Making a Comprehensive Diagnosis in a Comprehensive Care Curriculum

Douglass, Gordon D.

doi:10.1002/j.0022-0337.2002.66.3.tb03520.x

Cited by 5 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The traditional curriculum lacks the interconnection of basic knowledge of cognition, obtained mainly in the first years of the course, with practical application in clinics 2 . Students learn to make separate diagnoses according to the specialties of dentistry, instead of taking a systematic approach to diagnosis, “which is simple enough to learn, but so rational that it is difficult to forget.” 1 However, it is difficult to manage practical training in oral medicine due to several limitations, such as the number of students, the access to patients for each case and the time dedicated to other skills considered more essential in the curricula of dentistry 18 …”

Section: Discussionmentioning

confidence: 99%

“…Dental education involves a complex training programme, including several levels such as pre-clinical (anatomy, physiology and biochemistry), paraclinical (microbiology, pathology and pharmacology) and clinical topics (endodontics, orthodontics, prosthesis and amongst others). 1 Moreover, each area of dentistry requires specific theoretical knowledge and practical skills, resulting in an increased difficulty level. In the traditional curriculum, the main focus is often direct to the specialties related to common dentistry procedures, such as restorative dentistry, prosthesis, periodontics and endodontics.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Association between perceived self‐confidence and abilities to distinguish oral mucosal lesions amongst dental students

Braun

Kargwanski

Correa

et al. 2022

Eur J Dental Education

View full text Add to dashboard Cite

Introduction Dentists usually refer to difficulties in performing the diagnosis of oral mucosal lesions. This may be attributed to limited access to theoretical lectures and practical training on this subject along the graduation course. The primary aim of this cross‐sectional study was to verify if there is an association between the perception of time dedicated to lectures/training and oral diagnosis abilities in oral medicine. The secondary aim was to evaluate the association between self‐‐confidence to perform oral mucosal lesions diagnosis and performance in a diagnostic abilities test. Materials and Methods The sample comprised 36 final‐year dental students of a South‐Brazilian dental school. The participants answered a questionnaire on their perception of time dedicated to lectures on oral medicine along the course (sufficient or insufficient) and their self‐confidence to diagnose oral mucosal lesions or oral cancer (yes or not). The students were also submitted to a diagnostic abilities test based on 30 clinical photos of oral lesions, which should be classified as benign, potentially malignant or malignant. Moreover, the participants had to inform their clinical impression for each case. Finally, the participants informed their decision making for the case (refer the patient to a specialist or not). Results Students with higher self‐confidence showed a higher percentage of correct answers on classification of the nature of lesions (81.1% vs. 68.5%, p = .03, teste t de Student) and on their clinical impression (66.3% vs. 41.7%, p < .01, Student's t‐test). The perception of time dedicated to theoretical lectures on oral medicine as sufficient did not influence the students’ diagnostic abilities (p > .05, Student's t‐test) Conclusion It may be concluded that self‐confidence to diagnose oral lesions is associated with dental students’ diagnostic abilities.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Association between perceived self‐confidence and abilities to distinguish oral mucosal lesions amongst dental students

Braun

Kargwanski

Correa

et al. 2022

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

“…This clinical curriculum was an attempt to meet the dental health needs of the patient population and to reflect the clinical practice model 10–12 . It was important to evaluate the predoctoral clinical requirements in removable prosthodontics as the number of comprehensive cases rather than the number of dentures was considered toward the requirement.…”

Section: Discussionmentioning

confidence: 99%

Ten‐year follow‐up of patient‐centered comprehensive care using case completion curriculum

Park

2021

Journal of Dental Education

View full text Add to dashboard Cite

Introduction The purpose of this study was to evaluate the patient‐based comprehensive model in the student teaching practice at Harvard School of Dental Medicine (HSDM) as a result of the case completion curriculum. The patient‐centered assessment system was implemented in 2009 as a clinical reform in clinical education to redirect predoctoral clinical learning from a student requirement‐driven assessment system to a patient‐centered treatment delivery model. Methods The sample for the 10‐year retrospective cohort study consisted of the graduating classes of 2010 through 2019 at HSDM and all data regarding case completion and student feedback were obtained from the Office of Dental Education. Results The average number of completed cases by the predoctoral graduating class has risen from 22.8 in 2010 to 33.26 in 2019, and as a result, the number of completed cases required for graduation has been adjusted twice, from 15 to 20 in 2012, and from 20 to 25 including two pediatric cases in 2018. Conclusion The redesigned clinical component of the curriculum can contribute to improved efforts in providing a patient‐based comprehensive care environment and in helping broaden student learning experience in the predoctoral dental education program.

show abstract