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1.
Am J Orthod Dentofacial Orthop ; 156(4): 475-484, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31582119

RESUMO

INTRODUCTION: This project was undertaken to accomplish 2 objectives: (1) to identify whether there is a discrepancy between orthodontists and experts in temporomandibular disorders (TMD) related to diagnosis and treatment of TMD patients, and (2) to influence the manner in which TMD curricula are taught in orthodontic residency programs, better preparing future orthodontic specialists to diagnose and treat (and refer) patients with TMD. METHODS: A survey invitation was e-mailed to 8870 members of the American Association of Orthodontists. Items were answered on a 6-point scale (0 = I don't know; 1 = strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; 5 = strongly agree). A group consensus was attributed when more than 50% of the orthodontists supported a response. Previously published responses of TMD experts were used as a reference to evaluate the orthodontists' responses. Comparisons between the responses from the 2 groups were assessed using a z-test. RESULTS: Among the participants who responded to the questionnaire, 148 were residents, 1132 were private practitioners, and 61 were full-time faculty. Sixty-two percent of the participants did not think they received enough training in TMD during their orthodontic residency. Although 62% of participants indicated that they feel comfortable diagnosing TMD patients, 50.2% do not feel comfortable treating TMD patients. There was no significant difference between the 2 groups' responses under one-third of the questions. CONCLUSIONS: It is clear that orthodontic residencies in the U.S. need to improve methods of teaching TMD concepts. Although most orthodontists feel comfortable diagnosing TMD patients, less than half feel comfortable treating those patients, and the difference in responses with the TMD expert group was significant in 71% of the questions.


Assuntos
Educação de Pós-Graduação em Odontologia/normas , Ortodontistas/educação , Ortodontistas/psicologia , Transtornos da Articulação Temporomandibular/diagnóstico , Transtornos da Articulação Temporomandibular/terapia , Adulto , Atitude do Pessoal de Saúde , Feminino , Humanos , Masculino , Inquéritos e Questionários , Estados Unidos
2.
Am J Orthod Dentofacial Orthop ; 156(4): 522-530, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31582124

RESUMO

INTRODUCTION: Although unquantifiable features, such as faculty passion and dedication to teaching, play a vital role in defining the quality of residency education, determinable features that are fundamental to the definition of a "top tier" orthodontic residency program also exist. The objective of this study was to identify those features. METHODS: A survey with 32 items was developed and validated to assess the features of an excellent orthodontic program based on the following 3 major domains: faculty, education, and resident/graduate student/alumni. The survey was sent to 62 orthodontic residency programs in the United States. RESULTS: Thirty-nine programs (63%) completed the survey. Recurring attributes that were identified in what constitutes an excellent program included the following: an adequate number of full-time clinical orthodontic faculty, with each member providing 1 day per week clinic coverage. The average of all respondents was 4, and the range was 1-6; a healthy mix of part-time faculty members with ≥1 full-time faculty member who monitors every clinical session; 80% full-time faculty members who are American Board of Orthodontics (ABO) certified; a craniofacial faculty member; 4 residents/graduate students per each faculty member who covers a clinical session; resident/graduate student exposure to a wide range of treatment modalities and appliances; approximately 70 new case starts per resident/graduate student (50%-60% of patients who are started are debonded by the starting resident/graduate student); patients with craniofacial anomalies and orthognathic surgery patients should be started by each resident/graduate student; 1.5 operatory chairs per resident or graduate student; 1 dental assistant per 4 residents/graduate students; 1 laboratory person; 1 receptionist/secretary per 4 residents; 100% of residents/graduate students successfully completing ABO written examination upon graduation; 60% of residents/graduate students obtaining ABO certification within 5 years of graduation; 50% of residents/graduate students presenting at national meetings would be ideal; and 50% of living alumni contributing financially to the department during the past 5 years. CONCLUSIONS: Based on the responses from the majority of the US orthodontic residency programs, this study has identified certain features that educators feel are ideal for an excellent orthodontic program.


Assuntos
Educação de Pós-Graduação em Odontologia/normas , Internato e Residência/normas , Ortodontia/educação , Ortodontia/normas , Docentes de Odontologia/educação , Docentes de Odontologia/normas , Humanos , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários , Estados Unidos
3.
J Dent Educ ; 83(12): 1420-1426, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31548304

RESUMO

Few studies have been published on thesis completion experiences of master's degree students. However, for doctoral students, dissertation completion has been found to be dependent on individual, relational, and institutional factors. The aim of this study was to examine dental hygienists' perceptions of their experiences completing a thesis as a requirement for an advanced degree. A qualitative phenomenological research design was used utilizing virtual focus groups with a national purposive sample of dental hygienists (n=25) who had graduated from a degree program in which a thesis was a requirement for the degree. Data analysis used an inductive approach to identify themes using Liechty et al.'s framework of individual, relational, and institutional factors impacting completion of a dissertation. Liechty et al.'s framework is based on Vygotsky's sociocultural theory of learning. In the results, individual factors identified included family/work responsibilities, lack of understanding of the thesis process, time management, health issues, and reaching personal and professional goals. Relational factors focused primarily on positive and negative experiences with the thesis advisor/committee and support from expert peers/family. Institutional factors included the thesis structure, financial concerns, and challenges in recruiting research participants. This study found many factors influencing the thesis experience that may help guide the process in graduate degree programs. In addition, the findings suggest a need to provide mentoring and support for thesis advisors and committee members to more effectively guide students through the thesis process. Effective modifications of these may improve retention of students and facilitate timely completion of thesis research.


Assuntos
Higienistas Dentários , Educação de Pós-Graduação , Educação de Pós-Graduação em Odontologia , Grupos Focais , Humanos , Mentores , Estudantes
5.
Am J Orthod Dentofacial Orthop ; 155(6): 765-766, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31153496

RESUMO

The American Board of Orthodontics has updated its clinical examination process to remove barriers to the case-based examination, strengthen the specialty, and further distinguish board-certified orthodontists from other dental practitioners providing orthodontic care. The ABO adopted a scenario-based clinical examination and discontinued case requirements. The first new exam was administered in February 2019. It consisted of 6 scenarios with 4-7 questions for each scenario. The scenarios represent a variety of problems and patients, and the questions relate to data gathering and diagnosis, treatment objectives and planning, treatment implementation and management, and critical analysis and outcomes assessment. Feedback from the February 2019 exam was positive, and 4 more have been scheduled. For more information about the ABO certification process, go to AmericanBoardOrtho.com.


Assuntos
Educação de Pós-Graduação em Odontologia , Avaliação Educacional/métodos , Ortodontia/educação , Conselhos de Especialidade Profissional , Certificação , Humanos , Estados Unidos
6.
J Dent Educ ; 83(8): 887-894, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31085685

RESUMO

The aim of this study was to analyze information about advanced education programs in prosthodontics (AEPPs) collected in American Dental Association (ADA) surveys on advanced dental education from 2006-07 to 2016-17. Data recorded included number of AEPPs and information on program directors, applicants, and enrollees in AEPPs. The results showed that, from 2006 to 2016, there was an increase in the number of AEPPs and enrollment of prosthodontic residents, and the number of applicants per program more than doubled. Despite these increases, steps are needed to increase the number of underrepresented minority residents in prosthodontics. Also, a periodic survey of prosthodontic residents to identify their goals, experiences during training, and career plans could benefit the specialty by providing more insight into the future prosthodontic workforce.


Assuntos
Educação de Pós-Graduação em Odontologia/estatística & dados numéricos , Educação em Odontologia , Avaliação de Programas e Projetos de Saúde , Prostodontia/educação , Prostodontia/estatística & dados numéricos , Atitude do Pessoal de Saúde , Odontólogos , Educação em Odontologia/economia , Educação em Odontologia/estatística & dados numéricos , Humanos , Saúde Bucal/educação , Avaliação de Programas e Projetos de Saúde/economia , Avaliação de Programas e Projetos de Saúde/estatística & dados numéricos , Estudos Retrospectivos , Faculdades de Odontologia , Inquéritos e Questionários , Estados Unidos
7.
J Dent Educ ; 83(8): 953-958, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31085689

RESUMO

The aim of this study was to assess nationwide trends in the exposure of dental students to periodontal and implant surgical procedures and to evaluate the potential factors that influence these clinical experiences. A 19-item questionnaire was sent to all 64 directors of predoctoral periodontics in U.S. dental schools. In addition to gathering information on the percentage of students who perform surgical periodontics or implant placement procedures in each program, data on student research groups, periodontics residency programs, and periodontics faculty practices were collected. A total of 33 responses were received, for a response rate of 51.5%. Among the responding institutions, 97% and 45.5% allowed dental students to perform periodontal and dental implant placement surgeries, respectively, although only 26.4% and 15.2% of the dental class ended up performing periodontal and dental implant placement surgeries, respectively. Crown lengthening was the most commonly reported (84.8%) periodontal surgical procedure performed by dental students. A negative correlation was found between the presence of a periodontics residency program and dental students' placing dental implants, while the size of the residency program positively correlated with dental students' placing dental implants. Overall, a wide variation in the exposure of dental students to periodontal and dental implant placement surgical experiences was found. Future surveys should assess clinical procedures performed in other special-ties to gain a broader picture of the experience students are gaining in these areas.


Assuntos
Implantação Dentária/educação , Educação em Odontologia , Cirurgia Geral/educação , Periodontia/educação , Faculdades de Odontologia , Estudantes de Odontologia/psicologia , Aumento da Coroa Clínica , Currículo , Implantação Dentária/estatística & dados numéricos , Implantes Dentários , Educação de Pós-Graduação em Odontologia , Cirurgia Geral/estatística & dados numéricos , Humanos , Internato e Residência , Iowa , Periodontia/estatística & dados numéricos , Prostodontia/educação , Prostodontia/estatística & dados numéricos , Inquéritos e Questionários , Estados Unidos
8.
Indian J Pharmacol ; 51(2): 109-115, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31142946

RESUMO

INTRODUCTION: Clinical trials are integral to innovation in the treatment modalities and are conducted to assess the safety and efficacy of novel drugs. Clinical trials of modern era have evolved through stern consequences and tragedies in the past. This study was designed to know knowledge on ethics, adverse drug reactions (ADRs), and tragedies in clinical trials among interns and postgraduates (PGs). METHODOLOGY: A cross-sectional study was carried out on graduates undergoing internship (interns) and PG residents of a medical college and a dental college from Punjab. This descriptive cross-sectional study was conducted on 151 professionals of medical college and 100 professionals of dental colleges in Punjab with the help of a prevalidated questionnaire. The data were then analyzed using descriptive statistics. RESULTS: There was no significant difference between dental and medical doctors regarding ethics and ADRs, but a significant difference was observed among interns and PG residents, with interns having higher awareness regarding ethics and ADRs. There was no significant difference (P = 0.941) in knowledge among dental and medical doctors as well as among interns and PG residents, with P = 0.264 about tragedies in clinical trials. CONCLUSION: From the study, it can be concluded that interns and PGs do not get enough exposure to basics in clinic research such as research ethics, ADRs, and tragedies in clinical trials. It is suggested that there is a requirement for suitable modifications in the teaching curriculum at undergraduate level and regular training must be provided to professionals.


Assuntos
Ensaios Clínicos como Assunto/ética , Currículo , Educação de Pós-Graduação em Odontologia , Educação de Pós-Graduação em Medicina , Efeitos Colaterais e Reações Adversas Relacionados a Medicamentos , Ética em Pesquisa , Feminino , Humanos , Internato e Residência , Masculino , Mortalidade
9.
FEBS Open Bio ; 9(5): 830-839, 2019 05.
Artigo em Inglês | MEDLINE | ID: mdl-31034166

RESUMO

Although the historical bases for graduate training in the United Kingdom (UK) and Scandinavia both stem from the original concept developed by von Humboldt, and both award a 'PhD degree', their paths have diverged. There are thus significant differences in the manner in which graduate training is organised. To analyse these differences, two UK graduate programmes (School of Medicine, Cardiff University; Institute of Integrative Biology, University of Liverpool) and two Scandinavian graduate schools (Faculty of Medicine and Dentistry, University of Bergen; Karolinska Institutet, Stockholm) completed a Self-evaluation questionnaire developed by Organisation of PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS)). Analysis of the completed questionnaires shows differences concerning requirements for admission, the training content of PhD programmes, the format of the PhD thesis, how the thesis is assessed and the financial model. All programmes recognise that PhD training should prepare for employment both inside and outside of academia, with emphasis on transferable skills training. However, the analysis reveals some fundamental differences in the direction of graduate programmes in the UK and Scandinavia. In the UK, graduate programmes are directed primarily towards teaching PhD students to do research, with considerable focus on practical techniques. In Scandinavia, the focus is on managing projects and publishing papers. To some extent, the differences lead to a lack of full recognition of each other's theses as a basis for doing a postdoc. This paper describes the basis for these differences and compares the two approaches and points to areas in which there is, or might be, convergence.


Assuntos
Educação de Pós-Graduação/estatística & dados numéricos , Educação de Pós-Graduação em Medicina , Educação de Pós-Graduação em Odontologia/estatística & dados numéricos , Educação de Pós-Graduação em Medicina/estatística & dados numéricos , Noruega , Suécia , Reino Unido , Universidades
10.
J Dent Educ ; 83(9): 1047-1056, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-30962313

RESUMO

This case report describes a Teaching Honors Program (THP) at the UT Health San Antonio School of Dentistry and presents findings from an outcomes assessment covering the initial 11 years of the program. The program goals are to enhance dental students' awareness of academic career options, promote student and faculty collaboration on educational development projects, and provide students with training in teacher toolkit skills to increase their readiness for peer teaching during dental school and faculty roles early in their careers. The THP curriculum consists of six core courses and nine electives extending across the four years of dental school. THP graduates receive the academic designation "Distinction in Dental Education" at commencement. Outcomes data are organized by Kirkpatrick's Hierarchy of Educational Outcomes: reaction (participants' satisfaction with THP), indicators (students' attitudes and intentions pertinent to teaching and academic careers), learning (changes in knowledge and skills relevant to teachers' tasks), behavior (students' ability to apply teaching skills in classrooms, labs, and clinics), and results (changes in the infrastructure and capacity of the school as a consequence of the THP). Positive outcomes were found in multiple layers of the assessment hierarchy. In 2016, 51% of students participated in the THP, and 31 graduated with Distinction in Dental Education; in 2017, 50% participated, and 44 graduated with that honor. THP students provide approximately 1,400 hours of supervised peer teaching annually in the predoctoral curriculum and pre-matriculation programs, and 21% of the initial 106 THP graduates entered academic dentistry soon after graduation.


Assuntos
Odontologia , Educação em Odontologia , Estudantes de Odontologia/psicologia , Ensino , Escolha da Profissão , Currículo , Educação de Pós-Graduação em Odontologia , Docentes de Odontologia/educação , Humanos , Modelos Educacionais , Faculdades de Odontologia , Estados Unidos
11.
J Dent Educ ; 83(5): 567-574, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30858273

RESUMO

The aim of this study was to investigate the effect of microteaching combined with the BOPPPS method (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) on a dental materials course for predoctoral dental students. Participants were 105 fourth-year students in a dental school in China in 2016 and 2017. The control group consisted of 51 students who received conventional teaching, while the experimental group consisted of 54 students who received dental materials education from teachers using microteaching combined with the BOPPPS method. Teaching effectiveness was evaluated by all students after each class, and examination scores for the two groups were compared. The results showed that the evaluations of teacher performance in the experimental group were superior to those in the control group in two areas: effectiveness of communication and clear interpretation of abstract ideas and theories. The evaluation scores for teaching effectiveness were significantly better for the experimental group than for the control group (students were encouraged to participate in class discussion, instructor stimulated interest in the course subject, instructor encouraged students to think for themselves, students learned and understood the subject materials in the course). In addition, the experimental group had significantly higher examination scores than the control group. These results suggest that microteaching based on the BOPPPS model could stimulate the interest and enthusiasm of dental students, improve students' thinking ability, help teachers generate innovative teaching ideas, and improve teaching quality. The findings provide a scientific and rigorous theoretical basis for the promotion of this combined teaching model in various disciplines.


Assuntos
Educação em Odontologia/métodos , Materiais de Ensino , China , Educação de Pós-Graduação em Odontologia , Avaliação Educacional , Feminino , Humanos , Masculino , Modelos Educacionais , Ensino , Adulto Jovem
12.
J Dent Educ ; 83(5): 546-552, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30858279

RESUMO

Dental students and orthodontic residents must demonstrate competence in various areas prior to graduation. However, the Commission on Dental Accreditation (CODA) definition of competence is broad. The aims of this study were to obtain expert consensus on Growth and Development topics and subtopics in predoctoral and advanced education programs in orthodontics and to determine the level of cognition on the subtopics necessary to demonstrate learner competence. A modified Delphi method with a consensus threshold of 70% was used. In Round One, academic orthodontists who met the expert panel inclusion criteria were surveyed to determine whether a topic was necessary to the curricula. Round Two identified the subtopics under each topic and the level of cognition necessary to demonstrate learner competence using Bloom's taxonomy, which defines the ascending levels of remember, understand, apply, analyze, evaluate, and create. Round Three involved analyses and interpretation of Round Two results. The academic orthodontists determined that six topics (n=24) and 29 subtopics (n=15) were necessary for Growth and Development curricula. For all subtopics, they determined the mean level of cognition for predoctoral education was understand; for advanced education, it was analyze. This consensus on Growth and Development curricular content suggests that these levels are necessary for a beginning dentist and a beginning orthodontist to be deemed competent. Findings from this study can serve to guide curricular development and instruction by using the identified learning objectives to build instructional and assessment measures.


Assuntos
Currículo/normas , Educação de Pós-Graduação em Odontologia/métodos , Ortodontia/educação , Acreditação/normas , Técnica Delfos , Educação em Odontologia/métodos , Educação em Odontologia/normas , Educação de Pós-Graduação em Odontologia/normas , Humanos
13.
BMC Med Educ ; 19(1): 44, 2019 Feb 04.
Artigo em Inglês | MEDLINE | ID: mdl-30717734

RESUMO

BACKGROUND: Chinese dentists are obliged to provide reliable guidance to patients about tooth brushing. However, attitudes and behaviours of Chinese dental students regarding oral health have been insufficient. Traditionally, dental students were taught how to brush, but not how to evaluate tooth brushing. Here, we applied a three-session-procedure (TSP) based on experiential learning (EL) in a tooth brushing course for Chinese dental students. The aim was to improve dental students' knowledge, practice of tooth brushing and self-evaluation, which may help cultivate their ability to conduct evaluation for friends, relatives and future patients. METHODS: A quasi-experimental study design with a pre-test and post-test group was applied. A total of 176 students were enrolled in the TSP, which included a 1.5-h lecture course, a 3-h practice course for evaluation and comparison of manual and electric tooth brushing, and an after-class experience report. A survey including a knowledge test and a questionnaire on tooth brushing habits and opinions about the TSP was conducted 2 weeks later. The data about tooth brushing and the survey were collected and analysed. RESULTS: Manual and electric tooth brush demonstrated almost equal overall efficiency in reducing plaque. However, for some students, either manual or electric tooth brushing was more suitable. Thus, it is advisable to estimate the exact differences in the efficiency of tooth brushing methods for each individual. The survey showed that tooth brushing by dental students significantly improved after TSP. The students could make self-evaluation and proper recommendations to family members and friends. The TSP was helpful in interpreting and evaluating manual and electric tooth brushing methods. CONCLUSIONS: A TSP course improved dental students' knowledge, practice of tooth brushing and self-evaluation. In conclusion, a TSP based on EL is an effective and well-organized method of education on tooth brushing for Chinese dental students.


Assuntos
Educação de Pós-Graduação em Odontologia/métodos , Saúde Bucal/educação , Higiene Bucal/educação , Aprendizagem Baseada em Problemas , Estudantes de Odontologia , Escovação Dentária/métodos , China , Índice de Placa Dentária , Prática Clínica Baseada em Evidências , Feminino , Pesquisas sobre Serviços de Saúde , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Saúde Bucal/normas , Higiene Bucal/normas , Escovação Dentária/instrumentação , Adulto Jovem
14.
J Dent Educ ; 83(4): 445-450, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30745352

RESUMO

Information technology has stimulated efforts to reform teaching methods in dental education. Most of these efforts involve a shift from conventional mode to the more technology-savvy and student-centered approach. The aim of this study was to compare postgraduate dental students' academic performance using two teaching methodologies (video-based learning and blended module-based learning) in a biostatistics and research methodology course in a master's program at a dental college in India. This retrospective study involved two groups of students enrolled in the master's program with different years of admission: Group I in 2013-14 (n=80) and Group II in 2015-16 (n=80). Group I students learned the subjects with video-based learning, whereas Group II students were taught using a blended module program using a small-group learning system called Process-Oriented Guided Inquiry Learning (POGIL). The students' final course evaluation (summative assessment) and formative assessment (during course assessments) were compared for the two groups. The students' final course evaluation was derived from an end-of-year written examination, whereas the formative assessment was recorded with written tests and projects during the course. In the results, the summative assessment did not show a significant difference between Group I (68.2±13.4) and Group II (66.4±11.9) (p=0.39). The formative assessment showed a significant difference (p<0.001) in favor of the Group II students. In this study, the blended module-based teaching produced similar scores on the final exam to the video-based lectures, but it produced significantly better results on the in-course assessments. The latter finding could be attributed to the incorporation of small-group learning and POGIL.


Assuntos
Bioestatística , Pesquisa em Odontologia/educação , Educação de Pós-Graduação em Odontologia/métodos , Ensino , Currículo , Humanos , Estudos Retrospectivos
15.
Eur J Dent Educ ; 23(2): 168-174, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30632666

RESUMO

INTRODUCTION: In Brazil, the undergraduate dental education still remains fragmented and dissociated from its social context, with emphasis on the individualistic and private aspects of dental health. This study aimed to analyze the training and development of university professors of dentistry in stricto sensu postgraduate programs in Brazil. MATERIALS AND METHODS: Delphi electronic methodology was used within a qualitative-quantitative design to gather data from a panel of 58 experts. Discussions representing the analytic axis focused on: (i) the evaluative processes of higher education, in particular stricto sensu postgraduate programs, and their influence on academic activities in undergraduate dentistry courses and (ii) policies for training and developing university professors. RESULTS: Of the experts, 30 participated in the first round, 24 in the second, and 19 in the third. They considered the training of university professors in dentistry to be highly specialized and technologically focused and indicated the review of political-pedagogic aspects of the educational sphere, as well as the social, economic, cultural, epidemiologic, and professional aspects of training and preparation prescribed by the National Curricular Guides for graduate courses in dentistry. An adequate process of evaluating the official organs and regulators of postgraduate stricto sensu programs, as well the programs themselves, should be implemented. CONCLUSION: The experts stated that changes to the university teaching system are necessary, even in the field of dentistry. Mechanisms for evaluating areas and professors were inadequate, and the training was overly specialized and not consistent with the social reality of the country.


Assuntos
Odontologia , Educação de Pós-Graduação em Odontologia , Docentes/educação , Brasil , Currículo , Humanos , Ensino
16.
Eur J Dent Educ ; 23(2): 199-203, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30659727

RESUMO

INTRODUCTION: Dental bodies across Europe have published curricula aiming to guide the development of a graduating dentist who is safe and competent, and which also contain direction on what knowledge and understanding of patient's health, drugs and disease a recent graduate should have. MATERIALS, METHODS AND AIM: A questionnaire to survey Foundation Dentists in Wales regarding their undergraduate teaching and assessment in human disease/clinical medical science for dentistry and how this translates to their knowledge, attitudes and confidence in the dental management of patients who may have chronic disease or disability. RESULTS: A 97% response rate to the questionnaire from Foundation Dentists graduating from schools across the UK showed that the large majority felt their teaching and learning in human disease/clinical medical science for dentistry was appropriately delivered and assessed, and that they were well prepared for independent dental practice and to plan and safely manage treatments for all their patients. DISCUSSION: This survey of newly qualified dentists representing graduates from different types of dental courses and both newer and long-established schools across the UK reports the foundation dentists felt that they are competent and safe to care for all patients, including those with complex medical histories. CONCLUSIONS: The foundation dentists surveyed have completed dental undergraduate courses containing the appropriate education and assessment for human health and disease, such that they are prepared to manage their patient population safely, and are well placed to serve their patients as the population continues to age and the amount of medical morbidity increases.


Assuntos
Competência Clínica , Currículo , Educação de Pós-Graduação em Odontologia , Conhecimentos, Atitudes e Prática em Saúde , Administração dos Cuidados ao Paciente , Prática Profissional , Estudantes de Odontologia/psicologia , Educação em Odontologia , Humanos , Inquéritos e Questionários , Reino Unido
17.
Int Endod J ; 52(1): 13-18, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-29985528

RESUMO

AIM: To assess the fracture incidence of instruments from single-file reciprocating systems when used by students in an endodontic graduate programme. METHODOLOGY: Dental records and periapical radiographs of patients treated by students on an endodontic graduate programme using reciprocating systems were assessed. Data on tooth type, number of treated root canals, number of fractured instruments, fragment size, angle, radius, arc length and position of root canal curvature where fractures occurred were tabulated for analysis. The risk of fracture was calculated for each group of teeth, root canal and root thirds, whilst the incidence of fractures reported for the reciprocating systems was compared using the chi-squared test at 5% significance level. RESULTS: Overall, 2056 root canals (826 teeth) from 810 patients were included. The incidence of fractured files from single-file reciprocating systems in relation to a number of instrumented canals was 0.92%. Fracture rates of 0.84% and 0.93% were found in 830 and 1226 root canals instrumented with WaveOne and Reciproc systems, respectively. No significant differences were observed between the systems. The highest fracture rate was 52.6% in the mesiobuccal root of mandibular molars. The central angle, radius and arc length of the curvature of root canals where the instruments fractured ranged from 58° to 84°, from 1.7 to 7.2 mm and from 2.4 to 7.6 mm, respectively. CONCLUSION: The use of WaveOne and Reciproc single-file reciprocating systems in an endodontic graduate programme was associated with a low incidence of instrument fractures.


Assuntos
Instrumentos Odontológicos , Educação de Pós-Graduação em Odontologia , Falha de Equipamento/estatística & dados numéricos , Preparo de Canal Radicular/instrumentação , Estudantes , Estudos Transversais , Ligas Dentárias , Desenho de Equipamento , Humanos , Incidência , Dente Molar , Estudos Retrospectivos , Preparo de Canal Radicular/métodos
18.
Eur J Dent Educ ; 23(1): e59-e70, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30358039

RESUMO

INTRODUCTION: Australia has a lack of dental practitioners in rural and remote regions. This study evaluates the impact of a Rural Clinical Placement Program (RCPP) offered to final year students at the University of Sydney (USYD) Dental School on the graduates working locations. MATERIALS AND METHODS: University of Sydney students who graduated between 2009 and 2013 (n = 404) were invited to complete a telephone interview. One hundred and thirty-five graduates were interviewed, 90 RCPP participants and 45 non-participants. RESULTS: The majority of graduates interviewed were from a metropolitan background (87%), 47% were female, 77% worked full time, and 70% were employed in private practice. A higher proportion (33%) of the RCPP participants were working in rural Australia compared with 18% of the non-participants. The graduates reported that the RCPP was a high-quality program with excellent rural clinical supervisors, provided broad clinical dentistry; they met appreciative patients and enjoyed the rural lifestyle. CONCLUSIONS: The RCPP was a valuable and positive experience with many considering it as a highlight of their dental education. A large proportion reported the program positively influenced their employment location choices, and a higher proportion of the RCPP participants were identified as working rurally, compared to the non-participants.


Assuntos
Educação de Pós-Graduação em Odontologia , Área de Atuação Profissional , Serviços de Saúde Rural , Faculdades de Odontologia , Estudantes de Odontologia , Austrália , Feminino , Humanos , Entrevistas como Assunto , Modelos Logísticos , Estudos Longitudinais , Masculino
19.
Eur J Dent Educ ; 23(2): 159-167, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30585682

RESUMO

INTRODUCTION: Increasing confidence through learning has the potential to change General Dental Practitioners' (GDPs) perceptions of clinical practice. By examining how changes in confidence influence the clinical practice of two cohorts of GDPs, during and following an extended period of postgraduate training, we show the importance of confidence to GDPs and that a lack of confidence is a primary reason why GDPs attend postgraduate training courses. METHODS: A mixed-method approach was adopted for this study. Quantitative data were collected via a series of linked questionnaires; qualitative data were collected using focus group discussions, interviews and contemporaneous field notes. Analysis was undertaken using SPSS software and a phenomenological approach, respectively. FINDINGS: Participants indicated an increase in confidence in their ability to undertake dental procedures, which led to an increase in confidence in communication skills, and their ability to undertake complex restorative procedures. This led to greater treatment acceptance by patients resulting in better "job satisfaction." DISCUSSION: A sense of confidence is central to personal development and ongoing study, leading to first, an improved capability to perform tasks (competence); second, confidence is a product of the relationship and trust of those people associated with the individual/professional and third, the correct level of challenge is important to confidence. CONCLUSIONS: The issue of confidence has not been looked at in postgraduate dentistry, but it is well recognised in medical education fields.


Assuntos
Competência Clínica , Educação de Pós-Graduação em Odontologia , Aprendizagem , Autoimagem , Estudantes de Odontologia/psicologia , Adulto , Estudos de Coortes , Comunicação , Feminino , Humanos , Satisfação no Emprego , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
20.
Eur J Dent Educ ; 23(2): 143-150, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30582648

RESUMO

BACKGROUND: With current global trends in postgraduate education, graduate programmes must make evidence-based improvements to offer the best programme that aligns with student needs and prepare them for their future career prospects. The aim of this cross-sectional study was to investigate the postgraduation career pathways of MSc and PhD students who graduated within the past 15 years from the McGill University Postgraduate Dental Research Program. MATERIALS AND METHODS: An online questionnaire, composed of 10 closed-ended format items, was used that covered domains such as student profile, career profile, postgraduate skill development, job search experience and satisfaction. Descriptive statistics and interpretative qualitative analysis were used to evaluate student feedback. RESULTS: Sixty-six students responded to the online survey, out of which sixty-two students completed the survey (61% participation rate). The majority of the graduate students, 67% (n = 44), obtained MSc degree in Dental Sciences. Overall, our results showed that most graduates started careers in academia in their original field of study and were satisfied with their income. Most graduates reported "critical and creative thinking" to be the strongest acquired skills during their postgraduate training and identified fierce competition for their position of interest as the main challenge after graduation. DISCUSSION AND CONCLUSION: Our results showed that graduates in dental research appeared to be overall satisfied with their careers after postgraduate research training, both in terms of scope of practice and income. However, strong competition in obtaining the position of their interest seemed to be the main obstacle after graduation.


Assuntos
Mobilidade Ocupacional , Competência Clínica , Currículo , Educação de Pós-Graduação em Odontologia , Estudantes de Odontologia/psicologia , Estudos Transversais , Feminino , Humanos , Renda , Masculino , Satisfação Pessoal , Inquéritos e Questionários , Fatores de Tempo
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