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.     

Education of tobacco use prevention and cessation for dental professionals ‐ a paradigm shift

The use of tobacco continues to be a substantial risk factor in the development and progression of oral cancer, periodontitis, implant failure and poor wound healing. Dental and dental hygiene education providers have made great advances towards the incorporation of tobacco education into their curricula in recent years. Unfortunately, however, both medical and dental education research has consistently reported schools providing only basic knowledge‐based curricula that rarely incorporate more effective, behaviourally‐based components affecting long‐term change. The limited training of oral healthcare students, at least in part, is reflected in practising dental professionals continuing to report offering incomplete tobacco interventions. In order to prepare the next generation of oral healthcare providers, this paper proposes a paradigm shift in how tobacco use prevention and cessation (TUPAC) may be incorporated into existing curricula. It is suggested that schools should carefully consider: to what level of competency should TUPAC be trained in dental and dental hygiene schools; the importance of establishing rapport through good communication skills; the core knowledge level for TUPAC; suggested instructional and assessment strategies; the importance of continuing professional education for the enhancement of TUPAC.     

Webinars for continuing education in oral and maxillofacial surgery: The Austrian experience

The aim of the present study was to evaluate the acceptance of a webinar series for continuing medical education hosted by the Austrian Society for Oral and Maxillofacial Surgery (ÖGMKG).A series of twelve webinars was streamed via the Internet and the participants’ satisfaction was evaluated by an online questionnaire.51 out of 140 participants (36.4%) completed the questionnaire completely and were included into the study for further analysis. The mean age of the participants was 37.9 ± 8.9 and did not vary significantly between gender (p = 0.53). The results of the questionnaire revealed a positive attitude of the participants towards this kind of webinar. The participants found that the webinars allowed for an adequate transfer of knowledge.Continuing medical education by webinars in oral and maxillofacial surgery is well accepted by the participants. Although both male and female participants had a positive attitude towards the webinars, females gave even better ratings than their male counterparts did.     

The Anglo-Italian collaboration: a report of the first steps in implementing the Bologna Declaration

This report summarises the accomplishments of King's College London and Università degli Studi di Brescia in establishing an Anglo-Italian Collaboration. The aim was to develop areas of enterprise in clinical practice, teaching and research that reflected the principles of the Bologna Declaration.     

浅谈理论学习和实践训练相结合的牙周病学进修教学模式

牙周病学进修教学作为牙周病学多种教学体系中不可或缺的重要组成部分,是迅速扩大牙周疾病诊治力量的重要举措之一。文章总结了北京大学口腔医学院牙周病学进修教学30余年的经验,探索理论学习和实践训练相结合的牙周病学进修教学模式。牙周进修医生理论教学实施分为牙周专业理论知识巩固、强化和提升3个阶段;牙周进修医生技能实践训练包括牙周基础治疗技能规范培训、牙周手术能力进阶训练和多学科综合诊治能力训练等3种方式。通过精心设计的系列理论和实践操作课程,落实每个阶段应掌握的知识和操作要点。期望这一历经多年的教学模式能够推广和应用,推动我国牙周病学进修教学事业的发展。     

国家级继续教育项目“牙周病学规范化诊疗技术”课程10年实践的探索与思考

我国牙周病学教育发展不均衡,众多基层医生缺乏正确理念及基本技能。北京大学口腔医学院牙周科自2011年起根据国内牙周病学发展现状,精心设计了“牙周病学规范化诊疗技术”国家级继续教育项目,项目实施的10年期间,培训了来自全国20多个省市1000多名学员,极大地推动了我国广大基层医生开展各项牙周规范化诊疗技术,获得了良好的社会效益。文章就该项目的课程设计、10年来的实施经验及未来展望进行总结和分析,以期为国内推广实施规范化的牙周继续教育培训提供参考,促进我国牙周病学教育事业的发展。      

Defining Predoctoral Prosthodontic Curriculum: A Workshop Sponsored by The American College of Prosthodontists and the Prosthodontic Forum

Prosthodontic educators participated in a workshop held at The American College of Prosthodontists annual session in Kansas City, MO, in October 1996. Their goal was to review elements of the predoctoral prosthodontic curriculum to establish a consensus on the levels of expected skill and knowledge. Skill components were designated at the competency and exposure levels, while knowledge components were designated at the understanding and familiarity levels. The workshop recommendations were distributed to American and Canadian dental schools and the communities of interest for comments in January 1997. The workshop recommendations were reviewed and finalized at the American Association of Dental Schools annual meeting in Orlando, FL, in March 1997. The recommendations may be used by dental educators to prioritize curricular elements in relation to limited time dedicated to the prosthodontic curriculum. Outcomes assessment methods will be needed to ensure competency in the new dentist.     

泰国牙科教学模式对我国口腔医学教学改革的启示——以玛希隆大学为个案

泰国现行的口腔医学教育体系是以学生为中心学习的教学方法学,实施双语教学,核心课程英文授课,要求书写英文病历。大学开始培养学生的科研思维,本科生参与多项科研活动。临床实践培养长期化,三年级开始进行临床实验室学习,从四年级到六年级进行临床实习,临床实践从易到难逐步过度。临床教学的同时培养学生的社会责任感,通过流动牙科服务等形式,召集大学生用所学知识回报社会。     

口腔种植进修生教育的特点与体会

目的：探讨口腔种植进修生教育的特点,并归纳总结首都医科大学附属医院种植教学中的体会.方法：在种植教学中,采用多种教学手段的联合应用,包括多媒体教学手段的应用、PBL （Problem-based Learning）教学法和CBL（Case-based Learning）教学法的综合应用、动手操作能力的培养等.结果：多种教学手段的联合应用,效果明显,受到学员们的一致好评.结论：我们的教学方法值得推广借鉴,但是还有待进一步的探索.     

Classification of written examinations in dental education in Norway according to educational aims

abstract – The purpose of the present study was to assess to what extent retention of factual knowledge or higher cognitive abilities, such as analytical/critical evaluation, were required by the students in the written examinations in clinical departments of dental schools in Norway in 1973–1975. A modified version of Bloom's taxonomy of educational objectives was used to classify the examination questions. Most of the questions were covered by the teaching program and concerned factual knowledge. When clinical examinations included a complete patient history and/or radiographs, judgment of the available information was demanded from the students. A great number of minor questions usually represented a lower taxonomic level than the use of a few essay questions.     

美国牙科教育的现状、挑战及对策

美国牙科教育发展至今,无论从广度还是深度上已经较为成熟。但也存在一些问题亟待解决,包括通过持续培训、教学改革及培养科研人员,以保持高的学术水平;通过改进牙科课程设置、教学方法、成绩评估来满足目前及以后公共健康护理需要;将科技发展运用到临床诊疗中。了解美国目前的口腔医学教育情况,将有助于我国口腔医学教育改革,提高口腔医学教育质量。     

A review of oral and maxillofacial surgery journals’ contribution to undergraduate surgical education

We searched the Medline database of 4 leading international journals of oral and maxillofacial surgery (OMFS) for all articles containing the terms “undergraduate”, “medical student”, or “dental student” in the abstract, title, or keywords, from the earliest paper to 2013, to identify and review publications that related to the education of undergraduate medical and dental students. We found 130 articles, of which 22 (17%) met the inclusion criteria. Most were published by teams based in the United States, followed by those from the United Kingdom and Germany. The earliest was published in 1986. Since then, most have been published in the Journal of Oral and Maxillofacial Surgery (0.33/year) and the least in the International Journal of Oral and Maxillofacial Surgery (0.11/year). Eleven original research articles concerned dental students and 4 concerned medical students. Three studies looked at both groups and compared them with their qualified counterparts. There is a relative paucity of articles relating to the education of undergraduates, particularly medical students, in OMFS journals, although the number has increased over the last decade. There is a need for more educational papers to be aimed at students interested in pursuing OMFS as a career.     

中美口腔医学教育体系比较研究

目的:强化口腔医学教育改革,缩小医生医疗水平的差距,提高整体医疗质量,从源头上扭转口腔医疗资源过度集中的局面。方法:口腔医学教育分为学校口腔医学教育,毕业后口腔医学教育,继续口腔医学教育三个阶段,及与之匹配的口腔医师执照制度共四个方面,对中美两国口腔医学教育制度的相关政策和文献归纳、比较。结果:与美国相比我国口腔医学教育在生源、学校与学制,课程设置与教学方法,研究生教育与专科医师培训,继续口腔医学教育与医师执照制度上存在明显不足。结论:建议相关部门通过缩招专科与7年制和创立新型8年制,建立出入机制和加强监管力度,调整课程设置和革新教学方法,明确区分两种类型的研究生,完善专科医师培训制度,明确规定执照的学历需求,建立非终身和专科执照制度等方法完善我国口腔医学教育体系。