Welcome to the University of Michigan School of Dentistry's Blog!
Here you will find blogs from our students about various issues facing our prospective dental professionals, from a day in the life to dealing with frigid Michigan winters. Please email email@example.com to suggest a topic you would be interested in learning about. Enjoy!
Where would one find a second year dental student during the winter semester? Would you begin looking at the local hangouts? Maybe you should start searching downtown? You might be able to catch one enjoying some nightlife or you could try and spy one at a movie theater. How about a basketball game? You could most surely find one up north at a resort shredding up the mountain.
Right? Those would be your first guesses.
You would, in fact, be quite off and you would spend most of your winter semester searching because they will be spending their free time holed up in a library, coffee shop, or bedroom studying until they can no longer make out any difference between the little black squiggles on their computer screens. This anti-social behavior can only be explained by one dreaded competency examination. The National Board Dental Examination (NBDE) Part I. This 400 question test consumes our lives for at least 2 months during our second year of school and the majority of students choose to take this examination by the end of February so that they may enjoy a week of freedom and sunshine, our beloved spring break. The Pass/Fail nature of the test tricks first-year students into a false sense of security because you “only have to pass”. In reality you over-study and make sure that you understand the 3rd step in the urea cycle because you never want to be “that guy” who took the test too lightly. Now six months and $400 later you are still holed up in the library going over everything one more time. Yeah, don’t be that guy.
In reality, this test is manageable even though it is asking you to recall any and every rat fact from your first two years of didactic education. The trick is to keep a positive attitude and slightly adjust your routine to accommodate your intense studying sessions. For example, date night with your significant other turns into a rousing game of “let’s sit two feet from each other and not talk all night!” If you are into Netflix and have shows that you watch religiously, prepare to inflict some cruel reward system upon yourself. Half of a practice exam, or half of a section of dental decks means that you can reward yourself with 30 minutes of your favorite show. Frank Underwood actually shows up in my nightmares these days. Friday night has now turned into Friday night class. No, not the cool kind of lock-in or school dance, groups of girls and boys actually talk with each other here … in the library. You can find us talking about the course of the facial nerve. You get out for the weekend and head right back to the books so that you can get to bed before midnight.
Make a few of these minor sacrifices and you are on the golden track to attaining every second-year dental student’s favorite letter. P. As in, Pass. As in, congratulations, now you can focus on scheduling your first patients for their prophylaxis and you can get to work making up all of those general assist sessions that you put off. Also, don’t forget that you are in the most rewarding career in the country and you are in the most formative years of your life. Take advantage of this time. These years will be over before you know it and you will look back on them fondly. Take the time to slow down and look at the big picture. You are part of a privileged few that has the power, granted by society, to impact the overall health and well being of your community in addition to promoting a healthy lifestyle every day. Okay, your 30 minutes is up. Time to get back to the Urea Cycle.
Logan White is a D2 student who is finally free to do all those fun things- like write a blog post- now that he has taken his NBDE Part 1!
I hope everything is going really well for you all! Try to savor & enjoy this time together before graduating; once you’re done with school it becomes harder (in my opinion) to find friends like the ones you’ve made in school. I am still in Ann Arbor if anyone wants to join my friend club. :)
Here are the steps you need in order to practice in the State of Michigan. A few of these steps are necessary for any graduate program or general dentistry license in other states, so there’s something for everyone to look at, but obviously the state stuff only applies to Michigan.
- During January 2014, apply for the State Dental License and Pharmaceutical License. This application is by mail only.If you are practicing in Michigan, go to the Department of Licensing and and Regulatory Affairs HERE.If you are practicing in another state, go to that state’s health department website. The earlier you apply and send in your money, the sooner you will get your license. The (NERB, WREB, etc.) scores and NBDE scores will automatically be sent if you checked the state of practice on those applications. It’s worthwhile to call to check on your status before graduation. For your transcript, use Wolverine Access to send it, but make sure you select that you want it sent with degree posted on it, so it will mail very soon after graduation. This entire process will cost you roughly $350-$600 (State of Michigan), depending on length of your pharmacy license desired. Note: they only accept money orders or cashier checks. After your state receives all your information, it will take them 6-8 weeks to process your application. Expect your license around late May-end of June 2014. I got mine almost 2 weeks after graduation, but that wasn’t the case for everyone. Let your future employer know that there’s no way to be sure when to start exactly.
- Once you receive your state license information, apply for your NPI number. This is your federal government ID number showing that you are a dental provider. You apply online and will get your number the same day. It is Free! Follow this link HERE.
- Once you receive your state dental and pharmaceutical licenses, apply for your DEA number. This number allows you to write scheduled drugs/narcotics. It takes 4-6 weeks to get your number. It is $700-ish to appl and you apply online for this number. Follow this link HERE: You can start working without your DEA, but you still need it to prescribe.
Finally, you will have to show proof of all these documents before beginning to practice. So, save all your documents, and call or check online to track your process.
With that, wherever you go, Go Blue!
Emily Kennedy, DDS
BY KEVIN KUO
This is a cinematic representation of a student’s experience on outreach at Muskegon Family Care. The theme and effects were inspired after Apple’s popular TV ad “Music Every Day”.
Dental students from the University of Michigan School of Dentistry see patients every day in many external community clinics. This outreach program sponsored by the School and many health clinics around Michigan provide an excellent opportunity for dental students to not only gain experience in dentistry but also provide care for Michiganders who are in need of dental care. Because the state of Michigan also possess a wide array of tourism and travel destinations, students also enjoy various attractions and dining in areas around the dental clinics.
2013 is my first year at the University of Michigan after I graduated from a community college with an Associate in Science degree, so I wanted to make sure that I became involved with my community at the dental school in order to get to know other people, and make the most of my remaining collegiate years. In doing so, I applied and was subsequently accepted to the SPDL (Scholars Program in Dental Leadership) program at the dental school, and I was very excited for our first meeting! As the day arrived, I met my peers at The League and I was bemused by the scene that greeted my eyes. I’d originally believed that I was in the wrong place, because I saw circus acrobats and several “stations” involving ladders, juggling equipment and tightropes strewn about the ballroom. I had no idea what I’d gotten myself into!
We were given t-shirts and I began to think that it must have just been an entertaining day to kick off our program. As what I assumed would be the performers performance commenced, they started pulling in volunteers to demonstrate. I momentarily considered hiding in the back at that point because I thought there was no way I could do any of that stuff without more training, and as I looked around I noticed a lot of other students with similar expressions. My plans of evasion quickly fell through as I was called upon to demonstrate the tight rope station. My less than perfect balance combined with a tendency to trip over my own feet led me to believe that I was about to fall flat on my face in front of people I’d only just met, but luckily I was not alone. Another woman was called up to walk another tight rope next to mine and she told me that she thought she’d fall too. The tightropes were only about a foot off of the ground but were still comprised of two posts and wire. The director instructed us to begin trying and the first time we attempted to cross both fell. We also fell the second time. Before our third attempt, I realized that there had to be more to this than what they were telling us so since they hadn’t told us we couldn’t, I suggested to my partner that we move the tightropes closer together and help each other across. This was the solution and as we helped each other cross the tightropes, we finally made it to the other side.
The rest of the events were similarly structured. They seemed simple enough but alone, one could not hope to complete them. However, by working together, we all completed the entirety of the gauntlet. What I’d originally perceived as entertainment turned into being an incredible learning experience. What we couldn’t do alone we did easily together and it was a lesson that I hope everyone has the opportunity to truly learn, because it applies not only to working in a dental office or any kind of professional setting, but to life as a whole. What may be too much for us to tackle on our own becomes easily manageable and even enjoyable when completed as a team. My first experience with the dental leadership program was incredibly enjoyable and rewarding and I am very much looking forward to our next meeting.
Want to see more pictures from the kickoff? See the flickr gallery: http://www.flickr.com/photos/umdent/sets/72157636688916123/
There are several reasons that students choose to join SPDL (the Scholars Program in Dental Leadership). Some of these reasons include learning how to become a better leader, getting to work with faculty mentors, and helping the underserved. In addition to these reasons, I chose to join SPDL as a second year student to fulfill a promise that I had made to myself while I was applying to dental schools. I wrote down on a to-do list that if I was accepted to dental school, I would do something to help provide dental care to the elderly population, especially those who are nursing home residents.
When I started dental school, my mind was focused only on classes. I studied for Head and Neck Anatomy quizzes as though they were final exams, and I think that most of my classmates did as well. Once the D1 Fall Semester got rolling though conversations amongst classmates turned into constant complaining and groaning about how much classwork and studying we had to do. I was getting tired of the monotony of going to class everyday 8am-5pm and then either going to the library or staying to work on my pre-clinic typodont. I knew that eventually I would be allowed out of the lecture hall to actually do dentistry, but for the time being, I realized I needed something else to focus on. This is when I found my dental school to-do list, and decided it was time for me to own up to the promises that I had made to myself about what I wanted to accomplish during these four years. After talking with other students who were involved with SPDL (Scholars Program in Dental Leadership), I decided that having my own leadership project with a faculty mentor would be a way to do something with geriatric dental care.
When I made this decision to join SPDL and do a project on geriatric dentistry, I felt really excited that I would have my own project and would have something else to do besides schoolwork, but then I realized I had absolutely no idea what kind of project I should have for this broad topic of “Geriatric Dentistry” or how to find a dental school instructor to be my mentor. One of the positive aspects of SPDL though is that the students and faculty directors are encouraging and want to help students accomplish their projects. I emailed Dr. Russell Taichman, the SPDL Director, with my broad topic and he suggested that I contact Dr. Domenica Sweier, and after meeting with her several times and with her guidance, I was able to focus my broad idea of geriatric dentistry into a more specific project idea. As far as my SPDL project goes, I spent the majority of my D2 year just trying to narrow down my project idea. As motivated as I was to accomplish the project, the reality was that as a D2 student I still had a lot of school work and also had to study for Part One of National Boards. Even though it took a while for my project to get started, the faculty and mentors who are involved with SPDL projects understand that academics are the first priority. This is why SPDL projects are long-term projects. As such, I find that this is what has made my project so meaningful. Working on it over a long time has allowed me to put a lot of thought into it, to jot ideas down in a notebook, and evaluate what parts of the project will be more valuable than others.
After one year in SPDL and lots of brainstorming, I am starting to see my work come to fruition. I researched, created materials, and finally got permission from the Institutional Review Board to begin my survey project. I hope this plan will improve the access to dental care for nursing home residents. I am gathering survey data from nursing home nurses and nurses’ aides that will be used to hopefully make changes to a government issued document that is used to assess the oral health of nursing home residents. My goal is that my proposed changes to this document will be easier to understand for people who are not dentists but who provide care to nursing home residents and who still must evaluate the residents’ oral health. The goal is for these caregivers to more accurately assess nursing home residents’ oral health and understand when they need to recommend residents be seen by a dentist.
I have learned this year that it requires a lot of patience to complete a long-term project. Most people observe the end result of a project, but do not experience all of the hours that go into its creation. Therefore, I find that it is important to celebrate small milestones along the way, since they are all steps that will eventually come together to achieve the task as a whole. With my SPDL project it is very easy to get frustrated and overwhelmed by all of the details that are involved with its planning, however, I remind myself from time to time that the point of this project is that I will hopefully be increasing nursing home residents’ access to dental care, and therefore with SPDL, I have been given the opportunity to give back to the community.
The first week in Bauru was spent following around fourth year dental students. The fourth year dental students are actually in their final semester, because summer vacation in Brazil begins in December. I was surprised by how similar dental school is at Faculdade de Odontologia de Bauru Universidade de São Paulo (FOB-USP) and the University of Michigan. At both schools, D1s are busy studying anatomy and going to classes, D2s spend most their time in pre-clinic simulation labs perfecting their skills, D3s are adjusting to full clinic and rotation schedules and D4s are trying to sort out what will come next for them after graduation. In Brazil, dental students begin right out of high school and so it is common for there to be 21 year old dentists. Below is what a typical day looks like for dental students at FOB-USP.
8 AM -12 PM: Class or Clinic. In FOB-USP classes, one professor will speak for approximately four hours. There is usually only one 15-minute break in the middle. In the clinics, the third and fourth year students treat patients on different days. Students are paired with another in their own class and they are assigned to cubes in the clinics. A student will see one of his or her own patients for approximately 2 hours and then assist a classmate for the remaining time. There are separate clinics for oral surgery and emergencies, just like we have at Michigan. Pre-doctoral students at FOB-USP have the opportunity to do a variety of complex surgical procedures, including bone grafting and third molar extractions. In Bauru, faculty periodically walk over to check on students while they are working and to answer questions. They use a less formal system for checking students’ work that we do at Michigan.
12 – 2 PM: Lunch. There is a cafeteria on campus that serves healthy and inexpensive lunches. Most of the students eat there. After lunch, students study in the library, work on research, or relax. Almost all dental students do research at FOB-USP and they are paid for their work.
2 – 6 PM: Class or Clinic. Same as in the morning.
6 PM- 9 PM: Students use this time to do research, finish lab work or to go work out. There is an on-campus gym and outdoor track that a lot of students, faculty, and staff utilize.
9 PM – Dinner. The Brazilians tend to eat late. Many students leave campus on the weekends and so most social gatherings happen during the week. Dental classes are small with fifty students or less and they are very cohesive. For birthday parties or other celebrations, almost everyone attends.
Amy Lesch is a third year dental student.
It was our first day as exchange students at the University of São Paulo School of Dentistry in Bauru, Brazil. Walking into the classroom, we quickly realized that we were the only ones wearing all white. As if our unfamiliar faces among this close knit class of 30 dental students didn’t make us stand out enough, my colleague, Amy Lesch, and I were clad from head to toe in all white according to the school’s clinic dress code. There was no clinic today, only classes. Slightly embarrassed, we scrambled to find our seats. This very same moment, however, was when we discovered how friendly and welcoming the people of Brazil really are. The professor came to our seats to introduce himself and welcomed us in his slightly broken but cordial English. Many of the students flocked around to meet us as well.
“Muito prazer (nice to meet you),” I would say, trying to use some simple Portuguese I learned before leaving.
“Ah, fala português! (He speaks Portuguese!)” they glanced to each other, surprised that I knew any. I don’t really speak Portuguese that well, but I had managed to learn to say some basic things, and it seemed to be enough to delight everyone we met. Enjoying the attention, as Amy can attest, I began using this little tactic to impress the Brazilians, albeit undeserved praise.
All of the students were kind enough to go out of their way and introduce themselves. They did their best to speak to us in English and make sure we were enjoying our stay.
Soon the class settled in, and we began the lecture. The topic: Dental Law and Professionalism. I was reminded of our classes at UMSOD on the same subject. Eventually, we came to a lecture on a Periodontology, or ‘Periodontia’ in Portuguese. During the lecture, the professor came to a slide with the classic venn diagram of the three contributing factors of periodontal disease: hospedeiro (host), micróbio (microbes), and ambiente (environment). Amy and I looked at each other and smiled because we had seen this slide so many times in our endless lessons on periodontal disease.
“I wonder if they have Dr. Fenno’s famous biofilm cartoon as well,” Amy laughed.
We started to feel more at home, as dentistry was the common ground we had with everyone else in the room. We followed the 4th years throughout the day for the first week of the exchange to classes, clinics, and even dinners and parties, or ‘festas’, afterwards. We quickly became friends with many of the students and were off to a great start of an incredible trip.
Justin Pisano is a D3.