Removable Partial Denture Education in U.S. Dental Schools

Petropoulos, Vicki C.; Rashedi, Behnoush

doi:10.1111/j.1532-849x.2006.00071.x

Cited by 61 publications

(84 citation statements)

References 11 publications

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“…Let alone this, there is some evidence that inadequately designed RPDs are badly tolerated by patients (15). Dental undergraduate programmes must continually evaluate their portion of the removable prosthodontic curricula to ensure that the current therapeutic and technical goals related to the dental health needs of society are being met (1,16). In this regard, previous investigations on teaching of removable partial dentures have been conducted in the United States (US) (16,17), and Ireland and the United Kingdom (UK) (18).…”

Section: Introductionmentioning

confidence: 99%

“…Notwithstanding recent advances in preventive dentistry (1), a recent report showed that there will be a large and growing need for fixed and removable prosthetic treatments in the future, mainly due to the substantial growth of population and their extended life expectancy (2). Suitable treatment options for partially dentate patients include implant-based treatments, conventional fixed partial prostheses, or removable partial dentures.…”

Section: Introductionmentioning

confidence: 99%

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Variations in teaching of removable partial dentures in Spanish dental schools

Castillo-Oyagüe¹,

Lynch²

2011

Med Oral

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Objectives: Despite the increasing demand for implant-based treatments, removable partial dentures (RPDs) are frequently used in the oral rehabilitation of partially dentate patients. Furthermore, the Bologna Declaration Agreement (1999) promotes the freedom of movement both of students among dental schools and of graduates across the European Union (EU). Given that inconsistency in teaching among dental schools may lead to confusion, this study aimed to evaluate the status of teaching and clinical experience reached by undergraduate dental students in Spanish dental schools in relation to RPDs. Study design: A questionnaire seeking information on the preclinical and clinical teaching of RPDs was emailed to all Spanish dental schools (11 public, 4 private) with complete undergraduate degree dental programmes in November 2009. Descriptive statistical data analysis was performed. Results: A 100% response rate was obtained. The average duration of the preclinical course in Spain was 44 hours (38 hours in the public schools and 60.5 hours in the private schools). However, public schools reported a greater number of RPDs made per student prior to graduation, with an average of 3.4 acrylic (range: 1-20) and 3.4 cobaltchromium (range: 1-20) RPDs. The corresponding means for private schools were 1 acrylic (range: 0-2) and 2.3 cobalt-chromium (range: 1-4). One public school (9%) stated that they were teaching RPDs using Problem-BasedLearning. Conclusions: Similar to that noted in previously surveyed countries, variations in teaching programmes and clinical experience concerning RPDs achieved by Spanish dental students were evident. While diversity of teaching is often considered to be of benefit, dental students must be adequately trained to ensure that they meet the needs of the patients they will serve during their careers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Variations in teaching of removable partial dentures in Spanish dental schools

Castillo-Oyagüe¹,

Lynch²

2011

Med Oral

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“…McGarry and Jacobson 27 published concern with the findings that the pre‐doctoral educational standards are being diminished from one of a competency level to only exposure. In 2006, Petropoulos and Rashedi 28 reported the results of a similar survey of 54 programs (44 respondents) that questioned requirements of undergraduate dental programs. Among numerous specific results, they found that 83% of the programs required only three units to graduate (one unit equated to either one single denture or one RPD) while the remainder of programs (18%) had no minimum requirement.…”

Section: Discussionmentioning

confidence: 99%

The Private Practice of Prosthodontists: Current and Future Conditions of Practice in the United States (Part 2)

Nash¹,

Pfeifer²

2007

Journal of Prosthodontics

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Increasing demand for services from prosthodontists is supported by an increasing US population size and a growing population of elderly. Efforts to grow the number of private practicing prosthodontists will have to consider several concerns including residency program enrollments, undergraduate exposure to prosthodontics, and the overall economic returns expected from engaging in the private practice of prosthodontics. Choosing a career as a private practicing prosthodontist is a timely consideration and complimented by expected increases in demand for care and favorable financial returns to practice.

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“…From an academic standpoint, teaching and practicing the standard RPD concepts and designs throughout the steps of RPD fabrication should be initiated and reinforced at the undergraduate level. Several studies have reported a similarity in RPD teaching curriculum among dental schools globally . However, one study has indicated that 18% of U.S. dental schools permit students to graduate without a predetermined set number of RPD clinical requirements, potentially leading to insufficient knowledge and experience in planning even for simple RPD clinical cases following graduation.…”

mentioning

confidence: 99%