A survey of continuing professional education for orthodontists in 23 European countries.

This paper reports on a survey of the organization, forms and methods of funding continuing professional education (CPE) for those providing orthodontics in 23 European countries in 1997. A postal questionnaire was sent to all members of the EURO-QUAL II BIOMED project, who came from 28 countries, together with an explanatory letter. Answers were validated during a meeting of project participants and by further correspondence, when necessary. Completed questionnaires, which were subsequently validated, were returned by orthodontists from 23 countries and indicated that orthodontic CPE took place in 22 of the 23 countries surveyed. A number of different bodies were reported as organizing orthodontic CPE. This task was most frequently performed by orthodontic societies (in 22 out of 23 countries), but a number of other bodies were also involved. Practical technique courses were reported as taking place in 20 countries. Other frequently occurring forms of orthodontic CPE were lectures (in 18 countries) and study groups (in 15 countries). Orthodontists were reported as financing their CPE in 22 countries; others, who contributed to some or all of the costs, were the Government (in six countries), employers (in four countries), universities (in four countries), and a dental company (in one country). It was concluded that some orthodontic CPE took place in the vast majority of the countries surveyed, and was invariably organized by and paid for, wholly or in part by orthodontists themselves.

A survey of the delegation of orthodontic tasks and the training of chairside support staff in 22 European countries.

This paper reports on a survey which was undertaken to investigate the delegation of orthodontic tasks and the training of chairside support staff in Europe. Two questionnaires were posted to all members of the EURO-QUAL BIOMED II project together with an explanatory letter. The first dealt with the delegation of nine clinical tasks during orthodontic treatment. The second with the types of chairside assistant employed in each country and the training that they are given. Completed questionnaires, which were subsequently validated, were returned by orthodontists from 22 countries. They indicated that there was no delegation of clinical tasks in six of the 22 countries and delegation of all nine tasks in five countries. The most commonly delegated tasks were taking radiographs (in 14 of the 22 countries) and taking impressions (in 13 of the 22 countries). The least commonly delegated tasks were cementing bands (in five of the 22 countries) and trying on bands (in six of the 22 countries). Seven of the 22 countries provided chairside assistants with training in some clinical orthodontic tasks. Eighteen of the 22 countries provided general training for chairside assistants and offered a qualification for chairside assistants. Four of these 18 countries reported that they only employed qualified chairside assistants. Of the four countries which reported that they did not provide a qualification for chairside assistants, two indicated that they employed chairside assistants with no formal training and two that they did not employ chairside assistants. It was concluded that there were wide variations within Europe as far as the training and employment of chairside assistants, with or without formal qualifications, and in the delegation of clinical orthodontic tasks to auxiliaries was concerned.

A survey of perceived problems in orthodontic education in 23 European countries.

This paper reports on a survey of perceived problems in the provision of orthodontic education at the stages of undergraduate, postgraduate, and continuing professional education (CPE) in 23 European countries in 1997. A questionnaire, together with an explanatory letter, was mailed to all members of the EUROQUAL II BIOMED project. Answers were validated during a meeting of project participants and by further correspondence, when necessary. The topics covered in the questionnaire were adequacy of funding, numbers of orthodontic teachers, availability of equipment, regulations, training centres, numbers of orthodontists, availability of books, journals, and information technology. Completed questionnaires were returned by orthodontists from all 23 countries. Respondents from seven countries did not answer all questions. Respondents reported a perceived almost universal lack of adequate funding for postgraduate orthodontic training (from 18 out of 20 countries) and, to a lesser extent, at undergraduate (13 out of 20 countries) and CPE levels (17 out of 21 countries). Respondents from 12 of the 20 countries reported adequate numbers of qualified teachers at undergraduate level, but only seven out of 18 at postgraduate level and eight out of 19 for CPE. Lack of suitable equipment was reported as a more frequent problem by central and eastern European countries (six out of 20 countries at undergraduate level, eight out of 20 countries at postgraduate level, and 12 out of 19 at CPE level). Too few or too many regulations were only perceived to be a problem by the respondent from one country out of 19 at undergraduate level, by seven out of 19 at postgraduate level, and by eight out of 16 at CPE level). Lack of training centres was more frequently reported as a problem by respondents from central and eastern European countries, but was generally not perceived as a problem by respondents from west European countries. Respondents from seven countries reported a lack of training centres for CPE. Respondents from six countries reported that they perceived there to be too many orthodontists at postgraduate level, from seven countries that there were an appropriate number, and from seven that there were too few. A lack of books, journals, and information technology was reported to be a problem by respondents from four out of 19 countries at undergraduate level, eight out of 20 at postgraduate level, and 10 out of 20 at CPE level. At both undergraduate and postgraduate level, the majority of respondents from central and eastern European countries reported problems with books, journals, and information technology. The results of the survey confirmed many anecdotal impressions and provided an extremely useful background against which to formulate quality guidelines for orthodontic education in Europe.

Suggested guidelines for the provision and assessment of orthodontic education in Europe. A report from the Professional Development Group of the EURO-QUAL BIOMED II Project.

The suggested guidelines for the provision and assessment of Orthodontic education in Europe, which are introduced, set out, and discussed in this paper, resulted from the work of the Professional Development Group (PDG) of the EURO-QUAL BIOMED II project. They were published in the final report of the project, after comments had been received from a range of national and European bodies and societies, including the British and the European Orthodontic Societies, Royal Colleges, and the General Dental Council.

A survey of undergraduate orthodontic education in 23 European countries.

This paper reports on a survey of teaching contents and time allocation within the undergraduate orthodontic curriculum in European countries in 1997, and on whether or not these countries set a formal undergraduate examination in orthodontics. A questionnaire and an explanatory letter were mailed to all members of the EURO-QUAL BIOMED II project. Answers were validated during a meeting of project participants and by fax when necessary. Completed questionnaires, which were subsequently validated, were returned by orthodontists from 23 countries. They indicated that orthodontics was taught in all undergraduate curriculums of the countries surveyed. The number of hours in the undergraduate curriculum devoted to orthodontics was reported as varying from 135 to 500 hours with a mean of 245 hours. The time reported as allocated to theory, clinical practice, laboratory work, diagnosis, and treatment planning varied widely. In general, clinical practice and theory were reported as being allocated most curriculum hours, whilst diagnosis, laboratory work, and treatment planing were reported as receiving relatively less time. Removable appliances were reported to be taught in 22 of the 23 countries, functional appliances in 21 countries and fixed appliances in 17 countries. An undergraduate examination in orthodontics was reported by 20 countries. It was concluded that orthodontics occupies a small proportion of the undergraduate curriculum in dentistry in most countries, the emphasis is on theory and clinical work, and that removable appliances, functional appliances, and certain aspects of fixed appliances are taught in the majority of countries that responded to the questionnaire

A survey of postgraduate (specialist) orthodontic education in 23 European countries.

This paper reports on a survey of the duration, funding, and assessment of postgraduate specialist orthodontic training, the requirement for postgraduate training prior to entering specialist orthodontic training and registration of specialist orthodontists in Europe. A questionnaire and explanatory letter were mailed to all members of the EURO-QUAL BIOMED II project. Answers were validated during a meeting of project participants and by fax, when necessary. Completed questionnaires which were subsequently validated, were returned by orthodontists from 23 countries. The results indicated that a period of postgraduate training, prior to entering specialist orthodontic training was required in 12 of the responding countries. Specialist orthodontic training was reported as lasting 2 years in three countries, 3 years in 17, and for 4 years in three. Part-time training was reported as a possibility in four countries. In 21 of the 23 countries specialist training was reported to take place in full or part within universities, with some training taking place in government clinics in four countries. In five countries some or all training was reported to take place in specialist practices. Training was said to be funded solely or partially by governments in 15 of the 23 countries, to be solely self-funded in five countries, and partly or solely funded by universities in six countries. A final examination at the end of specialist training was reported to be held in 21 of the 23 countries. The nature of this examination varied widely and there was no such examination in two countries. Twelve of the 23 countries reported that they had a specialist register for orthodontics; 11 that they had no register. In none of the countries surveyed was there a requirement for those on a register to undergo periodic reassessment of competence once they are on the register. It was concluded that there was wide diversity in all aspects of specialist orthodontic training and registration within the countries surveyed.

[Late results of treatment of maxillary fractures]. / Odlegle wyniki leczneia zlaman szczeki.

In the period of 3 years, from 1984 to 1986 in the Department of Maxillofacial Surgery, Institute of Stomatology, Medical Academy in Warsaw 230 patients were treated for maxillary fractures. Late results of this treatment were assessed in 102 patients coming for control examinations in 1988. In the assessment of the therapeutic results the following features were considered: facial symmetry, proportions of three facial segments, functions of the visual system and stomatognathic system, nasal patency, and sensory disturbances in the area innervated by the infraorbital nerves. On the basis of this late assessment of the results of treatment of these fractures it was found that the definite morphological-functional and aesthetic results were unsatisfactory in cases of Le Fort III and II type maxillary fractures. This points out that the therapeutic methods used as yet are not sufficiently satisfactory and other methods should be evolved.

[Late results of treatment of mandibular fractures]. / Ocena odleglych wyników leczenia zlaman zuchwy.

In a group of 1246 patients treated in the Department of Maxillofacial Surgery-Institute of Stomatology, Medical Academy in Warsaw, in a period of 3 years (1984-1986) late results of treatment of mandibular fractures were assessed. In the assessment the range of mandible abduction, function of temporomandibular joints, occlusal abnormalities, the sensory function in the area innervated by the mental nerves and the condition of posttraumatic scars changing the morphology and aesthetic appearance of the face were considered. Limitation of mandibular abduction after treatment was found in 39 cases. Functional disturbances of temporomandibular joints developed in 58 cases, and various occlusal complications were found in 130 out of 1246 patients. In 56 patients various sensory loss was noted in the innervation area of the mental nerves. Posttraumatic scars in 89 patients affected in various degree facial morphology and aesthetic appearance.