Journal of dental education
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Historical Article
The scope, goals, and objectives of graduate dental education--II.
This position paper on the "Scope, Goals, and Objectives of Graduate Dental Education" provides a discussion of basic working definitions and an attenuated historical review of graduate dental education, with special emphasis on the evolution of goals and objectives of graduate dental education. The goals and objectives are presented in a general context, and the following factors affecting them are discussed: (1) type of program (postgraduate or graduate) and desired end-product; (2) the specific discipline or specialty (including commentary on goals and objectives of each existing dental specialty and general practice residency program), and the suggestion for the creation of one additional specialty (dental anesthesiology); and (3) the institutional setting, with special emphasis on the role of the hospital in dental education. Suggestions or recommendations for further consideration or possible action are shown in italics throughout the paper.
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The purpose of this project was to determine if senior dental students were capable of meeting the rigid didactic and clinical performance requirements of the American Heart Association's course in advanced life support. The course includes cardiopulmonary resuscitation, mechanical ventilation, endotracheal intubation, intravenous cannulation, interpretation of certain electro-cardiographic dysrhythmias, synchronized cardioversion, defibrillation and the use of intravenous vasopressors, cardiotonics, and antiarhythmics. Of 30 students who were randomly selected from over 120 applicants for this senior elective course, 27 met the minimum proficiency requirement of 85 percent on a standardized written examination, and no one scored less than 78 percent. Of the students who were offered clinical testing stations, 19 out of 20 met the clinicae support can be considered a feasible addition to other instruction in emergency care in the undergraduate dental curriculum.
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A survey was conducted to assess the current status of instruction and curricular content in forensic dentistry in United States dental schools. The dean of each of the 60 dental schools was asked to describe the formal teaching program in forensic dentistry in the predoctoral, postgraduate, resident, and continuing education curriculum. Faculty characteristics and the relationship of the faculty to extramural organizations dealing with forensic science were analyzed. ⋯ A significant number of faculty teaching forensic dentistry hold advanced degrees in medicine and law, as well as other disciplines. Although forensic dental faculty are trained to assist law enforcement agencies, their consulting services are not generally used to the fullest extent. Based on the results of this survey, a series of recommendations for structuring the forensic science curriculum in dental schools is offered.
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This paper describes how the concepts and methods of problem-orientation have been applied in the clinical education of dental students. It makes the point that the problem-oriented dental record is only one part of a complete system which has five interrelated components. The problem-oriented dental record is discussed in detail, and the paper includes examples of all four sections of the record. ⋯ This should result in a graduate who is conversant with medical colleagues and systematic in the collection of data, listing of problems, and resolution of patient problems. Finally, we believe that the problem-oriented dental record is also a good tool to help the dental graduate become more empathetic with patients and more aware of their total health needs. The record provides a mechanism for recording physical and emotional information as well as the oral status.