Preclinical complete dentures curriculum survey

Rashedi, Behnoush; Petropoulos, Vicki C.

doi:10.1053/jopr.2003.1

Cited by 28 publications

(42 citation statements)

References 8 publications

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“…Also, most schools (89.5%) have a preclinical course of tooth mounting and denture design, mainly implemented during the third academic year of their respective courses (73.7%). This preclinical course is widely applied in both U.S. (6) and British Dental Schools (7), but in contrast to our results the majority of British Schools teach CD in the 4th and 5th years of their degree courses (7). Furthermore, our results demonstrate that the use of a manikin head for preliminary impressions in laboratory teaching is more widespread than in U.S. schools (6), although comparable to the situation in British schools (7).…”

Section: Discussioncontrasting

confidence: 99%

“…Castillo de Oyagüe et al (9) reported that the duration of the preclinical course for removable partial dentures is clearly shorter in Spain, in comparison with U.S. and Great Britain. However, the mean number of lecture hours reported for U.S dental schools (6) (28 hours, ranging from 12 to 80) is similar to what was observed here. Our findings also seem to be in agreement with those reported by Sukotjo et al (8) , referring to the preclinical hours spent on prosthetics implemented at the Harvard School of Dental Medicine.…”

Section: Discussionsupporting

confidence: 85%

“…The theoretical background is mainly conveyed through lectures or seminars, the use of innovative techniques, such as problem-based learning, and the use of online lectures ( Table 1: Q4) being exceptional, in agreement with Rashedi et al (6), even though these techniques have proven effectiveness for students (8). However, it does appear that a virtual teaching is partially used for video demonstrations and uploading lectures ( Table 3: Q22).…”

Section: Discussionsupporting

confidence: 72%

“…According to Rashedi et al (6), the overall mean of laboratory hours in preclinical courses among U.S. dental Schools is 74 hours, ranging from 31.5 to 160, which doubled the results of the present study. Castillo de Oyagüe et al (9) reported that the duration of the preclinical course for removable partial dentures is clearly shorter in Spain, in comparison with U.S. and Great Britain.…”

Section: Discussionsupporting

confidence: 62%

“…To date only U.S (6) and British Dental Schools (7) have been evaluated in terms of CD curricula, and there is a clear need of monitoring dental curricula within European countries for convergence reasons. The purpose of this study was to investigate the current situation regarding the teaching of CD construction in Spain and Portugal and to determine which educational techniques and materials are currently in use at the various dental schools (before the implantation of the Bologna System).…”

Section: Introductionmentioning

confidence: 99%

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Curricula for the teaching of complete dentures in Spanish and Portuguese dental schools

Montero¹,

Castillo-Oyagüe²,

Albaladejo³

2013

Med Oral

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Objectives: Given the need to ensure that dentists are sufficiently skilled to offer the best possible care to their patients, this study aims to evaluate the teaching methods and clinical experience achieved by undergraduate dental students in Spain and Portugal as regards complete dentures. Study design: In February 2011, a questionnaire seeking information about the preclinical and clinical teaching of complete dentures was e-mailed to all Spanish and Portuguese dental schools with fully developed undergraduate degree dental programs. Results: A response rate of 82.6% was obtained. The distribution of lectures and hours spent at the laboratory and in clinical activities revealed that teaching complete dentures is eminently a practical issue, this being mostly performed by full-time prosthodontists. All surveyed schools teach the design of the record base, and most of them instruct students in the mounting of teeth in wax. Most schools (94.7%) used a semiadjustable articulator, alginate for primary impressions (73.7%) and elastomeric materials in border-molded custom trays for final impressions (68.4%). In most schools, within the clinical setting students work in pairs, the mean student/ professional staff member ratio being 2.3 ± 0.7. Most schools perform a competence-based assessment (83.3%), although innovative techniques such as problem-based learning are still rarely applied. On average, the students emplaced 1.8 ± 1.2 complete dentures during their clinical training, ranging from 0 to 4, although no clear trend was seen as regards the minimum number of dentures to be made for graduating. Conclusions: Variations in teaching programs and clinical experience concerning complete denture curricula among Spanish and Portuguese dental schools are evident, but all the schools base their teaching mainly on preclinical and clinical practice. However, the low number of dentures made by student per year seems insufficient to ensure clinical skills and cope with social needs. Key words:Dental education, questionnaires, complete dentures, curricula.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 72%

Section: Discussionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Curricula for the teaching of complete dentures in Spanish and Portuguese dental schools

Montero¹,

Castillo-Oyagüe²,

Albaladejo³

2013

Med Oral

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Scope of Practice Comparison: A Tool for Curriculum Decision Making

Solomon

Murray

Dodge

et al. 2006

Journal of Dental Education

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The proportion of claims filed for specific dental procedures (ADA codes # 05110, 05120, 03320, 03330, 04260, 02150) between January 1, 2000 and June 30, 2004 by Texas general practitioners participating in a preferred provider network was compared to the proportion of these procedures performed by students graduating from the three Texas dental schools during the same period. Analysis of the data revealed that Texas dental students provide class two amalgam restorations in permanent teeth (02150) at approximately the same frequency as Texas general practitioners. Both groups provide periodontal osseous surgery (04260) at an extremely low frequency (<0.02% of total procedures). Bicuspid endodontic procedures (03320) were performed at a slightly higher frequency by students (0.43% of all procedures) than by general practitioners (0.36% of all procedures), and molar endodontic procedures (03330) were performed at a slightly higher frequency by general practitioners (0.65%) than by students (0.36%). Significant discrepancies between the groups were noted for the two complete denture procedures (05110, 05120). Students provided these procedures at frequencies fifteen times (05110) and twenty-five times (05120) greater than general practitioners. Dental schools should use data provided by scope of practice analyses to help determine an appropriate breadth and depth for their educational programs.

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A Clinically Oriented Complete Denture Program for Second‐Year Dental Students

Obrez

Lee

Organ-Boshes

et al. 2009

Journal of Dental Education

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The traditional preclinical complete denture prosthodontic curriculum relies predominantly on the laboratory (e.g., bench-type) component of the complete denture fabrication process. In most cases, this involves a passive model of student knowledge acquisition utilizing lectures and low-fidelity laboratory exercises. A recently implemented program in the College of Dentistry at the University of Illinois at Chicago challenges this educational paradigm by introducing an active learning environment for second-year students based on significant clinical exposure with patients. The result is a major shift of emphasis, first, from a purely technical/laboratory aspect of the discipline to patient-centered education and, second, from mastering individual phases of denture fabrication to understanding the entire process of edentulous patient care. To compare student outcomes in the new program with those in the traditional program, their performance overall and in three components of the final examination for each program were statistically compared. The results of the one-way ANOVA analysis show statistically significant improvement in the students' total score in the new program, including their performance on the written, practical, and OSCE portions of the final examination. This article describes the rationale, logistics, challenges, and advantages of the new educational model of the complete denture prosthodontics curriculum.

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Preclinical complete dentures curriculum survey

Cited by 28 publications

References 8 publications

Curricula for the teaching of complete dentures in Spanish and Portuguese dental schools

Curricula for the teaching of complete dentures in Spanish and Portuguese dental schools

Scope of Practice Comparison: A Tool for Curriculum Decision Making

A Clinically Oriented Complete Denture Program for Second‐Year Dental Students

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