Integration of medicine and basic science in dentistry: the role of oral and maxillofacial surgery in the pre‐doctoral dental curriculum

Dennis, Matthew

doi:10.1111/j.1600-0579.2009.00605.x

Cited by 15 publications

(14 citation statements)

References 18 publications

(20 reference statements)

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“…Recently, there have been different attempts to improve undergraduate dental curriculum [7][8][9][10]. However, most of these studies were clinically oriented [11][12][13][14].…”

Section: Discussionmentioning

confidence: 99%

Drawings as learning aid for the human anatomy students’ based evaluation

FY¹

2017

J Oral Health Craniofac Sci

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Introduction: One of the essential requirements for effi cient oral and maxillofacial surgeon is comprehensive knowledge in anatomy of head and neck regions. Authors believe that asking students to draw anatomical sketches will assist them to improve their imaginary memory for human anatomy. However, drawing, as learning aid in anatomy, has not been given enough attention as a learning aid for human anatomy.Aim of the study: To determine dental students' level of appreciation to drawings as practical learning aid in human anatomy. Materials and methods:Seventy nine fi rst year dental students in Ibn Sina University for Medical and Pharmaceutical Sciences College of Dentistry for the academic year 2016-2017, were requested to complete a questionnaire. The questions were mostly related to the importance of drawing in anatomy and its relation to Anatomy education. The participation in the questionnaire was optional.Results: This study showed highly signifi cant relationship between the ability to understand anatomy subject and the importance of drawing (P=0.006). It also showed highly signifi cant relationship between the importance of drawings and giving clinical examples during lectures or anatomical labs (P=0.006). Furthermore, the results showed no signifi cant relationship between the importance of drawings and the load of anatomical material, introduced in anatomical lectures and labs (P=0.639). Conclusion:Anatomical drawings, from fi rst year dental students' perspective, are a useful learning tool and can relate to different aspects of proper education of human anatomy. Drawings can be implemented as practical tool in human anatomy curriculum for undergraduate dental education.

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“…Recently, there have been different attempts to improve undergraduate dental curriculum [7][8][9][10]. However, most of these studies were clinically oriented [11][12][13][14].…”

Section: Discussionmentioning

confidence: 99%

Drawings as learning aid for the human anatomy students’ based evaluation

FY¹

2017

J Oral Health Craniofac Sci

View full text Add to dashboard Cite

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“…[6][7][8][9][10] These concerns are relevant to both pre-licensure health professions education and continuing education. 11 Joint continuing education (CE; also known as continuing professional development) is a way to address this disconnect, providing an opportunity for oral and non-dental HCPs to learn with, from, and about each other and discuss how they can work together in the care of patients with oral health problems that impact overall health. 8,9 Furthermore, CE programs with an interprofessional focus can be a powerful approach to eliminating the barriers to collaboration, including faculty resistance that impedes implementing medical-dental IPE for students and residents.…”

Section: Changing Health Professionals' Attitudes and Practice Behavimentioning

confidence: 99%

Changing Health Professionals’ Attitudes and Practice Behaviors Through Interprofessional Continuing Education in Oral‐Systemic Health

Mowat

Hein

Walsh

et al. 2017

Journal of Dental Education

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Integration of oral-systemic science into clinical care holds promise for improving patient outcomes and presenting opportunities for individuals in various health care professions to learn with, from, and about each other. The aim of this study was to examine whether an interprofessional continuing education program dedicated to oral-systemic health improved participants' attitudes toward interprofessional education and collaboration between dental and non-dental health care professionals and whether it influenced the physicians' practice of screening for debilitating oral diseases. The study took place in 2014 and used a mixed-methods approach, consisting of Readiness for Interprofessional Learning Scale (RIPLS) surveys conducted before, immediately after, and six months after the intervention, as well as surveys of self-reported practice behaviors and semi-structured interviews. A total of 231 health care professionals participated in the lectures and roundtable discussions. Of those, 134 responded to the pre-program survey (58% response rate), 110 responded to the post-program survey (48% response rate), and 58 responded to the survey six months after the program (25% response rate). The participants' median total RIPLS score at baseline was 76.5, which increased significantly immediately following the program (81.0) but returned to baseline six months later (76.5). Participants' RIPLS domain scores also increased significantly by profession from before to after the event, with effects returning to baseline after six months. Significantly more physicians reported screening for caries and periodontal disease after the intervention. An overall theme of "learning with, from, and about each other" was drawn from the interviews with 15 participants. The physicians took away a message of "just look in the mouth," while the dental professionals reported feeling valued as members of the health care team. Although reported improvements in oral-systemic health practice immediately after the intervention were encouraging, further research is necessary to understand why collaborative behaviors were not sustained.

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“…As indicated earlier, they are not alone in their call for inclusion of more medicine and science in the clinical training of dentists (e.g. Baum, 1997Baum, , 2007DePaola, 2008;Seoane et al, 2008;Dennis 2010;Nash, 2012;Miller et al, 2014). To be a clinical scholar in oral medicine means being able to place your patients' problems in the context of their general health and well-being, something that requires a sound foundation in internal medicine and life sciences.…”

Section: Oral Diseasesmentioning

confidence: 99%