Changes In Dental Education Research Articles

Curriculum reform and stereotype threat in medical education: Implications for student well-being.

Altering the curriculum of a program can have negative repercussions for the student experience, including peer mentorships and interclass relationships. This study investigated the effect of curriculum reform on students' emotional and social well-being in a predoctoral dental program. We explored if any of these consequences could be related to stereotype threat. We utilized a quasi-experimental design with two different treatments, New Curriculum Treatment (New-CT, n=44) and Past Curriculum Treatment (Past-CT, n=43). Quantitative data were collected through surveys to assess students' perceptions of curriculum changes and their impacts on anxiety, confidence, and clinical performance. Qualitative data were gathered via semi-structured interviews to explore personal experiences of stereotype threat and its implications on peer relationships and mentorship dynamics. The findings suggest significant effects of curriculum changes on interpersonal relationships. Past-CT viewed New-CT as overconfident, while New-CT felt heightened performance pressure. Thematic and interview analyses revealed deep-rooted tensions, with New-CT feeling mistrusted and Past-CT resenting New-CT's perceived accelerated competence. Stereotype threat was identified as a key factor worsening these inter-group tensions and affecting clinical performance and relationships. Curriculum changes in dental education can significantly affect students' well-being, with stereotype threat playing a critical role in these dynamics. When making changes to the structure, sequencing, or content of a program, administrators need to be aware of the potential ramifications these changes could have on students' relationships with their peers.

Dental education toward 2050 in Korea

Modern dentistry began as a descendant of barber-surgeons. In 1728, Fauchard of France published Dentist (Le chirurgien dentiste au traité des dents), who defined the scope and nature of modern dentistry. In 1926, Gies of the United States proposed the standardization of the dental curriculum and set goals for dentist education. However, although the framework of the dental curriculum proposed by Gies was excellent, that was ahead of his time, nearly 100 years have already passed. Therefore, we would like to predict the changes in oral care in about 30 years from now in 2024, and look for clues to the direction of change in dental education in Korea accordingly.</br>Due to changes in technology, it is expected that teaching methods using virtual and augmented reality will be universally implemented in dental education. Artificial intelligence is expected to be widely applied in dental care system. The relationship between oral health and systemic health will become clearer, and the importance of preventive dentistry will be further emphasized. The use of digital dentistry and 3D printing is expected to increase, and related education is needed. The dental education system should go beyond the scope of barber dentists and consider further on periodontics and systemic health. As interest in overall health and quality of life will increase, cooperation not only between dentists but also among other professionals such as medical doctors and para-medical/dental specialists will become common and the composition of the Korean population is expected to become diverse. The importance of leadership, communication, and cultural sensitivity in clinical care should be emphasized and educated. Ethics and professionalism must be prioritized in dental care, and students must be educated to become dentists. I think it may be more efficient to focus on improving educational competences and educational content rather than revolutionary change in the curriculum.</br>However, the current society is changing rapidly, and dental medicine at the time when students currently attending dental school become active dentists, will be different from what it is now, and dental education in Korea should be provided to prepare for this.

Dental Teacher Feedback and Student Learning: A Qualitative Study.

Feedback is essential to improve student learning and motivation and to encourage curriculum development by teachers. This study looked at feedback to and from dental students from a qualitative perspective. Dental teachers were recruited exclusively to this study from the membership of the Association for Dental Education in Europe (ADEE). Delegates from each of the four annual ADEE conferences were invited to attend focus groups to discuss aspects of feedback. Focus groups established an individual theme for the respective conferences: (i) the role of the teacher in delivering feedback; (ii) feedback from the students' perspective; (iii) changes to feedback due to the COVID-19 pandemic; and (iv) integrating feedback with assessments. Qualitative data collected from the conference delegates were diverse and thought provoking. Delegates reported different styles of feedback varying from individual, personal feedback to no feedback at all. An enforced and mostly positive adaptation to online delivery during the COVID-19 pandemic was reported. A partial return to pre-pandemic practices was described. Feedback is well recognized by students and teachers as contributing to learning. A universal approach to delivering feedback as part of the student learning process can be challenging due to a multitude of variables. Many aspects of changes in dental education, teaching, and feedback practices adopted as a result of the COVID-19 pandemic have been retained post-pandemic, thereby accelerating the anticipated progression to online teaching.

Dentistry’s social contract and dental students’ moral inclusiveness

BackgroundUnder dentistry’s social contract with the public, dental professionals have a social responsibility to address the oral health needs of the population at large. However, dental education places little emphasis on such moral commitments. By ascertaining dental students’ stance regarding these notions, we may be able to inform changes in dental education. This paper thus explores dental students’ comprehension of dentistry’s social contract using the concepts of moral inclusion, moral community and empathy.MethodsA cross-sectional online survey collected information from undergraduate dental students at the Faculty of Dentistry, University of Toronto (N = 430). Moral inclusion was assessed through the breadth of students’ moral community by computing a “moral inclusion score” (MIS) from Likert scale responses to statements that asked students about their duty of care for different population groups, wherein a higher MIS indicated a broader moral community and in turn greater moral inclusiveness. Empathy was assessed using Likert scale responses to statements that gauged the extent to which students understood the effect of social determinants on people’s health. Association of the MIS with environmental, institutional and student-related factors was also investigated using non-parametric tests and linear regression.ResultsThe survey yielded a response rate of 51.4% (n = 221). Overall, students in this sample were morally inclusive and displayed empathy. Regression results showed that the MIS was most strongly associated with choosing a small town/rural area as a future practice location (β = 4.76, 95% CI: 0.52, 9.01) and viewing patients as consumers (β = -3.71, 95%CI: -7.13, -0.29).ConclusionStudents in this sample made morally inclusive choices, which implied that they had a basic understanding of the obligations under dentistry’s social contract. Improving knowledge and experience with regards to addressing the social and economic determinants of oral health and access to oral health care may positively influence students’ perceptions of their professional duties under the social contract.

Special care in dental curriculum: A transversal axis for integrating oral health with systemic health.

Distance between dentistry and medicine is a traditional and historical obstacle that affects multiple levels of the health system, especially the health policies to improve health service quality. Changes in dental education, especially involving the adoption of integrative health models in professional development, are considered essential for reducing this gap. We aimed to show a dental curriculum focused on special care as a tool for medicine-dentistry integration. In this study, we present a new proposal for an undergraduate dental curriculum in which topics related to special care are addressed transversally and are the core for interdisciplinary integration of oral health with systemic health. We also describe how themes related to dental home care and hospital dentistry were included in this course as basic professional competencies. This initiative is aligned with the global trend to adopt educational systems that contribute to the reduction of health care inequalities and improve health service quality.

Impact of COVID-19 on dental education- a scoping review

BackgroundA new corona virus called COVID-19 and its epidemic has affected health care systems in many ways. There have also been significant changes in dental education. The present study summarizes the findings about dental education resulting from a scoping review of COVID-19 and dentistry.MethodsFirst, a comprehensive search of five databases (Google Scholar, Medline through PubMed, Embase, Scopus, and Cochrane Central) was conducted with the keywords: COVID-19 and its equivalent terms, dentistry, education, oral, students, curriculum, and academics. Articles related to oral health and COVID-19 were searched. Then articles on the subject of dental education were screened and reviewed.ResultsOf the 1389 articles investigating COVID-19 and dentistry, 135 articles were related to dental education and its relationship with COVID-19. The most articles in this field were from the United States, India, and Saudi Arabia. Most of the articles were cross-sectional and then review articles. Based on the review the articles were divided into two main categories of changes and concerns, and opportunities and solutions. Moreover, the following themes were extracted: teaching-learning quality and methods, study career and how students are prepared, infection control policies, theses, exams and assessments, financial and economic security, students and staff’s mental health, school’s policies and curricula, knowledge of students and staff about COVID-19.ConclusionsDental education now faces big challenges, some of which have never been experienced before. On the other hand, the epidemic has created opportunities for dental education as well. Most of these challenges and opportunities are the same around the world, and the findings of the present study can be a good help to overcome the challenges ahead as well as a good reference to find the right questions to be answered in future studies.

Dental Education in the COVID-19 Era: Challenges, Solutions and Oppor- tunities

Objective: The COVID-19 crisis has caused considerable disruption to medical education and has stimulated creative and rapid changes in the way technology is adopted and utilized for education. This change is accompanied by many challenges related to education, patient care, research, faculty development and collaboration, finances, and the psychological well-being of stakeholders. Methods: A review of the literature on dental education during the COVID-19 pandemic was conducted. Published articles addressing the challenges, solutions and opportunities in dental education during the COVID-19 era were assessed. Results: COVID-19 was a catalyst for a significant amount of change in dental education. Despite the magnitude of the challenges, this pandemic has influenced many positive solutions and opportunities in dental education. Conclusion: The COVID-19 pandemic forced dental educators to rethink models of curricular delivery, as it disrupted traditional delivery methods. The use of technology was adapted to ensure the continuity of education. With that, a number of challenges surfaced that were tackled creatively. Reflecting over the whole experience with COVID-19, the multiple opportunities that have been identified can improve the way we educate our students in the future.

X-RAY IMAGING PRACTICES OF GENERAL DENTISTS IN ONTARIO, CANADA

<h3>Background</h3> Imaging practices in dentistry have changed remarkably in the past 30 years with the introduction of digital intraoral and panoramic systems, and cone beam computed tomography (CBCT). There is little information about how general dentists practice oral and maxillofacial radiology since the introduction of these new imaging technologies. <h3>Objectives</h3> The aim of this study was to determine what imaging technologies general dentists use in their practices, the clinical scenarios in which these technologies are used, and the influence of the dentists' background and practice environment on their ordering practices. <h3>Study Design</h3> This cross-sectional study involved an email survey of general dentists in Ontario, Canada. <h3>Results</h3> Preliminary results from a pilot study of the survey sent to 34 general dentists in Canada have been collected. Approximately 74% use digital sensors, 24% use photostimulable phosphor plates, and 9% continue to use film. Approximately 79% utilize CBCT, and 20% have a CBCT machine in their practice settings. Imaging prescription for clinical situations varied considerably among dentists. <h3>Discussion</h3> There is widespread adoption of digital imaging technologies. However, imaging practices vary considerably, and some of these practices do not conform to published guidelines. The results of this study will assist in determining the need for changes in dental education, continuing education offerings, and regulatory requirements.

Should dentistry be a specialty of medicine? Two viewpoints

Dentistry and dental education are well-established domains with deep-rooted institutions, educational programs, organizational structures, and advanced specialty fields. Almost 100 years ago, Dr. William Gies, founder of the Columbia University College of Dental Medicine, stated that to best serve the oral health needs of the population, dentistry should be considered a specialty of medicine, and dental students should have the same solid foundation in the basic and clinical sciences as medical students. More recently, the report on "Advancing Dental Education in the 21st Century" recommends an increase in the integration of dental and medical education as a means to address 2 of its key challenges: "shrinking demand for dental services" and "shifting practice environment." However, it has also been argued that making dentistry and dental education a subspecialty of medicine and medical education will create logistical, structural, regulatory, and financial dilemmas. Instead of a drastic change to current dental educational, organizational, and institutional models, some argue a contemporary approach to dental education is required to ensure dentists are well prepared to address the healthcare needs of the population and future healthcare delivery systems and practice models. Recognizing the need for change in dental education to keep pace with changes in patient demographics and healthcare systems, the dental profession has the responsibility and opportunity to develop new models and paradigms that improve educational and clinical outcomes in our educational programs and future practice.

Unemployment and vulnerable financial situation among recent dental graduates of Kerala, India - Results from a cross-sectional study

Objective: This study aims to examine the current employment characteristics and financial situation of recent dental graduates of Kerala, India, in the context of a drastic rise in the number of dental graduates in the state over the past two decades, following a policy change in dental education at the dawn of the 21st century. Methodology: A cross-sectional study was conducted among 400 recent dental graduates selected using circular systematic random sampling from a sampling frame of all dental graduates who graduated in any dental college in Kerala between April 2014 and February 2018 and who have registered at the Kerala State Dental Council. Results: More than two-thirds of the participants were females. Graduates trained from private dental colleges formed the majority. A significant proportion was currently unemployed (27%). The private sector was the predominant employment avenue for the dental graduates (90.9%). A notable proportion of the study participants did not have a regular income (32.1%). The current employment status of the graduates showed a statistically significant difference in proportions according to gender, type of educational institution, and the employment status of the graduates’ male parents. There were significant differences in the current financial situation according to gender, caste, and training background. Conclusion: The study reveals the existence of a high rate of unemployment among the recent dental graduates of Kerala. Their financial situation is indicative of vulnerability and dependent status. These findings have major policy implications for dental training and regulation of dental profession in the country.

Advancing Dental Education in the 21st Century: Developing the Phase 2 Strategic Analysis and Recommendations.

The dental care delivery system is undergoing a fundamental transition, and it is driving changes in dental education. The traditional practice model for the past 180 years, based on owner-operated solo dental practices, is now moving to large group practices owned by corporations, health

Unemployment and vulnerable financial situation among recent dental graduates of Kerala, India - Results from a cross-sectional study

Objective: This study aims to examine the current employment characteristics and financial situation of recent dental graduates of Kerala, India, in the context of a drastic rise in the number of dental graduates in the state over the past two decades, following a policy change in dental education at the dawn of the 21st century. Methodology: A cross-sectional study was conducted among 400 recent dental graduates selected using circular systematic random sampling from a sampling frame of all dental graduates who graduated in any dental college in Kerala between April 2014 and February 2018 and who have registered at the Kerala State Dental Council. Results: More than two-thirds of the participants were females. Graduates trained from private dental colleges formed the majority. A significant proportion was currently unemployed (27%). The private sector was the predominant employment avenue for the dental graduates (90.9%). A notable proportion of the study participants did not have a regular income (32.1%). The current employment status of the graduates showed a statistically significant difference in proportions according to gender, type of educational institution, and the employment status of the graduates’ male parents. There were significant differences in the current financial situation according to gender, caste, and training background. Conclusion: The study reveals the existence of a high rate of unemployment among the recent dental graduates of Kerala. Their financial situation is indicative of vulnerability and dependent status. These findings have major policy implications for dental training and regulation of dental profession in the country.

A journal by any other name.

A journal by any other name.

Integration of Dentistry and Medicine and the Dentist of the Future: Changes in Dental Education

Integration of Dentistry and Medicine and the Dentist of the Future: Changes in Dental Education

Disaster Management Among Dental Graduates in a Private Dental Institution in India: A Pilot Study

To obtain insights into disaster management among dental graduates in a dental institute in India. A total of 103 of 104 house surgeons in Shri Dharmasthala Manjunatheswar College of Dental Sciences and Hospital, Dharwad, participated in the main study (response rate = 99.04%). Their knowledge, attitude, and behavior regarding disaster management were assessed by use of a survey questionnaire. Information was also collected regarding age, gender, religion, and residence. Mean knowledge, attitude, and behavior scores toward disaster management were 45.46%, 79.53%, and 37.70%, respectively. A significant relationship was observed between knowledge and attitude scores (r = 0.248, P = .012). No significant differences were found in knowledge, attitude, and behavior by gender, religion, and residence. Religion was a significant predictor of knowledge scores (χ2 = 10.108, P = .006). Respondents had favorable attitudes toward disaster management, but their knowledge and behavior required considerable improvement. Knowledge of the respondents was significantly associated with their attitude. This pilot study highlights the need for curriculum changes in dental education in India and further nationwide study.

Extent and Modes of Physics Instruction in European Dental Schools

Changes in dental education towards integration of sciences and convergence of curricula have affected instruction in physics. Earlier studies of undergraduate curricula make possible comparisons in physics instruction. For this study, the websites of 245 European dental schools were explored, and information about the curriculum was found on 213 sites. Physics instruction in the form of a separate course was found in 63 percent of these schools, with eighty-two hours and 5.9 European Credit Transfer and Accumulation System (ECTS) credits on average. Physics integrated with other subjects or into modules was found in 19 percent of these schools. Half of these schools had on average sixty-one hours and 6.9 ECTS credits devoted to physics. Eighteen percent of the schools had no noticeable obligatory physics instruction, but in half of them physics was found to be required or accepted on admission, included in other subjects, or appeared as an elective course. In 122 dental schools, the extent of physics instruction was found to be between forty and 120 contact hours. Physics instruction has been reduced by up to 14 percent in the last fourteen years in the group of eleven countries that were members of the European Union (EU) in 1997, but by approximately 30 percent in last five years in the group of ten Accession Countries to the EU.

The Evolution of Dental Education as a Profession, 1936–2011, and the Role of the Journal of Dental Education

This article describes selected changes in dental education from 1936 to 2011 and describes how the Journal of Dental Education (JDE) has assisted in both reporting and, at times, championing change. The review provides a series of selective contextual milestones as a backdrop and running commentary for the changing profession of dental education. An assessment of the current state of knowledge in this field is articulated, as are some of the drivers of change. The article poses a series of questions in seven categories that define the extraordinary opportunities ahead. A vision of the future of the JDE and dental education is described including the use of the journal as a futurist forum to educate, cajole, and advocate for continuous movement toward realizing an enlightened destiny.

Advantages of the Dental Practice‐Based Research Network Initiative and Its Role in Dental Education

Practice-based research networks (PBRNs) provide a novel venue in which providers can increase their knowledge base and improve delivery of care through participation in clinical studies. This article describes some aspects of our experience with a National Institute of Dental and Craniofacial Research-supported PBRN and discusses the role it can play in dental education. PBRNs create a structured pathway for providers to advance their professional development by participating in the process of collecting data through clinical research. This process allows practitioners to contribute to the goals of evidence-based dentistry by helping to provide a foundation of evidence on which to base clinical decisions as opposed to relying on anecdotal evidence. PBRNs strengthen the professional knowledge base by applying the principles of good clinical practice, creating a resource for future dental faculty, training practitioners on best practices, and increasing the responsibility, accountability, and scope of care. PBRNs can be the future pivotal instruments of change in dental education, the use of electronic health record systems, diagnostic codes, and the role of comparative effectiveness research, which can create an unprecedented opportunity for the dental profession to advance and be integrated into the health care system.

The dental safety net, its workforce, and policy recommendations for its enhancement

The dental safety net includes the facilities, providers, and payment programs that support dental care for underserved populations including those individuals disadvantaged by a variety of social, economic, and health conditions. Its components-health centers, dental schools, clinics, Medicaid-oriented dental practices, free-care programs, hospital emergency rooms, and others-vary in availability, comprehensiveness, continuity, and quality. The objective of this overview is to identify options and opportunities for policy changes to enhance oral health professional workforce in the safety net. Characteristics of the dental safety net and its components are reviewed and compared. Professionals who now staff the dental safety net are a small subset of US dental providers and few current trainees anticipate practicing in these programs. Therefore, the safety net will continue to confront workforce challenges. Multifactorial policy alternatives to increase the availability of dental professionals who care of the underserved include proposed changes in dental education, licensure, scope of practice for allied dental personnel, and federal and state financing of public insurance. Also needed are local efforts to establish social norms and activities among private dentists that engage more private practitioners in care of the underserved.

Curriculum Change in Dental Education, 2003–09

This 2009 study of dental school curricula follows a similar one conducted in 2002-03. Through a web-based survey, the authors gathered information from dental schools about 1) past trends in curricular change over seven years; 2) current changes under way in dental school curricula; 3) significant challenges to curricular innovation; and 4) projected future trends in curricular change and innovation. Fifty-five schools (fifty U.S. and five Canadian) responded to the survey for a response rate of 86 percent. In addition to background information, the survey requested information in four broad areas: curriculum format, curriculum assessment, curriculum innovation, and resources needed for curriculum enhancement. Forty-nine percent of the respondents defined their curriculum format as primarily organized by disciplines. Half of the respondents reported the use of problem-based and case-reinforced learning for a section or specific component of some courses. In a significant change from the 2002-03 study, a high proportion (91 percent) of the responding schools require community-based patient care by all students, with just over half requiring five or more weeks of such experience. Competency-based education to prepare an entry-level general dentist seems well established as the norm in responding dental schools. Forty-three percent or less of the responding schools indicated that their students participate with other health professions education programs for various portions of their educational experience. Since the 2002-03 survey, dental schools have been active in conducting comprehensive curriculum reviews; 65 percent indicated that their most recent comprehensive curriculum review is currently under way or was conducted within the past two years. Respondents indicated that the primary reasons for the configuration of the current curriculum were "perceived success" (it works), "compatibility with faculty preferences," "faculty comfort," and "capacity/feasibility." Key catalysts for curricular change were "findings of a curriculum review we conducted ourselves," students' feedback about curriculum, and administration and faculty dissatisfaction. There was an increase in the percentage of schools with interdisciplinary courses, especially in the basic sciences since 2002-03, but no change in the use of problem-based and case-reinforced learning in dental curricula. Respondents reported that priorities for future curriculum modification included creating interdisciplinary curricula that are organized around themes, blending the basic and clinical sciences, provision of some elements of core curricula in an online format, developing new techniques for assessing competency, and increasing collaborations with other health professions schools. Respondents identified training for new faculty members in teaching skills, curriculum design, and assessment methods as the most critical need to support future innovation.