Scandinavian Fellowship for Oral Pathology and Oral Medicine: guidelines for oral pathology and oral medicine in the dental curriculum

Abstract

In Scandinavia, as in many European countries, most patients consult their general dentist once a year or more. This gives the dentist a unique opportunity and an obligation to make an early diagnosis of oral diseases, which is beneficial for both the patient and the society. Thus, the dentist must have knowledge of clinical symptoms, local and systemic signs and clinical differential diagnoses to make an accurate diagnosis. The dentist must be competent in selecting appropriate diagnostic tests, for example, tissue biopsy and microbiological samples, and conducting them correctly, as well as in interpreting test results and taking appropriate action accordingly. Furthermore, the dentist must be aware of diseases demanding multidisciplinary cooperation and be able to recognise his/her professional limitation, and to refer to other specialists when required. The dental curriculum changes over time as new approaches, treatments and diagnostic possibilities develop. Likewise, the role of the dentist in the community changes and may vary in different countries. As members of the Scandinavian Fellowship for Oral Pathology and Oral Medicine and subject representatives of oral pathology and oral medicine, we feel obliged to contribute to the discussion of how the guidelines of the dental curriculum support the highest possible standards of dental education. This article is meant to delineate a reasonable standard of oral pathology and oral medicine in the European dental curriculum and to guide subject representatives in curriculum development and planning. We have created an advisory topic list in oral pathology and oral medicine.

The Necessity to Review Oral Pathology Curriculum: A need of time

“…18 In different countries, the role of the dentist in the community changes and may vary. The role of faculty is very important to design a comprehensive dental curriculum guideline that supports the highest possible quality of dental education 19 . An article offers a curriculum development model designed to help faculty make decisions about course content and prominences.…”

Clinical and morphopathological aspects af oral lichen planus

“…Sunt descrise câteva tipuri de lichen plan oral: forma reticulară sau tipică keratotică, forma plachetară, forma atrofică (eritematoasă) sau exudativ-hiperemică, forma erozivă (ulcerativă) și forma buloasă [5]. Microscopic semnele caracteristice lichenului plan oral sunt: hiperchetatoza (1), vacuolizarea celulelor stratului bazal cu keratinocite apoptotice -corpusculi coloizi (2), prezența infiltratului limfofagocitar la limita între epiteliu și țesutul conjuctiv (3) [6] (Figura 1).…”

“…Deasemenea pot fi observate pe limbă, mai rar pe gingii și buze. Această formă deobicei nu provoacă careva simptome clinice, si sunt depistate la un control de rutină [5].…”

Progress and challenges in the harmonisation of European undergraduate dental education: A systematic literature review with narrative synthesis

“…Many of these papers also reference the importance of EU policies focused on mutual recognition 35 or educational harmonisation, 36 and the influence of the DentEd projects 32,35 and ADEE's Profile and Competences for the European Dentist. [34][35][36]41,42,45 Challenges to harmonisation were also identified within these papers. One, published in 2004 on a UK curriculum for oral pathology, noted the diversity between European countries, which would be increased by the imminent accession to the EU of additional countries before any harmonisation was achieved, but predicted that EU guidance would shape UK curriculum development in future.…”