Comparison of Malaysia's Bachelor of Dental Technology curriculum with three other countries: Proposing a basic curriculum framework.

INTRODUCTION: A dental technologist is one of the most essential allied dental health professionals and the dental technology curriculum should be comprehensively reviewed on a regular basis. This study aims to compare the only existing Bachelor of Dental Technology (BDT) curriculum in Malaysia with BDT programmes offered by other well-established universities, and map out the similarities and differences, as well as to explore future recommendations and propose a new curriculum framework. MATERIALS AND METHODS: A descriptive analysis was carried out using Laurie Brady's four-stage strategy. First, available curriculum materials were collected from four different institutions' electronic webpage: AIMST (Malaysia), GU (Australia), UO (New Zealand) and CMU (United Kingdom), and then compared based on three key domains: curriculum contents, teaching and learning strategies and assessments. Following that, the similarities and differences between various curricula were identified. Future recommendations and a curriculum framework were then proposed. RESULTS: The core BDT curriculum content is concurred upon by all four universities, with an emphasis on basic sciences, laboratory materials, practical sessions and research projects. However, the credit weightage for each course or module varied across the four institutions, with some offering unique subjects and implementing different teaching methods and assessments. A simple BDT curriculum framework with a proposed syllabus was designed based on the three key domains and future recommendations for curriculum improvement were explored. CONCLUSION: The present study identified several areas for Malaysian BDT curriculum development and improvement. The proposed framework can be a guide for Malaysian dental schools in designing a comprehensive dental technology programme.

Understanding the management and teaching of dental restoration repair: Systematic review and meta-analysis of surveys.

OBJECTIVES: Repair instead of complete replacement is recommended to manage partially defective restorations. It is unclear if and why such treatment is taught at dental schools or practiced by dentists. We aimed to identify barriers and facilitators for repairs using a systematic review and meta- and qualitative analysis. SOURCES: Electronic databases (PubMed, CENTRAL, Embase, PsycINFO) were searched. STUDY SELECTION: Quantitative studies reporting on the proportion of (1) dentists stating to perform repairs, (2) dental schools teaching repairs, (3) failed restorations having been repaired were included. We also included qualitative studies on barriers/facilitators for repairs. Random-effects meta-analyses, meta-regression and a thematic analysis using the theoretical domains framework were conducted. DATA: 401 articles were assessed and 29, mainly quantitative, studies included. 7228 dentists and 276 dental schools had been surveyed, and treatment data of 30,172 restorations evaluated. The mean (95% CI) proportion of dentists stating to perform repairs was 71.5% (49.7-86.4%). 83.3% (73.6-90.0%) of dental schools taught repairs. 31.3% (26.3-36.7%) of failed restorations had been repaired. More recent studies reported significantly more dentists to repair restorations (p=0.004). Employment in public health practices and being the dentist who placed the original restoration were facilitators for repairs. Amalgam restorations were repaired less often, and financial aspects and regulations came as barriers. CONCLUSIONS: While most dentists state to perform repairs and the vast majority of dental schools teach repairs, the proportion of truly repaired restorations was low. A number of interventions to implement repair in dental practice can be deduced from our findings. CLINICAL SIGNIFICANCE: Partially defective restorations are common in dental practice. While repairs are taught and dentists are aware of the recommendation towards repairs, the actually performed proportion of repairs seems low.

[Study on the practice and effect of target teaching method in teaching of dental technology interns].

PURPOSE: To standardize the teaching process of interns in dental technology so as to make the learning progress and process goals more clearly and improve the teaching quality. METHODS: Thirty-two junior interns were selected from medical colleges and universities from 2014 to 2017, based on same learning ability, learning attitude, learning achievement and hands-on ability ，they were randomly divided into 2 groups. The experimental group adopted the goal teaching method, using relevant teaching materials, applying theory to practice closely, and trying to standardize practice. The control group entered the production lines directly without teaching materials, the students were all owed only to see, think and manipulate. The data were analyzed with SPSS 18.0 software package. RESULTS: The exam scores of the students in the experimental group were significantly higher than that of the students in the control group. Moreover, the satisfaction with the teaching methods of the experimental group was significantly higher than that of the control group (P<0.05). CONCLUSIONS: The target teaching method is effective in teaching dental technology. Students clearly understand the study progress, process goals and their operational performance is significantly improved.

Transforming Dental Technology Education: Skills, Knowledge, and Curricular Reform.

Dental technology is one of the core allied dental health professions supporting the practice of dentistry. By definition, it is the art, science, and technologies that enable the design and fabrication of dental prostheses and/or corrective devices to restore natural teeth and supporting structures to fulfill a patient's physiological and esthetic needs. Dental technology educational programs are faced with serious challenges, including rapid changes in technology, inadequate funding for educational programs, and the need to develop curricula that reflect current industry needs. Better communications between dental technologists and practitioners are needed to gain greater recognition of the contribution that technologists make to patient health. Amid these challenges, the technology workforce is dedicated to providing patients with the best possible restorative dental prostheses. This article was written as part of the project "Advancing Dental Education in the 21st Century."

[The standardization of China dental technology of advanced vocational and technical education (draft)].

Advanced vocational education of dental technology aims to cultivate high-quality professional personnel with technical skills who will take the jobs related to various types of dental prosthesis fabricating technology. The standardized training process is a prerequisite for training qualified dental technical personnel, and strengthening quality supervision is the key to ensure the quality of education. In order to ensure the domestic talents of dental technology professional training quality, and to standardize the dental technology education of relevant domestic universities and colleges, this paper formulates the criteria of China dental technology of advanced vocational education in combination with the China high education standards of stomatology, the international standards of medical education, domestic standards of medical education and the criteria of dental technology made by National Health Vocational Education Committee. This criteria includes education purpose, plan, examination, student management, teachers, educational resource, assessment, administration, reform and development.

Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics.

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists.

Ultrasonic Instrumentation Instruction in Dental Hygiene Programs in the United States.

PURPOSE: The purpose of this study was to determine the extent of ultrasonic scaling instrumentation instruction in dental hygiene programs in the U.S. Currently, there is no publication available defining a consensus of instruction for ultrasonic instrumentation. METHODS: Exempt status was received from the West Virginia University Institutional Review Board. A survey was developed with dental hygiene administrators and faculty, based on assumptions and a list of questions to be answered. The survey was tested for validity and revised after feedback from additional faculty. The instrument was 64 questions divided into demographics, curriculum and equipment. Most questions included a text box for additional comments. An email survey was sent to all directors of accredited dental hygiene programs in the U.S. (n=323). The final possible number of respondents was n=301. Results were collected in aggregate through the Secure Online Environment (SOLE). Results were transferred to an Excel spreadsheet for statistical analysis. RESULTS: After 3 emails, the response rate was 45% (n=136). No significant differences in methods of instruction were found between associate and baccalaureate degree granting programs. Eighty-nine percent of programs introduce hand scaling prior to ultrasonic scaling instruction. Students in 96% of the programs were required to administer pre-procedural mouth rinse intended to reduce the amount of bacteria. The magnetostrictive ultrasonic scaler is widely used in dental hygiene instruction. A variety of inserts/ tips were available although a universal or straight insert/tip was most common. Calculus, not inflammation, was the primary criterion for ultrasonic scaler use. CONCLUSION: The results of this study demonstrate that ultrasonic instrumentation is an integral component of the clinical curriculum and the majority of the dental hygiene programs prescribe to similar teaching methods. Programs could benefit from incorporating current scientific research findings of using site specific inserts to perform periodontal debridement based on thorough biofilm removal measured by resolution of inflammation.

Expansion of a Predoctoral Surgical Implant Selective for Dental Students.

Historically, predoctoral dental education programs have focused on the restoration of implants in the clinical environment; however, given the increase in dental implant therapy being performed by general dentists, the need to incorporate surgical implant training is becoming evident. This article describes a predoctoral surgical implant selective at the University of Texas Health Science Center at San Antonio and its evolution across five years to include emerging techniques and technology to enhance students' understanding of dental implant therapy, both surgical and restorative. From virtual implant planning and guided surgery to intra-oral scanning of implants for custom abutments and restorations, students obtained first-hand experiences with a wide spectrum of aspects of implant therapy. The results of anonymous surveys completed by 2014-15 students before and after the year-long selective regarding their impression of the program are also discussed.

Exploring the consistency, transparency and portability of dental technology education: benchmarking across Norway, Ireland and Australia.

Dental technology programmes of study must prepare students to practice in a broad range of contemporary workplaces. Currently, there is limited evidence to benchmark dental technology education - locally, nationally or internationally. This research aims to improve consistency, transparency and portability of dental technology qualifications across three countries. Data were accessed from open-source curriculum documents and five calibrated assessment items. Three institutions collaborated with Oslo and Akershus University College, Norway; Trinity College Dublin, Ireland; and Griffith University, Australia. From these, 29-44 students completed 174 assessments. The curricula reflect the community needs of each country and display common themes that underpin professional dental technology practice. Assessment results differed between institutions but no more than a normal distribution. Face-to-face assessment moderation was critical to achieve consistency. This collaborative research has led to the development of a set of guidelines for other dental technology education providers interested in developing or aligning courses internationally to enhance the portability of qualifications.

The value of inter-professional education: a comparative study of dental technology students' perceptions across four countries.

The ability to function as an effective member of a dental care team is a highly desirable--frequently mandated--attribute of dental technology (DT) graduates. Currently, there is little rigorous examination of how the learning of team-working skills might best be structured in a DT curriculum. This research compares DT curricula, and students' attitudes and perceptions regarding collaboration in practice, from four countries. Students (n=376) were invited to complete an education profile questionnaire, and the standardised measure--the shared learning scale. There were 196 (52%) responses. Students given opportunities to engage with others had better perceptions of inter-professional learning (IPL). Most believed that team-work and collaborative skills were best acquired by learning together with other dental care professionals, preferably sharing cases for real patients. Curricula should maximise opportunities for dental technology students to experience authentic IPL. Collaboration and team-work needs to be embedded through the whole undergraduate programme.

Implementation of new technologies in U.S. dental school curricula.

With dentistry rapidly evolving as new technologies are developed, this study aimed to identify the penetration of emerging dental technologies into the curricula of U.S. dental schools and to explore whether certain school characteristics affected adoption of these technologies. A 19-question survey was sent to the academic deans of all 62 U.S. dental schools. In addition to questions about characteristics of the school, the survey asked respondents to indicate where in their curricula the technology was incorporated: preclinical didactic, preclinical laboratory, clinical didactic, and/or clinical patient experience. Of 62 eligible schools, 33 useable responses were received, for a 52% response rate. The results showed that the greatest overall penetration of dental technologies was in preclinical didactic courses and the lowest was in the preclinical laboratory. Specific technologies implemented in the largest percentage of responding schools were digital radiography and rotary endodontics. The technologies with the lowest penetration were CAD/CAM denture fabrication and hard tissue lasers. These results suggest that the incorporation of technology into dental schools is following that of private practice as the most widely adopted technologies were those with the greatest acceptance and use in private practice. Among the respondents, factors such as class size and age of the school had greater impact on incorporation of technology than funding source and geographic location.

Attitudes towards shared learning of trainee dental technicians and undergraduate dental students.

The challenges of health care are increasingly complex and subject to frequent change. Meeting these demands requires that health professionals work in partnership with each other and the patient. One way of contributing to this is for students to learn together. However, effective teamwork requires an education system that helps to foster understanding among all those entering the health workforce. The purpose of this study was to investigate the attitudes towards shared learning of undergraduate dental students and trainee dental technicians in a university dental school/hospital in the United Kingdom. Twenty-five trainee dental technicians and 75 undergraduate dental students took part in the study over five academic years. Data were collected using structured questionnaires. A 100% response rate was achieved from the questionnaires. The results indicated the majority of students recognized the benefits of shared learning and viewed the acquisition of teamworking skills as useful for their future working lives, beneficial to the care of their patients, and likely to enhance professional working relationships. The study also found a positive association of being valued as an individual in the dental team by all student groups. Future dental curricula should provide opportunities to develop effective communication between these two groups and encourage teamworking opportunities. These opportunities need to be systematically developed in the dental curriculum to achieve the desired goals.

Technological Innovations in the Restorative Department at the University of Tennessee College of Dentistry.

The UT College of Dentistry has been one of the leaders in the introduction of the CAD/CAM delivery of dentistry to the dental students. The integration of technology into a dental school curriculum requires a change in thinking and a modification of the curriculum in order to introduce it to the present day students This article updates the integration of the CEREC system into the UT Dental School curriculum, discussing the changes in equipment and teaching techniques since the last article in 2012.