Bulletin of Dental Education

MedEdPORTAL® Update

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MedEdPORTAL® is a peer-reviewed journal of teaching and learning resources in the health professions published by the Association of American Medical Colleges (AAMC) in partnership with ADEA. MedEdPORTAL and ADEA invite educators to submit stand-alone teaching or learning modules that have been tested in the classroom or preclinical laboratory, or clinic educational materials that aim to improve patient care. The learners must include training or practicing physicians or dentists (e.g., professional school, residency, faculty development, continuing professional development) and may include trainees or practitioners across the health professions. 

The vision of MedEdPORTAL is to:

  • Serve as the premier clearinghouse of high-quality, peer-reviewed health education tools;
  • Promote interprofessional collaboration by facilitating the open exchange of educational resources across the health professions; and
  • Equip health professionals across the continuum with effective and efficient educational resources to improve patient care. 

Special Collections
In addition to general submissions focused on dental and medical education, MedEdPORTAL invites authors to submit their works for publication to the following Special Collections: 

Call for Submissions: Emerging Didactic and Clinical Technologies in Dental Education Collection
The number of emerging technologies that have the potential to improve educational delivery and patient care in dental medicine is expanding at a rapid rate. Academic dentistry should be leading efforts in this area to advance clinically focused teaching and promote research into innovations intended to improve patient outcomes. Examples include genomic dental medicine, artificial intelligence, 3D printing, advanced diagnostic technologies, classroom learning technologies, virtual reality, computer-assisted design/computer-assisted manufacturing, robotics, digital treatment planning, emerging technologic approaches to disease diagnosis and management, biomaterial engineering, electronic health record advances and artificial intelligence. Incorporating these emerging didactic and clinical technologies into the classroom is critical to the education of future dentists.

 For questions related to this Call for Submissions, please contact Paul C. Edwards, D.D.S., M.Sc., MedEdPORTAL Associate Editor, at pcedward@iu.edu. 

Call for Submissions: Telehealth Education
Telehealth is defined as the use of electronic communications technology to provide care at a distance, including patient portals, eConsults, video visits and remote patient monitoring. As health systems increasingly use telehealth to provide care delivery, it is important to disseminate best practices across the field. MedEdPORTAL invites submission of generalizable teaching and learning activities with a focus on telehealth education.

Call for Submissions: American Indian, Alaska Native and Indigenous Perspectives Collection
MedEdPORTAL encourages educators across the health professions to submit generalizable educational materials with a focus on American Indian, Alaska Native (AIAN) and Indigenous perspectives. While very diverse, AIAN and Indigenous populations share similarly sophisticated and holistic approaches to health. Despite these strengths, AIAN and Indigenous populations experience alarming health inequities. Furthermore, there is a paucity of existing curricula that teaches about this unique population, and fewer opportunities for students and institutions to learn from an Indigenous worldview as it relates to health.

Call for Submissions: Anti-racism in Medicine Collection
The anti-racism in medicine collection provides educators with practice-based, peer-reviewed resources to teach anti-racist knowledge and clinical skills and aims to convene a community of collaborators dedicated to the elimination of racism within medical education. MedEdPORTAL invites the submission of teaching activities and assessment approaches directly related to:

  • Racism
  • Microaggressions
  • Trauma-informed care
  • Implicit bias, health disparities, and/or social determinants of health where racism is a significant component

Diversity, Inclusion and Health Equity Collection
MedEdPORTAL’s Diversity, Inclusion and Health Equity Collection, in co-sponsorship with ADEA, features peer-reviewed educational resources for educators to advance institutional efforts in creating a diverse and inclusive culture and climate for all in order to drive clinical, educational, research and service excellence.

Virtual Learning Resources During COVID-19 Collection
This collection features peer-reviewed teaching resources that can be used for distance learning, including self-directed modules and learning activities that can be converted to virtual interactions. 

Featured MedEdPORTAL Publications
Dr. Paul C. Edwards, MedEdPORTAL Associate Editor for ADEA, selected the following highlighted publications, which cover a range of topics published as stand-alone teaching or learning modules that have been implemented and evaluated in health education settings. 

Building a Toolkit for Medical and Dental Students: Addressing Microaggressions and Discrimination on the Wards
Raquel Sofia Sandoval, Titilayo Afolabi, Jordan Said, Spencer Dunleavy, M.Sc., Avik Chatterjee, M.D., M.P.H., Daniele Ölveczky, M.D., M.S. 

Microaggressions are common verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative slights directed at any group. In the clinical setting, microaggressions create barriers to clinical care by impairing the creation of an effective partnership between health care provider and patient. The authors developed a case study workshop for first-year medical and dental students that introduces the concept and therapeutic impact of microaggressions. The module includes a framework for the learner to develop their own toolkit to recognize and respond to microaggressions in the clinical setting.

Small-group Discussion Sessions on Imposter Syndrome
Natalie Baumann, M.D., Carol Faulk, M.D., Jessica Vanderlan, Ph.D., Justin Chen, M.D., Rakhee K. Bhayani, M.D. 

High-achieving individuals with impostor syndrome attribute their success to chance rather than ability. These individuals live in fear that they will eventually be unmasked as an imposter. In addition to its association with emotional stress, imposter syndrome has been linked to health care professional burnout. The authors describe a facilitator-guided, interactive, small-group discussion session on the topic of imposter syndrome. The included module includes a facilitator guide with instructions for leading the session, strategies for managing imposter syndrome and handouts featuring take-home points and quotes from prominent individuals detailing their own experiences with imposter syndrome. 

Teaching the Design and Fabrication of RPD Frameworks With a Digital Workflow: A Preclinical Dental Exercise
Ahmed Mahrous, D.D.S., M.S., Tarek El-Kerdani, D.D.S., M.S.D. 

The authors developed a digital technology-based module for teaching removable partial denture (RPD) design and fabrication to graduate prosthodontics residents. Replacing the conventional pencil drawing technique for designing RPD frameworks, this module provides students with extensive hands-on experience with digital workflows to enable them to understand the difference between digital and conventional workflows for designing RPD frameworks and to develop their skills at operating digital RPD design systems.

Working With Interpreters as a Team in Health Care (WITH Care) Curriculum Toolkit for Oral Health Professions
Anne Woll, M.S., Karin K. Quick, D.D.S., Ph.D., Cristiano Mazzei, M.A., Tehout Selameab, M.P.P., Jane L. Miller, Ph.D.

Although trained interpreters can facilitate communication between limited English proficiency patients and health care providers, effective teamwork is required to consistently reduce adverse events and improve patient outcomes in this setting. The authors developed a simulation-based curriculum, titled “Working with Interpreters as a Team in Health Care,” to address this need, with an emphasis on maximizing coordination between team members. Specifically, this curriculum includes 3.5-hours of simulation-based training for oral health and interpreting learners, three immersive simulations, virtual scenarios and summary reflection discussions. The authors’ comprehensive toolkit facilitates curriculum implementation and standardization.

Published on December 9, 2020

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