Community dentistry in Nordic dental schools

Approximately a decade after the first plans for the teaching of community dentistry were made in the Nordic countries, a questionnaire survey of Nordic dental schools was conducted to find out to what extent community dentistry subjects had been introduced in undergraduate curricula. Replies were received from the 12 dental schools in Denmark, Finland, Norway and Sweden. These schools admitted 915 students in 1982-83. Seven had a department of community dentistry, and at least two others had plans to start one. About 100 h of teaching were given on community dentistry subjects during the 5-yr course of study, mostly on the traditional subjects of epidemiology, statistics, law and ethics. In some schools health education and other behavioral sciences subjects received a large amount of curriculum time. Decisionmaking theory and political science were not reported taught at any school. Three departments had attached clinics, with widely differing functions. The Nordic textbook in community dentistry was widely used, and separate examinations were held in community dentistry at most schools. Full-time postgraduate courses were offered at three schools. Although schools in all four countries expected the number of dental students to decrease in coming years, several schools expected community dentistry to expand with regard to curriculum time and staff, in keeping with trends in other countries.     

Attitudes of Iranian dental students toward their future careers: an exploratory study

Students' attitudes toward and reasons for choosing careers are of great interest for educational systems around the world. The aims of this study were to investigate Iranian dental students' motivations in choosing dentistry as a career and their attitudes toward their future profession. A cross-sectional study of a group of 219 out of 225 (response rate: 97 percent) final-year dental students in four accredited dental schools in Tehran was conducted using a self-administered, structured questionnaire. The data were analyzed using SPSS version 11.5 and the Mann-Whitney test. The most popular reasons for these students' choice of dentistry as a career were a general interest in medicine and desire to enter a prestigious profession with high social status. The majority of the students planned to enter private practice; fewer intended to pursue specialty education abroad. Most of the female students planned to work in a group practice environment such as a clinic rather than a solo practice. Single students showed greater enthusiasm than married ones for pursuing further studies abroad after graduation. Overall, these dental students appeared to have positive attitudes about the dental profession.     

Characteristics and study motivation of clinical dental students in Nigerian universities

A cross-sectional study of a cohort of 197 clinical dental students in the four accredited dental schools in Nigeria was conducted to determine the sociodemographic characteristics of these dental students and their motives for the choice of dentistry. The results indicate that the number of female dental students in Nigeria is increasing, which reflects a trend well established in virtually all other nations. The vast majority of Nigerian dental students (97 percent) qualified for school based on their performance on the University Matriculation Examination. About one-third, 32.5 percent, indicated that dentistry was their first choice for a career. This choice was greatly influenced by family in 50 percent of this group of students. There were several factors that strongly influenced career choice among students who indicated that dentistry was their first choice: interest, prestige, good employment opportunity abroad, and regular work hours. The need to go into a prestigious and financially lucrative profession similar to medicine were the commonest reasons identified by the group of students for whom dentistry was not the first career choice. The motives for choosing dentistry as a career in this group of students seem to relate to an image of dentistry as a vehicle for the achievement of personal goals. It is recommended that high school students be encouraged to see dentistry first hand. This is because in countries such as Nigeria it is not unusual for a potential dental student to have never visited the dentist.     

Special care dentistry for people with intellectual disability in dental education: an Italian experience

Aim:  This study documented: (i) the curriculum in special care dentistry in the Italian dental schools, as perceived by Deans and by students, (ii) the rate of satisfaction of dental students with their curricular education in special care dentistry, (iii) the attitude of the dental students towards special care dentistry and towards the 'Special Smiles' programme.
Methods:  The quality and amount of didactic and clinical training delivered by each dental school for subjects with intellectual disability (ID), the interest of students towards this health field and the 'Special Smiles' programme were collected. Self-administered surveys were sent to the Dean and to all the final year students of all dental schools in 20 Italian Universities.
Results:  Only four Deans of the 20 dental schools answered the survey, stating to provide didactic and clinical education in special care dentistry. A 51% of student response rate was obtained. Dental students reported to spend about 4% of didactic and 5% of clinical training in the dental care for ID subjects. Most students (83%) rated the training they had received on the topic to be poor. Over 50% of students expressed interest in working in dental offices specifically dedicated to ID patients and 25% of students wished to become Special Smiles volunteers.
Conclusions:  Although the paucity of didactic and clinical training in dental care for ID patients, this survey demonstrated a high level of student's interest in learning more about treating these subjects. The current results could suggest to revise the curricular standards of dental schools, by promoting ID-oriented education programmes.     

Teaching the placement of posterior resin-based composite restorations in Spanish dental schools

Objectives: In an area of esthetic dentistry such as posterior composites, in which new materials and techniques are being devolved continuously, it is important to confirm that dental students have a clear understanding of the basic principles of clinical application of this knowledge. Considering that the preparation of dental graduates in Spain may be of interest to competent dental authorities and employers with whom they can work worldwide, this study investigated the teaching of posterior composite restorations in Spanish dental schools. Study design: In late 2009⁄ early 2010, a questionnaire seeking information on the teaching of posterior composites was emailed to the professor responsible for teaching operative dentistry in each of the fifteen dental schools having complete undergraduate dental degree programs in Spain. Results: The response rate was 100%. Most investigated topics did not show noteworthy differences depending on whether the schools were public or private. Variations were found among Spanish dental schools in both the amount and content of the teaching programs concerning posterior composite restorations. Differences were recorded in the teaching of cavity design, contraindications to composite placement, indications for liners and bases, matrix and wedging techniques, composite and bonding systems, light curing and finishing procedures for composite restorations. More consistency was observed in teaching methods of moisture-control, indirect composites and amalgam bonding. Conclusions: As recommended in previously surveyed countries, efforts must be made to promote harmonization of dental curricula to make it easier for graduates to work elsewhere, and to ensure they meet the needs of their patients on entering independent practice. Key words:Aesthetic dentistry, composite restoration, dental education, teaching program, undergraduate dental student.     

Characteristics and study motivation of Danish dental students in a longitudinal perspective

This survey encompasses 3 comparable datasets of newly admitted dental students in 1972 (n=236), 1982 (n=197), and 1994 (n=108). The objectives of the survey were to describe selected socio-demographic characteristics of dental students and to analyze possible changes over time as well as possible changes in the reasons reported by the students for choosing dentistry as a career, their motivations and their expectations concerning the study and the profession of dentistry. The results showed that the ratio of women to men remained unchanged at 6:4 in all 3 cohorts of students and that the students were increasingly recruited from the 2 upper social classes. The motives for choosing dentistry mainly included altruistic motives, the desire for varied work with the opportunity to put theory into practice, economic rewards, and the implicit social status. Compared to the 1972 students, those in 1994 placed greater emphasis on social status as a motive, on the opportunity to work in the biological and scientific field, and on the ready availability of work outside Denmark. The students in all 3 years had strong altruistic motives for choosing dentistry, and it would seem that this stable continuity in the cohort of dental students would ensure the continuous controlled development of dentistry in the new millennium.     

Predoctoral implant dentistry curriculum survey: European dental schools

PURPOSE: In 2002 a survey of European dental schools was conducted. The purpose of the survey was to determine the curricular structure, teaching philosophies and materials used in predoctoral implant dentistry courses. MATERIALS AND METHODS: Fifty-six European dental schools were randomly selected from the Association for Dental Education in Europe representing 33 countries. A questionnaire was mailed to the predoctoral implant dentistry director/chairperson of the selected European dental schools. Of these, 40 schools returned the completed survey, resulting in a response rate of 71%. The mean, median and range of responses were computed where applicable. RESULTS: The results from this survey show that 80% of the responding schools required a course in implant dentistry. Between 1997 and 1999 over a third of responding schools (36%) incorporated a predoctoral implant dentistry course into their curriculum. Eighty-seven per cent of the schools have some prosthodontists teaching the course. Thirty-seven per cent of schools are offering a laboratory course in conjunction with the implant course. Sixty-three per cent of the schools are not restoring implant cases at the predoctoral level. However, 68% of schools reported students are required to be present during implant surgery. Ten per cent of schools require that the implant-related laboratory work be completed by the students. CONCLUSIONS: Predoctoral implant dentistry educational programmes vary from school to school. Yet a large percentage of schools agree on certain topics, including the importance of including implant education in predoctoral dental programmes.     

Predoctoral Implant Education in U.S. Dental Schools

PURPOSE: In 2002, a survey of American dental schools was conducted to determine the curricular structure, teaching philosophies, and materials used in predoctoral implant dentistry courses. MATERIALS AND METHODS: The questionnaire was mailed to the predoctoral implant dentistry director/chairperson of 54 U.S. dental schools. Of these, 38 schools returned the completed survey resulting in a response rate of 70%. RESULTS: Eighty-four percent of the respondents indicated that an implant dentistry course is part of their school's requirements. Seventy percent indicated that this course is offered by either the Restorative or Prosthodontics Department in the third year of the predoctoral dental curriculum. For 75% of the schools, the duration of the course ranged from 3 to 6 months (mean of 5.5 months), 57% reported offering between 11 and 20 lecture hours (mean of 20.4 hours), and less than half of the schools (41%) have prosthodontists teaching the predoctoral implant dentistry course. In 78% of the schools, a laboratory course is offered in conjunction with the implant course. The majority of the schools (88%) allow predoctoral students to restore implant cases clinically. Seventy-three percent require some of the implant-related laboratory work to be completed by the students and the single-tooth implant restoration is the most popular type of implant restoration for 78% of the schools. CONCLUSIONS: Predoctoral implant dentistry educational programs vary from school to school, yet a large percentage of schools agree on certain topics.     

Predoctoral Implant Dentistry Programs in US Dental Schools

Surveys of US dental schools over the last 20 years have reported a continual increase in the number and types of predoctoral and postdoctoral implant dentistry programs being taught. The purpose of the following article is to report on the results of a survey intended to update the status of predoctoral programs with respect to their curricular placement, departmental jurisdictions, and course contents. In June 1993, 54 US dental schools received the implant dentistry curriculum survey, and 50 of the schools (93%) returned responses. Results indicate that the trend toward implementation of more predoctoral implant dentistry programs has been sustained, with 86% of schools reporting the existence of implant curricula. This compares with 33% and 73% of US schools having such programs in 1974 and 1989, respectively. The major reasons that schools gave for not having implant dentistry courses for predoctoral students are a lack of curriculum time and scarce financial resources. The dental disciplines most frequently guiding such programs are oral surgery and periodontics. Schools offer varying degrees of lectures, laboratories, and clinical experiences in predoctoral implant dentistry, with the number of curriculum hours peaking in years three and four. General curricular topics most commonly include a historical overview of implant dentistry, diagnosis and treatment planning, classifications and types of dental implants, and surgical and prosthodontic procedures. Seventeen percent of schools require some form of undergraduate clinical implant dentistry exposure for all of their students.     

Association between perception of dentist oversupply and expectations of dentistry: a survey of dental graduates in Japan

Background: The perception that there is a surplus of dentists may be an opportunity to explore attractive career options in dentistry in Japan. Methods: A self-administered questionnaire was mailed to 2,114 graduates of a private dental school in Japan. We asked about the perception of oversupply, rated by a visual analogue scale, work environment factors, potential areas of dentistry and necessary medical subjects for their dental practice. The association of a strong perception of dentist oversupply with work environment factors, dental areas and medical subjects was examined by multivariate logistic regression analyses. Results: The response rate was 66%, and data from 1,203 community dentists were analysed. Most respondents (76%) perceived either a strong or very strong surplus of dentists. A very strong perception was significantly associated with work environment factors, including practising in large cities and earning the second lowest of four levels of annual income, but no further associations were found with either the number of patients treated or with the other two ranges of income. This perception was negatively associated with the number of necessary medical subjects, specifically otorhinolaryngology, but no significant association was seen with the number of potential areas of dentistry. Conclusions: The negative correlation between the aspiration to acquire medical knowledge and the perception of dentist oversupply under the circumstance of the possibly excessive perception among community dentists invites further research on the benefits of teaching oral medicine to graduate entry students to build future working satisfaction.Key words: Perception of surplus, dental practice, dental education, oral medicine     

Geriatric dentistry education in European dental schools

As the numbers of elderly adults continue to grow within European populations, the need for dental students to be trained in the management of geriatric patients becomes increasingly important. Many dental schools have developed training programmes in geriatric dentistry in response to the changing oral health needs of older adults. The purpose of this on-line survey was to identify the current status of geriatric dentistry education in European dental schools. A questionnaire relating to the teaching of geriatric dentistry was posted on the Internet, and 194 dental schools in 34 European countries were invited to participate. Data from completed questionnaires were submitted to the investigators via email from 82 schools in 27 countries (42% response rate). Thirty-six percent of schools offered a specific geriatric dentistry course that included didactic teaching or seminar groups, 21% taught geriatric dentistry by means of organised presentations in the curriculum, and 36% taught the subject by occasional lectures. 7% of schools did not teach geriatric dentistry at all. A clinical component to the geriatric dentistry curriculum was reported by 61% of schools and 18% reported operating a specific geriatric dentistry clinic within the school. Of those providing clinical geriatric dentistry training, it was provided within the school in 45% of cases, with a further 29% of schools providing training both within the school and at a remote location. Seven percent of schools operated a mobile dental clinic for treating geriatric patients. Twenty-eight percent of schools had a geriatric programme director or a chairman of a geriatric section and 39% indicated that they plan to extend the teaching of geriatric dentistry in the future. Geriatric dental education has clearly established itself in the curricula of European dental schools although the format of teaching the subject varies widely. It is of concern that geriatric dentistry was not taught at all in 7% of schools. No data are available concerning whether or not geriatric dentistry is taught in the 58% non-responding schools.     

Motivation towards career choice of Brazilian freshman students in a fifteen-year period

Examining dental students' profiles and perspectives contributes to discussions concerning dental education and practice. This study aimed, first, to investigate Brazilian dental students' reasons for pursuing dentistry as an occupation and, secondly, to consider the professional expectations of freshman students at a Brazilian public university over a fifteen-year period. A cross-sectional study was performed using data from a self-administered questionnaire to all first-year students enrolled in the 1993-95 and 2006-08 periods at the Federal University of Goias, Brazil (n=376). A total of 296 students responded (response rate=78.7 percent). Frequency analysis and chi-square tests were used to compare frequencies between the two time periods. Job conception was cited as the primary reason for pursuing dentistry, and the students considered oral health promotion and oral disease prevention as the primary purposes of dentistry. Most students intended to serve both high and low socioeconomic populations and both private and public practices after graduation. The majority cited an interest in specializing in clinical fields, orthodontics being the most frequent option. Significant trends included a greater interest in health promotion and public services and specializing in aesthetic dentistry and implantology in the 2006-08 period. This study revealed significant differences in the freshman students' motivations and professional perspectives over time. Personal views and concepts about profession are major influencing factors for choosing dentistry as a career.     

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.     

Teaching of dentistry to medical students in English at the Jagiellonian University,Krakow, Poland

The significance of teaching dental subjects to medical students as well as medicine to dental students is considered. The authors’ experience in teaching dentistry to medical students in English at the University of Krakow is described.     

Teaching the principles of epidemiology to dental students

abstract The report presents findings from a survey, conducted in early 1969, of the teaching of the principles of epidemiology at 20 schools of dentistry in the United States. The report includes information about the expectations dental students had of instruction in the subject. Students from six schools also supplied evaluative information about instruction received. Dental students anticipating instruction in epidemiology and dental students who received instruction in epidemiology considered the subject to be relevant to their education. However, six of 13 classes which received instruction in epidemiology rated the instruction as somewhat boring and ineffective. The report concludes with a few suggestions about possible ways to remedy the observed weaknesses in the teaching of epidemiology to dental students.     

Teaching the principles of epidemiology to dental students

abstract The report presents findings from a survey, conducted in early 1969, of the teaching of the principles of epidemiology at 20 schools of dentistry in the United States. The report includes information about the expectations dental students had of instruction in the subject. Students from six schools also supplied evaluative information about instruction received. Dental students anticipating instruction in epidemiology and dental students who received instruction in epidemiology considered the subject to be relevant to their education. However, six of 13 classes which received instruction in epidemiology rated the instruction as somewhat boring and ineffective. The report concludes with a few suggestions about possible ways to remedy the observed weaknesses in the teaching of epidemiology to dental students.     

Community dentistry: developmental discussion approach

ABSTRACT In 1960, Blackerhy asked the question “Why not a department of social dentistry?”. Since that time most of the dental schools in the United States have made some attempt at establishing such a department. Various names were given to these departments, but the one that appears to be in the forefront is the Department of Community Dentistry. Since that time each school with such a department has strived to develop various innovative methods of teaching community dentistry to its students. When the amount of time is taken into consideration, unlike the biological and clinical sciences, time allotted to community dentistry is minimal. However, at The University of Michigan students spend 232 hours in community dentistry, which necessitates development of creative teaching techniques to maintain their interest. This paper discusses one such technique which has proven to be successful over the past 3 years. Emphasis is placed on utilizing a modified method of the developmental discussion approach in teaching a course in community dentistry to 3rd-year dental students.     

Current status of predoctoral geriatric education in U.S. dental schools

The elderly constitute the fastest growing segment of the U.S. population. Dental schools must educate dental students so that they are competent and confident in managing the treatment needs of elderly patients. Programs in geriatric dentistry have been developed in response to the changing oral health needs of growing numbers of older adults. The purpose of this online survey was to identify the current status of predoctoral geriatric dental education in U.S. dental schools. A questionnaire relating to the teaching of geriatric dentistry was posted on the World Wide Web, and fifty-four US. dental schools were invited to complete the form. Data from completed questionnaires were submitted to the investigators via email. Following repeated phone calls and emails to urge school administrators to respond to the electronic questionnaire, a 100 percent response rate was achieved. All schools reported teaching at least some aspects of geriatric dentistry, and 98 percent had curricula that contain required didactic material. Sixty-seven percent of schools reported having a clinical component to geriatric dental teaching. Of these schools, the clinical content was required in 77 percent and elective in the rest. Thirty percent of schools reported a specific geriatric dentistry clinic within the school, and 11 percent had a remote clinical site. Sixty-three percent of schools have a geriatric program director or a chairman of a geriatric section. Over a third of schools indicated that they plan to extend the teaching of geriatric dentistry in the future. Geriatric dental education has continued to expand over the last twenty years and has established itself in the U.S. predoctoral dental curriculum. The format of teaching the subject varies considerably among the dental schools. Although didactic teaching of geriatric dentistry has increased markedly in the last two decades, clinical experience, both intramurally and extramurally, did not keep pace.     

A retrospective study on the relevance of the dental curriculum in general practice

The undergraduate dental curriculum in Swedish dental schools has recently been changed. The aim of this study was to estimate the opinions of recently qualified dentists concerning their undergraduate education received according to the old curriculum. A questionnaire was mailed to all graduates who qualified from the dental school in Huddinge between 1981-1983. The response rate was 71%. The respondents indicated that their theoretical knowledge was in general better in subjects closely related to clinical dentistry compared with basic biological subjects or behavioural science subjects. In most subjects clinical competence was closely related to the level of theoretical knowledge. The results of this study suggest that the "old" dental curriculum was successful in imparting knowledge concerning traditional dental subjects and preventive dentistry, but less successful in imparting knowledge concerning basic and medical sciences, behavioural subjects and in relating theoretical and practical skills.     

Perceived relevance of oral biology by dental students

Objectives: This study investigated the perception that dental students have regarding the relevance of oral biology (OB) to dental education and dentistry in general. Moreover, this study analysed students’ attitude towards OB learning approaches and resources. Methods: A questionnaire based on a Likert scale was used to survey pre‐clinical/second (BDS2)‐ and final/fifth (BDS5)‐year dental students at the School of Dentistry of the University of Birmingham (United Kingdom). In comparison, a small group of postgraduate specialist registrars were surveyed to evaluate the attitudes of practising dentists. Results: The results show that all study groups expressed a high level of perceived relevance of OB to dentistry. Students’ perception of OB for dental education, clinical training and practice also scored high. More than 40% of undergraduate students and about 55% of the postgraduates indicated a perceived change in their attitude towards OB with time characterised by increased appreciation of the subject. Lectures were considered as the most important teaching approach, whereas ‘group poster projects’ ranked lowest. Of the different study resources, lecture handouts received the overall highest importance score. Conclusions: The results indicate that dental students considered OB relevant for dental education and dentistry and suggest a positive attitude towards the subject. This study also suggested that dental students prefer teacher‐centred/led teaching rather than student‐directed learning of OB. The article addresses the role of OB and science‐related research projects within the dental curriculum and discusses that close integration of basic sciences with dental education may enrich dental education and overall learning experience.