《口腔正畸学》十年临床论著质量评估

目的 对<口腔正畸学>近10年所有发表的临床论著进行循证医学质量评估,了解发表的临床论著的质量,为今后的国内口腔正畸临床试验、文献发表以及口腔专业期刊质量控制提供参考.材料与方法手工检索1999～2008年<口腔正畸学>发表的临床论著,提取分析论著的基本信息,对临床试验的设计进行分类评价,采用CONSORT(临床试验统一报告标准)建立的临床试验评价标准来进行质量评估.结果 十年共发表论著295篇,临床论著占69.8%(206/295篇).有基金支持论著占29.5%(87/295篇),临床论著中基金支持比例为18.0%(37/206篇).临床论著中,院校署名占85%(175/206篇),非院校署名仅占15.0%(31/206篇).在试验设计中,21.8%(45/206篇)为前瞻性研究,随机对照试验仅占3.4%(7/206篇).对于方法学质量的评价,大多数论著由于方法学部分相关信息的缺失,无法进行全面的评价.即使对于随机对照临床试验,在明确随机方法,分配方式的隐藏、盲法以及基线数据分析等主要质量控制标准也不完善.结论 正畸临床试验应该在试验设计及论著写作两方面进行提高.     

《口腔正畸学》十年临床论著质量评估

目的 对<口腔正畸学>近10年所有发表的临床论著进行循证医学质量评估,了解发表的临床论著的质量,为今后的国内口腔正畸临床试验、文献发表以及口腔专业期刊质量控制提供参考.材料与方法手工检索1999～2008年<口腔正畸学>发表的临床论著,提取分析论著的基本信息,对临床试验的设计进行分类评价,采用CONSORT(临床试验统一报告标准)建立的临床试验评价标准来进行质量评估.结果 十年共发表论著295篇,临床论著占69.8%(206/295篇).有基金支持论著占29.5%(87/295篇),临床论著中基金支持比例为18.0%(37/206篇).临床论著中,院校署名占85%(175/206篇),非院校署名仅占15.0%(31/206篇).在试验设计中,21.8%(45/206篇)为前瞻性研究,随机对照试验仅占3.4%(7/206篇).对于方法学质量的评价,大多数论著由于方法学部分相关信息的缺失,无法进行全面的评价.即使对于随机对照临床试验,在明确随机方法,分配方式的隐藏、盲法以及基线数据分析等主要质量控制标准也不完善.结论 正畸临床试验应该在试验设计及论著写作两方面进行提高.     

The effect of using a pre-brushing mouthwash (Plax) on oral hygiene in man

Abstract The aim of this study was to investigate whether the use of a pre-brushing mouthwash (Plax) improved subjects' oral hygiene over a 2-week period. In a double-blind placebo controlled cross-over study, 33 adult subjects (mean age 35.3 years) used either Plax or a placebo mouthwash for 30 s prior to tooth brushing during a 2-week period. After a washout period of 4 weeks, the subjects used the other mouthwash in the same way. The modified plaque index of Quigley and Hein (QHI) was recorded for 16 teeth (16, 14, 13, 11, 21, 23, 24, 26, 36, 34, 33, 31, 41, 43, 44, 46) at each visit. The bleeding index ( BI ) was recorded at the beginning and end of the study. Results were analysed using a paired one-tailed t-test. Neither plax nor placebo mouth washes reduced plaque scores significantly (p>0.05) below baseline. There was no statistically significant difference between the mean BI at the beginning of the trial (0.42) and at the end (0.44). These results suggest that the routine use of Plax is not a useful adjunct to toothbrushing.     

OSCEs in Japanese postgraduate clinical training Hiroshima experience 2000—2009

Background: Hiroshima University Hospital used the Objective Structured Clinical Examination (OSCE) as a formative and summative assessment tool to evaluate trainees’ competence. Aim: To reflect on Hiroshima University Hospital experience of OSCEs in postgraduate training in terms of OSCE structure and trainees’ perception of the OSCE they attended. Methods: A total 27 OSCEs implemented in Hiroshima University Hospital from 2000 to 2009 were examined. The OSCE in postgraduate training, Hiroshima University Hospital, was influenced by many factors from organisational and pedagogical perspectives, and changed to meet social and curriculum needs. At each OSCE, all examinees were required to answer an anonymous questionnaire, which consisted of ten checklists, just after their experience of OSCE. Results: Five hundred and forty trainees who attended each OSCE were required to answer a questionnaire and 510 were returned (94.4%). In the comparison between formative and summative OSCEs, the number of trainees who answered “the OSCE is meaningful” in formative OSCE was significantly higher than that in summative OSCE (P < 0.001). In the comparison between before and after the 2006/2007 academic year, trainees who indicated that OSCEs were meaningful increased after 2006/2007 (P < 0.05), and trainees who felt they were evaluated appropriately by these OSCEs increased after 2006/2007 (P < 0.01). Conclusion: Trainees viewed OSCEs positively and appreciated their effectiveness from a pedagogical perspective, and OSCE positively affected the trainees’ approach to learning. A ten‐year process of OSCE change has helped with educational reforms because of its adaptability. Flexible attitudes to change are necessary for stakeholders to achieve the desired reforms.     

《口腔正畸学》十年临床论著质量评估

目的 对《口腔正畸学》近10年所有发表的临床论著进行循证医学质量评估,了解发表的临床论著的质量,为今后的国内口腔正畸临床试验、文献发表以及口腔专业期刊质量控制提供参考.材料与方法手工检索1999～2008年《口腔正畸学》发表的临床论著,提取分析论著的基本信息,对临床试验的设计进行分类评价,采用CONSORT（临床试验统一报告标准）建立的临床试验评价标准来进行质量评估.结果 十年共发表论著295篇,临床论著占69.8%（206/295篇）.有基金支持论著占29.5%（87/295篇）,临床论著中基金支持比例为18.0%（37/206篇）.临床论著中,院校署名占85%（175/206篇）,非院校署名仅占15.0%（31/206篇）.在试验设计中,21.8%（45/206篇）为前瞻性研究,随机对照试验仅占3.4%（7/206篇）.对于方法学质量的评价,大多数论著由于方法学部分相关信息的缺失,无法进行全面的评价.即使对于随机对照临床试验,在明确随机方法,分配方式的隐藏、盲法以及基线数据分析等主要质量控制标准也不完善.结论 正畸临床试验应该在试验设计及论著写作两方面进行提高.     

Clinical educators’ views on the quality of undergraduate clinical restorative dentistry in the UK and ROI

Introduction: Following concerns expressed regarding recently expanded dental education, a survey was conducted on United Kingdom and Republic of Ireland clinical educators’ perceptions of their work and the educational experiences they provide in clinical restorative dentistry. Many of the challenges facing dental education are common to all countries, and it would be of interest to note if the views reported are representative of the greater European perspective. The results of this survey represent a European regional picture. Methods and Materials: This is a survey of clinical staff in restorative dentistry departments across all of the fully established UK and ROI dental schools. The survey covered factors affecting the quality of undergraduate learning in restorative dentistry and the implications of these for programme delivery. Thematic analysis was applied to qualitative responses. Results: One hundred and eighty‐eight responses were received across the gamut of clinical educators’ roles and across 15 of the 16 schools. Themes identified were personal workload, teaching effectiveness, students’ clinical experiences, provision of teaching, departmental organisation and job satisfaction. Discussion: The survey findings had many parallels with other recent reports but also suggested some developments. Conclusion: The survey provided an accurate snapshot of staff views on the quality of undergraduate clinical training in restorative dentistry. Despite experiencing difficulties in many areas of their work resulting in poor morale, staff considered teaching rewarding although undervalued by others. A number of recommendations are made for the development of undergraduate teaching.