ABSTRACT
We sent questionnaires to 98 maxillofacial laboratories in the United Kingdom and asked about the composition of their staff, the kind of work that they do, and their activities in relation to the treatment of disfigured patients who require facial and body prostheses. We received 59 replies about 193 laboratory staff, most of whom had 10 or more years experience and held basic and advanced qualifications in dental technology. Most laboratories did all sorts of work including maxillofacial, orthodontic, dental prosthetic and crown and bridge work. Only five confined themselves to maxillofacial work. One hundred and eighteen staff (61%) had contact with 4,259 disfigured patients who required prostheses. Fifty-three laboratory managers (89%) thought that maxillofacial prosthetists and technologists gave psychological support to these patients, but only 12 laboratories (21%) had staff with formal training in counselling.
Subject(s)
Laboratories, Dental/organization & administration , Laboratories/organization & administration , Maxillofacial Prosthesis , Counseling , Dental Prosthesis Design , Dental Technicians , Female , Humans , Laboratories/statistics & numerical data , Laboratories, Dental/statistics & numerical data , Male , Medical Laboratory Personnel/statistics & numerical data , Professional-Patient Relations , Prosthesis Design , Surveys and Questionnaires , Technology, Dental/education , United Kingdom , Work , WorkforceABSTRACT
Recent high profile cases like Wisheart (Bristol babies) has placed healthcare professional autonomy under both ethical and legal scrutiny, reflected by the growing number of civil cases brought by the public. The aim of this paper is to investigate the effect of evidence-based treatment on the legal requirements of consent, when the treatment transcends the therapeutic boundary. The potential effect on the autonomy of healthcare professionals is also discussed. The study revealed that although consent remains the cornerstone of defence in many areas of therapeutic treatment, it is open to significant legal challenge in the grey area between therapeutic evidence-based treatment and non-evidenced-based procedures. Consent remains the cornerstone of defence for therapeutic procedures. However, it is less certain with innovative treatment or procedures that transcend the therapeutic boundaries and are shown to be non-evidence-based.
Subject(s)
Dental Care/legislation & jurisprudence , Evidence-Based Medicine , Informed Consent/legislation & jurisprudence , Practice Management, Dental/legislation & jurisprudence , Dentist-Patient Relations , Humans , Professional Autonomy , Risk Management , United KingdomABSTRACT
The aim of this study was to identify the level of shared learning on a Bachelor of Medical Science in Dental Technology (BMedSci) course at the University of Sheffield, School of Clinical Dentistry. A summative evaluation of the course was carried out, using semi-structured nominal group interviews. BMedSci students, BDS students and recent graduates were questioned and their answers analysed to identify shared learning activities. The results revealed that different levels of shared learning opportunities occurred within the different departments which delivered the course modules. Shared learning was viewed favourably by the students. It has the potential to maximise the use of resources and offers the opportunity for developing an integrated dental team.
Subject(s)
Dental Staff/education , Education, Dental/methods , Interprofessional Relations , Learning , Technology, Dental/education , Curriculum , England , Group Processes , Humans , Patient Care TeamABSTRACT
The retention of facial prostheses is a major factor influencing the successful outcome of rehabilitative treatment following ablative cancer surgery or trauma and for the prosthetic replacement of congenitally absent tissue. Since the sixteenth century to the present day, facial prosthetic devices have been retained by methods including adhesives and spectacle frames. The introduction of the Branemark extra oral implant system enhanced the stability of life-like prostheses thus giving patients more confidence in their use. This paper outlines the retention systems commonly used at the authors unit and the benefits gained by the use of implants to retain facial prostheses. The use of a single stage surgical technique instead of the usual two stage procedure is detailed.
Subject(s)
Ear, External , Nose , Orbital Implants , Prostheses and Implants , Prosthesis Design/instrumentation , Adolescent , Adult , Child , Facial Bones/surgery , Facial Injuries/rehabilitation , Female , Gold Alloys , Head and Neck Neoplasms/rehabilitation , Humans , Magnetics/instrumentation , Male , Middle Aged , Prosthesis ImplantationABSTRACT
PURPOSE: The purpose of this study was to compare the effect of seven different alloy surface treatments on the bond strength of the porcelain-metal interface. MATERIALS AND METHODS: Three layers of opaque porcelain and a measured thickness of dentin porcelain were applied to nickel-chromium alloy. A tensile bond strength test was used. RESULTS: The alloy surface treatment that exhibited the highest bond strength was sandblast + surface grinding + sandblast + de-gas, whereas the alloy surface treatment that exhibited the lowest bond strength was sandblast + surface grinding + sandblast + steam cleaning + de-gas. There was a significant difference between the two methods (P < 0.05). CONCLUSION: It was concluded that de-gassing the alloy prior to porcelain application increased the bond strength and excess surface grinding of the alloy reduced bond strength; steam cleaning the alloy surface prior to de-gassing and porcelain application also significantly reduced the bond strength.
Subject(s)
Dental Polishing/methods , Metal Ceramic Alloys/chemistry , Analysis of Variance , Materials Testing , Statistics, Nonparametric , Surface Properties , Tensile StrengthABSTRACT
Provision of education is constantly under review, with regular changes to address new needs. In addition, demands that cannot be met from within initial training courses have spawned a plethora of educational courses to update knowledge and develop new skills--in effect promoting lifelong education. The aim of this paper is i) to define and explain commonly used educational terms relevant to the understanding of lifelong education, ii) to make a distinction between lifelong education and continued education, and iii) to offer a rationale for the increasing importance of lifelong education for the dental profession.
