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Dental Schools (dental + school)
Selected AbstractsInfluence of the type of dental trauma on the pulp vitality and the time elapsed until treatment: a study in patients aged 0,3 yearsDENTAL TRAUMATOLOGY, Issue 3 2004Daniela Maria Carvalho Pugliesi Abstract ,,,The purpose of the present study was to determine the influence of the type of trauma on the pulp vitality and the time elapsed until seeking dental care in children aged 0,3 years seen at the Baby Clinic of the Araçatuba Dental School, UNESP. A total of 1813 records were analyzed. Two hundred and three patients, corresponding to 302 traumatized teeth, were assessed clinically and radiographically. Hard-tissue injuries were the most frequent (52%), with a predominance of enamel crown fractures (41.4%), followed by concussions (12.6%) and intrusions (11.6%). Clinical and radiographic examination revealed that 72% of the traumatized teeth maintained pulp vitality. In the case of supporting-tissue lesions, 51.1% of the patients sought care within 1,15 days after injury, while in the case of hard-tissue injuries, 52.7% sought care only after 16 days. The results showed that supporting-tissue injuries had a significant influence on the faster seeking of dental care. [source] Dental trauma in Turkish children, ,stanbulDENTAL TRAUMATOLOGY, Issue 2 2003Betul Kargul Abstract,,, Numerous studies focus on visits to dental clinics for emergent dental problems. Many are all-inclusive, studying traumatic injuries as well as visits for infection and other causes. Epidemiologic studies have focused on the investigation of the prevalence or incidence of dental injury. The patients were evaluated at Pediatric Dentistry, Marmara University Dental School, ,stanbul over a 2-year period. For these 300 patients (446 teeth), specific diagnoses were evaluated. Dental injuries that presented most frequently in permanent dentition were crown fractures of enamel only and crown fractures of enamel and dentin. The most frequently presented dental injury in primary dentition were avulsions and crown fractures of enamel. The more frequent treatments for primary teeth were examination only. Bandage restoration, space maintainer were common procedures for permanent teeth. [source] Development of a Gerodontology course in Athens: a pilot studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2006A. E. Kossioni Aim:, To describe the development of an undergraduate Gerodontology course in Athens Dental School. Background:, Because of demographic changes, undergraduate dental curricula should place appropriate emphasis on the oral care of the elderly. Therefore, the Athens Dental School Curriculum Committee authorised the development of a new Gerodontology course. Methods:, The new course was introduced in the 10th (final) semester of undergraduate studies. Teaching responsibilities were shared amongst staff from various Dental School departments and the National Health System. The course was elective and mainly didactic, consisting of seminars within the Dental School, educational visits to hospitals and geriatric day centres and elective clinical work in the comprehensive care clinic. The students evaluated the course at the end of the semester and indicated its strengths and weaknesses from their perspective. Conclusion:, The new course was generally satisfying. Based on the experience and evaluation of the first pilot year and taking into consideration the existing barriers, we plan to improve and expand educational activities, mainly including improved methods of teaching and assessment, and more clinical assignments. [source] Quality of root canal fillings performed by undergraduate dental students on single-rooted teeth,EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006C. D. Lynch Introduction:, Root canal therapy is an accepted and successful form of tooth conservation. Educational guidelines require dental schools to ensure that their graduates are competent on graduation at performing root canal therapy. The aim of this investigation was to assess the technical quality of root canal fillings placed by undergraduate students in single-rooted teeth. Materials and methods:, A total of 100 radiographs of root canal fillings placed by undergraduate students in single-rooted teeth were examined under even illumination in a darkened room using ×2 magnification. These were graded as ,adequate', where the root canal filling was within 2 mm of the radiographic apex, ,under-filled', where the root canal filling was >2 mm from the radiographic apex, and ,over-filled', where the root canal filling was extruded beyond the radiographic apex. The presence of voids, fractured instruments, and root perforations were also noted. Results:, All teeth were obturated with gutta-percha and sealer (Roth Cement), using a cold lateral condensation technique. Of 100 teeth, 10% (n = 10) had voids. Of the remainder, 70% (n = 63) were judged to be ,acceptable', 21% (n = 19) were ,under-filled', and 9% (n = 8) were ,over-filled'. There was no evidence of fractured instruments or root perforations in any root filling examined. Conclusions:, The quality of root canal fillings placed in single-rooted teeth by undergraduate dental students at the University Dental School and Hospital, Cork was acceptable (63% of root fillings placed in single rooted teeth were graded as ,adequate'). The probable reasons for this are multi-factorial, but may be linked to the amount of pre-clinical and clinical teaching in endodontics at the University Dental School and Hospital, Cork. It should be remembered that factors other than radiographic quality/evidence must be considered when determining the outcome of root canal therapy. [source] Context rich problems in oral biology teachingEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2002Jules Kieser Problem-based learning (PBL) has now been introduced in at least one of its various taxonomic forms in most dental curricula. We recently developed a novel form of PBL, referred to as Context Rich Problems, which we implemented in the Oral Biology course at the Otago University Dental School. A unique event, the teaching of second and third year students in the same year, allowed us to evaluate CRPs in these two academic years simultaneously. Our findings showed that second year students were not as positive as more mature third year students in accepting the transition from a traditional didactic form of teaching to PBL. Both groups, however, found that CRPs significantly enhanced their learning experience and both groups found that they needed less time spent on preparation than they had expected. In some respects, such as previous exposure to the web and electronic media, non-New Zealanders had had a significantly higher exposure. [source] Multidisciplinary case-based learning for undergraduate studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2000M. Thérèse Garvey This report describes the introduction of case-based learning into the final-year dental programme at the Dublin Dental School. Students attended a series of one-hour sessions in groups of 8. Each group appointed a chairman for each session and a tutor facilitated the discussion. Case details were provided during the session with relevant diagnostic records. At weekly discussion sessions, the group findings and treatment options were considered. The diagnosis and treatment plans were then discussed by clinicians involved in the treatment of the case. Following the last session, the case-based learning programme was evaluated by means of a questionnaire distributed to both tutors and students. Both students and tutors rated the sessions positively. Case-based learning was found to be a worthwhile progression from problem-based learning. [source] A study of endodontic treatment carried out in dental practice within the UKINTERNATIONAL ENDODONTIC JOURNAL, Issue 1 2001S. M. Jenkins Abstract Aim The purpose of this study was to gather both qualitative and quantitative information on the nature of root canal treatment carried out by a group of dentists working within the United Kingdom. Methodology A two-part questionnaire was posted to 720 dentists who graduated from the Dental School, Cardiff, Wales, UK. The first part requested basic information regarding age, year of qualification, field of practice, etc. The second part consisted of 15 questions on endodontic practice and root canal treatment. Results The response rate was 41.5%. Two hundred and ninety-nine questionnaires contained useful information. The majority of practitioners did not use rubber dam during root canal treatment. The vast majority (89%) exposed a radiograph with an instrument of known length in situ to gauge the ,working length', a small number relied upon tactile sensation. Most practitioners used local anaesthetic solution as an irrigant during instrumentation of the root canal. A wide variety of instruments were used for root canal treatment; a stepback technique was preferred by almost half the practitioners. Antiseptic solution was preferred as an interappointment dressing. More than half of the respondents used laterally condensed gutta-percha to obturate root canals in anterior teeth but only one-third used the same technique in posterior teeth. Less than half the respondents exposed a radiograph to check the fit of the master point prior to obturation. Two-thirds of practitioners used a zinc oxide based material as their root canal sealer. Three-quarters of the practitioners exposed a post obturation radiograph. Conclusions The results of this study suggest that although some dentists are using the techniques taught during their undergraduate careers, a large percentage now use techniques with no evidence of clinical effectiveness. [source] Paediatric dentistry experience of the first cohort of students to graduate from Dublin Dental School and Hospital under the new curriculumINTERNATIONAL JOURNAL OF PAEDIATRIC DENTISTRY, Issue 6 2004D. FINUCANE Summary. Aim., To assess undergraduate clinical experience in Paediatric Dentistry in students graduating under a new curriculum. Methods., An audit using logbooks completed by 34 students for all patients for whom they had provided treatment in the university paediatric dentistry clinic. Results., A total of 177 child patients had received treatment from the students, age range 2,8 years. Students had performed an average of 13 restorative techniques. Sixty-eight percent had provided stainless steel crowns and 71% at least one pulpotomy for a primary tooth. All students had provided fissure sealants. Eighteen had carried out extractions and 8 had provided treatment for fractured incisors on this clinic. Conclusions., The cohort of students included had a wide range of experience of paediatric dentistry which compared favourably with accepted guidelines. A relative lack of experience of dental extractions currently remains a problem. [source] Periodontal health and lateral lower lip piercings: a split-mouth cross-sectional studyJOURNAL OF CLINICAL PERIODONTOLOGY, Issue 7 2009Miguel Angel Vilchez-Perez Abstract Aim: To assess periodontal health of individuals with a lateral lower lip piercing and describe associated periodontal, dental and mucosal complications. Material and Methods: A split-mouth study was performed in a sample of 50 patients with a lateral lower lip piercing who attended the Periodontal Pathology and Surgery Unit of the Dental School of the University of Barcelona. The patients underwent periodontal, dental and mucosal examination on both the piercing and the control sides. Results: Piercing users were predominantly women (78%), with a mean age of 21.3 years (SD=4.4). The amounts of keratinized and attached gingiva were significantly lower on the piercing side, and the prevalence of gingival recession was higher (p=0.012). The canine and first bicuspid teeth were the most affected. Tooth fractures and cracks were more frequent on the piercing side (20%) when compared with the control (4%). Mucosal alterations were found in seven patients. Conclusions: The use of lateral lower lip piercings enhances gingival recession and reduces the amounts of keratinized and attached gingiva. These ornaments are also associated with tooth fractures and cracks. [source] Treatment with removable partial dentures: a longitudinal study.JOURNAL OF ORAL REHABILITATION, Issue 5 2003Part II summary The aim of this study was to evaluate the effectiveness of an oral rehabilitation by removable partial denture (RPD). Between 1983 and 1994, 629 patients were provided with an RPD at the Dental School of the Université catholique de Louvain. All the RPDs were constructed with a cobalt,chromium framework. All the treatments were provided by dental students under the supervision of clinical instructors. At recall time (1998,2000), 269 patients could not be reached neither by telephone nor by mail and 27 had died. Consequently, 333 patients were called for clinical examination and 254 of these (76·3%) actually attended. For a total of 292 RPDs checked 1893 persistent teeth were listed, with 804 serving as abutments; more than half (57·6%) of these were crowned, for which 51 debondings were recorded. For the period of observation we listed 79 abutments lost (37 at the upper jaw and 42 at the lower jaw), i.e. 9·8% of the total number of abutments. No relation could be established between the type of the abutments (natural or crowned teeth) and the losses observed (Test of Mantel-Haenszel: P=0·9496). In the upper jaw, the percentage of abutments lost was significantly higher in the presence of free-end edentulous areas as compared with bounded edentulous areas (Test of Mantel-Haenszel: P=0·0002); this difference does not appear for the lower jaws (P=0·9558). If we deduct the 25 abutments related with the 11 non-worn RPDs and the 79 abutments lost, no change becomes apparent for 92·2% of the maxillary abutments and for 85·8% of the mandibular abutments. For the 1089 other teeth, we observed the loss of 40 teeth and the appearance of caries or new fillings for 95 teeth. The fractures of cast clasps represent 3·4%. [source] The microbiota on different oral surfaces in healthy childrenMOLECULAR ORAL MICROBIOLOGY, Issue 3 2009W. Papaioannou Introduction:, Knowledge of the early oral colonization patterns could provide a better understanding of oral biofilm development and disease initiation that in turn could be the basis for early preventive programmes. Methods:, Microbial samples were collected from five different oral habitats from a total of 93 children (age 3,12 years), attending the Dental School of the University of Athens, who were split into three age groups. A total of 38 microbial species were sought out by the checkerboard DNA,DNA hybridization technique. Results:, All of the test species, except Parvimonas micra and Porphyromonas gingivalis, differed significantly among sample locations providing quite distinct microbial profiles for the different oral surfaces. Supragingival and subgingival plaque had similar profiles and exhibited higher proportions of Actinomyces species and Green complex while soft tissue samples were dominated by streptococci of the Yellow complex. The profiles of the tongue dorsum and saliva were also similar. Many of the species were in similar proportions in all three age groups for a given location. Periodontal pathogens showed increases in proportions with increasing age. Specifically, the Red complex species (Tannerella forsythia, P. gingivalis, Treponema denticola) showed a significant increase in proportion with age (P < 0.05) in all sample locations. Conclusions:, The results showed a pattern of colonization in children similar to that previously found in adults. Differences in the profile between age groups suggest a gradual maturation of the oral microbiota, with it being made up of an increasing number of Orange and Red complex species. [source] Tumor-associated glycoprotein 72 (TAG-72) expression in salivary gland neoplasia: an immunohistochemical study using the monoclonal antibody (MAb) CC49ORAL DISEASES, Issue 2 2000A. Epivatianos OBJECTIVES: The purpose of this study was to investigate immunohistochemically the expression of tumor-associated glycoprotein 72 (TAG-72) using the monoclonal antibody (MAb) CC49 in salivary gland neoplasia and normal salivary glands in an attempt to determine the potential usefulness of MAb CC49 in diagnostic and therapetic applications. MATERIALS AND METHODS: Eighty-six specimens (21 benign tumors, 41 malignant, and 24 normal salivary glands), fixed in 10% formalin and embedded in paraffin, were retrieved from the files of the Department of Oral Medicine and Oral Pathology at the Dental School of Aristotle University, Thessaloniki, Greece, and were retrospectively studied with hematoxylin and eosin and with the streptavidin-biotin-complex method using the MAb CC49. RESULTS: Strong immunoreactivity for TAG-72 was observed in salivary duct carcinoma, adenocarcinoma, papillary cystadenocarcinoma, low-grade mucoepidermoid carcinoma, normal submandibular, sublingual, and minor salivary glandS. Weak or no immunoreactivity was found in adenoid cystic carcinoma, basal cell adenocarcinoma, polymorphous low-grade adenocarcinoma, and normal parotid gland. CONCLUSIONS: Our results suggest the potential use of MAb CC49 in the differential diagnosis of some salivary gland neoplasms in which their histopathologic features overlap, and in the radiation immunolocalization and immunotherapy of malignant tumors that are localized in the parotid gland. [source] Upregulation of immunoreactivity of endothelin-1 and ,-SMA in PDL microvasculature following acute tooth loading: an immunohistochemical study in the marmosetORTHODONTICS & CRANIOFACIAL RESEARCH, Issue 2 2003MR Sims Structured Abstract Authors , Sims MR, Ashworth JF, Sampson WJ Objectives , To test the hypothesis that a continuous mechanical tooth load would elevate immunoreactivity of endothelin-1 (ET-1) and alpha-smooth muscle actin (,-SMA) in the periodontal ligament (PDL) microvasculature. Design , A randomized control study employing 1.5 h of loading to first molars. Setting and Sample Population , Orthodontic Research Laboratory, Dental School, Adelaide University. Four young adult, male marmoset monkeys were consecutively anaesthetized and treated. Experimental Variable , An external telescoping frame applied a jaw closing load (120,200 g) transmitted occlusally, via a rubber pad, to randomly assigned mandibular left or right first molars. Contralateral molars were used as controls. Outcome Measure , Undemineralized, midsagittal, mandibular molar slices, ,150 ,m thick were immunolabelled with ET-1 and ,-SMA antibodies and examined in a confocal laser scanning microscope (CLSM) for vascular endothelium and smooth muscle immunolabelling. Results , Three categories of post-capillary-sized venule endothelial cell immunolabelling occurred: endothelium labelled solely with ET-1; endothelium labelled solely with ,-SMA; endothelium labelled with both ET-1 and ,-SMA. In endothelial cells, the ,-SMA showed a moderate cytoplasmic distribution with dense peripheral concentration. Loading increased arteriole ,-SMA actin labelling. Conclusion , Scattered expression of ET-1 is the default state in primate PDL endothelial cells. Increased antigenicity of endothelial cells to both ET-1 and ,-SMA, and of arteriolar smooth muscle to ,-SMA, is a response to shear and compression loads. [source] A survey of undergraduate education in dental implantology in UK dental schoolsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2008I. R. Blum Abstract The aim of this study was to ascertain knowledge on current teaching of implant dentistry in the undergraduate curriculum of Dental Schools in the UK. Information on the teaching modalities, including year of introduction of implant dentistry into undergraduate curriculum, departments involved in teaching, format of teaching, use of adjunctive teaching aids, and types of implant systems used in undergraduate teaching was collected by means of a questionnaire, which was sent to all undergraduate dental schools in the UK. Based on a 100% response rate, the findings indicate that all dental schools in the UK reported that they included dental implantology in their undergraduate curriculum; however there were marked variations in the content and delivery of the teaching. [source] Quality assurance and benchmarking: an approach for European dental schoolsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2007M. L. Jones Abstract:, This document was written by Task Force 3 of DentEd III, which is a European Union funded Thematic Network working under the auspices of the Association for Dental Education in Europe (ADEE). It provides a guide to assist in the harmonisation of Dental Education Quality Assurance (QA) systems across the European Higher Education Area (EHEA). There is reference to the work, thus far, of DentEd, DentEd Evolves, DentEd III and the ADEE as they strive to assist the convergence of standards in dental education; obviously QA and benchmarking has an important part to play in the European HE response to the Bologna Process. Definitions of Quality, Quality Assurance, Quality Management and Quality Improvement are given and put into the context of dental education. The possible process and framework for Quality Assurance are outlined and some basic guidelines/recommendations suggested. It is recognised that Quality Assurance in Dental Schools has to co-exist as part of established Quality Assurance systems within faculties and universities, and that Schools also may have to comply with existing local or national systems. Perhaps of greatest importance are the 14 ,requirements' for the Quality Assurance of Dental Education in Europe. These, together with the document and its appendices, were unanimously supported by the ADEE at its General Assembly in 2006. As there must be more than one road to achieve a convergence or harmonisation standard, a number of appendices are made available on the ADEE website. These provide a series of ,toolkits' from which schools can ,pick and choose' to assist them in developing QA systems appropriate to their own environment. Validated contributions and examples continue to be most welcome from all members of the European dental community for inclusion at this website. It is realised that not all schools will be able to achieve all of these requirements immediately, by definition, successful harmonisation is a process that will take time. At the end of the DentEd III project, ADEE will continue to support the progress of all schools in Europe towards these aims. [source] Developing Research in Graduate ProgrammesEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006G Eliades The aim of this presentation was to provide an overview of the current status of research activities in the graduate programmes of European Dental Schools, their scope, structure, funding and assessment. The key issues explored included the aims, goals and perspectives of research activities in relation to the challenging and educational aspects of research, criteria for selection of research topics, development of skills for augmentation of basic and applied science, build up of creative thinking for data analysis and synthesis, the advisor's contribution, research assessment and feedback to the academic environment, aspects of research funding to support educational needs and ethical aspects of research. [source] Profile and competences for the European dentistEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2005A. J. M. Plasschaert Abstract, This paper presents the profile and competences for the European Dentist as approved by the General Assembly of the Association for Dental Education in Europe at its annual meeting held in Cardiff in September 2004. A taskforce drafted the document, which was then sent to all European Dental Schools. Reactions received were used to amend the document. European dental schools are expected to adhere to the profile and the 17 major competences but the supporting competences may vary in detail between schools. The document will be reviewed in 5 years time. This paper will be disseminated to ministries of health, national dental associations and dental specialty associations or societies in Europe and these organisations will be asked to offer their comments. This information will be used in the reviewing process to be started in 2007. It is hoped that the availability of this document will assist dental schools in Europe to further harmonise and improve the quality of their curricula. [source] External Examiners and Immediate Post Qualification Clinical Dental Training in EuropeEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2004G. H. Moody Background: A conversation at the ADEE Conference in Bern, 2001, revealed an apparent diversity in the use and role of External Examiners in dental undergraduate examinations in ADEE-associated schools. There also appeared to be considerable variation in the amount of post-graduate supervised clinical training. Aims: (i) To elicit information on the use of External Examiners in dental undergraduate examinations. (ii) To acquire information about immediate post-qualifying supervised clinical experience and training. Method: Questionnaire to the 205 Dental Schools listed in the ADEE Directory in 35 European countries. Results: Eighty-two (40%) completed questionnaires were returned. Of these 82 schools, 43 (52.4%) did not use External Examiners. The remaining 39 (47.6%) used an External Examiner at least once during the under-graduate course. All 39 used an External Examiner in ,Finals', 34 in all clinical examinations and 30 in pre-clinical examinations. Thirty out of 39 allowed external examiners to scrutinize papers before the examination. Although 31/39 were asked to advise on problems during examinations, only 26/39 were consulted about the fate of ,failed' candidates and 23/39 asked to adjudicate in such instances. Following qualification, graduates from 38/82 schools experienced some form of supervised further clinical training ranging from 3 months to 2 years. The majority (21/38) were trained for 1 year and 13 for 2 years. However, 30/82 (36.5%) schools produced graduates who qualified without any external assessment and without the benefit of any post-qualifying supervised training. Conclusions: Although the questionnaire response rate is low, it is clear that there are disparities in practice with regard to the use of external examiners and post-graduate training, which need to be evaluated if dental undergraduate standards in Europe are to converge. [source] The admission of students to UK Dental Schools , Recent trends (1983,1998)EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2000R. Duguid Details of student applications and admissions to UK Dental Schools from 1983 to 1998 have been recorded and analyzed. Trends observed include a rise in the proportion of female dental students, a drop in real numbers of male dental students, a recent drop in the proportion of mature students and an increase in the number of EU and overseas entrant dental students. Some implications of these and other factors on workforce planning in the UK are discussed. [source] The Teaching of Denture Marking Methods in Dental Schools in the United Kingdom and the United States,JOURNAL OF FORENSIC SCIENCES, Issue 6 2009M.Phil, Raymond Richmond B.Sc. Abstract:, Forensic organizations worldwide have recommended that dental prostheses should be marked with, at a minimum, the patient's name and preferably with further unique identifiers such as a social security number. The current study aimed to assess the denture marking practice of dental schools within the United States and the United Kingdom. A questionnaire-based survey was employed to gain both quantitative and qualitative data on the methods, practices, and ethos behind denture marking in 14 U.K. and 32 U.S. dental schools. One hundred percent of U.K. and 87.5% of U.S. schools returned surveys and the results suggest that, for dental schools where there is no legal or legislative need for denture marking, the practice is inconsistently taught and appears to be reliant on internal forces within the school to increase awareness. Among those schools practicing marking, only 18% employ a technique likely to withstand common postmortem assaults; this is a concern. [source] Communications skills in dental education: a systematic research reviewEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2010J. A. Carey Abstract Communication is an essential element of the relationship between patient and dentist. Dental schools are required to ensure that undergraduates are adequately trained in communication skills yet little evidence exists to suggest what constitutes appropriate training and how competency can be assessed. This review aimed to explore the scope and quality of evidence relating to communication skills training for dental students. Eleven papers fitted the inclusion criteria. The review found extensive use amongst studies of didactic learning and clinical role-play using simulated patients. Reported assessment methods focus mainly on observer evaluation of student interactions at consultation. Patient involvement in training appears to be minimal. This review recommends that several areas of methodology be addressed in future studies, the scope of research extended to include intra-operative communication, and that the role of real patients in the development of communication skills be active rather than passive. [source] Students' clinical experience on outreach placementsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2010M. Smith Abstract Primary care outreach placements increasingly feature in UK undergraduate dental curricula. The profile of clinical work undertaken on placement may differ from traditional hospital-based programmes and between outreach settings. An appreciation of any differences could inform curriculum development. Objective:, To compare the profiles of clinical work experienced on a traditional hospital-based programme and outreach placements in different settings. Setting:, One dental hospital and eight existing primary care block placements in England. Subjects and methods:, Subjects were four cohorts of senior dental students in one UK dental school. Departmental records provided data on students' clinical experience in different settings and their achievement of placement learning objectives. Descriptive statistics for groups were compared. Main outcome measures:, (1) Counts of patients encountered and of clinical procedures completed in the following categories: simple plastic restorations, endodontics, cast restorations, dentures, extractions and children's dentistry. (2) Student perceptions of placement learning reported via Likert scales. Results:, Outreach students encountered twice as many patients and typically completed about three times as much clinical work as students in the hospital, e.g. 44 cf 16 simple plastic restorations, seven cf two endodontic procedures. There were variations in profiles by setting. For example, amalgam being more likely to be used on outreach especially in the General Dental Service; more children's dentistry in community services and more extractions in Dental Access Centres. Students reported learning outcomes generally being achieved (average 94%) although with some variation by setting. Conclusion:, Dental outreach training greatly increases the quantity of students' clinical experience in everyday dentistry compared to a hospital-based programme. Placements also increase awareness of service delivery and develop clinical skills. There are appreciable variations between outreach settings possibly reflecting their purposes. Multiple contrasting outreach placements for each student might increase the uniformity of learning experiences. [source] Paediatric dentistry in outreach settings: an essential part of undergraduate curricula?EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2009M. L. Hunter Abstract Introduction:, Although placements in primary care settings remote from dental schools are becoming a common feature of undergraduate dental curricula, little evidence is available regarding the experience of paediatric dentistry gained in this way. Materials and methods:, Treatment logs relating to salaried primary care placements undertaken by the Class of 2007 at Cardiff University School of Dentistry were examined, particular attention being paid to paediatric-specific procedures. Results:, Forty-nine logs relating to placements undertaken in South East Wales and 51 relating to those in North Wales were retrieved. In South East Wales, 90% of students gained experience of primary tooth restoration, 61% carrying out primary endodontics. Sixty-three percent of students undertaking placements in South East Wales and 69% of those placed in North Wales gained experience of primary tooth extraction under local anaesthesia. All but three students gained experience of administering inhalation sedation. Discussion:, The findings of this study should go some way towards reassuring those who have expressed concern that recruitment difficulties within dental schools inevitably lead to increasing numbers of students qualifying without clinical experience of paediatric dental procedures considered to be within the remit of a newly qualified dental practitioner. However, there remains wide variation in the breadth and depth of experience of individual students and it is still possible for some students to graduate without what might be considered core experience in paediatric dentistry. Conclusion:, Salaried primary care settings are ideally placed to provide students with experience of paediatric-specific procedures. Clinical education in paediatric dentistry should, therefore, incorporate the strengths of dental school and placement education. [source] A pilot study of the use and perceived utility of a scale to assess clinical dental teaching within a UK dental school restorative departmentEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2009S. Woolley Abstract Introduction:, Feedback on individual teaching performance gives an important contribution and support to the reflective practices of educators. Unfortunately, feedback is an infrequent exercise provided to dental teachers about their teaching practices. The Effective Clinical Dental Teaching (ECDT) scale has been used previously to assess clinical teachers, but has not been used within the UK. Methods:, This study looks at the use of the ECDT scale in the setting of a UK dental school, as a method of feedback collection and delivery in seven domains of clinical teaching. The ECDT was used to evaluate the teaching of 16 clinical teachers by dental undergraduates, and to investigate the opinions of these clinical teachers and clinical dental students about the utility of this scale. Results:, The study identified that there was a disparity between self and student perception of teaching. The total ECDT scores ranged from a minimum of 55% 66.6/125 to a maximum of 90% 113.8/125, with a mean group score of 73% 91.6/125. Most clinicians evaluated by students scored above 3/5 for all teaching domains, although there appeared to be significant differences between the four teacher groups. The majority of staff and students were in favour of the use of such a scale to support the progression and development of teaching styles. Conclusion:, The ECDT scale is a useful tool for highlighting the areas of strength and deficiency within clinical dental teaching. Its use may complement peer review for individual teachers and identify future topics for staff development sessions. Further research is recommended to identify the individual strengths and weaknesses that different types of teacher may bring to curriculum teaching. [source] Dental students' motivation and the context of learningEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2009Bettina Tjagvad Kristensen Abstract This qualitative study shows dental students' motives for choosing the dental education and how the motives influence their motivation at the first semester of study. Further the study demonstrates the relevance of the context of learning. This issue is of importance when planning a curriculum for the dental education. The material consists of interviews with eight dental students. The results show that dental students were focused on their future professional role, its practical dimensions and their future working conditions. Their motivation for choosing the dental education was found to influence their motivation for studying and their experience of the relevance of the first semester. The dental students who had co-education with the medical students at the first year of study missed a dental context and courses with clinically relevant contents. In conclusion, our data signify the importance of the context of learning. It is recommended that a future curriculum for the dental school should be designed in a way where basic science subjects are taught with both theoretically as well as practically oriented subjects and in a context which is meaningful for the students. [source] Oral health-related quality of life and its relationship with health locus of control among Indian dental university studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2008S. Acharya Abstract Objectives:, The objectives of this study were to assess the relationship between Oral Health-Related Quality of Life (OHRQoL) and Health Locus of Control (HLC) among students in an Indian dental school. Materials and methods:, A cross sectional study design was used. Three hundred and twenty-five dental students returned completed forms containing the 14 item Oral Health Impact Profile (OHIP-14) and the 18 item Multidimensional Health Locus of Control Scale (MHLC). Results:, The results showed that the perceived OHRQoL differed among students studying in different stages of the dental course. The OHRQoL dimensions of ,Social Handicap' and ,Handicap' were significantly (P < 0.01) lower among the later years of the course than the freshman year students. There was a sharp increase in Self-reported dental problems, in particular, Malocclusion, Tooth decay, Calculus among the third year and final year students respectively. The OHIP-14 scores were significantly higher among those with self-reported oral problems. Correlation analysis between the OHIP-14 and the MHLC scores also showed a statistically significant (P < 0.01) correlation between the ,Chance' dimension of the MHLC and OHIP-14 scores. Conclusions:, The results of this study underscored the relationship between the OHRQoL and HLC and of importance of assessing health attitudes and their impact on OHRQoL among the dental student community. [source] What becomes of dental research trainees once they leave the Dental Research Institute?EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2008An analysis over 53 years Abstract The careers of 131 dental research trainees were followed (1954,2007) to establish whether and how they utilised their research training in keeping with clinical research workforce needs. The Dental Research Institute database was used to obtain trainee demographic, teaching and research outputs which were examined according to degree types: PhD (18); MSc (55); MDent (42) and dropout (16). Current careers show that 48% are in exclusive private practice and 15% in exclusive academia with further 15% practitioners having academic links via sessional teaching or research at a dental school. Most (63%) have remained in South Africa but emigration is high amongst the PhD and MSc groups. Forty-one per cent of the cohort is of age ,55 years and 16% <40 years old. The 131 trainees have published 2287 peer-reviewed journal papers over their careers: quantity of research output is skewed towards degree type (PhD) and individuals (10% trainees produced 65% of all publications). Recent trainees have little research experience prior to their training and a lower subsequent research output than earlier trainees. PhDs have participated in research for the greatest length of time (29.1 years). Academic teaching is heavily reliant on older and PhD trainees. It is proposed that a threshold of four publications be used to indicate minimum research skills and a period of formal academic teaching taken into account when advocating criteria to assess clinical research workforce requirements. [source] Adapting to changes in molecular biosciences and technologiesEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008P. Ford (nci) Abstract Dental education, like any other educational programme in a research-intensive university environment, must be research led or at least research informed. In this context, as the research and knowledge base of dentistry lies in the biological and physical sciences, dental education must be led by advances in research in both these areas. There is no doubt that biotechnology and nanotechnology have, over the past 25 years, led research in both these areas. It is therefore logical to assume that this has also impacted on dental education. The aim of this paper is twofold; on one hand to examine the effects of biotechnology and nanotechnology and their implications for dental education and on the other to make recommendations for future developments in dental education led by research in biotechnology and nanotechnology. It is now generally accepted that dental education should be socially and culturally relevant and directed to the community it serves. In other words, there can be no universal approach and each dental school or indeed curriculum must apply the outcomes in their own social, cultural and community settings. [source] Dental school admissions in Ireland: can current selection criteria predict success?EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006C. D. Lynch Introduction:, Entry into university education in Ireland, including dental school, is based solely on academic performance in the Leaving Certificate Examination, held at the end of formal school education. The aim of this investigation was to examine the suitability of this process for the selection of dental students in Ireland. Materials and methods:, Information for all dental students who entered the dental degree programme immediately following completion of the Leaving Certificate Examination at the National University of Ireland, Cork, during the years 1997,1999 was retrieved. Information was collected relating to gender, the number of times the student had attempted the Leaving Certificate Examination, their performance in this examination, the total number of marks awarded to each student at the end of the First and Final Dental Examinations, and their performance in individual modules. Results:, Whilst there was a significant relationship between performance in the Leaving Certificate Examination and the First Dental Examination (correlation coefficient = 0.22, P < 0.05), this relationship could only explain 12% of the variation within the performance of students in this examination. There was no relationship between performance in the Leaving Certificate and the Final Dental Examination (correlation coefficient = 0.09, P > 0.05). There was a significant correlation between performance in the Leaving Certificate Examination and performance in seven of the 55 programme modules, all of which were pre-clinical modules, and of which five were related to basic sciences. Conclusions:, Based on the limitations of this study, the current selection process for dental students in Ireland seems to be of limited value. [source] Teaching received in caries prevention and perceived need for Best Practice Guidelines among recent graduates in FinlandEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2004Miira M. Vehkalahti The present study evaluated teaching that recent graduates in Finland had received in caries prevention and their perceived need for updated Best Practice Guidelines. A two-page questionnaire was mailed to all dentists in Finland who had graduated from 1995 to 1998 (n = 390). After one reminder, the response rate was 46%. The closed questions covered teaching in 14 caries-preventive methods and its suggestions as to when and on whom to apply such methods. Each dentist's own opinion on the three most important methods for caries prevention in patients with various types of dentition was sought in open questions. The respondents reported that at dental school, on average 12.5 (SD = 2.4) of 14 aspects of caries prevention were covered in theoretical teaching, 5.5 (SD = 3.8) in demonstrations and 8.5 (SD = 3.0) in clinical training. The top four methods teaching suggested for every patient were toothbrushing (100%), use of fluoridated toothpaste (99%), interdental cleaning (98%), and use of xylitol (97%); followed by fluoride varnish (77%) and fissure sealants (54%). The three caries-preventive methods the respondents felt to be most useful were the same for all types of dentitions, in order of importance: (i) toothbrushing and use of fluoridated toothpaste, (ii) supplementary use of fluorides at home and (iii) healthy dietary habits, in particular, avoidance of sucrose. As regards clinical work, such teaching had served the respondents' real-life needs in patients' caries prevention either extremely (44%) or moderately (54%) well; 91% said, however, that they would benefit from nationwide Best Practice Guidelines. In conclusion, the recent graduates' emphasis on patient-active methods in caries prevention may indicate a change in the current policy favouring patient-passive methods. [source] | ||||||||||