PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “EDUCATION, DENTAL”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 217 records · Page 12Linked to original sources
PubMed2006

Implications of the growth of dental education in India.

By influencing the supply of trained human resources, the dental education sector can play a significant role in influencing policy goals of ensuring good quality and equitable access to oral health services in developing countries. Our research goal was to assess quantitatively the size of the Indian dental education sector, its growth over time, and the implications of this growth for equity and quality in oral health care. Information on the location of teaching institutions, the year of establishment, type of ownership, and seat capacity was obtained from government sources, the Dental Council of India, and websites of individual institutions to estimate the growth in the undergraduate dental education sector, including the role of the private sector from 1950 to 2005. Data on location of training capacity and institutions were used to assess the geographical distribution of undergraduate dental education capacity in India. Registration data on dentists, the size of available faculty relative to regulatory requirements, and penalties imposed on offending faculty and education institutions were used to assess the impact of the growing Indian dental education sector on graduate quality and equitable access. Dental colleges and enrollment capacity have grown rapidly over the five decades since 1950, mainly due to a growing private sector. There is regional inequality in the location of dental education schools in India with a bias toward economically better-off regions. The growth in the dental education sector has translated into increased overall access, although accompanied by rising inequality in access and possibly lower quality of dental education.

Dentistry↗
PubMed1999

Information technology in dental education.

The use of information technology in dental education is continually increasing. In this article, IT is defined, and its uses in teaching and learning explored. Examples of the appropriateness of multimedia teaching in dental education are given. Successful multimedia teaching, especially in clinical settings, relies on the proper use of IT and an implementation strategy. The applications of IT to curriculum development, computer-assisted learning (CAL), educational administration, dental practice, hospital administration, and clinical research are also considered.

Computer-Assisted Instruction↗
PubMed2002

Perspectives on dental education in the Nordic countries.

The object of this review is to discuss the state of dental education and describe current developments at dental schools in the Nordic countries. The main focus is the undergraduate dental education; however, the postgraduate system will also be addressed. The curriculum model for undergraduate dental education in the Nordic countries is based upon the odontological tradition. The influence of biomedicine on dental education is increasing at present due to scientific and medico-technological developments and the altered disease profiles of oral and systemic diseases. These circumstances create new possibilities for dental education, but at the same time they raise some problems. In the long-term, the strong biomedical influence on dental education will be an advantage to future dentists' function and tasks in health care systems in the Nordic countries. In the short term, it may result in an identity crisis for dental schools, students, and our profession, as we experience the evolution from the traditional odontological curriculum model to one significantly influenced by ongoing changes in the biomedical field. Continuing professional education and advanced training in clinical specialties are likely to play important roles in this evolution.

Biomedical Research↗
PubMed2001

Dental education in Queensland I: the 1-3-1 model.

Dental education worldwide is under great pressure. This pressure is being driven not only by changing patterns of oral disease but also by economic factors both inside and outside universities. Technological advances and changing educational philosophies across the board also impact significantly on what we do and how we do it. This article outlines how the School of Dentistry at The University of Queensland is responding to these pressures within the context of local political, educational and economic realities. The so-called 1-3-1 model that has been adopted involves one year of basic science, three years of applied dental science and one year of extramural clinical practice. This model represents a partnership with the Queensland Department of Health and will: Involve dental education and the Dental School in the provision of health care to the community. Place the Dental School in a position to influence the delivery and quality of oral health care in the population and to assume some of the responsibility for it. Provide a wide range of clinical and community experiences for students prior to graduation. Allow the adoption of modern teaching methods such as Problem Based Learning (PBL) in Years II-IV with all the additional benefits e.g. communication skills. Provide an extended clinical period for the acquisition and development of clinical and technical skills prior to graduation. Be cost-effective both to the university and the health service. Allow for outside input without compromising the knowledge and research base. It is recognised that while the 1-3-1 model may meet the demands of a large, decentralised state such as Queensland, it may not be suitable for all institutions. In this context diversity in approach is one of the strengths of dental education, nationally and internationally.

Clinical Competence↗
PubMed1996

The Institute of Medicine study of dental education: issues affecting prosthodontics. Report of the Educational Policy Subcommittee of the American College of Prosthodontists.

In 1993, the National Academy of Sciences' Institute of Medicine (IOM) convened a committee to study dental education and to make recommendations regarding the future of dentistry. The study was prompted by educational and professional concerns: specifically, the number of dental school closures, the high cost of dental education, the size of the dental workforce, and the role of dentistry within medicine and the health care system. In January 1995, the IOM's Committee on the Future of Dental Education concluded "Dental Education at the Crossroads-Challenges and Change," a 345-page report that includes eight policy and strategic principles and presents 22 recommendations. The unabridged text of the strategic principles and recommendations is published at the beginning of this paper. The IOM text notes impressive achievements in dentistry, and the recommendations form a foundation for the assessment of the many crucial issues that face dental education and dentistry today. The IOM report urges each dental school to review its curriculum and individually determine how best to fulfill its missions of education, research, and patient care. As dental education looks to the future, the practice of dentistry will be altered by social, economic, political, and technological developments as our consumers (students and patients) demand professional accountability and effectiveness. In the midst of this call for change, the specialty of prosthodontics is faced with many challenges and opportunities. This article is the response to a request from the American Dental Association (ADA) to address the IOM study on dental education as it affects the specialty and practice of prosthodontics. This article presents the position of the American College of Prosthodontists (ACP); however, some sections have been expanded to provide additional background information.

American Dental Association↗
PubMed1984

Commitment to oral biology: prescription for a new age in dental education.

Oral biology is a legitimate biomedical discipline of fundamental importance to dental education, but its incorporation into undergraduate dental education is proceeding too slowly, especially considering the changing conditions of dental practice. Widespread adoption of oral biology into dental curricula will enhance the biological orientation of dental students, and graduate education in oral biology can play a significant role in training dental researchers and academicians. Advances in the field of oral biology and the potential broadening of its role have been overlooked or downplayed by some dental educators, making it something of an issue in the U.S. dental community. Resolving this issue will depend on several relatively independent events: (1) some relief from, or an adaptation to, the present situational pressures on dental education; (2) a well-informed pro-oral biology position from dental education's national leaders; (3) improved efforts by oral biologists to communicate the importance of their field; and (4) an understanding of this issue by the dental community with an organized effort to bring oral biology into the mainstream of dental education as it changes to meet new needs.

Biology↗
PubMed2001

New frontiers in the continuum of dental education.

During the past 150 years, dental education and training have changed from an apprenticeship to a university-based dental school. The future of dental education will be shaped by changing demographics, advances in technology, and a greater integration of science and research into the dental profession. We are entering an age of interdisciplinary practice, where dentistry provides oral health care as an integral part of an individual's overall health care.

Curriculum↗
PubMed2002

Learning disabilities in dental education: trends, management, and concerns in U.S. dental schools.

The prevalence of learning disabilities (LD) in higher education has drawn significant attention at the undergraduate level. College freshmen reporting learning disabilities have increased significantly in the past twenty years. Although anecdotal evidence suggests an increase in the number of dental students with learning disabilities, nothing has been published regarding how dental education is affected by this general trend. The purpose of this study was to obtain information from U.S. dental school administrators regarding the incidence and prevalence of learning disabilities in dental education. We hypothesized that there has been an increase in diagnosed cases of learning disabilities in dental education. Following a pilot study to identify individuals responsible for working with students with learning disabilities in U.S. dental schools (response rate 91 percent, n = 49), a eighteen-item survey instrument was distributed to specific contact individuals (response rate 81 percent, n = 44). Mean cumulative incidence of diagnosed cases of learning disabilities was 0.3 percent; mean prevalence of identified diagnosed cases of LD 0.7 percent. Pearson analysis revealed a statistically significant weak positive correlation between mean prevalence and year, suggesting an increase in identified diagnosed cases of LD in U.S. dental schools over the past seven years (r = 0.24, p = 0.002). We conclude that the presence of learning disabilities in dental education is silent, pervasive, and deserves increased attention.

Education, Dental↗