Instructional design of a clinical photography course for undergraduate dental students.

Clinical and dental photography is an acquired skill. It is learned, developed and practised at post-graduate level by medical photographers across the U.K. But where does the medical photography profession stand in terms of transmitting slowly acquired skills to a wider clinical audience? If some or all skills need to be passed on, how and to whom should they be taught? This paper considers how dental practitioners may benefit from training in specific aspects of clinical photography and suggests a tried and tested model of instructional design for a clinical photography course utilised and implemented for undergraduate dental students studying at the University of Leeds. The authors found a course of this nature demanded skills and theoretical understanding of cognitive architecture beyond the purview of most clinical field experts. A collaborative approach to instructional design between a field expert and clinical educator was implemented, which allowed the design of a dental photography course that worked effectively by linking new to prior knowledge.

The transition from dental school to postgraduate dental foundation training: strengthening the interaction between stakeholders.

This article demonstrates the benefits of collaboration between dental educators in undergraduate and postgraduate settings, to facilitate the transition of dental students into dental foundation training (DFT). The School of Dental Sciences at Newcastle University and Health Education England, working across north-east and north Cumbria, have strengthened links by forming a dental foundation programme undergraduate liaison group (FPUG) involving all stakeholders. The group has shared information between the organisations, enhanced stakeholder engagement, and developed several initiatives including workshops to help prepare final year students for the transition to DFT. A small investment in time has been highly effective, and the formation of a similar group merits consideration in other areas of the UK.

Graduates' satisfaction with and attitudes towards a master programme in dental public health.

BACKGROUND: Monitoring graduates' views of their learning experiences is important to ensure programme standards and further improvement. This study evaluated graduates' satisfaction with and attitudes towards a Master programme in Dental Public Health. METHODS: An online questionnaire was sent to individuals who completed successfully the Master of Science programme in Dental Public Health at King's College London Dental Institute and had a valid email address. Participants provided information on demographic characteristics, satisfaction with and attitudes towards the programme. Satisfaction and attitudes scores were compared by demographic characteristics using multiple linear regression models. RESULTS: Satisfaction scores with the programme were high, with 92% of respondents reporting the programme had met or exceeded their expectations. Learning resources and quality of teaching and learning were the aspects of the programme graduates were most satisfied with. The main motivations for taking the programme were to progress in career path and improve employment prospects. As for attitudes, 70.7% of respondents would recommend this course to a colleague or a friend. There were no significant differences in satisfaction and attitude scores by graduates' demographic background. CONCLUSION: Graduates were satisfied with most aspects of the programme and reported positive attitudes towards it. This study highlights the value of using graduates' views for programme's improvement and the need for a regular monitoring of the programme.

Creating a new generation of pediatric dentists: a paradigm shift in training.

The University of California, Los Angeles (UCLA) School of Dentistry has implemented a Health Resources and Services Administration-funded program to prepare dentists for the complex and comprehensive needs of pediatric patients within rapidly changing demographics and a paradigm shift in dentistry. Traditional dental education has focused on how to respond to oral disease, whereas UCLA's program shifts the paradigm to emphasize early assessment, risk-based prevention, and disease management. A holistic approach to dental care that considers social and environmental determinants is used with minimally invasive techniques for restorative care. To support this change, pediatric dental residents receive traditional training combined with new didactics, advocacy opportunities, and applied learning experiences at community-based organizations. These new elements teach residents to recognize the causal factors of disease and to identify interventions that promote oral health at the individual, family, community, and policy level. Consequently, they are better prepared to treat a diverse group of patients who historically have faced the greatest burden of disease as well as an increased number of barriers to accessing oral health care; these consist of low-income, minority, and/or pediatric populations including children with special health needs. The program's ultimate goal is for residents to deploy these skills in treating vulnerable populations and to demonstrate greater interest in collaborating with non-dental health providers and community organizations to increase access to dental services in private or public health practice settings.

Designing post-graduate Master's degree programs: the advanced training program in Dental Functional Analysis and Therapy as one example.

INTRODUCTION: The decision to consolidate European higher education was reached by the Bologna Conference. Based on the Anglo-American system, a two-cycle degree program (Bachelor and Master) has been introduced. Subjects culminating in a state examination, such as Medicine and Dentistry, were excluded from this reform. Since the state examination is already comparable in its caliber to a Master's degree in Medicine or Dentistry, only advanced Master's degree programs with post-graduate specializations come into consideration for these subjects. In the field of dentistry numerous post-graduate study programs are increasingly coming into existence. Many different models and approaches are being pursued. METHOD: Since the 2004-2005 winter semester, the University of Greifswald has offered the Master's degree program in Dental Functional Analysis and Therapy. Two and a half years in duration, this program is structured to allow program participation while working and targets licensed dentists who wish to attain certified skills for the future in state-of-the-art functional analysis and therapy. AIM: The design of this post-graduate program and the initial results of the evaluation by alumni are presented here. CONCLUSION: Our experiences show that the conceptual idea of an advanced Master's program has proved successful. The program covers a specialty which leads to increased confidence in handling challenging patient cases. The sharing of experiences among colleagues was evaluated as being especially important.

Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development.

INTRODUCTION: Implant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post-graduation educational pathways. METHODS: A consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development. RESULTS: The scientific committee conducted two European-wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper. CONCLUSIONS: Implementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains big. At the post-graduation level, there is currently a wide diversity of courses and pathways towards competences related to implant dentistry and there is at present a great need for quality assurance, as well as standardisation and transparency of the learning outcomes.

The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

Effective and ineffective supervision in postgraduate dental education: a qualitative study.

INTRODUCTION: Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. METHODS: Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. RESULTS: Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. CONCLUSION: Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly.

Challenges towards realization of health care sector goals of Tanzania development vision 2025: training and deployment of graduate human resource for health.

BACKGROUND: Human resource for health (HRH) is an essential building block for effective and efficient health care system. In Tanzania this component is faced by many challenges which in synergy with others make the health care system inefficient. In vision 2025 the country recognizes the importance of the health care sector in attaining quality livelihood for its citizens. The vision is in its 13th year since its launch. Given the central role of HRH in attainment of this vision, how the HRH is trained and deployed deserves a deeper understanding. OBJECTIVE: To analyze the factors affecting training and deployment process of graduate level HRH of three core cadres; Medical Doctors, Doctor of Dental Surgery and Bachelor of Pharmacy towards realization of development vision 2025. METHODS: Explorative study design in five training institutions for health and Ministry of Health and Social Welfare (MoHSW) headquarters utilizing in-depth interviews, observations and review of available documents methodology. RESULTS: The training Institutions which are cornerstone for HRH training are understaffed, underfunded (donor dependent), have low admitting capacities and lack co-ordination with other key stakeholders dealing with health. The deployment of graduate level HRH is affected by; limited budget, decision on deployment handled by another ministry rather than MoHSW, competition between health care sector and other sectors and lack of co-ordination between employer, trainers and other key health care sector stakeholders. Awareness on vision 2025 is low in the training institutions. CONCLUSIONS: For the vision 2025 health care sector goals to be realized well devised strategies on raising its awareness in the training institutions is recommended. Quality livelihood as stated in vision 2025 will be a forgotten dream if the challenges facing the training and deployment of graduate level HRH will not be addressed timely. It is the authors' view that reduction of donor dependency syndrome, extension of retirement age for academic Staffs in the training institutions for health and synergizing the training and deployment of the graduate level HRH can be among the initial strategies towards addressing these challenges.

[German dental and postgraduate education in the European context]. / Zahnärztliche Aus- und Weiterbildung im europäischen Kontext.

The dental curriculum in Germany is still based on a concept from 1955 with some revisions in certain aspects. All groups involved are interested in a new and more current version. In doing this, the compatibility with European concepts should be a main goal. The Association for Dental Education in Europe (ADEE), to which about 160 of the 200 European dental education associations are members, is in charge of coordinating projects to create a network of European universities, which intends to harmonize higher education in Europe and to create a core curriculum for the dentistry program. Based on a visitation and evaluation program at more than 50 oral and maxillofacial surgery centers, a paper for the profiles and competencies for future European dentists was formulated for the creation of a modular curriculum, for the integration of the ECT (European Credit Transfer) system, and for quality assurance of the dentistry curriculum. Especially for the situation in Germany, consequences must be drawn for further dentistry and postgraduate educational concepts, which are not completely identical with the ADEE concepts, but which can use elements of the basic Bologna concepts.

A survey on disaster management among postgraduate students in a private dental institution in India.

OBJECTIVE: To assess the knowledge, attitude, and behavior regarding disaster management among postgraduate (PG) students in a private dental institution in India. DESIGN: Questionnaire survey with cross-sectional design. SETTING: Sri Dharmasthala Manjunatheshwara (SDM) College of Dental Sciences and Hospital, Dharwad, Karnataka, India. PATIENTS AND PARTICIPANTS: All PG students in SDM college of Dental Sciences and Hospital, Dharwad, Karnataka, were included. INTERVENTIONS: None. MAIN OUTCOME MEASURES: Knowledge, attitude, and behavior regarding disaster management. RESULTS: A total of 125 of 135 PG students participated (response rate of 92.59 percent) in the study. Mean knowledge, attitude, and behavior scores were 58.74, 85.78, and 31.60 percent, respectively. Significant correlations were observed between knowledge and year of study (chi2 value = 45.301, p = 0.000), and behavior and place of residence of respondents (chi2 value = 4.112, p = 0.043). CONCLUSIONS: Participants had low knowledge and behavior scores, but high attitude scores regarding disaster management. The year of study and the place of residence were associated with knowledge and behavior, respectively. This study highlights the need for curriculum changes in dental education and has policy implications for disaster management in India.

Necesidad de implementación de un doctorado curricular colaborativo en ciencias estomatológicas / Need to implement a contribution curricular doctorate in stomatologic sciences

Introducción: Históricamente los doctorados en ciencias específicas de la salud han sido de tipo investigativo, donde una tesis doctoral que aporte novedad científica y algunos exámenes de mínimo candidato son los ejercicios suficientes para el otorgamiento de los mismos. Este método genera una formación científica lenta y mayormente autodidáctica y no es del todo óptimo cuando se pretende formar doctores en ciencias en un periodo corto de tiempo, o sea en unos cinco años promedio. Por ello la tendencia internacional es la de implementar doctorados curriculares, lo cual garantiza un proceso de formación científica más reflexiva, homogénea, individualizada y tutorial. Objetivos: evaluar el grado de necesidad de la implementación de un doctorado curricular colaborativo en la carrera de Estomatología. Métodos: se realizó un análisis estadístico de la producción de doctorados en ciencias estomatológicas y se describió los resultados de la fundación de la Comisión de Grados de Estomatología. Resultados: en los últimos 35 años se han formado 53 estomatólogos como doctores en ciencias médicas o estomatológicas. El por ciento de estomatólogos con grados científicos fuera de la Capital es muy escaso. Se consideró el ritmo de producción de doctores en ciencias de la Comisión Nacional de Grados de Estomatología como bajo. Conclusiones: los resultados obtenidos demostraron la necesidad y factibilidad de la elaboración e implementación de un doctorado curricular colaborativo para Estomatología(AU)

Introduction: Historically, the sciences doctorates health specific has been of investigative type, where a doctoral thesis providing a scientific novelty and some minimal examinations are the exercises enough to grant such doctorate. This method creates a slow scientific training and mostly self-taught and is not totally optimal when the aim is to train sciences doctors for a short period of time, that is, in a mean of 5 years. Here the international trend is the implementation of curricular doctorates guaranteeing a more effective, thoughtful, homogeneous, individualized and tutorial scientific training process. Objectives: To assess the degree need of implementation of contribution curricular doctorate en the career of Stomatology. Methods: A statistical analysis was carried out of the doctorate production in stomatologic sciences and a description of results achieved by the creation of Degrees Stomatology Commission. Results: In past 35 years 54 stomatologists has been trained as medical or stomatologic sciences. The percentage of stomatologists with scientific degree outside of the capital is very scant. The rhythm of sciences doctor's production of the National Commission of Stomatology degrees was qualified as low. Conclusions: The results achieved demonstrated the need and feasibility of elaboration and implementation of a cooperation curricular doctorate for Stomatology(AU)

Necesidad de implementación de un doctorado curricular colaborativo en ciencias estomatológicas / Need to implement a contribution curricular doctorate in stomatologic sciences

Introducción: Históricamente los doctorados en ciencias específicas de la salud han sido de tipo investigativo, donde una tesis doctoral que aporte novedad científica y algunos exámenes de mínimo candidato son los ejercicios suficientes para el otorgamiento de los mismos. Este método genera una formación científica lenta y mayormente autodidáctica y no es del todo óptimo cuando se pretende formar doctores en ciencias en un periodo corto de tiempo, o sea en unos cinco años promedio. Por ello la tendencia internacional es la de implementar doctorados curriculares, lo cual garantiza un proceso de formación científica más reflexiva, homogénea, individualizada y tutorial. Objetivos: evaluar el grado de necesidad de la implementación de un doctorado curricular colaborativo en la carrera de Estomatología. Métodos: se realizó un análisis estadístico de la producción de doctorados en ciencias estomatológicas y se describió los resultados de la fundación de la Comisión de Grados de Estomatología. Resultados: en los últimos 35 años se han formado 53 estomatólogos como doctores en ciencias médicas o estomatológicas. El por ciento de estomatólogos con grados científicos fuera de la Capital es muy escaso. Se consideró el ritmo de producción de doctores en ciencias de la Comisión Nacional de Grados de Estomatología como bajo. Conclusiones: los resultados obtenidos demostraron la necesidad y factibilidad de la elaboración e implementación de un doctorado curricular colaborativo para Estomatología(AU)

Introduction: Historically, the sciences doctorates health specific has been of investigative type, where a doctoral thesis providing a scientific novelty and some minimal examinations are the exercises enough to grant such doctorate. This method creates a slow scientific training and mostly self-taught and is not totally optimal when the aim is to train sciences doctors for a short period of time, that is, in a mean of 5 years. Here the international trend is the implementation of curricular doctorates guaranteeing a more effective, thoughtful, homogeneous, individualized and tutorial scientific training process. Objectives: To assess the degree need of implementation of contribution curricular doctorate en the career of Stomatology. Methods: A statistical analysis was carried out of the doctorate production in stomatologic sciences and a description of results achieved by the creation of Degrees Stomatology Commission. Results: In past 35 years 54 stomatologists has been trained as medical or stomatologic sciences. The percentage of stomatologists with scientific degree outside of the capital is very scant. The rhythm of sciences doctor's production of the National Commission of Stomatology degrees was qualified as low. Conclusions: The results achieved demonstrated the need and feasibility of elaboration and implementation of a cooperation curricular doctorate for Stomatology(AU)

Impact of infrastructure on graduate dental education and dental clinic productivity.

Using all-inclusive data from 126 U.S. Department of Veterans Affairs health care facilities that provide dental services, this study identified the staffing infrastructure under which the Veterans Health Administration can provide graduate dental education without compromising dental clinic productivity. From regression analyses, we found that teaching residents has a negative impact on staff dentists' productivity; however, when the dental assistant to provider ratio is greater than or equal to 1.0, dental residents' workload contribution can offset the negative impact on overall clinic productivity. In the presence of dental residents, the dental assistant, front-desk personnel, and dental treatment room to provider ratios have a positive impact on productivity. The optimal ratios were calculated as 1.5 for dental assistants, 2.1 for dental treatment rooms, and 0.57 for front-desk personnel.