Implications of pharmacogenomics in oral health

Slavkin, Harold C.

doi:10.1038/sj.tpj.6500107

Cited by 3 publications

(3 citation statements)

References 14 publications

(18 reference statements)

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“…Students must have a working knowledge of epidemiology, bioinformatics, molecular medicine and dentistry and bioengineering if they are to be able to adopt new evidence‐based preventive strategies, diagnostics and therapeutics (2). These subjects should not be studied in isolation if we intend students to accept and utilize this knowledge in their practice and understanding of clinical dentistry.…”

Section: Impact Of Biotechnology On Dental Educationmentioning

confidence: 99%

“…These new technologies have led to ‘the golden age of molecular oral health’ (2) and research has resulted in the convergence of the clinical sciences, information sciences and biotechnology. The development of sophisticated new research tools has given researchers new ways to ask old questions and as a result, much has been learnt of the molecular basis of oral diseases in the last decade.…”

Section: Introductionmentioning

confidence: 99%

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Adapting to changes in molecular biosciences and technologies

Ford

Seymour

Beeley

et al. 2008

Eur J Dental Education

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Dental education, like any other educational programme in a research‐intensive university environment, must be research led or at least research informed. In this context, as the research and knowledge base of dentistry lies in the biological and physical sciences, dental education must be led by advances in research in both these areas. There is no doubt that biotechnology and nanotechnology have, over the past 25 years, led research in both these areas. It is therefore logical to assume that this has also impacted on dental education. The aim of this paper is twofold; on one hand to examine the effects of biotechnology and nanotechnology and their implications for dental education and on the other to make recommendations for future developments in dental education led by research in biotechnology and nanotechnology. It is now generally accepted that dental education should be socially and culturally relevant and directed to the community it serves. In other words, there can be no universal approach and each dental school or indeed curriculum must apply the outcomes in their own social, cultural and community settings.

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Section: Impact Of Biotechnology On Dental Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adapting to changes in molecular biosciences and technologies

Ford

Seymour

Beeley

et al. 2008

Eur J Dental Education

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“…La práctica dental no es la excepción, y las técnicas de bioquímica y biología molecular se han hecho presentes en el diagnóstico, la evaluación de riesgos, la prevención y en muchos aspectos clínicos de la Odontología. [1][2][3][4][5] Los avances están principalmente dirigidos a los aspectos bioquímicos-moleculares de tejido conectivo, en la bioquímica de la regeneración tisular y en la bioquímica y biología molecular de la terapia génica, así como en los estudios sobre la liberación de fármacos y en la dinámica del transporte de los mismos. [6][7][8][9] Todo esto en conjunto con la búsqueda del conocimiento de la arquitectura macromolecular, estructura de proteínas y de terapias moleculares.…”

Section: Introductionunclassified

Evaluación de protocolos de biología molecular en la asignatura de Bioquímica de la Facultad de Odontología, Universidad Nacional Autónoma de México

Gutiérrez-Venegas¹,

Sánchez-García²,

Golzarri-Moreno³

et al. 2014

Revista Odontológica Mexicana

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For over a decade, experimental teaching of Biochemistry as a subject has been reinforced as part of the School of Dentistry, National University of Mexico (UNAM) curriculum. This aim has been achieved with the help of laboratory practices. The project of strengthening biochemistry teaching, entailed the purpose of achieving, for the student, the comprehension of biochemistry and molecular biology basic concepts and thus improving their professional skills. With this purpose in mind, three molecular biology experimental protocols have been introduced in the scholastic cycle 2011-2012. Objective: To analyze in the 2011-2012 generation, the opinion survey sustained on molecular biology protocols. Material and methods: In an blind and voluntary basis, an opinion survey was applied to fi rst year students of the National School of Dentistry. In this survey, six aspects of molecular biology protocols were assessed. The six aspects were: learning, participation, planning, group interaction, evaluation and infrastructure. Standard deviation means were obtained (± SD) in order to assess instrument reliability. Internal consistency of the survey and evaluation percentage of each reactive were equally obtained. To achieve this aim, the SPSS Windows version 12 was used. Averages of different categories were as follows: learning 71.1% (± 12.5), evaluation: 78.6% (± 17.1); infrastructure: 81.8% (± 17.9%). Global assessment revealed a 78.1 ± 10.3. Internal consistency of the survey presented a Crombach alpha of global 0.889. Survey of analysis results suggested that contemporary training for dentistry students must combine the didactic experience of laboratory work along with classroom activities. Infrastructure must nevertheless be potentiated as well as the student's skills to interpret results.

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