Stress predictors in two Asian dental schools with an integrated curriculum and traditional curriculum.

INTRODUCTION: This study explored stress predictors and the role of instructional methods and institutional differences in perceived stress levels amongst students at two Asian dental schools. MATERIALS AND METHODS: An anonymous questionnaire was distributed to undergraduate dental students at Tokyo Medical and Dental University (TMDU), Japan and the University of Medicine and Pharmacy (UMP), Hochiminh City, Vietnam in 2016. Data concerning the students' demographic information and grades, and responses to the Perceived Stress Scale (PSS) and Dental Environment Stress questionnaire (DES) were collected. The questionnaires were prepared in English and translated into Japanese and Vietnamese following a forward-backward translation process. RESULTS: Altogether 684 students answered the questionnaire with a response rate of 97% for TMDU and 89% for UMP. The mean DES score of UMP students was significantly higher than TMDU (P < .001). TMDU students with dentistry as their first programme choice had significantly lower PSS and DES scores in several categories than other TMDU students, whilst UMP clinical students reported higher stress scores in several areas than UMP preclinical students. CONCLUSION: Having dentistry as their first choice of educational programme was a significant stress predictor for Japanese students whilst the clinical practicum was a significant stress predictor for Vietnamese students. Previous academic performance was not a significant stress predictor for students at either dental school. Dental students of an integrated, active-learning curriculum reported lower stress levels than students of a traditional, discipline-based curriculum.

Disparity in perception of the working condition of dental hygienists between dentists and dental hygiene students in Japan.

OBJECTIVES: In Japan, there continues to be a shortage of active dental hygienists. The scope of dental hygienists' practice is also considered to be unclear. One of the reasons for this is that dental hygienists find the working conditions during dental hygiene education different from those in reality. The purpose of this study was to clarify the actual working condition of dental hygienists in dental clinics, as well as evaluate the awareness of dental hygiene students and dentists regarding the working condition of dental hygienists. METHODS: Questionnaires were sent by post to 481 dentists and were distributed to 89 dental hygiene students. The awareness about the working condition of dental hygienists was compared between dentists and dental hygiene students. RESULTS: Two hundred twenty-two dentists and 89 dental hygiene students responded to questionnaires. Dental hygiene students considered the team of 'dental hygienist, dental technician and clerk' to be more effective in providing dental care than dentists (P < 0.001). Among the dentists, 37.1% did not find any clear distinction between hygienists and assistants in their clinics. However, 97.4% of dental hygiene students answered that dental team members should clearly inform patients of the distinction between hygienists and assistants. CONCLUSIONS: This study indicated that there was disparity between dentists' and dental hygiene students' perception of dental hygienists' working conditions, and dental team work was not always effective. For training high quality dental hygienists, all educational institutions related to dentistry must educate students regarding the more realistic dental hygienists' working condition, as well as benefits.

Inequalities in access to education and healthcare.

The burden of disease is borne by those who suffer as patients but also by society at large, including health service providers. That burden is felt most severely in parts of the world where there is no infrastructure, or foreseeable prospects of any, to change the status quo without external support. Poverty, disease and inequality pervade all the activities of daily living in low-income regions and are inextricably linked. External interventions may not be the most appropriate way to impact on this positively in all circumstances, but targeted programmes to build social capital, within and by countries, are more likely to be sustainable. By these means, basic oral healthcare, underpinned by the primary healthcare approach, can be delivered to more equitably address needs and demands. Education is fundamental to building knowledge-based economies but is often lacking in such regions even at primary and secondary level. Provision of private education at tertiary level may also introduce its own inequities. Access to distance learning and community-based practice opens opportunities and is more likely to encourage graduates to work in similar areas. Recruitment of faculty from minority groups provides role models for students from similar backgrounds but all faculty staff must be involved in supporting and mentoring students from marginalized groups to ensure their retention. The developed world has to act responsibly in two crucial areas: first, not to exacerbate the shortage of skilled educators and healthcare workers in emerging economies by recruiting their staff; second, they must offer educational opportunities at an economic rate. Governments need to lead on developing initiatives to attract, support and retain a competent workforce.

Educating overseas students: just another responsibility or a chance to grow for faculty?

With a gradual decrease of the university-entering young population, Japanese universities face more and more competition for survival. It is up to each university's efforts to be distinctive and competitive to flourish toward the 21st century. At Tokyo Medical and Dental University, the Faculty of Medicine and the Faculty of Dentistry will be reorganised in April 2000 as a graduate-school-centred university, where faculty will face increased demands in research activities while maintaining or even improving undergraduate education. On the other hand, our university has a 20-year history of accepting overseas students mainly from Asia, and ranks first among Japanese national universities in terms of the number of overseas students studying health sciences. Do our faculty regard teaching overseas students as just another responsibility to be fulfilled or as a unique opportunity to grow as a university faculty? In October 1998, a questionnaire was conducted to discover the faculty attitude towards education of overseas students. Out of 211 dental faculty members, 164 responded to the questionnaire. The results indicated that about 90% of the respondents were interested in teaching overseas students and that those who had already served as a supervisor or a tutor found the experience very meaningful. The results also indicated that they encountered problems deriving from language and culture. It was suggested that our university should redefine overseas student education as an important part of our mission by establishing a more comprehensive system for accepting and teaching overseas students.

Recombinant study of the mouse molar cervical loop and dental papilla by renal transplantation.

Cervical loop tissues of the mandibular first molar germs were dissected from 18-day mouse embryos and recombined with the isochronal dental papilla mesenchyme. The recombinants were transplanted under the kidney capsule of syngeneic male mice. Five days later, proliferation of epithelial and mesenchymal cells was observed. At the junctional region between the internal dental epithelium and the dental papilla mesenchyme, extracellular organic matrix was deposited. By 10 days after, transplantation, the formation of dentine and enamel was initiated. Twenty days after transplantation, the recombinant developed into an almost intact molar tooth. The compensatory potential of the molar cervical loop, when recombined with the dental papilla mesenchyme, was indicated.