The "hot seat" experience: a multifaceted approach to the teaching of ethics in a dental curriculum.
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The subject of ethics and the teaching of skills associated with ethical reasoning in a predoctoral dental curriculum are as important as clinical skills development, but there is no single approach to teaching ethics in dentistry. This article aims to describe the didactic approach used to teach dental ethics and ethical reasoning in the first year of the D.M.D. curriculum at the University of British Columbia. This descriptive article discusses three main pedagogies employed to teach ethics: the "hot seat" experience via a role-play with a trained actor (standardized patient, SP); small-group presentations of a case workup deconstructing an ethical dilemma; and student reflections from the SP encounters. The approach to dental ethics presented here does not profess to make an otherwise unethical person ethical, but it can give all students the tools to recognize when a dilemma exists, use a process to reason ethically, and ultimately make a good decision. The "hot seat" and the case workup approaches have had a positive impact upon students as illustrated through their reflections; however, further study is needed to better understand the implications of ethical issues in both academic and professional settings. (+info)
Knowledge, attitudes, and practice regarding infection control measures among dental students in Central India.
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A questionnaire study was conducted among 245 dental students from Bhopal city, Central India, to determine their level of knowledge, attitudes, and practice regarding infection control measures and if any correlation exists among the knowledge, attitudes, and practice scores. The self-administered questionnaire consisted of three parts: knowledge, attitudes, and practice. Analysis of Variance (ANOVA) was used to compare mean of knowledge, attitudes, and practice scores and Kendall's test to compute the correlation between knowledge, attitudes, and practice scores. A p value of +info)
The assessment of infection control in dental practices in the municipality of Sao Paulo.
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Infection control in digital intraoral radiography: evaluation of microbiological contamination of photostimulable phosphor plates in barrier envelopes.
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BACKGROUND AND OBJECTIVE: The detectors (both solid-state sensors and photostimulable phosphor [PSP] plates) used for digital intraoral radiography cannot be autoclaved, and barriers are typically used to prevent the spread of infection. The aim of this study was to determine the effectiveness of a barrier envelope system for PSP plates. METHODS: Disinfected PSP plates were aseptically inserted into barrier envelopes and placed in a periapical location. One PSP plate was placed in each of 28 patients, and 12 plates in each of 2 volunteers (D.S.M., J.D.W.). After retrieval, each PSP plate was removed from its barrier envelope, immersed in trypticase soy broth and aliquots were plated on trypticase soy agar. Bacterial colonies were counted 2 days later. RESULTS: Fifty-two PSP plates in barrier envelopes were evaluated for contamination. Quality assurance of the PSP plates before clinical placement revealed defects in the integrity of 4 barrier envelopes, caused by forceps-related damage or failure to achieve a uniform seal. These defects allowed substantial contamination. Contamination also occurred as a result of failure to extract the PSP plate from the barrier envelope cleanly. Of the 44 barriers with no obvious defects that were placed by either final-year dental students or a radiologist, only 3 allowed bacterial contamination of the PSP plate. CONCLUSION: Detectors contained in barrier envelopes remain a potential source of contamination. PSP plates must be disinfected between removal from a contaminated barrier envelope and placement in a new barrier envelope. In addition, placement into the barrier envelope should ideally be carried out under aseptic conditions. Finally, the integrity of each sealed barrier envelope must be verified visually before release to the clinic. (+info)
Management of dental unit waterline biofilms in the 21st century.
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Iranian dental students' knowledge of hepatitis B virus infection and its control practices.
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With more than two billion infected people, from whom 350 to 400 million suffer from chronic infection, hepatitis B virus (HBV) is still a major health problem worldwide. As dental treatment puts both dentists and patients at a higher risk of HBV infection, dentists can play an important role in preventing HBV transmission in dental settings. This study was performed to evaluate dental students' awareness and practice regarding HBV-related issues and to compare the results obtained from different academic years. One hundred and forty-two questionnaires consisting of questions on students' knowledge of HBV and preventive measures against this virus were completed by third- to sixth-year dental students of Tehran University of Medical Sciences (TUMS), Tehran, Iran. Overall, a relatively good level of knowledge was observed amongst this population. However, students' answers to practice questions were less satisfying. It is noteworthy that in some cases students of higher academic years showed less awareness. This finding highlights the necessity of continued infection control education. TUMS students must complete an infection control workshop before they start their clinical education. The authors propose that such training at the beginning of each academic year would be worthwhile. (+info)
Dental students and bloodborne pathogens: occupational exposures, knowledge, and attitudes.
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Dental professionals may be exposed to bloodborne pathogens in their work, and dental students may be a particularly vulnerable group. Fear of exposure has also been linked to discriminatory practices. A cross-sectional survey of dental students was conducted at one U.S. dental school to assess their knowledge about the transmission of bloodborne pathogens and management of exposures; the frequency of their bloodborne pathogen exposures (BBPEs); and associations among their prior exposure, knowledge, perception of knowledge, and attitudes toward practice. Overall, 220 students (72.1 percent) responded to the survey, and 215 (70.5 percent) answered questions about exposures. The prevalence of BBPE was 19.1 percent and was greater among clinical than preclinical students (p<0.01). Percutaneous injuries occurred in 87.5 percent of those exposed. All students (preclinical and clinical combined) answered more survey questions correctly about transmission of bloodborne pathogens (66.7 percent) than about post-exposure management (25.0 percent). Fewer than half reported adequate knowledge of transmission and management (47.5 percent and 37.3 percent, respectively). In this context, 8.2 percent of the respondents acknowledged an unwillingness to perform procedures on patients with HIV. Since knowledge gaps may lead to failure to report incidents and delays in appropriate exposure management and some negative attitudes towards treating individuals with HIV persist, these findings justify improving BBPE education at U.S. dental schools. (+info)
Effect of an educational course at an Iranian dental school on students' knowledge of and attitudes about HIV/AIDS.
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This study investigated the effects of an educational program designed to improve the knowledge and attitudes of senior dental students in an Iranian dental school about caring for patients with HIV/AIDS. As part of an extramural program in community dentistry, a new educational program about HIV/AIDS was developed at Tehran University of Medical Sciences in 2009. The program consisted of two days' observation at the Consultation Center for Behavioral Diseases and a one-day workshop on infection control. A control group was selected from dental students at Shahid Beheshti University of Medical Sciences. Before and after the intervention, students in both the intervention and control groups completed a questionnaire concerning their knowledge of and attitudes about HIV/AIDS. Students in the intervention group also expressed their opinions in a post-test questionnaire. An independent sample t-test was used for statistical analysis. In the control group, the means of students' knowledge and attitude scores did not differ significantly from pre-test to post-test. In the intervention group, however, the means of both knowledge and attitude scores on the post-test were significantly higher than on the pre-test (p=0.001 and p=0.009, respectively). In the intervention group, more than 96 percent of the students reported that they would completely follow infection control principles in future practice. This study concludes that the educational program improved the students' knowledge of and attitudes about HIV/AIDS and will have a positive effect on their future practice. (+info)