Does a case completion curriculum influence dental students' clinical productivity?
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The purpose of this study was to evaluate the effects of a new clinical curriculum on dental student productivity as measured by number of procedures performed in the student teaching practice. Harvard School of Dental Medicine adopted a new clinical education model for the predoctoral program in summer 2009 based upon a Case Completion Curriculum (CCC) rather than a discipline-based numeric threshold system. The two study groups (threshold group and case completion group) consisted of students who graduated in 2009 and 2010. Clinical performance was assessed by clinical productivity across five major discipline areas: periodontics, operative dentistry, removable prosthodontics, fixed prosthodontics, and endodontics. The relationships between the two study groups with regard to number of procedures performed by category revealed that the case completion group performed a significantly higher number of operative and removable prosthodontic procedures, but fewer periodontal and endodontic procedures (p+info)
Teaching, research, and job satisfaction of prosthodontic faculty members in Indian academic dental institutions.
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The aim of this study was to determine prosthodontic faculty members' satisfaction with their roles of teaching, research, and service in academic dental institutions of India. The head of the prosthodontic department of each institution was informed of the study by telephone and asked to invite his or her staff members to complete a questionnaire. The questionnaire used a rating scale of 1=very dissatisfied, 2=dissatisfied, 3=neutral, 4=satisfied, and 5=very satisfied. The satisfaction score for each of the three categories was determined by summing the weights for all items related to the variable. In the study, 386 prosthodontic faculty members from 184 dental institutions were invited to participate, and 341 faculty members from 139 dental institutions completed the questionnaire. The data obtained were analyzed using statistical software. Most of the respondents were satisfied with their teaching and service items. Neutral responses were made for institutional teaching rewards, institutional financial support for research, release time offered by the institution, support for sabbatical leaves, technical assistance in analyzing data, secretarial and technical assistance, institutional research rewards, in-service training opportunities, and institutional service rewards. Dissatisfied responses were made regarding financial and academic support for making scientific presentations and attending conferences and seminars. (+info)
Scope of prosthodontic services for patients with head and neck cancer.
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Graduating grades and National Dental Examination results of foreign-trained and domestic dental students.
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In this study, a comparison was made between the 1999-2009 graduates of the two-year structured program for foreign trained dentists at the Schulich School of Dentistry, University of Western Ontario, Canada, and the school's four-year program for domestic students. Both the students' final-year course grades and their results on the National Dental Examining Board (NDEB) written examination and objective structured clinical examination (OSCE) were compared. Differences of >/= 10 percent in mean final-year grades and >/= 5 percent for each component of the NDEB examination were considered academically meaningful for the purpose of this analysis. Although there were no academically meaningful and statistically significant differences in the mean overall final-year course grades between the two-year and four-year classes, there were differences in individual courses in prosthodontics, oral medicine, and practice administration. There were no differences (>/= 10 percent) in mean course grades since 2007. An academically meaningful difference in performance was observed on the NDEB written examination in three of the eleven years. There were no meaningful differences (>/= 5 percent) between the two groups in any year for the NDEB OSCE. The relevance and implications of these findings to both the two-year structured program and the newly introduced alternative pathway to certification are discussed. (+info)
Assessment of convergence angle of full-coverage porcelain fused to metal crowns in clinical practice.
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BACKGROUND: Full-coverage porcelain fused to metal crowns is commonly recommended for restoration of extensively damaged teeth. Ability of the dentist to adequately prepare teeth is fundamental to success and longevity of these restorations. AIMS: This study was designed to compare recommended convergence angle and taper values of tooth preparation with clinically practiced values and to assess the factors such as tooth position, operator experience, vitality, and restorative status on convergence angle of prepared teeth. SETTING AND DESIGN: It was a descriptive, cross-sectional study design and held at The Aga Khan University Hospital, Dental Section, for a period of 1 year. MATERIALS AND METHODS: A minimum of 197 crown preparation models of molar and premolar teeth prepared by residents and specialists were collected in order to achieve the objectives of the study on the basis of convenient sampling technique. STATISTICAL ANALYSIS: One sample t-test used to compare the mean practiced convergence angle values with its recommended values. Independent sample t-test and one-way ANOVA was used to see difference in the convergence angle values of the teeth prepared by different operators, tooth type, vitality status, and restorative status of teeth. RESULTS: Mean reported convergence angle and axial wall taper values were 23.7 degrees +/- 8.9 degrees and 11.3 degrees +/- 7.8 degrees , respectively, which is significantly greater (P<0.001) than the recommended values. Convergence angle values were greater for molars as compared to premolars. CONCLUSION: There was a considerable disparity between the convergent angles values recorded in this study and the recommended guidelines and are affected by tooth type, vitality, and restorative status of tooth. (+info)
Predoctoral prosthodontic curricula on removable partial dentures: survey of Turkish dental schools.
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This study was conducted to evaluate the predoctoral removable partial denture (RPD) curricula in Turkish dental schools in regards to materials, techniques, and approaches. A questionnaire consisting of eighteen multiple-choice questions was sent by e-mail to the senior members of the prosthodontic departments of seventeen long-established dental schools in Turkey. The response rate was 100 percent. All schools (100 percent) used custom trays for making final impressions of partially dentate arches, taught border molding of the custom tray for the edentulous areas, used modeling plastic impression compound in border molding the final impression trays, and used base metal alloys for RPD frameworks. None of the schools had an in-house laboratory that fabricates RPD frameworks, and none of the students cast the frameworks of their own RPDs. The majority of schools used irreversible hydrocolloid as a final impression (70.6 percent) and dental surveyor (76.5 percent) in the designing of RPDs. The majority of schools did not flask their own RPDs (64.7 percent), did not treat patients using RPDs with attachments (76.5 percent), and did not perform the altered cast technique in bilateral and unilateral distal extension RPD cases (76.5 percent). Six teen schools (94.1 percent) had a minimum number of RPD arches that a student must complete in order to graduate. It was found that predoctoral RPD curricula in Turkish dental schools were both variable and similar. (+info)
Predoctoral prosthodontic clinical curriculum for complete dentures: survey in Turkish dental schools.
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The aim of this study was to evaluate predoctoral complete denture curricula in the dental schools of Turkey in terms of materials, techniques, and approaches. A questionnaire with twenty-two multiple-choice questions was prepared and sent by e-mail to the directors of the prosthodontic departments of the seventeen long-established dental schools in Turkey. All schools responded for a response rate of 100 percent. All schools (100 percent) reported using irreversible hydrocolloid impression material for preliminary impression, impression compound for border molding, zinc oxide eugenol for a final impression, and heat curing technique for complete denture processing. A majority of schools said they used similar materials in complete dentures: cold cured acrylic resin in fabrication of record bases (70.5 percent) and anatomic teeth for posterior region (70.5 percent). The majority of schools did not use eccentric interocclusal records (76 percent) or occlusal equilibration and face-bow preservation (94 percent) and did not treat patients who require tooth-supported overdentures (70.5 percent). None of the schools taught treatment of implant-retained overdentures in their curriculum. Eleven schools (65 percent) used positioning mandible in centric relation techniques performed by both the clinician and the patient. It can be concluded that dental schools in Turkey have different prosthodontic curricula regarding complete dentures, although some topics are the same. (+info)
Interpreting one oral health impact profile point.
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