Dental professionals' knowledge and perceived need for education in bioterrorism preparedness.
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Dental professionals should be well prepared to provide care during bioterrorist events. In this study, we assessed the knowledge, opinions about playing various roles during a bioterrorist event, and perceived need for education of dental professionals (dentists and dental hygienists) from one region (Oregon) that had been exposed to bioterrorism and from another region (New England) not exposed. This cross-sectional study used an eighteen-item pretested, self-administered questionnaire distributed at the 2005 Oregon Dental Conference (n=156) and 2005 Yankee Dental Conference (n=297). Dental professionals' knowledge and perceived need for education on bioterrorist preparedness were quantified by multivariate linear and logistic modeling. More than 90 percent of the dental professionals were willing to provide care during bioterrorist events. Perceived knowledge was high; however, actual knowledge was low. Dental professionals who wanted to attend a continuing education course and who thought dental professionals should play more roles during a bioterrorist attack had higher actual knowledge. Willingness to provide care was not supported by adequate knowledge. No significant differences between New England and Oregon dental professionals were observed in terms of actual knowledge or perceived need for bioterrorism education. Integrating training and education into the predoctoral dental and dental hygiene curricula and developing continuing education courses would improve knowledge and better prepare dental professionals to effectively perform American Dental Association-recommended roles during any future bioterrorism events. (+info)
Informational resources utilized in clinical decision making: common practices in dentistry.
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This study investigated current trends of Iowa dental practitioners with regard to acquisition and utilization of scientific information resources to support decision making in the clinical practice of dentistry. A survey questionnaire regarding the utilization of various sources of information to support clinical decisions was mailed in September 2009 to all dentists licensed and practicing in the state of Iowa. Dentists appointed full-time within the University of Iowa College of Dentistry were excluded from this study. Continuing education courses were the most frequently utilized and preferred information source by respondents, followed by print journals and consultation with other health care professionals. Practice patterns according to decade of dental school graduation as well as scope of practice were noted. The results of this study demonstrate that dental practitioners utilize a variety of evidence-based and non-evidence-based information resources to support decisions in clinical practice. The habits of newer graduates vary somewhat from those of earlier graduates; the habits of specialists vary from those of general practitioners. (+info)
Transferring evidence-based information from dental school to practitioners: a pilot "academic detailing" program involving dental students.
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An academic detailing program involving dental students as the academic detailers was conducted at the University of Texas Health Science Center at San Antonio Dental School in 2008 and 2009. Students were trained to visit general dentists and present critically appraised topic (CAT) documents in a face-to-face intervention. Thirty-eight students visited 143 general dentists during summer vacation breaks. Students reported that their participation in the project reinforced their commitment to evidence-based practice as taught in their coursework. The dentists also reported positively on the project. (+info)
E-learning used in a training course on atraumatic restorative treatment (ART) for Brazilian dentists.
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The purpose of this study was to assess the benefits of using e-learning resources in a dental training course on Atraumatic Restorative Treatment (ART). This e-course was given in a DVD format, which presented the ART technique and philosophy. The participants were twenty-four dentists from the Brazilian public health system. Prior to receiving the DVD, the dentists answered a questionnaire regarding their personal data, previous knowledge about ART, and general interest in training courses. The dentists also participated in an assessment process consisting of a test applied before and after the course. A single researcher corrected the tests, and intraexaminer reproducibility was calculated (kappa=0.89). Paired t-tests were carried out to compare the means between the assessments, showing a significant improvement in the performance of the subjects on the test taken after the course (p<0.05). A linear regression model was used with the difference between the means as the outcome. A greater improvement on the test results was observed among female dentists (p=0.034), dentists working for a shorter period of time in the public health system (p=0.042), and dentists who used the ART technique only for urgent and/or temporary treatment (p=0.010). In conclusion, e-learning has the potential of improving the knowledge that dentists working in the public health system have about ART, especially those with less clinical experience and less knowledge about the subject. (+info)
Dental education's involvement with dentists' learning in practice: data and theory.
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A careful reading of the Journal of Dental Education from its founding in 1936 and of the Proceedings of the American Association of Dental Schools (the predecessor of the American Dental Education Association) from 1924, as well as other documents, allows us to describe the role dental schools have played in supporting the learning of dentists following graduation from formal programs. This article is in two parts. First, data are presented showing the emergence of continuing dental education in the 1960s and its continual growth. The exception to this pattern is that dental schools shared in the initial bloom but experienced an inexorable decline beginning in the 1980s. In the second part, it is shown that scholarship regarding how dentists learn over multiple settings and as they acquire greater mastery of their discipline has also failed to develop. Reasons are given for both phenomena, reasons that include competitive external factors and point to intrinsic weaknesses in the scholarship of dental education. (+info)
Training for legal dental expert witnesses in Germany: an instrument for professional development.
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Lawsuits in dentistry are increasing, and often a legal dental expert witness is called to provide an expert opinion. The appointment of the expert witness is rather arbitrary since special requirements for expert witnesses do not exist. Qualified written expert opinions, however, are particularly relevant for the dental profession. The Karlsruhe Training for Legal Dental Expert Witnesses (KT) was introduced as the German approach to this problem. The KT is a training program based on the principles of continuing professional development (CPD) that trains dentists to give written expert opinions and to act as expert witnesses in all types of legal matters. The aim of the study was to assess the quality of the KT according to the requirements of CPD. A written survey was conducted among the 161 participants in the KT between 2004 and 2009. It contained questions to assess the quality of the program and to evaluate its impact on the professional performance of the participants. The return rate was 51.6 percent (n=83). The analysis shows that the KT achieved its main goal to train the dentist as a legal dental expert witness and that the KT does not only transfer formal knowledge but stimulates changes in personal development as described in the concept of CPD. (+info)
The effect of training on the use of tobacco-use cessation guidelines in dental settings.
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BACKGROUND: An increase in the number of dentists conducting tobacco-use cessation treatment is needed. The authors assessed the effects of high-intensity training (HIT) or low-intensity training (LIT) and reimbursement on general dentists' tobacco-use-related attitudes and treatment behaviors. METHODS: The authors randomly selected 265 dentists in three states and assigned them to one of five groups: HIT workshop groups with and without tobacco-use cessation counseling reimbursement, LIT mailed self-study groups with and without reimbursement or a control group. Outcomes at follow-up were dentists' self-reported tobacco-use-related attitudes and behaviors and patients' reports of dentists' behaviors. RESULTS: Significantly more dentists in the intervention groups reported having positive attitudes and behaviors at follow-up than did dentists in the control group. Dentists in the HIT groups, however, reported assessing patients' willingness to quit and assisting them with the quitting process significantly more often than did dentists in the LIT groups. Significantly more patients of dentists in the intervention groups who used tobacco reported receiving advice and assistance from their dentists than did patients of dentists in the control group. Adding reimbursement to HIT or LIT conditions did not provide additional intervention effect. CONCLUSION: Dentists trained by means of a workshop or self-study program used components of a recommended guideline more frequently and felt more positive toward tobacco-use cessation counseling than did dentists in the control group. CLINICAL IMPLICATIONS: Although the workshop training was more successful than the self-study training, the latter's reach among dentists could have a more significant public health impact. The effect of reimbursement needs further study. (+info)
New multipurpose endodontic device developed in Germany for use in predoctoral and continuing dental education and science.
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The purpose of this article is to describe a simple and versatile aid for the endodontic treatment of extracted teeth and its possible applications. The Med*-box is a new endodontic multipurpose device made of transparent acrylic that permits all elements of root canal treatment to be performed and evaluated either visually or radiologically. The Med*-box represents a valuable addition to the spectrum of educational and practical means in endodontic training. It is well suited for students, dentists, and endodontists for learning the handling of new materials, methods, and instruments in endodontics before they work clinically upon a patient. Also in the context of scientific endodontic issues, the Med*-box represents a simple, economical, and easily manageable aid. (+info)