VOLUME 8 WINTER 2011 ISSUE 1

UCLA

The Diastema School of Dentistry Adopts New Grading System Alex Shau, 2014

The UCLA School of Dentistry recently adopted a revised grading system, beginning with the Class of 2014. The Classes of 2011, 2012, and 2013 will remain on the former grading system until graduation. The accompanying table compares the grading options in the two systems. The IP grade indicates that a student needs further work to achieve competency and earn a Pass. A course chair using this grade will specify to the student the additional work required, the remediation to be provided, and the timeline for satisfactory completion. An IP will convert to a Pass (P) when course competencies have been achieved. If competencies are not achieved within guidelines defined by the course chair, the IP will convert to an NP. The IP grade is designed to give faculty a way to provide remediation to students who need just a bit more work to attain competency, but not enough to warrant an NP. The In Progress grade replaces the Marginal and the Conditional grades of the previous system and is more compatible with the See Grading System Page 2

* Abbreviations denoted in parenthesis

* Hyphens indicate lack of an equivalent grade

Former system Revised system

- Honors (H)

Pass (P) Pass (P)

No Pass (NP) No Pass (NP)

Marginal (M) -

Conditional (CD) In Progress (IP)

Incomplete (I) Incomplete (I)

No Grade (NG) No Grade (NG)

No Pass/Marginal (NP/M) No Pass/Pass (NP/P)

Exceptional Performance Report Performance Report

Inside This Issue

New Grading System 1

President’s Address 2

Honduras Mission 3

CA Licensure 4

ASDA Regionals 5

Dentsply Award 6

ASB Cabinet 7

HDA 8

SPEC 8

District 11 Meeting 9

AO and DSD 10

Intro to PPID 10

Meet the 1st Years 11

Q & A 12 Diastema News Writers

Submissions

If you would like to submit an article for The Diastema News or have a suggestion for us, please email the editor at nsherf@ucla.edu.

Editorial Disclaimer

The opinions contained herein do not necessarily reflect those of UCLA or of the UCLA School of Dentistry in particular.

EDITOR IN CHIEF: NILOUFAR SHERF

SECTION EDITORS: SAMIR FARHOUMAND PHILLIP HARRISON GIANCARLO SANTOS

LAYOUT: PUJA PATEL ALEX SHAU GOLNAZ YEROUSHALMI

Grading System continued from Page 1

School’s competency-based education program. Additional changes include: NP grades, when remediated, will appear as a NP/P on the transcript and, at the discretion of the course chair, students performing in the top of the class will be recognized with an H (Honors) on their transcripts. Finally, Exceptional Performance Reports (EPR’s) have been re-titled Performance Reports (PR’s) which is consistent with their use to document both satisfactory and unsatisfactory performance. Like EPR’s, PR’s will not appear on the transcript, but will be for internal use only, for example to clarify the grades to which they are attached. Discussions to revise the grading system began in late 2008, due to concerns over the anticipated switch of the National Board Dental Examination (NBDE) scores to Pass/Fail score reports and the inconsistency of the Marginal grade with the School’s competency based program. During this time, the Faculty Executive Committee (FEC) appointed a team of faculty and student leaders to review the current grading system. Discussions of this team, the FEC, and the full faculty continued through 2009 and until early 2010. A final version of the revised system was approved by the faculty on March 17, 2010. According to Associate Dean of Student Affairs, Dr. Carol Bibb, and Academic Coordinator, Dr. Karen Lefever, discussions among faculty and students identified key

points of agreement including the desire of both groups to maintain the essence of the pass/no pass system while enhancing the transcript as a record of student achievement. The adoption of Honors grades to recognize students who academically distinguish themselves was one of the results. Course chairs have the freedom to decide whether Honors will be awarded for their courses. The administrative guideline is that no more than 20% of the class will receive Honors for any particular course, but the criteria for earning Honors is ultimately decided by the course chairs. Dr. Bibb and Dr. Lefever said that the revised grading system is anticipated to enhance the portfolio of students applying to residency programs. Students now have the opportunity for excellent performance to be recognized on the transcript with Honors, rather than the current EPR which does not appear on the transcript. Additionally, with the introduction of the In Progress option, students who require additional time and effort to achieve competency are less likely to receive a permanently negative grade such as Marginal or No Pass/Marginal on the transcript. Dr. Bibb and Dr. Lefever added that Honors can be an important element of the student portfolio, especially when received in a student’s chosen area of specialization. At the moment, further revisions to the new grading system are not anticipated.

ASDA President’s Address Mark Hower, 2012

As we kick off the new year, it is never too late to welcome the Class of 2014 to the American Student Dental Association with the Diastema News. UCLA ASDA is comprised of 16 committees each with a unique set of functions geared towards addressing our core mission statement of “advancing the rights, interests and welfare of students pursuing careers in dentistry.” The Newsletter Committee is responsible for producing the quarterly Diastema News which disseminates information about ASDA and non-ASDA events to the School of Dentistry. Other committees provide a myriad of opportunities in both service and leadership. A few of these include the Community Service Committee, Pre-Dental Committee, and the Three-on-Three Basketball Tournament Committee. A complete listing of committees is available online at www.bruinasda.com. I encourage you to contact the respective Chairs if you find any of these opportunities engaging. While UCLA ASDA does an incredible amount to advocate and improve the lives of our student body, it is also part of a 17,000 member national organization. The efforts of our local chapter have earned

UCLA a strong reputation across the country. The culmination of these efforts was recognition as the Ideal ASDA Chapter in 2010. UCLA’s reputation is also communicated by our student involvement in national level leadership. Currently, UCLA holds more national leadership positions than any other school in the country. At this point, I hope you are wondering, “How do I get more involved?” Fortunately, this year, it couldn’t be easier. The annual convention for ASDA, known as Annual Session, will be taking place in our own backyard, the Disneyland Hotel in Anaheim from March 3-6. With hot topics such as the recent changes in licensure, it promises to be an exciting event. I look forward to joining many of you in representing UCLA as we continue to establish our reputation for leadership in organized dentistry!

Thank You

We would like to

thank the following faculty for their

support and mentorship:

Dr. Carol Bibb, Dr. Karen Lefever,

and Dr. Ronald Mito.

UCLA Student Dentists Go To Honduras! Anita Kris and Stephanie Cappiello, 2013

UCLA student dentists have made great strides in helping Honduran villagers attain better oral health. When Stephanie Cappiello, ’13, was an undergraduate at UCLA, she visited the sleepy village of Guaimaca, in central Honduras, to provide volunteer medical care one summer. The difficulties that many of the townspeople had in accessing healthcare, especially oral healthcare, remained in her thoughts for a long time to come. As a 1st year dental student last year at UCLA SOD, she arranged for two groups of 13-14 dental students to visit Guaimaca during the June and September quarter breaks and serve in a week-long dental clinic under the supervision of local dentists. Thanks to vendor fairs such as ASDA’s Annual Session in Baltimore and the California Dental Association in Anaheim, the Honduras mission trip was well advertised to many high-profile companies and received generous support from companies such as Crest Oral-B, Medical Protective, and Johnson & Johnson.

During the trips, the student dentists worked for 5 days to gain a better understanding of how a lack of basic oral health education in underserved communities like Guaimaca can significantly impact overall health and well-being. Over 200 patients were served, providing 400 fluoride treatments, and distributing 800 toothbrushes. In a place where a toothbrush costs more than the average daily wage, this made a big difference in the lives of the residents of Guaimaca. For example, the majority of the high school girls given oral hygiene instruction had already lost at least one 1st molar to decay, and some even had removable partial dentures to replace significant numbers of missing teeth. At the end of the week-long clinic, each group got a bit of a “summer vacation” with a trip to Roatan, an island off the Caribbean coast of Honduras. The students were able to indulge in many outdoor activities, such as snorkeling, scuba diving, zip-lining through the rainforest, and beach volleyball.

In 2011, trips to Honduras have been planned for the following dates: June 11-23, September 4-14,

and December 10-22. For additional information, please contact Stephanie Cappiello

at Stephanie.cappiello@gmail.com.

March Madness and California Licensure Brittany Hazard, 2013

Ethical controversy, back-up patients and insurmountable costs – these are just some of the challenges commonly associated with the current licensing exam dental students must conquer during March of their graduating year. The WREB, Western Regional Examining Board, is one of five regional licensing examinations offered to dental students nationwide. It is the most common choice among UCLA students. Despite being the most frequent mode of licensure, regional licensing exams are facing nationwide opposition from both students and dentists alike.

Speaking on behalf of nearly 17,000 dental students across the country, ASDA has identified key problems with the current licensing exams. ASDA criticizes the current regional exams, stating that they “encourage marginally unethical behavior” and are “limiting in the standard of care.” Additionally, ASDA recognizes that the exam is subjective and bureaucratic in nature. One alternative ASDA proposed is the implementation of a “portfolio option with patients of record integrated into the dental school curriculum.”

In accordance with ASDA’s outline of an ideal licensing exam, the California Dental Association, the six California dental schools, and the

California Dental Board worked together to create a portfolio licensure model that will be an option in California. The licensure by portfolio bill, AB 1524, was signed into law by Governor Schwarzenegger on September 29, 2010, and will be effective as of January 2011. However, portfolio licensure will not be available immediately due to the amount of time necessary to calibrate the examiners and implement proper exam procedures in the dental schools. Thus, the first and second year students currently enrolled in any of the six California dental schools are likely to be the first graduates to be able to use this novel pathway to licensure.

The WREB, in addition to other regional and state exams, will continue to be accepted for licensure in the state of California. The portfolio method requires certain clinical competencies which are already mandated for graduation from dental school. In essence, choosing to create a portfolio for licensure will simply be an extensive documentation of procedures that student dentists will be performing during their time in dental school. Once the portfolio is completed, the student must have it certified by the dean of their dental school and then submit the portfolio along with $350 to the Dental Board of California for approval.

Portfolio Competencies:

1. Comprehensive oral diagnosis

and treatment planning

2. Periodontics

3. Direct restorations

4. Indirect restorations

5. Removable prosthodontics

6. Endodontics

Although this is a milestone in licensure examination reform, there is still speculation and uncertainty. Students must individually weigh the risks and benefits of each exam option in order to determine which licensure alternative best suits their own goals and post-graduate plans. While many students may still opt to take the WREB, the March madness of securing patients and preparing for a high-stakes, three day licensing exam will be eliminated for the students that choose to venture down the portfolio path to licensure.

States which accept the WREB exam for licensure

=

On Sunday, April 17, 2011, the UCLA School of Dentistry will

host its inaugural Walk for Oral Cancer Awareness.

Lauren Weber, Jessica Hsieh, Stephanie Cappiello, Mark Hower, David Sheen and Hweejo Byun at ASDA Western Regional Meeting.

2010 ASDA Western Regional Meeting Phillip Harrison, 2012

The 2010 ASDA Western Regional Meeting took place in Chicago, October 29th

Corwyn Hopke, national ASDA president, reported on the lobbying efforts which took place during the 2010 ADA Annual Session. Hopke discussed ADA Resolution 42RC, which is designed to initiate a licensure by portfolio system nationwide. ADA Resolution 31B was also discussed; this resolution discourages unethical practices among undertrained individuals during dental mission trips. Hopke also mentioned that UCLA senior Andrew Reed-Fuller will be speaking to the FDA about the advantages of dental amalgam, the controversial restorative material which has been blamed for causing a variety of illnesses.

through the 31st. Six students from UCLA were in attendance: UCLA ASDA President Mark Hower, second year students Jessica Hsieh, Stephanie Cappiello, Lauren Weber, Hweejo Byun, and first year student David Sheen. The Western Regional Meeting allowed participants to learn more about leadership development and legislative issues relevant to dentistry. The meeting will be followed by the ASDA Annual Session, where representatives will vote on resolutions to determine ASDA policy. The 2011 Annual Session will be held in March 2011 at the Disneyland Hotel.

UCLA ASDA President Mark Hower gave an introduction to the Legislative Grassroots Network, the arm of ASDA concerned with state and federal legislation relevant to dentistry. The Legislative Grassroots Network aims to keep students informed about policies that will affect them, and also provides a resource for local chapters to achieve their own legislative goals. The council also plans and organizes National Student Lobby Day, a two day event in which participants lobby House representatives on national legislation.

Another important aspect of the regional meeting was leadership development. Dr. Chris Salierno gave a speech entitled “Top Five Things I Learned From ASDA” which focused on public speaking, motivation, and networking. First year student David Sheen was inspired by a speech given by Dr. Arthur Dugoni, Dean Emeritus of the University of the Pacific School of Dentistry. “I really enjoyed listening to Dr. Dugoni speak about leadership and directing change. I was truly motivated to be better as he explored the development of the ability to delegate, listen, excel, and maintain a balanced life. Additionally, I gained an understanding of the meaning and value of organized dentistry.” Throughout the weekend, students were encouraged to apply for leadership positions and become active in their local ASDA chapters.

While there was plenty of work to be done, a major draw of the regional conference is the chance to socialize with peers from around the country and to network in a new, interesting city. Sheen summed it up well, “The ASDA regional meeting was a great opportunity to meet new people and to learn from others in a professional, collegial, and enjoyable environment.”

Join ASDA, as we support this cause! Please

register at:

www.giving.ucla.edu/oralcancerawarenesswalkregister

A Big Round-of-Applause for… Insoon Chang who placed first at the 2010 ADA/Dentsply Student Clinician Research Program in Orlando, Florida. As one of three D.D.S./Ph.D. degree candidates in the class of 2013, she surpassed 24 other dental students from around the country in the category of Basic Science Research. Her winning poster presentation was titled, Synergistic Antitumor Activities of Proteasome & Histone Deacetylase Inhibitors in Head and Neck Squamous Cell Carcinoma. Insoon’s research examined how two different anticancer drugs work better when used together than when used separately. The proteasome inhibitor, PS-341, and the histone deacetylase inhibitor, Trichostatin A (TSA), were examined both in vitro and in vivo for their abilities to activate apoptotic and inhibit cytoprotective pathways in malignancies of head and neck squamous cell carcinomas. According to Insoon’s mentor, Dr. Cun-Yu Wang, her research emerged victorious in Orlando because “it was a mechanistic study with translational value to patient care.” He further stated that “Insoon is smart, she works very hard and has her heart set on research.” Insoon began working on this project while pursuing a Master’s degree in Oral Biology at UCLA before starting dental school. Prior to receiving her award in Orlando, Insoon’s tumor inhibitor research also won 3rd

Feb. 22, 2010.

place in the Ph.D. student category of the School of Dentistry poster competition held at the annual research day on

Crossword Puzzle Tracy Ha, 2013

1 2

3

4 5 6 7 8

9

10 11

12

13 14

15 16

ACROSS 1. Relationship between opposing teeth 4. Hardest human tissue 6. Tooth decay 9. Strengthens teeth 10. Cleans interproximally 12. Method of brushing 13. buccal:lingual :: mesial:_______ 14. Prosthetic reconstruction of teeth 15. UCLA’s format of documentation 16. An artificial tooth root

DOWN 1. Mouth 2. Most common symptom of dental school 3. Enamel:crown :: ______:root 5. Magnification device 6. Additional cusp of #14 7. Treats hematomas 8. Prevents caries 9. Dental school is ___! 11. Anatomic curvature of occlusal alignment 13. Doctor of Dental Surgery

Dentsply Student Clinician Research Program Awards Chang First Place Jacob Pack, 2013

Your ASB, Delivered! Sean Nolan, 2013 The ASB is charged with the responsibility of being the student voice and representation to the administration. We thought it would be nice to take an opportunity to get to know this helpful host of individuals who make up the ASB cabinet, both in a serious and light-hearted fashion. President, Seth Ichikawa: Raised in Fairfield, Ca, Seth brings

to the cabinet unique traits of a beard and silky, deep voice. When not doing the usual dental student routine, his position requires him to spend a fair amount of time emailing. Formerly a fan of croquet, climbing, and horse shoes, he finds himself more into hanging out at the beach and “maxing and relaxing” while enjoying Costco® Belgian waffles with a dollop of

vanilla bean ice cream. He ran for President with hopes of making student life easier and more enjoyable. Through his position he’s gained an appreciation for how much the faculty care about the students. And last but certainly not least, he’d like to say, “Mad props to the Giants.” Vice President, Kevin Chew Lu: We know him for his BBQ

skills, free-spoken personality, and ability to con anyone into coming to an activity, but there’s more to him. He’s a lover of hip-hop, and is also an avid skier. One of his goals for his ASB service is to not get caught up in buying things for the students and utilize his, “I’ve got nothing to lose,” attitude to get results with ASB agendas.

Vice President, Marc Rasmussen: Brevity. This is a skill Marc

brings to the cabinet and life. Some of his ASB and dental goals are to keep Kevin under control and one day catch a bullet with his teeth, administer anesthesia, and repair his damaged teeth in a mirror using a mirror…yes, that’s a double mirror image! When Marc is not treating patients in the third floor clinic, he is out fighting crime as a superhero!

Secretary, Xuan Yue: Need a bulletin board? Well one of Xuan’s hobbies is making amazing bulletin boards. Her goal to bring better organization to the school and ASB so things can run smoothly is evidenced in her weekly emails about school-related events. She eventually hopes to utilize her creative prowess in maxillo-facial prosthedontics, but first she wants to finish boards and party like its 1999, Boba all around!

Social Chair, Jaclyn Pak: Even though she likes everything

miniature, there’s nothing mini about the fun filled, action packed activities she plans. And if you haven’t enjoyed any of them yet, get that fixed. She considers Taylor Swift a musical genre all her own and her number one cariogenic delight is lemon cupcakes from The Frosted Cupcakery. Just don’t smack your food when around her, that’s gross!

Student Apollonian Group President, Luke Sharron: Luke has the unique job of working with both the alumni and the student body to enrich the student experience. He secretly wishes to have the powers to read and understand Kevin Chew Lu’s writing style (one can sympathize). Luke also loves life after 2nd

year, is a Beatles fan, and is a talented whistler.

Treasurer, Tim O’Brien: Though he’s still not sure what he wants to be when he grows up, he does use his out of state flair to make sure we have great events, while saving money. He’s really good at periodic exams and is into holding doors for the next person, Snickers bars, and apparently Chris Strandburg. When asked, “Batman or Ironman?” he replied, “Trick question, neither. Chris Strandburg.”

Seth Kevin Xuan Jaclyn Luke Tim Favorite tooth 19 Mesiodens Max 1st molar Mand PM2 9 Max Lateral Who would win in an arm wrestling match between you and Dr. Goldstein

Goldstein, hands down

Depends on if he’s ticklish

Probably Goldstein

Goldstein (“ have you seen his guns when he goes sleevless”)

Goldstein Goldstein, for now…

Animal you are most like

Duskie (Duck-Huskie mix?)

Liger Tiger Christmas mouse

Koala Bear

ASB at glance:

Michelle Alvarez, Rupali Gupta, Flora Tang and Jensen Lau at the HDA Annual Meeting in Chicago.

Marc Rasmussen, Dr. Hewlett, Dr. Bibb, David White, Daniel Johnson, Phil Harrison, and Brett Martin

Hispanic Dental Association Ruth Alvarez, 2013 The Hispanic Dental Association (HDA) at UCLA is actively reaching out to the community in hopes of emphasizing the importance of oral health and dental care. Community service is the foundation for HDA, and HDA members have reinforced this commitment to community with health fairs, school visits, and participation in the annual HDA conference held in Chicago. In addition to the community outreach events, HDA has organized cultural events such as Salsa Night and Latin Food Potluck. In association with UCLA Medical School, HDA began the 2010 school year by participating in the biannual Lennox health fair in Lennox, California, a predominantly underserved area. In addition to testing blood pressure and blood glucose, oral hygiene instruction, oral screenings, sealants, and fluoride varnish were provided to over 150 families. This event was followed by participation in the 8th annual LA's Best Health Festival at East Los Angeles College where HDA members screened and provided OHI to almost 300 children. HDA, in conjunction with Latino Dental Services (LADS), visited Palms Elementary School and Suva Elementary School in Bell Gardens to provide oral hygiene instruction and nutrition counseling, as well as to encourage students to visit the dentist. This interactive presentation allowed children to demonstrate the art of tooth brushing on large puppets, and to emphasize the importance of the Rule of Two’s (Brush for 2 minutes, Brush 2x a day, and visit the dentist 2x a year). Over 500 kids Pre-K to 3rd

At the HDA annual meeting in Chicago, UCLA and over thirty other student HDA chapters were represented. Each chapter participated in the Orgullo (pride) competition through a poster presentation which focused on HDA’s principle of promoting dental health awareness, education and quality dental care to underserved Los Angeles communities.

grade were taught the importance of oral health care and provided with Toy Story or Princess toothbrushes and toothpaste.

Ethical Dilemmas Brett Martin, 2013 Respect and honesty are the driving forces behind professional ethics. As dental providers, we are constantly faced with situations which require an ethical decision-based framework. A dentist has the opportunity to choose amongst various

decision-making paths, hopefully leading to professional and ethical behavior. At the UCLA School of Dentistry, the Student Professionalism and Ethics Club (SPEC) was established to spread and enhance the overall level of professional and ethical

conduct amongst students. Current cabinet members include David White (President), Phil Harrison (Vice President), Daniel Johnson (President Elect), Jeremy Barrett (Treasurer), Joshua Perisho (Secretary), Marc Rasmussen (Faculty Liaison), and Brett Martin (Member-at-Large). Once a quarter, SPEC invites a highly esteemed professional to discuss his or her

thoughts and experiences concerning a relevant topic.

Recently, Dr. Edmond Hewlett, Professor and Vice-Chair of Restorative Dentistry, provided an insightful presentation titled Ethics and Esthetics: A Busy Intersection. During the presentation, Dr. Hewlett mentioned many key points regarding the ethical decision making process. He explained that as dental professionals, we must always keep our patient’s best interest in mind. We must advocate for our patients, always provide the best possible treatment, and follow the golden rule: one should treat others as they would like to be treated. Dr. Hewlett encouraged students to establish their own ethical code of conduct, a “mental checklist”, to provide what is absolutely best for the patient. Furthermore, he highlighted various risk management techniques which dental professionals should follow to avoid potential legal mishaps: remember to always listen to your patient, express sympathy, and obtain informed consent. The best way to avoid any legal problems is prevention! Be open, be honest and be cognizant of your abilities.

Key Statistics -4.5 million children are annually affected by caries -A healthy dentist to population ratio should be around 1:1500 -Approximately 1480 areas are suffering from dental shortage

On the weekend of October 15-17, 2010, students from California dental schools met for the first ever District 11 meeting hosted by the University of the Pacific School of Dentistry. While attendees collaborated on a variety of topics relevant to dental students, they focused mainly on innovative solutions to oral health access barriers.

Access to dental care is an issue facing heath care today. Childhood caries has risen to become the most common childhood disease, affecting as many as 4.5 million children annually. In 2000, Surgeon General David Satcher released the first ever report on oral health, describing access to dental care as an “oral epidemic.” Dentistry is the first line of defense against early childhood caries and poor oral health; however, the question remains as to whether there are sufficient dental providers to render these needed dental services.

In 2006, the Kaiser Family Foundation and the Bureau of Labor Statistics reported 198,987 active dentists in the U.S, or about 1 dentist for every 1,500 people. When taking a closer look into the numbers, however, there is an even greater shortage of dental specialists. Moreover, the dentist to patient ratio is not indicative of the geographic distribution of practitioners. According to the Department of Health and Human Services, there are approximately 1,480 areas in the U.S that are designated as suffering from a shortage of dental providers. How do we overcome this maldistribution to meet the needs of the people?

One established solution is advocacy for prevention. This is a viable avenue since dental caries and periodontal disease are preventable diseases. One way the government has sought prevention of caries is through water fluoridation. According to Oral Health in America: A Report of the Surgeon General, “community water fluoridation continues to be the most cost-effective, equitable and safe means to provide protection from tooth decay in a community.”

The Kindergarten Dental Check-Up Requirement, which requires children to get a dental check up before starting school, follows this theme of prevention. It is an excellent way to begin educating parents about the severity of Early Childhood Caries.

In addition, schools are encouraged to educate parents about the importance of oral health in conjunction to overall health.

However, these measures may not be enough. An adjunct, albeit controversial solution, is the introduction of mid-level providers. This concept began with the Dental Health Aid Program in Alaska, which included the Dental Health Aid Therapists (DHATs), who are allowed to perform irreversible surgical procedures such as extracting teeth, drilling cavities and performing pulpotomies. All other states limit these procedures to a licensed dentist, all of who have had eight years of post-high school education as compared to the 18- 24 months of post high school training a DHAT receives. The ADA’s stance is that

“DHAT training is not adequate to help them recognize complex cases in which patients could be at great

risk.” In such cases they strongly recommend against DHATs practicing irreversible dental

procedures. A similar concept took hold in Minnesota, where the roles of dental

hygienists would be expanded to include extractions and restorations without the

supervision of a dentist. The bill to broaden the dental hygienists’ scope of practice was passed with the intent of redirecting the skill set of dental hygienists to provide for those with limited access to conventional care. However, missing from the bill was stipulation that the Advanced Dental Hygiene Practitioners to circumscribe their services to underserved population. The ADA and CDA’s stance is against this concept of Mid-Level providers, and they look toward other avenues to meet the needs of the people.

Opponents of the mid-level provider model believe that a more practical solution to the access to

care problem is to provide dentists with more attractive incentives to

practice in underserved communities. Recently graduated dentists hesitate to

work in these areas due to the astronomical debt they incur while in

dental school. However, there are programs like the CDA Foundation’s loan repayment

program that helps sustain dentists in areas where they are most needed. So far the CDA Foundation

has been successful in the placement of dentists to underserved areas.

Access to care will continue to be a topic of hot debate. Through ASDA and the CDA, dental students are encouraged to become informed and continually engaged with issues involving our future profession. After all, our opinion matters.

Access to Care and Midlevel Providers Monika Tincher, 2013

When we left our undergraduate institutions, many of us thought that we had also left behind the sweaters embroidered with Greek letters, initiation ceremonies, and the exclusive members-only events that altogether were benchmarks of undergraduate fraternity and sorority life. But UCLA SOD offers incoming first years and other interested students the opportunity to be a part of two international professional dental fraternities: Alpha Omega (AO) and Delta Sigma Delta (DSD). Together, AO and DSD boast over 150 members at UCLA SOD and comprise more than one-third of the student body. With informational meetings and jam-packed Rush Weeks during the early part of November, each fraternity is looking to increase its membership through active recruitment. They both offer students attractive perks in becoming a member. DSD, the first dental fraternity in the world, was founded in 1882 by dental students at the University of Michigan School of Dentistry in Ann Arbor. Since its inception, its philosophy has been to encourage ethical, professional, and scientific ideals in dentistry. The current president is third year student Jessica Lee, and the faculty advisors include Drs. Mito, Spolsky, and Trabert. Many students join for the networking opportunities that include mentorship, externships, and invitations to regional and national meetings. In addition, DSD teaching events such as wax n’ relax, drill n’ chill, and denture tutorials are a big selling point to students eager to receive helpful tips from upperclassman. With trips to Mammoth in the winter, Vegas in the spring, and a camping trip in the summer quarter, DSD offers an abundance of exciting opportunities. On the other hand, AO is a dental fraternity founded in 1907 by two dental students who aimed to combat discrimination in dental schools. Today, its members stretch across 21 countries around the world. Its objective is to promote professionalism, fraternalism, and networking among its members. The current presidents are fourth year student Makhmal Farhadian and third year student Shahrzad Morim, and the faculty sponsors include Drs. Diamond and Maiten. This fraternity offers members the opportunity to attend semi-annual leadership conferences, mentorship and externship programs, and dine n’ discover events with distinguished lecturers. Social events include the annual AO ski trip, senior banquets, and socials at faculty homes. After rush week, students are encouraged to choose between the two fraternities. The decision is often based on where the student feels he or she best fits in. The fraternities at UCLA SOD are like families and the memories made together can last far beyond dental school!

My Journey through the Melting Pot Navreet Sidhu, 2013

Let me take you back two years ago to the 4th floor lab at the UCLA School of Dentistry, where a neat line of PPID candidates sat, hoping for a good performance on the bench test and a successful interview. As I got up to leave, I overheard a voice in the background: “see you guys next year” –a collection of words that numbed me. At the moment, the thought of attending UCLA as a PPID student opened gates of emotion, but I kept my cool and causally replied, “Haha! Thanks.” These words, though trivial at face value, remain in my memory. Little did I know that I would soon be introduced to the extraordinary diversity present at UCLA. Fast-forwarding a year into the future, I still find the School’s diverse student body the most interesting and dizzying aspect of the PPID program. On the first day of class, I was more intrigued by my classmates than by the material. Never before had I had the opportunity to meet people from all parts of the world. Never mind the magnitude of academic work, keeping up with the wide range of cultures had taken front row center of my learning experience. Despite the amount I have learned over the past few months, to this day, I am daunted by the amount I still need to learn. What I have learned from experience so far is the necessity of respect and acceptance for different cultures, without which one cannot truly appreciate the School. As a result, hearing greetings and music in different languages on a daily basis has become sheer bliss. I was pleasantly surprised when the PPID students became integrated with the traditional students, and discovered that they constituted an even more diverse group of people. This humbling experience has given me a deep appreciation for my peers, and also a new found respect for myself. I feel proud to be a part of this small, but culturally diverse family of students.

Alpha Omega & Delta Sigma Delta Tania Ohebsion, 2012

The first year of dental school can be intimidating. In addition to the seemingly limitless material to learn, students are often faced with looming uncertainties of what the next four years will bring. To alleviate some of this anxiety, Kathryn Preston, a first year student, approached upper classmen with an arsenal of questions. The compiled responses reveal what students should expect and how they can best prepare for upcoming years at UCLA School of Dentistry: What are the differences in the roles of the second-, third-, and fourth-year students in the clinic? Each student is assigned to a Comprehensive Patient Care (CPC) team comprised of a second, third, and fourth year dental student. The CPC team is under the supervision of a Group Practice Director (GPD), who ensures that all students receive a sufficient pool of patients to obtain clinical experience. During fall quarter, second year students begin working with their CPC team by completing adult prophies [prophylaxis or cleaning] for patients that their third-year refers to them. In the winter and spring, they must complete one operative [i.e., amalgam filling] and one fixed procedure [ex: crown] together with their fourth-year. The amount of clinical work is limited, as the second year course load is very heavy. When completing the combined procedures with their fourth-year counterparts, second-years should pay attention to the administrative as well as the clinical details and take notes if necessary. In their third year, students are responsible for managing recall patients. The status of a patient is changed from “active” to “recall” patient upon completion of all necessary treatment. A recall patient is to be followed up for annual periodic exams as well as hygiene treatment. The transition from pre-clinic to clinic during the third year of dental school can be tough, but gets easier with time. To assist the transition, get organized early. For example, enter all patient recall information into an Excel spreadsheet. During the fourth year, students have the opportunity to do more complicated procedures. They get priority in patient assignment and can transfer procedures that they have already completed to their third-year CPC partner. Keeping track of graduation expectations early is a great way to avoid rushing to complete competency requirements!

What do you wish you knew earlier about second year? Second year is tough and requires mental preparation. While the course load is comparable to first year, the amount of lab work increases significantly. Second year students should specifically look out for dentures and oral pathology. Dentures may be the hardest course in dental school, so try to pass the practical early by committing yourself wholeheartedly. If you practice denture set-ups seriously before the midterm and pass early, it will reduce a lot of stress in the future.

For oral pathology, buy the book… and don't fall behind. Try to review a little bit every night so it doesn’t overwhelm you as the exam approaches. The class is taught by several professors, each with their own style of teaching. It’s helpful to note that Dr. Christensen gives out specific study guides from the textbook, whereas Dr. Younai focuses on her PowerPoint presentations (so memorize every detail!) — Class of 2011

Are there any advantages to taking the boards earlier during the second year of dental school? One of the main challenges for graduating dental school is fulfilling clinic competencies in a timely manner. The advantage of taking the boards early is being able to get serious about treating patients. Most students take their boards during the summer quarter between 2nd and 3rd

— Class of 2012

year and have a limited role in clinic that quarter. In contrast, students who have already taken the boards will have the privilege of being assigned new patients. “Get part 1 done early and you will thank yourself every quarter until you graduate”.

By the end of 4th year, it seems like many students are rushing to get their requirements fulfilled for graduation. What do you recommend we do in order to get a strong head start? Do not miss any clinic time from the first day that you are eligible to see patients. Be organized, efficient and ready for each appointment. Ask your Group Practice Director to assign you new patients regularly. Removable competencies (i.e. dentures and removable partial dentures) are usually the last to be fulfilled, so it is a great idea to bring in your own patients for this treatment.

Ask the Upperclassmen: Questions and Answers Kathryn Preston, 2014

● ● ● “Keeping track of

graduation requirements early is a

great way to avoid rushing to complete

competency requirements.” ● ● ●

● ● ● Second year

students should specifically look out

for dentures and oral pathology.” ● ● ●

— Class of 2011

— Class of 2011

When I sat down to write an introduction for the Class of 2014, I felt an overwhelming sense of writer’s block… not because I haven’t had enough time to get to know my classmates (believe me, these past few months have paced like a Lifetime network movie). Rather, I have problems categorizing a collection of genuinely talented people without falling into clichéd usage of dull and diluted descriptors (i.e. diverse). Frustrated by my indecisiveness, I did as any exacting scientist would do to systematically categorize people – I used Facebook. Unfortunately, the online tool yielded nothing new aside from the status of current relationships. For what seemed like a good two hours, I sat twiddling my thumbs until finally epiphany struck. I resolved that to truly capture our class, I would have to elaborate on some of our peculiarities. For one, as the first class linked to the revised grading system, we ALL want Honors, while at the same time we all want to APPEAR like we don’t. Suddenly, every grade up to 95% has become the harbinger of tears, causing some of us (myself included) to beseech the powers of our fairy godmother in an attempt to squeeze into the .8 slot of the top 8.8 students in the class. Meanwhile, we hide our ambition behind phrases like, “All I want to do is pass.” As a result of this interplay, we have grown incredibly vigilant of each other –something I learned fairly quickly when I wore my anatomy scrubs to class on a non-lab day: “Why are you wearing your scrubs? Why are you studying on FRIDAY?!” Alas, I cannot deny that I have not participated in these interrogations. But to state that my classmates do not want me to succeed is false, as I have never encountered a group of more kind-hearted and supportive people. One need only access my email account to see the ocean of useful study guides and learning aids we send to each other on a daily basis. And thanks to many of my classmates’ inability to

distinguish between the functions of Reply vs. Reply-All, I am able to read and thus confirm the sincere gratitude of the recipients. Another peculiarity of our class is our unshakable attachment to our ThinkPads. Never in my life had I imagined that I would have difficulty hearing the professor over the chaotic and at times deafening sound of keyboards clicking. On one occasion, I was convinced that my neighbor had declared war on his computer as he pounded the individual keys as in a grown-up version of Chuck-E-Cheese’s whack-a-mole. On that same occasion, I recall the professor having to speak louder and slower to overcome the tumultuous clatter, only to incite a thunderous uproar of clicking by students perplexed by the change in tone. The keyboard locusts, as I like to refer to them, descend upon our classroom from time to time, and while I can’t comment on their functional usage (as almost everything mentioned is plainly described on the PowerPoint), I can say they do a mighty fine job of keeping those sitting in the back awake and alert. To encapsulate our class in a couple of anecdotes is undoubtedly insufficient so I must emphasize that we indeed are more than ambitious stenographers (though I would challenge you to find better note-takers). In reality, the most impressive characteristic of the Class of 2014 is not our individual talent, intelligence, or passion, but rather our ability to possess all these qualities and harmoniously work, respect and love one another. When I imagine the next four years of my life, I can confidently say I wouldn’t have it any other way.

o c c l u s i o n s c r t e n a m e l c a r i e s r m l o a c e e e f l u o r i d e a s n u p a f l o s s t n e b a s s a p u e n e m d i s t a l d e n t u r e

d l s o a p i m p l a n t

Meet the First Years Samir Farhoumand, 2014