Journal of dental education
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To assess the quality and quantity of sedation education in U. S. dental schools, a prospective, questionnaire-based survey was administered to general dental practitioners who graduated in 2003. Questionnaires were sent via facsimile to recent dental graduates using a list obtained through the American Dental Association. ⋯ S. dental schools. The general consensus of most 2003 dental school graduates is that they have gained little or no hands-on experience in sedation techniques and would have supported an increase in tuition and fees if an institution were to offer more efficient sedation training. With increased popularity and high patient demand for sedation techniques, the new dentist feels a need for sedation education before graduation.
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This article reports the results of a 2003 survey of medical emergency education taught in U. S. dental schools and compares the results to findings from surveys conducted in 1983 and 1992. A questionnaire was sent to the deans of all U. ⋯ Most schools included venipuncture and endotracheal intubation in their curriculum. Routine monitoring of vital signs remained fairly consistent over the past twenty years with a slight dip in the 1992 survey. A standardization of medical emergency education needs to take place to ensure an appropriate level of training for all dental students.
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The second in a series of perspectives from the ADEA Commission on Change and Innovation in Dental Education (CCI), this article presents the CCI's view of the dental education environment necessary for effective change. The article states that the CCI's purpose is related to leading and building consensus in the dental community to foster a continuous process of innovative change in the education of general dentists. ⋯ The article also describes influences external to the academic dental institutions that are important for change and argues that meaningful and long-lasting change must be systemic in nature. The CCI is ADEA's primary means to engage all stakeholders for the purpose of educating lifelong learners to provide evidence-based care to meet the needs of society.