The dental student as technician: To what degree?

Abstract

A much-discussed topic among dental educators teaching removable prosthodontics involves the necessary degree of student participation in tile performance of laboratory procedures related to tile treatment of completely and partially edentulous patients. Should the student perform all technical procedures? 'iShould the student be able to evaiuate rather than' perform a given procedure? Is the cognitive skill of evaluation dependent upon or independent of the learning of psychomotor skills? Should we as eduizators select specific laboratoryrelated procedures to be performed by students because of the inherent teaching value of the exercise even t hough it is recognized that the exercise will be delegated to the dental laboratory technician when the students are engaged in private practice? Are we forced to eliminate valuable exercises because of curriculum time restrictions? Do we include certain laboratory procedures solely to prepare our students for licensing examinations? These are the types of questions that arise when discussing the role of laboratory technique in the removable prosthodontics curriculum. following statements exemplify the divergence of philosophies that has evolved: The technique-oriented phase of dental education requires ~'evision, for much time is wasted in an area. that has little o r no relevance to pat ient care. ''~ I f the nced were to bccome great enough, it might be advisable to have some of the basic science givcn in the prcprofessi0nal course rather than to sacrifice thc balance of tcchnical education that is necessary to develop a goo d practicing dentist. '''~