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1.
J Dent Educ ; 2024 Aug 13.
Artículo en Inglés | MEDLINE | ID: mdl-39138625

RESUMEN

OBJECTIVE: To explore the literature on Indigenous content within the oral health professions' education curricula. METHODS: This scoping review included all types of literature on oral health care educational programs on Indigenous content, following the JBI (Joanna Briggs Institute) methodology. An initial search using "Indigenous," "education," and "oral health" as keywords informed a full search strategy for MEDLINE, CINAHL, Embase, Scopus, ERIC, EPPI, MedEdPORTAL, Google Scholar, ProQuest Dissertations and Theses Global, Australian Government Department of Health, and Australian Indigenous HealthInfoNet. The search included literature available until November 1, 2023, irrespective of language. Two reviewers independently screened the studies, and data were extracted and presented in tabular and narrative summary formats. RESULTS: A total of 948 records were identified, and 101 studies were chosen for full-text review. Twenty-three studies met the criteria for data extraction. Of all studies, 95.6% were published between 2007 and 2021, mostly from Australia and New Zealand. The most frequently covered content included Indigenous culture, followed by history, Indigenous oral health, and Indigenous Peoples' health. Rural and clinical placements were the most employed delivery methods, and evaluation surveys were the most employed assessment technique. Barriers to delivering an Indigenous curriculum included students' disinterest and limited interaction with Indigenous communities, while facilitators included cultural immersion and supportive mentorship. CONCLUSION: Despite progress in integrating Indigenous content into oral health education, challenges persist. Prioritizing Indigenous perspectives, community partnerships, and standardized assessment tools is needed. Future research should focus on long-term impacts and best practices for Indigenous curriculum development and delivery.

2.
Eur J Dent Educ ; 28(2): 631-644, 2024 May.
Artículo en Inglés | MEDLINE | ID: mdl-38279780

RESUMEN

INTRODUCTION: Despite teledentistry (TD) ubiquitous utilization, it has yet to be fully adopted by oral health care providers' educational training. This study aimed to explore TD incorporation in the training of oral health care providers. METHODS: This review included studies on the TD content offered to oral health care providers. The JBI (Joanna Briggs Institute) methodology was used, and two reviewers screened the literature. Studies published between 1989 and 4 June 2022 were searched using "Teledentistry" and "Education" as initial keywords. The searched databases included MEDLINE, Cochrane Library, CINAHL, EPPI, Scopus, Epistemonikos, ERIC, MedEdPORTAL, ProQuest Dissertations and Theses Global, and Google Scholar. All of the relevant literature, regardless of their language, were added. The data were extracted using an extraction table and are presented in tabular and narrative summary formats. RESULTS: A total of 2180 documents were found, and 1804 documents were screened by the title and abstract after deduplication; 59 were selected for full-text review; and 19 were eligible for data extraction. Of all studies, 63.15% were published after the COVID-19 pandemic. Practicing TD and TD reimbursement were some of the addressed topics. Didactic education and hands-on practice were the most employed training methods. Self/peer evaluations and surveys were among the employed assessment techniques. CONCLUSION: TD education has been emphasized during the COVID-19 pandemic. There is a variation in the existing TD educational programmes, from addressing topics to assessment techniques. However, the number of educational programmes on this topic is sparse.


Asunto(s)
Telemedicina , Humanos , Educación en Odontología/métodos , COVID-19
3.
Braz. j. oral sci ; 22: e237699, Jan.-Dec. 2023. ilus
Artículo en Inglés | LILACS, BBO | ID: biblio-1437668

RESUMEN

Aim: Dental number anomalies are a group of congenital developmental disorders divided into two groups supernumerary and missing teeth. This study was conducted to investigate the prevalence of numeric dental anomalies using panoramic images in patients referred to the Hamadan Dental Faculty. Methods: In this cross-sectional study, 2,197 panoramic radiographs of patients aged 6-49 years were evaluated. These anomalies are divided into two groups: 1) Supernumerary teeth, including Mesiodens, Distodens, and Peridens, and 2) Missing teeth, including Hypodontia, Oligodontia, and Anodontia. A Chi-square test was performed to assess the relationship between the anomalies. Data analysis was performed using SPSS 16, in which P-value < 0.05 was considered the statistical significance level. Results: Of 736 males (32.2%) and 1548 females (67.8%) in this study, 32 (4.3%) and 55 cases (3.8%) had supernumerary teeth, respectively. The prevalence of supernumerary teeth was 0.3%, 0.5%, and 0.6% in males and 0.2%, 1% and 1.2% in females for mesiodens, distodens, and peridens, respectively. Also, 243 males (10.6%) and 655 females (28.6%) had missing teeth anomalies. Hypodontia in the maxilla was the most common anomaly in both genders, while mesiodens was the least common. Conclusion: Hypodontia was the most common anomaly, followed by peridens; the least common anomaly was mesiodens. The prevalence of supernumerary teeth was greater in males, though the difference was not statistically significant. In comparison, females had a greater prevalence of missing teeth


Asunto(s)
Humanos , Masculino , Femenino , Niño , Adolescente , Adulto , Persona de Mediana Edad , Anomalías Dentarias/epidemiología , Radiografía Panorámica , Anodoncia
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