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 127 records · Page 7Linked to original sources
PubMed2005

Dental education in India and Japan: implications for U.S. dental programs for foreign-trained dentists.

An understanding of international dental education systems is critical for the education of foreign-trained dentists in U.S. dental programs. However, there is little information on this topic. This article provides information regarding 1) dental history, 2) dental school system, 3) curriculum/examination at dental school, and 4) dental licensure in India and Japan. There are 185 dental schools in India and twenty-nine in Japan. The number of first-year dental students is 12,872 and 2,647 in India and Japan, respectively. A five-year dental education, which includes 4,035 curriculum hours, leads to the B.D.S. degree in India, whereas a six-year dental education program, which includes 5,060 curriculum hours, leads to the D.D.S. degree in Japan. No undergraduate predental study is needed prior to entry into dental school in both countries. In India, the entrance examination is extremely competitive; however, there is no nationwide licensure examination. In Japan, dental schools use more sophisticated dental materials and equipment in the clinical phases of the curriculum than in India, but there is no clinical examination at the time of graduation. Several implications for U.S. dental programs for foreign-trained dentists with respect to screening applicants and curriculum development are discussed.

Curriculum↗
PubMed1999

Oriental and occidental cultural differences--their possible influences on global dental education and learning.

Global dental education, through the medium of the World Wide Web, is being developed. The host nations of this global curriculum currently are Occidental, developed, industrialised nations. This review considers the influence that Occidental nations have already exerted on the development of higher education in Oriental countries. The potential impacts on global dental education which may arise from Occidental-oriental cultural differences are discussed. Approaches to learning and a re-characterisation of the Chinese learner is presented. The potential advantages which Chinese learners may have in learning from the global dental curriculum are proposed.

China↗
PubMed1986

A psychosocial perspective on the dental educational experience and student performance.

Studies describing the educational experience of dental students traditionally have focused on characteristics of the learner or the environment. Little work has been done to describe the processes that enhance or detract from performance in dental school. Social learning theory, attribution theory, and the stress-distress paradigm are used to develop a theoretical model for the psychological and social processes that affect dental student well-being and performance. Data from preliminary investigations are used to present a logical argument for the model components. Results from future investigations to test the proposed model may provide dental educators with information that will facilitate both teaching and learning.

Achievement↗
PubMed2001

Trends in allied dental education: an analysis of the past and a look to the future.

Allied dental healthcare providers have been an integral part of the dental team since the turn of the 19th century. Like dental education, allied dental education's history includes a transition from apprenticeships and proprietary school settings to dental schools and community and technical colleges. There are currently 258 dental assisting programs, 255 dental hygiene programs, and 28 dental laboratory technology programs according to the American Dental Association's Commission on Dental Accreditation. First-year enrollment increased 9.5 percent in dental hygiene education from 1994/95 to 1998/99, while enrollment in dental assisting programs declined 7 percent and declined 31 percent in dental laboratory technology programs during the same period. Program capacity exceeds enrollment in all three areas of allied dental education. Challenges facing allied dental education include addressing the dental practicing community's perception of a shortage of dental assistants and dental hygienists and increasing pressure for career tracks that do not require education in ADA Commission on Dental Accreditation accredited programs. The allied dental workforce may also be called upon for innovative approaches to improve access to oral health care and reduce oral health care disparities. In addition, allied dental education programs may face challenges in recruiting faculty with the desired academic credentials. ADEA is currently pursuing initiatives in these and other areas to address the current and emerging needs of allied dental education.

Credentialing↗