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Aims To determine the association between participation in a brief introductory didactic diabetes education programme and change in HbA1c among individuals with newly diagnosed diabetes. Methods We identified a population-based cohort of adults newly diagnosed with diabetes between October 2005 and June 2008 in Calgary, Canada, and conducted a retrospective cohort study by linking administrative and laboratory data with programme attendance data. We matched individuals who attended the programme within the first 6 months after diagnosis with those who did not attend, based on their propensity scores. We measured the change in HbA1c between time of diagnosis and 6-18 months later to determine the association between programme participation and change in HbA1c. Results HbA1c was measured at baseline and follow-up for 7793 individuals, including 803 programme participants. After propensity score matching, programme participation was associated with a significantly greater adjusted mean reduction in HbA1c between baseline and follow-up of 3.3 mmol/mol (95% CI 2.2-4.3) or 0.30% (95% CI 0.20-0.39). There was a significant interaction between baseline HbA1c and programme participation-the difference in adjusted mean reduction in HbA1c associated with programme participation ranged from 2.7 mmol/mol (0.25%) at baseline HbA1c of 53 mmol/mol (7%) to 6.2 mmol/mol (0.56%) at baseline HbA1c of 97 mmol/mol (11%). Conclusion Despite its brevity, participation in a diabetes education programme was associated with an additional reduction in HbA1c in newly diagnosed people that was comparable with that reported in trials of programmes targeted at those with prevalent diabetes. [ABSTRACT FROM AUTHOR]

This report presents the results of a small workgroup convened by the American Association of Dental Schools to examine experiences related to postdoctoral general dentistry programs linked with managed care systems and clinical settings. The workgroup was a component of an Association effort to identify and promote innovative and nontraditional methods by which the number of postdoctoral general dentistry (PGD) positions can be increased to meet current demand for PGD education. The participants identified factors and conditions that they believed to be critical to the planning, development, and conduct of PGD programs with substantial linkages with managed care systems and settings. The information should be helpful to others as they consider opportunities to establish PGD programs or increase their number of PGD training positions. [ABSTRACT FROM AUTHOR]

The 1999 Report of the AADS President's Task Force on the Future of Dental School Faculty (1) drew attention to the situation dental schools are experiencing in attracting and retaining faculty. A year 2000 ADEA Association Report on faculty shortages indicated the number of vacant budgeted positions was approaching 400 (2). The year 2000 - 2001 ADEA survey of vacant budgeted positions indicates a further four percent increase in vacant budgeted positions. Over 73 percent of the vacancies were in the clinical sciences. Of identified full time faculty separations in the 2000-2001 ADEA Survey of Dental Educators (3), almost 34 percent were due to retirements; 33 percent were faculty moves to other schools; and a little over 18 percent were moves to enter private practice. Almost three percent of identified faculty separations were from deaths. It is anticipated that, with a further "graying" of an already aged dental school faculty, retirements will further exacerbate the problem of faculty vacancies and the ability to attract and retain new faculty. There is needed urgency in implementing strategies and recommendations provided in the 1999 President's Report and the 2000 Association Report.

The American Dental Education Association's 1998-1999 Survey of Clinic Fees and Revenue obtained data by which to report, by school, clinic revenue information per undergraduate student. Fifty of the fifty-five U.S. dental schools responded to the survey. The median revenue per third-year student was $6,313. It was $11,680 for fourth-year students. Clinic revenue data was also obtained by type of postdoctoral program. The postdoctoral general dentistry programs had the highest per student clinic revenues, at over $59,000 per AEGD student and almost $35,000 per student of GPR programs. Other areas of the survey provided information regarding clinic fees by type of program, levels of uncompensated care by type of program, clinic revenue by source of payment, and dental school fees as a percent of usual and customary private practice fees.

Applications to dental schools increased throughout the 1990s until 1997. In 1998 this pattern reversed, and the number of dental school applicants has dropped each year since that time and continues to decline through the application cycle for the 2001-2002 first-year class. Possible reasons for the decline in applications include an abundance of financially rewarding career opportunities fueled by the robust U.S. economy, a reluctance by college students to assume more educational debt, an unfavorable view of healthcare careers in the light of managed care and declining federal reimbursement, and assumptions about the difficulty of gaining admittance to dental school given the high academic achievement of those who have been admitted in recent years. A national decline in the applicant pool does not necessarily translate into a decline for any given dental school. The quality of applicants, judged by grade point averages and Dental Admissions Test scores, is high. Nevertheless, the recent drop in dental school applicants is a cause for concern. Because recruitment must be approached as a process that takes years to yield results, stakeholders in dental education need to sustain vigorous recruiting efforts even in the best of times.

The 1999 publication of the American Association of Dental Schools (AADS) President s Task Force on Future Dental School Faculty revealed a crisis in the shortages of dental school faculty. Stakeholders from around the nation have used the AADS Task Force report to address the crisis. In addressing one of the AADS Task Force recommendations, the American Dental Education Association (ADEA), formerly AADS, gathered additional data through a new survey of dental school deans to elucidate the current state of faculty shortages. Based on this research, ADEA projects that the number of unfilled budgeted faculty positions in U.S. dental schools now approaches 400. Survey respondents identified retirement as the leading reason for full-time faculty separations, while separation to enter private practice was the second most frequent reason for leaving the institution. Offering a salary competitive with that of private practice was identified as the most critical factor in recruiting future faculty. A number of short and long-range strategies to recruit and retain faculty are presented. Ultimately, the dental school faculty shortage places in jeopardy the general and oral health of the public.

The federal general dentistry grant program supports the development of new programs and first-year positions in postdoctoral general dentistry (PGD) education. One hundred and fifteen institutions have participated in the grant program since awards were first made in 1978. The grant program assisted in establishing 59 new PGD programs and 560 new positions. Eighty-eight percent of the new programs are still in operation; 69 percent of the positions are still being filled. These retained programs and positions represent 72 percent and 77 percent of the net growth in PGD programs and positions, respectively, that has occurred since 1977.

This article presents the results of a small workgroup convened by the American Association of Dental Schools to examine experiences related to establishing and conducting dental education programs that have significant affiliations with community-based clinical care settings. The workgroup meeting is a component of the association's effort to identify and promote innovative and non-traditional methods by which the number of postdoctoral general dentistry (PGD) positions can be increased to meet current demand for PGD education. The participants identified factors and conditions believed to be critical to successful program linkages. The information should be helpful to others as they consider opportunities to establish PGD programs or increase their number of PGD training positions.

The Health Professions Educational Assistance Act of 1976 (P.L. 94-484) authorized federal grant support to general practice residency programs. This paper reports the results of two years of funding under this authority. In this period, 46 institutions received grants totalling $7.8 million for the purpose of enlarging enrollments, hiring faculty and support staff, improving facilities, and related purposes. Three hundred eighty-six residents were enrolled in grant-supported programs; 118 of these residents received federal financial assistance. Dental departments in hospitals located in the eastern part of the country were the major recipients of these grants. Additional information related to program and trainee data, sponsorship of programs, developmental stage of programs, geographic location of programs, and funding by budget category is presented.