Smoking and drinking habits and attitudes to smoking cessation counselling among Tanzanian dental students.

UNLABELLED: The present research was carried out at the School of Dentistry, Muhimbili University of Health and Allied Sciences, Tanzania. OBJECTIVE: To assess smoking and drinking habits as well as attitudes towards smoking cessation counselling among dental students in Tanzania. BASIC RESEARCH DESIGN: A 28-item pretested and self-administered questionnaire was delivered to all dental students enrolled at the end of the 2006 academic year. The questionnaire covered socio-demographics, smoking and drinking habits, knowledge concerning health effects and attitudes towards smoking cessation counselling. PARTICIPANTS: Dental students enrolled at the end of the 2005/2006 academic year in the School of Dentistry, University of Dar-es-Salaam, Tanzania. MAIN OUTCOME MEASURES: Self-reported smoking, alcohol use and attitudes to smoking cessation counselling. RESULTS: The response rate was 73.2% (109/149) and 76.1% of respondents were male. Smoking was reported by 12.8%, all being male. Alcohol use during the last 30 days was reported by 23.8% and binge drinking during the last two weeks by 11.8%. Both smoking and alcohol use were more common among clinical than basic science students. The majority (67.0%) reported that they had not received education on smoking cessation counselling although 86.2% considered that dentists and physicians should provide such counselling. CONCLUSION: Reported smoking and alcohol consumption are on a low level compared to dental students internationally. Willingness and need for cessation counselling training was expressed by the majority of Tanzanian dental students. This should be taken into consideration in dental curriculum development.

Profile of the oral healthcare team in countries with emerging economies.

Health is a critical dimension of human well-being and flourishing, and oral health is an integral component of health: one is not healthy without oral health. Significant barriers exist to ensuring the world's people receive basic healthcare, including oral healthcare. Amongst these are poverty, ignorance, inadequate financial resources and lack of adequate numbers of educated and trained (oral) healthcare workers. Emerging economies are encouraged to develop a national strategic plan for oral health. International organizations have developed goals for oral health that can be referenced and adapted by emerging economies as they seek to formulate specific objectives for their countries. Demographic data that assess the nature and extent of oral diseases in a country are essential to sound planning and the development of an oral healthcare system that is relevant, effective and economically viable. Prevention should be emphasized and priority consideration be given to oral healthcare for children. The types and numbers of members of the oral healthcare team (workforce) will vary from country to country depending on the system developed. Potential members of the workforce include: generalist dentists, specialist dentists, dental therapists, dental hygienists, denturists, expanded function dental assistants (dental nurses) and community oral health workers/aides. Competences for dentists, and other members of the team, should be developed to ensure quality care and developed economies should cooperate with emerging economies. The development, by more advanced economies, of digital, virtual curricula, which could be used by emerging economies for educating and training members of the oral healthcare team, should be an important initiative. The International Federation of Dental Educators and Associations (IFDEA) should lead in such an effort.

Report on the development of a new dental curriculum at Helsinki.

A review of the dental curriculum was undertaken in Helsinki in the mid 90s. The objectives of the new curriculum were to reinforce the links between basic biomedical and dental sciences in order to give more emphasis to oral medicine and comprehensive dental care. Furthermore, the curriculum needed to promote an interdisciplinary approach and encourage students to understand dental diseases in relation to the community at large. A two-year, topic-based, preclinical curriculum, fully integrated with medical students, was started. For didactic teaching in the clinical phase, new learning entities were established to promote an inter-disciplinary approach. For the first time in Finland, objectives were formulated for attitudes and interpersonal skills. Clinical training was conducted in a comprehensive clinic, based on the team concept, where emphasis was given to proven competency instead of to the number of procedures performed. The time spent in the clinic was kept the same as previously (1440 h). Students' learning process was assessed with a portfolio. The majority of students welcomed the comprehensive care clinic, especially its team concept and treatment planning seminars. However, feedback seminars after treatment of the patient were not in favour. As part of the evaluation process, a DENTED visitation took place in Helsinki in March 1999. The results obtained in the student questionnaire were consistent with the aims of the undergraduate training and with the present patient treatment range. In conclusion, the curriculum change enabled the school to broaden the biomedical aspects by increasing the period of preclinical studies. Although the extent of these studies was greater than in the past, and meant postponement of clinical skills courses by one semester, it did not jeopardise the competency in clinical dentistry, owing to the effective integration of the clinical phase teaching.