James M. Clyde, D.D.S., M.S.A.: The Canadian-American who rescued the Chicago Post-Graduate School of Anaesthesia.

The Chicago Post-Graduate School of Anaesthesia (PGSA) commenced with the opening of the Columbian Exposition, eight miles north of that Chicago World's Fair in May of 1893. When PGSA founder Samuel J. Hayes, D.D.S., M.S.A., forsook Chicago to tend to his moribund son back in Pittsburgh, Hayes' fellow professor, James M. Clyde, D.D.S., M.S.A., kept the PGSA from closing.

Etapas históricas del proceso de formación en la especialidad de Estomatología General Integral en provincia Guantánamo / Historical stages of the training process in the specialty of General Comprehensive Stomatology in Guantanamo province

Introducción: a lo largo de su historia la formación de estomatólogos en Cuba transita por diferentes planes de estudios pero no hay dudas que los cambios más radicales se generan a partir del triunfo de la Revolución Cubana, cuando se produce una democratización del acceso a la carrera, el desarrollo de la educación de posgrado, sobre todo de la especialización y el tránsito gradual de la concepción del proceso salud enfermedad. Objetivo: exponer la consolidación del proceso de formación en la especialidad de Estomatología General Integral en provincia Guantánamo. Desarrollo: se realizó un análisis histórico del proceso formativo de la Especialidad de Estomatología General Integral en Guantánamo considerando la relevancia que tiene esa especialidad en el sistema de atención estomatológica en Cuba. Se tienen en cuenta los siguientes indicadores: modelo formativo, forma de ingreso al proceso formativo, escenario de formación y modelo de atención estomatológica. Se establecieron los hitos históricos que permitieron delimitar tres etapas del proceso formativo en la especialidad de Estomatología General Integral, las regularidades históricas y descripción de cada etapa y, finalmente, se planteó la tendencia histórica que prevaleció en el proceso. Conclusiones: al analizar de manera integral las etapas del proceso de formación en la especialidad de EGI se estableció como tendencia histórica: el proceso de formación en la especialidad de Estomatología General Integral ha transitado desde un modelo biologicista y curativo, de una práctica asistencial fragmentada, y un ingreso selectivo de los estomatólogos, hacia un modelo biopsicosocial, basado en la promoción de salud y la prevención de enfermedades, pero ha mantenido en sus planes de estudio el enfoque tradicional con los objetivos como categorías rectoras(AU)

Introduction: throughout its history, the training of stomatologists in Cuba has been going through different study plans, but there is no doubt that the most radical changes are generated after the triumph of the Cuban Revolution, when there is a democratization of access to careers, the development of postgraduate education, especially the specialization and the gradual transition of the conception of the health disease process. Objective: to present the consolidation of the training process in the specialty of General Comprehensive Stomatology in Guantanamo province. Development: a historical analysis of the training process of the Specialty of General Comprehensive Stomatology in Guantánamo was carried out considering the relevance of this specialty in the dental care system in Cuba. The following indicators are taken into account: training model, form of entry into the training process, training scenario and stomatological care model. In the article the historical milestones were established that allowed to delimit three stages of the formative process in the specialty of Integral General Dentistry, the historical regularities and description of each stage and, finally, the historical tendency that prevailed in the process was raised. Conclusions: by comprehensively analyzing the stages of the training process in the specialty of EGI was established as a historical trend: the training process in the specialty of General Comprehensive Stomatology has gone from a biologicist and curative model, a fragmented care practice, and a selective entrance of the stomatologists, towards a biopsychosocial model, based on health promotion and disease prevention, but it has maintained in its study plans the traditional approach with the objectives as governing categories(AU)

Introdução: Ao longo de sua história a formação de odontologia em Cuba passa por currículos diferentes, mas não há dúvida de que as mudanças mais radicais são gerados a partir do triunfo da Revolução Cubana, quando um acesso democratização ocorre para a corrida , o desenvolvimento do ensino de pós-graduação, especialmente a especialização e a transição gradual da concepção do processo de doença em saúde. Objetivo: apresentar a consolidação do processo de formação na especialidade de Estomatologia Geral Geral na província de Guantánamo. Desenvolvimento: uma análise histórica do processo de formação da especialidade de estomatologia geral abrangente em Guantánamo foi realizada considerando a relevância desta especialidade no sistema de atendimento odontológico em Cuba. Os seguintes indicadores são levados em consideração: modelo de treinamento, forma de entrada no processo de treinamento, cenário de treinamento e modelo de atendimento estomatológico. No artigo, os marcos históricos que ajudaram a determinar três etapas do processo educativo na especialidade de Estomatologia Integral Geral resolvido, regularidades históricas e descrição de cada fase e, finalmente, a tendência histórica que prevaleceu no processo foi levantada. Conclusões: para analisar de forma abrangente os estágios de formação na especialidade de EGI foi estabelecida como uma tendência histórica: o processo de formação na especialidade de Integral Odontologia geral passou de biologicista e modelo curativo da prática do cuidado fragmentado, e uma entrada seletiva dos estomatologistas, em direção a um modelo biopsicossocial, baseado na promoção da saúde e na prevenção de doenças, mas manteve em seus planos de estudo a abordagem tradicional com os objetivos como categorias reguladoras(AU)

A century of influence: part 3. The modern era.

The story of orthodontics during the first 100 years of Journal publication can be told through the people who lived it. As part of the American Journal of Orthodontics and Dentofacial Orthopedics Centennial Celebration, we present 100 people who most influenced the specialty during the last 100 years. Part 3 concludes with "The Modern Era" and describes those born in 1920 or later. They came of age near or after the end of World War II. Proprietary orthodontic schools and preceptorship training were giving way to expanding postgraduate university programs. The graduates of these rigorous programs fanned out across the country, making orthodontic specialty education available to an ever-widening circle of students and orthodontic treatment to new generations of patients.

The impact of Title VII on general and pediatric dental education and training.

The authors describe the impact of the Title VII, Section 747 Training in Primary Care Medicine and Dentistry (Title VII) grant program on the development, growth, and expansion of general and pediatric dentistry residency programs in the United States. They first briefly review the legislative history of the Title VII program as it pertains to dental education, followed by a historical overview of dental education in the United States, including a description of the differences between dental and medical education and the routes to professional practice. The authors then present an extensive assessment of the role of the Title VII grant program in building general and pediatric dental training capacity, diversifying the dental workforce, providing outreach and service to underserved and vulnerable populations, stimulating innovations in dental education, and engaging collaborative and interdisciplinary training with medicine. Finally, the authors call for broadening the scope of the Title VII program to allow for predoctoral training (dental student education) and faculty development in general and pediatric dentistry. In doing so, the Title VII program can more effectively address current and future challenges in dental education, dentist workforce, and disparities in oral health and access to care.This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

Henry Goldman and dental education: reflections on the early days at Boston University.

Dental education at Boston University began in 1958 as an outgrowth of Henry M. Goldman's desire to create a university-based center for advanced graduate training in the dental specialties. By 1963, the Boston University School of Graduate Dentistry was established. Henry Goldman (1911-1991), an unwavering visionary, is largely responsible for the solid foundation on which is built the successful present-day Goldman School of Dental Medicine at Boston University.

Forsyth, Harvard, and endodontic education: 1970-1987.

In 1970, there were few fully-educated endodontists and formalized endodontic programs in the United States. Dr. Alvin Krakow began a teaching/clinical program that combined the best in technical education and research for academically-minded young clinicians. The Forsyth Dental Center hosted the program while the Harvard University School of Dental Medicine (HSDM) offered the prerequisite courses in basic science. The program ended in 1987 and was reinstituted in 1993. Today, the program continues to graduate a small group of diversified and educated clinicians. A number of graduates in the original group have made significant contributions to the specialty. This historical perspective focuses on the early years of the combined program.

Preceptorship revisited.

Before the advent of university-based dental education, preceptorship training was the only way one could learn to be a dentist. Even after dental schools became firmly entrenched in the university system, preceptorships were accepted for specialty training. In the 1960s, the American Association of Orthodontists revived the tradition to meet a growing demand for orthodontic specialists. By the time that program concluded a decade later, over 200 specialists had completed their studies; many preceptees went into clinical practice near or with their mentors. The author of this historical review is a practicing orthodontist certified by the American Board of Orthodontics, a faculty member of a university orthodontic department, and a 1961 graduate of the supervised preceptorship program.

Icons of dentistry: Dr Leon Eisenbud.

Dentistry has a long, often well documented history. Evidence of tooth pullings has been discovered in crude carvings on the walls of caves that are over 10,000 years old. The ancient Egyptians, the Athenians, and the early inhabitants of Rome required oral health care; in addition to tooth extractions, they underwent tumor removal, tamponade for hemorrhage, reduction of jaw fractures with gold wire ligatures, cautery using white hot platinum loops, and an additional variety of remedies and nostrums. Pain relief was offered, with courses of treatment as varied as postural change, alteration of ambient temperature, and vegetable and organic medicines in poultices or via oral and rectal routes. Through the centuries, great surgeons and physicians introduced various methods of treatment: Hippocrates codified ethical standards; Maimonides established pragmatic rules for physicians; LeFort categorized facial fractures; Pasteur clarified the need for sterilization; Semmelweis standardized antiseptic conditions in the operating theater; Morton and Wells discovered safer methods of analgesia; Freud explored the theraupeutic uses of narcotics; Roentgen championed X-ray imaging; Curie pioneered the use of chemotherapy; and Barton and Nightingale were models of empathy and patient care. In more recent times, we have profited from the genius of Watson and Crick (DNA); Fleming (penicillin); Venable and Stuck (Chrome-cobalt--molybdenum alloy); Gershkoff and Goldberg (the subperiosteal implant); Chercheve, Branemark, Linkow, Misch, Tatum, and Niznick (innovative root forms, titanium and its alloys, and sinus floor grafting). The 20th century has brought to us phenomenal imaging, breathtaking intrauterine fetal surgery, wildly promising stem cell research, and astonishing CADCAM techniques. We've had great teachers and clinicians who have introduced us to new forms of therapy and advanced methods, including the role of the hemidesmasomes, the essential elements of bone grafting, the importance of microscopic analysis, and the benefits to patients of physical diagnosis by their dentists. To recognize and celebrate some of my heroes' contributions to the health and well-being of humankind, editorials will occasionally appear on these pages that explore their various contributions.