About

Laura Kaufman is a Clinical Associate Professor of General Dentistry at the Boston University Henry M. Goldman School of Dental Medicine. She holds a DMD degree from Tufts University School of Dental Medicine, earned in 1982. Her academic role involves teaching and practicing within the Department of General Dentistry, specifically in the division of Predoctoral Removable Prosthodontics. She is based at the office located at 635 Albany Street, G-300D, Boston, MA. Her professional focus includes providing state-of-the-art dental care through the school's teaching clinic and faculty practice, emphasizing preventive and restorative dentistry. As a faculty member, she contributes to the education of dental students and the delivery of comprehensive patient services.

Research topics

• Ecology
• Geography
• Fishery
• Biology
• Environmental resource management

Selected publications

• Oral Conditions, Oral Health Related Quality of Life and Cognitive Function: Preliminary Results from the Health and Retirement Study

  Advances in Geriatric Medicine and Research · 2021-01-01 · 1 citations

  articleOpen accessCorresponding

  Background: Growing evidence suggests that cognitive functioning is influenced by oral health status. This study examines the association between the status or condition of the mouth as measured by self-report (OH), oral health related quality of life (OHRQoL) and dental care utilization on cognitive function. Design: Population‐based cross‐sectional study. Setting: United States Health and Retirement Study (2018). Participants: Community‐dwelling adults above 50 years of age (N = 1268; Mean age (SD) 67.14 ± 10.54 years). Measurements: Self-reported condition of mouth and teeth, number of teeth and denture use were used to determine the OH. OHRQoL was assessed as a composite score using self-reported pain or distress due to gums or teeth, difficulty to relax, avoiding eating certain foods, or socializing due to oral health issues. Validated cognitive score cut-offs were used: (i) (≥12) representing normal cognition (ii) (6–11) “cognitive impairment, not demented” (CIND), and (iii) (<6) dementia. Results: We found that participants with worse OHRQoL had 0.15 units lower global cognitive scores (β = −0.15, SE = 0.03, p = < 0.0001). Compared to those with dementia, participants in normal and CIND categories had greater odds of better OH (ORNormal = 1.76, (95%CI: 1.09–2.84); ORCIND = 2.86, (95%CI: 1.60–5.09)). Furthermore, participants in the CIND category had greater odds of using dentures compared to participants with dementia (ORCIND = 2.71, (95%CI: 1.49–4.93)). We did not find any statistically significant association between tooth loss or dental utilization and dementia. Conclusions: This study provides valuable preliminary insights into the potential association between OH and OHRQoL and cognitive function. If further validated, this method may allow dental and cognitive triage for follow-up assessments in community dwelling adults who may have limited access to care.

  PublisherDOI

• Assessment of knowledge and perception about silver diamine fluoride (SDF) for treating older adults among graduating dental students

  Journal of Dental Education · 2020-06-27 · 10 citations

  article

  Abstract Purpose/objectives Silver diamine fluoride (SDF) is a promising therapy for arresting and preventing caries in difficult to treat, high‐risk populations, including institutionalized older adults. This study investigates the knowledge and perceptions about SDF of graduating dental students in multiple U.S. dental schools, as well as their willingness to use SDF in their practices. Methods A survey was designed consisting of 21 total questions: 6 questions regarding students’ demographic information and their SDF content exposure contextualization, 8 questions tailored to investigate 2 domains regarding students’ knowledge about SDF (properties and indication), and 7 questions aiming to investigate 3 domains regarding students’ perceptions about SDF (SDF usefulness, appropriateness of using SDF, and willingness to use SDF when in private practice). The survey was then distributed to graduating dental students at 7 U.S. dental schools. Results A total of 386 surveys (response rate of 55%) was collected from 7 schools in the Spring of 2019. The median score resulting from the SDF content exposure questions was 3 (SD = 1.43) from a range of 0‐5. The median score from knowledge about SDF properties was 4 (SD = 1.18) from a range of 0 to 6. In the multivariate analysis, a linear model found that the covariates “SDF Usefulness”, “SDF Appropriateness” and “SDF Patient Willingness to Use” were significantly associated with higher student willingness to use SDF (R 2 = 0.395). Conclusion The results indicated that the graduating students have a positive perception of SDF regarding its usefulness and appropriateness. Graduating students appear inclined to utilize SDF upon entering private practice.

  PublisherDOI

• Journal of Dental Education Volume 84 Number 11/November 2020

  Journal of Dental Education · 2020-11-01

  articleOpen access
  PublisherOA PDFDOI

• Translation and validation of the Greek version of an ageism scale for dental students (<scp>ASDS</scp>_Gr)

  Gerodontology · 2019-04-07 · 31 citations

  article

  OBJECTIVES: To describe the validation of a new 27-item ageism scale for dental students in Greece. BACKGROUND: A new ageism scale for dental students has been developed by American and European Gerodontology educators and was preliminary validated in the United States. METHODS: The scale was translated into Greek and administered to 8th- and 10th-semester dental students in Athens. Principal components analysis was used to explore the internal structure of the measure; internal consistency reliability was assessed using Cronbach's α coefficient; corrected item-total correlations were calculated to decide which low contributing items should be removed from the scale; and discriminant validity was tested investigating variation in relation to demographic and educational factors. RESULTS: A total of 152 students responded to the questionnaire. The Principal component analysis offered a 15-item scale distributed into four factors that accounted for 56.4%, of the total variance, produced stronger factor loadings, a comparable amount of overall component variance and logical sets of components. The four factors produced were values/ethics about older people (four items, α = 0.71), patient compliance (four items, α = 0.72), barriers to dental care (four items, α = 0.57) and dentist-older patient interaction (three items, α = 0.64). Discriminant validity revealed statistically significant differences in factors and items related to semester of studies, gender and family's permanent residence. CONCLUSION: The preliminary validation of the Greek version of the ageing scale for dental students revealed a 15-item questionnaire that demonstrated acceptable validity and reliability and could be further tested in larger samples.

  PublisherDOI

• Development and preliminary validation of an ageism scale for dental students

  Special Care in Dentistry · 2018-01-01 · 37 citations

  article

  PURPOSE/AIM: This work presents the preliminary validation of a novel scale assessing ageism attitudes among dental students. METHOD AND MATERIALS: A 27-question scale was created based on existing ageism scales. The new ageism scale was applied to 144 dental students. Content validity was achieved by experts' consensus. Questions whose deletion increased the overall α, loading < 0.40, loading on more than one factors, or those unexpectedly grouped in another factor were thoroughly examined. Principal Component Analysis assessed internal structure of the measure. RESULTS: The final ageism scale included four items in a single factor that explained 58.5% of the overall variance with substantially higher reliability than other factors. The Cronbach's α for this single four-items factor was 0.75. CONCLUSIONS: This preliminary analysis of a novel ageism scale for dental professionals pointed to four items achieving high reliability, providing guidance for a future definitive validation study with a larger sample.

  PublisherDOI

• Dual institution validation of an ageism scale for dental students

  Special Care in Dentistry · 2018-11-14 · 35 citations

  articleOpen access

  PURPOSE/AIM: Ageism negatively affects health care. This paper presents an extended validation of a novel scale assessing ageism among dental students. METHOD AND MATERIALS: A previously pilot-tested 27-question scale applied to a larger sample (n = 315) from two U.S. dental schools with Principal Component Analysis used to assess internal structure of the measure. Questions whose deletion increased the overall α loading on >1 factor or those unexpectedly grouped in another factor were thoroughly examined. RESULTS: The scale resulted in five statements (grouped in two factors), which explained 63% of the overall variance with a substantially higher reliability value than other solutions (0.76). Two factors highly correlated were grouped together in a single scale. The five statements are "Elderly people do not take good care of their teeth" (0.62), "Elderly patients do not usually comply with dental advice" (0.93), "The Elderly patient does not live long enough to make it worthwhile to invest time and effort in complex dental treatment" (0.81), "The elderly patient does not live long enough to make it worthwhile to invest money in expensive dental treatment" (0.95), and "Dental treatment of elderly patients is too time-consuming" (0.57). CONCLUSIONS: Five items achieved high reliability toward the validity of this scale.

  PublisherOA PDFDOI

• Oral Health for Older Adults: An Interprofessional Workshop for Medical Students

  MedEdPORTAL · 2017-04-19 · 4 citations

  articleOpen access1st authorCorresponding

  INTRODUCTION: Because many older adults lack dental insurance and have limited or no access to dental care, it is essential to train future physicians to conduct brief oral health assessments on them. Likewise, interprofessional educational experiences are crucial in teaching medical students the skills necessary to provide comprehensive, team-based care to complex and vulnerable populations. Thus, this workshop was designed to increase fourth-year medical students' knowledge and confidence in performing oral health examinations on older adult patients using an interprofessional and hands-on approach. METHODS: The curriculum includes an online presession self-study module followed by a 75-minute workshop. The workshop is comprised of a brief introduction (5 minutes), a lecture about the impact of oral health on older adults (30 minutes), a hands-on skill session practicing a focused oral exam led by dental students (30 minutes), and a large-group debrief and wrap-up (10 minutes). RESULTS: A pre-/postsurvey assessed learners' knowledge, attitudes, and confidence in oral health skills. The results were compared to a lecture-only format that was in place prior to the implementation of the workshop. In comparison to medical students who received the lecture-only format, those who participated in the workshop showed a greater increase in confidence and skills over time. The medical students also expressed interest in more frequent opportunities for collaborative learning experiences with dental students. DISCUSSION: This workshop was successful in introducing an interprofessional experience to medical students in order to ensure more comprehensive and coordinated care for older adult patients in the future.

  PublisherDOI

• The Impact of an Interprofessional Oral Health Curriculum on Trainees

  The Journal of Physician Assistant Education · 2017-02-15 · 12 citations

  articleSenior author

  PURPOSE: Despite the prevalence of oral disease, the subject of oral health historically has been absent from medical education. We have developed an interprofessional curriculum in collaboration with our school of dentistry to teach oral health in the primary care setting to physician assistant (PA) students. The goal was to create and assess the impact of a curricular model that would be adaptable to various academic settings. METHODS: A blend of classroom, clinical skills lab, observations in the dental clinic, and observed structured clinical examinations was used to teach oral health to first-year (didactic year) PA students. The objectives were created in collaboration between the medical and dental faculties and included topics on general oral health, oral cancer, geriatrics, pediatrics, and fluoride varnish. RESULTS: A total of 12 hours of instructional time was delivered to 23 students over 3 semesters from 2014 to 2015. Pretesting and posttesting demonstrated long-term knowledge retention that was 14% better than baseline at 8 months (P < .001). Student surveys demonstrated that satisfaction levels were high and that the students felt better prepared and motivated to incorporate oral health into their practice of medicine. Analyses of students' write-ups of the history and the physical examination demonstrated that the students incorporated oral health concepts. CONCLUSIONS: A significant impact on trainees can occur after a short, focused amount of instructional time in oral health. Students demonstrate enthusiasm and begin using oral health skills early on. A focused interprofessional oral health curriculum can likely be successfully integrated into various academic settings with a positive effect on learning and improved patient care.

  PublisherDOI

• The Impact of Formal and Informal Respite Care on Foster, Adoptive, and Kinship Parents Caring for Children Involved in the Child Welfare System

  Child and Adolescent Social Work Journal · 2016-05-23 · 34 citations

  article
  PublisherDOI

• Oral Health and Interprofessional Collaborative Practice

  Dental Clinics of North America · 2016-08-06 · 26 citations

  review1st authorCorresponding
  PublisherDOI

Frequent coauthors

• Andrew L. Rhyne

  Roger Williams University

  28 shared

• Colin A. Chapman

  George Washington University

  19 shared

• James A. Morris

  National Oceanic and Atmospheric Administration

  18 shared

• Michael F. Tlusty

  University of Massachusetts Boston

  17 shared

• Ronaldo B. Francini‐Filho

  Universidade de São Paulo

  15 shared

• Rodrigo L. Moura

  Universidade Federal do Rio de Janeiro

  13 shared

• Michael K. Orbach

  University of South Carolina Beaufort

  12 shared

• Lauren J. Chapman

  McGill University

  12 shared

Education

• Other

  Tufts University School of Dental Medicine

  1982