Objectives:The dental field is gradually reducing the use of amalgam and moving towards adhesive restoration. This change is in accordance with the advancement and improvement of composite resin materials and adhesion systems. Consequently, posterior cavity preparations teaching should be re-examined to determine whether dental schools are adapting their curriculum to fit the current trends in dentistry and what rationale supports their decisions.Methods: An online questionnaire was constructed to assess the time dedicated to teaching composite materials and amalgam, in addition to the principles of posterior preparations, for composite restorations in North American dental schools. Results:A total 33 schools responded to the questionnaire. A large variation was found in teaching methods and techniques of posterior restorations. The reasoning for teaching amalgam restorations was diverse as were the principles of composite resin preparation taught. Conclusion:No agreed principles of cavity preparation for resin composite restorations were found, as opposed to explicit agreement on amalgam cavity preparations.The results demonstrate a lack of clear guidelines for cavity preparation of resin composite restorations. Dental schools may benefit when a consensus on this topic is achieved. K E Y W O R D Scomposite restoration, dental education, dental material 356 | ZABROVSKY et Al.(a) Access to the carious lesion only from the buccal or lingual aspects, whilst preserving the marginal ridge area, 15,16 (b) A "minibox" or "box-only" type of preparation that includes only a box, with removal of the marginal ridge area. The studies did not show an increased failure rate for this approach compared with standard class II in 2-and 5-year follow-up. 16 An additional classification, different from GV Black's traditional principles, was developed. This classification, compatible with the minimally invasive approach, divides cavities into four types (sizes 1-4) and is based on the progression of the carious lesion and the involvement of enamel and dentin. 17The continuing shift in restoration materials requires dental schools to adapt to the changing reality. 6,9 To understand the present trend in the shift from amalgam to composite materials and the reaction of the dental schools, we decided to review the teaching of this topic in North American dental schools. | MATERIAL S AND ME THODSAn online questionnaire was constructed including 11 multiplechoice questions and five open-ended questions-all requiring a numeric answer (Appendix 1). The questionnaire was directed so as to assess the time dedicated to teaching composite materials and amalgam, in addition to the principles of posterior preparations for composite restorations. It was designed by the head of restorative dentistry course in cooperation with other pre-clinical teachers.

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center, and as proponents of the idea that mindful use of technology enhances both teaching and learning, we adopted the Technology, Pedagogy, and Content Knowledge model known as TPACK (Koehler & Mishra, 2008), as our guiding. We used Moodle as the virtual learning environment (VLE) platform for our program. In our attempt to achieve as paperless and digital a classroom as possible, we continue to introduce numerous online programs and activities via our VLE. The purpose of this chapter is to describe the transition from face-to-face English and content teaching to blended and flipped learning at our institution. Feedback has been positive. We also offer suggestions to other institutions which may be seeking to make similar changes. The appendix lists the websites, resources, software, and applications, which are mostly free or open source.

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center, and as proponents of the idea that mindful use of technology enhances both teaching and learning, we adopted the Technology, Pedagogy, and Content Knowledge model known as TPACK (Koehler & Mishra, 2008), as our guiding. We used Moodle as the virtual learning environment (VLE) platform for our program. In our attempt to achieve as paperless and digital a classroom as possible, we continue to introduce numerous online programs and activities via our VLE. The purpose of this chapter is to describe the transition from face-to-face English and content teaching to blended and flipped learning at our institution. Feedback has been positive. We also offer suggestions to other institutions which may be seeking to make similar changes. The appendix lists the websites, resources, software, and applications, which are mostly free or open source.