TEM Newsletter C1 · focus on patients and students. ... charting a new path of major changes. ... reduce blood loss, decrease postoperative discom -

DIAMONDMaurice H. Kornberg School of Dentistry Magazine | Winter 2016

Lasers in DentistryBeginning a New Era

at Temple Dental

1Diamond | Winter 2016

Temple Dental cannot be just like any other dental school. Wehave a long history, a legacy of clinical education and a presence

in a strong community that is underserved.

So this week we will start a discussion about our brand. It will directall our activities and define our image with all our partners, students,faculty, staff, alumni and the world.

We will determine our future. To do that, we must be innovative tofocus on patients and students. We must reduce operations costs andensure that resources are wisely used to promote our mission.

Already, innovations introduced in our school have improved our fi-nancial outlook, patient flow and, consequently, the education ofour students. Yet, to meet our mission, Temple Dental in 2016 ischarting a new path of major changes.

In May, we will open a new medical clinic with three examinationrooms and a lab so we can provide primary care to our communityand patients. A nurse practitioner will manage the lab and also teachour students how to interact with other primary care providers. Another major development benefiting students and patients will be the opening of a new sedation center for intravenous sedation orgeneral anesthesia.

In addition, we are moving ahead with clinical implementation ofdigital dentistry. Starting on March 3, all predoctoral clinics and the

MESSAGE FROM DEAN AMID I. ISMAIL

Dean Amid I. IsmailLaura H. Carnell Professor

Transforming Oral HealthOur Brand Is

DIAMONDMaurice H. Kornberg School of Dentistry Magazine | Winter 2016

Contents1 Our Brand Is Transforming Oral Health

Amid I. Ismail, BDS, MPH, MBA, DrPH, Dean

3 Lasers in DentistryCO2 Laser: Its Applications and Possibilities in Regenerative DentistryKeisuke Wada, DMD, DMSc, PhD

7 My Practice with the Nd:YAG LaserKevan S. Green, DMD

10 5 Questions: What’s the Future of Lasers in Dentistry?Drs. Keisuke Wada and Kevan Green

12 Focus on FacultyReflections on a Career of Innovation and LeadershipDan Boston, DMD

15 Why Do Dental Schools Need a Team of Behavioral Scientists?Shannon Myers Virtue, PsyD

18 Our Newest Faculty Leaders:Furthering Temple’s Vision for Dental Education Dr. Mehran HossainiDr. Keisuke WadaDr. Jennifer HillDr. Aaron G. SegalDr. Vinodh BhoopathiDr. Fathi ElgaddariDr. Chinhua HsiaoDr. Chizobam IdahosaMr. John V. Moore III

23 Dr. Jon Suzuki Retires from Temple Dental

24 Student SpotlightFrom a Sports Injury to Dental School: Erin Bauerle’s Journey to Become an Orthodontist

26 Challenges and Highlights of Dental School:Youngsook Chae’s Story

Page 12 Page 34

27 EducationBringing Learning Research to the ClassroomMaria Fornatora, DMD

30 Trends in Dental PracticeBhaskar Savani, DMD, MSc, DTC

34 International Collaboration Treating Children in the Dominican Republic

38 Partnership with China

41 Technology Collaboration Moves Digital Dentistry Forward

42 Going Paperless: A Valuable Tool in Dentistry

44 Admissions The Path to Admission: Preparing for a Career inDentistry

46 Post Baccalaureate Program

49 Alumni Bringing Temple Dental Alumni Together to SupportOur Students TodayGary Nack, DDS, ‘83

50 Looking Back on a Career in Prosthetics: Perspectiveof an Alumnus Dr. Frank Schiesser, ‘55

51 The Highs and Lows of Running a Dental PracticeMersad Hoorfar, DMD, ‘95

52 Artistry Reflected in Dentistry and Sculpture Dr. Joel Shapses, ’71

54 Selling Mangoes to Protect LionsDr. Bhaskar Savani, ’95

56 What’s New at the 2016 Temple Dental Reunion?

58 Class Notes

59 Faculty and Student Notes, Calendar of Events

60 Continuing Education Courses

61 In Memoriam

Page 7

Our Mission:To promote health through education, research and service

Our Brand:Excellence in clinical dental education and patient care

“We will determine our future. To do that,we must be innovative to focus on patientsand students. We must reduce operationscosts and ensure that resources are wiselyused to promote our mission.”

— Dean Amid I. Ismail

3Diamond | Winter 20162 Diamond | Winter 2016

Advanced Education in General Dentistry (AEGD) clinic were equipped totake digital impressions, design crowns and upload the images to a millinglab. We know digital practice will be a core model in specialty and generalpractices. To stay in step, over the next few years we also will expand thedigital systems we use for more complex fixed and removable prostheses.

In this issue of Diamond, we cover an old technology—lasers—that will soonemerge as a core technology for dental practice. They will be a central partof everything, from cutting cavities to removing soft tissue lesions to treat-ment of periodontal diseases. Laser handpieces will replace current hand-piece technology. I predict we will need handpieces with burs for finishingrestorations, polishing teeth and some minor work. As a result of all thistechnology, the noise, smell and pain associated with dental care will un-dergo positive and significant change in less than a decade.

We are seeing a revolution in dental practice that makes us all anxiousabout the pace and impact of change. However, excellence in dental educa-tion and patient care cannot be achieved by doing what we now do well.Rather, excellence must be achieved by developing new technologies andpractice models that will meet the demands and needs of people in the future.

Temple Dental is moving to be at the cutting edge of innovation. For that, Ithank our community as we embrace the many milestones achieved at ourdental school.

Please come for a visit and participate in shaping the future of dental education and practice.

Is the laser effective and safe in clinical dentistry?The answer is “yes,” according to many publishedstudies since the first laser was introduced. In fact,studies have shown its successful use in a wide vari-ety of applications.

That means the laser is a good tool for gingivec-tomy, frenectomy, biopsies and tumor removal. Thelaser also has been FDA approved for more disease-targeted procedures such as aphthous ulcer treat-ment, sulcular debridement for gingivitis andperiodontitis.

In addition, many studies have indicated the greatpotential of laser irradiation to enhance woundhealing. One recent systematic review showed thatlaser irradiation modulates gene expression plus therelease of growth factors and cytokines from cells inculture.

Different WavelengthsWith a much longer wavelength than other FDA-approved lasers, the CO2 laser has a range between9.4 and 10.6 micrometers. Either water or air-cooledgas discharge (carbon dioxide, nitrogen, hydrogen,xenon, helium) produces the infrared beam, and thedifferent wavelengths of these methods cause dif-ferent tissue interactions. Either one’s long wave-length, however, enables clinicians to work onsignificantly shallow layers such as carbonized layersbecause water in the tissue absorbs most of the laser(Fig 2).

By Keisuke Wada, DMD, DMSc, PhDAssociate Professor, Interim Chair and Director of Graduate Program, Periodontology and Oral Implantology

“Many studies have indicatedthe great potential of laser irradiation to enhance woundhealing.”

— Dr. Keisuke Wada

LASERS IN DENTISTRY

CO2 Laser:Its Applications and

Possibilities in Regenerative Dentistry

“Temple Dental is moving to be atthe cutting edge of innovation.”



Because laser wavelengths are highly absorbed inapatite minerals of hard tissue, some difficultiesarise when working on hard tissues. Included are avariety of structural and ultrasonic changes in thehard tooth structure, such as cracking, flaking, craterformation, charring, melting, and recrystallizationon tooth structure. Combined with a lack of tactilesensation, the laser’s use in hard tissue applicationsshould be carried out with caution.

Although thermal damage to the surrounding tissuehas been a main concern when using a continuousmode, new technologies have provided shorterpulse durations. Now marketed for soft tissue intra-oral procedures, the pulses are as short as 0.5 sec to30 msec. Also helping to achieve minimal thermaldamage is the function for cooling tissues betweenpulses.

Clinical AdvantagesAccording to the FDA website, proper use of lasersallows surgeons “to accomplish more complex tasks,reduce blood loss, decrease postoperative discom-fort, reduce the chance of wound infection andachieve better wound healing.”

Due to the bloodless surgical field, less postopera-tive discomfort, and tissue coagulation, surgeons

have better accessibility than with conventionalscalpel surgery. Other advantages to avoiding ascalpel wound are:• Ability to sterilize laser incision and excision fields • Minimal swelling due to the good hemostatic field• Less requirement for suturing, resulting in shorteroperative time, decreased local anesthesia and lit-tle or less postoperative pain.

However, with increased use of lasers come reportsof the tool’s chemical and thermal interaction withsurrounding tissue.

LLLT and HLLT LasersClinical applications of lasers are largely divided intolow reactive level laser therapy (LLLT) and high reac-tive level laser therapy (HLLT). LLLT provides photo-biological and photochemical effects, whichenhance soft tissue healing of gingivectomy proce-dures, ulcers and other types of wounds (Fig. 1).

According to recent studies in animals, LLLT alsocould enhance bone mineralization around dentalimplants. That could mean an implant might be ableto be loaded after a shorter period, reducing treat-ment time. In addition, an animal study and clinicalcase reports have shown a positive effect of LLLT onbone formation in the extraction socket.

Figure 1. Biological effect of CO2 laser.

Figure 2. The degree of laser penetration into the soft tissue.Figures 1 and 2 courtesy of The Yoshida Dental Manufacturing Co., Ltd., with someauthor revisions to Figure 2. Used by permission.

LASERS IN DENTISTRY

HLLT use on bone tissue, however, has been strictly lim-ited. That ‘s because HLLT can produce coagulationnecrosis in target tissues with a subsequent reaction insurrounding tissue. For instance, after HLLT was used onrat tibia, osteocytes disappeared and shrank within thelacunae. The cause could be HLLT thermal damage andthen extensive cell-mediated resorption of bone or sequestration of dead bone.

Tissue EngineeringAlthough the CO2 laser is commonly used in dental clinics with positive effects, most of the procedures arerestricted to soft tissue. However, considering evidencethat the laser can possibly change gene expression oncultured stem cells, it is worthwhile to think about usingthis natural, less expensive, less invasiveand reproducible procedure for tissueengineering.

One clinical case took a radiograph tosee the consolidation of the extractionsocket. What was revealed was more radiopaque on the laser site than on thenon-irradiated site. Now, we are testingthe hypothesis that bone formation inthe extraction socket irradiated withLLLT will accelerate the bone healingprocess and reduce healing time.

CO2 LASERS: CLINICAL APPLICATION

HLLT

High Reactive Level Laser Therapy

Vitalized Tissue Layer~43˚C

Carbonized Layer200˚C~

Evaporative Layer100˚C

Blood Coagulated Layer68~85˚C

Protein Denaturation Layer44~65˚C

Low Reactive Level Laser TherapyLLLT

Area of Dentistry Procedure

Oral Surgery

Periodontics

Prosthodontics

Oral Medicine

Esthetics Dentistry

Tumor removal (fibroma, mucocele, papilloma), tooth exposure (non-erruptedor half-erupted), implant second stage, vestibuloplasty, frenectomy, abcessdrainage, hemosthesis

Gingivectomy, gingivoplasty, hemosthesis, crown lenghtening (soft tissue), sulcular debridement

Crown lengthing (soft tissue), marginal tissue retraction (abrasion) and hemosthesis for impression

Apthous ulcer treatment (abrasion for tissue bandage to reduce contact pain),incisional and excisional biopsies

Melanin pigmentation removal

“It is worthwhile to think about using this natural, less expensive, less invasiveand reproducible procedurefor tissue engineering.”

— Dr. Keisuke Wada

PLDL(510)

Algon(488)

KTP(532)

Diode(980)

Epithelium

Epidermis

Muscle

Nd:YAG(1,064)

CO2(10,600)


LASERS IN DENTISTRY

Working with Soft Tissue Excising the oral mucoceleWorking in highly vascularized tissue to remove

a mucocele, the surgeon palpated it, then per-

formed boundary marking with the laser in

repeat-pulse mode of 3.0 W, 30 msec. Then the

excision was done with 2.0 W continuous mode.

The complete hemostasis enabled precise excision

of the mucocele right above the muscle layer. The

surface of the wound was vaporized to facilitate

epithelialization, and the complete wound clo-

sure was observed at three weeks follow-up.

Completion of lingual frenectomy for 5-year-old boyWhen told that a boy, who had never had a den-

tal procedure before, should undergo one under

general anesthesia with conventional scalpel, the

mother refused. Instead, the surgeon used lasers

to safely remove the lingual frenum under a min-

imum amount of local anesthesia with minimal

bleeding. No scalpel or sutures were used, and

the patient was told to start eating normally

within a couple of days.

VestibuloplastyAs the edentulous mandible with shallow

vestibule was treated with the laser, the field of

incision had perfect hemostasis. That helped pre-

cise dissection of the periosteum on the buccal

aspect with a laser in 2.0 W continuous wave. No

suture on the buccal flap was required. The result

was a significant reduction in both procedure

time and patient discomfort during healing.

Restorative ApplicationsImplant uncoveryThe soft tissue right above the implants could be

excised with a laser in 2.0 W continuous mode.

Precision resulted in minimal invasion with no

suture required. Also, an impression could be

performed the same day, significantly reducing

chair time.

GingivectomyThe patient complained about excessive gingival

tissue showing when smiling and requested a

longer tooth length in the final prosthesis. After

confirming a sound biologic width on all re-

quired teeth, the surgeon used a laser in 2.0 W

continuous mode for esthetic crown lengthen-

ing. Precise resection of marginal tissue was per-

formed with complete hemostasis. Also on the

same day, tooth preparation plus relining the

margin of temporary crowns could be done. That

resulted in significantly less chair time and post-

operative discomfort during healing.

Periodontic ProceduresGingival recessionThe cause of recession was high frenum attach-

ment on the lower central incisors. After local

anesthesia, frenectomy and vestibuloplasty were

performed with a laser in 2.0 W continuous

mode. In addition to the laser’s usual advan-

tages, the widened vestibule healed with dense

connective tissue regeneration and clinical at-

tachment gain (root coverage). The result was

similar to what a periodontist would see with a

free gingival graft procedure.

Esthetic DentistryPigmentation removalDue to the location of melanocyte within the ep-

ithelial layer above the basal membrane, a laser

in 3.0 W repeat pulse 30 msec can penetrate the

soft tissue at shallow depth. That removes the

melanocyte safely and effectively without any

local anesthetic injection in most cases.

HOW IT’S DONEEXAMPLES OF VARIOUS CO2 PROCEDURES

When Theodore Maiman inserted a ruby rod into aphotographic flash lamp in 1960 and demonstrated

LASER, his published account opened the door to using thenew technology in a vast number of ways. Periodonticswas one of them.

Our ability to reach pathogens, cut tissue, penetrate waterand blood, affect specifically colored bacteria and othersubstances without causing collateral damage to adjacenttissue is all due to the laser device. It allows us to modulatethe stimulated source material.

Treatment of periodontitis involves removing bacterial toxins from root surfaces, altering the host environment toreduce sites that favor pathogenic bacterial flora develop-ment, and modifying and controlling occlusal forces andtooth mobility. Historically, treatment has been throughmechanical instrumentation. That can include scaling androot planing and, if warranted in moderate to severe cases,flap elevation to see and access the area for root debride-ment. Mechanical treatment also can include osteoplastyand ostectomy to create a parabolic bony architecture soperiodontal pockets are reduced.

But regeneration of lost periodontium has been the HolyGrail of periodontics since the 1980s. The challenge: to pre-dictably create new periodontal attachment on a previ-ously disease-exposed root surface. We knew that guidedbone regeneration procedures could predictably correctsites with horizontal and vertical ridge defects and permitplacement and restoration of dental implants. But the con-taminated root surface continued to be a problem.

Today, periodontal surgery usually includes hard and/orsoft tissue regeneration. Periodontists also do some degreeof bone recontouring, sometimes to aid flap adaptationand closure, depending on the clinical preference of the

By Kevan S. Green, DMDAdjunct Assistant Professor, GraduatePeriodontology/Oral Implantology

“Regeneration of lost periodontium has been the Holy Grail of periodontics

since the 1980s.”— Dr. Kevan Green

My Practice with the Nd:YAG Laser


doctor (and patient). In fact, nowperiodontists can turn back thehands of time on disease andhelp maintain the natural humandentition. But major drawbacksinclude post-surgical discomfort,gingival recession and dentinalhypersensitivity.

Alternative to ConventionalSurgeryTo give patients in my practice an alternative to conventionalsurgical treatment, we havebegun using a free-runningpulsed 1064nm Nd:YAG laser(neodymium-doped yttrium alu-minum garnet). Of course, we

LASERS IN DENTISTRY

The Beginning of LASER Development

Niels Bohr’s and Albert Einstein’s work was profound when theyshowed us our ability to harness the atom. Now we could alterthe ultra-structural fabric of our tangible world. Einstein alsodemonstrated that portions of an electromagnetic field could bestimulated to emit amplified light.

Then, in the early 1950s, Charles H. Townes, an American physicist,amplified microwave frequencies by a stimulated emission processknown as MASER (microwave amplification by stimulated emis-sion of radiation). Later, in 1958, he and another physicist, ArthurSchawlow, published work that proposed extending MASER tothe optical part of the electromagnetic field.

Not long after that, Maiman produced the first LASER (light amplification by stimulated emission of radiation).

first went through hands-on andinteractive didactic training.

Terry Meyers, a general dentist inMichigan, was the first to useNd:YAG for dental purposes. Itwas originally designed for oph-thalmology. In the late 1990s,two general dentists from Cali-fornia refined a laser protocol todeliver several important bene-fits: eliminate active periodontaldisease and allow the body togrow new bone and periodontalligament attachment as well asprovide strong, effective anti-infective properties.

The Nd:YAG free-running pulsedlaser emits 1064nm energy deliv-ered through fibers of various diameters from 300–400 microns

in a contact mode. Held in ahandpiece with a cannula thatprojects them for use, the fibersare narrow enough to direct intothe periodontal pocket. They thendeliver light energy that trans-lates to thermal energy in a verycontrolled way.

Dark or black colors selectively absorb the 1064nm wavelength.That’s important because severalperiodontal pathogens are blackin color, making them good tar-gets for the laser.

We also get good visibility for ac-cess and thorough root debride-ment because the periodontalsoft tissue is easily reflected. Forflap closure we just gently com-press for clot and fibrin forma-tion, avoiding sutures. Calculus,too, is easier to remove throughinstrumentation and irrigationwhen the fiber tip is inserted intothe periodontal defect. The rea-son is that exposing the root sur-face to collateral laser energyseems to alter the consistency ofthe calculus.

The most impressive effect is find-ing the Holy Grail, or periodontalregeneration. We can now form afunctionally oriented ligamentousattachment on a previously dis-ease-exposed root surface. A clotforms between the gingival mar-gin and the root surface, some-

times protruding above it. Thefibrin and clot, with the mechani-cally instrumented root surface onone side and the exposed connec-tive tissue on the other, act as aguided tissue regeneration bar-rier. The process impedes epithe-lial downgrowth, which in turnpermits slower migrating os-teoblasts, cementoblasts and PDLfibroblasts to populate the space.Histological observation of thisosseous deposition with the for-mation of root cementum and in-serting ligament fibers has beenpublished in the periodontal liter-ature.

In addition, laser-assisted treat-ment using this wavelength fre-quently eliminates osseousdefects, due to the regenerativeand anti-infective effects. Usingthis modality also may eliminatethe need for conventional flapsurgical access, which involves os-seous grafting and guided tissueregeneration barriers to help re-generate alveolar osseous defects.

Those are all of the reasons that agrowing number of practitioners,including myself, consider Nd:YAGlaser an important component ofa multidisciplinary treatment pro-tocol for periodontitis.

Growing Body of LiteratureObviously, patients only benefitfrom new alternative devices and

techniques when they are safeand consistently yield successfulresults that can be objectivelyevaluated over time. To that end,the body of literature about laseruse in dentistry is growing.

Because Kornberg embracespromising new technology, train-ing with diode and CO2 lasers ispart of our program for periodon-tology/oral implantology resi-dents. In fact, we have been usingthe CO2 lasers frequently for vari-ous procedures, including tissueremoval and recontouring, as wellas for anti-infective periodontitistreatment.

Such clinical experiences providegood information until large-scalestudies are out there comparingconventional to laser therapies.

The Basics

As we know, what manyrefer to as simply the laser isa man-made form of coher-ent bright monochromatic,collimated light in any activemedium. Yet, how the lightappears (it may be invisible)and behaves when appliedclinically depends on the ele-ment or combinations of ele-ments used as fuel for thelaser.

Dr. Kevan S. Green uses the Nd:YAG laser for his periodontics and den-tal implant practice in Clifton Heights, Pa.


1. We read the sky’s the limit when thinkingabout future laser uses. What do you thinkare the top advances ahead?

Dr. Wada: Looking ahead to the potential of bonetissue engineering therapy in the near future, a clin-ical study using histological and radiographicalanalysis has been planned. The goal is to confirmthat low reactive level laser therapy (LLLT) enhancesbone and to find the most appropriate setting forlaser irradiation on bone tissue.

Lasers will be treating specific diseases, and eachlaser will have different features. For example, moreinformation about using shorter wavelength withhigher peak power CO2 lasers in the near future willmake them more popular for wider applications.Also, as more studies indicate the enhanced woundhealing by laser irradiation, we may not need to useexpensive growth factors and other medicines. Withless invasive procedures we’ll have less pain. It willbe evidence-based therapy. We’ll have specific pro-tocol to enhance results.

Dr. Green: We’ve developed computer-automatedimaging, and I foresee that being incorporated intorobotics for treatment. Especially for crowns, fillingsand restorations, robotics shows a lot of promise. Asurgeon could put the mechanism in a mouth, andthe laser would properly prepare the tooth.

2. What will be the main advantages of newdevelopments for dentists? For patients?

Dr. Wada: Dentists will be able to focus more on theprocedure and a clean surgical field. Now, bleeding

control eats up a lot of time. The quality of the pro-cedure will be improved. When working with caries,for instance, the surgeon can depend on a bacteria-free surface with no anesthesia needed.

Dr. Green: Just like when fluoride was introduced,and it stopped one of the most insidious healthproblems, inventions coming up can be game chang-ing. Any of the new developments could make thedentist’s job easier and faster with fewer visits andless chair time. Also, more predictability of outcomeswill mean less morbidity and failure. The value tothe patient will be better care at less cost. Patientbenefits of laser therapy include shorter treatmenttime, little if any post–treatment discomfort and hypersensitivity, relatively rapid return to functionand less post-surgical unesthetic root exposure.

3. How far do we have to go before we have the wide-scale studies needed for morestep-by-step protocols?

Dr. Wada: Within five years, we’ll have evidence inscientific papers of laser use benefits. What we’vehad isn’t science or research. We’ve had dentistswith personal experience saying laser use is effec-tive. Because there are so few highly evidencedstudies, the clinical significance of lasers has been acontroversial subject. We’ll know if a protocol is bestfor the patient or not. We’ll be able to get pro-ducible results.

As we objectively look at what happens with cellchanges when using lasers, we’ll expand clinical applications. More clinical research and technical ad-vancement of laser apparatus will help improve the

practice guidelines. Well-designed clinical studieswith randomized trials are needed to provide a spe-cific protocol for parameter settings, delivery modeand other guidelines for soft- and bone-tissue engi-neering.

Dr. Green: The success of proprietary comprehensivelaser protocols may be underestimated by conven-tional study designs comparing treatment modalitiesand a control in different quadrants of the samemouth.

Until the results of meaningful comparative studiesare available, clinicians will perform laser-assisted vari-ations of conventional periodontal treatment and, assuming patient compliance, observe their results.

Critical evaluations of treatment results are usuallybased upon sequential measurements of clinical attachment levels, plaque and soft tissue indices, radiographic bone levels and sometimes—microbialcultures, DNA probes and assays.

4. How will lasers change dental practice?

Dr. Wada: We’ll have more effective protocol, moreefficiency as we expand our clinical applications. Alaser is quiet with no odor. The patient is more com-fortable. That should mean dentists will have aneven better reputation with patients, benefiting thepractice.

Dr. Green: I hear fewer post-treatment complaints,write fewer prescriptions for strong analgesics, andrequire fewer (though longer) treatment appoint-ments for the laser-assisted cases than for the con-ventional staged approach cases.

Peri-implantitis cases that would ordinarily betreated by flap access, implant surface decontamina-tion and sometimes modification, osseous grafting,guided bone regeneration barrier placement, addi-tion of growth factors (or some autologous bloodfraction) and flap closure, are treated with successby many practitioners with controlled flapless appli-cation of light energy around the fixture.

Nd:YAG laser-assisted periodontal treatment can beutilized safely for some medically compromised pa-tients who would otherwise not be candidates forconventional surgical approaches. Patients takinganticoagulants can be treated without withdrawingtheir medications due to the inherent hemostatic effect of some lasers (with clearance by medical consultation).

Anti-infective Nd:YAG laser-mediated periodontaltreatment to expedite orthopedic joint replacementprocedures, organ transplants and cardiac valve re-placements has been of great benefit to patientswho present with surgical clearance deadlines.

5. How will lasers change dental curriculum?

Dr. Wada: Education in laser dentistry will be required in a university-based setting as part of adental curriculum. Right now, industry-based seminars are the main source of learning. Only a limited number of dentists have a certificate. Butlasers will be an increasing part of dentistry. Theyare becoming more and more popular. The problemis the expense of the machines. So providing enough equipment for all the dental students is achallenge.

However, Kornberg will be incorporating morelasers in its clinical curriculum in Graduate Periodon-tology and increasing the opportunity for lasers inclinical use. Continuing education is already pro-vided once a year.

Dr. Green: Before I could use the Nd:YAG, I attendedlectures about the history of lasers, their properties,how they work and how to do what you want to do.Dental schools need to design didactic courses cover-ing laser development and laser physics, laser-related histology, periodontal concepts, and micro-biology. Preclinical training and clinical experienceusing various lasers on actual patients also need tobe developed. Case presentations by practitionerswith laser experience will help disseminate laser capabilities and potential treatment benefits.

LASERS IN DENTISTRY

Questions:5WHAT’S THE FUTURE OFLASERS IN DENTISTRY?

Drs. Keisuke Wada and Kevan Green on what to look for in clinical practice and education


Reflections on a Career of Innovation and LeadershipDan Boston, DMD

When he came to Temple Dental School 26years ago, Dr. Dan Boston “wanted a betterfocus.” Working part time in two places, a

hospital and a practice, and fitting research in when hecould, he felt he couldn’t accomplish what he wanted: tomake a difference in his profession and in healthcare.

Now, decades later, that has certainly happened.

Describing his career during one of his days on campus asa semi-retired, highly respected faculty member, Bostonconsidered some highlights.

One was starting the general dentistry residency programAEGD. Support, he recalled, came from all the depart-ments and faculty, who were more than willing to get theprogram off the ground. When the program expandedthrough a grant, it was a big moment.

Retired in July from full-time work as associatedean for comprehensive clinical care, associateprofessor of restorative dentistry and the LauraH. Carnell professor of restorative dentistry, Dr.Dan Boston has served in many leadership posi-tions inside and outside the school. He currentlyis adjunct clinical associate professor and associ-ate professor emeritus in restorative dentistry.

Next, in 1997, came the challenge to build anotherprogram. By then, he was chair of operative dentistry.However, that department was combining withprosthodontics to create restorative dentistry, and hebecame the new chair, leading the design and develop-ment for a logical flow of curriculum.

Then, because as he put it, “I’m always thinking ofideas,” he started developing products at Temple andcommercializing them.

First was the Fissurotomy® Bur through work with SSWhite Burs, Inc. The tool lets dentists make a smallconservative cut for minimally entering teeth. Thatavoids using air abrasion, an expensive and messy alter-native.

Not stopping there, he also created SmartBurs® IIwith SS White. Rather than feeling how hard the tis-sue is or trying to see how it looks, the tool selects softdecay from teeth. “Now,” he said, “you have a more ob-jective endpoint.”

Asked about other patents, he mentioned one for as-sessing early carious lesions and said it’s not quite readyfor the market.

How difficult is taking a concept from research to de-velopment, then to licensing and business develop-ment? It’s quite a process, he noted. “Many don’trealize what’s involved. Products have to be producedin a way that makes financial sense and at a high levelof precision.” Fortunately, he said, he had SS White’sexcellent resources and expertise.

Meanwhile, research, grants and publishing occupiedany of Boston’s leftover time. Delving into the areas ofcomprehensive care, advanced general dentistry,

ADVANCING DENTISTRY BEYOND TEMPLE

In addition to leading several dental depart-

ments and a major initiative, developing

patents and capping rigorous research with

published articles, Dr. Dan Boston has been

busy on a national scale as former dental

anatomy test constructor of the Joint Commis-

sion on National Dental Examinations, consult-

ant examiner for the Northeast Regional

Board of Dental Examiners, chair of the Amer-

ican Dental Education Association’s Section on

Comprehensive Care and Dentistry, and Tem-

ple University’s faculty representative to the

Council of Faculties. In addition, he is a fellow

of the American College of Dentists, the Inter-

national College of Dentists and the College

of Physicians of Philadelphia.

FOCUS ON FACULTY

restorative dentistry and instrumentation, and new di-agnostic modalities, he has written 25 scholarly articlesand continues to publish.

That notable background helped Boston with anotherhigh point in his Temple career. When schoolwide accreditation required a team effort, he became part ofit. However, an even bigger challenge was yet ahead.

In 2013, Dean Ismail tapped Boston to lead a majorrenovation. Far from easy, the project involved takingthe general dentistry preclinical lab and turning it intothe largest simulation lab in the country. The job re-quired 18 phases and 18 moves, all while ensuring thatthe school kept running at top speed.

“I learned about organization and about working withpeople,” he said modestly. “We had a good result.” Infact, the work produced what Ismail envisioned. Itshowed the community and patients that Kornberg hasa high-quality dental center, one of the best clinics inthe city.

Innovation with TechnologyBecause new ideas intrigue him, in 2006 Boston de-cided to investigate Temple’s Blackboard for interac-tive teaching. After working with the school’sTechnical Support Center and Instructional SupportCenter and then consulting with other faculty usingBlackboard, he was convinced of the advantages.

“I had a large class of freshmen in a dental materialsclass and wanted active involvement in learning. So Iasked the students to work in groups of five or six andset up wiki sites evaluating a dental product. Once thesites were set up, everyone in the class had to readthem and make comments on five of the sites.”

With as much enthusiasm as he felt when he startedusing the technology, Boston said, “It’s evidence-baseddentistry, a chance for students to learn and make deci-sions about real products early in their career. It’s whatthey have to do in their practice, to choose productsand decide about technology.”

In consistently positive feedback, students say the on-line interaction and group work help them get to knoweach other, acclimate to the culture of peer feedbackand enhance their critical-thinking skills.

But for his senior capstone course, Boston found a differ-ent way to use Blackboard. The class is completely on-line and requires students to answer 15 questions aboutone of their oral healthcare cases with complex dentalmanagement needs. Then faculty graders, each oneworking with about eight students, provide feedback.

Pointing out the benefits, Boston said the online plat-form not only allows faculty graders to be consistent intheir assessment and to work from different geographicsites, but the process also gives seniors “an opportunityto present a case they’re proud of.” In addition, “It’svery rewarding for faculty to see how far the studentshave come and that they’re professionals ready for in-dependent practice.”

Reviewing his career, Boston credits the support of twodeans for much of his success. “Both Dean Tansy andDean Ismail have consistently given me opportunitiesto make a difference in my internal and external activ-ities,” he said. In fact, recently Dean Ismail encouragedBoston to attend the Lean Healthcare Course at theUniversity of Michigan as well as a value-based health-care course at Harvard and to lecture at a one-day symposium in China. The dean originated and facili-tated the event and also was lead lecturer.

Considering it all, he said, “I’ve worked with wonderfulpeople and couldn’t have done any of this withoutthem. It’s all a team effort.”


I’ve worked with wonderful peopleand couldn’t have done any of thiswithout them. It’s all a team effort.

— Dr. Dan Boston

Why Do Dental Schools Need a Team of Behavioral Scientists?

As a behavioral scientist and licensed clinicalpsychologist working at a dental school, I amfrequently asked, “What exactly do you do?”

That question, seemingly simple on the surface, high-lights the need for a better understanding of the impor-tance of behavioral science to dentistry and dentaleducation. Behind that question is another question:Why do dental schools need a team of behavioral sci-entists? The answer to that question starts with a defi-nition of behavioral science. Behavioral science is thestudy of human behavior. It is a multidisciplinary fieldthat includes expertise in psychology, sociology, an-thropology, epidemiology and public health. It is not anew field, nor is it new to dentistry. The application ofpsychological concepts to dentistry emerged as early as1946 when Edward J. Ryan, a practicing dentist, pub-lished the book Psychobiologic Foundations in Dentistry.Over the next several decades, the evolving field of be-havioral science played various roles within dentistry.In the 1950s and 1960s, researchers from the aforemen-tioned disciplines investigated the topic of fluoridationand variables influencing the implementation of fluori-dation programs. In 1968, an organization called Behavioral Scientists in Dental Research was estab-lished which eventually became part of the AmericanAssociation of Dental Research and the InternationalAssociation of Dental Research (AADR/IADR). The1970s saw research on areas such as dental fear, pain,epidemiology of oral health and health behaviorchange. In the 1980s, behavioral scientists emphasizedthe behavioral and social factors that impact oralhealth. Continuing from the 1990s to today, behavioralscience research has continued to provide valuableknowledge on the behavioral and social factors that influence oral health, as well as introduce new topics,such as oral health disparities, oral health-related qual-ity of life and bio-behavioral approaches to disease. So,why do dental schools need a team of behavioral scien-tists? Put simply, oral health exists within the context

By Shannon Myers Virtue, PsyDAssistant Professor of Behavioral Sciences

Department of Pediatric Dentistry and Community

Oral Health Sciences

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With as much enthusiasm as he felt when he started using thetechnology, Boston said, “It’s evidence-based dentistry, a chancefor students to learn and make decisions about real products early in their career. It’s what theyhave to do in their practice, tochoose products and decide abouttechnology.”

FOCUS ON FACULTY


of human behavior. Good oral hygiene, for example,involves multiple behaviors, including better brushing,regular flossing and healthy dietary habits. The dentalvisit involves multiple behavioral-based factors, in-cluding patients showing up for the appointment, dentist-patient communication and managing anxiety.Behavioral scientists possess expertise in human behavior that has been useful when navigating these behaviors and situations.

Benefits of Behavioral Scientists to Dental ProgramsBehavioral scientists can contribute to dental programsin numerous ways. First, they can provide education onthe various psychological, social and cultural factorsthat impact oral healthcare. On any given day, a den-tist may treat a patient with severe dental anxiety, discuss the importance of taking care of a child’s ‘babyteeth’ with a parent, have difficulty explaining treat-ment recommendations to a new patient due to lan-guage barriers, receive a cancellation from a patientwho cannot afford to pay the co-pay for the visit andhave concerns about a patient’s tobacco use and theirperiodontitis. All these scenarios require some knowl-edge and application of behavioral science principles.Behavioral scientists can teach dental students skills tonavigate these situations by sharing their expertise intopics such as behavior management, behavior changetheory, motivational interviewing, dental anxiety andother psychological conditions, public health issuesand cultural competency. When behavioral science isintegrated into the dental school curriculum, dentalstudents can learn about effective ways to communi-cate with a diverse group of patients, recognize andmanage patient anxiety or other psychological issuesthat may impact dental treatment, assist patients withbehavior change efforts, utilize behavior managementstrategies, recognize and address social and cultural

By integrating behavioral scienceinto dental school curriculum, dentalstudents can learn about effectiveways to communicate with a diversegroup of patients, recognize andmanage patient anxiety or otherpsychological issues that may im-pact dental treatment, assist pa-tients with behavior change efforts,utilize behavior management strate-gies, recognize and address socialand cultural barriers to oral health-care and engage in professionalcommunication and behavior.

— Dr. Shannon Meyers Virtue

It is my hope that we continue tobuild the behavioral sciences inorder to strengthen the already ex-cellent dental education program atTemple University.

— Dr. Shannon Myers Virtue

barriers to oral healthcare and engage in professionalcommunication and behavior. Didactic behavioral sci-ence material can be further applied during clinicaltraining. This requires dental faculty to be comfortablein guiding dental students in applying such skills duringtheir clinical work. Behavioral scientists can be a valu-able resource for helping the dental faculty with thisrole.

Second, behavioral scientists can assist dental schoolson a broader level through program development ef-forts aimed at enhancing oral healthcare within thedental school. Behavioral scientists have the knowl-edge and experience to lead efforts to develop programsand interventions such as dental anxiety treatment interventions and tobacco cessation programs. Finally,behavioral scientists are trained researchers and cancontribute to research efforts within a dental school.The National Institute of Dental and Craniofacial Re-search (NIDCR) has an entire Behavioral and SocialSciences Research Branch. This may sound like a lot ofwork, but this is why I say that there is a need for ateam of behavioral scientists. Behavioral science, as Imentioned, is multidisciplinary. In order to develop aneffective behavioral science program, dental schoolsneed faculty with expertise in psychology, sociology,epidemiology and public health. Creating a team withexpertise in these areas provides dental schools withgreat potential in regard to education, program devel-opment and research.

My Role at TempleWhat exactly do I do as a behavioral scientist at a den-tal school? Since joining Temple University’s MauriceH. Kornberg School of Dentistry in 2014, I have had

the opportunity to be a part of many exciting behavioralscience ventures and initiatives. I have designed curricu-lum that teaches dental students communication skills,motivational interviewing skills and management of den-tal anxiety and psychological conditions through didacticlectures, video vignettes and clinical case-based projects. Ihave also worked on incorporating behavioral science top-ics, such as tobacco cessation and child behavior manage-ment, into existing courses. By working with a great teamof faculty members, I have assisted in developing programssuch as a tobacco cessation program and a dental-phar-macy student interprofessional education program. I havejoined a research program focused on a computer-basedtool for the treatment of dental anxiety. Additionally, Ihave conducted various research projects on topics such asdental student attitudes toward tobacco cessation, non-cognitive skills, identifying reasons for patient no-showsto appointments and a dentist-patient working alliance. It is my hope that we continue to build the behavioral sciences in order to strengthen the already excellent dental education program at Temple University.

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FOCUS ON FACULTY

18 Diamond | Winter 2016 19Diamond | Winter 2016

FOCUS ON FACULTY

Dr. Hossaini obtained his dental degree from the Ore-gon Health Sciences University and completed histraining in oral and maxillofacial surgery at the Brook-lyn Hospital Center in New York. He is a diplomate ofthe American Board of Oral and Maxillofacial Surgery.

His clinical expertise includes maxillofacial trauma, facial reconstruction, dental implantology and outpa-tient anesthesia. His areas of interest include curricu-lum development for various levels of learners,outcome assessment and integration of technology ineducation. He maintains an active practice in Temple’sFaculty Practice Clinic and lectures on the state, na-tional and international levels.

Dr. Mehran HossainiProfessor, Oral and Maxillofacial Pathology,Medicine and Surgery

After receiving his DDS and PhD/oral and maxillofa-cial surgery training in Japan, Dr. Wada earned hisDMSc and certificate in periodontology from HarvardUniversity in 2008 and his DMD at the University ofPennsylvania in 2012. Dr. Wada is a diplomate of theAmerican Board of Periodontology and serves on theEditorial Board of the International Journal of Oral andMaxillofacial Implants (IJOMI) and the InternationalJournal of Periodontics and Restorative Dentistry (IJPRD).

Before coming to Temple, Dr. Wada was an assistantprofessor and assistant director of postgraduate peri-odontics at the University of Pennsylvania. In additionto his major commitment to clinical teaching, he per-formed basic science research, focusing on bone tissueengineering using biodegradable polymers for wider ap-plication of dental implant reconstruction. He also ranseveral clinical research projects, including work onlaser dentistry for bone regeneration, prevention ofperi-implantitis and the development of periodontaldiagnostics with cone-beam computed tomography systems (CBCT). Because of these activities, Dr. Wadawas recently profiled by the American Academy of Periodontology Foundation as one of 25 past award Cone-beam computed tomography systems recipientswhose research is shaping the future of the periodon-tology specialty.

Dr. Keisuke WadaAssociate Professor, Periodontology and OralImplantology, and Director, Graduate Programin Periodontology and Oral Implantology

OUR NEWEST FACULTY LEADERS:FURTHERING TEMPLE’S VISION FOR DENTAL EDUCATION

Dr. Hossaini, formerly a professor and chair ofthe Faculty Collegial Assembly at the Universityof California, San Francisco, and Dr. Wada, ahighly respected educator, elected to join TempleDental because we have infused exceptional education and patient care with a uniquely humanistic, compassionate and ethical culture.

— Dean Amid I. Ismail”

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FOCUS ON FACULTY

Dr. Bhoopathi graduated with a bachelor’s in dental surgery from theTamil Nadu Dr. MGR University (India). He holds a master’s degree inpublic health (MPH) from East Tennessee State University, an advancedresidency degree in dental public health (CAGS) and a doctorate of science in dentistry in dental public health degree (DScD) from Boston University Henry M. Goldman School of Dental Medicine. He is a diplomate of the Board of Dental Public Health. Dr. Bhoopathi’s specificresearch interests include access to dental care and health disparities inthe pediatric population, dental workforce issues and dental education.

Dr. Vinodh BhoopathiAssistant Professor, Pediatric Dentistry andCommunity Oral Health Sciences

Dr. Hsiao earned her dental degree from YMT Dental College and Hospital (India). She completed a postgraduate residency in periodontol-ogy and oral implantology and received her master’s degree in oral healthat Temple University in 2015. She is a diplomate of the InternationalCongress of Implantologists (ICOI).

Dr. Chinhua HsiaoAssistant Professor, Periodontology and Oral Implantology

Dr. Elgaddari earned his dental degree from Al-Arab Medical SciencesUniversity in Benghazi, Libya. He completed the six years of postdoctoraltraining at New York University’s College of Dentistry, including the Ad-vanced Program in Implant Dentistry, the Advanced Education Programin Periodontics and a fellowship in Implant Dentistry. He holds an unre-stricted dental license in Texas and a teaching license from the PennsylvaniaState Board of Dentistry. Dr. Elgaddari has strong experience as a clinical instructor through his work as a teaching assistant at Al-Arab Medical Sci-ences University and as a teaching fellow at New York University’s Collegeof Dentistry. In his new role, Dr. Elgaddari will teach in the undergraduateclinics and Advanced Education in General Dentistry (AEGD) program.

Dr. Fathi ElgaddariAssistant Professor, Periodontology and Oral Implantology

Dr. Hill received her DDS from the University of Iowa College of Den-tistry and received postgraduate training in and a certificate in orthodon-tics and received her DMD from the University of Ulm in Germany. Shealso earned a certificate in advanced education in general dentistry at theUniversity of Iowa. Dr. Hill went on to be a postdoctoral fellow at theDows Institute for Dental Research at the University of Iowa, from whichshe earned her PhD in oral biology research and a certificate in pediatricdentistry. She held a postdoctoral fellowship at the Minnesota Craniofa-cial Research Training Program in the Minnesota Masonic Cancer Centerat the University of Minnesota. While at the University of Minnesota, Dr.Hill participated in courses designed to prepare future faculty at theirGraduate School and the Center for Teaching and Learning. Dr. Hill hasheld academic appointments at the Academy for Dental Postgraduate Ed-ucation in Germany, the University of Iowa, the University of Minnesotaand the University of Texas. Her additional academic appointments haveincluded several leadership and administrative roles. She was the chair ofthe Department of Pediatric Dentistry at Georgia Regents University andmost recently she served as chair of the Department of Pediatric Dentistryat West Virginia University. She has also held research administration re-sponsibilities (including accreditation compliance activities and supervi-sion of student and resident research) and conducted her own researchinto genetic aspects of head and neck cancers.

Dr. Jennifer HillAssociate Professor and Chair, Department of Pediatric Dentistryand Community Oral Health Sciences

Dr. Segal received his DDS from Columbia University School of Dentaland Oral Surgery. After a one-year general practice residency, he com-pleted a residency in fixed, removable and maxillofacial prosthodontics atthe VA Medical Center in Wilmington, Delaware. For the next 25 years,Dr. Segal maintained a private practice on Long Island, New York, as wellas a part-time teaching appointment at the Stony Brook UniversitySchool of Dental Medicine. In 2014, Dr. Segal accepted a full-time ap-pointment as assistant professor in the Department of Prosthodontics andDigital Technology at Stony Brook, where he was later promoted to asso-ciate professor and also served as director of the Advanced Education Pro-gram in Prosthodontics. He is a diplomate of the American Board ofProsthodontics.

Dr. Aaron G. SegalAssociate Professor, Department of Restorative Dentistry


FOCUS ON FACULTY Dr. Jon Suzuki Retires from Temple Dental

Temple University bids a fond farewell to Dr. JonSuzuki, who leaves behind a strong legacy as heretires. He was a presidential appointment as pro-

fessor of microbiology and immunology in the School ofMedicine and was chairman and director of graduate peri-odontology and oral implantology. He has been dean atthe University of Pittsburgh, chief of hospital dentistry,Presbyterian University Hospital and CEO of the FacultyDental Practice Plan.

Dr. Suzuki received his DDS from Loyola University ofChicago and PhD in microbiology from the Illinois Insti-tute of Technology, an N.I.H. fellowship in immunologyat the University of Washington in Seattle, a clinical certificate in periodontics at the University of Marylandand an MBA from the University of Pittsburgh. He is acurrent chairman of the Food and Drug AdministrationDental Products Panel, is on the faculty of the U.S. NavyNational Naval Medical Center and holds professorshipsat Nova Southeastern University, the University of Mary-land and the University of Oklahoma.

He served as chairman of the American Dental Associa-tion Council on Scientific Affairs and is an ADA con-sultant on the Scientific Council, Dental PracticeCouncil and the Commission on Dental Accreditation,Chicago. Dr. Suzuki served on the NIH National DentalAdvisory Research Council and on numerous NIH StudySections and has hospital appointments at Temple Epis-copal Hospital and the Veterans’ Affairs Medical Centers.

Dr. Suzuki is a fellow of the American and InternationalCollege of Dentists, a specialist microbiologist of theAmerican College of Medical Microbiology, a diplomateand board examiner of the International Congress of OralImplantology and a Implantology and a diplomate of theAmerican Board of Periodontology. He has won numer-ous honors and awards and has published extensively. Heis in private practice limited to periodontics in Philadel-phia.

We wish to thank Dr. Suzuki for his enduring contribu-tions to Temple Dental!

Dr. Jon B. Suzuki, DDS, PhD, MBA,FACD, FICD

Dr. Suzuki has lifted our post-graduate periodontal residency program to a new level in his 11years of tenure at Temple Dental. We will build on his strong legacy.


Mr. John V. Moore IIIAssistant Professor, Pediatric Dentistry and Community Oral HealthSciences, and Director, Outcomes Assessment and Accreditation

Mr. Moore received a bachelor’s degree in psychobiology and English fromDrew University, a master’s in education (MEd) in college student affairsfrom the University of South Florida and a Graduate Certificate in institutional research from Indiana University, where he also completeddoctoral coursework in inquiry methodology and higher education admin-istration. Mr. Moore is responsible for managing the dental school’s 2018accreditation review, as well as ongoing outcomes assessments conductedfor all programs. He also teaches statistics, critical thinking and educa-tional methods in the postbaccalaureate, predoctoral and postgraduateprograms.

Mr. Moore previously worked at University of the Sciences in Philadel-phia, the Center for Postsecondary Research at Indiana University, Temple University and the Community College of Philadelphia in bothteaching and administrative roles.

Dr. Idahosa earned her BDS at the University of Benin (Nigeria). Shecame to the United States to earn her DDS from New York Universityand completed two graduate residencies, one in oral medicine from theUniversity of Pennsylvania (from which she also received a master of science in oral biology) and another in general practice from Rutgers University.

Dr. Idahosa received the Robert Schattner Award as Outstanding OralMedicine Resident from the University of Pennsylvania, where she taughtthird- and fourth-year dental students oral diagnosis, oral radiology emer-gency care and treatment of medically compromised patients. She alsotaught oral medicine to medicine externs at the Hospital of the Universityof Pennsylvania and assisted in orientation and supervision of first-yeargraduate residents in oral medicine.

Dr. Chizobam IdahosaAssistant Professor, Oral and MaxillofacialPathology, Medicine and Surgery

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At age 10, Erin Bauerle, fromChalfont, Pa., almost lost her

two front teeth due to a sportsinjury. Because of the severity ofher injury, Bauerle spent moretime than the average kid withdentists. She recovered but leftthe experience inspired.

From then on, Bauerle knew shewanted to one day become adentist.

A few years later, Bauerle neededbraces. Her orthodontist also happened to be her neighbor.“My orthodontist became a rolemodel to me,” Bauerle explained.“She really encouraged me tolook into the field of dentistry.”

Laying the FoundationAfter completing her undergrad-uate degree in comprehensive science with a minor in Spanish atVillanova University, Bauerle decided to pursue her dream ofbecoming a dentist and wentstraight to Temple University’s Kornberg School of Dentistry,starting her studies in the summerof 2008.

Dental school confirmed Bauerle’spassion and while there, she fellin love with both orthodonticsand pediatric dentistry. When shegraduated from dental school inMay 2012, she completed a gen-eral practice residency at St.Luke’s Hospital in Bethlehem, Pa.

“The program was unique in thatwe had pediatric dentists whowould come in along with ortho-dontists,” said Bauerle. “For me,that was useful because I wastorn between the two, so I hadthe chance to be exposed to bothpractice areas through the resi-dency program.”

At the conclusion of the program,Bauerle made the decision to fur-ther her education in orthodon-tics. She applied to become anorthodontic resident at TempleDental, a 26-month specialty pro-gram, where she’d walk away

with an orthodontic certificateand a master’s degree in oral biology.

While Bauerle was waiting tohear back from Temple, sheworked full-time for a well-known practice inthe Philadelphiaregion. “Working there was agreat way to ease into my ortho-dontic residency. It’s a high-vol-ume practice with many youngpatients in the age group whoneed braces, so I had the opportu-nity to understand how to inter-act both with the patients andwith their parents,” said Bauerle.

Bauerle received the good newsthat she was accepted into the orthodontic residency program atTemple and began there soonafter. She’s now a second-year resident and will complete theprogram this August.

Temple MadeBauerle was initially attracted toTemple because of its strong repu-tation for being a very hands-onprogram.

“Compared to other dentalschools, Temple students seemany more patients, and I foundthat it really helped to expose meto all the different scenarios I mayencounter in my future career,”

From a Sports Injury to Dental School: Erin Bauerle’s Journey to Become an Orthodontist

STUDENT SPOTLIGHT she said. “I learn best by doingthings myself, and I feel that thehands-on experiences I had werethe strongest part of my educa-tion at Temple.”

It hasn’t been an easy road. Whilethe academic and clinical work isvery demanding, Bauerle says sheappreciates that she was exposedto so much as a dental studentand now as an orthodontic stu-dent.

“Dental school has been the mostchallenging yet rewarding experi-ence I’ve ever had,” said Bauerle.“I think it really helps to buildyour character.”

During her time at Temple Dental,Bauerle was very involved in thepediatric dental study club, serv-ing as president in her fourthyear. She recalls memories of par-ticipating in Give Kids a Smile Dayand volunteering at the SpecialOlympics making mouth guardsfor the athletes and cheeringthem on in their competitions.Bauerle also participated in aweeklong service trip to Jamaica,where she had the chance to help

residents who otherwise mightnot have access to dental care.

Why Orthodontics?Bauerle is fascinated by ortho-dontics.

“I love the biomechanics behindhow you get teeth to move. It’skind of like a puzzle, and there’s alot more that goes into it thanmost people realize,” she said.Building relationships and helpingher patients, especially childrenand teens, to find their confi-dence also attracted Bauerle toorthodontics. “I really love thisfield,” she said. “I think it’s just soamazing what you can do to helpsomeone with their smile.”

Bauerle went on to explain that alot of times adolescents don’thave much confidence in theirsmile. It’s an awkward phase oflife and the result of wearingbraces can help to build that confidence.

“When someone gets braces, thetreatment time is approximatelytwo years, so you have the chanceto see your patients every month

or two. You can develop a bondwith them. I really love that conti-nuity of getting to know your patients and hearing about theirlives and what they are goingthrough,” said Bauerle. “It canmake a big difference in some-one’s life.”

Looking AheadWhen Bauerle completes her resi-dency this summer, she looks for-ward to starting her career as anorthodontist. She hopes to staylocal, finding a job in an ortho-dontic practice in the greaterPhiladelphia area.

“It takes at least 10 years afterhigh school to become an ortho-dontist. I’ve been in school for along time and I’m ready to startmy career,” she said. Bauerle iscurrently in the process of begin-ning her job search.

“I’m really grateful that Templehas given me the opportunity tofirst be a dentist, and now, an orthodontist,” Bauerle said. “I’mso happy that I’ve been able tofollow my dreams since I was veryyoung.”

Compared to other dental schools, Temple students see manymore patients, and I found that it really helped to expose me to allthe different scenarios I may encounter in my future career. I learnbest by doing things myself, and I feel that the hands-on experiencesI had were the strongest part of my education at Temple.

— Erin Bauerle

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Her voice is soft and gentle, en-tirely approachable. So imag-

ining how well Youngsook Chaerelates to patients is not difficult.In fact, getting to know patients isa priority for Chae, a second-yearresident in endodontics, becauseshe believes that’s the way to ex-cellent care.

“Each person has his or her story,even in dental pain, so I try to finda way to converse to find outabout that story,” she says.

Asked to describe her approach,Chae recalls a patient with a pho-bia about local anesthetic needles.“She brought in a stress ball, and Ithought it could be used as a dis-traction device.” So they talked

about how she used it to playwith her dog. Then Chae sug-gested bringing the ball andsqueezing it before an injectionat each appointment. “Thatseemed to relieve her anxiety.”

She continues, “I have found itfascinating to be able to helpminimize or eliminate pain imme-diately for patients.” Of course,that outcome is also largely de-pendent on successful endodon-tic therapy. And honing thoseskills at Kornberg is somethingshe highly values.

“I think of Kornberg as the birth-place of endodontology in theU.S. I sense the deep-rooted his-tory of the program as I pass byDr. Seltzer’s old office.” She’s ap-preciative of the intense didactictraining and the clinical trainingthat’s just as rigorous and knowsshe is fortunate “to have all thistraining with great mentors.”

Yet, she has had challenges. Onewas the stress of public speakingwhen presenting her cases to fac-ulty instructors and co-residents.“English is my second language,”she explains.

A native of Korea, Chae came tothe U.S. in 2003 to get her DMDfrom Tufts School of Dental Med-icine. She then worked with anendodontist in private practice.“He taught me some principles inendodontics, and it started togrow my interest. I wanted to

I think of Kornberg as the birthplace of endodontology in theU.S.

— Youngsook Chae ‘17

Youngsook Chae’s Story

Dr. Youngsook Chae, PostgraduateEndodontology Program, ’17, is aunique student in many ways, saysher director, Dr. Larry Koren, whosuggested her for this profile.

learn more.” So she came to Kornberg.

Another obstacle, although ahappy one, was when she discov-ered she was pregnant. With herhusband in prosthodontic resi-dency at the University of Mary-land and her mother, sister andbrother in South Korea, Chaeknew caring for a baby while inschool would be difficult.

However, during her pregnancyand after Iahn Choi was born inOctober, Chae has been able “towork to her fullest capacity,” ac-cording to Dr. Larry Koren, Chae’sdirector. “What makes her storyunique,” he says, “is that she hasdone this without much help, nocomplaining or excuses. In fact,she is perpetually in a good moodand even-tempered.”

Chae hopes to stay on the EastCoast after graduation. “I feelcomfortable here at Temple because the atmosphere in thedepartment is very family-like.They all inspire and drive me tobe excellent. I cannot thank themenough.”

Challenges and Highlightsof Dental School: STUDENT SPOTLIGHT

FOLLOW-UP

Bringing Learning Researchto the Classroom

C lassroom teachers in professional schools havelong asked themselves: How can we teach so

that our students will be able to apply what they’velearned in the classroom to professional practice?How can we make the information “sticky,” so thatour students will not forget what they’ve learned inthe classroom by the time they need to use it—whenthey are treating patients, in the case of dental education? For answers, the faculty at the dentalschool has turned to teaching resources and researchin education with the help of Temple University’sTeaching and Learning Center (TLC). Dr. SusanChialastri, in the Department of Periodontology andOral Implantology, spearheads this faculty develop-ment initiative, which includes inviting the TLC tolead sessions at the dental school. Topics of thesesessions have aimed to address some of the teachingand learning challenges in the classroom and haveincluded subjects like promoting student learningthrough good feedback and assessments, using casesto teach both content and professionalism, using aflipped classroom approach and designing rubricsfor targeted feedback. This program provides facultymembers with ongoing opportunities to learn bestpractices, to engage in conversations about teachingwith each other and with the TLC staff and to explore the literature for practical and effectiveclassroom-teaching strategies.

As part of this initiative, the dental school held itsfirst faculty book group in 2012. We read HowLearning Works: 7 Research-Based Principles forSmart Teaching, by Susan A. Ambrose, et al. Theprinciples that we studied in our TLC-led dentalschool book group have guided many of thechanges in classroom teaching at the dental schoolover the last four years. For example, the curriculummanagement committee has paid added attention

EDUCATION

By Maria Fornatora, DMDAssociate Dean for Academic Affairs

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to organization—organization of course content, or-ganization of course series, organization of the pre-clinical courses to support the clinical courses.Ambrose, et al., cites research that students mustconnect what they are learning to what they alreadyknow and that novices, in particular, make betterconnections and are able to draw on them laterwhen information is well organized. For this reason,the curriculum management committee, in concertwith the department chairs, now reviews courses by course series in a discipline. That is, all didactic,laboratory and clinical courses in a discipline (e.g.,restorative dentistry) are reviewed as a series to en-sure consistency of content, and learning objectivesthat build on previous courses and ultimately pre-pare students well for success in clinic. If you are ateacher, you might be asking: But how can I use thisresearch-based principle without students complain-

ing that there is too much repetition in my course?To help with this predicament, faculty and course directors can access a syllabus repository onlinewhich houses all of the most current syllabi. Byknowing what is taught in other courses, classroomteachers can deliberately and explicitly build on it.Additionally, lectures posted on Blackboard give faculty and course directors access to what has already been taught so that connections can bemade to new material in order to make it “stickier,”or more readily remembered.

Motivating students to care about what they arelearning in the classroom is also a focus of curricularchange at the dental school. “Evidence shows thatunless students think that what they are learning inthe classroom is interesting and relevant, they willnot be motivated to learn because it has no value to

them.” (Ambrose, et al.) This principle of showingstudents relevance was a fundamental driving forcefor integrating clinical and basic sciences, as well asfor adding early clinical experiences in each semes-ter of the first two years of the curriculum. On thehorizon are classroom courses that include experi-ential components to make course material morerelevant. The Practice Management III course (be-ginning this summer) will include hands-on practicemanagement rotations at local private dental of-fices, including those of our gracious and welcom-ing alumni. The Dental Public Health III: CommunityHealth Engagement course (beginning this fall) willpair classroom and community outreach experienceswith the aim of engendering a lifelong appreciationfor community service.

Ultimately, classroom teaching in dental educationprepares students to enter the clinical environment,to work toward competency under the supervisionof faculty, and eventually to achieve mastery in theprofession. In order to develop mastery, studentshave to gain component skills, practice and inte-grate them, and finally know how and when toapply what they have learned, says Ambrose, et al.So how can we use classroom time to ensure thatstudents gain component skills, practice them andbegin to know how and when to apply what theyhave learned? One way more teachers at the dentalschool are answering this question is by using activelearning in the classroom, particularly through theuse of case-based learning. In case-based learning,teachers provide key foundation information andhave students practice applying it to solve clinicalscenarios. This is being done in several course series,like periodontology, endodontology, orthodontics,restorative dentistry, and in integrated sciencecourses, like Nervous System and Pain. In my oraland maxillofacial pathology courses, active learningin the classroom takes the form of case-based learn-ing, which is augmented by the assignment of in-class “authentic tasks.” For example, a simulatedclinical case of erythematous candidiasis, which de-veloped in a patient after a course of amoxicillin, is

presented in class, and students are asked to write amanagement plan, including an exact prescriptionfor an antifungal agent, as an authentic task. Theprinciple is simple: practice in the classroom and getfeedback. This is the time to do it; better to writethe wrong prescription in the classroom than in theclinic. As the teacher, I read the responses after class,look for patterns of misunderstanding or errors instudent comprehension and provide targeted feed-back to the class the next time we meet. Also in-cluded in the feedback is what my plan would beand how I arrived at it, so that students can alsohear my thought process. Active learning in theclassroom is happening in other ways as well, includ-ing a flipped classroom approach in the General andOral Histology course, classroom laboratory sessionsfor learning to take vital signs in the integrated clinical and basic science curriculum, and problem-solving sessions in the first year courses.

With the help of Temple University’s TLC, and theiron-site sessions at the Health Science Campus, moreteaching and learning research findings have beenused to make decisions about the most effectivestrategies for teaching, including teaching in theclassroom. With a valuable resource like the TLC inour teaching armamentarium as dental educators,we’ve been able to make decisions about what weteach and how we teach it based on the best avail-able evidence.

EDUCATION

“Evidence shows that unless students think that what they arelearning in the classroom is interest-ing and relevant, they will not bemotivated to learn because it has novalue to them.”

— How Learning Works: 7 Research-Based Principles for Smart Teaching


Trends in Dental PracticeBackgroundDentistry is currently in the midst of a major transi-tion. The business environment of dentistry seems to be experiencing one of the more significantchanges: the growth of large, multisite group practices.

Historically, group practices consisted of three ormore partner dentists. However, the modern-dayAmerican group practice is evolving through large-scale expansion and structural changes. This trans-formation has attracted great interest.

According to all major statistical reports and the “Distribution of Dentists” survey conducted by theAmerican Dental Association, the dentist in mostcases is a solo practitioner, a sole owner and the onlydentist in the practice treating patients. Dentists inownership positions represent about 91% of allpracticing dentists, and solo practitioners accountfor about two-thirds (67%) of all dentists. The reportalso finds a reduction in the proportion of dentistswho were owners from 91% to 84.8%, and a reduc-tion in the proportion of dentists who were solopractitioners, from 67% to 57.5%.

In recent years, not only has there been an increasein the number of group practices and the number ofdentists involved, but there has also been a changein the configuration. Some group practices are see-ing a shift toward having nonprofessional corpora-tions manage practices, allowing for the acquisitionof substantial funding from private equity groups.

For dental graduatesToday’s graduating dentists should view thesechanging trends as an opportunity for immediateplacement, employment and mentorship. This shifttoward the group dental practice model provides apositive option for new dental grads, one thatshould be evaluated and considered when planningfor a professional future. The next sections outlinesome items to consider in making future plans.

By Bhaskar Savani, DMD, MSc, DTCPresident and CEODental Group Practices of PA & NJ, USASavani FarmsClass of 1995

Dentistry always follows medicine—always. Although the economic engines are somewhat dif-ferent, the basic practice models are the same. Withincreased government oversight through regula-tions and mandates and as the cost of doing busi-ness increases, solo dental practices will facedifficulties managing these forces. Trends in medi-cine show that these forces influenced physicians toband together.

Costs continue to go up. Equipment, staffing, fixed costs, variable costs andsupplies are necessary financial responsibilities ofthe business. As these costs increase, revenues areflat or declining. This economic scaling creates dis-paragement in revenue. As a result, many providersare seeking to collaborate with managed-grouppractices (MSOs/DSOs) for support.

Third parties will continue to exert downwardpressure. Today, PPOs make up 80% of the insurance land-scape. More than 50% of the population has dentalbenefits. Of these 50%, 70% to 80% are patients whosee a dentist. These statistics speak for themselves.

Dental industry is fragmented.Group practice growth will continue as the dentalindustry is severely fragmented with the majority ofdentists practicing individually. Corporate dentalcompanies see a clear financial windfall in coalesc-ing these individuals into group environments.

Dentistry as an industry is recession-resistant.With the dental industry growing at an annual rateof over 5%, capital investors, entrepreneurs andprofessional senior executives see a tremendous opportunity to invest in it.

EDUCATION


Dental school debt can be as high as $300,000 or more.With the increasing financial burden of being apractice owner, the door is closing to dentists justentering the field. This may explain why fewer than20% of graduates are seeking practice ownership.Retiring dentists are also facing retirement issuesand transfer of ownership as the buyer’s market isdiminishing. The managed-group practice model isproviding both opportunities to the emerging den-tist and relief to the retiring dentist, as the grouppractices are financially able to hire dentists and acquire existing practices.

The new emerging dentist is faced with choices not available to predecessors: private ownership involving considerable investment of both time andresources or involvement with a group dental prac-tice that provides numerous opportunities whileeliminating additional financial strain.

Not to discourage anyone from opening a solo practitioner office—however, it is advisable to doyour homework and carefully weigh the positivesand negatives between a solo practice and a grouppractice. Consider these facts on the matter: It is extremely capital intensive to open a dental prac-tice, as operating costs are high. For example, typi-cally 25% to 35% of revenues remain for the solepractitioner from distributions ($18,000 per month),while holding working capital constant at $40,000to $60,000. When one factors in the withholding of5% to 7% reserve for depreciation and replacementof old equipment, the sole practitioner is generatinga little under $600,000 of annual revenue withoutshowing much profit.

[Distributions to himself/herself in the form of salary can-not be considered “profit,” otherwise the sole practitioneris working for nothing. Distributions beyond salary wouldbe considered “profit,” but, at $600,000 per annum ofrevenues, the typical sole practitioner office won’t havemuch surplus to distribute.]

Dr. Bhaskar Savani is a 1995 graduate of Temple University School of Dentistry. Prior to attending Temple University, Dr. Savani earned a master’s degreein applied chemistry and a postgraduate diploma intextile chemistry from The M.S. University of Baroda,India.

Dr. Savani is the founder, president and CEO of SavaniGroup Dental Practice based in Fort Washington, Pa.Savani Group manages multispecialty dental offices.The foundation and business model of clinical den-tistry is based on serving the underserved and lowersocioeconomic population while providing the best facilities equipped with the latest technology in dentistry.

Dr. Savani has also spearheaded several dental labventures with a primary focus on creating strategic alliances with dental prosthesis fabricators around theglobe. Dr. Savani’s latest dental lab venture serves anexpansive client base of dentists across the U.S.

Dr. Savani also serves as a director for Fidelio DentalInsurance Company. Fidelio is a health insurance operator in Pennsylvania, New Jersey and Delaware.

Dr. Savani is also the president and CEO of the India-based agriculture produce marketing company, SavaniFarms, working toward uplifting the socioeconomicstructure of farmers by creating new markets for their produce while preserving the wildlife and ecoheritage of India. Dr. Savani has lobbied extensively to lift the ban on Indian mangoes in the United States.Dr. Savani is the first legal importer of Indian mangoesto the United States. Gamma radiation is used to mitigate the fruit-fly and pest risk. In 1985, working as an education officer for the nonprofit conservationorganization World Wildlife Fund-India, Dr. Savani developed a vision of creating agricultural plantationcorridors using native trees like mangoes to connectisolated wild habitats of India and to preserve thefood chain of wild animals while supporting a farm-to-fork concept to help the micro-farming communityof rural India.

Dr. Savani, a U.S. citizen, is 49 years young, marriedand has two daughters. He currently resides in theAmbler area in Pennsylvania and loves mangoes, hiking and nature expeditions.

Work-life balance for a young dentist is a challenge.Unless the young dentist is positioned to inherit awell-established fee-for-service practice from his orher parent, it is challenging to keep a work-life bal-ance in today’s insurance-based practice environ-ment. The priorities of life, including repayingstudent loans, purchasing a new home and starting afamily, can be very challenging and stressful. There-fore, many young dentists are hesitant to borrow ad-ditional funds to purchase and build a solo practice.

In addition, a fee-for-service practice can be verychallenging, as it requires an investment of time and

money to build up a sufficient patient base in orderto be financially beneficial. Patient loyalty is a majorfactor in establishing a practice and has been seri-ously affected by the changing health benefitsscene. Changes and trends have diversified benefitsprovided by employers as well as insurance partici-pation of an individual dentist. There has been anincrease in difficulty to negotiate better reimburse-ment rates from insurance companies with an indi-vidual participation. Managed-group practiceprovides answers in many ways for a young dentistfacing these dilemmas by providing financial inde-pendence and eliminating the hassles of ownership,redirecting focus to the art of dentistry.

“Today’s graduating dentists shouldview these changing trends as anopportunity for immediate placement,employment and mentorship. This shift toward the group dental practice modelprovides a positive option for newdental grads, one that should beevaluated and considered whenplanning for a professional future.”

— Dr. Bhaskar Savani

EDUCATION


Treating Children in the Dominican Republic

The young girl was petrified,sitting in the school cafeteria

waiting for Kim Jacobs, ‘16 to extract two teeth. The needleflashed as it got closer to hermouth, and she jumped up, notrunning away but standing, pro-cessing what would happen.When ready, she replaced thedental napkin and sat downagain. The process was repeated—five times—as Jacobs worried thatshe was losing time to treat themassive number of waiting chil-dren. But Jacobs saw a strengthand determination in the girl andpersisted with calm reassurance.Finally, she heard, “OK, goahead,” as a Peace Corps volun-teer serving as translator provideda hand of comfort.

Just as most of us were thinkingabout Thanksgiving and its usualabundance of food, football andfamily, eight Kornberg studentsand their faculty mentor/leaderwere on a mission trip to the Do-minican Republic, where re-sources are alarmingly scarce. Theteam’s challenge was balancingfive days of treatment time withthe great number of patients.

Jacobs and Arielle Manstein, ‘16,organized the mid-November tripto Sánchez and La Pascualathrough an affiliation with RotaryClubs in Harrisburg, Pa., andSánchez. Although that connec-tion had existed, it was not an of-ficial one, and the two studentsworked to that end. The resultingRotary support was so beneficialthat Jacobs maintains, “We could-n’t have done it without them.”The clubs handled the logistics:transportation, raising money forsupplies and sending people tohelp. And the Sánchez Rotary

even included the dental team ina club meeting and dinner thatJacobs describes as “a really niceget-together in someone’s homeafter a hard day of our work.”

For their faculty leader and men-tor, Jacobs and Manstein re-cruited Dr. Chrystalla Orthodoxou.New to Temple Dental, she is clini-cal associate professor and direc-tor of the AEGD program. “Theyinvited me because of my back-ground in mission trips with chil-dren and because they werefamiliar with me as their coursedirector in gerontology lastspring,” she explains.

The students also interviewed po-tential participants, asking themto write why they would like togo. Once selected, they each de-veloped websites for sponsorship.“They were so clever. They tookover, and I’m so proud of them,”says Orthodoxou.

Even with such preparedness, theweek in Sánchez and La Pascualademanded creative thinking. Atone point, Orthodoxou remem-bers that a student and she wereon their knees, getting a betterangle for a maxillary surgical pro-cedure while the 12-year-old pa-tient sat on a very low chair.

Conditions, too, were more rudi-mentary than in the U.S. Typicalfor the country, power would becut in the afternoons and thegenerator would have to takeover. How long the generatorwould last was always a question.Also, the equipment there“needed constant repair and ad-justment,” notes Orthodoxou.

But knowing they were helpingso many drove the team to do asmuch as possible. “We had wallsof people, a massive amount,” Orthodoxou says. “But the stu-dents continued to perform serv-ices even beyond the conclusion

Eight Kornberg students with their advisor/mentorDr. Chrystalla Orthodoxou showed leadership andcreativity while faced with masses of patients on a

mission trip, November 7–12.

INTERNATIONAL COLLABORATION

“The line never stopped.”— Dr. Chrystalla Orthodoxou


of the day. Their patient manage-ment skills were stellar. Each hada game face on. They tried to fitin more people at the end of theday, continuing to do services.They didn’t want to stop.”

Manstein recalls one child withtwo chipped front teeth. About10 years old, he came with hisgrandfather, a Sánchez Rotarian.“We cleaned the boy’s teeth thefirst day. Then on the second day,the grandfather asked what wecould do with the front teeth.Using composite filling, we gavethe boy a great smile. He was sohappy. Everyone was asking himto smile.”

For Manstein, other experienceswere just as moving. “Although itwas great,” she says, “to fix teethfor people who couldn’t afford it,

the sad stories were there, too.An 11-year-old needed a rootcanal on three of her four frontteeth. She wanted a filling, butwe knew it wouldn’t help. Shewould still have infection and bein pain. But we didn’t have timefor follow-up with root canal, soall we could do was give her fill-ings.”

In another case, “we had to takeout the first molars of a 13-year-old. It was a difficult procedurefor both the doctor and the childto go through. It was so sad. Nochild should have to go throughthat.”

Setting Up for EfficiencyThe Kornberg group worked intwo locations: a school cafeteriain Sánchez and a medical-dentalclinic in La Pascuala. On-site, too,

were the Rotary Club volunteers,a medical mission team and fivePeace Corps volunteers. Childrenwere the primary patients.

To treat as many people as possi-ble, Orthodoxou quickly createdstations when they first arrived.Since medical care was not re-quested as much as dental serv-ices, the medical mission teamhelped with triage. Meanwhile,the Peace Corps volunteers han-dled oral hygiene and diet educa-tion and stepped in withtranslation. Such supplies astoothbrushes came from DeltaDental and Henry Schein.

“The line never stopped,” remem-bers Jacobs. “We were always inmotion. Every person neededmore than one thing, and some-times they would come back forthe second one. Anytime welooked over, a wall full of childrenwas waiting with a ticket inhand.”

But the rewards? Jacobs mentionsone incident. “I was cleaning andapplying a sealant with anotherstudent for an adult woman.Pointing a light in her mouth, Inoticed her earrings and com-mented, ‘I like your earrings!’ Shetook them off and handed themto me, insisting I keep them, clos-ing her hand around mine, ear-rings inside. It melted my heart.She has so little and gave so muchin appreciation for what we weredoing.”

With a specialty in pediatric den-tistry, Jacobs did find time for

lighter moments with the chil-dren. Eating quickly at lunchbreak, she would bring out thebubbles, stickers and bracelets shehad packed. Swarms of childrenwould surround her, poppingbubbles, their big smiles excitedabout the stickers that, she sayswith some amazement, were re-ally just little pieces of paper.

For Orthodoxou the trip was thebest one in her career, and shehas participated in 12. “I was hon-ored that the students selectedme and proud to have led them.”

It also was the highlight of herfirst year at Temple. “I’m so grate-ful for the support of my AEGDteam and especially Dean Ismailfor making it all possible. Provid-ing care in regions across theworld is such an important issue.”

The students are equally apprecia-tive of Orthodoxou’s participa-tion. “We’re so thankful she didit. She’s a great educator, sup-porter, leader, organizer. And herexperience with mission trips inother places meant she couldapply some of those techniqueswith us,” says Manstein.

“Every student there has said thesame thing,” summarizes Jacobs.“We could not have had anyonebetter. She was compassionatewith patients, patient with us,hardworking, jumping in tohelp.”

Agreeing with Jacobs that “it wasnot a one-time thing,” Mansteinand Orthodoxou, as well as Ja-

cobs, all plan to go on other trips.Manstein will probably go on amedical-dental mission with herfather, Carl, a Temple MedicalSchool graduate and plastic sur-geon. A great role model for her,he has gone on many missiontrips, once taking her with him asan observer.

“Every day,” says Orthodoxou,“everyone who received estheticprocedures had a personalitychange. They would come to usshy, reserved, guarded. Then afterward, they would be moreconfident and beautiful. It waslike seeing a butterfly emerge.”

Hundreds treated in just five days

Total number of patients 455

La Pascuala treatmentsExtractions 116Restorative procedures 62Cleanings 35

Sánchez treatmentsExtractions 98Fillings 23Cleanings 86Sealants 43

Total number of treatments 463




Partnership with ChinaTemple University Kornberg School of Dentistry’s

reputation for clinical excellence in treatment,education and research is transcending local andeven national boundaries. Thanks to the school’sreputation—and that of its leadership and faculty—new opportunities for growth and collaborationarise continually. The school has recently signed twoexciting agreements with collaborators in China, onewith Sun Yat-sen University Guanghua School ofStomatology, and the other with BYBO, the fastest-growing dental care company in China.

The roots of the Sun Yat-sen collaboration stretchback almost three years, to a meeting between theDeans of Kornberg School of Dentistry and Sun Yat-sen University Guanghua School of Stomatology.Finding there was much to learn from each other,the two deans initiated a series of collegial ex-changes and conferences. Dean Ling Jungqi spoke atthe Kornberg School of Dentistry’s 150th Anniver-sary Celebration in 2013, and Sun Yat-sen graduatestudents have come to Philadelphia to work in Korn-berg School of Dentistry faculty member Dr. MaobinYang’s lab since 2014. In 2015, Dr. Yang and adjunctfaculty member Dr. Peter Lelkes lectured at a regen-erative medicine conference in Guangdong.

These early steps showed such promise that the twodental schools entered into a formal agreement topromote academic collaboration and scholarly exchange, which was signed this past fall. The agree-ment establishes both a non-credit, two- to three-week student exchange and a faculty exchange ofup to one year to conduct research or participate ina didactic and clinical exchange.

To Dean Amid Ismail, these collaborative agreements with a Chinese universityand company signal their perception of Temple University Kornberg School ofDentistry as a premier provider of both high quality, pragmatic patient care andexcellent education for students and dental professionals alike. The school in turnwill benefit from our Chinese collaborators’ innovation and vision for the future.


The agreement between Sun Yat-sen University and Temple ex-emplifies both institutions’ beliefthat cooperation of this kind notonly benefits the individual stu-dents and faculty involved, butalso promotes scientific progress,cultural enrichment and positivemultinational relations on a muchlarger scale. The exchanges willbegin later this year.

At the same time, BYBO ap-proached Dean Ismail and Dr. JieYang, professor and director oforal and maxillofacial radiologyat Kornberg School of Dentistry,about developing clinical and di-dactic training for its cadre ofdentists. There is tremendous de-mand for both general dentistryand specialty oral healthcare serv-ices in China, where there are ap-proximately 10,000 people forevery dentist. While there aremany schools of dentistry, there isno national standard to which



schools are held. BYBO currently operates over 200clinics throughout China, and it has found that manyof its newly hired dentists have disparate levels oftraining and clinical experience.

Dr. Jie Yang, who is the current president of the Ameri-can Academy of Oral and Maxillofacial Radiology andthe president-elect of the International Association ofDento-Maxillo-Facial Radiology, has lectured at most ofthe major dental schools in China, as has Dean Ismail.BYBO approached Dr. Jie Yang and Dean Ismail to pro-pose that Temple Dental faculty develop training forBYBO’s dentists in order to establish a Temple-levelstandard of clinical care.

The training agreement, which was recently signed,contains multiple steps, the first being for KornbergSchool of Dentistry to provide short-term courses (twoto three weeks’ duration) in general dentistry atBYBO’s state-of-the-art training facility in Beijing. Thetwo groups will convene a planning committee thisspring, with the hopes of launching courses beginningin late summer or fall of this year. The courses wouldcomprise lectures and case presentations as well asclinical supervision.

Should this initial phase prove successful and it isagreeable to both parties, there is plenty of room forgrowth in this partnership as well. For instance, BYBOis interested in the possibility of Kornberg School ofDentistry’s faculty developing online curriculum for ongoing and advanced training for their dentists. Fornow, it is certain that this partnership will providevaluable experience for Temple Dental in exploring international teaching and training programs.

To Dean Amid Ismail, these collaborative agreementswith a Chinese university and company signal theirperception of Temple University Kornberg School ofDentistry as a premier provider of both high-quality,pragmatic patient care and excellent education for stu-dents and dental professionals alike. The school in turnwill benefit from our Chinese collaborators’ innovationand vision for the future.

Dr. Maobin Yang’s Research

On the fourth floor of Temple University Kornberg School of Dentistry, Dr. Maobin

Yang is doing research on the cutting edge ofregenerative dentistry: regenerating pulp tis-sue in order to leave root canal patients notonly free of pain and infection, but with avital tooth. A traditional root canal treatmentobturates the pulpal canal with inert mate-rial, causing a loss of a tooth sensation.

But if the pulp, nerve and blood vessel couldbe regenerated, pain or sensitivity caused bynew damage to the tooth would alert the pa-tient to the need to seek treatment early, in-creasing the chance that the natural toothcould be saved.

Only a few other research teams in the worldare currently attempting this type of tissueregeneration. For Dr. Yang, who works closelywith the Center for Bioengineering at Tem-ple’s College of Engineering, the end goal isall about positive patient outcomes and in-creasing the predictability of tissue regenera-tion. To advance these goals, collaborationbetween researchers with multidisciplinarybackgrounds is key.

Dr. Yang’s team has invented a new biomater-ial scaffold for pulp tissue regeneration, andis currently performing stem cell culture andanimal studies. If the scaffold is successful inpulpal regeneration, it could also be appliedto other types of tissue regeneration.

Collaboration Moves Digital Dentistry Forward

TECHNOLOGY

Thanks to the support of Henry Schein, Inc.,Kornberg is expanding its training in digitaldentistry. “Two years ago, we equipped our pre-

clinical program with digital cameras and milling sta-tions for working with crowns,” says Dean Ismail. “In alogical next step, now each student in our predoctoralclinics and the AEGD clinic will be able to set up acamera for a digital impression, design a crown and up-load images to a cloud for the central milling lab,which will send back the crown.”

The pilot program began March 2, and it will expandfurther a year from now. Then the students will beworking with bridges, inlays and onlays. “Eventually,”notes the dean, “they’ll be using digital tools for com-plete denture design.”

Educating students about the latest, most effectivetechnology is certainly a big benefit of the new pro-gram. “But the goal is really to find ways to reduce thecosts for our patients, who are working, low-incomeindividuals,” Dean Ismail emphasizes.

Currently, Kornberg has six digital cameras, one eachfor the faculty and the AEGD clinics and four for thepredoctoral clinics. For two days, February 29 andMarch 1, the first faculty group was trained on theequipment. Those 16 faculty members will instructothers until most of the faculty is familiar with thisleading-edge technology.

Kornberg’s digital capability is helping students deliver cost-effective care to patients.


Going Paperless: A Valuable Tool in Dentistry

TECHNOLOGY

The field of dentistry is making the transition from paper chart toelectronic health records (EHRs). Although standardized termi-nologies such as the International Classification of Diseases

(ICDs) have been in use in medicine for over a century, efforts in thedental profession to standardize dental diagnostic terms have takenlonger to achieve widespread acceptance.

At the Maurice H. Kornberg School of Dentistry, a paperless system isthe next phase of the school’s utilization of technology in patient careand dental education. The school is using a clinic management softwarecalled axiUm, which is used by approximately 80% of the dentalschools in the U.S. and Canada. It was developed through the COHRI(Consortium for Oral Health Research and Informatics), a group of aca-demic clinician users who work with this EHR platform. What devel-oped was a standardized system to document diagnoses which hasultimately allowed for sharing of data and has facilitated clinical re-

search. It was designed exclusivelyfor use in dental schools and itsfunctions include appointmentscheduling, patient billing, instru-ment tracking, student grading andtreatment charting.

“What makes axiUm unique tosoftware programs used in privatedental practices is that it not onlyhas the capability of providing anentire electronic patient record, itintegrates both the financial andclinical management of the prac-tice, and it allows for managementof student grades and evaluations,”explains Leona Sperrazza, DDS, associate dean for patient care andassociate professor, Department ofOral Maxillofacial Pathology, Medicine and Surgery.

Computers were installed in theclinical setting, and all new patientdental information is now input viacomputer into axiUm. The contin-ued development of this programwill tap the expertise of many atthe school as the process moves for-ward. The faculty, staff and studentshave been adapting to and adoptingthis new technology.

“As an academic institution, we aretrying to teach students how to me-thodically evaluate a patient fromthe point of obtaining a chief com-plaint and/or list of problems at theinitial contact with a patient,” says

Mark Meraner, DDS, assistant deanfor comprehensive clinical educa-tion and associate professor ofrestorative dentistry. “From that,determine the etiology or cause,make a diagnosis for each problemand ultimately provide a plan oftreatment. At present, dentistry istreatment-driven, but by utilizingthis methodical process, the profes-sion can become more diagnosis-driven.”

Dr. Sperrazza adds that a completephysical exam, which includes radi-ographs, is completed. “In dentistry,standardized treatment procedurecodes are routinely used, unlike inmedicine where diagnostic termi-nology and codes are the norm.With the development of more so-phisticated dental clinical manage-ment software, the opportunitypresents itself to thoroughly docu-ment a patient’s complete treat-ment history.”

Kornberg is now looking to utilizeanother coding system, SNODENT(Systematized Nomenclature ofDentistry), within the axiUm sys-tem. The benefit of utilizing thissystem is that it is accessible notonly by academia but also by pri-vate practitioners. As such, it pro-vides for standardization ofterminology for describing dentaldisease, allowing for the collectionof data on clinical presentations

and patient characteristics for ana-lyzing patient care and outcomes oftreatment.

In addition, the more global use ofSNODENT lends itself to contin-ual and regular modifications of theexisting terminology. It is alsolinked to the ICD-10 (Interna-tional Classification of Disease-10th version) diagnostic billingcodes. These codes are the avenueto explain to the insurance carriersthe reason for the procedure, thushelping to reduce the need for sub-mission of lengthy narratives andadditional documentation to makethe case for treatment.

Given the need for information andknowledge management in den-tistry for the purposes of providingsolid data for performing sophisti-cated quality improvement andclinical research, standardized diag-nostic terms in dentistry (like inmedicine) have come to stay.

At present, dentistryis treatment-driven, but by utilizing this methodical process, theprofession can becomemore diagnosis-driven.

— Dr. Mark Meraner

“

”


ADMISSIONS The Path to Admission: Preparing for a Career in Dentistry

After years of schooling and then the DentalAdmission Test (DAT), it’s time for that den-tal school interview. This is where the appli-

cants have the chance to sell themselves and establisha connection with the dental school. With more than11,000 applications per year, admittance into U.S. den-tal schools is becoming more and more competitive.

Kornberg School of Dentistry receives more than 3,000applications per year. “Kornberg is the second oldest,and the sixth largest, dental school in the country, andapplicants are knocking on our door,” explains BrianHahn, interim senior director of admissions. “Of thoseapplicants, we select the brightest and the best to at-tend our highly rated dental school.”

QualificationsCompletion of a minimum of 90 semester hours froman accredited college or university is required for ad-mission. Students who have completed a baccalaureatedegree are given preference in the admissions process.In addition, students who have been educated in uni-versities outside the U.S. or Canada are required tocomplete at least one year of college and all the dentalprerequisite courses in the U.S. or Canada. Applicantsmust demonstrate proficiency in English as determinedthrough the interview, essays and reading comprehen-sion score on the DAT.

Kornberg's Unique Interview ProcessUnlike most dental schools that have faculty inter-views, Kornberg utilizes on-camera interviews for eligi-ble candidates. Applicants are placed in front of thecamera and begin with a video statement which is upto five minutes long and showcases their verbal skills,as well as offers the opportunity for them to discuss anyinformation that they would like the admissions com-mittee members to consider when they review their ap-plications. Candidates will randomly select aninterview question and complete the manual dexterityexercise which concludes the video statement.

It was a very unique experience for me.Initially, it was a bit distracting to have acamera standing between me and my future and all the hard work that led tothat moment. But the video process really brings out the best in you.

— Fourth-year student Habib Asmaro

The video interview was rather uniqueand I believe I was able to show my per-sonality well in this format. The bestpart was my option to speak freelyabout myself outside of what I hadlisted on my application. The biggest advantage was that I didn’t have tosteer the conversation that would occurin a traditional interview. I could speakfreely about myself and blend togethermy ideas that are unique to who I am.

— Recently accepted student Yash Boghara

The main thing I really likedabout Kornberg’s interviewprocess was how comfortablethe staff and students mademe feel. After the group inter-view, the current students gaveus a tour of the school, andthat was probably my favoritepart of the day. Before my in-terview, I felt that Temple wasgoing to be a great fit for me,and after the interview day, myfeelings were confirmed.

— First-year student Hannah Burke

“We have found that video statements are the way togo,” said Hahn. “The environment is less tense for thestudents, and they have more time to talk than theywould in a traditional interview. Through the video,we also get a good feel for their personality becausethey are able to tell us about themselves.”

Decision TimeThe 12-member Admissions Committee at Kornbergconsists of both faculty and student representatives.During the selection process, all videos, which areanonymous, can be viewed on a website where mem-bers can make comments. “This process is as consistentand transparent as possible,” adds Mustafa A. Badi,DDS MS, assistant professor, Department of Oral Max-illofacial Pathology, Medicine and Surgery, Division ofOral and Maxillofacial Radiology. “It allows the com-mittee to review the videos carefully and place ourvotes. We then meet twice monthly during the admis-sions cycle to discuss the candidate selection.”

During the 2014–15 academic year:

• The incoming class of predoctoral studentsnumbers 140.

• Of these students, nearly half (69) are female,and nearly half (64) are from out of state.

• Total mean college GPA was 3.5 (science 3.5)and academic average DAT score was 20 (science 20).

Statistics:

National applications: approximately 11,745

Temple applications: 3,016

Temple interviewed: 392

Temple accepted: 332

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ADMISSIONS Post Baccalaureate Program

Temple University Kornberg School of Den-tistry initiated an innovative new Post Bac-calaureate Program on June 1, 2015. This

unique one-year program was designed to fulfill a needin the current dental educational market; it targets aportion of the annual dental school applicants who donot get accepted to dental school in the year they areapplying because of their applicant qualifications andthe number of students applying for admission to den-tal school in that year. In a 2014 survey of the stu-dents who were not accepted to Temple UniversityKornberg School of Dentistry, 97% reported that theywould apply to a post baccalaureate program.

The standard recommendation to the applicant who isnot accepted to dental school is to enroll in a one-year post-baccalaureate program to strengthen theiracademic success in a full-time science program ofstudy. The Post Baccalaureate Program at the TempleUniversity Kornberg School of Dentistry is designed

POST BACCALAUREATE PROGRAM

The program consists of three semesters of academic, laboratory and clinical coursework. The curriculum includes the following courses:

Microbiome (3 credit hours)This course will focus on the biology, ecology andcell behaviors in the human microbiome in thewhole body with a specific emphasis on the oralcavity.

Microbiome Laboratory (2 credit hours)This course will follow the introduction to the microbiome and focus on laboratory techniquesto investigate cell signaling, quorum sensing andgenomic mapping of the microbiome.

Craniofacial Bone Biology and Maxillo-facial/Dental Orthopedic Care (2 credit hours)This introductory course will review bone biologyand how bone develops and remodels in ortho-dontic and orthopedic care.

Regeneration of Bone and Dental Hard Tissues (1 credit hour)This course will focus on dentin and bone regen-eration research already being conducted at thedental school and Temple University Center forBioengineering Research.

Behavioral Change Theories and Practice(2 credit hours)This course will review and apply selected behav-ioral change theories in addressing common be-havioral problems, including addiction.

Neuroscience of Pain (2 credit hours)This is a neuroscience course that covers theanatomical and physiologic basis for differentforms of pain.

Temporomandibular Joint Biology(2 credit hours)This course will cover the anatomy, mechanics,and function of the TMJ and associated musclesand ligaments.

Basic and Advanced Statistical Methods(3 credit hours)This course will provide an introduction to statistical theory and applied methods, includingmodeling techniques, to analyze dental data.

Biomaterials (1 credit hour)This course will cover the theory of bonding ofmaterials to enamel and dentin and mechanismsused to increase the mechanical and chemicalbonding of restorative materials

Introduction to Translational MolecularTechnology (2 credit hours)This is a survey course that will introduce gradu-ate students to important topics in the area oftranslational research.

Dental Radiology (2 credit hours) This course is designed to provide the studentwith basic knowledge of the principles of radiol-ogy and radiographic techniques, including theprinciples and methods employed in the parallel-ing technique and radiographic interpretation.

Introduction to Dental Assisting(2 credit hours)This course is designed to provide the student withan introduction to the dental profession, thedental team and the roles and responsibilities ofeach member of the team, infection control pro-cedures, sterilization and patient confidentiality.

Chairside Dental Assisting (2 credit hours)This course is designed to give the student an in-troduction to dental terminology, medical-dentalhistories, dental instruments, charting, oral evacuation, instrument transfer and procedure-specific tray set-ups.

Dental Materials (2 credit hours)This course is designed to give the student funda-mental knowledge of the dental materials com-monly employed in the practice of dentistry.

Practical Clinical Practice (2 credit hours)Students will be assigned as dental assistants,quality evaluators or patient advocates in thedental school clinics.

Advanced Clinical Practice (3 credit hours)Students will be assigned as dental assistants,quality evaluators or patient advocates in thedental school clinics.

The Kornberg School of Dentistry’sPost Baccalaureate Program is an amaz-ing opportunity for me as I strive for admission into dental school. I wasdrawn to this program by its dental-related curriculum and have found thatit is greatly beneficial for my future inthis profession. One of the most advan-tageous opportunities of this program isbeing able to assist the dental studentsin the clinics. Not only do I have thechance to see procedures being carriedout but I am also able to observe the in-teractions it takes to make a patientfeel comfortable in a dental setting. — Patrick Rubert, Post-Baccalaureate Class of 2016

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to provide both translational basic science courses as well as formal trainingin dental assisting coursework, exposing the students to a variety of clinicaldental assisting skills in a laboratory setting as well as providing the opportu-nity to assist dental students in the clinical clusters and dental specialty de-partments. The program is unique because after completion of the one-yearprogram based on meeting certain admissions criteria, students may be of-fered admission to Kornberg’s DMD program.

This one-year program admitted 40 students forthe 2015–2016 academic year who had both ap-plied to Temple University Kornberg School ofDentistry for the 2015–2016 academic year andhad met the stated academic admission require-ments that were established for the Post Baccalau-reate Program. Student applications were reviewedby the Post Baccalaureate Admissions Committee.

The Temple University Kornberg School of Den-tistry Admissions Committee selected 40 studentsfrom the national applicant pool who were not of-fered admission to the Kornberg School of Den-tistry. Successful applicants submitted anAssociated American Dental Schools Application

Service (AADSAS) application to the Kornberg School of Dentistry andhave earned a baccalaureate degree from an accredited college or universityin the U.S. or Canada or an equivalent ranked international university.

The Post Baccalaureate Program faculty were selected from Temple Univer-sity’s Kornberg School of Dentistry, Basic Sciences Department, School ofPharmacy and the Medical School to teach to this inaugural class. In addi-tion, online lectures and testing were provided by the Dental Assisting Na-tional Board, the Dale Foundation and Kaplan Test Preparation.

The current class of 40 students chosen to begin June 1, 2015, consisted of22 males and 18 females and represented 12 states and Canada; 18 of the ad-mitted class are from Pennsylvania. The students come from a wide varietyof undergraduate educational institutions and will complete the program inApril 2016. The goal is to provide a state-of-the-science program in selectedbiological and clinical sciences relevant to oral and general health for thepost-baccalaureate students as well as practical learning experiences in thedental school clinics.

For further admission and program information, please contact Jo Ann AllenNyquist, associate dean for student affairs, director of the Post BaccalaureateProgram at [email protected].

Students will be not only competitivewhen seeking admission into dental schoolbut also well prepared for clinical educationthrough the curriculum provided by the Kornberg School of Dentistry. The studentsall have applied to the DMD program at Tem-ple University Kornberg School of Dentistryas to well as numerous other dental schoolsin the country. — Dr. Ellen Walker, Temple University School of Pharmacy

Bringing Temple Dental Alumni Togetherto Support Our Students Today

First Annual “9 CE for $95” Lecture SeriesFree to Current KSoD Alumni Association Members!

Mar. 19, 2016 Dr. John Nosti: Anterior All Ceramics: From Case Selec-tion to Cementation

Apr. 2, 2016 Dr. Zola Makrauer: Full Mouth Reconstruction or SingleTooth Implants, Let’s Make It Happen!

All courses begin at 8:30 AM, preceded by registrationand light breakfast beginning at 7:30 AM.

To learn more or to register online, visit dentistry.temple.edu/alumni-9CE or contact Emily McNair at 215-707-3304.

A MESSAGE FROM GARY NACK, DDS, ‘83

PRESIDENT, KORNBERG SCHOOL OF DENTISTRY ALUMNI ASSOCIATION

No matter when you graduated from theKornberg School of Dentistry, your in-volvement with the school and its stu-

dents does not have to end. We have a lively,engaged and purposeful Alumni Associationthat I hope you will consider joining for thebenefit of current students, and for your ownbenefit as well.

The Alumni Association provides positive andenriching educational experiences for students.I have re-engaged with the school through theAlumni Association and by teaching one dayper week in the clinic. I can say that throughthis experience I have gained a fresh perspectiveon the value of supporting and interacting withthe students. It is also personally rewarding forme to share my knowledge and experiences withthe dentists of tomorrow. They are a bright andenergetic group who will no doubt serve ourprofession well for many years to come.

Alumni Association dues make possible the so-cial and educational experiences that help laythe groundwork for emerging dental profession-als to succeed in an ever-changing (and increas-ingly challenging) dental healthcare environ-ment. The Alumni Association sponsors impor-tant activities like the annual White Coat Ceremony, dental mission trips to underservedcommunities around the world, student researchprojects and other initiatives as funding allows.

There are several ways for you to get involved.First, of course: just join! As an added benefitfor dues-paying Alumni Association members,we are offering a 9 CE credit lecture series forfree. We also offer structured ways to give backto students through the Mentoring for Life andPractice Management in Action programs.

No matter how you choose to get involved, Iknow you will be glad you did.

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We don’t usually lose our fingers and toes, em-phasizes Dr. Frank Schiesser, ’55, so why shouldwe lose our teeth? “Your reputation as a dentist

is only developed by the number of teeth your patientskeep for a lifetime.”

Put that thinking with another of his beliefs borrowedfrom L.D. Pankey, and you have a dental philosophy thatis as relevant today as it was when Schiesser was in prac-tice several decades ago. Pankey, a restorative pioneer andeducator whose philosophy was making a big impact inthe 1960s, said: “Know yourself. Know your patient.Know your work. Apply your knowledge, and your rewardwill be spiritual and material.”

It all made sense to Schiesser. Certainly, he thought, thisattitude was the way to bring his best work to patientsand do something to help the people of the world. “Noth-ing is better than keeping your teeth,” he says. “You canenjoy a good meal and be out of pain.”

That’s the reason he chose prosthetics as his specialty andthen began studying the forces of biting. In his early daysas a dentist, he remembers, “We didn’t work with im-plants. We worked with bridges and dentures for missingteeth.”

To ensure that patients would have a good fit for these appliances, he applied the concepts of the neutral zone.Understanding what happens in this zone, when the in-ward forces of cheeks and lips neutralize the outwardforces of the tongue, is critical, he believes, to prosthesisretention and stability—and to solving TMJ problems.

In fact, he applied techniques, based on the neutral zone, for creating optimal denture positions and base contours with Temple Dental faculty member Dr. VictorBeresin and co-authored a book about the neutral zone. “Some schools picked up on the protocol,” he says, “andtoday’s dentists are still aware of it.” Basically, he says, occlusion and encouraging patients to practice good oralhygiene at home were his focus in his Cheltenham, Pa.,practice.

Asked why he chose dentistry, he recalls that his firstchoice was teaching. “I graduated from high school when


ALUMNI Looking Back on a Career in Prosthetics: Perspective of an Alumnus

I was 17 and couldn’t go into theservice till I was 18. So I became alifeguard in Ocean City, N.J., forthe summer. I saw the vacationlifestyle there and thought I couldachieve it by majoring in education.”

But he changed his mind after twoand a half years in the Army AirCorps and then four years at Ursi-nus College. The transition hap-pened during several more summerson the Beach Patrol. He remembersthe time well: sitting on the life-guard stand with a recent TempleDental School graduate, also on theBeach Patrol, “talking about whatdentistry was and wanting to lookinto it.” Knowing he had alwaysliked to work with his hands sincebuilding airplane models whenyounger, he decided to put asidepursuing a master’s degree in educa-tion and go to Temple Dental.

“The school was close to where Ilived in Willow Grove,” he says. “Icould just hop on the 55 trolley, getthe subway and get off near theschool. And Temple was known forits clinical dentistry.”

After 37 years in a practice thatstill continues, Schiesser retiredearly.

Today, he and his wife live inFlorida. However, this winter hetraveled back to the Northeast togo to Washington, D.C. The HonorFlight Network had invited him, asthey invite all of America’s veter-ans, to be recognized for his service.For Schiesser, dedicated service defines him, no matter what thearena.

Dr. Frank Schiesser, ‘55Studying the forces of biting andthe concept of the neutral zonewere a focus for Dr. FrankSchiesser, ‘55. Arandom encounter brought me back to Temple. I met Dean

Ismail by chance on the golf course, and as we went along ourround, the topic soon changed to business and my interests.

Perhaps I should teach, he said. I didn’t think he was serious. I meanwhat qualifications did I have? I have no formal business training!

The more I pondered his suggestion, the more I realized there was per-haps a need for someone like me. I could bring a new approach toreadying students for their professional careers. The thought intriguedme. I would have the opportunity to give a little back to the schoolthat gave me my profession and my start in life. Even more impor-tantly, I could give students an opportunity to listen to someone whohas gone through all the highs and lows of running his own businessesfor more than 20 years.

So I started planning the course in earnest. Little did I know howmuch time is involved in creating one single lecture. It gave me anewfound level of respect for all my teachers.

Now life has come full circle. I am preparing courses that I had beentaught in the very same lecture hall where I am teaching. My goal isto share my successes and also failures in Practice Management 1. Although I am barely touching the surface of the dental business, Ihope this course gives students a taste of what’s waiting for themdown the road.

The Highsand Lows

of Running a Dental Practice

By Mersad Hoorfar,DMD, ‘95In a new practice manage-ment course begun this semester, Dr. Mersad Hoorfar, ‘95, shares lessonslearned from operating several dental practices. His strong business focushas long been evident. For a short while beforedental school, he ran hisfamily’s restaurant businessand now has diversifiedholdings, including real estate.


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uiet and introspective, yetable to bring energy and adriven commitment to his

work, Joel Shapses has pursued ca-reers in both dentistry and sculpturesimultaneously since entering Tem-ple Dental School in the late 1960s.That is until recently, when he re-tired from dentistry and decided tofocus solely on his sculpture.

The dual careers are only somewhatsurprising for someone who has anartistic eye, very good dexterity anda strong interest in understandingthe working medium. But he says,“I never intended on sculpture play-ing such a major role in my life. Asa child I was always interested inscience, not art.”

That all changed when as an under-grad in pre-med he decided, on alark, to take a course for non-artmajors with famous sculptor AlfredVan Loen. For his first piece,Shapses used hammer and chisel.When the professor said it was thebest thing he’d ever seen. Shapsesthought, “Wow, this is neat.” Heknew he had found a hidden talent.

His ability was encouraged furtherduring Temple Dental’s requiredsculpting classes. When he pre-sented a molar carved in Carraramarble, not wax, to his anatomyprofessor, Shapses remembers thatDr. Charles Santangelo “wentcrazy” with amazement.

Dr. Joel Shapses, ’71A cosmetic dental surgeon, Dr. Shapses has created more than 700sculptures for customers around the world. He continually exhibits andrecently launched his first show in New York.

Although global travel has advanced hisknowledge of various stones, Dr.Shapses’ gallery and studio entrancefeature fanciful work in metal.

Dr. Shapses won his first art award withthis molar in marble.

R E F L E C T E D I N D E N T I S T R Y A N D S C U L P T U R E

Responding to suggestions that he show his work, he exhibited inart shows every spring and summer while at Temple. At his firstshow, the marble tooth won first place, and every time thereafter hecame home with an award.

Later, in private practice, he never gave up the sideline. In fact, hisoffice was his gallery, comfortable and appealing, “like coming intoa living room,” he says. Patients responded not only to the sculp-ture but also to his dental artistry. “They wanted my artist’s hands.”Crown and bridge were his favorites, and cosmetic dentistry wasstill in its infancy.

Open to ChangeAlthough art was a constant part of his life, his dental career re-flected an ethos of being open to change and progress. It’s an out-look he hopes today’s dental students will embrace.

It’s also an outlook that he and his longtime companion, JerryPyser, another Temple Dental graduate, share. Meeting each otherin a dental lab and then studying together throughout their fouryears, they became partners and set up a practice in Fort Laud-erdale, Fla., in 1972. Pyser handled the management end, andShapses handled the creative production.

One of Shapses’ male patients was a particularly challenging case.Cancer had created such disfigurement that he was unwilling to goout in public. Major reconstruction with special devices wasneeded, and Shapses brought all his skill to the task.

Throughout his career—from private practice to public health—Shapses has applied his artistic and clinical skills in equal measurein service to his patients.

In 2006, Shapses discovered Naples, Fla. Enamored with the culture, he knew it was the place to live. Now fully immersed in the Naples art district, he works full time with fused glass, stone,bronze, aluminum and even neon to freely express his feelings inabstract and realistic forms of all sizes.

“My art is my love and soul,” he says. “But my dentistry was also innovative. My artistic abilities made dentistry fun and creative.”

ArtistryQ

My art is my love and soul. But my dentistrywas also innovative. My artistic abilities madedentistry fun and creative.

— Dr. Joel Shapses

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Why would Bhaskar Savani, ’95, with 65 verysuccessful dental offices in Pennsylvania,New Jersey and Iowa care about Indian

mangoes? What’s so special about the fruit that hethought it could become a conduit to saving wild ani-mals, especially Asiatic lions?

Savani explains by first describing the Indian mango.It’s the aroma of India, he says, an exotic connectionthat brings the Indian population living in the U.S.closer to their homeland. They yearn for the fruit’s superior taste and texture. Yet for 20 years Indian mangoes were banned in the U.S. The reason: contam-ination from the seed weevil and other pests.

So with a burgeoning market demand for a fruit withaddictive flavor, Savani knew if he could get the banlifted, struggling rural Indian farmers could increasetheir yield and benefit economically. Just as important,cultivation of new plantation corridors could connectand revitalize India’s wild habitats.

The concept was Mission Mango, Savani’s opportunityto give back to his country and its farming communi-ties like the one he grew up in, Gujarat state, near GirNational Park. There, the only area where Asiatic lionslive, he had seen the struggle to preserve a fragileecosystem with the seemingly competing interests ofagriculture and wildlife.

So in 2000, he started lobbying U.S. federal officials tolift an 18-year ban on Indian mangoes. In 2007, he wassuccessful and became the first importer, using irradia-tion to ensure a pest-free product.

Today, Savani’s vision has begun to be reality. As president and CEO of Savani Farms, he is making a difference through what he calls a farm-to-fork program. It eliminates the middleman, bringing theproduce directly from the farm to consumers and giving farmers a fair wage. The program also is buildingschools, developing dental and medical camps and supporting programs for health checkups and awarenessin rural areas because all profits from the organizationgo back to the communities.

Dr. Bhaskar Savani, who lives in Ambler, Pa., is givingback to rural populations in India, his native country.


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SellingMangoes to Protect

Lions

Increased mango production is one major key to preserving the habitat and future of Asiatic lions.

And the wildlife corridors are expanding, while envi-ronmental programs push the effort forward. For exam-ple, the 2015 census puts the Asiatic lion, lioness andcub population at 523, up from 411 in 2010.

The Path to Dental SchoolFocusing on the underserved is not new for Savani. Asa boy, he saw his uncle taking care of the rural popula-tion’s dental needs. In fact, his dentist-uncle’s dedica-tion to relieving pain and suffering is what inspiredSavani to go to dental school.

But the path was not a straight one. He says he wastedhis time in 12th grade and didn’t do well on that year’sexam, losing an admission spot in a very competitivefield of study. Instead, he became a chemist with threeacademic degrees. Then, moving to the U.S., he pur-sued his earlier dream, graduating from Temple Dental.

Carrying forward his family tradition of serving a lowersocioeconomic population, Savani has made that princi-ple the foundation of his dental practice. Also importantin his work is providing the latest dental technology topatients.

In addition, he continues to explore new vistas. In 2002,he acquired a Pennsylvania biotech firm aimed at reduc-ing toxic chemical exposure by creating enzyme-basedproducts for the home, garden and industry.

Also, he is a member of the U.S.-India Business Coun-cil, whose goal is to deepen two-way trade and com-mercial ties between the two countries. Thatinvolvement is important because what he calls the“mango revolution” still has market limitations toovercome.


ALUMNI What’s new at the2016 Temple Dental Reunion?

There will be reminiscing…

And of course, inspiration…

There will be old friends laughing together…

What is new are the 2016 Temple Dental Reunion Ambassadors.As the 2016 Reunion was approaching—celebrating, in five-yearincrements, the 5th-year to the 70th-year anniversaries of Tem-ple Dental graduates—there were forces already in action.

The 2016 Temple Dental Reunion Ambassadors have been veryhard at work sending hundreds of notes to their classmates, call-ing classmates and managing their Ambassador Toolkits. TheAmbassadors are all volunteers who consented to help make thisyear’s reunion a big success.

Reunions should be fun, exciting and inspiring.

Of course, catching up with your closest friends from dentalschool is fun. Laughing about all the memories that may nothave been so funny back when they occurred, also has allure. Butinspiration sometimes comes in unlikely forms or unsuspectingmoments. So we are preparing for all the aha moments that maybe discovered as you join us for this year’s Temple Dental Re-union, Friday, April 29, 2016.

Due to ongoing available space options at Temple,we chose to proceed with the White Coat Ceremony,Friday, April 29, 2016, and to include the White CoatCeremony in your Temple Dental Reunion. We real-ize April 29, 2016, may present a conflict with at-tending due to religious beliefs and traditions. If

you cannot attend your Temple Dental Reunion orthe White Coat Ceremony, please join us, as Dean Ismail’s special guest, for the Dental Commence-ment, May 13, 2016. The keynote speaker for Commencement is Rabbi Kalman Samuels, founderand CEO, Shalva Association.


Calendar of EventsWednesday, March 2, 2016 Alumni Reception at the Valley Forge Dental ConferenceRadisson Hotel, 4:30 – 6:00 PMKing of Prussia, PA

Friday, March 25, 2016Science in Dental Practice DayAlumni General Meeting and Alumni AwardsTemple Performing Arts Center

Thursday, April 7, 2016Alumni Reception at the American Association ofEndodontists Annual Meeting San Francisco Marriott Marquis, 6:30 – 8:00 PMSan Francisco, CA

Thursday, April 7, 2016Abrams Lecture SeriesDr. Chandur Wadhwani: Dental Implant Complications: Restorative Procedures and Implant HealthTemple University Student Faculty Center Auditorium, Philadelphia, PA9:00 AM – 12:00 PM

Friday, April 29, 20162016 Temple Dental ReunionEvents throughout the day at the Kornberg Schoolof Dentistry, with an evening reception at the LoewsHotel in Center City, Philadelphia, PA

Friday, April 29, 2016White Coat CeremonyTemple Performing Arts Center3:00 PM

Friday, May 13, 2016CommencementThe Kimmel Center, Verizon HallPhiladelphia, PA2:00 PM

Thursday, September 15, 2016Abrams Lecture SeriesDr. Joseph Carpentieri: Introduction to CAD/CAMand Digital DentistryTemple University Student Faculty Center Auditorium, Philadelphia, PA9:00 AM – 12:00 PM

NO T E SClass1930s Morris J. Block, DDS, andBerta Reesman Block,RDH, (’32), are honored inloving memory by theirdaughter, Elaine BlockYanell, RDH, Class of 1954,and their son-in-law, Don-ald D. Yanell, DDS, Class of1956.

1950s Donald Yanell, DDS,(‘56), orthodontist andsleep disorder dentist, hasretired. In his time at Tem-ple University School ofDentistry, Dr. Yanell wasthe president of the JuniorADA and a member of theOKU Dental Society. Upongraduating from TempleUniversity, Dr. Yanell wenton to become a captain inthe United States Air Force-Dental Corps and laterstudied orthodontics at theTufts University School ofDentistry. From 1973–1974,he served as president ofthe Greater Norwalk DentalSociety and he is both amember and diplomate ofthe American Academy ofDental Sleep Medicine. Dr.Yanell is not the only Tem-

ple Dental graduate in hisfamily: Elaine Block Yanell,his wife of 62 years, gradu-ated from Temple Univer-sity School of DentalHygiene in 1954, as did hismother-in-law, BertaReesman Block, in 1932. Hisfather-in-law, Morris Block,graduated from the Schoolof Dentistry in 1932. Dr.Yanell is serving as a 2016Temple Dental ReunionAmbassador for the Class of1956.

1970sDavid R. Russell, DDS,(‘74), was awarded theOutstanding Public ServiceAward by the PennsylvaniaDental Association at theirannual meeting in Hershey,Pa., for his efforts to pro-vide dental care to the peo-ple served by the BethesdaMission of Harrisburg,which provides shelter,meals and other services forindividuals experiencinghomelessness or hardship.In 2009, Dr. Russell, seeingthe overwhelming need fordental care among thispopulation, and the diffi-culty of obtaining it, con-verted a residential room at

Bethesda Mission into adental clinic, providing careonce a week and usingequipment he donatedhimself. Demand for dentalcare quickly became morethan one person couldmanage alone, so Dr. Rus-sell recruited several morevolunteer dentists to helpstaff the clinic. Finally, inApril of 2014, with the helpof grants and private dona-tions, Bethesda Mission wasable to open a 4,000-square-foot, state-of-the-art dental clinic. Whatbegan with one dentist giv-ing of his time and re-sources in a tiny room in ahomeless shelter, today isan extraordinary dentaland medical healthcare re-source providing treatmentthat would otherwise be in-accessible to people inneed. Congratulations toDr. Russell on this well-deserved recognition fromthe PDA.

Martin Gorman, DDS,(‘76), shares an updatefrom his practice in Encino,Calif. Recognizing the needto treat oral healthcareconcerns in a whole-bodycontext, Dr. Gorman pro-

vides integrative dental so-lutions to his patients. Hetakes into account how apatient’s physical health is-sues—such as diabetes,poor nutrition, smokingand other chronic condi-tions—impact oral health.As Dr. Gorman points out,“the mouth is only one partof the puzzle.” Dr. Gorman has particularexperience and expertise inaddressing airway develop-ment and proper breath-ing, correcting certain typesof obstructive sleep apnea,and the treatment ofTMD/TMJ. He also providesmyofunctional therapy—the “neuromuscular re-edu-cation or re-patterning ofthe oral and facial musclesto promote proper tonguepositions, improved breath-ing, chewing and swallow-ing”—for patients. In hispractice, he focuses on awhole health approach tobiological, integrative den-tistry in order to help pa-tients achieve optimalhealth, from tooth to toe.Dr. Gorman is a proud andactive Temple alumnus andis serving as a 2016 TempleDental Reunion Ambassa-dor for the Class of 1976.

Jie Yang, DDS, MMedSc, MS,DMD (Professor and Directorof Oral and Maxillofacial Radiology) was installed aspresident of the AmericanAcademy of Oral and Maxillofa-cial Radiology (AAOMR) duringtheir 66th Annual Session in Indianapolis, Ind.

Sheldon Winkler, DDS, for-mer Professor and Chairperson of Prosthodontics and Dean of Ad-vanced Education, Research and Continuing Education at the KornbergSchool of Dentistry, recently enjoyed dinner with several Temple Dental alumniin Scottsdale, Ariz. Pictured above, from left to right, are Dr. Boyd Patummas(‘04), Dr. Winkler, Dr. Linda Ma (‘04), Dr. Vu Vo (‘04), and Dr. Wil Saavedra (‘01).

Arielle Manstein, (‘16), wasnominated by Hillel directors tobe a student exemplar for Hillelof Greater Philadelphia’s Visionand Values Celebration, to beheld in June 2016. This eventcelebrates the work done byHillel chapters throughout theregion. To date, they have hon-ored 15 students for their lead-ership on their respectivecampuses. Hillel is the largestJewish student organization inthe world, connecting youngadults at more than 550 col-leges and universities.

Faculty Students

Dean Amid I. Ismail receives the annual donationof the Eastern Dentists Dental Insurance Company(EDIC) from Dr. Richard LoGuercio (member of theBoard of Directors) and Mr. Jack Dombek (vicepresident of sales). The EDIC is a large dental malpractice insurance company that ismanaged “By dentists, for dentists”TM. In 2015, itinsured just over 5,500 dentists. The company iscommitted to education and offers several freeprograms to help dentists reduce their liabilityrisk. Their annual donation to Temple Dental hasbeen ongoing for over a decade.

60 Diamond | Winter 2016

Fri., Mar. 11, 2016 Prosthetically Driven Implant Den-tistry: Treatment Planning andComplication Management Dr. Hai QingD $325 DT $125SFC / 9 AM – 4 PM / 6 CE

Wed., Mar. 23, 2016 Dental Management of Emergencies Dr. Allen Fielding and Dr. Gary JonesD $325 DT $125SFC / 8 AM – 4 PM / 7 CE

Fri., April 22, 2016 Mastering Indirect Dental Esthet-ics, Diagnosis, Design, CeramicOptions, Color Management, Photography and Successful Techniques Dr. Steven WeinbergD $295 DT $125 SFC / 9 AM – 4 PM / 6 CE

Fri. & Sat., May 13 & 14, 2016Introduction to Laser Dentistry(Hands On) Dr. Robert Convissar and Dr. James CraigD $695SFC / 8 AM – 4 PM / 14 CE

Sun., May 22, 2016 Jewels You Can Use On Monday Dr. Marc GottliebD $295 DT $125SFC / 9 AM – 4 PM / 6 CE

Don’t miss out on some great CE Courses!

Receive a Discount!(One discount option is available per registration.)

• 15% Temple Dental Alumni Discount• 10% Discount if you sign up for 3 or morecourses. (No changes/refunds applicable afterregistration. Only available for phone, fax ormailed registrations.)

• Word of Mouth Discount (For full paying at-tendees): Bring one or more friends/colleaguesto a continuing education course and receive20% discount on a future course. (Discountedcourse must be taken within 6 months to qualify.)

Cancellation PolicyFull refunds are granted, less a $50 administrative feeper course/person, if we receive your written cancella-tion five business days prior to the start of the course.No refunds are granted after that time.

RegisterPlease be sure to sign up for any course at least twoweeks prior to the course date.

• Online: Visit the Continuing Education sectionof our website at dentistry.temple.edu/continuing-ed to download the registration form or registeronline.

• Fax: Send completed registration form to 215-707-7107.

• Mail: Mail completed registration form to Temple University Kornberg School of Den-tistry, Office of Continuing Education, 3223 N. Broad Street, Philadelphia, PA 19140

Contact Nicole Carreno at 215.707.7541 or viaemail at [email protected] for assistance.

In MemoriamEdward L. Udis, DDS, (‘42), passed away on June 20,2014. Dr. Udis was at the top of his class when he gradu-ated in 1942. He went on to join the Army and achievedthe rank of Second Lieutenant prior to retiring. Dr. Udismarrried Thelma Waldman and they enjoyed 56 beauti-ful years together.

Irvin Hockstein, DDS, (‘47, ‘61), passed away on De-cember 1, 2015. After graduating from Temple Dental,he served in both the Army and Navy. He practiced orthodontics for nearly 50 years, and he served as thepresident of the Delaware Dental Society. Dr. Hocksteinwas active in the Delaware Jewish community and enjoyed many hobbies. He leaves behind his wife of 48years, Sara, his children, grandchildren and great-grand-children.

William A. Friz, DDS, (‘65), passed away on August 31,2015. He met his wife, Patricia Godshall (‘64), during histime at Temple, and they were married for 50 years priorto his passing. Following his time at the School of Den-tistry, he completed his residency as an officer in the U.S.Navy. Dr. Friz went on to open a private dental practicein Wilmington, Del., and later joined with partners to es-tablish Dental Associates of Delaware.

Gregory B. Chess, DMD, (‘98), passed away on July 10,2015, after a long battle with cancer. After graduatingfrom the School of Dentistry, he opened Chess and TaubDental with a partner in Jenkintown, Pa. He continued topractice dental medicine until his health prevented it. Dr.Chess was a lifelong resident of Warrington, Pa., wherehe raised his family with his wife, Robin.

Dr. Keith Anderson, (Retired Faculty), passed awayon December 16, 2015, of complications from Parkinson’sdisease. Dr. Anderson taught at Temple Dental for 25years, and served for several years as the director ofemergency services. He maintained a private practice formore than 40 years, continuing to practice into his 80s.

Dr. Julius Rosen, (Retired Faculty), passed away onJuly 21, 2015. Before his retirement, Dr. Rosen was amember of the faculty for Temple University KornbergSchool of Dentistry. During his time at Temple he createda website, which is still in use today, to aid students’ tran-sition from preclinical denture courses to work in theclinic. Dr. Rosen wanted the students to be as informedand comfortable as possible in their future careers.

Roger V. Ostrander, DDS DEN ‘39Gilbert S. Gold, DDS DEN ‘44David S. Shelby, DDS DEN ‘45Daniel Roberts, DDS DEN ‘45Lawrence H. Throne, DDS DEN ‘45Louis J. Loscalzo, DMD DEN ‘46Gaetan A. Campisi, DDS DEN ‘48Walter Gaskill, DDS DEN ‘50Vincent J. Roach, DDS DEN ‘51Bruce L. Shrallow, DDS DEN ‘52Samuel Lazzaro, DDS DEN ‘53Robert E. Fahringer, DDS DEN ‘54Daniel R. Lovette, DDS DEN ‘54Arnold M. Gordon, DDS DEN ‘54, CLA ‘50John J. Carchman, DDS DEN ‘55Richard E. Borchardt, DDS DEN ‘55Howard L. Reuben, DMD DEN ‘56David I. Lipkin, DDS DEN ‘57Stuart M. Lehman, DDS DEN ‘57Bernard Nisenholtz, DDS DEN ‘57John R. Beyrent, Jr., DDS DEN ‘57Pasquale J. Grant, DDS DEN ‘58Francis P. Donatelli, Jr., DDS DEN ‘58William C. Peeney, DDS DEN ‘59Arnold Pollack, DDS DEN ‘61Richard R. Lawless, DDS DEN ‘61Edmund Levendusky, DDS DEN ‘61Morton Averick, DDS DEN ‘62Colonel Ronald G. Stepler, DDS DEN ‘62Edward J. Fitzgerald, Jr., DDS DEN ‘64Irving Hornstein, DDS DEN ‘65David H. Rothstein, DDS EDU ‘61, DEN ‘65John F. Farne, DDS DEN ‘66Joseph G. Kirkpatrick, DDS DEN ‘66Robert E. Watkins, DDS DEN ‘66George MacLeod, DDS DEN ‘67Richard A. Rainka, DDS DEN ‘67Michael P. Stiglitz, DDS DEN ‘68Jerome M. Grossinger, DDS DEN ‘68John A. Schiavo, DDS DEN ‘70James E. Specter, DDS DEN ‘72James U. Treter, DDS DEN ‘73Stephen J. Uram, DDS DEN ‘76Michael L. Loll, DDS DEN ‘77Cedric E. Grosnick, DMD DEN ‘83James Joseph O’Larnic, DDS DEN ‘85

Mar. 19, 2016 Dr. John Nosti: Anterior All Ceramics: From Case Selection to Cementation

Apr. 2, 2016 Dr. Zola Makrauer: FullMouth Reconstruction orSingle Tooth Implants, Let’sMake it Happen!

* Free to Current KSoD AlumniAssociation Members!

First Annual 9 CE for $95Lecture Series*

3223 North Broad StreetPhiladelphia, PA 19140

Non-ProfitOrganizationUS PostagePaidPhiladelphia, PAPermit No. 1044

3223 North Broad StreetPhiladelphia, PA 19140http://dentistry.temple.edu

Facebook Link:http://www.facebook.com/TempleDental

Copyright © March 2016, Temple University

DeanAmid I. Ismail

Director, DevelopmentJennifer Jordan

EditorCynthia Busbee

Contributing WritersMeg CaveLeslie FeldmanJessica Lawlor

DesignCynergy IntegratedJanice Ellsworth

Friday, April 29, 2016Registration is now open!Visit http://dentistry.temple.edu/Reunion2016for a full schedule of events and registration information.

Documents

TEM Newsletter C1 · focus on patients and students. ... charting a new path of major changes. ... reduce blood loss, decrease postoperative discom -