Should preclinical typodonts be disinfected prior to grading?
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This is a report of a unique finding in a preclinical laboratory that may be a potential dental school health hazard. Visual inspection (conducted in April 2008 by a preclinical crown and bridge course coordinator) of typodonts used by second-year students at the University of Mississippi School of Dentistry found that fourteen out of thirty-nine had black spots on the undersurface of the cheek shroud and/or plastic gingiva. The spots were cultured by the Medical Center's Department of Microbiology and described only as being mold/fungus typical of that which frequently grows in warm, moist, southern environments. Although indoor molds are common, about 5 percent of the general population will develop some type of mild allergic airway problem from molds over their lifetime. Mold on typodonts is unsightly, indicates failure of students to recognize the value of cleanliness in the dental environment, and may be a potential health hazard for some individuals. Cleaning and drying procedures for typodonts were implemented. The transfer of items between students and instructors during preclinical courses provides many opportunities for the spread of potentially harmful microorganisms/viruses. As a minimal level of personal protection, it is suggested that instructors wear disposable gloves and face masks and exercise hand washing between handling student instruments and typodonts. This problem has not been previously mentioned in the literature and merits further investigation/discussion. (+info)
Resident evaluation of orthodontic programs in Canada.
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The purpose of this study was to investigate the satisfaction of Canadian orthodontic residents with their programs and determine the scope of their training. An anonymous online questionnaire was sent to all Canadian orthodontic residents in November 2006. Data were assembled and categorized by different variables, and chi-square comparative analyses were performed. Forty-four out of fifty-four residents responded, giving a participation rate of 81.48 percent. Overall, 86.36 percent of responding residents were satisfied with their program. Respondents said they felt they received the appropriate amount of formal didactic teaching sessions and dedicated and protected academic time. All residents indicated their programs offered training in numerous treatment philosophies: 93.18 percent said they have sufficient clinically based training, and 72.73 percent indicated that their research-based training was sufficient. All responding residents indicated they will complete more than thirty patients from start to finish, and 25 percent estimated completion of more than seventy patients by graduation. Residents said they will complete on average five orthognathic surgery, twenty-four extraction, thirty-one non-extraction, eight adult, and thirteen patients in the mixed dentition. Only 50 percent said their programs contained care for disabled or underserved patients. Most (86.36 percent) said they feel they will be adequately prepared to provide unsupervised orthodontic care after graduation. These orthodontic residents indicated they collaborate most with the disciplines of oral surgery, periodontics, and prosthodontics. However, only 52.27 percent indicated they have a formal interdisciplinary program for treating patients. We conclude from the study that Canadian orthodontic residents are satisfied with the didactic, clinical, and research aspects of their programs. They receive comprehensive instruction with the opportunity to complete a significant number of patients, employing a variety of treatment approaches. (+info)
A survey of dentists' practice in the restoration of the shortened dental arch.
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OBJECTIVES: The aim of this survey was to determine how a sample of dentists working in general dental practice in the UK sought to restore the mouths of patients who had shortened dental arches (SDAs). STUDY DESIGN: A survey was conducted over a period of six months on four commercial dental laboratories. Cases of SDAs comprising the anterior teeth and 2 to 4 premolars were examined; dental prescriptions were scrutinized and a special data collection form was completed accordingly. RESULTS: A total of 140 SDA cases were examined. Most of these cases were for mandibular SDAs (88.6%). Of the recorded SDA cases, 67.2% were restored by cobalt-chromium based removable partial dentures (RPD); 25.7% were extended by acrylic-resin based RPDs; implants were provided to restore 8 SDA cases (5.7%); and only two SDA cases (1.4%) were extended by cantilevered fixed bridges. Neither the gender of the patient ([Chi (2)= 4.19, p>0.05) nor the length of the SDA ([Chi (2) = 6.51, p>0.05) influenced the choice of prosthesis to be implemented. CONCLUSIONS: It would appear from the results of this survey that among the different restorative treatment options for SDA, the RPD was the most popular treatment option for dentists surveyed in this UK study. Extending the SDA by either an implant-supported prosthesis or cantilevered fixed bridges did not appear to be a popular choice of treatment. (+info)
A clinically oriented complete denture program for second-year dental students.
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The traditional preclinical complete denture prosthodontic curriculum relies predominantly on the laboratory (e.g., bench-type) component of the complete denture fabrication process. In most cases, this involves a passive model of student knowledge acquisition utilizing lectures and low-fidelity laboratory exercises. A recently implemented program in the College of Dentistry at the University of Illinois at Chicago challenges this educational paradigm by introducing an active learning environment for second-year students based on significant clinical exposure with patients. The result is a major shift of emphasis, first, from a purely technical/laboratory aspect of the discipline to patient-centered education and, second, from mastering individual phases of denture fabrication to understanding the entire process of edentulous patient care. To compare student outcomes in the new program with those in the traditional program, their performance overall and in three components of the final examination for each program were statistically compared. The results of the one-way ANOVA analysis show statistically significant improvement in the students' total score in the new program, including their performance on the written, practical, and OSCE portions of the final examination. This article describes the rationale, logistics, challenges, and advantages of the new educational model of the complete denture prosthodontics curriculum. (+info)
Students' opinion of a predoctoral implant training program.
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Implant treatment today is highly predictable and provides valid restorative options for the completely or partially edentulous patient. In Japan, many dental care facilities have incorporated implant treatment, and such treatment is no longer rare. For predoctoral students, the educational environment related to implants is not always applicable in present clinical settings. In this article, we describe the implant training program developed at our university for predoctoral education, and we report the changes in student opinions regarding implant treatment by comparing pre- and post-training opinions. The newly developed models for implant training were effective in increasing student understanding that implant treatment is one prosthetic option for restoring missing teeth. In a survey of predoctoral students, responses indicating negative opinions toward implant treatment decreased after training, and responses indicating positive opinions increased. These findings indicated that this training was effective in deepening student understanding of implant treatment. (+info)
Clinical experience of residents with RPD treatment in U.S. graduate prosthodontics programs.
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This cross-sectional study was conducted to quantify the clinical experience of prosthodontic residents with cast metal removable partial denture (RPD) treatment based on their year of training, geographic location of the program, and nature of the program. A web-based survey consisting of five questions was e-mailed to program directors from forty-two programs across the United States. A 62 percent response rate was obtained (26/42). Thirteen of the programs (50 percent of respondents) stipulated a specific number of RPDs to be done prior to completion of the program. Clinical experience of residents varied vastly based on year of training, geographic location of the program, and nature of the program. Prosthodontic residents from southern states, university-based programs, and public school programs had more clinical experience than residents from other programs. The average clinical experience for a prosthodontic resident during three years of training was eight traditional RPDs and two implant-supported RPDs. This is the first study done exploring this topic and provides baseline information on residents' clinical experience in RPD treatment. Future studies will determine educational trends and reassess this portion of the curriculum in graduate prosthodontics. (+info)
Clinical care provided on post-graduate dental clinical training course at Tokyo Dental College Chiba Hospital, Department of General Dentistry.
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Number of patients assigned to dental residents, course of treatment and number of various technical tasks performed as described in the Reports on Clinical Training of Dentists published by the Department of General Dentistry, Tokyo Dental College Chiba Hospital since its establishment in 2002 were compared between before (2003-2005) and after (2006-2007) clinical training was made mandatory, and the state of clinical residency evaluated. Number of patients assigned generally increased, and mean number of patients treated by each resident in 2007 (15.08) was approximately 2 times higher than that in 2003 (8.47). Total number of treatments was 1.38 times higher in 2007 than in 2003, and periodontal treatment accounted for approximately 40% of all treatment both before and after clinical training became mandatory. Number of technical tasks in 2004-2007 was less than half the peak in 2003. To further improve clinical training, evaluation and implementation of effective approaches is necessary to secure an adequate number of patients, widen the variety of cases and increase the number of technical tasks. (+info)
A review of pediatric dentistry program websites: what are applicants learning about our programs?
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The purpose of this study was twofold: 1) to examine website content provided by U.S. and Canadian pediatric dentistry residency programs, and 2) to understand aspects of program websites that dental students report to be related to their interests. Sixty-eight program websites were reviewed by five interprofessional evaluators. A thirty-six-item evaluation form was organized into 1) program descriptive items listed on the American Academy of Pediatric Dentistry (AAPD) website (n=21); 2) additional program descriptive items not listed on the AAPD website but of interest (n=9); and 3) items related to website interface design (n=5). We also surveyed fifty-four dental students regarding their interest in various aspects of program descriptions. The results of this study suggest that pediatric dentistry residency programs in general tend to provide identical or less information than what is listed on the AAPD website. The majority of respondents (76 percent) reported that residency program websites would be their first source of information about advanced programs. The greatest gap between the available website information and students' interests exists in these areas: stipend and tuition information, state licensure, and program strengths. Pediatric dentistry residency programs underutilize websites as a marketing and recruitment tool and should incorporate more information in areas of students' priority interests. (+info)