Under the lens: a report on global dental morphology modules / Bajo la lupa: un reporte sobre los módulos de morfología dental a nivel global

SUMMARY: Dental morphology (DM) is the first introduction of dental graduates towards the identification of tooth; hence it is an important component of the dental curriculum. Traditionally, it is taught by manual carving of wax blocks, but the limitations of this method have been highlighted. There is a need to adopt innovative teaching methodologies to invigorate the concepts of dental anatomy (DA) and reduce the stress in teaching and learning with a proposal in standardization of training methodologies worldwide. Methods: A three-phased project was designed with an aim to collect global data related to teaching dental morphology within the dental curriculum. One dental professional actively involved in university teaching of DM subject was invited from 11 countries. The present study involved compilation of data from phase 1 questionnaire responses, followed by its discussion and analysis, and generation of preliminary report. Results: It is universally acknowledged that acquiring dental morphology knowledge by dentists is a prerequisite before they commence clinical practice. Our data points that no uniformity in DA course modules exists throughout the world and globally the subject requires curriculum redesigning. Conclusions: Consensus should be achieved amongst academicians in DM teaching and learning context. Innovative and standardized DM modules with component of computer-based and remote learning techniques should also be introduced.

La morfología dental (MD) es el primer contacto de los estudiantes de odontología con la identificación del diente; por lo tanto, es un componente importante del plan de estudios de la carrera. Tradicionalmente, se enseña mediante el tallado manual de bloques de cera, pero se han destacado las limitaciones de este método. Existe la necesidad de adoptar metodologías de enseñanza innovadoras para dinamizar los conceptos de anatomía dental (AD) y reducir el estrés en la enseñanza y el aprendizaje con una propuesta de estandarización de metodologías de formación, a nivel mundial. Métodos: Se diseñó un proyecto de tres fases con el objetivo de recopilar datos globales relacionados con la enseñanza de la morfología dental dentro del plan de estudios dental. Se invitó a un profesional de la odontología de cada uno de 11 países que participa activamente en la enseñanza universitaria de la MD. Esto incluyó la recopilación de datos de las respuestas a un cuestionario en la fase 1, seguida de su discusión y análisis, y la generación de un informe preliminar. Resultados: Se reconoce universalmente que la adquisición de conocimientos de morfología dental por parte de los odontólogos es un requisito previo antes de comenzar la práctica clínica. Nuestros datos indican que no existe uniformidad en los módulos del curso de AD en todo el mundo, por lo que el tema requiere un rediseño del plan de estudios. Conclusiones: Debe lograrse consenso entre los académicos en el contexto de enseñanza y aprendizaje de MD. También se deben introducir módulos innovadores y estandarizados de MD con componentes de aprendizaje remoto y de base digital.

Students' Perceptions of the Integration of Sexual and Gender Minority Constructs within the Dental Curriculum

Background and Objective@#The sexual and gender minorities (SGMs) are at risk for various health disparities. To address this, the World Health Organization (WHO) calls for the training of healthcare providers who demonstrate cultural competence. To facilitate this, studies have suggested the inclusion of SGM-specific constructs in the curriculum that is complemented with campus climate-related efforts. This study aimed to determine the degree of coverage of cultural competence towards the SGM constructs in the required curriculum and describe the campus climate towards the SGM of a dental school in the Philippines from the students' perspective. @*Methodology@#A convergent parallel mixed-methods design was employed. A survey questionnaire was developed and administered to determine the coverage of SGM-specific constructs. This was followed by semi-structured interviews to discuss the campus climate towards the SGM. Data collection utilized a twostage stratified random sampling method for the survey while a purposive sampling method was used for interviewing dental students enrolled in a private, non-sectarian school. @*Results and Conclusion@#Survey results show that the most reported covered concepts are the oral manifestations of sexually transmitted diseases and the use of inclusive terminologies. Interview responses reveal instances of inadvertent perpetuation of heteronormative ideologies, however, the campus climate is perceived as neutral towards the SGM. The integration of the two datasets reveals incongruences between the curricular coverage and the perceived campus climate. Nevertheless, findings imply that the dental curriculum remains largely objective and asexual. Additionally, the integration underscores the importance of complementing curricular content with an inclusive campus climate in developing cultural competence among dental students.

Self-Perceived Preparedness to Work Independently Among Graduating Dental Students in Saudi Arabia: Traditional Versus Integrated Curriculum

Abstract Objective: To investigate the perceived preparedness of graduating dental students to work independently and to compare these perceptions between Traditional and Integrated curriculums of dentistry in Saudi Arabia. Material and Methods: A pretested self-administered questionnaire was filled by 258 dental students from four dental institutions across the country. The questionnaire covered 10 domains consisting of sixty suitable questions. Students were asked to mark their responses at one of five levels of performance for each of the selected skills ranging from 0 (not yet learned) to 4 (can do it confidently). Mean scores for each subscale of the Questionnaire were calculated by individual items and for all comparison, p≤0.05 was considered statistically significant. Results: 253 graduating students were included in the final analysis, out of which 108 belongs to the Integrated curriculum group and 145 from Traditional curriculum. Overall scores of Traditional curriculum students (176 ± 4.8) were more compared to Integrated curriculum students (161 ± 3.2), which are statistically significant. Integrated curriculum students had more self-perceived skill scores in Orthodontics, Conservative/Operative Dentistry & Endodontics, Dental Public Health and Drug & Emergency management group of clinical skills. Overall, perceived preparedness to practice dentistry for all participants is 60.5% and traditional curriculum students expressed more preparedness (68%) than Integrated curriculum (53%). Conclusion: Overall, preparedness to practice independently is unsatisfactory compared to other countries. The Ministry of Education (KSA) should take necessary actions to bridge the gap between training dentists and to be competent practitioners.

Gerontología en la formación de pre grado del odontólogo del siglo XXI / Gerontology in the pre doctoral academic training at the 21th century

RESUMEN: La gerontología es la ciencia que trata de la vejez y los fenómenos que la caracterizan. Se aboca al estudio científico del proceso de envejecimiento y abarca la esfera social, psicológica y biológica. El fenómeno actual del envejecimiento de la población mundial, denominado "transición demográfica", ha puesto al quehacer de la gerontología en acuciante actualidad. Dentro de su marco conceptual, en el ámbito de la ciencia médica, surge la geriatría, especialidad que se ocupa no sólo de la prevención y asistencia de las enfermedades que presentan las personas mayores, sino también de su recuperación funcional y de su reinserción en la comunidad. En Chile, sin constituirse en una especialidad propiamente tal, la llamada "odontogeriatría" vendría a ser el equivalente de geriatría en odontología. Sin embargo, creemos que gerodontología sería más pertinente puesto que apreciamos en ésta, una visión cultural derivada de la gerontología que va allende los aspectos procedimentales propios de la odontología. Pretendemos fundamentar esta afirmación, analizando la experiencia internacional, contrastándola con la situación que se verifica en Chile, reiterando la imperiosa necesidad de comenzar desde la formación de pre grado del futuro odontólogo con la entrega de insumos gerodontológicos teóricos y clínicos, para intentar aportar de modo propositivo y no efectista, en el diseño de políticas públicas actualizadas.

SUMMARY: Gerontology is the science studying ageing and the phenomena that characterize it. It deals with the scientific approach of this process encompassing the social, psychological and biological fields. The current phenomenon of the ageing of the world population, so called "demographic transition" has put the gerontological issue in pressing today. Within its conceptual frame and in the sphere of medical sciences emerges Geriatrics, specialty covering not only prevention and care of older people diseases, but also addressing its functional recovery and reintegration into the community. In Chile, not yet a specialty, geriatric dentistry would be its equivalent regarding odontology. However, we believe that there is a conceptual difference regarding gerodontology since we appreciate its scope goes far beyond the procedural aspects of dentistry. We will make our statement, analyzing evidence from international educational experiences, as well as contrasting with the situation that occurs in Chile, altogether stressing the urgent need to start from the undergraduate curriculum of future dentists through the delivery of theoretical input and clinical gerodontologic training, in order to collaborate in a proactive way in the design of updated public policies according to the nowadays challenges.

Perceptions of first year dental students on case based learning in Physiology

Background: Application of basic science knowledge to clinical practice is the aim of first year undergraduate dental curriculum. To bring in application of basic science theory to the clinical dental application, a case based learning (CBL) approach has been tried among first year dental students. Materials and methods: Randomized control trial was conducted by grouping first year undergraduate dental students (N= 73) into traditional group (N=35) and CBL group (N=38). Conventional lecture was given to traditional group and case based lecture and small group discussion for CBL group facilitated by faculty. Pre and post tests were administered for both the groups. Perceptions on CBL approach were collected using a questionnaire. Results were analyzed using paired and unpaired ‘t’ test. Results: Test scores were expressed in mean ± SD. deviation. Post-tests scores of traditional - (7.5 ±1.6) and CBL (7.7±1.9) groups were significantly higher than pretest scores of traditional - (5.7 ± 1.4) and CBL (4.9 ± 1.7) groups. Attitude score showed positive perceptions for most of the parameters. Conclusion: The first time CBL approach for Physiology concept provoked interest among dental students. Participants felt the method involved them in active learning and they recommended this approach to other sessions as well. Recall of factual knowledge did not improve significantly over traditional method, but was equally effective.

Dentistry: by choice or chance? A questionnaire survey for pre clinical dental students

Historically, Indian education has been elitist. Currently, India has the second largest education system in the world preceded by China. In order to meet the demand for coveted dental education, private dental colleges have sprung across the country, making the access easy for the students to enroll into dental education programmes after their higher secondary education. This has lead to a suspicion whether these dental students had been forced into a course that they did not aspire of and even if they actually chose the career, are they performing as good as they expected to be once the course commences. This questionnaire survey aims at discussing these issues and to prepare the Indian education system at both school and college level to encompass and implement an orientation and motivation program to overcome this.

Research training in dental undergraduate curriculum in Chile / Formación en investigación en las mallas curriculares de odontología en Chile

Research plays a central role in professional training in dentistry. There is a clear recommendation to include a minimum training in biomedical research at undergraduate level. In Chile, there is no standardized curriculum structure including research training for undergraduate students. Objective: To describe the presence of research courses in the undergraduate dental curriculum in Chile during 2014. Methodology: A descriptive cross-sectional study. The curriculum for all Chilean universities teaching dental careers and updated during 2014 were analyzed. Results: The dental curriculum for twenty Chilean universities was analyzed. On average, each university has 4.05+/-2.06 research courses (semesterly) from which 1+/-0.92 are thesis courses. In the private universities, these numbers were 4.64+/-1.91 and 1.18+/-0.87 respectively. Meanwhile, these numbers were 3.33+/-2.12 and 0.78+/-0.97 respectively in the traditional universities. Sixty percent of universities have thesis or research project courses. Conclusion: There is a disparate presence of research courses in the undergraduate dental curriculum in Chile, with a higher presence in private institutions. However, this does not actualize a greater scientific production by them.

La investigación juega un rol central en la formación del profesional en Odontología. Existe una clara recomendación de incluir en el pregrado una cantidad mínima de formación en investigación biomédica. En Chile no existe una estructura curricular estandarizada que incluya investigación a alumnos de pregrado. Objetivo: Identificar la presencia de asignaturas de investigación en las mallas curriculares de las carreras de odontología dictadas en Chile para el año 2014. Metodología: Estudio descriptivo de corte transversal, la unidad de análisis correspondió a las mallas curriculares de la carrera odontología, de todas las universidades dictantes en Chile y actualizadas al año 2014. Resultados: Se analizaron las mallas curriculares de las carreras de odontología de 20 universidades chilenas. En promedio cada universidad tiene 4,05+/-2,06 ramos (semestrales) de investigación y de los cuales 1+/-0,92 son ramos de tesis. En las universidades privadas estas cifras son 4,64+/-1,91 y 1,18+/-0,87 respectivamente, mientras que en las tradicionales fueron de 3,33+/-2,12 y 0,78+/-0,97 respectivamente. El 60 por ciento de las universidades tiene algún ramo de tesis o proyecto de investigación. Conclusión: Existe una dispar presencia de ramos de investigación en los programas curriculares de odontología en Chile, con una mayor presencia en instituciones privadas. Sin embargo, esto no se materializa en una mayor producción científica por parte de ellas.

University Of Malaya Dental Studentsâ’ Perception On Competency Based Test

This study was undertaken to explore the perception of Year IV and Year V University of Malaya dentalstudents on different domains related to the competency based test (CBT). Methodology: A questionnairewas constructed and a survey conducted to explore the students’ perception on four domains related tothe competency test: 1) benefits, 2) readiness to take, 3) timing and 4) lecturers’ supervision. Results: Ingeneral, majority of the students agreed that they benefited from the competency test and felt adequatelyprepared for each test. Students’ agreeing on feeling confident to sit for each test ranged from 70.0%-81.4% for Year IV and 45.1%-70.4% for Year V. Majority of Year IV and Year V students perceived thatthe timing of each competency test was ‘just right’. There was a high response of ‘Strongly agree/agree’to availability of patients for practice and assessment, self-confidence and amount and distribution ofclinical session as factors affecting when they take the CBT. Majority of Year IV students agreed that theassessment of lecturers was consistent for each tests while Year V had a high percentage of ‘Neutral’response. Students’ agreeing that there was feedback after the test was 52.9%-71.4% for Year IV and31.0%-56.5% for Year V. ‘Strongly agree/agree’ response of 68.6%-75.0% for Year IV and 36.6%-52.1%for Year V was recorded for the level of supervision being the same after passing the test. Conclusion:Overall, majority of students gave positive perception towards CBT in relation to four main domainsexplored in this research.

Perspectiva bioética y modelo biopsicosocial en la relación odontólogo-paciente durante la formación del estudiante en la Universidad El Bosque / Bioethics perspective and biopsychosocial model on the relationship dentist-patient during student training at the Universidad El Bosque

En este artículo presentamos una revisión en torno a la importancia de la enseñanza de la relación odontólogo-paciente, describimos los dilemas que se evidencian en la literatura sobre el desarrollo de éstas prácticas, realizamos un ejercicio reflexivo a partir de los lineamientos que rigen el currículo en la Facultad de Odontología de la Universidad el Bosque bajo el enfoque del modelo biopsicosocial; complementado con un programa transcurricular en bioética, formación que a pesar de tener esta orientación holística, parecen existir tensiones entre el modelo de formación y las prácticas formativas en los últimos semestres en la asistencia o en la relación estudiante-paciente-docente, repercutiendo en serias implicaciones bioéticas. A partir de esta discusión se plantean algunas de las dificultades en la apropiación del modelo y se proponen acciones para mejorar la implementación exitosa de este en la formación docente-asistencial.

In this article we present an overview about the importance of dentist-patient relationship education, we describe the dilemmas that are evident in the literature on the development of these practices, and perform a reflective exercise based on the principles governing the curriculum at the El Bosque University Dental School under the approach of the biopsychosocial model and complimented with cross-curricular program in bioethics, an education that despite having this holistic orientation, there appear to be tensions between the education model and training practices in the advance semesters in attendance or on the student-patient-professor relation marking serious bioethical implications From this discussion some difficulties are exposed in appropriating the model and actions are proposed to improve the successful implementation of this in the internship program.