental education design that incorporates student insight, who arguably are one of the highest stakeholders in their learning. An exploratory, cross sectional study by Saffari et al distributed 2 surveys among the four faculty-student pairs of the 2016 Curriculum Hack-a-thon at Tufts University 3 . The results revealed valuable student insights in dental curriculum reform, suggesting that student feedback could inform changes in the dental curriculum model. The University of the Pacific, Arthur A. Dugoni School of Dentistry ADEA Chapter, with the support of the ADEA District 11 Commissioner, Parisa Moravedje Torbaty, and the District 11 Board, hosted the 3 rd Annual West Coast Curriculum Hack-a-thon on February 22, 2020. This event not only reinforced the goals laid out by UCSF in 2016, but also included the theme of “The Non-Traditional Dental Student”, which challenged the student participants to carefully consider this unique student population in their curriculum design. In higher education, non-traditional students now account for more than 40% of enrolled students 4 , and a study by Anderson in 2016 stated that this is projected to grow rapidly 5 . A literature review by Macdonald highlighted several needs of the non-traditional student, including early interventions, differentiated instruction, flexibility in courses, and a strong connection with the instructors 6 . The organizers of the Hack-a-thon at the Dugoni School of Dentistry sought to incorporate this theme to spur discussion about the ideal dental curriculum that may incorporate the needs of both traditional 4-year undergraduate students and these students that may possess more real-world experience 7 . Based on the event’s positive record of success in dental education, the organizers utilized the Hack-a-thon concept as a learning method that not only informed school faculty and administration on emerging themes in curricular design, but also promoted student involvement in their dental education and introduced them to the intricacies of creating a dental program for the non-traditional student. We highlight in this reflection the methods and materials used in the event’s organization, the results informed by the student and faculty participants, and what these findings suggest for the future of dental education

3D Printing in Restorative Dentistry

The term 3 D printing is generally used to describe a manufacturing approach that builds objects one layer at a time, adding multiple layers to form an object The presentation aims to provide a comprehensive understanding of the use of 3 D printing technology in restorative dentistry and its potential impact on the fiel

Zirconia Vs PFM for long span FPDs

To compare distinct characteristics of the restorative materials i.e., Zirconia and PFM for long-span FPDs