How visible light curing came into dentistry.

The present paper details the history of the introduction of visible light curing into dentistry. This history provides an excellent example of 'out of the box', lateral thinking translation of innovative scientific technology into dentistry. Visible light curing is an important UK contribution to the recent history and current practice of dentistry, with several million visible light curing procedures being carried out globally on a daily basis.

Sesquicentennial review: the making of a profession.

I shook my head on many occasions as I contemplated the changes in dentistry that have occurred over the past 150 years that I would discuss in this article, often thinking to myself, "How could the early dentists have possibly practiced dentistry every day under those circumstances and with those tools?" It made my own clinical career seem pretty easy but engendered in me great admiration for my predecessors and our profession.

Dental technology over 150 years: evolution and revolution.

A patient entering a dental office is often greeted and then checked in through the practice management system's digital appointment book. The provider is notified by an electronic signal that is visual, audible, or both. The patient is led to the treatment area and sits in a dental chair which is adjusted to the individual's size and position for the treatment, and the light is positioned. Sometimes a radiograph is taken, local anesthetic is delivered, and a handpiece--air turbine or electric--is used for the procedure. How different is this process today from a dentist treating a patient in 1864?

The genesis of craniofacial biology as a health science discipline.

The craniofacial complex encapsulates the brain and contains the organs for key functions of the body, including sight, hearing and balance, smell, taste, respiration and mastication. All these systems are intimately integrated within the head. The combination of these diverse systems into a new field was dictated by the dental profession's desire for a research branch of basic science devoted and attuned to its specific needs. The traditional subjects of genetics, embryology, anatomy, physiology, biochemistry, dental materials, odontology, molecular biology and palaeoanthropology pertaining to dentistry have been drawn together by many newly emerging technologies. These new technologies include gene sequencing, CAT scanning, MRI imaging, laser scanning, image analysis, ultrasonography, spectroscopy and visualosonics. A vibrant unitary discipline of investigation, craniofacial biology, has emerged that builds on the original concept of 'oral biology' that began in the 1960s. This paper reviews some of the developments that have led to the genesis of craniofacial biology as a fully-fledged health science discipline of significance in the advancement of clinical dental practice. Some of the key figures and milestones in craniofacial biology are identified.

The winds of change in dentistry--1950 and 2000.

SERIES SYNOPSIS: This series examines how scientific, political, and social forces have impacted modern dental practice and is divided into four parts. Parts 1 and 3 examine the scientific, political, and social changes that occurred in the United States in two periods: one from 1850 to 1900 and the other from 1950 to 2000. Parts 2 and 4 study how these transformations impacted dental practice and dentistry as a profession. (Parts 1 and 2 may be read at www.compendiumlive.com.) The series compares the events of two 50-year periods and their effect on the subsequent decades. From this analysis, it might be possible to make some predications for dentistry in the 21st century.

Innovation in dental practice in the decade 2000 to 2010: a confluence of science, politics, and social change.

First in a four-part series, this article begins with a consideration of dental technology in the first decade of a given century, placing advances and discoveries in the context of other developments of the day. Throughout the series, these historic comparisons will be used to illuminate 21st century technology and shed light on what the future may hold.

Science is the fuel for the engine of technology and clinical practice.

BACKGROUND: The biological, chemical, behavioral and physical sciences provide the fuel for innovation, discovery and technology that continuously improves the quality of the human condition. Computer power derived from the dramatic breakthroughs of the digital revolution has made extraordinary computational capacity available for diagnostic imaging, bioinformatics (the science of information) and numerous aspects of how we practice dentistry in the 21st century. OVERVIEW: The biological revolution was initiated by the identification of the structure for DNA in 1953, a discovery that continues to catalyze improvements in patient care through new and better diagnostics, treatments and biomaterials. Humanity's most basic and recognizable characteristics--including the face--are now better understood through the elucidation of our genome and proteome, the genes and proteins they encode. Health care providers are beginning to use personalized medicine that is based on a person's genetic makeup and predispositions to disease development. CONCLUSIONS: Advances in the fields of genetics, developmental and stem cell biology, and many other disciplines continue to fuel innovative research findings that form the basis for new diagnostic tests, therapeutic interventions and procedures that improve the quality of life for patients. Scientists are on the threshold of applying knowledge in stem cell biology to regenerative medicine and dentistry, heralding an era when clinicians can consider using biological engineering to replace tissues and organs lost to disease or trauma.

The American dentists: ethics, technology and education for the twenty-first century.

Throughout the twentieth century, dentistry has been answering a powerful call to embrace science-driven oral health care, and align dental education with interdisciplinary biomedical training. Now, as we enter the twenty-first century, "evidence-based practice" has raised new challenges for scientific collaboration and professional education. Central to this new landscape is the task of realigning the vision of oral health science to provide a more comprehensive view of how dental science and technology can best serve the health of expanding populations, the underserved and global cultures. This article discusses examples of how educational challenges are beginning to be addressed, and how new technologies like teledentistry, while helping solve certain problems of outreach, raise their own challenging ethical questions of professional obligation and responsibility.

The role of science and technology in shaping the dental curriculum.

In this article, we explore the role of science and technology as a force shaping the dental curriculum throughout history. This force is examined from a historical perspective, ranging from 1840 at the Baltimore College of Dentistry to 2007. We divide the history of dental education into two eras: the germ theory era from 1840 to 1953, and the genomic theory era from 1953 to 2007. We have chosen 1953 as the beginning of the genomic era as this is the year of publication of the structure of DNA. Based on our analysis of science and technology as a force acting on dental education throughout the two eras, we recommend a format for the basic science curriculum that emphasizes products and technologies as a means to teach the biosciences and to promote the translation of these technologies into dental practice.

Decisive progress in dental technology by Professor Peter Schärer.

Throughout his career, Professor Peter Schärer developed and helped establish some of the most significant advancements in dental technology and technique. In honor of his legacy, this article presents a number of Prof Schärer's most notable contributions to the field, such as the hotpressing technique, full waxup try-in, and advancements in zirconium oxide materials. Professor Schärer's dedication to bold and innovative ideas, as well as his philosophy of collaboration between the dentist and dental technician, are responsible for vast improvements in the field of dental technology, many of which are now recognized worldwide.

[The history of dental technology instruction and its leading scholars at the Budapest university]. / Az odontotechnika oktatásának körülményei és vezetö--oktatói a budapesti egyetemen.

The preconditions for university level education on odontotechnology was first set in 1900 with the establishment of the first Odontotechnological Laboratory in the Dental Institute of the Medical Faculty. The first head of the laboratory and the lecturer of the subject was Dr. Lajos Hattyassy who obtained a senior lecturer (private docent) position in the faculty. Both the technical and personal preconditions substantially improved with the opening of the new clinic of Stomatology in 1909. The dental residents could provide comprehensive prothodontic treatment in the dental lab with its 18 working place and also in the auxiliary practical units. They were supervised by dental specialist and assisted by laboratory technicians. The senior lecturer of the subject was Dr. Henrik Salamon the internationally well know dental researcher. During the mid 20's Dr. Dénes Máthé succeeded him, who also became the director of the whole dental clinic. It was him, who introduced the systematic curriculum in odontotechnology. After World War II according to the requirements of the new health insurance system the independent dental training program started in 1952 besides the traditional stomatologist training. The old dental laboratory could not meet the requirements imposed by the large number of dental students. The new teaching laboratory was organized by Dr. Imre Földvári. This new teaching laboratory made room for the teaching of dental materials and metallurgy, odontotechnology and the phantom head training on operative dentistry and prosthodontics. The technical level of the lab was continuously improved. Dr. Imre Földvári was succeeded by Dr. György Huszár. The previously independent dental subject were first merged and later incorporated into the subject of prosthodontics. In the practical training several modern devices, mimicries and articulators were used. Lately Dr. György Götz succeeded Dr. Huszár, and the subjects of dental materials, odontotechnology and phantom head prosthodontics became again independent dental subjects. With the total refurbishment of the teaching laboratory it became one of the most up to date dental teaching laboratories of Europe. The structure and the curriculum of these newly established dental subjects have also changed and upgraded. The international connections has recently improved and many dental students came from all over the world to study dentistry. Recently for a very short period of time Dr. Pál Tóth jr. was the head of this teaching unit of the Dental Faculty.