Undergraduate education in gerodontology in Germany: the Leipzig Programme

Nitschke, Ina; Sobotta, Bernhard A.J.; Reiber, Thomas

doi:10.1111/j.1741-2358.2008.00222.x

Cited by 10 publications

(11 citation statements)

References 30 publications

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“…In contrast, students in Leipzig, Germany, who were limited to performing diagnostic procedures and treatment planning expressed some frustrations at not being able to provide actual treatment. 9,21 Increased didactic gerodontology and experiential content of the undergraduate course alone are insuficient to improve the oral health of seniors. The behavior of students and, subsequently, of qualiied dentists is inluenced by a host of factors many of which, like the economic and working environment in dental practice, lie well beyond the inluence of the dental school.…”

Section: Discussionmentioning

confidence: 99%

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

Nitschke

Kunze

Reiber

et al. 2013

Journal of Dental Education

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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.

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Section: Discussionmentioning

confidence: 99%

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

Nitschke

Kunze

Reiber

et al. 2013

Journal of Dental Education

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“…By using published reports on geriatric dentistry education in the United States (13,15,16) and in Europe (4,14,(17)(18)(19), geriatric dentistry curricula in the USA and in Europe were compared to those at Showa University. Whilst no reports presented specific curriculum hours, curriculum content was well described.…”

Section: Discussionmentioning

confidence: 99%

Graduate and undergraduate geriatric dentistry education in a selected dental school in Japan

Kitagawa

Sato

Komabayashi

2011

European Journal of Dental Education

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Geriatric dentistry and its instruction are critical in a rapidly aging population. Japan is the world’s fastest-aging society, and thus geriatric dentistry education in Japan can serve as a global model for other countries that will soon encounter the issues that Japan has already confronted. This study aimed to evaluate geriatric dental education with respect to the overall dental education system, undergraduate geriatric dentistry curricula, mandatory internships, and graduate geriatric education of a selected dental school in Japan. Bibliographic data and local information were collected. Descriptive and statistical analyses (Fisher and Chi-square test) were conducted. Japanese dental schools teach geriatric dentistry in 10 geriatric dentistry departments as well as in prosthodontic departments. There was no significant differences found between the number of public and private dental schools with geriatric dentistry departments (p = 0.615). At Showa University School of Dentistry, there are more didactic hours than practical training hours; however, there is no significant didactic/practical hour distribution difference between the overall dental curriculum and fourth-year dental students’ geriatric dental education curriculum (p=0.077). Graduate geriatric education is unique because it is a four-year Ph.D. course of study; there is neither a Master’s degree program nor a certificate program in Geriatric Dentistry. Overall, both undergraduate and graduate geriatric dentistry curricula are multidisciplinary. This study contributes to a better understanding of geriatric dental education in Japan; the implications of this study include developing a clinical/didactic curriculum, designing new national/international dental public health policies, and calibrating the competency of dentists in geriatric dentistry.

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“…Each country has a different dental education system and geriatric dentistry education will reflect this diversity. Countries like the United States, Japan, and European countries, whose aged population needs are more pressing, have been trying to establish geriatric dentistry education for decades, in order to train dentists for the unique needs of the elderly population. Even industrializing countries with a more traditional age pyramid, such as Brazil and India, have started to include geriatric dentistry in their dental education systems in anticipation of the future ageing of their societies.…”

Section: Introductionmentioning

confidence: 99%

Geriatric dentistry education and context in a selection of countries in 5 continents

Marchini

Ettinger

Chen

et al. 2018

Special Care in Dentistry

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(1) There is great variation in the size of elderly population; (2) duration of training and content of dental education curriculum varies; (3) geriatric dentistry has not been established as a standalone course in dental schools in the majority of the countries, (4) most countries, with the exception of Japan, lack adequate number of dentists trained in geriatric dentistry as well as training programs, and (5) geriatric dentistry-related research has increased in recent years in scope and content, although the majority of these papers are not in English.

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Undergraduate education in gerodontology in Germany: the Leipzig Programme

Abstract: The LPEG is well received by dental students. A complex subject including overarching social skills has been integrated seamlessly into the dental curriculum.

Cited by 10 publications

References 30 publications

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

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

Graduate and undergraduate geriatric dentistry education in a selected dental school in Japan

Geriatric dentistry education and context in a selection of countries in 5 continents

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