Geriatric Dental Education Research Articles

Predoctoral Teaching of Geriatric Dentistry in U.S. Dental Schools.

The aim of this study was to assess the current teaching of geriatric dentistry in U.S. dental schools and compare the findings to previous reports. Academic deans at all 67 U.S. dental schools were contacted in November 2015 via email, asking them to complete a questionnaire about the teaching of geriatric dentistry or gerodontology at their institution. Questionnaires were received from 56 of the 67 schools (84% response rate). The results showed that geriatric dentistry was taught in all responding schools; for 92.8% of the respondents, the instruction was compulsory. Among the responding schools, 62.5% were teaching it as an independent course, 25% as an organized series of lectures, and 8.9% as occasional lectures in parts of other courses. In addition, 57.1% had some form of compulsory clinical education in geriatric dentistry. Public schools, as opposed to private schools, were marginally associated with an increased interest in expanding geriatric dentistry teaching (p=0.078). No differences were found between any teaching variables and school location. This study found that the form of education in geriatric dentistry in U.S. dental schools differed in many ways, but the teaching of geriatric dentistry had increased among all respondents and had been increasing for over 30 years. Future research is needed to determine the impact of this teaching on services to the geriatric community.

Undergraduate Students' Knowledge on Temporomandibular Disorders in Croatia.

The aim of this study was to evaluate Croatian undergraduate students' knowledge based on what they learned in the recent course, as well as the students' own judgment and opinions about geriatric dentistry education concerning temporomandibular disorders (TMDs) of the elderly. The study was carried out by means of a questionnaire administered in the last study year to students of the School of Dental Medicine, University of Zagreb and students of the Department of Dental Medicine at the School of Medicine, University of Rijeka. Th e questionnaire included questions about relevant specific knowledge on TMD, and statements related to their own opinion about geriatric dentistry education received during the study. Regarding students' knowledge related to TMDs, students from Rijeka gave more positive answers (p=0.012). Students from Rijeka gave more positive answers regarding physical therapy for treatment of TMD (p=0.004) and disc displacement and osteoarthritis as the most common disorders of the temporomandibular joint (p=0.031). Students from Zagreb were more unsatisfi ed with the skills in the field of geriatric dentistry (disagreed 57.45%) than students from Rijeka (45.83% had neutral standpoint and 37.50% agreed) (p=0.005). The level of the participants' knowledge pointed to the need of improving undergraduate dental teaching about the specific geriatric education, including knowledge about TMD.

Education in Geriatric Dentistry: A Challenge for Chile.

Education in Geriatric Dentistry: A Challenge for Chile.

Geriatric dentistry, teaching and future directions.

Many nations are facing a demographic shift in the age profile of their population, leading the World Health Organization to a 'Call for Public Health Action' on the oral health of older people. A search of the literature relevant to geriatric dentistry teaching was undertaken using MEDLINE, Web of Science, Eric and Psychlit. A search of dental professional school websites in Australia and policy and international practice documents was undertaken. The international literature describes requirements for geriatric dentistry courses and various approaches to teaching, including didactic teaching, practical experiences and external placements. Challenges are identified in the area of geriatric dental education. Educational institutions (with others) have an obligation to lead change, yet there appears to be little formal recognition in Australian dental curricula of the need to develop quality education and research programmes in geriatric dentistry. Internationally, the inclusion of geriatrics within dental curricula has been the subject of consideration since the 1970s. The current evidence indicates that geriatrics/gerodontology is not a significant component of dental curricula. Given the projected age distribution in many countries, the need for implementation of dental curriculum content in the area of geriatrics/gerodontology is evident.

Undergraduate Geriatric Dentistry Programs in Spain

The increasing size of the elderly population in Spain underlines the need for the dental profession to pay particular attention to the oral health needs of older patients. The aim of this study was to perform a preliminary assessment of the Geriatric Dentistry education programs in Spanish dental schools and highlight the models being employed for the geriatric training programs in these schools. The assessment was designed to be a cross-sectional study, which involved all the dental schools (n = 19) in Spain. Using a simple, 12-item questionnaire, information regarding the geriatric dental education programs in the schools was collected from their official websites by researchers from the University of Seville. In the first instance, the information was collected from the dental schools' websites and included the history, frequency and characteristics of the geriatric dental program. The deans or their deputies from those schools with a geriatric dental education programme were then asked to validate the data obtained from the websites. Only eight (42%) of schools offered a specific geriatric dentistry course. Seven of these schools were public and only one was private. The other 11 Spanish dental schools (five public and six private) did not offer a specific geriatric dentistry course. Seven out of the eight schools taught the course using a didactic teaching method and none of these seven included a clinical component in the program. No school had a specific geriatric dentistry clinic within the school, neither did they run geriatric clinics at remote locations or operate mobile dental clinics for geriatric patients. This study has described the current provision of dental undergraduate education in geriatric dentistry in Spain. The results suggest that there is a need to develop the curriculum content, design, implementation and evaluation of geriatric dentistry programs. Research should also focus on assessing the access to and improvement in the oral care of the elderly population.

Geriatric dentistry content in the curriculum of the dental schools in Chile.

The purpose of this study was to identify the status of pre-doctoral geriatric dentistry education among all Chilean dental schools. Chile is one of the most rapidly ageing countries in Latin America. Consequently, specific knowledge and training on the needs of elderly populations need to be emphasised in dental schools. The current extent and methods of teaching geriatric dentistry among the dental schools in Chile are unknown. A web-based questionnaire was developed and sent to all 19 Chilean dental schools to identify which schools had a formal programme on geriatric dentistry and ask about their format, content and type of training of the faculty who taught in the programmes. Data were analysed, and a comparison was made among the schools. Sixteen (84%) of the participant schools reported teaching at least some aspects of geriatric dentistry, using various methodologies, but only 7 (37%) had specific courses. Of those schools reporting a didactic content on geriatric dentistry, 71% included clinical training, either in the school's dental clinics or in an extramural service. Contents mostly included demographics of ageing, theories of ageing and medical conditions. More than half of the faculty (57%) stated that they had formal training in geriatric dentistry, 43% were trained in prosthodontics, public health or other areas. Although most dental schools taught geriatric dentistry, only some had a specific course. Most schools with formal courses followed the international curriculum guidelines for geriatric dentistry.

The Need for Geriatric Dental Education

Dear colleagues. Wish you all a happy, prosperous and a productive year!! An eventful year has passed by. And yet there is so much more to be achieved!! And so much more to give back to the society. There is a rapid growth of the geriatric population amidst us. The report, by the United Nations Population Fund, found the number of over-60s in our country will increase from around 100 million today to more than 300 million by 2050 and warned the government to prepare for the additional strain this will put on families and health and welfare services. It also predicted the number of over-80s will increase seven fold. “These findings underline that with a growing elderly population in the country there is a need to strengthen geriatric care services in the existing public health system so that the increasing care demands of the elderly can be met,” the report warned. It also said the government must increase the availability and take-up welfare benefits for the elderly poor [1]. The rapid growth in the elderly population in a developing country such as India poses social and financial challenges by causing a shift towards non-communicable diseases and increase in chronic diseases such as cardiovascular disease, hypertension, diabetes and cancer. The link between oral health and general health are particularly pronounced in older populations and impairs their quality of life [2]. To address the increasing health challenges and demands of a growing geriatric population, undergraduates and graduate students in dental schools should be given comprehensive or holistic health assessment training. Cost-effective modern educational strategies and educational tools such as problem-based learning will help to overcome the dearth of trained faculty in geriatric dentistry [3]. Multidisciplinary health-care approaches and extended health-care team work are of vital importance to older patients who could benefit physically and psychologically from more efficient dental treatment. Measures to help older people remain healthy and active are a necessity in developing countries such as India for effective social and economic development [4]. The need for geriatric dental education was realized in the late 1970s. Yellowitz and Saunders [5], Kress and Vidmar [6] and Ettinger [7] were the pioneers who championed the cause for special education needs for geriatric dentistry. Geriatric dentistry is better developed in most of the developed nations such as the USA, Canada, UK, Australia, and the European nations, as compared to the developing world. As stated by Nitschke [8], gerodontology does not compete with other traditional specialties but only complements them. They have identified eleven domains in which geriatric dentistry was included in various basic sciences and clinical subjects of dentistry after analysis of the undergraduate curriculum in Germany, Austria, and Switzerland. This can provide the starting point to develop a curriculum for various categories of courses in geriatric dentistry. In developing countries, geriatric dentistry has not received the attention of dental professionals and policymakers, though one-sixth of the total world population of elderly now lives in the developing countries of Southeast Asia [4]. It is time that the academicians and policy makers promote geriatric dentistry education at the undergraduate and postgraduate levels in our country whereby the teaching of geriatric dentistry starts right from the first year BDS. Therefore the society at large would benefit if we stress the need to educate our students so that they will be equipped with competitive skills which will enable them to treat the growing geriatric population. In this way we can contribute to enhancing the quality of life of the elderly population.

The need for geriatric dental education in India: the geriatric health challenges of the millennium

The rapid growth in the elderly population in a developing country such as India poses social and financial challenges by causing a shift towards non-communicable diseases and increases in chronic diseases. The economic impact of the burden of chronic diseases such as cardiovascular disease, hypertension, diabetes and cancer are high. The link between oral health and general health are particularly pronounced in older populations and impairs their quality of life. This paper reveals that in order to address the increasing health challenges and demands of a growing geriatric population, undergraduates and graduate students in dental schools should be given comprehensive or holistic health assessment training. Cost-effective modern educational strategies and educational tools such as problem-based learning will help to overcome the dearth of trained faculty in geriatric dentistry. Multidisciplinary health-care approaches and extended health-care team work are of vital importance to older patients who could benefit physically and psychologically from more efficient dental treatment. With often more than one chronic disease affecting individuals and use of polypharmacy, there is a need to increase overall knowledge of geriatric pharmacy and geriatric medicine. Measures to help older people remain healthy and active are a necessity in developing countries such as India for effective social and economic development.

Schulung von Pflegepersonal in Altenpflegeheimen zur Verbesserung der Mundhygiene bei den Bewohnern - Interventionsstudie in Frankfurt am Main 2010

Many studies have shown the urgent need for improving oral health hygiene in nursing home residents. Deficits in the knowledge of the personnel about dental and oral hygiene are often cited as one of the causes. Therefore, an oral health education programme was provided to the personnel of 20 nursing homes in Frankfurt/Main. Here the results of the assessment of the impact of the education programme on knowledge and attitudes of the personnel as well as on oral health of the residents are presented. In May/June 2010, 471 nurses in 20 nursing homes in the Frankfurt/Main, Germany, received a two-hour education programme on oral health. The lessons were held by dentists with special education in geriatric dentistry. The personnel were asked to complete a questionnaire regarding knowledge and attitudes on oral health care before the education programme and 4-6 months afterwards. The oral health status of 313 residents (i. e., about 10% of the total residents) was examined by two dentists. Before and 4-6 months after education of the caregivers, the following data were recorded in the residents: number of teeth, caries, plaque index (PI), sulcus bleeding index (SBI), community periodontal index of treatment needs (CPITN) and denture hygiene index (DHI). By attending the lessons, good improvements in knowledge of the caregivers could be obtained. The education programme was rated as very good/good by 85% of the nurses, having reduced their fear of oral care in the seniors and having gained more competence in practical oral hygiene procedures. Mean age of the residents was 80±13 years. About 32% of the residents were edentulous. Teeth were carious in 53% of the residents. Initially, one half of the residents exhibited plaque index>2, in 29% of the residents a severe and in 59% of them a very severe parodontitis was found (CPITN 3 or, respectively, 4). At 4-6 months after the education programme, an improvement in oral and dental hygiene of the residents could be demonstrated, significant for plaque index, cleanliness of the tongue and denture hygiene index. The positive assessment of the nursing personnel as well as the positive effects on oral hygiene in the residents are in agreement with the results of many other studies in many countries. Therefore, these education programmes will be continued in the long-term care facilities in Frankfurt/Main, Germany.·

A 30‐year review of a geriatric dentistry teaching programme

To review the development of the Geriatric Dental and Special Needs Education programme at the University of Iowa over the last 30 years. The programme at Iowa evolved from a didactic elective programme taught by a single faculty person to a required didactic and clinical programme, which includes a Special Care Clinic in the dental school and a mobile unit with portable dental equipment which serves ten area nursing homes with comprehensive care. Changes have been made in the programme over time based on formal and informal feedback from students and graduates, and we have also looked at the impact of the programme on dental services to our target population. The factors influencing the curriculum development are identified and discussed. As no dental schools are the same, some general applications are suggested from the Iowa experience.

Graduate and undergraduate geriatric dentistry education in a selected dental school in Japan

Geriatric dentistry and its instruction are critical in a rapidly ageing population. Japan is the world's fastest-ageing society, and thus, geriatric dentistry education in Japan can serve as a global model for other countries that will soon encounter the issues that Japan has already confronted. This study aimed at evaluating geriatric dental education with respect to the overall dental education system, undergraduate geriatric dentistry curricula, mandatory internships, and graduate geriatric education of a selected dental school in Japan. Bibliographical data and local information were collected. Descriptive and statistical analyses (Fisher and chi-squared test) were conducted. Japanese dental schools teach geriatric dentistry in 10 geriatric dentistry departments as well as in prosthodontic departments. There were no significant differences found between the number of public and private dental schools with geriatric dentistry departments (P = 0.615). At Showa University School of Dentistry, there are more didactic hours than practical training hours; however, there is no significant didactic/practical hour distribution difference between the overall dental curriculum and fourth-year dental students' geriatric dental education curriculum (P = 0.077). Graduate geriatric education is unique because it is a 4-year PhD course of study; there is neither a master's degree programme nor a certificate programme in geriatric dentistry. Overall, both undergraduate and graduate geriatric dentistry curricula are multidisciplinary. This study contributes to a better understanding of geriatric dental education in Japan; the implications of this study include developing a clinical/didactic curriculum, designing new national/international dental public health policies, and calibrating the competency of dentists in geriatric dentistry.

Graduate and undergraduate geriatric dentistry education in a selected dental school in Japan

Graduate and undergraduate geriatric dentistry education in a selected dental school in Japan

Teaching, Learning, and Assessment in Geriatric Dentistry: Researching Models of Practice

Changing demography due to the increasing population of elderly persons the world over has raised new challenges in every sphere of life. The greatest challenge is to provide affordable, accessible, and equitable health care to this population. Oral health is an integral part of general health and affects physical and mental well-being and quality of life of elderly persons. To provide quality oral health care to the elderly, it is important to focus on education in geriatric dentistry, since it is known that education is closely linked to health care provision. It has been found that education in geriatric dentistry has wide variations in different parts of the world. Also, it is being taught at different levels: the predoctoral curriculum, postdoctoral certificate/diploma courses of varying duration by direct or distance mode using computer-assisted learning, degree courses of three years' duration, or continuing education programs. This article attempts to study geriatric dentistry education in global perspective. It is discussed in three sections: 1) varying concepts and methods of teaching, learning, and assessment in dental education; 2) status of geriatric dental education in developed and developing countries with emphasis on the Indian scenario; and 3) challenges and opportunities in developing geriatric dental education.

International Education Research Issues in Meeting the Oral Health Needs of Geriatric Populations: An Introduction

In 2005, the World Health Organization outlined priorities for geriatric oral health and recommended education for oral health care providers in both biomedical and psychosocial aspects of care for older people.1 In order to reassess the existing educational systems and training needs of those serving increasingly elderly societies, this topic was made the focus of two international symposia held in 2008—the first at the American Association for Dental Research (AADR) Annual Meeting in Dallas2 and the second at the International Association for Dental Research (IADR) General Session in Toronto.3 Revised versions of the papers presented by some of the speakers who contributed to these meetings are being published here. The overall purpose of the symposia was to propose a research framework for use in the development of educational practice. The specific aims were to: (1) describe current practice in the education and training of those serving the oral health needs of the geriatric population; (2) seek understanding of the relationship of educational systems to the oral health status, needs, and demographics of the geriatric population, exploring cross-national differences; and (3) consider the challenges and opportunities for educational research to improve the oral health and promote the well-being of the geriatric population. This introduction provides a summary of the three principal themes that emerged from the meetings: defining older adults, geriatric dental education, and research issues. The introduction concludes with suggested dimensions that might be included in a research framework.

Corrigendum

European Journal of Dental EducationVolume 13, Issue 4 p. 252-252 Free Access Corrigendum This article corrects the following: The impact of undergraduate geriatric dental education on the attitudes of recently graduated dentists towards institutionalised elderly people L. De Visschere, G.-J. Van Der Putten, C. De Baat, J. Schols, J. Vanobbergen, Volume 13Issue 3European Journal of Dental Education pages: 154-161 First Published online: July 15, 2009 First published: 08 October 2009 https://doi.org/10.1111/j.1600-0579.2009.00603.xAboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat In [1], the acknowledgement is missing: Acknowledgement Data collection was supported by GABA International. The authors would like to apologize for this error. Reference 1 De Visschere L, Van Der Putten G-J, De Baat C, Schols J, Vanobbergen J. The impact of undergraduate geriatric dental education on the attitudes of recently graduated dentists towards institutionalised elderly people. Eur J Dent Educ 2009: 13: 154– 161. Wiley Online LibraryCASPubMedWeb of Science®Google Scholar Volume13, Issue4November 2009Pages 252-252 ReferencesRelatedInformation

The impact of undergraduate geriatric dental education on the attitudes of recently graduated dentists towards institutionalised elderly people

The aim of the study was to assess the impact of undergraduate geriatric dentistry education on knowledge of ageing and on attitudes towards institutionalised elderly people, as perceived by recently graduated dentists. A validated questionnaire was sent by mail to all dentists of the study group (n = 357). The questionnaire collected socio-demographic data, motives for pursuing a dental career, knowledge of ageing, attitude towards institutionalised elderly people using the Aging Semantic Differential (ASD), and aspects of geriatric dentistry education. Great variability between the six dental schools involved was observed in respect of the undergraduate education received in geriatric dentistry. Dentists' knowledge of ageing was also low. The mean value of ASD-total indicated that in this study there was a negative attitude towards the institutionalised elderly. The covariate 'financial motive for pursuing a dental career' was the only item that seemed to have any significant influence on the ASD. Age was the only significant variable for knowledge. All other covariates were found not to have any influence. From this study it would appear that the attitude of recently graduated dentists in Belgium towards the institutionalised elderly is rather negative and their knowledge of ageing is poor. The actual level of geriatric dentistry education in the undergraduate curriculum did not appear to influence this attitude, but Belgian dental schools are challenged to reorientate their provision of geriatric dentistry education to include activities that help to develop positive perceptions towards the elderly, with an empathic positive and caring attitude.

Geriatric dentistry in Brazilian universities

The purpose of this study was to investigate the teaching of geriatric dentistry in Brazilian universities. This study consisted of questionaires regarding the training in geriatric dentistry in 104 dental schools included in the National Institute of Education Research (INEP) in 2001. In order to calculate the sample (a random stratified one), the confidence interval was set at 99% and a maximum permitted error of 3% was adopted. Pearson's chi-square test was used in the inferential analysis. From the 64 dental courses which were studied, only 25 included geriatric dentistry in the curriculum. From 1857 students who were involved in the study, 41% sought knowledge outside the dental school and 98% considered that it was important that this subject should be included in the curriculum. There was statistical significance between geriatric dentistry teaching and the students' preference as well as the prospect of working with this group of the population. Geriatric dentistry as an individual subject was absent from the curriculum in two-thirds of the dental courses investigated. Knowledge was often transmitted as part of dental prosthetics and most of the students stated that they would want to be able to treat elderly people. It was relevant to note that senior students expected to work in this field. Dental students in Brazil do not have adequate training in geriatric dentistry.

Need for gerodontology education in India

To evaluate the status and need for education in Geriatric Dentistry in India. The status of dental education in India was studied. India has 185 dental schools producing 12 000 dental graduates every year. At postgraduate level, there are nine recognised specialities in Dentistry, and approximately 58 institutions offer 1160 places for postgraduate degree courses. Dental education is shaped and administered by the Dental Council of India. So far, Geriatric dentistry has not developed as a separate, independent speciality at postgraduate level. The undergraduate curriculum does not have any significant component of geriatric dentistry. The lack of training results in poor understanding of special needs of older adults in young graduates. Without adequate training and personal experience of growing old, young graduates may not be able to understand the physical, socio-economic and psychological problems of the elderly and the complexities involved in treatment planning for patients with multiple chronic diseases and medication. It is emphasized that geriatric dentistry should be included in each of the pre-clinical, para-clinical and clinical subjects at the undergraduate level. Graduate students should be encouraged to treat elderly patients in clinics under supervision using a multi-disciplinary approach. Also, postgraduate diploma and degree courses in geriatric dentistry should be developed to address the needs of the vast elderly population in India.

Understanding Dental Students’ Knowledge and Perceptions of Older People: Toward a New Model of Geriatric Dental Education

Increasing numbers of older people and the decreasing rates of edentulism highlight the importance of dental education that focuses on oral health and aging. This evaluation study assessed dental students' knowledge and beliefs about older people as well as their awareness of the biopsychosocial concerns that are potential barriers to oral health care. Dental students' (N=202) knowledge and perceptions of older people were evaluated before and after the first year of a new educational program. Students completed the Palmore Facts on Aging Quiz II (FAQ II) and answered questions about health problems and social concerns that may influence patient care. The intervention was twofold: 1) the CARES (Counseling, Advocacy, Referral, Education, and Service) Program, a clinical collaboration between the schools of Dental Medicine and Social Work, was initiated; and 2) all students were exposed to geriatric educational interventions. FAQ II scores did not significantly change, but dental students' awareness of mental health, independence, and social concerns increased between Times 1 and 2. The results of the study suggest that positive interactions with older adults by health care providers may depend more on positive perceptions toward older people than increased knowledge about aging. Future research will focus on positive experiences with older adults and attitudes of dental students toward the elderly.

Geriatric dentistry education in European dental schools

As the numbers of elderly adults continue to grow within European populations, the need for dental students to be trained in the management of geriatric patients becomes increasingly important. Many dental schools have developed training programmes in geriatric dentistry in response to the changing oral health needs of older adults. The purpose of this on-line survey was to identify the current status of geriatric dentistry education in European dental schools. A questionnaire relating to the teaching of geriatric dentistry was posted on the Internet, and 194 dental schools in 34 European countries were invited to participate. Data from completed questionnaires were submitted to the investigators via email from 82 schools in 27 countries (42% response rate). Thirty-six percent of schools offered a specific geriatric dentistry course that included didactic teaching or seminar groups, 21% taught geriatric dentistry by means of organised presentations in the curriculum, and 36% taught the subject by occasional lectures. 7% of schools did not teach geriatric dentistry at all. A clinical component to the geriatric dentistry curriculum was reported by 61% of schools and 18% reported operating a specific geriatric dentistry clinic within the school. Of those providing clinical geriatric dentistry training, it was provided within the school in 45% of cases, with a further 29% of schools providing training both within the school and at a remote location. Seven percent of schools operated a mobile dental clinic for treating geriatric patients. Twenty-eight percent of schools had a geriatric programme director or a chairman of a geriatric section and 39% indicated that they plan to extend the teaching of geriatric dentistry in the future. Geriatric dental education has clearly established itself in the curricula of European dental schools although the format of teaching the subject varies widely. It is of concern that geriatric dentistry was not taught at all in 7% of schools. No data are available concerning whether or not geriatric dentistry is taught in the 58% non-responding schools.