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The fundamentals of health care education
Published in Joseph A. Balogun, Health Care Education in Nigeria, 2020
Medical and dental education is categorized into four phases: premedical, undergraduate, postgraduate, and continuing education. The goal is to prepare competent practitioners capable of applying contemporary scientific knowledge to promote health, prevent, and cure diseases. All physicians and dentists are accountable for their actions and have a responsibility to their profession and patients. They are expected to maintain a high ethical standard in clinical practice. Their curricula include, in addition to patient care contents, disease prevention, clinical or basic research, leadership, and management, and education contents. The educational environment also encourages learning and inquiry by providing support for faculty to acquire research skills and engage in independent or collaborative research (World Medical Association, 2017).
The Goals and Strategies of Community Dentistry in Developing Countries
Published in Lars Granath, William D. McHugh, Systematized Prevention of Oral Disease: Theory and Practice, 2019
Aubrey Sheiham, David E. Barmes
One of the major contributions to the broadening of the concept of health care was the criticism of the medical model.6 The medical model is based on molecular and cellular biology and the germ theory of disease as its basic scientific disciplines. It has become clear that social, psychological, behavioral, and economic factors are important aspects of health care. This criticism is particularly relevant to oral health services where the medical model and the individualistic, mechanistic approach have been predominant. As medical care is changing because of the short-comings of the medical model and the pattern of oral diseases is also changing, there is an urgent need in dentistry to examine the fundamental tenets upon which dental education, dental services, and dental health education messages are based.
Introduction: The changing face of dental practice
Published in Philip Newsome, Chris Barrow, Trevor W Ferguson, Profitable Dental Practice, 2019
Philip Newsome, Chris Barrow, Trevor W Ferguson
Keeping ‘up to date’ with all these changes makes dental education a vital and continuing process, demanding more commitment from the dental practitioner than in the past, when the pace of change was much slower and when many a dentist would seemingly pass from graduation to retirement virtually without ever learning anything new. In 2002, in recognition of this need for dentists to stay up to date, the General Dental Council (GDC) implemented its programme of compulsory continuing professional development (CPD), with CPD defined as: study, training, courses, seminars, reading and other activities undertaken by a dentist, which could reasonably be expected to advance his or her professional development as a dentist.3
Impact of fully guided implant planning software training on the knowledge acquisition and satisfaction of dental undergraduate students
Published in Medical Education Online, 2023
Shishir Ram Shetty, Colin Alexander Murray, Sausan Al Kawas, Sara Jaser, Natheer Al-Rawi, Wael Talaat, Sangeetha Narasimhan, Sunaina Shetty, Pooja Adtani, Shruthi Hegde
In comparison with conventional evaluation techniques, the virtual simulation teaching platform is more pragmatic and precise and measures training, and evaluation and consistently make improvements according to the instructor feedback [16,17]. Recently, virtual simulation has been utilized in dental education as an adjunctive to the conventional skill training curriculum to train dentists before interacting with real patients [23,24]. Dental education differs greatly from other forms of medical education since it is a blend of theory, practical and clinical practice. The challenge in training dentists arises from the fact that at times even theoretical knowledge acquisition needs spatial imagination of structures and procedures [25]. Virtual simulation offers a solution to this problem, thereby improving theoretical understanding in addition to improving preclinical skills [25]. Furthermore, preclinical and clinical training is of utmost necessity for nurturing motor skills to prepare dental students to engage in dental professional practice. Most of the dental education competency skills required are difficult to acquire and mandate repeated training and a long practice [26].
Blended learning in undergraduate dental education: a global pilot study
Published in Medical Education Online, 2023
Kamran Ali, E. S. A. Alhaija, Mahwish Raja, Daniel Zahra, Zoe L Brookes, Ewen McColl, Sobia Zafar, Barbara Kirnbauer, Ahed M. Al Wahadni, Rami S. Al-Fodeh, Thikrayat Ghazi Bani-Hani, Saba O Daher, Hasan O Daher
A fundamental goal of undergraduate dental education across the globe is to produce competent dental graduates who can provide safe and effective care to the communities [15,19,20]. Dental students and faculty at dental institutions in different countries were invited to gain a view of the bigger picture to identify the commonalities in the perceptions and experiences regarding multiple dimensions of online teaching, learning, and assessments before and after the start of COVID-19 pandemic. Significant differences in the responses were observed between faculty and students for several items on the questionnaire including the type of online resources utilized; time spent online (pre- and post-COVID-19); perceived effectiveness of online activities; and opportunities of interactions during online activities.
Evaluation of clinical versus non-clinical continuing education in terms of preferences and value for oral healthcare workers
Published in Medical Education Online, 2022
Tony Skapetis, Simran Cheema, Mariam El Mustapha
There is evidence that CME alone may have a moderate effect in persuading health professionals to follow recommended practices. Furthermore, it is purported that CME alone would likely improve patient health with moderate certainty [13]. Academic health centres are under more pressure and scrutiny to improve clinical and educational outcomes [14]. The same author also describes that there are many impediments towards this greater goal which include workload, culture and organisational challenges. Barriers to continuing dental education have been reported to included time limitations, financial considerations and choice of topics [15,16]. These are all relevant to the large dental hospital setting across which the current study was conducted. Although there were 2 whole day education events planned for each year, only a single CPD/CE day was conducted across four of the eight years.