Variations in teaching of removable partial dentures in Spanish dental schools

Castillo-Oyagüe, Raquel; Lynch, Christopher D.

doi:10.4317/medoral.17368

Cited by 17 publications

(14 citation statements)

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“…Prosthodontic training is one of the largest components of dental curricula, so gaining competence in prosthodontics is essential. The current profile of the European dentist states that “a dentist must be competent at designing effective indirect restorations, anterior and posterior crowns, bridges, complete and partial dentures, including a combination of fixed and removable dentures, and occlusal splints, and undertaking some of these procedures as is relevant to the country of practice.” 7 Most surveys of education in prosthodontics have been oriented towards clinical materials and techniques, 8 – 10 preclinical skills, 11 and teaching strategies for complete 12 or partial dentures, 13 but only one study has addressed students’ perceptions of their own clinical competence for treating prosthodontic patients 14 . The aim of our study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth‐year dental students: those educated using traditional methodologies and those educated using PBL.…”

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confidence: 99%

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Montero

Dib

Guadilla

et al. 2018

Journal of Dental Education

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The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.

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confidence: 99%

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Montero

Dib

Guadilla

et al. 2018

Journal of Dental Education

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“…Over the past few years, emphasis has been placed worldwide to document the trends in teaching practices in undergraduate dental schools 8,12,18,19 . A few of the developed countries have even carried out follow‐up studies after a couple of years to assess changes, if any, in the teaching practices 15,20 .…”

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confidence: 99%

Current trends in removable partial prosthodontics education in dental colleges of Pakistan

Lone

Inayat

Lone

et al. 2021

Eur J Dental Education

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Objective The objective of this study was to investigate the current trends in undergraduate teaching of removable partial prosthodontics in various dental colleges of Pakistan. Methodology A cross‐sectional study was conducted in which a questionnaire was sent by email to head of Prosthodontics department of thirty‐one dental institutes of Pakistan. The survey included multiple questions regarding current trends in removable partial prosthodontics education in undergraduate dental colleges. Results Out of thirty‐one questionnaires, twenty‐six were completely filled and returned. In 19 (73%) dental colleges, removable partial denture is taught over a period of at least two years of undergraduate education. Students of only six dental colleges fabricate 10–12 removable partial dentures during their Prosthodontic rotation. Lectures and live clinical demonstration for construction of removable acrylic dentures are reported to be carried out in all the dental schools. Simple hinge articulator is the articulator of choice in 22 (84.6%) colleges. Even though twenty‐four out of twenty‐six colleges (92.3%) teach fabrication of cast partial dentures in lectures, none of the student fabricate these dentures during their Prosthodontic rotation. Conclusion This survey is the first to comprehensively report the teaching practices of removable denture Prosthodontics in undergraduate dental colleges of Pakistan. Faculty of all twenty‐six colleges give clinical demonstrations of acrylic partial denture construction before students start working in the dental OPD. Most of the dental colleges report use of similar impression materials and techniques in removable partial denture fabrication. More than 90% of dental colleges teach cast partial dentures theoretically, but their construction is grossly neglected in all the dental colleges. It is important that this skill is taught and practised by students in order to have the necessary skill set, so they can provide comprehensive treatment to partially dentate patients once they graduate.

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“…Castillo de Oyagüe et al (9) reported that the duration of the preclinical course for removable partial dentures is clearly shorter in Spain, in comparison with U.S. and Great Britain. However, the mean number of lecture hours reported for U.S dental schools (6) (28 hours, ranging from 12 to 80) is similar to what was observed here.…”

Section: Discussionmentioning

confidence: 99%

Curricula for the teaching of complete dentures in Spanish and Portuguese dental schools

Montero¹,

Castillo-Oyagüe²,

Albaladejo³

2013

Med Oral

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Objectives: Given the need to ensure that dentists are sufficiently skilled to offer the best possible care to their patients, this study aims to evaluate the teaching methods and clinical experience achieved by undergraduate dental students in Spain and Portugal as regards complete dentures. Study design: In February 2011, a questionnaire seeking information about the preclinical and clinical teaching of complete dentures was e-mailed to all Spanish and Portuguese dental schools with fully developed undergraduate degree dental programs. Results: A response rate of 82.6% was obtained. The distribution of lectures and hours spent at the laboratory and in clinical activities revealed that teaching complete dentures is eminently a practical issue, this being mostly performed by full-time prosthodontists. All surveyed schools teach the design of the record base, and most of them instruct students in the mounting of teeth in wax. Most schools (94.7%) used a semiadjustable articulator, alginate for primary impressions (73.7%) and elastomeric materials in border-molded custom trays for final impressions (68.4%). In most schools, within the clinical setting students work in pairs, the mean student/ professional staff member ratio being 2.3 ± 0.7. Most schools perform a competence-based assessment (83.3%), although innovative techniques such as problem-based learning are still rarely applied. On average, the students emplaced 1.8 ± 1.2 complete dentures during their clinical training, ranging from 0 to 4, although no clear trend was seen as regards the minimum number of dentures to be made for graduating. Conclusions: Variations in teaching programs and clinical experience concerning complete denture curricula among Spanish and Portuguese dental schools are evident, but all the schools base their teaching mainly on preclinical and clinical practice. However, the low number of dentures made by student per year seems insufficient to ensure clinical skills and cope with social needs. Key words:Dental education, questionnaires, complete dentures, curricula.

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Variations in teaching of removable partial dentures in Spanish dental schools

Cited by 17 publications

References 29 publications

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Dental Students’ Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem‐Based Learning Methodologies

Current trends in removable partial prosthodontics education in dental colleges of Pakistan

Curricula for the teaching of complete dentures in Spanish and Portuguese dental schools

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