Latin American and Caribbean dental schools: teaching about special needs

Smitley, Michelle G.; Hb, Waldman; Perlman, Steven P.; Ocanto, Romer

doi:10.1590/s1020-49892009000400006

Cited by 6 publications

(8 citation statements)

References 5 publications

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“…Recognizing the role of undergraduate education in preparing dentists to manage this group of patients, several studies have researched the amount of teaching about SND in various regions of the world, reporting from less than five to 100 hours of didactic teaching and clinical training 11 – 13 , 35 . Our study sought to identify the level of undergraduate teaching in SND in Malaysian dental schools and how it compares with Australia, as the pioneer in SND education across Australasia.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate Education in Special Needs Dentistry in Malaysian and Australian Dental Schools

Ahmad

Razak

Borromeo

2014

Journal of Dental Education

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Meeting the oral health care needs of the growing population of people with special health care needs (SHCN) starts with dental students' acquisition of sound knowledge and development of clinical competence at the predoctoral level. The aim of this study was to review the level of undergraduate education in Special Needs Dentistry (SND) in Malaysian and Australian dental schools. The deans of all six Malaysian public dental schools and eight of nine Australian dental schools participated in a postal survey on current undergraduate didactic and clinical training in SND at their institutions. The results showed the number of dental schools in Malaysia with teaching in SND as a speciic discipline was relatively low compared to that of Australia. However, a high percentage of Malaysian and Australian dental schools reported incorporating teaching of SND into pediatric dentistry (83.3 percent vs. 75 percent), oral medicine/oral pathology (66.7 percent vs. 75 percent), and oral surgery (66.7 percent vs. 25 percent). Most respondents said their school delivered SND clinical training in dental school clinics, hospital-based settings, and residential aged care facilities. Respondents in both countries viewed lack of faculty expertise as the greatest barrier to providing SND education. The study provides valuable information that can direct SND curriculum development in the two countries.

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Section: Discussionmentioning

confidence: 99%

Undergraduate Education in Special Needs Dentistry in Malaysian and Australian Dental Schools

Ahmad

Razak

Borromeo

2014

Journal of Dental Education

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“…Several studies were conducted to determine the minimal curriculum hours required for disabled patients education . However, there is a relatively small amount of publications about the educational outcome of implementing a course on ‘oral health care for disabled patients' for dental students.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of training senior dental students on oral health care for disabled patients

Mohebbi

Chinipardaz

Batebi

2014

Eur J Dental Education

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“…Nosso estudo evidenciou grande discrepância entre as IES públicas e privadas, demostrando uma diferença que variou de 30 até 240 horas, com maior média nas IES privadas e no estado do Espírito Santo. Essa grande variação e falta de padronização entre os currículos odontológicos também foi observada por outros estudos 12,21 . Tal fato levanta um questionamento: será que essas disciplinas de odontologia para PNE estão sendo suficientes para preparar os alunos para um atendimento integral?…”

Section: Discussionunclassified

Odontologia para pacientes com necessidades especiais

Lopes,

Medeiros,

Faria

et al. 2021

Arq Odontol

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Objetivo: Realizar um estudo transversal para investigar a oferta da disciplina de odontologia para PNE nas Instituições de Ensino Superior (IES) da região sudeste do Brasil. Métodos: Foi realizada uma consulta das IES reconhecidas pelo Ministério da Educação no portal e-MEC e uma investigação da grade curricular, em busca das variáveis: inserção da disciplina na grade curricular, a categoria administrativa da unidade, a sua obrigatoriedade, a metodologia de ensino utilizada (se a matéria é de cunho teórico ou prático) e a carga horária. A busca foi feita por meio eletrônico (site da instituição) e contato via e-mail com a coordenação dos cursos. Em seguida, foi feita a organização e análise dos dados através do programa GraphPad Prism 8.1.2. Resultados: Foram encontradas 176 faculdades na região, sendo que 32 foram excluídas da amostra por não preencherem os critérios de inclusão. Das que restaram, 62,5% ofertam a disciplina na grade curricular e 71,1% o fazem em caráter obrigatório, com maior percentual nas IES do setor privado (p = 0,0002). Quanto à metodologia usada, 51,1% das instituições apresentam atividades de caráter prático/teórico-prático ou ensino a distância com conteúdo prático. A carga horária das disciplinas apresentou grande discrepância, variando de 30 horas a 240 horas. Conclusão: Mais da metade das escolas de Odontologia do sudeste brasileiro oferecem algum contato do aluno com o que se refere ao atendimento do PNE na graduação. Dentre os estados da região, o Espírito Santo apresentou um maior percentual em relação à oferta de metodologias práticas inseridas. A oferta dessa disciplina em caráter obrigatório é maior em instituições privadas.

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Latin American and Caribbean dental schools: teaching about special needs

Abstract: There is a need for increased didactic and clinical preparation of graduates of LAC dental schools in the care of individuals with special health needs.

Cited by 6 publications

References 5 publications

Undergraduate Education in Special Needs Dentistry in Malaysian and Australian Dental Schools

Undergraduate Education in Special Needs Dentistry in Malaysian and Australian Dental Schools

Effectiveness of training senior dental students on oral health care for disabled patients

Odontologia para pacientes com necessidades especiais

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