Balancing the role of the dental school in teaching, research and patient care; including care for underserved areas.

Inequalities within dentistry are common and are reflected in wide differences in the levels of oral health and the standard of care available both within and between countries and communities. Furthermore there are patients, particularly those with special treatment needs, who do not have the same access to dental services as the general public. The dental school should aim to recruit students from varied backgrounds into all areas covered by the oral healthcare team and to train students to treat the full spectrum of patients including those with special needs. It is essential, however, that the dental student achieves a high standard of clinical competence and this cannot be gained by treating only those patients with low expectations for care. Balancing these aspects of clinical education is difficult. Research is an important stimulus to better teaching and better clinical care. It is recognized that dental school staff should be active in research, teaching, clinical work and frequently administration. Maintaining a balance between the commitments to clinical care, teaching and research while also taking account of underserved areas in each of these categories is a difficult challenge but one that has to be met to a high degree in a successful, modern dental school.

Contents of stomatological curricula in Europe.

The present study focuses on dental education in the Accession Countries to the European Union. Comparisons were made with data from EU dental schools [Eur J Dent Educ 1 (1997) 35]. The findings show a large variation in the hours allocated to individual subjects, medical and dental, both within and between AC and EU dental schools. Stomatology derived from General Medicine and the stomatologist is viewed as a doctor responsible for one part of the body. This was explained by the large proportion of time dedicated to medical subjects, especially in the first 2/3 years of the undergraduate curriculum. The percentage of hours for dental sciences varied inversely to those for bio-medical sciences and increase continuously from the first year to the final year. Curricula in the Stomatological schools tend to have a discipline-structured approach, generally utilising a large number of individual departments, resulting in a multitude of subjects being taught. Curricular extensions from 5 to 6 years were introduced in some schools from 1990 onwards in order to accommodate new dental subjects.