Expectativas relacionadas con la elección de un postgrado para los egresados de Odontología en México / The prospective graduates expectations in relation to choosing an advanced education dental specialty in Mexico

En la presente publicación se consideró la compilación de información disponible en sitios de la red informática al respecto de las diferentes instituciones públicas y privadas oferentes de postgrados en áreas de la odontología, en la intención de presentar un contexto a considerar antes de decidirse por un postgrado en alguna de las diferentes disciplinas estomatológicas disponibles en la República Mexicana. Considerando además las expectativas profesionales, académicas y económicas, vinculadas a la pertinencia, factibilidad y calidad de los postgrados. Material y métodos: se analizó la información disponible de 17 de las principales universidades ofertantes de los postgrados que han obtenido reconocimiento por su calidad académica, considerando sus ubicaciones, costos relativos y posicionamiento en el Ranking Nacional de Universidades en México. Por otro lado, se identificaron las expectativas expresadas por un grupo de estudiantes de licenciatura en Cirujano Dentista de la Universidad Autónoma de Chihuahua, al momento de elegir un postgrado, información obtenida de un estudio previo realizado en el año 2018 (AU)

In the following publication, a compilation of information available from various network sites were considered in regards to the different public and private institutions that offer a postgraduate program in the dental field. Also, the information collected was used to format all of the contextual considerations a prospective graduate must acknowledge like feasibility and quality of the program; as well as, professional, academic benefits and expenses, when deciding to enroll and pursue a dental specialty in Mexico. Material and methods: a total of 17 universities in the country were analysed and aspects like their location, general expenses (academic and living) academic quality awards received, as well as, their national ranking were taken into consideration. In addition, the results obtained from a previous study carried out in 2018 concerning a series of expectations expressed by a group of students from the Autonomous University of Chihuahua Dental School with respect to choosing a postgraduate Advance dental program were also included to enrich the following conclusions (AU)

Trends in postgraduate dental training in the United States.

OBJECTIVE: This study examines the individual, educational, and policy factors that predict dentists pursuing postgraduate dental (PGD) training. METHODS: Individual dentist records from the 2017 American Dental Association Masterfile were linked with pre-doctoral training attributes and state-level dental policy factors. Generalized logistic models, adjusted for individual, educational, and policy factors, were used to predict: (1) attending any PGD program, and (2) primary (i.e., advanced general practice, pediatrics, or dental public health, per the Health Resources and Services Administration [HRSA]) versus specialty care. RESULTS: The majority of new PGD residency slots (77%) were in primary care. Women held 56% of primary care slots; men held 62% of specialty slots. Individual characteristics that predicted PGD primary care training included being Black, Hispanic, Asian, or other race; being male or older age reduced the odds. Pre-doctoral school characteristics that predicted PGD primary care training included having a pre-doctoral HRSA grant, affiliation with an academic medical center, and being a historically Black college/university; being a private school or in a small metro area lowered the odds. At the policy level, the strongest predictors of attending PGD primary care training are a residency requirement in the state you currently practice in and federal graduate medical education (GME) investment per residency slot. CONCLUSION: Pursuing PGD training is variable based on the race/ethnicity/gender of the dentist. Federal investments in pre-doctoral dental education and GME can drive equity, as they significantly increase the odds that dentists will go on to PGD training, as do state licensure requirements.

Caracterización de programas de formación de especialistas en cirugía maxilofacial en Estados Unidos, Canadá y Chile / Postgraduate programs of maxillofacial surgery in United States, Canada and Chile

La cirugía maxilofacial es una especialidad quirúrgica que nace del trabajo mancomunado de dentistas y médicos cirujanos en el tratamiento de patologías de complejidad creciente. En el mundo actualmente existe diversidad en los requisitos de grado académico al ingreso, en la organización curricular y en el tipo de graduación al egreso de los programas de formación de esta especialidad. Debido a la necesidad de respaldo legal, ético y curricular en el quehacer médico complejo de esta especialidad y la tendencia mundial a desarrollar vías de doble graduación para responder a tal necesidad, se busca conocer la realidad actual de los programas de graduación de la especialidad en Estados Unidos, Canadá y Chile

Maxillofacial Surgery is a surgical specialty developed from mancommunated work of Dentists and Physicians in the treatment of pathologies of increasing complexity. In the world there is currently a diversity in the requirements of academic degree in income, in the curricular organization and in the type of graduation in the training program of this specialty. Need for legal, ethical and curricular support in the complex medical work of this specialty and the worldwide trend in the development of double graduation to respond to this need cause this study to know about potsgraduate programs of the specialty in the United States, Canada and Chile

Current Status of Postdoctoral and Graduate Programs in Dentistry.

Advanced dental education has evolved in the context of societal needs and economic trends to its current status. Graduate programs have positioned their role in the context of health systems and health science education trends in hospitals, interprofessional clinical care teams, and dental schools and oral health care systems. Graduate dental education has been a critical factor in developing teams in trauma care, craniofacial disorders, pediatric and adult medicine, and oncology. The misalignment of the mission of graduate dental programs and the demands of private practice has posed a challenge in the evolution of programs as educational programs have been directed towards tertiary and indigent care while the practice community focuses on largely healthy affluent patients for complex clinical interventions. Those seeking graduate dental education today are smaller in number and include more international dental graduates than in the past. Graduate dental education in general dentistry and in the nine recognized dental specialties now includes Commission on Dental Accreditation (CODA) recognition of training standards as part of its accreditation process and a CODA accreditation process for areas of clinical education not recognized as specialties by the American Dental Association. Current types of programs include fellowship training for students in recognized specialties. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Trends in Generalist and Specialty Advanced Dental Education and Practice, 2005-06 to 2015-16 and Beyond.

This article reviews the data on advanced dental education for the past decade and explores what advanced dental education might look like in the years leading up to 2040, including how its graduates will address the oral health needs of the population. The authors based these projections on published data about advanced dental education collected by the American Dental Association and other organizations. Nevertheless, a certain degree of speculation was involved. The article presents current data and trends in advanced dental education, environmental factors impacting advanced dental education, and lessons drawn from other areas of health care that support the potential scenarios that are described. This article was written as part of the project "Advancing Dental Education in the 21st Century."

International college of prosthodontists reports on post-graduate prosthodontics.

The international college of prosthodontists that regards itself as a representative body of prosthodontists worldwide has been addressing the topics of graduate education for the last decade. Our research and education committee have sent out questionnaires to 250 dental schools and received 42 responses with details of programs and prosthodontics in 24 of these centers. In addition the ICP web site requesting submission of international programs has been active for the last year. Our study showed that responding countries have 3-4 year programs. ICP was involved in drafting a report of the international association of dental schools in Athens and drafting the summary report. In addition the ICP has drafted a recommended post-graduate prosthodontic program curriculum that suggests guidelines for international specialty programs in prosthodontics.

Advanced prosthodontic training in the United States of America.

This article will consider prosthodontic specialty training in the United States. The history of prosthodontics as a specialty and the requirements necessary to be considered a prosthodontist will be explored. Today, a three-year postgraduate program is necessary to be considered an educationally qualified prosthodontist. Currently, there are 46 accredited advanced specialty education programs in the United States and approximately 3200 prosthodontists. The standards and training required for completion of these programs will be considered.

Current status and expected future direction of the prosthodontic speciality in India. JPS Global Workshop Kyoto 2012.

A person with a basic bachelors degree, BDS, from a college/university recognized by the Dental Council of India (DCI) becomes eligible for a Master of Dental Surgery (MDS) in prosthodontics at a college/university recognized by DCI. For this three (3) years Programme of Master of Dental Surgery course with a dissertation, the student/resident has to go through a syllabus as set by the university and approved by the DCI. The continued official approval/certification thereafter is not present in India but all dentists have to get 20 Continued Education points every year for renewal of their DCI registration (though it's only on trial basis right now). Although prosthodontists are officially approved in India but still the common man does not recognize who a prosthodontist is because of lack of awareness. Most general dentists do their prosthetic work themselves, only a small number of them ask for a prosthodontist. Referral to another office is rare, usually the prosthodontist visits the GP's office for consultation and treatment. There is undoubtedly need of continuous certification/evaluation system of the prosthodontists and so is the need of making the masses aware of presence and role of such specialists in India. The Indian Prosthodontic Society is taking initiative to address this issue.

Development of undergraduate gerodontology courses in Austria, Switzerland, and Germany from 2004 to 2009.

The growing number of individuals over the age of sixty-five with specific dental needs requires increased teaching efforts to adequately prepare predoctoral dental students. The study assessed whether such increases in undergraduate gerodontology teaching in German-speaking countries between 2004 and 2009 occurred. Questionnaires were mailed in 2004 and 2009 to all deans (n=37) and all department heads (n=140) of Austrian, Swiss, and German dental schools. Results show that gerodontology is still mostly included in traditional core subjects but that specific lecture series and practical teaching have increased. These cover a broad variety of subjects including geriatric medicine, gerontopsychiatry, nursing care, pharmacology, and public health. The number of departments with dedicated staff for gerodontology, research activities, and mean number of publications has increased. Barriers to the further integration of the subject include its continued exclusion from final examinations in Austria and Germany. Guidelines of the European College of Gerodontology (2009), which aim to prepare students to provide dental treatment to seniors by teaching theoretical knowledge, practical skills, patient management techniques, and the ethical foundation of gerodontology, need to be implemented. Continued professional education of faculty in all departments, intensified cooperation between universities, and the presence of faculty specializing in gerodontology are suggested.

Análise dos erros radiográficos cometidos por alunos da especialização de radiologia e imaginologia da Faculdade de Odontologia da UFMG

Para evitar os impactos biológicos, financeiros e interferência no diagnóstico, as radiografias odontológicas devem ser realizadas com alta qualidade. Este estudo teve por objetivo analisar os principais erros radiográficos cometidos por alunos da Especialização de Radiografia e Imaginologia da Faculdade de Odontologia da UFMG em 2011 e no 1. semestre de 2012...

[Oral medicine: a specialty placed between medicine and dentistry]. / Orale Medizin : Interdisziplinäre Zusammenarbeit zwischen Medizin und Zahnmedizin.

Oral medicine is a dental specialty that bridges the traditional areas of health between dentistry and medicine. International descriptions reflect this and oral medicine is defined as "the dental speciality placed at the interface between medicine and dentistry and is concerned with the diagnosis and management of (non-dental) pathology affecting the oral and maxillofacial region." Oral medicine specialists provide clinical care to patients with a wide variety of orofacial conditions, including oral mucosal diseases, orofacial pain syndromes, salivary gland disorders, and oral manifestations of systemic diseases. There is a growing need to implement this specialty globally: due to the rapid progress in both medicine and dentistry, and to the growing percentage of senior citizens in many countries, the adequate diagnosis and treatment of oral diseases will become even more complex in the future. In this article, the authors' intention is to point out that oral medicine is neither a recognized specialty nor a distinct field of study in Germany, Austria, or Switzerland; thus, the need for postgraduate training in this field in countries where oral medicine is not a specialization is emphasized.

[Medically compromised patients in the dental office: demographics and progress in health care]. / Risikopatienten in der zahnärztlichen Praxis : Demografie und medizinischer Fortschritt.

Due to changing demographics in our society, there are an increasing number of patients with risk factors presenting for dental care. Unfortunately valid screening instruments to identify these patients are lacking. Especially in elderly patients, there is often an association between the high number of prescribed medications and oral symptoms. Using supportive therapy in oncology (e.g., radio(chemo)therapy) as an example, the role of modern dentistry and its interaction with general medicine is illustrated. Modern substances, e.g., antiangiogenetics, with still unknown side effects represent challenging new developments in the field of oral medicine. Even with some examples of positive representation of patients with risk factors in the health systems, e.g., § 28 SGB V, it is clear that the pressure on the costs in the health systems leads to an undertreatment of patients with risk factors. Only by adapting dental and postgraduate training with respect to these aspects, together with better financial reimbursement of the additional efforts, will this trend be overcome.

[Change and innovation in orthodontics]. / Wandel und Innovation in der Kieferorthopädie.

Long-term prophylaxis achievements, demographic changes, scientific progress, patient requirements, and political regulations through social legislation will fundamentally change the future of orthodontics, i.e., a reduction in children and adolescent therapy as well as an increase in interdisciplinary complex treatments for adult patients mostly outside the social security system. Health care research at a high evidence level needs to be intensified due to social-political reasons. In addition to well-proven appliances, modern sometimes even invisible appliances (CAD-CAM) will be used in future orthodontic therapy. Three-dimensional diagnostics could improve treatment planning. Whether improved prenatal diagnosis will alter the number of newborns with dentofacial malformations (cleft lip and palate) or syndromes (e.g., Down syndrome), thus, changing treatment needs in the future, cannot be predicted today, due to the multiple influencing factors. A well-structured 4-year specialist training according to European guidelines will also be necessary in the future to comply with complex treatment needs be it within or outside the social security system (quality assurance).

Ten-year survey of program directors: trends, challenges, and mentoring in prosthodontics. Part 1.

PURPOSE: This study consisted of two parts. Part 1 was a survey of US program directors, and Part 2 reports on the survey findings distributed to the deans of US dental schools. Both surveys evaluated observations of trends in prosthodontic education. The first survey (2005) of program directors and deans was published in 2007. This second survey was conducted in 2009. The 2009 survey provided 10-year data on trends in prosthodontics as reported by program directors. MATERIALS AND METHODS: A national e-mail survey of 46 program directors was used to collect enrollment data for years 1 to 3 of prosthodontics training for US and international dental school graduates, the total number of applicants and applications considered, and the trends over time of applicants to prosthodontics for US dental school graduates and for international graduates. In addition, the program directors were asked to rank 13 key factors that may have contributed to any changes in the prosthodontic applicant pool. Program directors were also asked for information on student financial incentives and whether their programs were state or federally funded, and whether their sponsoring institution was a dental school. RESULTS: Of the 46 program directors, 40 responded, for an 87% response rate. Respondents reported that 66% of their enrollees were graduates of US dental schools. Between 2000 and 2009 the applicant pool in prosthodontics nearly doubled, with 50% of the program directors reporting an increase in US-trained applicants, 42.5% reporting no change, and only 7.5% reporting a decrease. Using the Spearman correlation for the 10-year survey, there was a positive, statistically significant correlation that society's demand for a higher level of training and credentialing and interest in prosthodontics among dental students contributed to an increase in the number of US dental graduates applying to prosthodontic programs. Only four programs offered no financial packages to offset tuition. The remaining 36 respondents reported some financial package. Among the respondents, there were 23 state-sponsored programs and 6 sponsored by private universities; the remaining 9 were sponsored by hospitals or federal agencies. CONCLUSIONS: A nearly doubled applicant pool and more US-trained applicants to prosthodontics ensure a much more competitive applicant pool for our specialty. In the 2009 survey, program directors reported that factors such as society's demand for a higher level of training and credentialing, interest in prosthodontics among US dental students, advances in implant, esthetic, and reconstructive dentistry, literature pertaining to the need of prosthodontists for the future, marketing of prosthodontics as a career, and the dollar value of prosthodontic training have all had some impact on increasing the mentored applicant pool to prosthodontic training in the United States.