Assessment of Occlusion Curriculum in Predoctoral Dental Education: Report from ACP Task Force on Occlusion Education

Lee, Damian J.; Wiens, Jonathan P.; Ference, John J; Donatelli, David; Smith, Rick M.; Dye, Bryan D.; Obrez, Aleš; Lang, Lisa A.

doi:10.1111/j.1532-849x.2012.00876.x

Cited by 12 publications

(17 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The teaching of occlusion in undergraduate dental schools has previously been researched in the United States 7,8 . Both articles recommend the need for clear, up to date guidelines for teaching occlusion at undergraduate level.…”

Section: Introductionmentioning

confidence: 99%

The teaching of occlusion in undergraduate dental schools in the UK and Ireland

et al. 2019

View full text Add to dashboard Cite

The teaching of occlusion in undergraduate dental schools in the UK and Ireland is a cornerstone of an integrated approach to the many different clinical disciplines in dentistry. This study investigated and evaluated the teaching of occlusion in undergraduate dental schools in the UK and Ireland, the thorough understanding of which would facilitate young graduates to become competent practitioners. Material and Methods A mixed-methods approach was employed, with primary data generated and collected by using a cross sectional questionnaire-based survey which was followed-up by semi-structured interviews. The hard copy questionnaires enquired about: i) whether occlusion was taught, ii) how long was spent by schools teaching occlusion, iii) what teaching resources were employed, iv) tutors' perceptions of how well prepared for general practice new graduates were and v) how was knowledge/skill assessed. Follow-up interviews were undertaken with volunteering respondents to triangulate responses. Quantitative data was analysed using descriptive statistics and qualitative data was stored using the Framework Method and analysis using a thematic approach. Results 100% (n=18) of schools responded to the questionnaire. 66.67% (n=12) schools participated in follow-up interviews. All schools reported that they taught occlusion in their curriculum. Total hours reported teaching occlusion varied from 11 to 310 hours. 28% (n=5) of respondents reported insufficient time for the teaching of occlusion in the curriculum. There was a marked variation in: i) teaching methods, ii) resources employed, iii) assessment strategies to evaluate competency in occlusion and iv) how well prepared students were. Thematic analysis of the qualitative data identified several themes: i) variations in teaching pedagogy, ii) use of different resources, iii) variable assessment techniques, iv) evaluation of teaching and v) barriers to teaching occlusion. Conclusion This study reported on the variability in teaching occlusion between the undergraduate dental schools of the UK and Ireland. Recommendations for a coordinated teaching strategy with dedicated oversight to facilitate better student exposure to occlusion and promote student understanding of this topic is suggested.

show abstract

Section: Introductionmentioning

confidence: 99%

The teaching of occlusion in undergraduate dental schools in the UK and Ireland

et al. 2019

View full text Add to dashboard Cite

show abstract

“…This interest of students for occlusal items could be explained by the complexity of this discipline due to the limited available literature and lack of evidence and consensus, which complicates student learning. 27,28 A strong point of this study is that, this is the first study to investigate PE generated by undergraduate clinical training in reconstructive dentistry. Investigating the refunded cases provided deep insight into the dysfunctions of the clinic.…”

Section: Discussionmentioning

confidence: 99%

Development of a Checklist to Prevent Reconstructive Errors Made By Undergraduate Dental Students

Almufleh

Ducret

Malixi

et al. 2020

Journal of Prosthodontics

View full text Add to dashboard Cite

Purpose To design a checklist in order to reduce the frequency of reconstructive preventable errors (PE) performed by undergraduate dental students at McGill University. Materials and Methods The most common PE occurring at a university dental clinic were identified by three reviewers analyzing the refunded cases, and used to create a preliminary checklist. This checklist was then validated by a panel of dental educators to produce a finalized 20‐item checklist. The 20‐question checklist was then submitted to students in a cross‐sectional survey‐based study to evaluate its relevance to undergraduate clinical education needs. Results As many as 81% of students reported to have forgotten at least one item of the checklist during care of their last patient, and the most forgotten checklist items corresponded to the pretreatment stage. The students also reported that 17 of the 20 items in the checklist were relevant to a considerable extent or highly relevant. Conclusion Common PE identified in the undergraduate clinic could be used to create a checklist of relevant items designed to reduce errors made by students and practitioners performing prosthodontic and reconstructive treatments. However, further studies are required to evaluate the implementation and efficiency of the checklist.

show abstract

“…Because of structural deterioration of the TMJ, pain, or record limitations, CR may not be an absolute position indicating neuromuscular or physiological equilibrium. Therefore, there is no conclusive evidence for any maxillomandibular relationship as the preferred treatment position, but as with any oral rehabilitation treatment, MHI may conveniently be used in patients without the occlusal abnormalities mentioned above . The duration of splint use and frequency of follow‐up were considered to be patient dependent by most GDPs.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, there is no conclusive evidence for any maxillomandibular relationship as the preferred treatment position, but as with any oral rehabilitation treatment, MHI may conveniently be used in patients without the occlusal abnormalities mentioned above. 7,31 The duration of splint use and frequency of followup were considered to be patient dependent by most GDPs. Evidence on this topic is limited, and justifiably so because each condition may have different healing periods.…”

Section: Discussionmentioning

confidence: 99%