Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis.

BACKGROUND: The curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system. METHODS: A total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students' curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality. RESULTS: Regression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution. CONCLUSIONS: Increasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates' expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

Factors affecting career decision-making of stomatology undergraduate students in China at graduation: a cross-sectional study on selection dilemmas.

BACKGROUND: Given today's competitive climate, graduates in stomatology face the dilemma of deciding whether to pursue higher education, obtain a master's degree, or focus on clinical careers. However, their career planning tendencies and decision-making factors have not been clarified. This study aimed to analyze these aspects among stomatology undergraduate students at the Southwest Medical University (SWMU) in China. METHODS: This cross-sectional study between July and August 2022 included undergraduate students majoring in stomatology at SWMU. A cross-sectional online questionnaire was used to gather data on the respondents' plans after graduation. The questionnaire included inquiries into their intentions regarding postgraduate education and standardized training. Additionally, the survey explored whether the respondents preferred academic or professional master's degrees, which stomatology subspecialty they preferred, and the factors that influenced their choices. RESULTS: One hundred dental undergraduate students participated in this survey. Results indicated that 91.0% of respondents chose to pursue a master's degree after graduation. Moreover, 80.2% of the respondents chose the professional master rather than the academic master as their first choice. Orthodontics, oral and maxillofacial surgery, and oral implantology were the top three subspecialties that students preferred. Personal interest, expected revenue, and family suggestions were the main factors influencing subspecialty selection. CONCLUSIONS: The study reveals that stomatology undergraduate students face challenges and a dilemma at graduation. Due to the fierce competition in the job market, graduates aspire to pursue postgraduate studies instead of entering the workforce immediately after graduation. Students need to understand the employment landscape in oral medicine and familiarize themselves with the work patterns of various subspecialties while remaining flexible in charting their career paths.

Oral pathology and oral medicine in Latin American countries: current stage.

BACKGROUND: Oral Pathology (OP) and Oral Medicine (OM) are specialties in dentistry whose main objective is the diagnosis and treatment of oral and maxillofacial diseases, and aspects related to the academic training of professionals and fields of practice are distinct and heterogeneous around the world. This study aimed to evaluate professional training and areas of activity in OP and OM in Latin American countries. MATERIAL AND METHODS: A questionnaire was sent to 11 countries, with a professional in each country responsible for answering it. The questionnaire had 21 questions related to the process of professional training, areas of practice, the existence of scientific events in each country, and also collected demographic and population information. RESULTS: OP and OM are practiced in all the countries studied, but the specialty is not recognized in all of them. Brazil was the first to recognize both as a specialty. Postgraduate programs designed to train specialists are available in various countries. Two countries offer residency programs, 6 countries provide specialization courses, 6 offer master's programs, and 3 have doctoral programs. Brazil boasts the highest number of undergraduate courses (n=412), while Uruguay has the lowest (n=2). Professional societies representing the specialty exist in ten countries. Brazil has the highest number of OP and OM specialists (n=422 and 1,072), while Paraguay has the smallest number (n=1 and 3). CONCLUSIONS: Although both specialties are widely practiced around the globe, professional training, the number of dentists trained and the fields of professional practice are very different between the countries studied.

Predicting professional school performance with a unique lens: are there other cognitive predictors?

BACKGROUND: We investigated the associations between admissions criteria and performance in four cohorts of pre-dental MS in Oral Health Sciences (OHS) program at Boston University Schools of Medicine and Dental Medicine. Previously we have reported that OHS serves as a successful pre-dental pipeline program for students from underrepresented groups. METHODS: We evaluated academic variables that further affect overall graduate GPA and grades in the first year dental school courses taken by OHS students at Boston University between 2012 and 2016 as part of the MS curriculum. Demographic data, region of residency, undergraduate grade point average, number of science and math credits, major of study, dental admissions test scores and undergraduate institution were collected. The competitiveness of the undergraduate institution was scored based on Barron's Profiles of American Colleges. OHS-GPA was assessed and individual grades in two first year dental school courses taken as part of the OHS curriculum were collected. Analysis of variance, the Chi-square test and Fisher's Exact test were utilized to assess associations between academic performance parameters, successful program completion and matriculation to dental school. RESULTS: Results indicate that undergraduate major, age and number of science course credits taken had no impact on MS performance in the Boston University MS in Oral Health Sciences program; however, students who took an undergraduate course in Physiology performed better than those who did not (p = 0.034). This was not the case with courses in Cell Biology and Biochemistry. Students with DAT scores over 20 academic average (p = 0.001), 18 total science average (p = 0.001) and 22 reading comprehension (p = 0.004) performed better in dental school courses taken in OHS. CONCLUSION: We report that strong test scores, attending a mid or highly rigorous undergraduate institution and completion of an undergraduate Physiology course are positive predictors. We hope these findings will guide admission's decisions and improve recruitment to, and future success of, graduate student's pursuit of professional school. Understanding alternative predictors of success may help to reduce the intrinsic bias among applicants from underrepresented groups and continue to look beyond the DATs (or MCATs) to decrease the gap between professionals from underrepresented groups and those they serve.

World Workshop on Oral Medicine VII: What participants perceive as important.

Our objective was to identify which aspects of World Workshop on Oral Medicine (WWOM) participation were perceived as significant for participants' professional development. Online survey was sent to previous WWOM participants. Qualitative analysis of participants' responses to an open-ended question was performed. Fifty-two WWOM participants responded. Nearly three quarters of respondents (72.3%) felt that participation in the WWOM helped their career. A high percentage of respondents (67.3%) provided answers that fell under the domains of international collaboration, followed by personal academic benefits (48%). Overall, the results indicate that WWOM participation played an important role in individual's professional development. We identified aspects of WWOM involvement that the participants perceived as important. This information will be used for the development of an objective instrument for measuring impact of WWOM on participant's professional path.

The future of oral medicine.

Oral Medicine has been a specialty at the cross-roads of medicine and dentistry, not entirely recognized as a specialty by organized dentistry (at least in the US), and not embraced by medicine. This study makes a case for its place as a specialty of Medicine.

Oral Medicine for undergraduate dental students in the United Kingdom and Ireland-A curriculum.

INTRODUCTION: Oral Medicine focuses on care for patients with chronic, recurrent and medically related disorders of the orofacial region that are distinct from diseases of the periodontal and tooth tissues, with an emphasis on non-surgical management. At present, there are no shared outcomes for Oral Medicine to define the standards to be achieved before new graduates become registered dentists engaged with ongoing professional development. CURRICULUM: We present a consensus undergraduate curriculum in Oral Medicine agreed by representatives from 18 Dental Schools in the United Kingdom and Republic of Ireland. The scope of Oral Medicine practice includes conditions involving the oral mucosa, salivary glands, neurological system or musculoskeletal tissues that are not directly attributable to dental (tooth and periodontium) pathology. Account is taken of the priorities for practice and learning opportunities needed to support development of relevance to independent clinical practice. The outcomes triangulate with the requirements set out by the respective regulatory bodies in the UK and Republic of Ireland prior to first registration and are consistent with the framework for European undergraduate dental education and greater harmonisation of dental education. CONCLUSIONS: This curriculum will act as a foundation for an increasingly shared approach between centres with respect to the outcomes to be achieved in Oral Medicine. The curriculum may also be of interest to others, such as those responsible for the training of dental hygienists and dental therapists. It provides a platform for future collective developments with the overarching goal of raising the quality of patient care.

[The academic discipline 'forensic medicine' as an important component of the training of dental practitioners]. / Distsiplina 'Sudebnaia meditsina' - vazhnyi étap podgotovki vracha-stomatologa obshchei praktiki.

The authors discuss the conceptual issues of the academic program designed to teach forensic medicine to the students of the stomatological faculties of educational medical institutions. The program has been elaborated in conformity with the federal state educational standard of higher professional education in the speciality stomatology'. It defines the goals and objectives of this discipline, the scope of its competences, the subject matter and the content, the requirements to the studies and educational work, control over the level of its success, academic progress, and other aspects of the training activities, with special emphasis being placed on the formation of the general professional competence of the students to enable them to work independently after they graduated from the institute. The program takes into consideration the latest achievements in forensic medical science and their practical applications. Much attention is given to the organizational and processual aspects of forensic medicine, thanatology, general and special traumatology, mechanical asphyxia, effects of the environmental factors, intoxication, forensic medical expertise of living subjects and material evidence.

[The dental collection Hyacinthe Brabant: A pedagogic and scientific tool]. / La collection dentaire Hyacinthe Brabant: un outil pédagogique et scientifique majeur.

Among the numerous specimens preciously preserved in the Anatomical and Embryological Museum of ULB, there lies also a dental collection assembled by Professor Hyacinthe Brabant. This collection, previously unlabelled, shows several dental anomalies and pathologies as well as tumours. The objective of our study was to conduct an inventory of this collection and to set up an electronic iconographic tool through the Iconography website of ULB. A descriptive study was carried out and it was based on the analysis of 125 models and 90 extracted human teeth. The inspection of the models showed some non-odontological tumours as well as multiple dental anomalies. The extracted teeth showed generalised, coronal or radicular anomalies. The conducted inventory allowed us to classify and label the specimens and therefore to showcase this dental collection which is unique owing to its rich content and didactic display. Finally, the iconographic site will be a useful tool to raise awareness about several dental pathologies and anomalies among students and young practionners.

[Dental 3d level simulators in the study of local anesthesia]. / Opyt ispol'zovaniya simulyatorov 3 urovnya realistichnosti v stomatologii na primere izucheniya metodov provodnikovogo obezbolivaniya.

The purpose of the study was to develop a training protocol for local anesthesia in dental students. The study involved 90 2d year dental school students divided into 3 groups according to procedure training method: on skeletal preparations; by «Typodont¼ simulator and by combination of methods. Manipulation effectiveness criteria in skeletal preparations was penetrating the mandibular foramina by isolation of the corresponding region by latex scarf. In «Typodont¼ the effective injection was determined by light and sound signals. The results showed the necessity for combined approach as it gives an opportunity to identify mandible foramina by projecting on soft tissue marks with further skills developing on the simulator. When using the combined approach only 4 students successfully completed their task by initial injection while at the second attempt only 4 were not successful.

Report on World Workshops on Oral Medicine (WWOM) IV and V: research themes and citation impact: WWOM VI steering committee.

The first World Workshop on Oral Medicine (WWOM) was held in 1988. The portfolio has continued to expand in scope and impact over the past 26 years. Five World Workshops were conducted between 1988 and 2010, focusing on creation of systematic reviews in biomedicine and health care of importance to the international oral medicine community. WWOM VI was conducted in April 2014 and further extended this modeling. This most recent Workshop also fostered creation of the inaugural joint meeting between the American Academy of Oral Medicine and the European Association of Oral Medicine, together with The British Society for Oral Medicine and the Oral Medicine Academy of Australasia. The goal of the WWOM portfolio is to strategically enhance international oral medicine research, education, and clinical practice. To this end, this report summarizes subject areas for WWOM IV (2004) and research recommendations for WWOM V (2010), as well as citation metrics relative to publications from these two conferences. The information is designed to provide research and clinical context for key issues in oral medicine as delineated by the WWOM portfolio over the past 10 years, as well as for projected outcomes of WWOM VI over the next 12 months.

Evaluation of oral microbiology lab curriculum reform.

BACKGROUND: According to the updated concept of oral microbiology, the School of Stomatology, Wuhan University, has carried out oral microbiology teaching reforms during the last 5 years. There was no lab curriculum before 2009 except for a theory course of oral microbiology. The school has implemented an innovative curriculum with oral medicine characteristics to strengthen understanding of knowledge, cultivate students' scientific interest and develop their potential, to cultivate the comprehensive ability of students. This study was designed to evaluate the oral microbiology lab curriculum by analyzing student performance and perceptions regarding the curriculum from 2009 to 2013. METHODS: The lab curriculum adopted modalities for cooperative learning. Students collected dental plaque from each other and isolated the cariogenic bacteria with selective medium plates. Then they purified the enrichment culture medium and identified the cariogenic strains by Gram stain and biochemical tests. Both quantitative and qualitative data for 5 years were analysed in this study. Part One of the current study assessed student performance in the lab from 2009 to 2013. Part Two used qualitative means to assess students' perceptions by an open questionnaire. RESULTS: The 271 study students' grades on oral microbiology improved during the lab curriculum: "A" grades rose from 60.5 to 81.2 %, and "C" grades fell from 28.4 to 6.3 %. All students considered the lab curriculum to be interesting and helpful. Quantitative and qualitative data converge to suggest that the lab curriculum has strengthened students' grasp of important microbiology-related theory, cultivated their scientific interest, and developed their potential and comprehensive abilities. CONCLUSION: Our student performance and perception data support the continued use of the innovative teaching system. As an extension and complement of the theory course, the oral microbiology lab curriculum appears to improve the quality of oral medicine education and help to cultivate high-quality innovative medical talents.

Dentists' requirements for continuing professional development in Ireland. A pilot study conducted at University College Cork.

AIMS: To determine the self-assessed continuing professional development (CPD) needs of dental practitioners and identify how each discipline can best be served by a dental CPD programme. To set findings in the context of the available literature and contribute to the development of CPD programmes. METHOD: Topics were arranged into eight disciplines: practice management; paediatric dentistry; preventive dentistry; orthodontics; behaviour management; dentistry for people with a disability; oral medicine and surgery; and, restorative dentistry. A web-based questionnaire was constructed and administered using a MarkClass 2.21 online survey tool. RESULTS: Fifty-six self-reported assessment responses were received, with three-quarters of participants having graduated within the past 10 years. Topics in oral medicine and surgery attracted consistently high levels of interest. A tendency to favour topics with a perceived direct clinical application was observed. Topics recommended by the Dental Council as core areas for CPD were given a high level of priority by respondents. CONCLUSIONS: Traditional lectures remain a valued mode of CPD participation. Practical courses were valued across all dental topics offered. A varied approach to determining the requirements of dentists is essential to appropriately support the practitioner.

An introduction to clinical practice guideline for Chinese undergraduates in stomatology.

The Society of Dental Education, Chinese Stomatological Association has formulated the Standards of Clinical Practice for Chinese Undergraduate Students Majoring in Stomatology, on the basis of extensively soliciting the views of experts in various fields. The aim of this standard is to guide clinical teaching and improve teaching quality in schools of stomatology in China. The standards include eight parts: the standard of clinical practice for oral and maxillofacial surgery, for cariology and endodontics, for periodontics, for the oral mucosa diseases, for preventive dentistry, for pedodontology, for prosthodontics and for oral imageology. Each part includes introduction to subjects, the clinical practice time period, the purpose and requirements of practice, the disease types of practice and items of clinical operation, the index of the lowest workload of practice and the major methods of assessment. These standards are not only the basic requirements and guiding principles for clinical teaching, but also the major criteria for assessing the clinical teaching quality of stomatological colleges/schools of China.

[Investigation and analysis of the current situation of dental technical professionals in Shanghai medical institutions].

PURPOSE: To investigate the current situation of dental technical personnel team in medical institutions in Shanghai, and to provide reference for the construction of dental technical discipline and development of dental personnel team in the National Center for Stomatology (Shanghai). METHODS: Random sample questionnaire and expert interviews were used to find out the awareness, satisfaction and improvement suggestions of dental technicians among physicians, nursing and medical technicians in medical institutions in Shanghai. RESULTS: Among the positions engaged in by dental technicians, dental prosthetic technician, dental radiology technician and laboratory technician were the three most important positions at present, 62.3% of doctors and nurses were satisfied with the work of dental technicians, while 56.2% of dental medical technicians were generally or relatively unsatisfied with their current work. CONCLUSIONS: It is necessary to increase training and education opportunities for dental technicians, improve the talent echelon, introduce high-level talents, improve the working environment and treatment, broaden promotion channels, strengthen communication and exchange with medical care, and build a first-class medical technical personnel team that is compatible with the clinical level of stomatology.

[Formation of professor Mao Xiejun's thoughts on stomatological education].

Professor Mao Xiejun wrote a report about dental education of China in 1935. From 1948 to 1950, he published three articles containing the educational idea of "developing dentistry into stomatology". When he served as the director of the Faculty of Dentistry of Peking University Medical School in July 1950, he proposed to rename the Faculty of Dentistry into the Faculty of Stomatology,which were approved by the Ministry of Health and the Ministry of Education of the People's Republic of China in one month. The Chinese Medical Association established the Society of Stomatology the next year. Later, dentistry was successively changed into stomatology, and medical content was integrated into dental education, which was of great significance and far-reaching influence. During the developments of the thought of stomatological education in China, Professor Mao Xiejun evidently played a pivotal role. In this paper, the formation process of the thoughts of stomatological education related to professor Mao Xiejun's contribution is elucidated through studying the archives, personal letters, and historical documents, so as to enrich the researches on the history of stomatology in China and to facilitate better understanding and promoting the development of stomatology.

Innovative primary care training: the Cambridge Health Alliance Oral Physician Program.

We evaluated the Oral Physician Program, a dental residency sponsored by Harvard Medical School, Harvard School of Dental Medicine, and the Cambridge Health Alliance that offers an innovative model for training dentists to provide limited primary care. The didactic and clinical experiences increased residents' medical knowledge and interviewing skills, and faculty assessments supported their role as oral physicians. Oral physicians could increase patients'-especially patients from underserved groups-access to integrated oral and primary care services.

Scandinavian Fellowship for Oral Pathology and Oral Medicine: guidelines for oral pathology and oral medicine in the dental curriculum.

In Scandinavia, as in many European countries, most patients consult their general dentist once a year or more. This gives the dentist a unique opportunity and an obligation to make an early diagnosis of oral diseases, which is beneficial for both the patient and the society. Thus, the dentist must have knowledge of clinical symptoms, local and systemic signs and clinical differential diagnoses to make an accurate diagnosis. The dentist must be competent in selecting appropriate diagnostic tests, for example, tissue biopsy and microbiological samples, and conducting them correctly, as well as in interpreting test results and taking appropriate action accordingly. Furthermore, the dentist must be aware of diseases demanding multidisciplinary cooperation and be able to recognise his/her professional limitation, and to refer to other specialists when required. The dental curriculum changes over time as new approaches, treatments and diagnostic possibilities develop. Likewise, the role of the dentist in the community changes and may vary in different countries. As members of the Scandinavian Fellowship for Oral Pathology and Oral Medicine and subject representatives of oral pathology and oral medicine, we feel obliged to contribute to the discussion of how the guidelines of the dental curriculum support the highest possible standards of dental education. This article is meant to delineate a reasonable standard of oral pathology and oral medicine in the European dental curriculum and to guide subject representatives in curriculum development and planning. We have created an advisory topic list in oral pathology and oral medicine.