It may not be this week. It may be next before you have a practice continuation plan in place and have communicated fully with your team and patients. When you do find you have some time, I encourage you to sit back and think about everything you have experienced over the last month and what new learning you have discovered. Then reach out to colleagues and talk over your learning. Continue sharing with each other throughout this time of social distancing. 

I am mindful of a quote from Carl R. Rogers: “The true wonder of learning is discovering for yourself.”  

Starting out in my career, I felt well trained technically, yet I must have subtly believed I was a “hardware” salesperson. Or, maybe it had to do with my tendency to be introverted. Whatever the reason, I found it easier to talk “hardware and technique” than to listen well and then help patients clarify their health objectives and the benefits they were seeking in their dental health care experience.  

I went to a workshop led by Carl R. Rogers titled Client-Centered Therapy. This workshop was significantly different than any of my previous educational experiences. It was a participatory experience. It took some time for me to assimilate his educational concepts into my life and practice, and I noticed right off that I had retained more from a workshop experience and could apply my understanding of what I had learned. When I returned to my office, I attempted to create a participatory learning experience for my patients. I learned from these early attempts more about learning and witnessed behavioral changes in myself and my patients.  

I sought out many other workshops at this time in my life. One was Parent Effectiveness Training, facilitated by a local devotee of Dr. Thomas Gordon. Then, I became reacquainted with Dr. Karl Olson, the retired President of North Park University where I had done my undergraduate schooling prior to going to Northwestern University Dental School.  

Olson had joined forces with Bruce Larson and Heidi Frost of Faith-At-Work and created The Leadership Training Institute, which focused on discovering your leadership potential through three separate weeks of “experiential learning.” The first week was focused on Know Yourself, the second-week focus was Know Yourself in a Small Group, and the third-week experience was focused on Designing Small Group Experiences for Others. Each of these three weeks was separated by six months of intentional application and reflection, which created a powerful learning period of discovering myself.  

From my point of view, there is nothing more rewarding than a learning experience in which one can become aware of one’s own learning in “the moment” or upon reflection. So, now that you have been thrust into participating in Knowing Yourself, your practice, your team, and your patients on a new level where there is a concern for everyone’s safety and wellbeing on an elevated scale take time to reflect on what you learned in “special moments” of the past month.  

Are any of your discoveries blog-worthy to stay in communication with your patients? They will appreciate your personal “touch.” 

Making a comment in response to this blog is one way you can encourage a “continuing conversation” of Pankey participants’ “new awarenesses.” 

Keep reading for the final part of Pankey co-founder Dr. John A. Anderson’s story: 

A quote by philosopher Soren Kierkegaard that can help us gain perspective from Dr. Anderson’s path –

Life can only be understood backwards;

but it must be lived forwards!

This fact is of such central, profound, and fundamentally urgent importance for each human being to realize!

Joining the Pankey Institute

In the late ‘60s, Dr. John Anderson was in the prime of his dental career and about to turn fifty years of age when the LD Pankey Foundation was signed into being. Roughly one year later, John had already turned down an invitation to be the Dean of NUDS. He was finishing his sixth year in his third office when the ORS group met in November 1970.

John Anderson and Loren Miller said “Yes” to Co-Directing The Pankey Institute. Looking back, it is easier to see the defining work and moments that shaped their lives, character, ethic, education, and intent from the inside out.

The mark of an outstanding educator is the ability to create experiences in a learning process that invites participants into an opportunity of discovery. 

After an Advisory Class, or “test run” as John and Loren liked to call it, the Institute officially opened the first week of October 1972 with a C-1 Class. As The Pankey Institute matured, Dr. Anderson took on the role of directing education process and Dr. Miller directed administration. Both sold their practices and became full-time at The Pankey Institute.

John and Loren jointly invited twelve individuals of various ages in November 1974 and an additional three in early 1975 to join the Cadre – the Pankey Institute’s original Visiting Faculty. Dr. Henry Tanner joined the full-time Faculty in 1974.

John, Loren, and Henry continued to develop the next generations in dentistry and an Experiential Educational Process. They dedicated their lives to refining it with and for others.

A Pankey Legacy

Dr. Anderson died of a sudden and surprising heart attack on 12/31/1978, having celebrated his fifty-ninth birthday on November 18, 1978. He was and still is a significant mentor to me.

Within our relationship, there was the opportunity for multi-event dosing of purposefulness, commitment, integral ethic, authenticity, passion, responsibility, demonstrated excellence in relationship building, human understanding, acceptance, discovery, inventiveness, and excellence in clinical dentistry.

A story: As John was becoming more and more full-time in Florida, after the beginning of The Pankey Institute in 1972, he sold his practice in Glenview, IL about forty miles from my practice in Hinsdale, IL.

He would call and ask if it was OK to refer a patient to me for continuing care. I would gladly accept. I would find out while interviewing the new patients that many were from Hinsdale and neighboring suburbs. Most had traveled past my office on their way to John’s for years!  

The gift of those patients was not the dental work I was able to do for them. Rather it was listening to their story of when and how they found John.

Some of their work was done in the late 40s and early 50s prior to John meeting Dr. Pankey. Other’s was done in the middle 50s to ’62 and I witnessed the influence of Drs. Pankey, Mann, and Schuyler on John’s dental work.

And then, in the work done from ’62 to ’74, I could see the influence of Dr. Henry Tanner. It was a confirmation of being and becoming a continual student – the learning and growing of an outstanding professional.

This gradual unfolding is a shining example of doing the best you can each day and being open to your own learning along the way. I cared for many of those individuals for the next twenty-plus years. About the only work I needed to do was an occasional “freeing-up” of the occlusion on posterior teeth due to natural wear on anterior teeth. This required smoothing of leading edge bevels and trailing edge sharpening. Re-beveling diminished the chance of chipping and fracture.

These experiences gave me a sense of hope as I reviewed my own work throughout the years. I noticed my growth and development reflected in it. What a gift!

Here we continue a Pankey founder’s life story …

Meeting Dr. LD Pankey

The 1950s held many experiences that shaped Dr. Anderon’s personality, inventiveness, and professional growth. He formed the Saunders Milwaukee study club with Dr. David Hoffman. They began studying Practice Management and brought Dutch Wohler in from California to spend a life-changing week with the group.

This led to an invitation for John to attend a Practice Management Meeting at the University of Michigan in ’52. It became the founding meeting of the American Academy of Dental Practice Administration (AADPA). Its speaker was none other than Dr. LD Pankey.

Study Clubs and Teaching

John continued to seek out Dr. Pankey’s philosophy courses, where he met Dr. Loren Miller. In 1957, Drs. Pankey, Mann, and Schuyler invited John Anderson and other dentists to be part of the Oral Rehabilitation Seminars (ORS).

The major purpose of the ORS was to create the Teaching Manuals. They used Dr. Anderson’s Case Slides in their presentations. This ORS group traveled and taught the PMS Technique and Course to study clubs from ’58 to ’72. These study club members became early adopters and LD Pankey Foundation supporters later on.

The experience of teaching ignited in John a passion for learning about how people learn best. He wondered, what is the best process?

Sit-Down Dentistry

During the ’55-‘65 time period, Dr. Anderson and Dr. David Hoffman were studying “Time and Motion” principles in dentistry with memo-motion photography.

In the 40s and 50s, John had not yet met Dr. Henry Tanner, who was part of the development of the High-Speed Air Turbine Handpiece at Walter Reed Army Institute of Research. Dutch Wohler introduced them in ‘62, while John and his family were spending vacation time in California – small world!

Henry and John found ways to teach together over the next 16 years. Henry joined The Pankey Institute’s Faculty from ’74 to ’80.

Communicator and Educator

By the time I entered my pre-dental education at North Park College in ’60, John was in his second office across the street from Swedish Covenant Hospital. This was five blocks from my dorm.  

I saw his innovative efforts with sit-down dentistry and four- and six-handed dentistry. During this period, John was continuing to develop as a communicator and educator. Twice a year he would spend an evening with dental students at NUDS talking about “The Profession You Are About to Enter”!

His time commitments to the ORS group, Chicago Mid-Winter Meeting, and Branch Chicago Dental Society meetings featured his cutting edge concepts. These included restorative dentistry, dental materials selection, practice management, and equipment selection for sit-down dentistry.

At the end of my second year at NUDS and starting the summer clinic in ‘64, John was moving into his third office in Glenview, IL. The new office was based on his research involvement, which came from the aforementioned Time and Motion Studies.

Curious what happens next in the history of a Pankey founder? Check out Part 3 in this series …

I was asked to write an article about Dr. John A. Anderson, Sr., one of two men who said “yes” to stepping up in November 1970 to co-create The Pankey Institute. As I put together a timeline of his life, I noticed the import of his early life experiences, many of which commonly shape a person’s Ethos, Pathos, and Logos.

These qualities are often found in boundary pushers, leaders, and dentists committed to continuing their education throughout their lives. They do so while folding their learning back into their practice of dentistry for the benefit of others.

I first met Dr. Anderson in December 1956 when he and his family were visiting cousins. They attended a Christmas choral concert at our church in Hinsdale, IL. I was a freshman in high school at the time.

As I was introduced, I can remember his handshake and warm greeting. When he heard I wanted to be a dentist and go to Northwestern University Dental School, his words were very encouraging.

Life Experiences That Shaped Dr. Anderson’s Life

Dr. Anderson was born November 18, 1919 in Wonju, Korea. His parents Dr. A. G. and Hattie Anderson were medical missionaries – Hattie had a teaching degree. John’s schooling occurred at Pyongyang Academy in Korea.

John was sent to the USA to continue his education with two years at Baldwin-Wallace College, OH. In the fall of 1938 he entered Northwestern University Dental School (NUDS). He then graduated three years later in 1941.

John became a Clinical Instructor at NUDS from the summer of ’41 to the summer of ’42. After marrying his wife Eleanor in ’42, he was commissioned in the Army Air Corps, Dental Division and sent to India. After returning from India, where he contracted malaria, John recovered and was released from active duty.

He opened his first practice on N. Clark Street, Chicago, IL in 1945. His uncle was a dentist in the area of Chicago called “Andersonville” due to the large population of Swedish immigrants.

While he and Eleanor lived in Andersonville they had three children: Denise ’47, Jay ’49, and Jill ’53.

Keep an eye out for Part 2 in this story of a Pankey founder …

How do you ensure aspects like pitch, bevel, crossover, and trailing edges are taken into account? Here, Dr. Green continues his commentary on this valuable aspect of dentistry.

A Flaw of Design: Why Leading & Trailing Edges Matter

While I was helping in the Pankey Scholar Program, the participants would video their patient during the post-case conversation. They would record the movements of the patient in protrusive, left, right radial lateral into crossover, and lateral protrusive.

As I was observing patients in the videos, I would occasionally notice a hesitation once they got to the tips of the cuspid. Sometimes there would also be a quiver of the jaw or muscle twitch. I would usually review the video later with the participant and look at the finished case on the articulator with them. We would talk about how they could put a ‘landing facet’ on cuspids too since they are anterior teeth.

They were beautiful porcelain cases, so I would show them on another set of models how easy it was to do. I told them they would know it was right when the patient’s eyes smiled and the hesitation and muscle twitching went away. Another benefit of a facet on a cuspid is that it is gentler on opposing incisal edges of centrals and laterals in all mandibular movements.

Talking About Edges

One way to talk about the leading and trailing edges: on upper anterior teeth, including cuspids, the leading bevel is at the lingual-incisal junction. The bevel develops naturally on natural teeth. With restorations, the dentist creates it.

The leading edge of the lower incisors, including cuspids, is on the facial incisal junction. It is created in natural teeth with normal function. When restorative material is used, it must be managed by the dentist.

The trailing edges and bevels (labial-incisal edge of upper anteriors plus cuspid and lingual-incisal edges of lower anteriors, including cuspids) are always shaping with function. This can lead to micro-fracturing or major sheering of enamel vertically. Therefore, the trailing edge bevel must always be managed by the dentist with intention. The goal should be preventive with natural tooth or any restorative material.

Once a natural tooth has been worn to the point of losing incisal embrasure, the medial and lingual marginal ridge convex Shaw on the lower can act like a chisel against the labial incisal edge of the upper. This is seen often in a crossover position.

Edges, bevels, and pitch may not be simple, but awareness comes in the doing and observing!

When Dr. Richard Green read Dr. Lee Ann Brady’s blogs on pitch and bevels, he decided to jump in with a thoughtful response. Read on for more discussion of this fascinating topic.

Crossover and Movement: Consider the Edges

I loved Dr. Brady’s article concerning edges (pitch and both bevels) and the conversation about natural teeth, composition, and porcelain. I was reminded of some of my learning with and from Henry Tanner while refining my occlusion in the mid-70s. It worked for me no matter what material and bite splints were used.

Henry was the first to introduce me to ‘crossover.’ At the time, one of the anterior teeth you did not talk about were the cuspids. They too have important facets (pitch and two bevels) that need to match cusp tip to cusp tip, regardless of the material.

When moving into crossover and the cuspid tips touch, if the pitch facet does not match or is pointed, sloped, or rounded, you often see the masseter or temporalysis muscle twitch. This occurs as the patient hesitates in their movement. That smooth transition back to the incisal edges of the centrals and laterals is important.

I also realized during my career that certain patients (teens, golfers, baseball players) would often stabilize their head while their teeth were cuspid tip to tip or in a crossover position at the point of their impact with the ball.

Improvements can be accomplished by simply taking the flat portion of a ½ J (wheel fine diamond) and creating matching facets on upper and lower cuspids. Polish them and both the leading and trailing bevels so that the movement becomes smooth. If the patient wants to stop cusp tip to cusp tip on the upper and lower cuspid, there is a stable stop and the muscles are comfortable.

To be continued…