جستجوی مقالات مرتبط با کلیدواژه « General dentistry » در نشریات گروه « پزشکی »

Orthodontics is a significant part of general dentistry education. Yet, many general dentistry graduates seldom practice orthodontics. This study assesses the desire of last-year dental students at Shahid Beheshti Dental School towards orthodontic treatments in their future career.

A questionnaire was validated by ten dental specialists. For reliability, it was re-administered to ten students after ten days. Descriptive statistics were used for results presentation. The Mann-Whitney test compared ranked responses, and the Kruskal-Wallis test compared grade point average (GPA) variations. The comparison of mean opinions based on age, gender, and academic term was conducted with the t-test independent samples and based on GPA status with a one-way ANOVA. Analyses were done using SPSS 25, with a significance level of 0.05.

In this study, 58 last-year students were questioned in line with the research objectives. More than half of the students believe that the hours dedicated to teaching orthodontic courses at university are insufficient (65%), the quality of theoretical teaching is low (55%), practical teaching hours and presence in the department are inadequate (48%). Only 15 percent of students declared they have the necessary confidence to diagnose and conduct orthodontic treatments after graduation. About half of the students express an interest in attending supplementary orthodontics courses after graduation (39%).

According to approximately half of the students’ opinions, the quality of teaching theoretical and conceptual orthodontics courses is low. Additionally, students lack the necessary confidence and desire to diagnose, plan, and perform treatments after graduation.

The purpose of this study is to present an integrated model for the Iranian general dentistry curriculum. In this study, the qualitative method of focal groups was used. First, using library studies and analysis and interpretation of the resulted information, possible types of integration in the dental curriculum and real experiences of some of the world's leading universities were studied. Then, based on theoretical arguments and experimental achievements of the accredited universities, the design of the optimal integrated curriculum of the general dentistry was done and the validity of the designed model was validated through an interview with the experts of the field of dentistry using the Delphi method. Studying the experiences of different universities in integrating the dentistry curriculum, it was concluded that the experience of these universities regarding the integrated curriculum model resulted in positive outcomes. In general, the focus of the activities of modifying the curriculum in these universities was on integrated approaches focused on “learning with research”, “evidence-based dentistry” and “introduction of new sciences" in dental curriculum design. The integrated dental education curriculum model has three levels (academic level, field of study level, level of thematic program or content of the course); by deciding on four elements (goals, content, method and evaluation) and by following four principles (simultaneous integration at micro and macro levels; diversity of methods and multi-dimensionality; the balance between content and process-oriented nature of the integrated program; and completion of internal and external integration) aims at producing curricula

Many associateship employment contracts in U.S. general dental practice, probably about 85% based on our review of over 100 contracts in the past decade, are silent about a key issue in associateships--namely, compensating associates for supervising dental hygiene production. Not addressing this issue raises ethical questions as well as concerns about professional liability regarding the supervision of dental hygiene. The associate and owner need to include in an employment agreement what compensation will be given to the associate for supervising dental hygiene production. Compensating associates for supervising dental hygiene production will certainly have a financial impact on the practice. However, directly addressing the issue will allow the owner to manage the financial impact on the practice while also providing a more mutually beneficial employment experience. The associate and owner-dentist need to discuss thoroughly and openly what compensation options are available, if any, to the associate for supervising dental hygiene production. In turn, these should be incorporated in an employment agreement. Five specific compensation strategies are suggested for managing this issue, ranging from production credit for periodic examinations fees and/or radiographs, to compensation for a set amount for each hygiene patient supervised, to profit-sharing based on a pro-rated basis of supervised hygiene production. Successful associateship arrangements, including those intended to lead to future practice buy-in or buy-outs, depend in large part of meeting mutual expectations of both parties. Compensating associates for supervising dental hygiene production is a seldom discussed but vitally important issue to manage.