Development of Undergraduate Gerodontology Courses in Austria, Switzerland, and Germany from 2004 to 2009

Abstract

The growing number of individuals over the age of sixty-ive with speciic dental needs requires increased teaching efforts to adequately prepare predoctoral dental students. The study assessed whether such increases in undergraduate gerodontology teaching in German-speaking countries between 2004 and 2009 occurred. Questionnaires were mailed in 2004 and 2009 to all deans (n=37) and all department heads (n=140) of Austrian, Swiss, and German dental schools. Results show that gerodontology is still mostly included in traditional core subjects but that speciic lecture series and practical teaching have increased. These cover a broad variety of subjects including geriatric medicine, gerontopsychiatry, nursing care, pharmacology, and public health. The number of departments with dedicated staff for gerodontology, research activities, and mean number of publications has increased. Barriers to the further integration of the subject include its continued exclusion from inal examinations in Austria and Germany. Guidelines of the European College of Gerodontology (2009), which aim to prepare students to provide dental treatment to seniors by teaching theoretical knowledge, practical skills, patient management techniques, and the ethical foundation of gerodontology, need to be implemented. Continued professional education of faculty in all departments, intensiied cooperation between universities, and the presence of faculty specializing in gerodontology are suggested.

Geriatric dentistry, teaching and future directions

“…Educational institutions have an obligation to lead change, yet there appears to be little formal recognition in Australasian dental curricula for the need to develop specific education and research programmes in geriatric dentistry. This contrasts with the development of specific geriatric dental programmes in North America and to some extent in Europe …”

“…Since 2000, nearly all US, Canadian and European dental schools have integrated at least some aspects of geriatric dentistry into their academic curricula . Nevertheless, the format, extent and focus of geriatric dentistry education has varied widely …”

“…The overcrowded nature of dental curriculum and the competition among disciplines appears to influence the extent of geriatric dentistry, with over 93% of sixth year students studying geriatric dentistry, compared with 68% of fifth year students, 48% of fourth year students, 17% of third year students, 13% of second year students, and only 2% of first year students in European dental schools . Notably, in 2009, only one dental school in Austria and 40% of dental schools in Germany offered any lecture series or practical course in gerodontology, compared with all dental schools in Switzerland in 2004 . Lack of time devoted to geriatric education is likely to have serious implications, with only 14.3% of graduating dental students considering themselves to be well prepared to provide geriatric oral health care .…”

“…While many also teach about psychosocial problems and barriers to dental care for the elderly, few include sufficient training on geriatrics and geronto‐psychiatry, diagnostics specific to ageing, geriatric medicine, prevention and therapy of oral diseases and communication skills . This is reinforced by the findings indicating that only a few dental schools in the US, Canada, Switzerland and Sweden provide practical on‐site training in geriatric hospital wards, residential aged care facilities or domiciliary care . As yet there are no adequate studies to indicate if on‐site and mobile care experiences offer the best models for teaching students how to manage older patients, with the risk that superficial exposure may do more damage to a student's future interest in caring for older patients …”

“…To overcome these barriers, the Association of Dental Education in Europe and the European College of Gerodontology have outlined guidelines and provided direct recommendations on the didactic and practical education that can lead to improved patient management, treatment planning and delivery in community settings, including nursing homes and residential aged care facilities . Competency recommendations are extensive and include didactic content focused on geriatrics and geronto‐psychiatry, diagnostics specific to ageing, geriatric medicine, prevention and therapy of oral diseases, and communication skills .…”