more booksTop 20 Most Requested Reprints

  1. Toward a competency-based curriculum. Chambers, D. W. Journal of Dental Education, 1993, 57 (11), 790-793.
    The original statement of competency-based education in dentistry, where competency is defined as the midpoint on the novice-expert continuum and a combination of knowledge, skills, and attitudes necessary of independent practice.
  2. Evidence-based dentistry. Chambers, D. W. Journal of the American College of Dentists, 2010, 77 (4), 68-80.
    EBD is the integration by practitioners of best research evidence, clinical experience, and patient values; the current fad places too much weight on the rigor rather than the relevance of research, is cynical about practitioners’ experience, and ignores both patient values and the integration of these elements in the context of clinical decision making.
  3. Factors driving recent changes in dentists’ incomes. Chambers, D. W. Journal of the California Dental Association, 2014, 42 (5), 331-337.
    Incomes of general practice dentists have risen much more rapidly than inflation-adjusted incomes of Americans and are now at approximately the 97th percentile; the increase has slowed since 2006 (before the recent recession) because of factors such as the decline in funds among the public and slack in the use of auxiliaries.
  4. Portfolios for determining initial licensure competency. Chambers, D. W. Journal of the American Dental Association, 2004, 135 (2), 173-184.
    One-shot initial licensure testing lacks the reliability and validity needed for high-stakes evaluation, and deficiency that could be overcome by using portfolios documenting multiple testing in authentic contexts.
  5. A primer on competency-based evaluation. Chambers, D. W., Glassman, P. Journal of Dental Education, 1997, 61 (8), 651-666.
    The novice-expert continuum (novice, beginner, competent, proficient, expert) is used to anchor most appropriate methods of education and evaluation as one becomes a professional; a glossary of common terms is included.
  6. Learning curves: What do dental students learn from repeated practice of clinical procedures? Chambers, D. W.  Journal of Dental Education, 2012, 76 (3), 291-302.
    Data from two classes of dental students showed no improvement in performance across test cases in eight clinical disciplines over eight clinical quarters and no improvement in test case performance as a function number of practice cases completed on patients.
  7. Why professional judgment is better than objective description in dental faculty evaluations of student performance. Chambers, D. W., Eugene E. LaBarre. Journal of Dental Education¸ 2014, 78 (5), 681-693.
    Global faculty judgments of students’ work in a removable prosthodontics laboratory courses were more predictive of future student performance than were “objective” assessments use a criterion check sheet; the legal justification for using professional judgment and post hoc unbiased corrections for differences across faculty are presented.
  8. Boards should be based on multiple tests using patients. Chambers, D. W. Journal of the American College of Dentists, 2017, 84 (2), 2-3.  Qualification for initial licensure should be based on a representative sample of the range of skills a dentist is expected to exhibit in practice.  It is also be based on multiple cases of each.  Only the portfolio model meets these requirements.
  9. Predicting technology transfer from data in research on technology development. Chambers, D. W., Leknius, C., Reid, L. International Journal of Technology Transfer and Commercialisation, 2005, 4 (3), 318-340.
    Using the example of a provisional dental restoration, it is shown how generalizability analysis can be used to estimate the variance components attributable to material or method, operator, and patient (including their interactions and error) to form an unbiased projection from research findings reported in the literature to estimates for individual practices.
  10. An investigation of dentists’ and dental students’ estimates of diagnostic probabilities. Chambers, D. W., Mirchel, R., Lundergan, W. Journal of the American Dental Association, 2010, 141 (6), 656-666.
    Dentists’ and dental students’ estimates of the probability that a patients has a condition given baseline and diagnostic information in a vignette vary widely and never match the Bayesian standard for combining evidence and clinical judgment; with the baseline being given less weight than it deserves.
  11. Toward a competency analysis of operative dentistry technique skills. Chambers, D. W., Geissberger, M. Journal of Dental Education, 1997, 61 (10), 795-803.
    Beginner, competent, and expert dentists were videotaped preparing a Class II restoration and analysis showed that there were no differences across operators in time the bur was in contact with the tooth or the quality of the final project as judged by faculty instructors, but total time was greater for the less experienced operators and the more experiences ones collapsed steps.
  12. Board-to-board consistency in initial dental licensure examinations. Chambers, D. W. Journal of Dental Education, 2011, 75 (10), 1310-1315.
    Dental school graduates who took initial licensure examinations in two jurisdictions during a one-month period had no correlation or negative correlation in performance on the patient-based sections of the tests and there was no relationship between test case performance or number of procedures completed which in school.
  13. Behind the regulatory curtain. Chambers, D. W. Journal of the American College of Dentists, 2017, 84 (1), 2-3.  A little investigative journalism of the 2017 unsuccessful attempt to introduce  legislation in North Dakota for dental therapists.  Neither side is telling the whole story.
  14. The wrong sort of answer. Chambers, D. W. American Journal of Esthetic Dentistry 2013, 3 (4), 228-233.
    Statistical significance of research papers does not translate directly into probability of success in practice; the use of Bayesian corrections for baseline and estimating likelihood of failure using standard deviation are illustrated as useful translations from the research to the clinical setting.
  15. How dentists read a technique article. Chambers, D. W., Lyon, L. Journal of Prosthodontics, 2017, 26 (12), 682-687.  Dentists were videotaped reading a journal article.  None read start to finish, they disagreed on what the article was supposed to be about, they judged the article (without being asked to do so) based on its applicability to practice, and they thought up excuses for not being bound by the conclusions – the more useful the technique was thought to be, the more excuses they invented.
    The basics of marketing – product, price, placement, and promotion – are applied to dental practice and distinguished from selling.
  16. The case against one-shot testing for initial licensure. Chambers, D. W., Dugoni, A. A., and Paisley, I. California Dental Association Journal, 2004, 32, 243-252.  The psychometric limitations of one-shot, patient-based initial licensure testing are enumerated and viable alternatives are discussed.
  17. Lessons from students in a critical thinking course: A case for the third pedagogy. Chambers, D. W. Journal of Dental Education, 2009, 73 (1), 65-82.  A rich analysis is presented of a dental course in critical thinking showing that the knowledge, skill, and values dimensions are all involved and it is suggested that a “third pedagogy” that combines these aspects of learning should be pursued.
  18. Preliminary evidence for a general competency hypothesis. Chambers, D. W. Journal of Dental Education, 2001, 65 (11), 1243-1252.
    Performance at graduation in six clinical disciplines could be better predicted from a combination of performance other disciplines in earlier quarters and from early quarter faculty judgments about patient management and clinical judgment generally than from discipline specific early performance, thus suggesting that clinical dental competency is a general construct rather than a collection of discipline-specific skills.
  19. Red beads and funnels. Chambers, D. W. Journal of the American College of Dentists, 2001, 68 (4), 44-49.
    Retelling of quality guru Deming’s famous group exercises showing that individuals should not be held responsible for poor performance that is a function of bad process design and that adjusting procedures to compensate for poor outcomes is inferior to making adjustments to correct design flaws.
  20. Swarm intelligence. Chambers, D. W. Journal of the American College of Dentists, 2011, 78 (2), 34-44.
    The explanation of average outcome in many processes, such as periodontal disease, cannot be explained without considering the effect of time (and the possibility that changes compound over time) and the effect of other elements in the system that are both agents and context for other agents.