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  1. Article ; Online: Destigmatizing Remediation: A Reflection-based Approach.

    Eapen, Asha Sarah / Druzinsky, Robert E / Miller, Steven F / Doubleday, Alison F

    Journal of dental education

    2023  

    Language English
    Publishing date 2023-08-14
    Publishing country United States
    Document type Journal Article
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
    DOI 10.1002/jdd.13360
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  2. Article ; Online: The dental education exchange: A multi-institutional faculty learning community.

    Doubleday, Alison F / Horvath, Zsuzsa / Mara, Matthew D / Sabato, Emily / Zheng, Meixun

    Journal of dental education

    2023  

    Language English
    Publishing date 2023-09-03
    Publishing country United States
    Document type Journal Article
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
    DOI 10.1002/jdd.13366
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  3. Article ; Online: Recommendations for remaining agile in the face of a dental faculty workforce shortage.

    Sabato, Emily / Doubleday, Alison F / Lee, Chun-Teh / Correa, Leopoldo P / Huja, Sarandeep / Crain, Geralyn

    Journal of dental education

    2022  Volume 87, Issue 3, Page(s) 295–302

    Abstract: Purpose: Dental education is facing a faculty workforce shortage. Lack of preparation risks faculty, student, and staff morale and is an impediment to institutional growth and innovation. Administrators and faculty must consider strategies to better ... ...

    Abstract Purpose: Dental education is facing a faculty workforce shortage. Lack of preparation risks faculty, student, and staff morale and is an impediment to institutional growth and innovation. Administrators and faculty must consider strategies to better prepare for, and be successful within, a faculty shortage environment.
    Methods: We review strategies utilized by health professional institutions that have confronted faculty workforce shortages.
    Results: These strategies were grouped into four domains reflecting the organizational units that typically direct and initiate change within dental education institutions: budget and finance, human resources, organizational structure, and curricular structure. Recommendations using a four-pronged approach based on these domains have been developed for remaining agile in the face of a faculty workforce shortage.
    Conclusions: Local needs assessments and strategic planning are the first steps in highlighting institutional strengths and identifying gaps within each of the domains. Faculty development and retention efforts, as well as increasing curricular efficiencies, are essential for success across all domains.
    MeSH term(s) Humans ; Faculty, Dental ; Students ; Workforce
    Language English
    Publishing date 2022-10-17
    Publishing country United States
    Document type Review ; Journal Article
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
    DOI 10.1002/jdd.13118
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  4. Article ; Online: Exploring Faculty Knowledge and Perceptions of Copyright at U.S. Dental Schools: A Pilot Study.

    Doubleday, Alison F / Goben, Abigail

    Journal of dental education

    2016  Volume 80, Issue 11, Page(s) 1308–1318

    Abstract: The aims of this pilot study were to investigate current copyright training and support provided to faculty at North American dental schools and to examine faculty members' knowledge and attitudes related to specific copyright issues. In 2015, a survey ... ...

    Abstract The aims of this pilot study were to investigate current copyright training and support provided to faculty at North American dental schools and to examine faculty members' knowledge and attitudes related to specific copyright issues. In 2015, a survey with questions about faculty members' comfort about their own and their colleagues' knowledge and application of various copyright issues was designed and distributed. True/false questions were asked to determine the extent of knowledge about copyright. Participants were given eight scenarios depicting examples of behavior related to copyright issues and asked to indicate whether the behavior in the scenario was ethical or unethical and compliant with or infringing upon copyright. A total of 104 participants completed the survey, all at U.S. dental schools; the numbers in the non-faculty groups were small, so the analysis was limited to the 61 faculty respondents (approximately 0.5% of U.S. dental faculty members in 2015). The results showed that these dental faculty members were less confident in their colleagues' knowledge and application of copyright and fair use than they were in their own knowledge and application. Both knowledge and attitude were found to be important factors in the respondents' decision making related to copyright and fair use, although it appeared that in some contexts faculty members relied on either knowledge or attitude more strongly than the other. A large percentage (88%, n=53) said they would be open to receiving additional training in copyright from their institution. Faculty development on this topic should address attitudes about the ethics regarding application of copyright law in addition to providing factual information and should emphasize what is permissible under current copyright law rather than simply discussing actions that constitute violations.
    MeSH term(s) Copyright ; Faculty, Dental ; Health Knowledge, Attitudes, Practice ; Pilot Projects ; Schools, Dental ; Self Report ; United States
    Language English
    Publishing date 2016-11
    Publishing country United States
    Document type Journal Article
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
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  5. Article: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs.

    Briggs, Charlotte L / Doubleday, Alison F

    Journal of medical education and curricular development

    2016  Volume 3

    Abstract: Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in ... ...

    Abstract Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.
    Language English
    Publishing date 2016-08-22
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2798123-X
    ISSN 2382-1205
    ISSN 2382-1205
    DOI 10.4137/JMECD.S18930
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  6. Article ; Online: We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

    Doubleday, Alison F / Wille, Sarah J

    Anatomical sciences education

    2014  Volume 7, Issue 5, Page(s) 361–369

    Abstract: Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have ...

    Abstract Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities.
    MeSH term(s) Adult ; Anatomy/education ; Computer-Assisted Instruction ; Education, Dental/methods ; Female ; Humans ; Learning ; Male ; Problem-Based Learning ; Young Adult
    Language English
    Publishing date 2014-09
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2483491-9
    ISSN 1935-9780 ; 1935-9772
    ISSN (online) 1935-9780
    ISSN 1935-9772
    DOI 10.1002/ase.1434
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  7. Article ; Online: Dissecting the voice: Health professions students' perceptions of instructor age and gender in an online environment and the impact on evaluations for faculty.

    Doubleday, Alison F / Lee, Lisa M J

    Anatomical sciences education

    2016  Volume 9, Issue 6, Page(s) 537–544

    Abstract: Gender and age bias is well-documented in academia with many studies demonstrating bias in students' evaluations of instructors. Failure of an instructor to meet gender or age-based expectations can translate to lower scores or negative comments on ... ...

    Abstract Gender and age bias is well-documented in academia with many studies demonstrating bias in students' evaluations of instructors. Failure of an instructor to meet gender or age-based expectations can translate to lower scores or negative comments on evaluations. While there is some evidence of bias in students' evaluations of online instructors, current studies have not fully examined the relationship between bias and instructor vocal characteristics. First-year dental students at two institutions were randomly assigned one of four videos on spinal cord anatomy to view. Videos contained identical content but were narrated by individuals of different gender and age (younger man, younger woman, older man, older woman). Students completed a content-based prequiz, watched the video, completed a postquiz, and answered a questionnaire evaluating the video and instructor. Students at Institution A rated the younger man and younger woman highest for nearly every evaluation category. At Institution B students rated the older man and younger woman highest. Results reveal that the older woman's voice received the lowest rankings for nearly every question in both samples. This report confirms the presence of gender and age bias in student evaluations of instructors in an online environment and demonstrates that bias may surface in response to vocal characteristics. Bias may impact older women more significantly than other groups. Differences in results from Institution A and Institution B suggest that factors affecting student perceptions of instructors, and the roles that gender and age bias may play in student evaluations, are complex and may be contextual. Anat Sci Educ 9: 537-544. © 2016 American Association of Anatomists.
    MeSH term(s) Adult ; Age Factors ; Ageism ; Anatomy/education ; Attitude of Health Personnel ; Chicago ; Colorado ; Education, Dental/methods ; Female ; Humans ; Male ; Narration ; Perception ; Random Allocation ; Sex Factors ; Sexism ; Students, Dental/psychology ; Surveys and Questionnaires ; Teaching ; Video Recording ; Voice Quality ; Young Adult
    Language English
    Publishing date 2016-11
    Publishing country United States
    Document type Journal Article ; Multicenter Study
    ZDB-ID 2483491-9
    ISSN 1935-9780 ; 1935-9772
    ISSN (online) 1935-9780
    ISSN 1935-9772
    DOI 10.1002/ase.1609
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  8. Article ; Online: Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

    Marone, Jane R / Thakkar, Shivam C / Suliman, Neveen / O'Neill, Shannon I / Doubleday, Alison F

    Advances in physiology education

    2018  Volume 42, Issue 2, Page(s) 175–181

    Abstract: Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented ... ...

    Abstract Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.
    MeSH term(s) Auditory Perception/physiology ; Cartoons as Topic ; Curriculum/trends ; Female ; Humans ; Male ; Physiology/education ; Problem-Based Learning/methods ; Random Allocation ; Social Media/trends ; Students/psychology ; Universities/trends ; Visual Perception/physiology ; Young Adult
    Language English
    Publishing date 2018-04-03
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1024917-5
    ISSN 1522-1229 ; 1043-4046
    ISSN (online) 1522-1229
    ISSN 1043-4046
    DOI 10.1152/advan.00097.2017
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  9. Article ; Online: Timing of Case-Based Discussions and Educational Outcomes for Dental Students.

    Chowaniec, Jaime A / Doubleday, Alison F / LeHew, Charles W / Salzmann, Larry B / Koerber, Anne

    Journal of dental education

    2018  Volume 82, Issue 5, Page(s) 510–514

    Abstract: The aim of this study was to determine if the timing of a case-based discussion affected dental students' assessment scores. The study specifically investigated whether the timing of a 60-minute case-based discussion before or after a 90-minute lecture ... ...

    Abstract The aim of this study was to determine if the timing of a case-based discussion affected dental students' assessment scores. The study specifically investigated whether the timing of a 60-minute case-based discussion before or after a 90-minute lecture affected students' performance on a quiz on topics in pediatric dentistry. In addition, students' preferences for the timing of the case discussion and confidence in the material with different timings were assessed in a survey. In a crossover design, all 52 second-year students in fall 2016 at one U.S. dental school participated in a case-based discussion either before or after lectures on stainless steel crowns and pulp therapy, compared to a control unit on space maintenance with no case-based discussion. The students took quizzes and responded to questionnaires a week after the lectures. A total of 45 (87%) of the 52 students consented to have their scores used. The results showed that the students performed better on the quiz when participating in a case-based discussion after the lecture compared to the discussion before the lecture (after mean=6.1±0.8 vs. before mean=5.5±1.3). The students' control quiz mean following a lecture with no associated case discussion was 6.3±0.8. Students also expressed more confidence when the case was held after the lecture (12.7 vs. 11.6, p=0.02) and preferred the case after (p=0.01). This study found that higher quiz and confidence scores resulted when a case discussion was held after (vs. before) a lecture. When dental educators consider adding a case discussion to a lecture format as a method of increasing students' active learning, these results suggest that having the case discussion after the lecture may be more effective for learners new to the material.
    MeSH term(s) Cross-Over Studies ; Education, Dental/methods ; Educational Measurement ; Pediatric Dentistry/education ; Time Factors
    Language English
    Publishing date 2018-05
    Publishing country United States
    Document type Journal Article ; Randomized Controlled Trial
    ZDB-ID 410579-5
    ISSN 1930-7837 ; 0022-0337
    ISSN (online) 1930-7837
    ISSN 0022-0337
    DOI 10.21815/JDE.018.056
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  10. Article ; Online: Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis.

    Roach, Victoria A / Mi, Misa / Mussell, Jason / Van Nuland, Sonya E / Lufler, Rebecca S / DeVeau, Kathryn M / Dunham, Stacey M / Husmann, Polly / Herriott, Hannah L / Edwards, Danielle N / Doubleday, Alison F / Wilson, Brittany M / Wilson, Adam B

    Anatomical sciences education

    2020  Volume 14, Issue 3, Page(s) 317–329

    Abstract: Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research ... ...

    Abstract Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969-2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r
    MeSH term(s) Anatomy/education ; Curriculum ; Education, Medical, Undergraduate ; Educational Measurement ; Female ; Humans ; Male ; Spatial Navigation ; Students, Medical
    Language English
    Publishing date 2020-12-05
    Publishing country United States
    Document type Journal Article ; Meta-Analysis
    ZDB-ID 2483491-9
    ISSN 1935-9780 ; 1935-9772
    ISSN (online) 1935-9780
    ISSN 1935-9772
    DOI 10.1002/ase.2029
    Database MEDical Literature Analysis and Retrieval System OnLINE

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