Lisa E Itaya

University of San Francisco, San Francisco, California, United States

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Publications (3)2.08 Total impact

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    ABSTRACT: California is home to one-third of the U.S. population with limited English proficiency (LEP). Studies indicate that treating LEP patients without professional interpreters can result in miscommunication, decreased patient satisfaction, and serious medical errors. To address this problem, federal laws require all health care institutions receiving federal monies to provide interpretation services to their LEP patients at no cost to the patient. In this study we surveyed 122 students and fifty-six faculty members from the five California dental schools with respect to number, communication strategies, impact on education and clinic finances, and student and faculty perceptions regarding serving LEP patients in their clinics. Over 50 percent of students surveyed spoke a foreign language either fluently or moderately fluently. Students reported that about 10 percent of their patients required interpreters, that untrained interpreters (e.g., family, friends, bilingual students) worked adequately, but that LEP patients were more difficult to treat. To comply with federal laws, dental schools are confronted with the challenge of covering the cost of providing language services to LEP patients.
    Journal of dental education 10/2009; 73(9):1055-64. · 1.04 Impact Factor
  • Allen Wong · Paul Subar · Lisa Itaya
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    ABSTRACT: Tuberous Sclerosis Complex (TSC) was first described in the late 1800s as a relative of neurofibromatosis, but it has since been identified as a discrete disorder. Patients with TSC typically present with facial adenomas, seizure disorder, and a developmental disability. The syndrome is caused by mutations in either chromosomes 9 or 16, both of which code for cell development and maturation. This case report describes the unique findings of TSC, and suggests areas for future study. By understanding the dental and medical implications of TSC, early intervention may vastly improve a patient's overall quality of life.
    Special Care in Dentistry 09/2008; 28(5):201-4. DOI:10.1111/j.1754-4505.2008.00040.x
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    Lisa E Itaya · David W Chambers · Patricia A King
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    ABSTRACT: This study determines the extent to which admissions criteria and cultural norms predict the success of a foreign-trained dentist in a United States dental educational program. Correlation and regression tests were applied to an eleven-year period from 1994 to 2004 of retrospective admissions data for 144 International Dental Studies Program students. Five cultural norms were derived from the collective cultural dimensions of a scholarly work of validated multinational surveys by Geert Hofstede. These five cultural norms are Power Distance (degree of inequality between "haves" and "have-nots" in a culture); Individualism (support for independent or group behavior); Long-Term View (deferred gratification versus quick results/rewards); Masculinity (emphasis on performance/outcomes versus socialization); and Uncertainty Avoidance (ability to cope with an uncertain future). Hofstede's calculated country scores on these cultural dimensions applied to the students' countries of education and their influence on students' academic performance were assessed by correlation and regression analyses. Results showed that the TOEFL and National Board Part I examinations and the cultural norm of Long-Term View were the most positive predictors of grade point averages. The other four cultural norms studied were not predictors of success. Those who applied to the program more than once before being accepted did less well in the program, yet "less well" might have meant that they graduated with a 3.0 instead of a 3.5 GPA. Generally speaking, the more recent the graduated class, the higher the ending GPA has been. Admissions committees should determine if they want to invest the resources required to implement a multitude of admissions predictors to find the best of the qualified applicants.
    Journal of dental education 04/2008; 72(3):317-28. · 1.04 Impact Factor