Community-based dental education and community clinic finances.

To develop a long-term, sustainable partnership with dental schools, federally qualified health centers (FQHCs) need to assess the financial impact of dental students on their financial operations. Primary concerns are that students will not cover their marginal costs and will reduce the productivity of clinic dentists. This study uses data from Asian Health Services, an FQHC in Oakland, California, to examine revenues generated by senior dental students and by FQHC dentists when students are and are not present. The analysis of ten months of electronic record data showed that two full-time equivalent students generated $420,549 in gross revenues and reduced dentist output by only $29,000. While the results are from just one FQHC, they strongly suggest that students make a significant contribution to clinic productivity and finances.

Implant dentistry in Australian undergraduate dental curricula: knowledge and competencies for the graduating dentist.

AIMS: The aim of this paper is to define the key competencies (knowledge, skills, attitudes and values) in the field of implant dentistry, necessary for graduating general practitioners in Australia. The authors have produced a headline reference guide to outline the necessary educational outcomes which can be targeted by the undergraduate curricula in dental schools of Australian universities. This paper focuses on competencies and aims to clarify curricula 'endpoints' rather than processes. The process towards achieving these outcomes and the instructional methods and strategies might vary among universities. The authors acknowledge that there are different ways to reach the targeted learning outcomes and that there is a diversity of curricular approaches, structures and methodologies among Australian dental schools, which are enriching and desirable educationally. Specific educational strategies also with regards to the teaching of implant dentistry have been addressed in previous work and will not be covered in this paper. This paper will not address extracurricular courses, special degrees or training after graduation.

Comprehensive dental services for an underserved and medically compromised population provided through a community partnership and service learning.

The University of the Pacific, Arthur A. Dugoni School of Dentistry in San Francisco established a comprehensive dental care program at Laguna Honda Hospital, a public, skilled nursing facility. The program had three goals: (1) to provide dental students and residents an opportunity to provide oral health care for adults who were frail and medically compromised who could not come into the clinics, (2) to increase students' access to patients who needed removable prosthodontics, and (3) to fulfill Pacific's commitment to public service. Laguna Honda and Pacific pooled their resources to bring comprehensive dental care to patients who were not able to access the dental school clinics. The long-term goals are to restore and maintain the oral health of those who reside in the facility, and to educate future dentists to provide oral health care for similar populations.

Evaluación de los posgrados de la Facultad de Odontología de la Universidad de Antioquia entre 1982 y 1995 (referente histórico) / Evaluation of postgraduate studies of the School of Dentistry, University of Antioquia, between 1982 and 1995 (historical referent)

En la investigación "Evaluación de los posgrados de la Facultad de Odontología de la Universidad de Antioquia entre 1982 y 1995", el desarrollo histórico de sus programas determinó que desde su inicio en los años 60 hasta el momento, ha tenido una serie de cambios en los objetivos de formación, en el tiempo de duración y en lo referente a la administración de los mismos. Administrativamente, los programas de posgrado dependieron directamente de un departamento hasta 1990, año en el cual, debido a la reforma administrativa de la Facultad, el posgrado quedó sin un nexo directo según los organigramas vigentes en cada época. En la etapa inicial (años 60), el objetivo fue formar docentes intensificando en un área específica del saber odontológico durante un tiempo que variaba según la necesidad del profesional odontólogo, y la disponibilidad de los docentes encargados. Durante la segunda etapa del posgrado, que se inicia en 1972, el objetivo estuvo enfocado a formar especialistas en ortodoncia, prótesis, medicina bucal, con énfasis en ciencias básicas, técnicas básicas y práctica clínica para que, a su vez, se pudieran desempeñar como docentes. Se suspendieron en 1977. Nuevamente en 1982, se reinician los posgrados con una modalidad de "integral" y continuaba con los mismos objetivos, los cuales se cumplieron hasta el momento de la transformación en 1996, formar especialistas con conocimientos, comprensiones, destrezas y actitudes para atención de pacientes, con experiencia en docencia, investigación y administración