Financial issues which may affect the graduate dental education system

This paper identifies issues, develops alternatives, and analyzes and evaluates the impact of trends and predicted changes in health care and health care financing; compares graduate dental education with nonprofessional and professional (especially medical) graduate education; and concludes there are greater similarities than differences in the financing of education in the academic disciplines and the professions. Two generalizations are drawn from this comparison: (1) practical experience under supervision precedes practice, and (2) the student pays for education solely for his or her benefit. Students are remunerated for productive work in lieu of compensated staff. This discussion identifies a distinction between medical and dental education that influences graduate dental education. In medicine, the prevailing practice in the clinical years is for students to observe care of patients provided by qualified physicians, in dentistry, prevailing practice is for students to provide care under the supervision of qualified dentists. A comparison of clinical training in medicine and dentistry discloses the following.     

Women's health and oral health implications of the curriculum study

This article discusses the effect of medical school and dental school curriculum surveys, which allowed interdisciplinary analysis of the status of women's issues in the health profession. With this documentation of the status of women's health and oral issues, changes in the curriculum can now occur to close the gaps in education and training exposed in the surveys. Changes in the curriculum are aimed at improving clinical practice by practitioners and lowering barriers to care experienced by women. These changes must be incorporated into not only the medical school and dental school curriculums, but also into the practices of the current health care practitioners to be effective.     

Learning about dental trauma for medical students

The literature identifies that medical students receive little or no formal dental trauma assessment and management teaching during medical school. The result of this is that many medical doctors are unaware of the urgency of emergency dental trauma care for patients. To bridge this important gap in medical education, medical educators should look to introduce basic dental trauma teaching into undergraduates’ final year of medical school. This initiative would benefit medical doctors in either general medical practice or specialties that assess and manage trauma. This opinion article aims to present the authors’ reasons for strongly supporting dental trauma teaching being included and suggests an e‐learning approach for its integration into the medical education curriculum.     

非口腔医学专业的口腔科学教学改革探讨

口腔科学是临床医学教育课程体系的组成部分,其课程设置是为培养综合性医学人才服务。而目前在国内非口腔医学专业的口腔科学临床教学实践中显现出一些问题。为提高口腔科学课程教学的质量和水平,本文对口腔科学的课程内容及教学方法的改革进行探讨。     

Digital pathology: Review of current opportunities and challenges for oral pathologists

Whole slide imaging (WSI) has impacted the practice of pathology in the arenas of education, clinical practice, and research. With digital slides, pathologists can circumvent the limitations of traditional glass. Presently, digital pathology is primarily utilized for second opinion consults, clinical conferences, and education at select academic medical centers, with its mainstream adoption on the rise. However, challenges of adoption for oral pathologists are unique given the highly specialized nature of their work. The hurdles include the high‐cost instrumentation and regular maintenance, need for additional training, changes in traditional workflow, and integration with present software. Given these barriers, it remains unclear the extent to which slide scanning and virtual pathology should be adopted by oral pathologists at this conjuncture. This review seeks to shed light on the current state of WSI and analyzes the opportunities and challenges for oral pathology in the rapidly evolving field of digital pathology.     

翻转课堂在牙体牙髓病学临床前期实习中的应用

翻转课堂是一种新的教学模式,是医学教育改革的新方向。本文介绍了翻转课堂的起源、特点,在国内医学教育中应用的现状,现阶段牙体牙髓病学临床前期实习教学中存在的问题。探讨了如何在牙体牙髓病学临床前期实习中构建翻转课堂教学模式,以及应用这一新的教学模式所面临的挑战。     

Personal development portfolios in general dental practice

Personal Development Portfolios are established tools used throughout education in order to document and record learning and development, and their value has been generally recognized in the wider field of medical practice. It is proposed that they are introduced into general dental practice along with the support of suitably trained facilitators who could mentor practitioners and offer advice on their continual professional development.     

分析口腔医学院校教育,提高社会整体医疗质量

目的:对比国内外口腔医学院校教育,为提升口腔院校毕业生(本科和专科)质量,提高整体医疗质量作参考。方法:从口腔院校开设、师资队伍、课程设置、教学及考核模式方面对比我国口腔教育与欧美、日本等国家的差别,总结我国口腔医学毕业生综合诊疗能力差的原因。结果:我国在上述几方面均与欧美等国家存在较大差距。结论:建议增加口腔医学专业课课时,建立健全院校教育监管机制,增加学生临床实践,开展综合诊疗训练。     

Clinical education in dentistry. In light of form & content issues

Dentistry exists to serve people in need of medical care, with special focus on oral and maxillofacial care. In order to perform at the most optimal level in today's society, dental practitioners must be attuned to and be able to respond to assessed changes in the dental needs of the general population it serves. In what other way can the profession of dentistry meet this need unless future practitioners are given the education and tools, in light of these changes, to do so? With the publication of the Institute of Medicine study on the future of dental education in 1995 and the Surgeon General's Report on Oral Health in 2000, the need for greater integration and collaboration of dental schools with medicine is becoming more apparent. Aside from just expanding the medical content of the curriculum, are there ways to enhance the integration of that medical knowledge into patient-focused comprehensive care in the clinic? Perhaps lessons relating to this question can be gleaned from both the history of dental education and from the medical model of student education.     

Better informed: an overview of health informatics

Healthcare informatics is increasing in importance both for healthcare administrators and medical and dental practitioners. Governments across the developed world are initiating major national health IT programmes. At the same time, future best medical and dental practice will increasingly depend on computer-based support tools, although disagreement remains about the effectiveness of current support tools. Over the longer term, future informatics tools, combined with other medical and dental technology modalities, promise more adaptive, patient-focused and efficient healthcare and education for the practitioner and the patient.     

Recent changes in the curriculum of Chinese dental schools

Chinese dental education is organized and controlled by the government at different levels, and the curriculum is based on the stomatology model. The unique feature of this system has been a heavy emphasis on the medical sciences and the integration of medicine with dentistry. However, the problems with this curriculum have been greater than its advantages since a dental student trained under this educational model was unlikely to be well prepared for patient care in a clinical setting and could struggle to apply modern techniques during his or her professional career. From 1995 to 2000, six well-known Chinese dental schools participated in a curriculum innovation project supported by the central government. This article describes the educational model developed during the project and presents several new educational concepts that have been put into practice in dental schools in China. Nevertheless, the new model is not without problems. If there are no additional innovations related to didactic teaching methods, clinical education, and interpersonal skills, the outcome of recent changes in the curriculum of Chinese dental schools will be unpredictable, and our dental education will not continue to advance.     

A new format for dental education

Three trends that have been with dental education for a number of years are identified: a crowded curriculum, promising growth in the biological understudying of oral conditions, and disparities in access to oral health care among Americans. To address these influences, a restructuring of dental education in the U. S. is proposed. Among the changes called for are bringing biomedical science education in the first two years of dental school to parity with medical school education, increasing the time and quality of extramural clinical education, and adding a mandatory year of postdoctoral education.     

Antismoking education in Czech medical and dental faculties

Smoking education has been included in the curricula in all the medical faculties of the Czech Republic, although the scope of the education varies. At each of the faculties, a member of the staff has been appointed as co-ordinator of smoking education. These co-ordinators promote a sharing of experience and distribution of teaching materials. At the majority of faculties, obligatory workshops are held for all students to learn about smoking and smoking treatment within the framework of preventive medicine. In addition, selected students undertake selected studies on smoking and health as part of their research. At the Medical Faculty of Masaryk University, Brno, smoking education is included in the majority of theoretical and clinical subjects and its effectiveness is repeatedly assessed during the 6-year course study by testing the students' knowledge and smoking behaviour. The evaluation provides a basis for further modification and improvement of the education. Currently, a fundamental transformation of dental education is being undertaken in all medical faculties of the Czech Republic. These new curricula will benefit from the curriculum of the Medical Faculty, at Hradec Králové, where the changes that were made 5 years ago involve theoretical and practical education in the risks of smoking for oral health throughout the 5-year stomatology courses. Postgraduate medical education involves professional 2-day seminars for general practitioners on approaches to smoking cessation and smoking dependence treatment, and professional materials such as smoking cessation guidelines are published in medical and specialist journals.     

高职生口腔颌面外科临床实践教学总结与探讨

口腔临床实习阶段是口腔医学教育的重要阶段。高等职业教育的口腔医学生(以下简称高职生)与本科教育起点的口腔医学生,在教育背景、专业基础、自身素质等方面都有所不同。本文针对高职生在口腔颌面外科实习的特点,对构建适合专科层次口腔颌面外科教学内容与体系,加强实践前培训、全科医学培训、临床思维能力培养、重点内容专项培训等内容进行了探讨。以期培养适合基层工作的实用性口腔医学人才。     

Rationalizing the dental curriculum in light of current disease prevalence and patient demand for treatment: form vs. content

The premise of this paper is that the form and content of dental education do not reinforce each other. What results is suboptimal learning; dissatisfied students; difficulty generating excitement among the brightest to consider careers in dental education; erosion of dentists' self-identity as men and women of science; and doubts over whether dental schools can continue as the primary providers of oral health education. A need for reform exists because dental curricula must be responsive to changes in current and projected disease demographics, to advances in science and technology, and to a changing societal culture affecting patient demand for treatment. Today's dilemma is that dental schools need to continue to graduate competent practitioners to meet present clinical needs while also preparing students for a radically different kind of practice in the future. Possible approaches to resolve this dilemma include: a shift between what constitutes general practice and what constitutes specialty practice; and, the implementation of an asynchronous-distributed model of dental education. Such changes will likely be independently accompanied by changes in the role of universities in society in general that could make feasible many, now-unthinkable, alternative vehicles for providing dental education.     

Differences between the medical and dental health care sectors.

The majority of economic research on the health care system has focused on the medical sector to the near exclusion of other components, such as the dental sector. Based on the size, scope, and costs associated with the medical sector, this is understandable. However, this health research focus has often resulted in the casual and perhaps inappropriate generalization of medical findings to the dental sector. The purpose of this paper is to identify and review some of the differences between the profession and practice of dentistry and that of medicine. Differences discussed are those that exist in the respective education systems, work forces, delivery systems, disease entities, patients' perceptions of medical and dental needs, and the financing of services demanded. Researchers and policy leaders alike are urged to weight the significance of these differences as they consider the applicability of medical sector findings to dentistry.     

Swedish and Finnish dental practitioners'' opinions of their undergraduate education

Recently qualified dentists from a dental school in Stockholm, Sweden (n = 259) and the dental school in Kuopio, Finland (n = 103) were sent a questionnaire designed to obtain information concerning the perceived relevance of their undergraduate education to the practice of dentistry. The response rate was 71% for Stockholm and 82% for Kuopio. Except for minor differences, probably mainly due to economic resources and traditions in choice of treatment, the graduates in the two countries had comparable views of their basic education. In general, clinical dental subjects were highly valued, while basic science subjects but also subjects in medical and behavioral sciences were given low values. Our results indicate that, although prevention and behavioral sciences are stressed more and more in undergraduate education, the practice of clinical dentistry remains essentially unchanged and restorative dentistry is still very highly valued among recent graduates of these two dental schools.     

Educating medical students in oral health care: current curriculum and future needs of institutions in Malaysia and Australia

Poor oral health has been associated with compromised general health and quality of life. To promote comprehensive patient management, the role of medical professionals in oral health maintenance is compelling, thus indicating the need for educational preparation in this area of practice. This study aimed to determine the extent of training in oral health in Malaysian and Australian medical schools. An audio‐recorded semi‐structured phone interview involving Academic Programme Directors in Malaysian (n = 9, response rate=81.8%) and Australian (n = 7, response rate = 35.0%) medical schools was conducted during the 2014/2015 and 2014 academic years, respectively. Qualitative data was analysed via thematic analysis, involving coding and grouping into emerging themes. Quantitative data were measured for frequencies. It was found that medical schools in Malaysia and Australia offered limited teaching of various oral health‐related components that were mostly integrated throughout the curriculum, in the absence of structured learning objectives, teaching methodologies and assessment approaches. Barriers to providing oral health education included having insufficient expertise and overloaded curriculum. As medical educators demonstrated support for oral health education, collaboration amongst various stakeholders is integral to developing a well‐structured curriculum and practice guidelines on oral health management involving medical professionals.     

美学教育在口腔修复研究生培养中的必要性探究

通过回顾口腔医学美学的形成过程,分析我国目前口腔医学美学教育现状和存在的问题,阐明美学与口腔修复学的相关性及美学教育对修复学研究生在提高美学素养及临床实践能力方面的重要意义,以对美学教育在口腔修复研究生培养中的必要性进行探究,并提出加强口腔医学美学教育的方法。