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Gerald S Weintraub - One of the best experts on this subject based on the ideXlab platform.
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the Dental Student as a technician preclinical and clinical laboratory programs in fixed prosthodontics
Journal of Prosthodontics, 2001Co-Authors: Vicki C Petropoulos, Annette M Weintraub, Gerald S WeintraubAbstract:Purpose A 2-part survey of United States Dental schools was conducted. The first part of the survey was published in 1998 and determined the curricular structure, techniques taught, and materials used in predoctoral fixed prosthodontics courses. The purpose of the second part of the survey was to ascertain the delegation of laboratory procedures in preclinical and clinical fixed prosthodontic programs. Materials and Methods The survey was mailed to the course directors of predoctoral fixed prosthodontic programs at 53 US Dental schools. Of these, 42 schools returned the completed survey, resulting in a response rate of 79%. Results Results from this survey show that certain laboratory procedures in preclinical and clinical fixed prosthodontics are completed by Dental laboratories (either in-house or commercially available laboratories). Conclusions For the preclinical programs of fixed prosthodontics, there is more Student involvement in the completion of laboratory procedures in the Dental schools surveyed. In clinical fixed prosthodontic programs, there is a high emphasis on patient care and less on laboratory techniques that can be delegated to laboratory technicians.
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the Dental Student as technician an 18 year follow up of preclinical laboratory programs
Journal of Prosthodontics, 1997Co-Authors: Annette M Weintraub, Gerald S WeintraubAbstract:In 1977, a survey of American and Canadian Dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring Dental Students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular Dental care. In addition, approximately 20% fewer curriculum hours have been spent in Dental schools in removable prosthodontic instruction; a declining number of graduating Dental Students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a deemphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which Dental schools instruct Students about removable prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American Dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the proportion of schools with removable prosthodontic preclinical programs, especially those in removable partial dentures, increased, as did the relative amount of material presented to Students in these programs. This was accomplished primarily through the enhancement of laboratory technician support, both in-house and commercial, of Student preclinical removable prosthodontic laboratory procedures. The conflict between these outcomes and the call by the Dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching Students about the technical details involved in removable prosthesis fabrication is recognized and explored.
Annette M Weintraub - One of the best experts on this subject based on the ideXlab platform.
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the Dental Student as a technician preclinical and clinical laboratory programs in fixed prosthodontics
Journal of Prosthodontics, 2001Co-Authors: Vicki C Petropoulos, Annette M Weintraub, Gerald S WeintraubAbstract:Purpose A 2-part survey of United States Dental schools was conducted. The first part of the survey was published in 1998 and determined the curricular structure, techniques taught, and materials used in predoctoral fixed prosthodontics courses. The purpose of the second part of the survey was to ascertain the delegation of laboratory procedures in preclinical and clinical fixed prosthodontic programs. Materials and Methods The survey was mailed to the course directors of predoctoral fixed prosthodontic programs at 53 US Dental schools. Of these, 42 schools returned the completed survey, resulting in a response rate of 79%. Results Results from this survey show that certain laboratory procedures in preclinical and clinical fixed prosthodontics are completed by Dental laboratories (either in-house or commercially available laboratories). Conclusions For the preclinical programs of fixed prosthodontics, there is more Student involvement in the completion of laboratory procedures in the Dental schools surveyed. In clinical fixed prosthodontic programs, there is a high emphasis on patient care and less on laboratory techniques that can be delegated to laboratory technicians.
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the Dental Student as technician an 18 year follow up of preclinical laboratory programs
Journal of Prosthodontics, 1997Co-Authors: Annette M Weintraub, Gerald S WeintraubAbstract:In 1977, a survey of American and Canadian Dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring Dental Students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular Dental care. In addition, approximately 20% fewer curriculum hours have been spent in Dental schools in removable prosthodontic instruction; a declining number of graduating Dental Students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a deemphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which Dental schools instruct Students about removable prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American Dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the proportion of schools with removable prosthodontic preclinical programs, especially those in removable partial dentures, increased, as did the relative amount of material presented to Students in these programs. This was accomplished primarily through the enhancement of laboratory technician support, both in-house and commercial, of Student preclinical removable prosthodontic laboratory procedures. The conflict between these outcomes and the call by the Dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching Students about the technical details involved in removable prosthesis fabrication is recognized and explored.
Nicki Black - One of the best experts on this subject based on the ideXlab platform.
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does peer mentoring work Dental Students assess its benefits as an adaptive coping strategy
Journal of Dental Education, 2010Co-Authors: Naty Lopez, Sara Johnson, Nicki BlackAbstract:Dental Students deal with various stressors while in Dental school. While some develop adaptive coping skills, others may suffer from damaging effects of constant and increasing levels of stress. This study evaluated a peer mentoring program at a Dental school in the Midwest to determine Student perceptions of its benefits and to identify areas for improvement. Data were collected through a survey sent out to all Dental classes online. The twenty-five-item survey was based on Student responses during two focus groups held to elicit Student assessment of the peer mentoring program. Sixty-six percent of the Student body participated with representation from all four classes. Students find their peer mentoring program an effective tool in helping them deal with stress especially during transition phases of their curriculum, first into Dental school and later from preclinic to the clinics. Having a mentor means easy access to an available person who can help Students relieve anxieties about Dental school. Experiencing Dental school enables a Student to serve as a mentor, so a non-Dental Student is seen as not effective. Peer mentoring needs to be loosely structured and flexible and should cover all years in the Dental curriculum.
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does peer mentoring work Dental Students assess its benefits as an adaptive coping strategy
Journal of Dental Education, 2010Co-Authors: Naty Lopez, Sara Johnson, Nicki BlackAbstract:Dental Students deal with various stressors while in Dental school. While some develop adaptive coping skills, others may suffer from damaging effects of constant and increasing levels of stress. This study evaluated a peer mentoring program at a Dental school in the Midwest to determine Student perceptions of its benefits and to identify areas for improvement. Data were collected through a survey sent out to all Dental classes online. The twenty-five-item survey was based on Student responses during two focus groups held to elicit Student assessment of the peer mentoring program. Sixty-six percent of the Student body participated with representation from all four classes. Students find their peer mentoring program an effective tool in helping them deal with stress especially during transition phases of their curriculum, first into Dental school and later from preclinic to the clinics. Having a mentor means easy access to an available person who can help Students relieve anxieties about Dental school. Experiencing Dental school enables a Student to serve as a mentor, so a non-Dental Student is seen as not effective. Peer mentoring needs to be loosely structured and flexible and should cover all years in the Dental curriculum.
D Hamamoto - One of the best experts on this subject based on the ideXlab platform.
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Dental Student self assessment of a medical history competency developed by oral and maxillofacial surgery faculty
European Journal of Endocrinology, 2018Co-Authors: H A Emam, C A Jatana, S Wade, D HamamotoAbstract:Purpose To develop a standardized competency exam to evaluate Dental Student knowledge of patients with complex medical histories. Analysis was performed to determine if there is a difference between Dental Student self-assessment of the exam compared to oral surgery faculty. The overall goal is to enhance Student comprehension of advanced medical patients in the pre-doctoral oral and maxillofacial surgery clinic and make changes based on Student responses. Methods The exam took place in a simulation laboratory containing two-way mirrors where the Student could not see the evaluator. Three standardized patients (trained actors) were given different medical history scenarios to learn prior to the exam. Students were randomly assigned to interview one patient. The graders consisted of senior and junior level faculty. In real time (live) randomized manner, faculty assessed each Student using a standardized rubric to assign a score of 1 to 4. Immediately afterwards, Students assessed their own performance using the same scale. Results Students gave themselves significantly higher grades (P < 0.001) on the exam (10.7 ± 0.12) compared to the faculty (9.2 ± 0.17). There was no significant difference in Student (P = 0.16) or faculty assessment (P = 0.29) between the three different medical scenarios. There was no significant difference between faculty in assessment of Student performances (P = 0.16). Conclusion These results suggested that Students overestimated their performance compared to the faculty assessment. This could be due to that Students assessed their performance based on memory and self-confidence; that exceeds their expectations. Internal calibration of Student performances and faculty grading using standardized criteria may produce more accurate and reliable outcomes in Student scoring.
Vicki C Petropoulos - One of the best experts on this subject based on the ideXlab platform.
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the Dental Student as a technician preclinical and clinical laboratory programs in fixed prosthodontics
Journal of Prosthodontics, 2001Co-Authors: Vicki C Petropoulos, Annette M Weintraub, Gerald S WeintraubAbstract:Purpose A 2-part survey of United States Dental schools was conducted. The first part of the survey was published in 1998 and determined the curricular structure, techniques taught, and materials used in predoctoral fixed prosthodontics courses. The purpose of the second part of the survey was to ascertain the delegation of laboratory procedures in preclinical and clinical fixed prosthodontic programs. Materials and Methods The survey was mailed to the course directors of predoctoral fixed prosthodontic programs at 53 US Dental schools. Of these, 42 schools returned the completed survey, resulting in a response rate of 79%. Results Results from this survey show that certain laboratory procedures in preclinical and clinical fixed prosthodontics are completed by Dental laboratories (either in-house or commercially available laboratories). Conclusions For the preclinical programs of fixed prosthodontics, there is more Student involvement in the completion of laboratory procedures in the Dental schools surveyed. In clinical fixed prosthodontic programs, there is a high emphasis on patient care and less on laboratory techniques that can be delegated to laboratory technicians.