Number Of Dental Schools Research Articles

Bibliometric analysis of journal articles indexed in TR Index published with a pediatric dentist author: A snapshot of 21th Century

Bibliometric profile of articles published by pediatric dentists from Turkey were investigated in this study. Records of articles written with a pediatric dentist author between 2000- 2019 indexed in TR-Index database were compiled. Recurrent records and articles without a pediatric dentist author were excluded. Abstracts and full texts of the articles were processed to gather data of; year published, language, article’s area of interest (AoI), study design (Sd) and citation counts. Keyword co-occurrences were analyzed using VOSVIEWER® software.Spearman correlation analysis was performed between the numbers of dental schools, and number of published articles. Frequencies of categorical data were compared using chi square test. Differences between groups for continuous variables were assessed using Mann Whitney U test. P< 0.05 determined statistical significance. 512 articles were included. There was a positive correlation between the number of articles published and the number of dental schoolswho had started education(r=0.79, p< 0.001). The number of articles published in Turkish were more than English (X2= 157.531, 1) (p< 0.001). 300 of the articles were featured as research, 119 were reviews and 93 were case reports. Overall most frequently studied AoI was dental materials (23.8 %), followed by cariology/preventive dentistry (14.8%) and dental anomalies (10.2%). Laboratory research was the most preferred (26%) Sd, followed by literature review (23%), case reports (18.2%). Articles published in English were cited more than articles in Turkish (p= 0.02). Occurrences of the keywords were mostly nonspecific terms. Number of articles with pediatric dentist authors have been increasing remarkably since 2000. The increase in both the number of dental journals and the number of dental schools might have attributed to this trend. The next step for the authors of this field might be to branch out to less studied areas of interest and study designs to provide higher levels of evidence.

The promotion conundrum: Is it time for reform in Indian dental schools?

Promotion is an academic reward system for university faculty. The word promotion these days comes with mixed feelings. With our rapidly escalating population and increase in the number of dental schools and availability of specialists, faculty positions are rapidly getting saturated. In the early days, career advancements and promotion were primarily based on time. According to the current promotion guidelines, career advancement depends on performance, namely, publications, research, participation in other administrative responsibilities, and clinical work. However, publications seem to have a greater impact on the decision to promote. The Dental Council of India has devised a point system to aid in decision to promote. Currently, we do not have a system of recruiting or promoting faculty under different tracks such as clinical teachers, researcher teachers, and tenure-track faculty as in American and British universities. All recruitments are for full-time jobs. The number of ranks is three, namely, lecturer, reader (equivalent to associate professor), and professor. There is a dire need for reforms in promotion policies. We need new policies to be framed so that teachers can engage in different aspects of scholarship defined by Boyer. This article looks at current deficiencies in promotion policy in dental schools in India and career advancement policies in American universities which can be used as a template for framing new guidelines in the Indian scenario.

Exploratory scoping of the literature on factors that influence oral health workforce planning and management in developing countries.

The purpose of this study was to scope the literature that exists about factors influencing oral health workforce planning and management in developing countries (DCs). The Arksey and O'Malley method for conducting a scoping review was used. A replicable search strategy was applied, using three databases. Factors influencing oral health workforce planning and management in DCs identified in the eligible articles were charted. Four thousand citations were identified; 41 papers were included for review. Most included papers were situational analyses. Factors identified were as follows: lack of data, focus on the restorative rather than preventive care in practitioner education, recent increase in number of dental schools (mostly private) and dentistry students, privatization of dental care services which has little impact on care maldistribution, and debates about skill mix and scope of practice. Oral health workforce management in the eligible studies has a bias towards dentist-led systems. Due to a lack of country-specific oral health related data in developing or least developed countries (LDCs), oral health workforce planning often relies on data and modelling from other countries. Approaches to oral health workforce management and planning in developing or LDCs are often characterized by approaches to increase numbers of dentists, thus not ameliorating maldistribution of service accessibility. Governments appear to be reducing support for public and preventative oral healthcare, favouring growth in privatized dental services. Changes to professional education are necessary to trigger a paradigm shift to the preventive approach and to improve relationships between different oral healthcare provider roles. This needs to be premised on greater appreciation of preventive care in health systems and funding models.

Distribution of dental schools in Brazil, 2015

Abstract Introduction: The geographical distribution of dentistry schools has been the object of study in Brazil and in other parts of the world. Aim: To analyze the distribution of dentistry schools in Brazil by states and to correlate with the number of dentists in 2015. Methods: This is a cross-sectional study. The analysis of the courses distribution was carried out by states and categorized by public or private schools. All the institutions′ addresses were geocoded and mapped to illustrate the spatial distribution of dental courses. To determine the association between the number of faculties by state and the number of dentists, the Spearman correlation test was applied with the level of decision (alpha = 0.05) for correlating the variables. Results: The distribution of schools and dentists were irregular. In 2015, there were 232 dental courses in operation; being 56 (24%) public and 176 (76%) private in Brazil, and all 26 states and the Federal District have dental courses. The Spearman test showed a strong positive correlation between the number of dental schools and the number of dentists. Conclusion: The distribution of dental schools has reflexes in the distribution of health professionals.

Would you do it again?

Would you do it again?

Dental education in the US.

Dental education in the United States has changed considerably over the last 30 years and it could be argued that not all the changes are positive. The number of dental schools has increased and the number of graduates has increased, but the level of dental care in the country as a whole has not increased. The majority of US dental schools are now private and profit making and even the state schools need to generate income. The curriculum has also changed at the expense of the basic sciences.

Cariology in curriculum of Brazilian dental schools.

Reasons for the iniquities of caries, globally recognized, may be related to how Cariology has been taught in dental schools. In Brazil, the most important universities, when considering healthcare teaching, are the public ones. The objective of this study was to identify the insertion of the contents of Cariology in the course flowcharts of public dental schools in the country. The survey was conducted in 2013 seeking to identify the realities of different geographical regions, aimed to the census of public dental schools. It was performed a documentary analysis of the menus of disciplines, identifying the following issues: number of dental schools that include content related to Cariology in their curricula; average total workload undergraduate courses and disciplines that contemplate the theme; distribution of disciplines in professional training cycles (basic, clinical and public health); existence of discipline and/or a specific department; verification of bibliographic indication directly related to Cariology. The response rate was 93.6%. All dental schools recommended specific books, and none of them had a Department of Cariology. All dental schools in the country contemplated content related to Cariology in their disciplines, distributed in specific disciplines (except for the Northern region) and disciplines in the three cycles of learning (basic, clinical and public health), with larger workload in the clinical cycle. Although public dental schools in Brazil demonstrated commitment to contemplating the content related to Cariology in their disciplines, the emphasis on the clinical cycle may not be promoting the integrated formation of students, which could be contributing to reflect the inequalities of the disease in the country.

Dental schools in the Republic of India: A geographic and population analysis of their distribution

Purpose/Objectives : India is the seventh largest country (3 million square kilometers) and the second most populous (1.2 billion people) country of the world. Dental education in India has expanded greatly, now having the highest number of dental schools in the world (nearly 300). Graduate numbers have increased rapidly from 1300 in the early 1960s to 26,000 in the early 2000s. Against this background, the aim of this study was to undertake a detailed state-by-state analysis of dental school distribution and compare it with populations to enhance our understanding of dental education in India. Materials and Methods: The complete list of all the Indian dental schools was obtained as of June 2012. The addresses were cross-checked with the official websites of each dental school geocoded using Google maps and compared with the census population data. Results: A substantial range in population to school and population to annual graduate number was found between states from a high of just over 100 graduated per million people in Chandigarh down to zero in 10 states. In five states, 75% or more of the population lived further than 40 km from a dental school while at the other extreme in Chandigarh and Delhi, no one lived more than 20 km away. Conclusion: The immediate amelioration of supply issues (access for dental care) at a national level requires effective steps to redirect workforce toward areas of need to reduce the disparity in workforce distribution. This will require the collaborative efforts of many areas of government.

Exponential growth of dental schools in Chile: effects on academic, economic and workforce issues

In the last 30 years, Chile has undergone noteworthy economic development and an exponential growth in the access of its population to higher education. The aim of this paper was to review the changes in academic, economic and workforce issues that occurred as a consequence of the growth in supply of undergraduate dental vacancies between 1997 and 2011. Data collected from the Consejo de Educación Superior - CES, Comisión Nacional de Acreditación - CNA, and Instituto Nacional de Estadísticas de Chile - INE included these variables: number of dental schools, school type (private or traditional, see explanation below), city where the school is located, entry vacancies, total student enrollment, admission scores, percentile rank of dentistry as a university career, tuition fees, accreditation status, and number of inhabitants. There was an exponential increase in dental schools in Chile (5 to 34) that occurred in association with the rise in tuition fees (US$ 3900 to US$ 9800), a deterioration in the academic level of dental students (650 to 550 points in admission scores) and a predicted 77.5% oversupply of dentists by 2025, according to WHO criteria. The exponential increase in dental schools in Chile brought about negative consequences, such as increasing career costs, deterioration in the academic level of dental students, and an oversupply of dentists, associated with lower incomes and possibly leading to unemployment. Additional research should be conducted to determine whether an increase in the number of dentists can improve the population's access to dental care and reduce the oral disease burden.

Expanding the Global Conversation in Dental Education: Guidelines for Scholarly Research and Writing for International Authors

Over the past decade or so there has been a significant growth in the number of dental schools in many countries. For example, the number of schools in Australia (with a population of 23 million) has increased from five to eleven. In Malaysia (with a population of around 30 million), the number has

AEGD Programs: Why Now, Why More?

With an increased number of dental schools graduating more dentists, along with the opening of new dental schools throughout the United States, more graduating dental students are considering utilizing Advanced Education in General Dentistry (AEGD) programs as a means to increase their understanding of the complexity of modern dentistry and to gain additional training and experience before heading into practice. This position paper describes how these programs can aid in transforming the face of dental education to address the needs of graduates and best educate the next generation of dental professionals. Its purpose is to examine reasons why dental students are choosing to participate in AEGD programs and to support a call for additional programs. An online survey of current AEGD residents was conducted to investigate reasons why they chose to enter this specific postgraduate opportunity. This position paper will also discuss how AEGD programs can be an effective training mechanism to address problematic issues such as access to care and dental licensure. Interest in AEGD programs will continue to rise, and this paper provides support for the expansion of such programs.

A Brief Comparison of Curricula at Dental Schools in China and Japan

This study compared the dental curricula at dental schools in China and Japan. A survey was conducted in representative dental schools in China and Japan. It was found that, in China and Japan where dental schools recruit students directly from high schools, more attention is paid to introduction of early professional education. Most dental schools in Japan arrange dental subjects for their students from the first through the fourth years, while in China, only a few dental schools take this path although many of them are currently making changes. It was also discovered that, in both countries, an increasing number of dental schools assign a specific dental subject to the same period with its relevant bioscience or biomedical counterparts, which makes it possible for them to enhance each other reciprocally in a positive way for students and consequently help dental students master the related topics.

Engineering Curriculum Change at a Private Midwest School of Dental Medicine: A Faculty Innovation

The national dental educational environment has been sensitized to the changing needs of the profession and students, resulting in an agenda for curriculum change in a number of dental schools. This report discusses the impetus for change at a private Midwestern school that has begun a multiyear implementation of an innovative curriculum. The process by which the innovations have been instituted, while unique to this school, may provide insights for change at other dental schools.

Dental education in Peru

This paper provides information about Peru's dental history and dental school system, including the curriculum and dental licensure. With the increase in the number of dental schools in Peru, the number of dentists is also increasing. Until 1965, Peru had only three dental schools; currently, there are 14. Four of these dental schools are public, and ten are private. A five- or six-year dental program leads to the B.D.S. degree. After successful completion of a thesis defense or competency examination, the D.D.S. degree is awarded. The D.D.S. is mandatory for practicing dentistry in Peru. Currently, there are approximately 14,000 active dentists, with a dentist-patient ratio of approximately 1:2,000.

Utilizing dental colleges for the eradication of oral cancer in India

Dental education in India has grown in such a way that it ranks first in the world in having the highest number of dental schools. There are 240 dental schools all over the country. Paradoxically, even with this large number of dentists and dental institutions, India contributes to the highest number of incident cases of oral cancer. In India, oral cancer burden approximates to 20-30% of all cancers. The plausible reason for this high incidence of oral cancer could be expounded on the fact that there exists a high usage of tobacco within the country. The evidence for the high prevalence of using chewable tobacco products, especially in the youth, was recently reported in the Global Youth Tobacco Survey. This increasing usage of chewing tobacco and related products will further accrue to the mortality and morbidity figures in the near future. To effectuate a breakthrough in the existing situation, the work force of dental schools could be capitalized on. The aim of this article is to present the burden of oral cancer in the country and identify trends in the prevalence of tobacco usage, which if continues could alert an epidemic of oral cancer in the near future; and how dental schools in the country can be utilized for preventing this upcoming epidemic.

Role of oral and maxillofacial radiology in clinical dentistry: Current status and future perspective in Asia

More than 50 years have passed since dental education and oral radiology was introduced in the first dental school of Thailand. Since then, the number of dental schools has reached seven. Six years of undergraduate education are slightly different in their management. Radiographic examination of patients in dental schools and dental clinics or hospitals is similar. A conventional radiographic machine is used in approximately 70% of all clinics. A few intraoral direct digital imaging radiographs are used. Non extraoral direct digital imaging radiographing techniques including CT, MRI are used in dental schools. The most common oral diseases other than caries, periodontal disease, and periapical lesions are cyst, amelobalstoma and squamous cell carcinoma.

Survey of the Dental Curriculum

T HE purpose of this paper is to describe the effort of the American Association of Dental Schools to devise a new curriculum for the education of dentists. In order that the problem of the Survey may be clearly stated, a few salient facts from the history of dental education will be presented. The first attempt in North America to give formal instruction in dentistry occurred at the University of Maryland in 1837-38. It consisted of a course of lectures for medical students and was conducted by one of the foremost dentists of the day. After one year this instruction was discontinued. Following other unsuccessful endeavors to include dental education in medical schools a group of four doctors of medicine, two of whom were also dentists, opened the first school of dentistry in America, the Baltimore College of Dental Surgery, in I840. A few other schools of dentistry were organized later, and by i867 nine, all of which were independent of other institutions of higher education, had been established. In I867 the Dental Department of Harvard University was organized in close association with the Medical Department. It was the first time in this country for dentistry to be given an important place in a university and brought into formal relation with medicine. The number of dental schools in the United States increased slowly until about i88o, after which for a period of about twenty years the number was multiplied beyond the actual need. The financial rewards to be had from a privately owned dental school account in large measure for this unnecessary development. Some of the schools were mere diploma mills, and others gave a low grade of training. Beginning about i 900, when there were 57 dental schools in the United States, the situation changed. Slowly the number has decreased until at present only 38 remain. The first dental school in Canada, which has continued to the present, was founded at Toronto in i875 under the auspices of the Royal College of Dental Surgeons of Ontario. It became an organic part of the University of Toronto in I925. Four other dental schools, all of which are integral parts of universities, have been established at Dalhousie, Montreal, McGill, and Alberta. During the past fifty years several associations were formed for the purpose of advancing dental education.