Thesis (Ed.D.)--University of Tulsa, 1975. / Bibliography: leaves 54-56.

Thesis (M.D.S.) -- University of Adelaide, Dept. of Dental Health, 1976.

The purpose of this study was to investigate the effectiveness of dental students and dental hygiene students in their teaching of prevention. Forty new periodontal patients were randomly chosen and assigned to twenty second year hygiene students and twenty third year dental students. Three variables were investigated: (1) patients' knowledge of oral hygiene; (2) patients' practices of oral hygiene as assessed by a questionnaire administered before and after initial preventive treatment and again at a six-month recall appointment; and (3) patients' plaque index as recorded by students performing a visual check on oral cleanliness. In addition, the student's attitude toward his role as an educator was assessed by a questionnaire administered prior to any patient contact. The patients' responses were evaluated to determine any changes in knowledge and improvement in preventive habits over the six-month period. The plaque index was used to correlate the patient's actual oral hygiene with his reported oral hygiene practices. The results demonstrated that dental students and dental hygiene students were equally effective in the teaching of correct oral hygiene procedures. The teaching program itself was effective in that all patients showed a significant improvement in their oral health by the end of the study. The results of the student questionnaire showed that the hygienists did feel that the task of teaching was more important than did the dental students although both groups responded favourably in their attitudes toward teaching prevention. The plaque index at follow-up was most influenced by pre-test knowledge score and by habits at the conclusion of the initial treatment period. Such socio-economic characteristics as age and educational level had little influence on the adoption of correct oral hygiene practices. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Until the mid 1960's British Columbia was dependent upon outside sources for its dental manpower. With a significant increase in population and a similar increase in demand for dental care it became apparent that British Columbia could no longer rely on the goodwill of other universities for the training of the province's dentists. As a result of two detailed studies authored by Dr. John B. Macdonald, a Faculty of Dentistry was established at the University of British Columbia in 1962 and the first undergraduate class admitted in September 1964. After ten years in operation it seemed appropriate to examine the question as to whether or not the implementation of a graduate studies program in the Faculty of Dentistry was justified. In order to provide an in-depth perspective as to the present status of graduate dental education programs a survey questionnaire was sent to all ten dental schools in Canada. The questionnaire dealt with three separate aspects of graduate dental education, namely: 1. the preparation for practice of a clinical dental specialty; 2. the preparation for a teaching and/or research career; and 3. the continued improvement of the existing professional dentist through continuing dental education. Undergraduate dental programs supply manpower to provide for the public's need for regular and routine dental care, while graduate dental education can provide qualified personnel for research, teachers for dental education, as well as dental specialists requiring the advanced skills to meet the public's need for special dental services. Consequently, the aim of both the undergraduate and graduate dental education programs is to provide the knowledge, skill and manpower to meet the dental health care demands of the community. With the advent of prepaid dental care plans, coupled with the public's growing awareness that it is their right to enjoy good dental health, it is clear that the increasing demand for service cannot be met by the undergraduate dental programs alone. Graduate dental education is the beginning of a partial solution to the problem. An analysis of the collected data, taking into consideration the dental care delivery system as it now exists in Canada, has shown that: 1. If undergraduate enrollment in dentistry is to be increased, not only in British Columbia but also in Canada as a whole, it is essential to provide the advanced training needed for personnel to staff the dental schools; 2. more research workers are needed if the answers to the major problems in the field of dentistry are to be found; 3. more clinical specialists are required if the public is to be afforded the treatment necessary in specialty areas; 4. many Canadian dentists pursue their graduate training at American institutions even though there are Canadian programs and positions available within these programs; 5. over the past five years dentists in Canada have demonstrated an increasing interest in continuing dental education programs. If the profession of dentistry is to achieve its ultimate goal of effective and economic treatment of dental disease, then it is of paramount importance for both undergraduate and graduate dental education programs to begin to deliver the professionally equipped personnel needed in Canada. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (Ph. D.)--University of Hong Kong, 1992. / Also available in print.

The purpose of this study was to investigate the influence of a ten (10) hour Teacher's Motivational Teaching Model (TMTM) on student teachers' teaching behavior. The sample for this study consisted of 90 elementary education majors at Ball State University involved in a dental health study.Of the 90 students involved in this study, 46 were taught an experimental unit in dental health and 44 were taught a less concentrated unit in dental health. The experimental unit was 10 hours in duration and made application of operant conditioning principles, cognitive dissonance, and group decision making. A special unit in classroom first aid was also taught to remove experimental bias. The Student Teacher Observation Form (a category recording system) was developed to measure the effects of the TMTM on student teachers' teaching behavior. STOP is a four category recording system which lasts three minutes. The categories included in STOF were facts/reasons in dental health instruction, demonstrations in dental health instruction, facts/reasons in first aidinstruction, and demonstration in first aid instruction. The STOP system was taught to the classroom supervisors assigned to the student teachers. The classroom supervisors observed their student teachers for 12 minutes a day for 7 weeks. The 12 minutes of observation time were randomly selected and 6 of the minutes observed daily consisted of science health instruction. The data collected by the classroom supervisors was sent in weekly for analysis.Four major null hypotheses were considered in this study.1.1 There will be no significant difference in the amount of facts/reasons dental health instruction performed by the experimental and control groups.1.2 There will be no significant difference in the amount of demonstration dental health instruction performed by the experimental and control groups.2. There will be no significant difference in the kind of dental health instruction performed by the experimental and control groups.3.1 There will be no significant difference in the utilization of teaching materials between experimental and control groups.3.2 There will be no significant difference in the utilization of consultation services between experimental and control groups.4. There will be no significant differences in the relationship between the utilization of materials and the distance from the source of materials between experimental and control groups.In summary the following conclusions were drawn.1. Student teachers exposed to the TNfiM (experimental group)spent significantly more instruction time on facts/reasons and demonstrations in dental health than student teachers who received the less concentrated instruction (control group).2. Significantly more dental health facts/reasons and demonstration instruction occurred in the science health instructional areas than outside the science-health area.3. Student teachers in the experimental group spent significantly more time on dental health facts/reasons instruction outside the sciencehealth area than the student teachers in the control groups.4. Dental health teaching materials were utilized in similar amounts by experimental and control student teachers.5. Student teachers in the experimental and control groups utilized similar proportions between facts/reasons and demonstration instruction in dental health.6. Student teachers in the experimental groups used more dental health consultation services than students in the control groups.7. No relationship existed between students in the experimental and control groups and the utilization of dental health materials and the distance from the source of the materials.

This study begins with an ethnographic self-study w hich allows for a reflection on traditional learning experiences. This study is located in the context of the initial development of dental health professionals within those higher education institutions that end eavour to provide education and training in a rapidly changing context. This context is charact erised by the simultaneous need to address the blurring of boundaries and the dichotom ies that exist such as the first world and the third world, the developed and the less develop ed world, the rich and the poor, health and wealth, the private and the public sectors, the formal and the informal sectors, the advantaged and the disadvantaged, the privileged an d the underprivileged. The definitions, concepts, theories and principles around curricula and professional development are examined in an effort to extend int o discoveries of educational research usually beyond the purview of dental health practit ioners, policy makers or higher education specialists involved in training these dental healt h practitioners. It poses key questions regarding the nature of prof essional competences within dental health science undergraduate studies and how the curricula are organised around these perceptions of competence. Investigative tools include particip ant observation, interviews and questionnaires which have included both education d eliverers – the teaching staff - and education consumers – the students. The areas of access by students to programmes (inpu t), activities whilst in the programmes (throughput) and their competences at the exit end of the programme (output) are examined. It was found that institutions and programmes are p aradoxically positioned declaring missions to be globally competitive and internation ally recognised and at the same time wanting to reach out to the population who are disa dvantaged and who form a majority. Whilst the needs of the wider community is for basi c dental services and primary health care, the resources appear to be geared for producing tec hnologically-superior professionals who will cater for a largely urban and middle class pop ulations. The resources available, particularly human resources, for this training, ar e going through a critical shortage. Simultaneously demands are being made to challenge the epistemological rationale of the curriculum practice of the training sites at both u niversities and technikons (now known as universities of technology). / Thesis (Ph.D.) - University of KwaZulu-Natal,Durban, 2009.

No description available.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.P.H.)--University of Michigan, 1943.