Journal of dental education
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Comparative Study
Automated external defibrillator use among the general population.
Automated External Defibrillators (AED) are becoming more prominent in public locations within the mainstream of our society. They are marketed as providing the ability for a broader range of people, beyond clinicians and community emergency medical services personal, to successfully defibrillate a person in cardiac arrest. The objectives of this study were to determine whether or not a member of the general population, without previous exposure to an AED, could successfully operate an AED, thus delivering the necessary shock in ventricular fibrillation arrest. ⋯ Operator speed in relation to the amount of health care training showed another inverse relationship as times decreased from group one (general population) to group five (anesthesiologists and surgeons). The findings suggest that prior exposure to an AED leads to a greater number of successful defibrillations. It remains unclear at this time as to whether a member of the general population can successfully operate an AED.
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In fall 2002, the ADEA Section on Comprehensive Care and General Dentistry conducted a survey of the predoctoral clinical curriculum models at sixty-four North American dental schools. Fifty-eight percent of the schools reported that most patient care is provided in a comprehensive care clinic setting, 22 percent reported that most patient care is provided in discipline-specific settings, and 20 percent reported a hybrid of comprehensive care and discipline-specific settings. ⋯ PCC curriculum models were frequently associated with the following institutional factors: more densely populated metropolitan areas; private institutional sponsorship; location within a university medical center; larger class size; and more students enrolled in advanced training at the school. Curriculum factors frequently associated with PCC models included the following: increased use of simulation technology: higher proportion of clinical/teaching track faculty; higher proportion of part-time faculty; higher proportion of generalist faculty; same faculty supervising both treatment planning and patient treatment; and use of competency exams as the main requirement for completion of the curriculum.
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The new predoctoral dental education program at the University of Nevada, Las Vegas, officially began on August 26, 2002. Key concepts identified as foundations for the UNLV clinical curriculum model include Student Active Integrated Learning (SAIL), the need to actively link oral health to systemic health, a sophisticated practice management model, a focus on culturally sensitive statewide outreach, establishing a strong biomedical research base, and development of future faculty. The predoctoral program will be comprised of five general practices. Students from each of the four academic years will be assigned to a practice group; each student will be expected to provide patient care within the scope of his or her current training.