Journal of dental education
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The United States is becoming substantially more diverse in its citizenry, with numerous racial and ethnic cultural groups and immigrants living and working in this country. In addition, there has been an increase in the number of languages other than English spoken in homes, as well as an increase in the number of individuals with limited English-speaking abilities. Given the emerging racial, ethnic, and cultural trends in U. ⋯ The qualitative analysis revealed themes or stories related to the following areas of this study: 1) the role of professional interpreters in dental and other health care settings; 2) challenges faced by interpreters and providers working with patients with limited English-speaking ability; and 3) strategies and approaches used to improve communication and address challenges. By understanding the unique interpreting needs of non- or limited English-speaking patients, dental students have an opportunity to broaden their cultural competency skills. Dental schools have an obligation to ensure that students, faculty, and staff know and understand the legal rights of patients and health care providers to communicate effectively when using an interpreter, although having a professionally trained interpreter working in a facility does not end the cultural learning processes needed in a multicultural society.
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Students' attitudes toward caries prevention can impact their receptivity to training and subsequent involvement in preventive services in their future practices. The aim of this study was to evaluate dental students' opinions and knowledge regarding caries management and prevention at the University of Florida College of Dentistry. A twenty-six-item written survey instrument was administered to third- and fourth-year dental students. ⋯ Favorable responses to increasing education in preventive dentistry indicate that students may be receptive to modern caries management and prevention principles. This study suggests there is a need to update and integrate a more comprehensive caries prevention program into the predoctoral dental curriculum. Such programs should stress, in addition to actual training, the importance of prevention in students' future practice.
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Competency-based dental education was introduced in 1993 and has proven to be a robust innovation, guiding curricular design, clinical education and evaluation, and accreditation. At the same time, it has been irregularly implemented and is understood in different ways. These paradoxes were explored in a survey of academic and clinical deans and chairs of departments of endodontics and restorative dentistry at U. ⋯ Significant differences were reported in the perceived understanding and value placed on competencies and their impact on dental education. Differences were also found to exist in evaluation practices and in how evaluation data are used to determine students' readiness for graduation. It is concluded that the openness of the competency concept is one reason for its longevity and usefulness in dental education.